SPED Student Teacher Evaluation Rubric
Standard
Special
Education:
Development
and
Characteristics
of Learners
Not Observed
Not Observed
Does not meet
Fails to recognize
similarities and
differences in the
development and
learning needs of
students with and
without disabilities.
Progressing
Recognizes
similarities and
differences in the
development and
learning needs of
students with and
without disabilities,
and attempts to
modify instruction
accordingly.
Individual
Learning
Differences
Not Observed
Does not vary
instruction based on
abilities, attitudes,
interests, values and
cultural background.
Attempts to vary
instruction based on
individual learner
characteristics, but
not always
consistently,
appropriately, or
successfully.
Instructional
Strategies
Not Observed
Does not use
research basedinstructional
strategies to facilitate
integration, teach
self-assessment and
problem-solving,
nurture selfmanagement and
Attempts to use
research basedinstructional
strategies to facilitate
integration, teach
self-assessment and
problem-solving,
nurture selfmanagement and
Meets
Consistently
recognizes
similarities and
differences in the
development and
learning needs of
students with and
without disabilities,
and modifies
instruction
accordingly.
Appropriately varies
instruction based on
individual learner
characteristics,
including academic
and social abilities,
attitudes, interests,
values, and cultural
background.
Uses research
based-instructional
strategies to
facilitate
integration, teach
self-assessment and
problem-solving,
nurture selfmanagement and
1
Exceeds
Puts considerable
effort into
identifying
characteristics of
individual students
and developing
appropriate
instruction based on
this information.
Skillfully plans and
implements varied
learning
opportunities that
reflect individual
learner
characteristics and
actively nurture
student
development.
Prior planning and
student outcomes
reflect use of
research basedinstructional
strategies to
facilitate integration,
teach selfassessment and
SPED Student Teacher Evaluation Rubric
self-reliance,
facilitate
maintenance and
generalization and
support transition.
self-reliance,
facilitate
maintenance and
generalization and
support transition,
but may have limited
success.
Learning
Environment
and Social
Interactions (I)
Not Observed
Does not use
research-based
strategies for
effective
management of
teaching and
learning, poor use of
time and scheduling,
difficulty
establishing rapport,
lacks ability to teach
social skills, does not
model effective
crisis prevention and
intervention
techniques.
Attempts to use
research-based
strategies for
effective
management of
teaching and
learning; may have
difficulty with two or
more areas including:
use of time and
scheduling,
establishing rapport,
teaching social skills,
implementing
effective crisis
prevention and
intervention
techniques.
Learning
Environments
and Social
Not Observed
Does not establish a
classroom learning
environment that is
Attempts to establish
a classroom learning
environment that is
self-reliance,
facilitate
maintenance and
generalization and
support transition.
2
problem-solving,
nurture selfmanagement and
self-reliance,
facilitate
maintenance and
generalization and
support transition.
Consistently uses
Fluently integrates
research-based
research-based
strategies for
strategies for
effective
effective
management of
management of
teaching and
teaching and
learning; no
learning into daily
significant difficulty classroom
in any of the areas
instruction;
including: use of
demonstrates skills
time and
in all areas
scheduling,
including: use of
establishing rapport, time and scheduling,
teaching social
establishing rapport,
skills, implementing teaching social
effective crisis
skills, implementing
prevention and
effective crisis
intervention
prevention and
techniques.
intervention
techniques.
Establishes a
Establishes a
consistent,
consistent,
supportive
supportive
SPED Student Teacher Evaluation Rubric
Interactions (II)
Language and
Communication
Not Observed
supportive,
establishes realistic
expectations for
personal and social
behavior, encourages
active student
participation, selfadvocacy and
increased
independence.
supportive; however,
has difficulty in two
or more areas:
establishes realistic
expectations for
personal and social
behavior, encourages
active student
participation, selfadvocacy and
increased
independence.
Does not effectively
use strategies that
support and enhance
communication
skills of students
with exceptional
needs.
