APPENDIX L
STUDENT TEACHING EVALUATIONS VALUES AND DESCRIPTIONS
Scoring Rubric
DOMAIN I: PLANNING AND PREPARATION
LEVEL OF PERFORMANCE
ELEMENT
DISTINGUISHED
3
PROFICIENT
2
The lesson plan is
appropriate to age group
and subject. Adequate
attention is directed to the
age level and subject
matter.
Lesson plan is
appropriate to age group
and subject
The lesson plan has a
clearly defined structure
that addresses the age
group and subject. The
plan coherently addresses
the age level and subject
matter of focus.
Demonstrates knowledge
of students’
needs/interests
Designs instruction and
enhances learning by
consistently building on
student interests and
individual needs.
Effectively accommodates
students’ interests or
needs during instruction.
Demonstrates knowledge
of content & pedagogy
Plans and practices reflect
familiarity with a wide
range of effective
pedagogical approaches in
the discipline, anticipating
student misconceptions.
Plans and practices reflect
familiarity with a wide
range of effective
pedagogical approaches in
the discipline.
BASIC
1
The lesson plan is
designed to address the
age group and subject
lesson, although they are
not uniformly maintained.
Consistent attention to age
appropriateness and
content relevance are
lacking.
Attempts to accommodate
students’ questions or
interests, although
opportunities to establish
connections are missed.
UNSATISFACTORY
0
The lesson or unit has no clearly
defined focus on age level or
content appropriateness.
Activities are not
developmentally appropriate or
content relevant.
Plans and practices reflect
a limited range of
pedagogical approaches or
some approaches that are
not suitable to the
discipline or to the
students.
Displays little or no
understanding of the range of
pedagogical approaches suitable
to student learning of the content.
Ignores students’ interests and
needs throughout instruction.
Demonstrates knowledge
of classroom resources
Designs lessons for
differentiated instruction
Knowledge of resources
for classroom use is
extensive, including those
available through the
school or district, in the
community, through
professional organizations
and universities, and on
the Internet.
Outcomes are based on a
comprehensive
assessment of student
learning and take into
account the varying needs
and ability levels of
individual students or
groups.
Displays awareness of
resources available for
classroom use through the
school or district and
some familiarity with
resources external to the
school and on the
Internet.
Displays awareness of
resources available for
classroom use through the
school or district but no
knowledge of resources
available more broadly.
Unaware of resources for
classroom use available through
the school or district.
Most of the outcomes are
suitable for all students in
the class and are based on
evidence of student
proficiency. However, the
needs of some individual
students may not be
accommodated.
Most of the outcomes are
suitable for most of the
students in the class based
on global assessments of
student learning.
Outcomes are not suitable for the
class or are not based on any
assessment of student needs. NO
attempt is made to address the
varied instructional needs of
students.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
LEVEL OF PERFORMANCE
ELEMENT
Creates a safe,
engaging learning
environment
DISTINGUISHED
3
Models and demonstrates
genuine caring interactions
for all students in the
classroom. Creates
opportunities for students to
interact fairly and respectfully
with classmates. Keeps all
students safe.
PROFICIENT
2
Demonstrates
interaction that is
generally polite and
respectful of students.
Monitors student’s
treatment of peers and
basic safety, correcting
classmates respectfully
when needed.
BASIC
1
Demonstrates no disrespect for
students during classroom
interactions. Appears aware of
students’ treatment of peers and
safety, but limits to correction
exist.
UNSATISFACTORY
0
Demonstrates interactions
that may be characterized by
conflict, sarcasm, or putdowns. Fails to monitor
students’ treatment of peers
and safety of individual
students.
Interacts
respectfully/genuinely
with students
Teacher-student interactions
reflect genuine respect and
caring for individuals as well
as groups of students.
Students appear to trust the
teacher with sensitive
information.
Manages transitions
smoothly and
efficiently
Transitions are seamless, with
students assuming
responsibility in ensuring
their efficient operation.
Monitors and
responds to student
behavior
Monitoring and response by
teacher is subtle and
preventive. Students monitor
their own and their peers’
behavior, correcting one
another respectfully.
Small-group work is well
organized, and students are
productively engaged at all
times, with students assuming
responsibility for
productivity.
