Fall 2011
Student Teaching Assessment
Kent State University, College of Education, Health, and Human Services
Elements↓
Standard 1 Teachers understand student learning and development and respect the diversity of the students they teach.
0
1
2
3
Not Observed Rating 0-3
Performance→
1.1 Candidate demonstrates
Does not base plans or
Makes little reference to Usually bases plans and Bases plans and instruction
knowledge of how students learn
strategies on child
student development or instruction on student
on student development
and knowledge of the developmental development or learning learning theory in plans development and learning and learning theory a
and instruction.
theory.
majority of the time.
characteristics of different groups of theory.
students.
1.2 Candidate demonstrates
knowledge of what students know
and meets the needs of all students.
1.3 Candidate demonstrates an
expectation that all students will
achieve to their full potential.
1.4 Candidate demonstrates respect
for students' diverse cultures,
language skills, and experiences.
Does not use knowledge
of what students know.
Makes some use of what Uses what students know
students know.
to inform instruction most
of the time.
Anticipates that students Inconsistently
Sometimes demonstrates Usually demonstrates
will not understand or
demonstrates an
expectations that students that all students are
behave as desired.
expectation that students will learn and provides
expected to learn and
will learn.
appropriate support.
provides appropriate
support.
Disrespectful, cites
Little respect for student Some respect for cultures, Demonstrates respect for
stereotypes, discriminates, cultures in planning and language skills, and
cultures, language skills,
avoids certain children. instruction.
experiences in plans and and experiences through
strategies.
differentiating instruction.
1.5 Candidate assists in the
Does not assist in the
appropriate identification,
identification, instruction,
instruction, and intervention for
and intervention process.
gifted students, students with
disabilities, and students identified as
at‐risk.
Comments:
1
Makes little use of what
students know.
Limited or hesitant
Some assistance in the
engagement in the
identification, instruction,
identification, instruction, and intervention process.
and intervention process.
Assists with the
identification, instruction,
and intervention process
through collaboration and
data collection.
Elements↓
2.1 Candidate uses knowledge of
content‐ specific concepts,
assumptions, and skills to plan
effective instruction.
Provides faulty or
inadequate content.
Little use of appropriate
content and minor
problems with knowledge
and assumptions.
2.2 Candidate uses knowledge of
content‐ specific instructional
strategies to effectively teach the
central concepts and skills of their
discipline.
Doesn't employ content
specific strategies.
Rarely uses knowledge of Usually uses knowledge Makes use of
content‐specific
of content‐specific
content‐specific
instructional strategies to instructional strategies to instructional strategies to
effectively teach the
effectively teach the
effectively teach the central
central concepts and skills central concepts and skills concepts and
of their discipline.
of their discipline.
skills of their discipline.
2.3 Candidate knows and uses the
Ohio Academic Content Standards.
Does not reference the
Ohio Academic Content
Standards.
Rarely uses the Ohio
Academic Content
Standards.
Usually demonstrates
Makes use of content
some use of content
knowledge, assumptions,
specific concepts,
and skills to plan.
assumptions and skills to
plan.
Usually knows and uses
the Ohio Academic
Content Standards.
Knows and uses
the Ohio Academic
Content Standards.
2.4 Candidate connects discipline(s) Teaches subjects in
with other content area(s) to plan and isolation.
deliver effective instruction.
Rarely connects
Sometimes connects
Usually connects
disciplines with other
disciplines with other
disciplines with other
content area(s) to plan and content area(s) to plan and content area(s) to plan and
deliver effective
deliver effective
deliver effective instruction
(when appropriate).
instruction.
instruction.
2.5 Candidate connects content to
relevant life experiences and career
opportunities.
Rarely connects content to Sometimes connects
relevant life experiences content to relevant life
and career opportunities. experiences and career
opportunities.
Comments:
2
Standard 2: Content: Teachers know and understand the content area for which they have instructional responsibility.
0
1
2
3
Not Observed Rating 0-3
Performance→
Ignores life experiences
and opportunities.
Usually connects content
to relevant life experiences
and career opportunities.
Elements↓
Standard 3: Assessment: Teachers understand and use varied assessment to inform instruction, evaluate, and ensure student
learning.
0
2
4
6
Not Observed Rating 0-6
Performance→
3.1 Candidate understands varied
Displays little or no
Understands limited
Usually uses and
Uses and understands
types of assessments, their purposes, knowledge of varied
number of assessments. understands varied types varied types of
and the data they generate.
assessments.
of assessments, their
assessments, their
purposes, and the data
purposes, and the data they
they generate.
generate.
