Category 1. Knowledge of Content and Skills Areas
The student teacher understands the central concepts, tools of inquiry,
and structures of the disciplines taught; creates learning experiences to
make them meaningful.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Possesses
Content
Knowledge
Inaccurate,
incomplete, or
confusing content
knowledge, little or
no effort to expand
Minimal
knowledge, strives
for basic content
knowledge
competence
Basic content
knowledge, seeks
out additional
information
Advanced content
knowledge, seeks
out additional
information
Extensive content
knowledge, seeks
out additional
information
B. Integrates
Knowledge into
Instructional
Objectives and
Special
Activities
Unable to use
objectives in the
development of a
lesson
Attempts to use
objectives in the
development of a
lesson
Uses objectives to
develop an
effective lesson
Presents lesson
objectives and
strives to make
them meaningful to
students
Presents
meaningful
instructional
objectives and
continually
reinforces them
C. Utilizes
Teaching
Resources
Ineffective use of
teachers' manuals,
texts, curriculum
guides
Minimal use of
teachers' manuals,
texts, curriculum
guides
Effective use of
teachers' manuals,
texts, curriculum
guides
Creative use of
supplements,
manuals, texts,
curriculum guides
Extensive use of
supplemental
materials beyond
manuals, text, and
curriculum guides
D. Extends
Content
Knowledge
Little or no effort in
class preparation
Minimal effort in
class preparation
Strives to be
relevant in class
preparation
Strives to be
current in class
preparation and
researches special
topics in depth
Consistently
current in class
preparation and
background
research, relates
ideas and
information within
and across content
area
E. Understands
and
Uses Key
Concepts,
Underlying
Themes,
Relationships,
and
Different
Perspectives
Related to
Content Area
Unable to
understand and use
key concepts,
underlying themes,
relationships, and
different
perspectives related
to content area
Minimal
understanding and
use of key
concepts,
underlying themes,
relationships, and
different
perspectives related
to content area
Effective
understanding and
use of key
concepts,
underlying themes,
relationships, and
different
perspectives related
to content area
Advanced
understanding and
use of key
concepts,
underlying themes,
relationships, and
different
perspectives related
to content area
Extensive
understanding and
use of key
concepts,
underlying themes,
relationships, and
different
perspectives related
to content area
F. Understands and
Uses
instructional
Strategies
Appropriate to
Content area
Ineffective use of
instructional
strategies that are
appropriate to the
content area
Minimal use of
instructional
strategies that are
appropriate to the
content area
Effective use of
instructional
strategies that are
appropriate to the
content area in
some lessons
Advanced use of
instructional
strategies that are
appropriate to the
content area in
most lessons
Creative use of
instructional
strategies that are
appropriate to the
content area in all
lessons
Category 2. Knowledge of Learners and Learning Process
The student teacher understands how children learn and differ in their approaches to learning;
provides learning opportunities that support their development.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Meets
Individual Pupil
Needs
No interest, skill, or
ability in
ascertaining needs
of pupils
Minimal interest,
skill, or ability in
ascertaining needs
of pupils
Attention given to
needs of some
pupils
Frequently attends
to needs of all
pupils
Consistently
attends to needs of
all pupils
B. Provides for
Varied Learning
Styles
No provision for
varied learning
styles
Minimal provision
given to varied
learning styles
Provision given to
varied learning
styles of some
students
Frequently
provides for varied
learning styles of
all students
Consistently
provides for varied
learning styles of
all students
C. Applies
Learning
Theories
Inaccurate or no
application of
learning theories
Minimal
application of
learning theories
Application given
to learning theories
Frequently applies
learning theories
Consistently
applies learning
theories
D. Provides for
Multiple Levels
of Thinking and
Concept
Utilization
No provision for
multiple levels of
thinking or
conceptualization
Minimal provision
given to multiple
levels of thinking
or
conceptualization
Provision given to
multiple levels of
thinking and
conceptualization
for some students
Frequently
provides multiple
levels of thinking
and
conceptualization
for all students
Consistently
provides multiple
levels of thinking
and
conceptualization
for all students
E. Communicates
High
Expectations
for Learning for
all Students
No communication
of expectations for
learning
Minimal
communication of
expectations for
learning or has high
expectations for
only certain groups
of students
Communicates
high expectations
for learning for
some students
Communicates
high expectations
for learning for
most students
Communicates
high expectations
for learning for all
students
F. Understands and
Applies
Contextual
Factors That
Affect Learning
No effort made to
understand
contextual factors
that affect learning
Minimal effort
made to understand
and apply
contextual factors
that affect learning
Effort given to
understand and
apply contextual
factors that affect
learning
Frequently makes
an effort to
understand and
apply contextual
factors that affect
learning
Consistently
understands and
applies contextual
factors that affect
learning
Category 3. Instructional Planning
The student teacher plans instruction based on knowledge of