Attempts to
implement strategies
that support and
enhance
communication skills
of students with
exceptional needs,
including at least one
of the following:
analyzing
communicative intent
of behavior, teaching
pragmatic language
skills, and
implementing
augmentative and
assistive
communication
classroom learning
environment that
establishes realistic
expectations for
personal and social
behavior; some
classroom activities
encourage active
student
participation, selfadvocacy and
increased
independence.
Implements
strategies that
support and enhance
communication
skills of students
with exceptional
needs, including
activities that
address each of the
following:
analyzing
communicative
intent of behavior,
teaching pragmatic
language skills, and
implementing
augmentative and
assistive
3
classroom learning
environment with
high but realistic
expectations for
personal and social
behavior; classroom
activities regularly
encourage active
student participation,
self-advocacy and
increased
independence.
Creatively
implements a variety
of strategies that
effectively support
and enhance
communication
skills of students
with exceptional
needs, including
activities that
address each of the
following: analyzing
communicative
intent of behavior,
teaching pragmatic
language skills, and
implementing
augmentative and
SPED Student Teacher Evaluation Rubric
Instructional
Planning
Not Observed
Does not align
instruction with
appropriate sequences
of general and special
education curricula,
including Missouri
standards; does not
modify instructional
curricula, materials,
methods as appropriate
to meet individual
student learning needs
based on present level
of performance and
formative assessment
data; does not use
assistive technology
and devices to enhance
teaching and learning;
and does not
implement strategies
for integrating
affective, social and
life skills with
academic curricula.
4
techniques.
communication
techniques.
assistive
communication
techniques.
Aligns instruction with
appropriate sequences
of general and special
education curricula,
including Missouri
standards but does not
consistently modify
instructional curricula,
materials, methods as
appropriate to meet
individual student
learning needs based on
present level of
performance and
formative assessment
data; occasionally
assistive technology
and devices to enhance
teaching and learning;
and does not
consistently implement
strategies for
integrating affective,
social and life skills
with academic
curricula.
Creates effective
instruction aligned
with appropriate
sequences of general
and special education
curricula, including
Missouri standards
with modified
instructional
curricula, materials,
methods as
appropriate to meet
individual student
learning needs based
on present level of
performance and
formative assessment
data; uses assistive
technology and
devices to enhance
teaching and learning
when appropriate; and
often implements
strategies for
integrating affective,
social and life skills
with academic
curricula.
Creates effective
instruction aligned
with appropriate
sequences of general
and special education
curricula, including
Missouri standards
with modified
instructional curricula,
materials, methods as
appropriate to meet
individual student
learning; fluently and
systematically uses
formative assessment
and other feedback to
adjust instruction
during the lesson;
consistently uses
assistive technology
and devices to
enhance teaching and
learning; and
systematically
implements strategies
for integrating
affective, social and
life skills with
academic curricula.
SPED Student Teacher Evaluation Rubric
Collaboration
Not Observed
Does not
demonstrate skills
necessary to function
as an active member
of the IEP or IFSP
team.
Demonstrates most
skills necessary to
function as an active
and knowledgeable
member of an
IEP/IFSP team,
familiar with roles
and responsibilities
of all members of the
IEP/IFSP team, and
attempts to address
concerns of members
(including families);
however, not yet able
to foster collaborative
relationships or to
apply what is learned
in team meetings to
helping students
reach their full
potential.
Demonstrates all
skills necessary to
function as an active
and knowledgeable
member of an
IEP/IFSP team,
familiar with roles
and responsibilities
of all members of
the IEP/IFSP team,
and addresses
concerns of
members (including
families); attempts
to foster
collaborative
relationships and to
apply what is
learned in team
meetings to helping
students reach their
full potential.
5
Fluently
demonstrates all
skills necessary to
function as an active
and knowledgeable
member of an
IEP/IFSP team,
familiar with roles
and responsibilities
of all members of
the IEP/IFSP team,
takes a leadership
role in identifying
and addressing
concerns of
members (including
families); fosters
mutual agreement
and respect in
collaborative
relationships and
applies what is
learned in team
meetings to helping
students reach their
full potential.