Arranges and
oversees student work
groups
Demonstrates
classroom
management
strategies
Implements components
necessary for effective
classroom management,
including high expectations for
student success, consistency in
dealing with students, clear
standards of conduct for all
students, well-established
routines and respectful
student/teacher interactions.
Teacher-student
interactions are friendly
and demonstrate general
caring and respect. Such
interactions are
appropriate to the age
and cultures of the
students. Students
exhibit respect for the
teacher.
Transitions occur
smoothly, with little loss
of instructional time.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students
exhibit only minimal respect for
the teacher.
Teacher interaction with at
least some students is
negative, demeaning,
sarcastic, or inappropriate to
the age or culture of the
students. Students exhibit
disrespect for the teacher.
Only some transitions are
efficient, resulting in some loss of
instructional time.
Transitions are chaotic, with
much time lost between
activities or lesson segments.
Alert and responsive to
student behavior at all
times.
Generally aware of student
behavior but may miss the
activities of some students.
Response to student behavior is
uneven.
Student behavior is not
monitored, and teacher is
unaware of what the students
are doing.
Small-group work is
well organized, and
most students are
productively engaged in
learning while
unsupervised by the
teacher.
Students in only some groups are
productively engaged in learning
while unsupervised by the
teacher.
Students not working with
the teacher fail to be
productively engaged in
learning.
With occasional support,
implements components
necessary for effective
classroom management,
including high
expectations for student
success, consistency in
dealing with students,
clear standards of
conduct for all students,
well-established routines
Requires consistent support to
implement components necessary
for effective classroom
management, including high
expectations for student success,
consistency in dealing with
students, clear standards of
conduct for all students, wellestablished routines and respectful
student/teacher interactions.
Does not demonstrate use of
components necessary for
effective classroom
management, including high
expectations for student
success, consistency in
dealing with students.
clear standards of conduct for
all students, well-established
routines and respectful
student/teacher interactions.
and respectful
student/teacher
interactions.
DOMAIN 3: INSTRUCTION
LEVEL OF PERFORMANCE
ELEMENT
DISTINGUISHED
3
Communicates clear
learning expectations
The purpose of the lesson or
unit clear, including where it is
situated within broader
learning, linking that purpose
to student interests.
Communicates
importance/relevance
of content
Students demonstrate through
their active participation,
curiosity, and taking initiative
that they value the importance
of the content.
Voice is loud, clear,
and pleasant
Demonstrates vocalization that
is clear and well-projected.
Varied rate, volume, pitch and
pause.
Pitch, inflection, pronunciation
and voice expand the
instructional context. Voice
used effectively as
instructional and motivational
tool.
PROFICIENT
2
The purpose of the
lesson or unit is clear,
including where it is
situated within broader
learning.
BASIC
1
Attempts to explain the
instructional purpose of the
lesson is met with limited
success.
UNSATISFACTORY
0
The purpose of the lesson or
unit is unclear to students.
Teacher conveys
genuine enthusiasm for
the content, and students
demonstrate consistent
commitment to its
value.
Demonstrates
vocalization that is clear
and well-projected.
Varied rate, volume and
pitch match the
instructional context.
Words pronounced
correctly.
Teacher communicates
importance of the work but with
little conviction and only
minimal apparent buy-in by the
students.
Teacher or students convey a
negative attitude toward the
content, suggesting that it is
not important or has been
mandated by others.
Demonstrates wording that is
clear. Appropriate rate and
volume. Voice fits context.
Words pronounced correctly.
Words muffled and unclear.
Monotone. Words
pronounced incorrectly.
Voice quality weak.
Introduction (set) is
made to the lesson
Presents an instructional set
that is relevant and engaging to
students, activates prior
knowledge and creates interest
in the topic is a designed
component of the lesson.
Presents an instructional
set that activates prior
knowledge was a part of
the lesson.
Includes an instructional set is a
part of the lesson.
An instructional set was not
a made to the lesson.
Asks key questions
allowing adequate
response time
Questions are of uniformly
high quality, with adequate
time for students to respond.
Teacher questions stimulate
student interactions and
thoughtful response.
Most questions are of
high quality. Adequate
time is provided for
students to respond.