3.2 The candidate selects, develops, Uses few if any
Uses a limited number of Usually selects, develops, Selects, develops, and uses
and uses a variety of diagnostic,
diagnostic, formative and diagnostic, formative,
and uses a variety of
a variety of diagnostic,
formative, and summative
and summative tools.
summative assessment
diagnostic, formative,
formative,
assessments.
and summative
and summative
strategies.
assessments.
assessments.
3.3 Candidate analyzes data to
Does not collect or use
Collects data and
Collects and uses some
Analyzes data to monitor
monitor students' progress and
data.
recognizes its potential
data to plan, differentiate, students' progress and
contribution to planning. and analyze instruction. learning, and to plan,
learning, and to plan, differentiate,
differentiate, and modify
and modify instruction.
instruction.
3.4 Candidate collaborates and
Does not communicate
Rarely collaborates and Usually collaborates and Collaborate and
communicates student progress with student progress.
communicates progress. communicates student
communicates student
students, parents, and colleagues.
progress with students,
progress with students,
parents, and colleagues. parents, and colleagues.
3.5 Candidate involves learners in
Uses only external
Rarely involves learners Usually involves learners Involves learners
in self assessment.
self‐ assessment and goal setting to assessment.
in self‐assessment and
in self‐assessment and goal
address gaps between performance
goal setting to address
setting to address gaps
and potential.
gaps between
between performance and
performance and
potential.
potential.
Comments:
3
Elements↓
Standard 4: Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student.
0
2
4
6
Not Observed Rating 0-6
Performance→
4.1 Candidate aligns instructional
Aligns instructional goals
Demonstrates no effort at Rarely aligns instructional Usually aligns
goals and activities with school and alignment.
goals and activities with instructional goals and
and activities with school
district priorities and with Ohio's
school and district
activities with school or or district priorities and
academic content standards.
priorities and with Ohio's district priorities and with with Ohio's academic
academic content
Ohio's academic content content standards.
standards.
standards.
4.2 Candidate uses information about Does not plan and deliver Rarely uses information Usually uses information Uses information about
students' learning and performance to instruction based on
about students' learning about students' learning students' learning and
plan and deliver instruction designed students' learning and
and performance to plan and performance to plan performance to plan and
to close the achievement gap.
deliver instruction designed
performance.
and deliver instruction
and deliver instruction
to close the achievement
designed to close the
designed to close the
achievement gap.
achievement gap.
gap.
4.3 Candidate communicates clear Is not clear about goals
Rarely communicates
Usually communicates
Communicates
learning goals and links learning
and doesn't link activities clear learning goals and clear learning goals and clear learning goals and
activities to those goals.
to goals.
links learning activities to links learning activities to links learning activities to
those goals.
those goals.
those goals.
4.4 Candidate applies knowledge of Fails to apply knowledge Rarely applies knowledge Usually applies
Applies
how students think and learn to
of how students think and of how students think
knowledge of how
knowledge of how students
planning and instruction.
and learn to planning and students think and learn to think and learn to planning
learn in planning.
instruction.
planning and instruction. and instruction.
4.5 Candidate differentiates
Does not differentiate.
Minimally differentiates Sometimes differentiates Usually differentiates
instruction to meet the needs of all
instruction to meet the
instruction to meet the
instruction to meet the
students, including gifted students,
needs of all students,
needs of all students,
needs of all students,
students with disabilities, and at risk
including gifted students, including gifted students, including gifted students,
students.
students with disabilities, students with disabilities, students with disabilities,
and at risk students.
and at risk students.
and at risk students.
4.6 Candidate creates & selects
Does not create & select Minimally creates and
Sometimes creates and
Usually creates and selects
activities that are designed to help
activities to help students selects activities to help selects activities to help activities to help students
students develop as individual
develop as individual
students develop as
students develop as
develop as individual
individual learners &
individual learners &
learners & complex
learners & complex problem‐solvers. learners & complex
problem solvers.
complex problem solvers. complex problem solvers. problem solvers.
4.7 Candidate uses resources
Does not use resources
Rarely uses resources
Sometimes uses resources Usually uses resources
effectively, including technology, to effectively, including
effectively, including
effectively, including
effectively, including
enhance student learning.
technology, to enhance
technology, to enhance
technology, to enhance
technology, to enhance
student learning.
student learning.
student learning.
student learning.
Comments:
4
Elements↓
Standard 5: Learning Environment: Teachers create learning environments that promote high levels of learning and
achievement for all students.
0
2
4
6
Not Observed Rating 0-6
Performance→
5.1 Candidate treats all students fairly Unfair, disrespectful, and Rarely treats all students Usually treats all students Treats all students fairly
and has established a classroom
ambivalent.
fairly and/or has not
fairly and has established and has established a
environment that is respectful,
established a classroom a classroom environment classroom environment that
supportive, and caring.
is respectful, supportive,
environment that is
that is respectful,
respectful, supportive, and supportive, and caring.
and caring.
caring.