subject matter, students, the community, and curriculum goals.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Plans in
Advance
No short- or longrange planning
Minimal shortrange planning
Basic short-range
planning
Well developed
short-range
planning and some
long-range
planning
Well developed
short-range and
long-range
planning
B. Prepares High
Quality
Lesson Plans
Unclear purpose,
organization, and
detail
Sketchy purpose,
organization, and
detail
Clear purpose and
organization,
sufficient detail
Clear purpose,
organization, detail,
and flexibility
Clear purpose,
organization, detail,
flexibility: provides
for individuality
C. Incorporates
and meets
deadlines
Does not meet
planning or
preparation
deadlines
Inconsistently
meets planning
and preparation
deadlines
Meets planning and
preparation
deadlines
Occasionally plans
and prepares in
advance of
deadlines
Consistently
exceeds planning
and preparation
deadlines
D. Demonstrates
Independence
and Initiative
Relies on C.T. to
plan
Needs frequent
input from C.T. to
plan
Plans many lessons
independently
Usually plans
independently,
shares drafted plans
with C.T. for
feedback
Consistently plans
independently,
shares drafted plans
with C.T. for
feedback
E. Plans for
Procedures and
Management
Little or no
procedural
management
Working to learn
basic classroom
and school
procedures
Seeks help in
planning some
specific classroom
procedures
Seeks help in
planning nonroutine classroom
procedures
Has learned to
manage routine
procedures, able to
adjust for nonroutine needs
F. Acquires and
Organizes
Materials
Has difficulty
acquiring and
organizing
materials
Needs assistance to
acquire or organize
materials
Is able to acquire
and organize
prepared materials
Sometimes
supplements
prepared materials
and organizes well
Consistently
supplements
prepared materials
and organizes well
G. Aligns
Instructional
Planning with
Learning Goals
No lessons are
linked to learning
goals
Few lessons are
linked to learning
goals
Some lessons are
linked to learning
goals
Most lessons are
linked to learning
goals
All lessons are
linked to learning
goals
H. Uses
Contextual
Information and
Data to Design
Relevant
Activities,
Assignments,
and Resources
Instruction has not
been designed with
reference to
contextual factors
and pre-assessment
data
Instruction has
been designed with
minimal reference
to contextual
factors and preassessment data
Some instruction
has been designed
with reference to
contextual factors
and pre-assessment
data
Most instruction
has been designed
with reference to
contextual factors
and pre-assessment
data
All instruction has
been designed with
reference to
contextual factors
and pre-assessment
data
Category 4. Use of Instructional Strategies
The student teacher understands and uses a variety of instructional strategies;
adapts teaching style and content delivery to diverse needs of students.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Possesses
Content
Delivery Skills
Unable to present
content in an
effective manner
Strives to present
content clearly
Presents clearly;
attempts to make
content relevant to
students
Attempts to deliver
content in a manner
that facilitates
active learning
Delivers content in
a manner that
facilitates active
learning
B. Implements
Course Goals
and Objectives
Goals and
objectives unclear
or inappropriate
Works to use preestablished
objectives when
setting goals
Makes good use of
objectives in
accompanying
materials when
setting goals
Works to evaluate
achievement based
on course goals and
objectives
Evaluates
achievement based
on course goals and
objectives
C. Uses
Introductory,
Transitional,
and
Concluding
Statements
Uses transition
statements that are
inconsistent and
ineffective
Uses transition
statements that are
usually consistent,
but appear
mechanical
Understands and
attempts to use
transition
statements that are
relevant to learning
and move the
lesson fluently
Understands and
generally evidences
use of fluent,
relevant transition
statements
Use of transition
statements are
fluent, relevant to
learning, and
appear natural
D. Provides for
Student
Participation
and
Response
Does not plan for
or effectively use
pupil participation
and response
Shows some effort
to encourage
participation and
response
Attempts to elicit
maximum
participation and
response
Works to
encourage
participation and
response by all
students
Constructs and
manages an
environment that
provides for
maximum student
participation and
response
E. Paces
Instruction
Ineffective pacing
Shows some effort
to pace instruction
effectively
Sometimes paces
instruction
effectively
Often paces
instruction
effectively
Consistently paces
instruction
effectively
F. Responds to
Students
Often ignores
students or
responds
inappropriately
Shows some effort
to respond
promptly and
appropriately
Sometimes prompt
and always
appropriate in
responding to
students
Always prompt and
appropriate in
responding to
students
Always prompt and
appropriate in
responding to
students:
anticipates
questions and needs
G. Implements
Varied
Questioning
Techniques
Does not
demonstrate varied,
basic questioning
techniques
Works to
demonstrate varied,
basic questioning
techniques
Demonstrates
varied, basic
questioning
techniques
Beginning to
demonstrate varied,
advanced
questioning
techniques
Consistently
demonstrates
varied, advanced
questioning
techniques
H. Adapts
Teaching
Strategies to
Pupil
Needs
Rarely adapts
strategies or relies
on one strategy
Working to develop
teaching strategies
Sometimes adjusts
teaching strategies
to student needs
Well-developed
teaching strategies:
