American University – School of Education, Teaching, and Health
Onsite Exhibit
March 1, 2015
Key Assessment Rubrics Aligned with Conceptual Framework
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Elementary Education Impact of Student Learning
o Highlighted ACEI standards that align with conceptual framework (diversity,
equity, excellence)
Secondary English Impact of Student Learning
o Highlighted NCTE standards that align with conceptual framework (diversity,
equity)
Parent Conference Assessment
o Highlighted rubric categories that align with conceptual framework
(community, excellence)
Final Evaluation of Student Teaching Evaluation
o Highlighted InTASC Standards 9 and 10 that align with conceptual framework
(community, excellence)
Elementary Education Impact of Student Learning Key Assessment
Subject((drop.down(box(of(Reading,(Social(Studies,(Math,(Science,(Language(Arts)(
(
Scoring(Rubric(
Needs Improvement (1 point)
Meets Standard (2 points)
Exceeds Standard (3 points)
(
Rubric(Category(
ACEI(Standard(
Needs(Improvement((1)(
Acceptable((2)(
Distinguished((3)(
Pre.Assessment!
• Pre.assessment!is!inadequately!
ACEI%3.1%Integrating%and%applying%knowledge%
described!or!inappropriate!
for%instruction%–%Candidates%plan%and%
• Pre.assessment!description!does!
implement%instruction%based%on%knowledge%
not!clearly!relate!to!identified!
of%students,%learning%theory,%connections%
learning!objectives!or!describe!
across%the%curriculum,%curricular%goals,%and%
appropriate!strategies!!
community.%
!
!
• Description!of!the!pre.assessment!
Instruction(Design!
ACEI%3.2%Adaptation%to%diverse%students—
Candidates%understand%how%elementary%
students%differ%in%their%development%and%
approaches%to%learning,%and%create%
instructional%opportunities%that%are%adapted%
to%diverse%students.%
%
• Instruction(is!inadequately!
• Description!is!of!adequate(
• Description!is!of!exemplary!
described!or!inappropriate!
• Instruction!description!does!not!
clearly!relate!to!identified!learning!
objectives!or!describe!appropriate!
strategies!!
• Instruction(doesn’t!connect!to!data!
from!the!pre9assessment.!
!
instruction!and!mentions!how!it:!
o promotes!student!learning!and!
employs!appropriate!strategies!
to!support!students!in!reaching!
objectives!
o is!based!on!student!needs!and!
prior!knowledge!
o connects!to!pre9assessment!
data!!
• Instructional!goal!is!connected!to!
Common!Core!standards.!
!
instruction!and!clearly!explains!
how!it:!
o promotes!robust!student!
learning!and!employs!
appropriate!strategies!to!
support!students!in!reaching!
objectives!
o is!differentiated!based!on!
student!needs!and!prior!
knowledge!
o clearly!connects!to!pre9
assessment!data!!
• Exemplary!instruction!includes!
multiple!lesson!plans!that!convey!
evidence!of!progress!monitoring!to!
determine!instruction.!
• Instructional!goal!is!connected!to!
Common!Core!standards.!
of!student!learning:!!
o describes!adequate!pre9
assessment!which!uses!
appropriate!strategies!to!
measure!objectives!!
o provides!adequate!detail!
o includes!a!discussion!of!pre9
assessment!results!
!
• Description!of(the(pre.assessment!
of!student!learning:!
o describes!exemplary!pre9
assessment!which!uses!
appropriate!strategies!to!
measure!objectives!
o provides!informative!detail!
o includes!a!discussion!of!pre9
assessment!results!that!clearly!
connects!with!several!learning!
goals!
Rubric(Category(
ACEI(Standard(
Post.Assessment(
ACEI%4.0%Assessment%for%instruction—
Candidates%know,%understand,%and%use%
formal%and%informal%assessment%strategies%
to%plan,%evaluate%and%strengthen%instruction%
that%will%promote%continuous%intellectual,%
social,%emotional,%and%physical%development%
of%each%elementary%student.!