5.2 Candidate creates a classroom
Classroom emotionally
Rarely creates a
Usually creates a
Creates a classroom
environment that is physically and
and physically unsafe.
classroom environment classroom environment environment that is
emotionally safe.
that is physically and
that is physically and
physically and emotionally
emotionally safe.
emotionally safe.
safe.
5.3 Candidate motivates students to
Motivation external and Rarely motivates
Sometimes motivates
Usually motivates students
work productively and take
punitive.
students to work
students to work
to work productively and
responsibility for their own learning.
productively and take
productively and take
take responsibility for their
responsibility for their
responsibility for their
own learning.
own learning.
own learning.
5.4 Candidate creates learning
Single grouping used.
Rarely creates learning
Usually creates learning Creates learning
situations in which students work
situations in which
situations in which
situations in which students
independently, collaboratively, and/or
work independently,
students work
students work
as a whole class.
collaboratively, and/or as a
independently,
independently,
collaboratively, and as a collaboratively, and/or as whole class.
whole class.
a whole class.
5.5 Candidate maintains an
Disruptive, nonproductive Rarely maintains an
Usually maintains an
Maintains an environment
environment that is conducive to
environment.
environment that is
environment that is
that is conducive to
learning for all students.
conducive to learning for conducive to learning for learning for all students.
all students.
all students.
Comments:
5
Elements↓
Standard 6: Collaboration and Communication: Teachers collaborate and communicate with other educators,
administrators, parents, and the community to support student learning.
0
Performance→
6.1 Candidate communicates clearly Unclear and ineffective
and effectively. (PIII‐A2, B2, B3; CF‐ Communication.
P)
6.2 Candidate shares as needed
Ignores parents and
responsibility with parents and
caregivers.
caregivers to support student learning,
emotional and physical development,
and mental health.
6.3 Candidate collaborates effectively Doesn't collaborate with
other teachers,
with other teachers, administration,
administration, school
and school &/or district staff.
&/or district staff.
6.4 Candidates collaborate effectively Doesn't collaborate with
with the local community and
local community and
community agencies, when and where community agencies,
appropriate, to promote a positive
when and where
environment for student learning
appropriate, to promote
student learning.
Comments:
6
1
Rarely communicates
clearly and effectively.
2
Usually communicates
clearly and effectively.
3
Communicates
clearly and effectively.
Rarely shares
Sometimes shares
Usually shares
responsibility with parents responsibility with parents responsibility with parents
and caregivers to support and caregivers to support and caregivers to support
student learning, emotional
student learning,
student learning,
and physical development,
emotional and physical
emotional and physical
development, and mental development, and mental and mental health.
health.
health.
Rarely collaborates
Sometimes collaborates Usually collaborates
effectively with other
effectively with other
effectively with other
teachers, administration, teachers, administration, teachers, administration,
school &/or district staff. school &/or district staff. school &/or district staff.
Rarely collaborates with Sometimes collaborates Usually collaborates with
local community and
with local community and local community and
community agencies,
community agencies, when
community agencies,
and where appropriate, to
when and where
when appropriate to
promote student learning. appropriate, to promote promote student learning.
student learning.
Not Observed Rating 0-3
Elements↓
Standard 7: Professional responsibility and growth: Teachers assume responsibility for professional growth, performance,
and involvement as an individual and a member of a learning community.
0
1
2
3
Not Observed Rating 0-3
Performance→
7.1 Candidate understands, upholds,
and follows professional ethics,
policies, and legal codes of
professional conduct.
Participates in unethical
or illegal behavior.
7.2 Candidate takes responsibility for Does not participate in
engaging in continuous, purposeful
any professional
professional development.
development.
7.3 Candidate seeks opportunities to
impact the quality of teaching, making
school improvements, and increasing
student achievement.
Comments:
Overall Comments:
7
Ignores opportunities to
impact teaching, school
improvement, or
achievement.
Rarely understands,
upholds, and follows
professional ethics,
policies, and legal codes
of professional conduct.
Rarely takes
responsibility for
engaging in continuous,
purposeful professional
development.
Rarely seeks
opportunities to impact
the quality of teaching,
making school
improvements, and/or
increasing student
achievement.
Sometimes understands,
upholds, and follows
professional ethics,
policies, and legal codes
of professional conduct.
Usually takes
responsibility for
engaging in continuous,
purposeful professional
development.
Sometimes seeks
opportunities to impact
the quality of teaching,
making school
improvements, and
increasing student
achievement.
Always understands,
upholds, and follows
professional ethics,
policies, and legal codes of
professional conduct.
Takes
responsibility for engaging
in continuous, purposeful
professional development.
Usually seeks
opportunities to impact the
quality of teaching, making
school improvements, and
increasing student
achievement.