is working to adjust
to student needs
Well-developed
teaching strategies,
consistently adjusts
to student needs
Category 5. Learning Environment and Classroom Management
The student teacher creates a well managed, safe, and orderly learning environment that is proactive, positive,
and holds students accountable.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Implements
Diverse
Classroom
Management
Strategies
Unable to maintain
or foresee adequate
classroom
management issues
Beginning to work
toward effective
and proactive
management
strategies
Sometimes foresees
classroom
management issues
or applies effective
classroom
management
Usually foresees
classroom
management issues
and applies
effective classroom
management
Consistently
foresees classroom
management issues
and applies
effective classroom
management
B. Responds to
Discipline
Problems
Is unsuccessful in
resolving discipline
problems
Is beginning to
recognize when
appropriate
disciplinary
techniques are
needed
Implements
appropriate
disciplinary
techniques that
produce desired
results
Recognizes
emerging discipline
problems and
implements
effective,
appropriate
disciplinary
techniques
Anticipates
discipline
problems;
preventively
implements
effective,
appropriate
disciplinary
techniques while
maintaining
emotional
objectivity
C. Establishes
Expectations
and Holds
Students
Accountable
Rarely establishes
expectations and
routines, or holds
students
accountable
Recognizes the
need for
establishing
expectations and
lacks consistency
for holding students
accountable
Sets standards and
strives to hold
students
accountable
Usually clear in
expectations and
holding students
accountable
Consistent and
clear in establishing
and monitoring
expectations and
student
accountability
D. Implements
Fairness and
Equity
Shows bias or uses
statements that
result in unfairness
Recognizes need to
be unbiased
Takes an unbiased
approach to
classroom
interactions
Effectively models
and is beginning to
develop awareness
of student bias in
classroom
interactions
Effectively models
and encourages
students to exhibit
fairness and equity
in classroom
E. Implements
a Sound
Classroom
Climate
Not yet able to
implement a sound
classroom climate
Recognizes
elements of sound
classroom climate
and is beginning to
implement them
Maintains a
positive classroom
climate: few
instances of
negativism
Maintains a
consistently
positive classroom
climate
Facilitates student
accountability to
maintain a sound
classroom climate
Category 6. Use of Communication Strategies
The student teacher uses knowledge of communication techniques
to foster active inquiry, collaboration, and supportive interaction.
Demonstrated
Characteristics
U
LC
C
A. Oral
Communication
Skills
Weak,
monotonous, or
unexpressive voice
Working to develop
oral communication
skills
Pleasant, well
modulated voice,
adequate projection
Working to
effectively vary
vocal cues, rate,
volume,
enunciation
Effectively varies
vocal cues, rate,
volume,
enunciation
B. Written
Communication
Skills
Disorganized or
problems with
spelling, grammar,
mechanics
Working toward
basic competence in
organization,
spelling, grammar,
and/or mechanics
Organized: proofs
carefully to correct
most spelling,
grammar, and
mechanics
Organized:
accurate with
spelling, grammar,
and mechanics
Organized:
excellent spelling,
grammar,
mechanics, and
overall style
C. Non-verbal
Communication
Skills
Negative,
conflicting, or
distracting nonverbal
communication
mannerisms
Working toward
basic competence
regarding non-verbal
communication
Basic competence:
non-verbal
communication
supports verbal
cues
Building on basic
non-verbal
competence to
elicit natural,
reciprocal
communication
Non-verbal
communication
elicits natural,
reciprocal
communication
D. Standard
English
Proficiency
Frequent errors,
grammatical
mistakes, or
inappropriate
language for school
setting
Working toward
basic competence in
standard English
proficiency
Demonstrates basic
competence in
standard English
Building on
standard English
basics to be fluent,
clear, expressive
Demonstrates
mastery of standard
English: fluent,
clear, expressive
E. Interpersonal
Communication
with Students
Lacks clarity in
making
explanations, fails
to communicate
effectively with
students
Working toward
basic competency in
communicating with
students
Usually
communicates
effectively with
students
Communicates
effectively with
students, working
toward depth and
subtlety
Models depth and
subtlety in
interpersonal
communication
with students
F. Language of
Subject Matter
Uses language of
subject matter
incorrectly and
seems unaware
when students do
so
Working toward
basic competency in
using and
encouraging
language of subject
matter
Encourages
appropriate usage
of subject matter
language
Encourages
appropriate usage
of subject matter
language and
strives to be a good
model
Consistently
models and teaches
appropriate usage
of subject matter
language
G. Fosters Active
Inquiry,
Collaboration,
and Support
Does not promote
discovery learning
and collaboration
Working toward
fostering active
inquiry/collaboration
and supportive
interaction with
others
Encourages active
inquiry and
collaboration with
other students
Demonstrates and
models active
inquiry and
collaboration for
student growth
Consistently
models,
demonstrates,
and encourages
active inquiry and
collaboration
with others to
enhance learning
HC
O
Category 7. Use of Assessing/Diagnosing/Evaluating Strategies
The student teacher understands and uses formal and informal assessment strategies;
