Impact Portfolio Rubric (In EDU 425/525 During Student Teaching) PART A Indicator TARGET 3 ACCEPTABLE 2 UNACCEPTABLE 1 1. Classroom The Teacher Candidate The Teacher Candidate The Teacher Candidate had management and the managed the classroom to managed the classroom to difficulties with classroom resulting learning create a learning environment create a learning management, and, as a environment in which students were environment in which result, students’ behavior encouraged to discuss ideas, students were encouraged to may have interfered with CCCT 2.1 seek information, and follow the teacher’s their learning. validate explanations. instructions. 2 & 3. Learning The Teacher Candidate The Teacher Candidate The Teacher Candidate did activities aligned with planned lessons and units that planned lessons and units not plan lessons and units national standards used addressed appropriate that addressed appropriate to appropriately address to support students’ learning goals, including learning goals, including standards and legislative development of those that addressed local, those that addressed local, mandates or used learning essential skills in the state, and national standards state, and national standards activities that primarily subject area and legislative mandates and and legislative mandates and involved students in used learning activities that used learning activities to memorization and/or recall CCCT 1.2 integrated essential subject develop students’ basic of factual knowledge. area knowledge and skills . skills and knowledge. The Teacher Candidate used The Teacher Candidate used The Teacher Candidate learning activities that learning activities that used learning activities that established a framework for provided some opportunities did not provide future learning of subject for students to apply and/or opportunities for students area concepts and themes develop essential subject to apply or develop area skills in learning essential skills in learning content content 4, 5, & 6. Engaging the Students were actively Students were engaged in Students located students in to engaged in exploring one or examining one or more information from resources inquiry examine issues in the more issues relevant to the issue using different provided by the teacher subject area content covered resources CCCT 2.2 Students independently Students were guided to use Students’ research was not conducted research using a research to summarize their a component in the inquiry variety of sources findings activities. Students developed, justified Students developed and Students presented & presented their positions presented positions with information with no taking into account alternate unfounded justification or justification and no or little points of view. no justification. evidence of research of findings.
Impact Portfolio Rubric (In EDU 425/525 During Student Teaching) PART A Indicator TARGET 3 ACCEPTABLE 2 UNACCEPTABLE 1 1. Classroom management and the resulting learning environment CCCT 2.1 The Teacher Candidate managed the classroom to create a learning environment in which students were encouraged to discuss ideas, seek information, and validate explanations. The Teacher Candidate managed the classroom to create a learning environment in which students were encouraged to follow the teacher’s instructions. The Teacher Candidate had difficulties with classroom management, and, as a result, students’ behavior may have interfered with their learning. 2 & 3. Learning activities aligned with national standards used to support students’ development of essential skills in the subject area CCCT 1.2 The Teacher Candidate planned lessons and units that addressed appropriate learning goals, including those that addressed local, state, and national standards and legislative mandates and used learning activities that integrated essential subject area knowledge and skills . The Teacher Candidate planned lessons and units that addressed appropriate learning goals, including those that addressed local, state, and national standards and legislative mandates and used learning activities to develop students’ basic skills and knowledge. The Teacher Candidate did not plan lessons and units to appropriately address standards and legislative mandates or used learning activities that primarily involved students in memorization and/or recall of factual knowledge. The Teacher Candidate used learning activities that established a framework for future learning of subject area concepts and themes The Teacher Candidate used learning activities that provided some opportunities for students to apply and/or develop essential subject area skills in learning content The Teacher Candidate used learning activities that did not provide opportunities for students to apply or develop essential skills in learning content 4, 5, & 6. Engaging the students in inquiry to examine issues in the subject area CCCT 2.2 Students were actively engaged in exploring one or more issues relevant to the content covered Students were engaged in examining one or more issue using different resources Students located information from resources provided by the teacher Students independently conducted research using a variety of sources Students were guided to use research to summarize their findings Students’ research was not a component in the inquiry activities. Students developed, justified & presented their positions taking into account alternate points of view. Students developed and presented positions with unfounded justification or no justification. Students presented information with no justification and no or little evidence of research of findings.
Appendix-C3-Secondary-Math-SPA-Key-Assessment-Aligned-to-NCTM-2012.docx