Internship Diversity Assessment
Rubric # 4
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Supervisors
The rubric assesses thirteen proficiencies that the AAMU professional teacher educators and school professionals agree represent
the content knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting of the
cooperating teacher and the AAMU Instructor/Supervisor. The team members complete the rubric independently of each other.
Candidate’s Name:
Major:
Banner #:
Name of Course Enrolled: Prefix
Transitions Point (check one):
Name of School:
Subject Areas Observed:
Title
Pre-Entry
Course Number
Entry
Pre-Clinical
GRAD
UG
Clinical
Completion
Grade Level:
Name of Cooperating Teacher:
Name of AAMU Clinical Instructor/Supervisor:
Name of Person Completing the Assessment:
Date:
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
RATING SCALE:
1 – Unacceptable
2 – Acceptable
3 – Good
4 – Exemplary
This indicates that the clinical performance is not
acceptable. Improvement activities must be
undertaken immediately.
This indicates that the clinical performance sometimes, but
not always, meets expectations. Improvement activities are
required for performance to consistently meet standards.
This indicates that the clinical performance meets and
sometimes exceeds expectations for performance.
Performance can be improved in area(s) indicated, but
current practices are clearly acceptable.
This indicates the clinical performance is outstanding. No
area for improvement is readily identifiable.
This indicates the ability was not observed
NO – Not Observed
.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Ability to plan and implement equitable and effective student access to available technology and other
resources to enhance student learning. AQTS (2)(c)2.(v)
Ability to develop positive relationships with every student and take action to promote positive social
relationships among students, including students from different backgrounds and abilities.
AQTS (2)(c)3.(iii)
Ability to involve families, community agencies and organizations and colleagues in helping support
academic achievement in diverse learners. AQTS (4)(c)5.(ii)
Ability to collaborate with others to design and score common assessments and to use results to share
and compare instructional practice and plan new instruction. AQTS (2)(c)5.(vi)
Ability to collaborate with others to incorporate accommodations into all assessments as appropriate.
AQTS (2)(c)5.(vii)
Ability to provide a variety of ways for students with diverse needs, including students with disabilities,
to demonstrate their learning. AQTS (2)(c)5.(viii)
Ability to develop and select appropriate performance assessments. AQTS (2)(c)5.(x)
Ability to assess and diagnose individual students’ contexts, strengths, and learning needs and to tailor
curriculum and teaching to address these personal characteristics. AQTS (4)(c)5.(iv)
Ability to use students’ prior knowledge and experiences to introduce new subject-area related content.
AQTS (1)(c)1.(iii)
Ability to develop culturally responsive curriculum and instruction, i.e., model, teach, and integrate
multicultural awareness, acceptance, and appreciation into ongoing instruction. AQTS (4)(c)1.(iv)
Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye
contact, interpretation of body language and verbal statements, and acknowledgement of and
responsiveness to different modes of communication and participation. AQTS (4)(c)1.(v)
Ability to collaborate with teachers of English language learners and to assist those students with full
integration into the regular classroom. AQTS (4)(c)2.(iii)
Ability to keep accurate records including IEP’s, especially records related to federal, state, and district
policies, and other records with legal implications. AQTS (5)(c)6.(iv)
Total Score for Diversity Rubric
out of 52 possible
1
Rating Scale
2
3
4
NO