takes actions to determine what strengths and problems exist.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Demonstrates Use
of Multiple
Modes
Uses only preexisting
assessments;
limited to one
mode
Uses only preexisting
assessments that
use more than one
mode
Working to get
beyond pre-existing
assessments and
reaching multiple
modes
Developing and
utilizing progress
assessments that
demonstrate
multiple modes of
assessment and
evaluation
Effectively
demonstrates the
development and
use of multiple
modes of
assessment and
evaluation
(informal, formal,
formative,
summative)
B. Utilizes
Classroom,
School, District
Processes for
Assessment
No understanding
of classroom,
school, and district
assessment and
evaluation
processes
Working to
understand
classroom, school,
and district
assessment and
evaluation
processes
Generally
understands and is
able to utilize
classroom, school,
and district
assessment and
evaluation
processes
appropriately
Frequently
understands and is
able to utilize
classroom, school,
and district
assessment and
evaluation
processes
appropriately
Effectively
understands and is
able to utilize
classroom, school,
and district
assessment and
evaluation
processes
appropriately
C. Implements
Assessment to
Inform Practice
Ignores or is
unaware of
assessment and
evaluation data
Working to analyze
assessment and
evaluation data to
guide some
instructional
decision making
Analyzes
assessment and
evaluation data to
guide some
instructional
decision making
Analyzes
assessment and
evaluation data that
guides most
instructional
decision making
Effectively
analyzes
assessment and
evaluation data to
guide instructional
decision making
D. Identifies
Adaptations
Does not identify
or utilize
adaptations to
assessment, as
needed, by
individuals or small
groups of students
Working to identify
and utilize
adaptations to
assessment, as
needed, by
individuals or small
groups of students
Sometimes
identifies and
utilizes adaptations
to assessment, as
needed, by
individuals or small
groups of students
Frequently
identifies and
utilizes adaptations
to assessment, as
needed, by
individuals or small
groups of students
Effectively
identifies and
utilizes adaptations
to assessment, as
needed, by
individuals or small
groups of students
E. Communicates
Criteria
Does not
communicate
assessment and
evaluation criteria
to parents and
students
Working to
communicate
assessment or
evaluation criteria
to parents and
students
Communicates
assessment and
evaluation criteria
to parents and
students some of
the time
Communicates
assessment and
evaluation criteria
to parents and
students most of
the time
Clearly and
consistently
communicates
assessment and
evaluation criteria
to parents and
students
F. Guides
Students
Provides no
guidance for
students to set
goals in assessing
own learning
Working to provide
guidance for
students to set
goals in assessing
own learning
Guides students to
set some goals in
assessing own
learning
Guides students to
set most goals in
assessing own
learning
Effectively guides
students to set
appropriate goals in
assessing own
learning
Category 8. Use of Motivation Strategies
Takes actions to arouse and sustain interest of learners. Uses devices that appeal to learners. Motivates by
personal behavior.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Involves
Students in
Classroom
Activities
Classes are routine,
often boring
Attempts to use
relevant activities
to engage students
Generally engages
students in class
with relevant
activities
Frequently engages
students in class
with relevant
activities
Consistently
engages students in
class with relevant
activities
B. Creates a
Stimulating
Environment
Has difficulty
establishing a
stimulating
environment
Working to
establish a
stimulating
environment in
routine
circumstances
Sometimes
establishes a
stimulating
environment in
routine
circumstances
Working to
establish a
stimulating
environment even
in challenging
circumstances
Establishes a
stimulating
environment even
in challenging
circumstances
C. Provides
Diverse
Motivational
Activities
Unimaginative or
inappropriate use of
motivational
activities
Working to
incorporate
motivational
activities in
standard curricular
materials
Integrates a variety
of motivational
activities in
standard
curriculum
materials
Frequently
integrates diverse
sources of
motivational
activities
Consistently
integrates diverse
sources of
motivational
activities
D. Demonstrates
Ability to
Build Pupil
Self-Image
Does not appear to
recognize
importance of pupil
self-image
Working to
demonstrate ability
to promote pupil
self-image in
routine situations
Recognizes
importance of pupil
self-image and
provides positive
feedback to
selected students
Recognizes
importance of pupil
self-image;
working to make
appropriate
procedural changes
and provides
positive feedback
to most students
Recognizes
importance of pupil
self-image and
makes appropriate
procedural changes
and provides
positive feedback
to all students
E. Recognizes
Importance of
Pupil
Motivational
Underestimates
importance of pupil
motivation
Neutral approach to
pupil motivation
Positive influence
on pupil
motivation,
accurate
recognition in most
cases
Pro-active
influence on pupil
motivation, gaining
awareness of the
teachable moment
Pro-active
influence on pupil
motivation,
recognizes and uses
the teachable
moment
F. Maintains
Pupil
Interest
Inadequate;
discipline problems
result
Working to
maintain interest
and decrease
discipline problems
in routine
circumstances
Maintains interest,
few discipline
problems in routine
circumstances
Working to
maintain interest,
few discipline
problems even in
challenging