Questions are a combination of
low and high quality. Only
some invite a thoughtful
response.
Questions are virtually all of
poor quality, with low
cognitive challenge and
single correct responses, and
they are asked in rapid
succession.
Content/ideas
communicated clearly
and accurately
Demonstrates consistent use of
multiple representations and
explanations that communicate
key ideas of the content.
Teacher frequently stimulates
prior content knowledge, links
new concepts to familiar
concepts, and makes clear and
relevant connections to the
students’ experiences through
real-life applications.
Uses limited representations and
explanations that communicate
key ideas in the content.
Provides inconsistent
connections to prior content
knowledge, linkages to familiar
concepts, and connections to the
students’ experiences.
Does not or rarely uses
representations and
explanations that
communicate key ideas in
the lesson content. The
teacher does not relate
content to prior content
knowledge, linkages to
familiar concepts or
connections to the students’
experiences.
Technology is
effectively utilized
The integration of appropriate
technology was consistently
planned and utilized by
students at higher cognitive
levels in the lesson.
Sometimes uses
multiple representations
and explanations that
communicate key ideas
in the content. Teacher
periodically relates
content to classes’ prior
content knowledge,
links new concepts to
familiar concepts, and
makes appropriate
connections to the
students’ experiences.
The integration of
appropriate technology
was planned and
utilized by students in
the lesson.
The integration of technology
was planned utilized by students
in the lesson, but it was misuse
and limitations were evident.
No integration of technology
was planned for students in
the lesson or unit.
Motivates students
with positive
reinforcement
Uses variety of
materials, activities,
and methods
Assesses students for
understanding during
the lesson
Appropriate
summary/conclusion
evidenced
Effectively promotes
positive social interaction,
student motivation, and
active engagement in
learning by dealing with
individuals in a way that
positively recognizes their
abilities.
Demonstrates use of varied
instructional materials,
methods and resources that
are suitable to the
instructional purposes and
engage students mentally.
Students initiate the choice,
adaptation, or creation of
materials to enhance their
learning.
actively and systematically
elicits diagnostic
information from individual
students regarding their
understanding and monitors
the progress of individual
students during instruction.
Presents closure to a lesson
that summarizes what had
been learned in the lesson,
relates content to previous
knowledge, and connects
content to future applications.
Requires students to
participate in an instructional
activity to reinforce lesson
concepts.
Actively promotes
positive social
interaction, student
motivation, and student
engagement in learning.
Addresses positive social
interaction, student motivation,
and student engagement for
learning.
Does not promote positive
social interaction, student
motivation, and active
engagement in learning.
Demonstrates use of
instructional materials,
methods and resources
that are suitable to the
instructional purposes
and engage students
mentally.
Demonstrates use of instructional
materials, methods and resources
that are only partially suitable to
the instructional purposes, or
students are only partially
mentally engaged with them.
Demonstrates use of
instructional materials,
methods and resources that
are unsuitable for
instructional purposes and do
not engage students mentally.
Monitors the progress of
groups of students
during instruction,
making limited use of
diagnostic prompts to
elicit information.
Monitors the progress of the class
as a whole but elicits no
diagnostic information during
instruction.
Does not monitor student
learning during instruction.
Provides closure to a lesson that
summarizes what had been
learned.
No structured closure
evident. Lesson ended by
dismissal of the class.
Presents closure to a
lesson that summarizes
what had been learned in
the lesson, relates
content to previous
knowledge, and/or
connects content to
future applications.
Assessment is made at
the conclusion of a
lesson
Concludes lesson with
assessment to support plans
for future instruction of
individual students.
Concludes lesson with
assessment to support
plans for future
instruction for groups of
students.
Concludes lesson with
assessment to support plans for
future instruction of the class as a
whole.
Has no plans to use
assessment results in
designing future instruction.
Lesson plan is
followed and adjusted
when necessary
Successfully makes a major
adjustment to a lesson when
needed.
Makes a minor
adjustment to a lesson,
and the adjustment
occurs smoothly.
Attempts to adjust a lesson when
needed, with only partially
successful results.
Adheres rigidly to an
instructional plan, even when
a change is clearly needed.