Needs(Improvement((1)(
• Post.assessment!is!inadequately!
described!or!inappropriate!
• Post.assessment!description!does!
not!clearly!relate!to!identified!
learning!objectives!or!describe!
appropriate!strategies!!
Acceptable((2)(
• Description!of!the!post.assessment!
Distinguished((3)(
• Description!of!the!post.assessment!
of!student!learning:!
o describes!adequate!post9
assessment!which!uses!
appropriate!strategies!to!
measure!objectives!consistent!
with!pre9assessment!
o provides!adequate!detail!
o includes!a!discussion!of!post9
assessment!results!
of!student!learning:!
o describes!exemplary!post9
assessment!that!is!very!clearly!
aligned!with!the!pre!
assessment!and!which!uses!
appropriate!strategies!to!
measure!objectives!
o provides!informative!detail!
o includes!a!thorough!discussion!
of!post9assessment!results!
!
ACEI(Reflection(
• Reflection(does!not!clearly!relate!to! • Includes!reflection!on!the!impact!of! • Insightful(reflection!on!the!impact!
5.1%Professional%growth,%reflection,%and%
identified!learning!objectives!or!
actions!on!student!learning!as!it!
of!actions!on!student!learning!and!
evaluation—Candidates%are%aware%of%and%
describe!appropriate!strategies!!
relates!to!relevant!ACEI!Standard(s)!
how!changes!in!instruction!and!
reflect%on%their%practice%in%light%of%research%
!
and!selected!objectives.!
assessment!could!have!influenced!
on%teaching,%professional%ethics,%and%
!
the!results!as!it!relates!to!relevant!
resources%available%for%professional%learning;%
!
ACEI!Standard(s)!and!selected!
they%continually%evaluate%the%effects%of%their%
objectives.!
professional%decisions%and%actions%on%
• Reflection!includes!a!discussion!
students,%families%and%other%professionals%in%
related!to!future!instructional!
the%learning%community%and%actively%seek%
needs!to!impact!student!learning!
out%opportunities%to%grow%professionally.!
Artifact(Submissions(
N/A%
(
• There!is!no!artifact!or!the!artifact!is!
NOT!one!of!the!following:!
o a!graph,!gradebook!page,!or!
table!showing!growth!from!
pre9!to!post9assessment!
o a!pre9assessment!
o a!post9assessment!!
• There!is!at!least!one!artifact,!which!
can!be!one!of!the!following:!
o a!graph,!gradebook!page,!or!
table!showing!growth!from!
pre9!to!post9assessment!
o a!pre9assessment!
o a!post9assessment!!
(additional!artifacts!may!be!
included)!
• There!is!at!least!two!artifacts,!
which!can!be!of!the!following:!
o a!graph,!gradebook!page,!or!
table!showing!growth!from!
pre9!to!post9assessment!
o a!pre9assessment!
o a!post9assessment!!
(additional!artifacts!may!be!
included)!
!
!
Secondary English Impact of Student Learning
Impact on Student Learning – Secondary English
The guiding principle of the teaching profession is that student learning is the goal of teaching. This
assessment reinforces and evaluates that responsibility by requiring that teacher candidates provide clear
evidence of engagement with student learning and the effects of such engagement. In meeting the
requirements of this assessment all English Language Arts candidates must demonstrate the ability:
1) to plan and carry out a particular teaching task with students;
2) to generate student performance data with respect to the task
3) to analyze the data for its impact on student achievement
4) to examine, through candidate reflection on the outcomes, what changes in teaching might
improve results.
Description
The assessment should be carried out during student teaching or field experience through a set of required
activities, ideally, but not necessarily, developed as a direct follow-up from the Integrated Language Arts
Unit Plan you created in the courses Methods, Materials and Management in Secondary English I and II.