circumstances
Maintains interest,
few or no discipline
problems even in
challenging
circumstances
Category 9. Use of Problem-Solving/Decision-Making Strategies
The student teacher reflects on teaching in order to solve problems and make decisions;
examines situations from various perspectives and is appropriately decisive.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Arrives at
Decisions
Demonstrates little
independent
thinking or strength
of own opinion in
problem solving;
relies on C.T. for
decisions
Working to develop
independent
thinking and
problem solving
skills; relies on
C.T. for decisions
Developing
independent
thinking, reflection,
and problem
solving skills;
makes decisions
through discussion
with C.T.
Uses independent
thinking, reflection,
and problem
solving skills;
provides C.T. with
needs or resources
to aid in making
joint decisions
Uses advanced
independent
thinking, reflection,
and problem
solving skills;
thoroughly
examines needs and
resources available
and shares
decision/rationale
with C.T. if
necessary
B. Demonstrates
Open
Mindedness
Reluctant to
consider
viewpoints of
others before
making final
decisions
Occasionally
willing to consider
viewpoints of
others before
making final
decisions
Often considers
viewpoints of
others before
making final
decisions
Is beginning to
welcome
viewpoints of
others and knows
when to elicit them;
considers them
before making final
decisions
Welcomes
viewpoints of
others, knows when
to elicit them, and
considers them
before making final
decisions
C. Follows Up on
Decisions
Overly dependent;
relies on others to
follow up on
decisions or does
not follow up
Working to become
self-reliant in
collecting and
organizing
materials to support
decisions
Collects and
organizes materials
to support decisions
Working to fit
materials and
actions to situations
and communicates
decisions to others
involved
Easily fits materials
and actions to
situations,
communicates
decisions to others
involved, and
follows up
independently
when appropriate
D. Actively
Models
Logical
Thinking
for Students
Lacks
demonstrated
ability to lead
pupils toward
logical thinking or
decision making
Sometimes models
logical thinking and
alerts pupils to
importance of
logical thinking and
decision making
Consistently
models logical
thinking and alerts
pupils to
importance of
logical thinking and
decision making
Developing ability
to implement
reflection and
logical thinking and
decision making
with students
Inspires pupils to
reflect and think
logically and
reserve decisions
until all evidence
has been examined
E. Employs
Inquiry
Approaches to
Problems
Reluctant to
investigate or seek
solutions to
problems
Beginning to
question merits of
various solutions to
problems
Raises questions
about the merit of
various solutions to
problems and may
attempt to research
alternatives
Often reflects and
raises questions
about merits of
various solutions
and is beginning to
research
alternatives to solve
instructional
problems or find
answers to
educational
questions
Consistently
reflects and raises
questions and
actively researches
alternatives to solve
instructional
problems or to find
answers to
educational
questions
Category 10. Home-School-Community Relations
The student teacher fosters relationships with colleagues, parents, and agencies in the larger community.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Demonstrates
Knowledge of
Community,
School, and
Classroom
Factors
Displays no knowledge,
or biased knowledge, of
the characteristics of the
community, school, and
classroom
Displays minimal
knowledge, or biased
knowledge, of the
characteristics of the
community, school, and
classroom
Displays some
knowledge of the
characteristics of
the community,
school, and
classroom that may
affect learning
Displays a good
understanding of
the characteristics
of the community,
school, and
classroom that
may affect
learning
Displays a
comprehensive
understanding of the
characteristics of the
community, school,
and classroom that
may affect learning
B. Recognizes and
Respects That
Learning Occurs
Throughout
Life, Both
Inside and
Outside of
School
Shows no value/respect
for
home/school/community
influences
Shows minimal respect
for
home/school/community
influences
Understands that
schools can use a
number of
strategies to
strengthen
relationships with
the larger
community
Understands and
appreciates the
relationship of the
school to the
larger community
Understands,
appreciates, and
works to incorporate
community
engagement
strategies
C. Uses Home/
School/
Community
Knowledge to
Provide
Implications
for Planning and
Assessment
Provides no
instructional
implications based on
home/school/
community knowledge
Provides minimal
instructional
implications based on
home/school/
community knowledge
Provides general
implications for
instruction based
on home/school/
community
knowledge; may
contact
parents/guardians
Provides specific
implications for
instruction based
on home/school/
community
knowledge; may
contact
parents/guardians
Participates in and
contributes to a
school culture that
focuses on improved
student learning; may
contact
parents/guardians/use
community resources
D. Works with
Colleagues
Avoids working with
colleagues
Works with colleagues
only when absolutely
necessary
Works with
colleagues on a
routine basis
Takes initiative to
become involved
and be a part of a
school team
Becomes an integral
part of the entire
school staff by
sharing information
and responsibilities
Category 11. Use of Technology
Understands and uses technology for student learning and professional decision making.