Uses correct oral and
written language
Spoken and written language
is correct and conforms to
standard English. It is also
expressive, with well-chosen
vocabulary that enriches the
lesson. Teacher finds
opportunities to extend
students’ vocabularies.
Spoken and written
language is clear and
correct and conforms to
standard English.
Vocabulary is
appropriate to the
students’ ages and
interests.
Spoken language is audible, and
written language is legible. Both
are used correctly and conform
to standard English. Vocabulary
is correct but limited or is not
appropriate to the students’ ages
or backgrounds.
Spoken language is
inaudible, or written
language is illegible. Spoken
or written language contains
errors of grammar or syntax.
Vocabulary may be
inappropriate, vague, or used
incorrectly, leaving students
confused.
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
LEVEL OF PERFORMANCE
ELEMENT
Professional in appearance
and demeanor
DISTINGUISHED
3
Presents as a consummate
professional in dress and
manner. Always models
expectations for professional
dispositions.
PROFICIENT
2
Demonstrates
professional dress and
demeanor. Maintains
appropriate professional
dispositions.
BASIC
1
Demonstrates professional
dress and demeanor.
Exhibits occasional lapse
of judgment in dress,
manner or professional
dispositions.
UNSATISFACTORY
0
Exhibits repeated acts of
unprofessional behavior,
manner and/or inappropriate
professional dispositions.
Assignments are neat and
timely
Carries out assignments
conscientiously and
punctually, keeps meticulous
records, and is never late.
Is punctual and reliable
with paperwork, duties,
and assignments; keeps
accurate records.
Occasionally skips
assignments, is late, makes
errors in records, and
misses paperwork
deadlines.
Frequently skips
assignments, is late, makes
errors in records, and misses
paperwork deadlines.
Follows rules and policies
of the institution
Complies fully with
institutional rules and
policies, taking a leadership
role with colleagues.
Complies fully with
institutional rules and
policies.
Complies minimally with
institutional rules and
policies, doing just enough
to get by.
Does not comply with school
and district regulations
Uses self-reflection for
future teaching
Drawing on an extensive
repertoire of skills, teacher
reflects upon specific
alternative actions, complete
with the probable success of
different courses of action.
Reflects on performance
and develops a few
specific suggestions of
alternative strategies or
approaches for utilization.
Reflects on performance
and develops general
suggestions about how a
lesson could be improved
in the future.
Has no suggestions or ideas
for how a lesson could be
improved in the future.
Welcomes and seeks out
feedback for improvement
Specifically requests and
values feedback on teaching
from supervisors, colleagues
and/or peers.
Welcomes feedback from
colleagues, supervisors or
when opportunities arise
through collaborative
interactions.
Accepts feedback on
teaching performance from
both supervisors and
professional colleagues.
Resists feedback on teaching
performance from either
supervisors or more
experienced colleagues.
Works effectively with
cooperating teacher
Relationship with
cooperating teacher is
characterized by mutual
support and cooperation.
Teacher collaborates
effectively as an instructional
partner throughout the
experience.
Relationship with
cooperating teacher is
characterized by mutual
support and cooperation.
Maintains cordial
relationship with
cooperating teacher to
fulfill duties that the school
or district requires.
Relationship with
cooperating teacher is
negative or unprofessional.
Communicates well with
university supervisor
Proactively informs the
university supervisor of any
concerns and reaches out for
assistance and suggestions
when appropriate.
Keeps the university
supervisor informed about
concerns and
needs.
Demonstrates limited
sharing of concerns or
requests for assistance
from the university
supervisor.
Fails to communicate
concerns and is not open to
assistance from the university
supervisor. Interactions
marked by complaints, rather
than problem solving.
Connects with school and
community
Is an active participant on
teacher teams, committees
and frequently attends
afterschool activities.
Contributes ideas, time and
expertise that further the
school’s mission.
Attends grade level and
school-wide activities. Is
a positive team member
and contributes to the
overall mission of the
school.
When asked, will serve on
a committee and attend an
afterschool activity.
Occasionally suggests an
idea
aimed at supporting the
mission or the school.
Fails to serve on committees
and attend afterschool
activities. Fails to contribute
ideas, time and energy to
support the mission of the
school.