The following activities are required:
1. Undertake a diagnosis (pre-test) of student learning in some area you will teach.
2. Plan an appropriate sequence of instruction to advance student learning based on the results of the
diagnosis
3. Teach the material in a way that engages students who bring differing background experiences,
knowledge, and learning needs to the classroom
4. Conduct a concluding assessment (post-test)
5. Document student learning that did or did not occur
6. Prepare a reflection on changes in teaching that might improve results that includes theoretical
analysis of unit
To document the above requirements, the following must be entered on the Impact on Student
Learning page of the portfolio system. This entry will be evaluated using the Secondary English
Impact on Student Learning Scoring Rubric.
a. Describe learning objectives, the pre-test and the results
b. Describe the instruction, including how it was shaped to meet learner needs
c. Describe the post-test and results
d. Reflect on the process as described in #6 above
e. Include at least one artifact which must be one of the following: the pre-test, the post-test,
or a graph, table or chart illustrating student learning
Because the focus of this assessment is engagement with student learning and providing an analysis of
your impact on that learning, you must provide evidence for meeting NCTE standard 2.0, Candidate
Attitudes. It is our opinion that dispositional considerations are paramount for ensuring student
engagement and for effectively planning and carrying out a program of evaluation to that end. In short,
this requirement aims at making this assessment authentic in terms of English Language Arts instruction.
In thinking about each of the activities included in the instructional unit—content, the sequence of
instruction, the diagnostic, instructional methodology, the post-test, the purpose of the results, and
reflective practice, you must be a model practitioner and display the professional attitude expected for
English Language Arts teachers.
Secondary English Impact on Student Learning Scoring Guide
Directions for Evaluators: Please use the following performance scale to indicate the candidate’s ability to meet the specific performance criteria (Required Assessment
Activity) listed below for the aligned NCTE standards
Needs Improvement (1)
Acceptable (2)
Target (3)
Performance task requirements, criteria, and/or levels of
performance are not sufficient or do not appear to cover the
elements of identified standards or data provided do not offer
convincing evidence of having a sufficient content knowledge
base to meet the ELA content standard listed.
Performance task requirements, criteria, and/or levels of
performance appear sufficient to cover the elements of
identified standards, and data provided offer convincing
evidence of having a sufficient content knowledge base to meet
the ELA content standard listed.
Strong performance task requirements, criteria, and/or levels of
performance are more than sufficient to cover the elements of
the identified standards, and the data provided offer evidence
of high levels of candidate performance that, in turn, suggests
an in-depth content knowledge base for candidates
Required Assessment Activity
NCTE Standard(s)
undertakes an effective diagnosis (pre-test) of student learning in some area the candidate will teach which:
demonstrates knowledge of students’ language acquisition and development
3.1.1
plans an appropriate sequence of instruction to advance student learning which:
assists students in developing habits of critical thinking
makes meaningful connections between the ELA curriculum and developments in culture, society, and education
uses instructional materials that are consistent with what is currently known about student learning in ELA
integrates assessment consistently into instruction by establishing criteria and developing strategies for assessment that allow all students to
understand what they know and can do in light of their instructional experiences
2.4, 2.5, 4.1, 4.1 (a)
teaches the material in a way that engages students who bring differing background experiences, knowledge, and learning needs to the classroom by:
creating an inclusive and supportive learning environment in which all students can engage in learning
using ELA to help their students to become familiar with their own and others’ cultures
engaging all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA
employing effective classroom management strategies with varied structures and techniques for group interactions and opportunities for feedback
and reflection
2.1, 2.2, 3.1.2, 4.2
conducts a concluding assessment (post-test) which:
assesses reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA
assesses the effectiveness of strategies to interpret, evaluate, and appreciate texts in promoting student learning
3.1.2, 3.3.3
documents student learning that did or did not occur – including the inclusion of at least one artifact which is either the pre or post assessment, or a table,
graph or gradebook page illustrating student learning – including:
interpreting the individual and group results and drawing upon the information to inform instruction
4.10 (b)
prepares a reflection on changes in teaching that might improve results that includes theoretical analysis and which:
examines their own teaching performances in light of research on and theories of how students compose and respond to text
uses a teacher-researcher models of classroom inquiry
assists students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing
3.7.1, 3.7.2, 4.10 (c)
reports the results to their cooperating teacher (or unit head in case of alternative route candidates), field supervisor, and the ELA program coordinator
including:
explaining how students are assessed and interpreting assessment results
4.10 (d)
Parent Conference Assessment Rubric
Teacher candidates will attend at least one formal or informal parent-teacher conference
during the student teaching semester. You will summarize the conference, create
strategies for implementing your own conference and reflect on the experience. Refer to
the following prompts and rubric:
Prompts
Summary
• Provide objective background on the school, the student and the parent or
guardian.