Demonstrated
Characteristics
U
LC
C
HC
O
Technology
Operations and
Concepts
Demonstrates no
ability to use any
devices, operating
systems, or software
applications with or
without outside
assistance
Demonstrates ability
to use a limited
number of devices,
operating systems,
and software
applications only with
outside assistance
Demonstrates ability
to use some devices,
operating systems,
and software
applications with
some outside
assistance
Demonstrates
proficiency and
flexibility with some
devices, operating
systems, and software
applications with
occasional outside
assistance
Demonstrates
proficiency and
flexibility with
multiple devices,
operating systems,
and software
applications with no
outside assistance
Planning and
Designing Learning
Environments and
Experiences
Unable to design
developmentally
appropriate
technology-enhanced
learning environments
that are based on
current research or
support diverse
learning needs
Designs learning
environments that
support diverse
learning needs but
integrates limited
technology resources
Designs
developmentally
appropriate learning
environments that are
based on current
research and support
diverse learning needs
but integrates limited
technology resources
Designs
developmentally
appropriate
technology-enhanced
learning
environments that
support diverse
learning needs
Designs effective,
developmentally
appropriate
technology-enhanced
learning environments
that are based on
current research and
support diverse
learning needs
Teaching, Learning,
and the Curriculum
Unable to implement
standards-based,
technology-supported
curriculum plans that
include learnercentered strategies
and promote higher
order thinking and
creativity
Implements
technology-supported
curriculum plans that
include strategies that
may be learnercentered but do not
promote higher order
thinking or creativity
Implements
technology-supported
curriculum plans that
include strategies that
may be learnercentered or may
promote higher order
thinking and
creativity
Implements and
manages standardsbased, technologysupported curriculum
plans using learnercentered strategies
that may promote
higher order thinking
and creativity
Implements and
manages standardsbased, technologysupported curriculum
plans using learnercentered strategies,
higher order thinking,
and creativity
Assessment and
Evaluation
Does not use
technology resources
to collect and analyze
data, interpret results,
or communicate
findings to improve
instructional practice
or maximize student
learning
Uses only one
technology resource
to collect data that
might indicate a need
to improve
instructional practice
and maximize student
learning
Uses at least two
different technology
resources to collect
and analyze data
indicating a need to
improve instructional
practice and
maximize student
learning
Uses multiple
technology resources
to collect and analyze
data and
communicate a need
to improve
instructional practice
and maximize student
learning
Uses multiple
technology resources
to collect and analyze
data, interpret results,
and communicate
findings to improve
instructional practice
and maximize student
learning
Productivity and
Professional Practice
Does not evaluate or
reflect on professional
practice to make
informed decisions
regarding technologysupported student
learning or
professional
communication with
peers and community
Occasionally makes
decisions regarding
technology-supported
student learning
Periodically evaluates
professional practice
to make informed
decisions regarding
technology-supported
student learning
Regularly evaluates
and reflects on
professional practice
to make informed
decisions regarding
technology-supported
student learning and
professional
communication with
peers and community
Continually evaluates
and reflects on
professional practice
to make informed
decisions regarding
technology-supported
student learning and
professional
communication with
peers and community
Social, Ethical,
Legal, and Human
Issues
Does not model or
teach the legal and
ethical use of
technology nor
promotes diversity,
safety, or equitable
access
Teaches the legal use
of technology
Teaches the legal and
ethical use of
technology and may
promote diversity,
safety, or equitable
access
Models and teaches
the legal and ethical
use of technology and
may promote
diversity, safety, or
equitable access
Models and teaches
the legal and ethical
use of technology and
promotes diversity,
safety, and equitable
access
Category 12. Use of Multicultural Gender Fair (MCGF) Strategies
The student teacher demonstrates sensitivity to community diversity and cultural identity;
infuses MCGF strategies into instruction.
Demonstrated
Characteristics
U
LC
A. Recognizes
Multifaceted
Cultural Identity
Does not demonstrate
respect for students
and community
cultural practices
Selective respect for
students, beginning to
recognize importance
of community culture
B. Infuses MCGF
Elements
Lacks sufficient
knowledge, skill, or
commitment to infuse
MCGF elements
C. Responds to
Diversity
C
HC
O
Respects most
students and
promotes culturally
responsive teaching
and learning
Respects all students,
working to recognize
importance of race,
ethnic background,
gender, age, class,
religion, language, or
exceptionality to
community culture
Respect all students,
recognizes
importance of race,
ethnic background,
gender, age, class,
religion, language, or
exceptionality to
community culture
Working to improve
insufficient
knowledge and skills
to infuse MCGF
elements
Infuses MCGF
elements into
selected
classes/subject areas
appropriately
Infuses MCGF
elements into most
classes/subject areas
appropriately
Infuses MCGF
elements into all
classes, subject areas
appropriately
Denies diversity
Tolerates diversity
Accepts diversity
Values diversity
Celebrates diversity
D. Functions in
Cross-Cultural
Settings
Comfortable in own
culture(s); oblivious
or resistant to
different cultures
Comfortable in own
culture(s); recognizes
differences but avoids
immersion
Comfortable in own
culture(s); accepts
vulnerability in a
different culture;
accepts invitations to
cross-cultural
experience(s)
Comfortable in
culture(s); reaches
out for cross-cultural
experiences as a
learner
Able to function
effectively in crosscultural situations
E. Listens and Is
Perceptive with
Regard to
Perspective of
Students,
Parents,
and Others
Does not listen;
oblivious or denies
perspectives
Beginning to listen to
other perspectives
Listens and identifies
different
perspectives
Listens and responds
to different
perspectives
Initiates
communication with
regard to different
perspectives
Category 13. Human Relations Skills
The student teacher implements sound human relations and communication skills in
order to foster productive, positive, learning communities.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Promotes SelfConfidence in
Others
Rarely promotes
self-confidence in
others
Working to
promote selfconfidence in some
students in some
situations
Working to
promote selfconfidence in most
students in most
situations
Promotes selfconfidence in most
students in most
situations
Promotes selfconfidence in most
students even in
challenging
situations
B. Establishes
Relationships
and Rapport
Has difficulty
initiating and/or
maintaining
comfortable
relationships and
rapport
Working to respond
positively to
overtures of others,
attempts to
establish
productive
relationships and
rapport in routine
situations
Able to respond
positively to
overtures of others
and establish
rapport and
productive
relationships in
routine situations
Reaches out to
students and
professionals to
establish
productive,
interactive
relationships and
rapport
Consistently
reaches out to
students and
professionals to
establish
productive,
interactive
relationships and
rapport even in
challenging
situations
C. Uses Verbal
and Non-Verbal
Communication
to Promote a
Caring
Learning
Environment
Limited basic skills
in verbal and nonverbal
communication
Working to develop
effective skills in
both areas
Good skills in one
area, working to
develop the other
Strong skills in one
area, good skills in
the other
Consistently strong,
effective, congruent
verbal and nonverbal
communication
D. Provides
Student
Assistance
Rarely accessible
for student
assistance
Working to be
accessible for
student assistance
Accessible for
assistance during
scheduled times
Working to provide
appropriate student
encouragement and
assistance
throughout the
work day
Provides
appropriate student
encouragement and
assistance
throughout the
work day
E. Promotes
Classroom
Cohesiveness
and Respect
Fails to recognize a
lack of classroom
cohesiveness and
respect
Recognizes but
fails to address lack
of classroom
cohesiveness and
respect
Recognizes and
attempts to address
classroom
cohesiveness and
respect
In most situations,
facilitates
classroom
cohesiveness and
respect by example
and direction
Even in conflicted
situations,
facilitates
classroom
cohesiveness and
respect by example
and direction
F. Demonstrates
Ability to Build
Pupil SelfConcepts
Attributes little
apparent
importance to
developing student
self-concept
Working to
demonstrate ability
to promote student
self-concept in
routine situations
Demonstrates
ability to promote
student selfconcept in routine
situations
Working to develop
diverse, growing
repertoire of ways
to develop student
self-concept
Has a diverse and
expanding
repertoire of
strategies to
develop positive
student selfconcept that is
informed by
culture, home,
school, and
community
Category 14. Professional Characteristics/Personal Qualities
The student teacher exhibits high-quality characteristics in professional and personal demeanor; professional
behavior exemplifies role awareness and ethical conduct.