• Describe the purpose of the conference? Did it occur during school-wide parentteacher conference or was it held at the parent or teacher’s request? If it was held
at the parent or teacher’s request, explain why.
• Provide an objective summary of the conference.
• Describe the outcomes of the conference, including any documentation of plans
for the student.
• Describe any follow-up meetings scheduled.
Strategies for Preparing and Implementing Parent-Teacher Conferences
• How would you prepare for effective parent-teacher conferences?
• What strategies would you implement that would contribute to establishing and
maintaining positive relationships with parents and families?
Reflection
• Describe how this experience impacted idea about building relationships with the
parents or your future student? Base your reflection on your observation of this
conference and other knowledge gained from your coursework and fieldwork.
Parent Conference Assessment Rubric
Criteria
Conference
Summary
4 – Exemplary
Candidate provides a full
and detailed description
of the conference, from
preparation to follow-up.
3 – Proficient
Candidate provides an
objective description of
the conference, from
preparation to follow-up.
2 – Progressing
Candidate provides a
summary of the parentteacher conference, but
makes more than one
subjective statement.
1 - Unsatisfactory
Candidate is unable to
objectively describe and
summarize the parentteacher conference.
Recommendations
and Strategies for
Preparing and
Strengthening
Positive ParentTeacher
Relationships
Candidate demonstrates
thorough understanding of
how to prepare for
effective parent-teacher
conferences.
Candidate demonstrates
an understanding of how
to prepare for effective
parent-teacher
conferences.
Candidate demonstrates
some understanding of
how to prepare for parentteacher conferences
Candidate is unable to
describe how teachers
can prepare for parentteacher conferences.
Candidate describes how
certain documents and
observations aid in
developing positive
parent-teacher
interactions.
Candidate provides a
deep and rich reflection
on his or her experience
with parent-teacher
conferences
Candidate demonstrates
an understanding of how
the conference
contributes to establishing
and maintaining positive
relationships with parents.
Candidate reflects on his
or her experience with
parent-teacher
conference.
Reflection
Candidate elaborates
how and why this
experience has impacted
his or her philosophy of
education.
Candidate discusses how
this experience has
impacted his or her
philosophy of education.
Candidate demonstrates
some knowledge of
strategies for productive
conferences with parents.
Candidate briefly reflects
on his or her experience
with a parent-teacher
conference.
Candidate fails to reflect
on his or her experience
with a parent-teacher
conference.
Little thought is given to
how this experience will
shape his or her
philosophy of education.
Average Score
out of 4
Any assessment turned in where readability of the work is seriously hampered by grammatical errors will be returned to the candidate
without a score. The assessment must be resubmitted with appropriate corrections to be scored.
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Parent Conference Assessment Rubric complete directions (PDF)
Directions:
Please mark the box that best describes the appropriate level of performance for each element.
Conference Summary
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Candidate is unable to objectively describe and summarize the parent-‐‑teacher
conference.
Progressing (2 points)
Candidate provides a summary of the parent-‐‑teacher conference, but makes more
than one subjective statement.
Proficient (3 points)
Candidate provides an objective description of the conference, from preparation to
follow-‐‑up.
Exemplary (4 points)
Candidate provides a full and detailed description of the conference, from preparation
to follow-‐‑up.
Score
N/A 4
1 2 3 Recommendations and Strategies for Preparing and Strengthening Positive Parent-‐‑
Teacher Relationships
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Candidate is unable to describe how teachers can prepare for parent-‐‑teacher
conferences.
Progressing (2 points)
Candidate demonstrates some understanding of how to prepare for parent-‐‑teacher
conferences
Candidate demonstrates some knowledge of strategies for productive conferences
with parents.
Proficient (3 points)
Candidate demonstrates an understanding of how to prepare for effective parent-‐‑
teacher conferences.
Candidate demonstrates an understanding of how the conference contributes to
establishing and maintaining positive relationships with parents.
Exemplary (4 points)
Candidate demonstrates thorough understanding of how to prepare for effective
parent-‐‑teacher conferences.
Candidate describes how certain documents and observations aid in developing
positive parent-‐‑teacher interactions.
Score
Reflection
N/A 4
1 2 3 Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Candidate fails to reflect on his or her experience with a parent-‐‑teacher conference.
Progressing (2 points)
Candidate briefly reflects on his or her experience with a parent-‐‑teacher conference.
Little thought is given to how this experience will shape his or her philosophy of
education.
Proficient (3 points)
Candidate reflects on his or her experience with parent-‐‑teacher conference.
Candidate discusses how this experience has impacted his or her philosophy of
education.
Exemplary (4 points)
Candidate provides a deep and rich reflection on his or her experience with parent-‐‑
teacher conferences
Candidate elaborates how and why this experience has impacted his or her philosophy
of education.
Score
N/A 1 2 3 4
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Person Completing Form: Boyd, Julie Sara
Form Type: (choose one)
Evaluation Date:
School:
Grade:
Subject:
Cooperating Teacher (first/last):
:
The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) provide
the framework for this evaluation instrument. Included under each standard are elements by which
students should be assessed. Every element of a standard has five levels of performance ranging from
unsatisfactory to proficient. The levels range from student teachers who are still striving to master the
rudiments of teaching (unsatisfactory) to accomplished student teachers who demonstrate consistently
high teaching skills (proficient).
Please mark the box that best describes the appropriate level of performance for each element. After
scoring the ten standards, please complete the written summary and evaluation.
: Check the N/A button if you are unable to comment on a particular element.
: The student teacher does not yet appear to understand the concepts underlying the
component. Working on the fundamental practices associated with the elements will enable the student
teacher to grow and develop in this area.
: The student teacher demonstrates limited understanding of concepts
underlying the component.
: The student teacher appears to understand the concepts underlying the component and
attempts to implement its elements. Implementation is usually successful. Additional reading,
discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor)
will enable the student teacher to become proficient in this area.
: The student teacher demonstrates solid understanding of the concepts underlying the
component and is usually successful at implementing its elements.
: The student teacher clearly understands the concepts underlying the component and
implements it consistently in a highly effective manner.
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.
Unsatisfactory
Needs Improvement
Basic
The teacher creates developmentally appropriate instruction.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher differentiates instruction to meet particular learner
Basic
differences or needs in each area of development (cognitive, linguistic,
social, emotional and physical).
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
The teacher scaffolds instruction when necessary.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Vocabulary is appropriate to students' age and interests.
Developed
Proficient
N/A
The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.
Unsatisfactory
Needs Improvement
Teacher implements a variety of instructional strategies to meet the
Basic
Developed
needs of diverse learners.
Proficient
N/A
Unsatisfactory
Needs Improvement
Teacher displays knowledge of students' skills, knowledge for groups
of students', and uses the information to inform instruction.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher brings multiple perspectives to the discussion of content,
including attention to the learners' personal, family and community
experiences and cultural norms.
Basic
Developed
Proficient
N/A
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-‐‑
motivation.
Unsatisfactory
Needs Improvement
Tasks for group work are organized, and groups are managed so
students are engaged
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Transitions occur smoothly, with minimal loss of instructional time
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Routines for handling materials and supplies occur smoothly with
minimal loss of instructional time
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
The teacher establishes or maintains classroom rules and procedures.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher enforces consequences consistently, critiquing the action,
not the individual.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher establishes and maintains respectful relationships with
the students.