Demonstrated
Characteristics
U
LC
C
HC
O
A. Approaches
Teaching
Proactively
Demonstrates
minimal drive and
enthusiasm
Beginning to
demonstrate drive
and enthusiasm
Strives to
demonstrate drive,
industrious work
ethic, and
enthusiasm
Demonstrates drive
and enthusiasm
Consistently
demonstrates drive,
industrious work
ethic, and
enthusiasm
B. Learns from
Experience
Repeats mistakes,
evidences difficulty
with experiencebased learning
Occasionally able
to learn from
experience when
experience is
dramatic
Able to learn from
teaching
experiences
Learns from
teaching
experiences,
demonstrates some
insights into
teaching
Learns from
teaching
experiences,
demonstrates
deeper insight into
teaching
C. Responds to
Constructive
Criticism and
Feedback
Avoids or is
unreceptive to
constructive
criticism; changes
subject, shifts
blame, and rarely
implements
feedback
Beginning to accept
constructive
criticism; still
offers excuses;
sometimes
implements
feedback
Accepts
constructive
criticism;
implements
feedback
Beginning to elicit
constructive
criticism;
implements
feedback
Elicits specific
constructive
criticism;
implements
feedback
D. Demonstrates
Dependability
Limited
dependability
and/or follow
through even with
reminders
Working to be
responsible and
follow through,
with reminders
Usually dependable
and follows
through; with
occasional
reminders
Working to be
dependable and
follow through
without reminders
Consistently
dependable and
follows through
without reminders
E. Demonstrates
Ethical Conduct
Difficulty
verbalizing and
evidencing high
ethical standards
Verbalizes high
ethical standards
but rarely
evidences them
Verbalizes high
ethical standards
and works to
evidence them
Verbalizes and
evidences high
ethical standards in
routine
circumstances
Verbalizes and
evidences high
ethical standards
even in difficult
situations
F. Projects a
Positive
Demeanor
Has difficulty
appearing
congenial and
positive
Attempts to be
congenial and
positive in routine
circumstances
Usually congenial
and positive in
routine
circumstances
Working to be
congenial and
positive even in
stressful
circumstances
Congenial and
positive even in
stressful
circumstances
Category 14. Professional Characteristics/Personal Qualities
The student teacher exhibits high-quality characteristics
in professional and personal demeanor; professional behavior exemplifies role awareness and ethical conduct.
Demonstrated
Characteristics
U
LC
C
HC
O
G. Demonstrates
a Sense of
Humor
Undeveloped or
inappropriate
sense of humor
Working to
develop
appropriate sense
of humor
Well developed
sense of humor
Well developed
sense of
humor;
working to
implement in
classroom
interactions
Well
developed
sense of
humor;
implements it
appropriately
in daily
practice
H. Demonstrates
Poise and
Self-Confidence
Difficulty
demonstrating
poise and selfconfidence even
in routine
situations
Working to
demonstrate
poise and selfconfidence in
routine situations
Demonstrates
poise and selfconfidence in
routine
situations
Working to
demonstrate
poise and selfconfidence in
routine and
stressful
situations
Consistently
demonstrates
poise and selfconfidence in
routine and
stressful
situations
I. Demonstrates
Flexibility
Difficulty
demonstrating
flexibility even in
routine situations
Working to
demonstrate
flexibility in
routine situations
Demonstrates
flexibility in
routine
situations
Working to
demonstrate
flexibility in
routine or new
situations
Demonstrates
flexibility in
routine or new
situations
J. Demonstrates
Approachability;
Has a Caring
Attitude
Pupils tend to
avoid student
teacher; shows no
caring attitude
Beginning to be
sought out by
students in
classroom
settings; shows
little caring
attitude
Sought out by
students in
classroom
settings; shows
some caring
attitude
Seen by some
students as a
caring and
trusting adult;
beginning to be
sought out as
confidant and
classroom
advisor and is
caring and
approachable
Seen by many
students as a
caring and
trusting adult;
often sought
outside the
classroom as
confidant and
advisor
K. Demonstrates
Ability to SelfReflect and
Self-Evaluate
Unrealistic or
inaccurate selfreflections and
self-evaluations
Sometimes able
to self-reflect and
self-evaluate
accurately
Usually able to
self-reflect and
self-evaluate
accurately
Working
toward
insightful
reflection and
evaluation of
performance
Demonstrates
insightful
reflection and
self-evaluation
of performance