Basic
Developed
Proficient
N/A
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or
she teaches and creates learning experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
Unsatisfactory
Needs Improvement
The teacher effectively uses multiple representations and explanations
that capture key ideas in the discipline.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Student's prior knowledge is utilized.
Developed
Proficient
N/A
Unsatisfactory
-‐‑
The teacher recognizes learner misconceptions in the discipline and
creates experiences to build accurate conceptual understanding.
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global
issues.
Unsatisfactory
Needs Improvement
Teacher's questions are of high quality. Adequate time is available for
students to respond.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Classroom interaction represents true discussion, with teacher
stepping to the side, when appropriate.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Teacher engages students in the discussion
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher develops and implements projects that guide students in
analyzing the complexities of an issue or question using perspectives
Basic
from varied disciplines and cross-‐‑disciplinary skills.
Proficient
Developed
N/A
Unsatisfactory
Needs Improvement
The teacher engages students in applying content knowledge to real
world problems through the lens of interdisciplinary themes.
Basic
Developed
Proficient
N/A
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher and learner's decision-‐‑making.
Unsatisfactory
Needs Improvement
Basic
Assessment is aligned with the lesson objectives.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Assessment criteria and standards are clear, and have been
communicated to students.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Teacher uses assessment results to plan for individuals, and groups of
students and evaluate the lesson's effectiveness.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
The teacher tracks student progress.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher provides effective descriptive feedback to guide the
learner's progress.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher creates opportunities for students to demonstrate their
learning in different ways.
Basic
Developed
Proficient
N/A
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-‐‑disciplinary skills, and pedagogy, as well
as knowledge of learners and the community context.
Unsatisfactory
Needs Improvement
The teacher individually and collaboratively selects and creates
Basic
developmentally appropriate learning experiences that are guided by
curriculum goals and content standards.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Assignments are clear, purposeful and instructive.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher chooses appropriate strateges, materials and
accommodations to differentiate instruction for individuals and groups
of learners.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Activities and assignments are appropriate for students. Students are
cognitively engaged in them.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
The teacher organizes the materials and activities in advance.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The lesson has a defined structure around which the activities are
organized. Pacing of the lesson is appropriate for students.
Basic
Developed
Proficient
N/A
The teacher understands and uses a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
Unsatisfactory
Needs Improvement
Teacher directions and procedures are clear to students and contain
an appropriate level of detail.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher varies his/her role in the instructional process (e.g.
instructor, facilitator, coach, audience) in relation to the content and
Basic
purpose of instruction and the needs of learners.
Proficient
Developed
N/A
Unsatisfactory
Needs Improvement
Materials and resources support the instructional goals, and engage
Basic
students in meaningful learning.
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher uses the appropriate instructional strategies to meet the
needs of individuals and groups of learners.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
The teacher uses a variety of instructional strategies to support and
expand learner's communication through speaking, listening, reading
and writing.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Teacher makes minor adjustments to a lesson when necessary and
adjustments occur smoothly.
Basic
Developed
Proficient
N/A
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Unsatisfactory
Needs Improvement
Teacher assesses a lesson's effectiveness and the extent to which it
has achieved its goals. Teacher can cite general references to support
Basic
the judgment.
Proficient
Developed
N/A
Unsatisfactory
Needs Improvement
Teacher makes specific suggestions of what he/she may try another
time.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Teacher seeks out opportunities for professional development to
enhance content knowledge and pedagogical skill.
Basic
Developed
Proficient
N/A
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
Unsatisfactory
Needs Improvement
Teacher volunteers to participate in school events, making a
contribution.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Teacher communicates with parents about students' progress as
appropriate and is available as needed to respond to parent concerns.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Teacher engages families in the instructional program.
Developed
Proficient
N/A
Written Summary and Evaluation (Include specific evidence where appropriate)
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