3.4.g Assessments and Scoring Rubrics
Initial and Undergraduate Programs
Early Childhood Education
Candidate Performance in Pre-k Practicum - Rubrics scaled 1-4, disaggregated by campus (UPT Uptown, UC Clermont)
Candidate Performance in Pre-k Practicum
2008 Means
Items
Upt.
CC
Exhibits Cooperation and Rapport with Mentor, Faculty, and Peers
Initiates conversation at appropriate times
3.3
3.1
Offers to assist with classroom activities
3.5
3.4
Exhibits Sense of Responsibility and Dependability
Arrives and leaves at scheduled times
3.6
3.5
Notifies mentor and supervisor when illness prevents attendance or emergency causes delay
3.6
4.0
Completes assigned tasks on time
3.4
3.3
Exhibits Enthusiasm and Warmth
Focuses attention on the classroom situation rather than personal needs during class
3.5
3.8
Exhibits willingness to go beyond requirements
3.3
3.0
Uses positive techniques in interacting with children and adults
3.4
3.4
Converses about interests important to the specific child with whom he or she is working
3.4
3.8
Indicates that he or she remembers those things that are important to specific children or adults
3.5
3.6
Acts as a Professional Educator
Keeps information about children, families, and staff confidential
3.6
3.6
Assumes adult role in classroom
3.5
3.6
Dressed appropriately for the classroom
3.6
3.6
Follows Specific Rules and Policies of the School
Demonstrates knowledge of these policies and rules
3.4
3.6
Asks questions of appropriate persons as necessary
3.5
3.8
Demonstrates Interpersonal Skills
Kneels to child's level when speaking with him or her
3.4
3.3
Establishes eye contact with child or adult to whom he or she is speaking
3.5
3.5
Touches appropriately based on the individual's preferences and immediate situation
3.4
3.6
Regulates rates and duration of speaking to meet the listener's needs
3.1
3.1
Accepts constructive criticism appropriately
3.5
3.8
Displays Sense of Humor in Classroom
Laughs with, rather than at, children and adults
3.4
3.9
Accepts own mistakes with good grace
3.5
3.8
2009 Means
Upt.
CC
2.9
3.0
2.8
2.6
3.2
3.1
2.8
3.0
3.1
2.8
3.1
3.2
2.9
3.0
3.3
2.8
3.6
2.8
2.8
3.3
3.2
3.3
3.2
3.3
3.3
3.3
3.3
3.3
3.3
3.3
2.9
2.9
3.1
3.0
3.0
2.9
2.7
3.0
3.1
3.0
2.7
2.8
2.6
2.8
2010 Means
Upt.
CC
3.1
2.8
3.1
2.8
3.0
3.0
2.9
2.8
2.9
3.0
2.9
3.0
3.0
2.9
3.2
2.9
3.2
3.0
3.2
2.9
2.7
3.1
3.0
2.8
3.0
3.0
3.1
2.8
3.3
3.1
3.3
3.1
3.0
3.2
3.0
2.8
3.2
2.8
3.4
3.0
3.3
3.1
3.3
3.0
3.5
3.1
3.3
3.1
3.0
3.2
3.3
3.0
3.3
3.1
3.4
3.3
2.9
3.0
Demonstrates Good Housekeeping Habits
Puts materials away correctly after using them
Does general clean up quickly and adequately
Curriculum
Plans activities that reflect an awareness of the developmental skills of children
Plans activities that reflect an awareness of children's life experiences and cultural diversity
Reinforces a routine
Adjusts plans in response to children's interests
Allows children opportunities for independent exploration of materials and environment
States clear objectives and/or purposes for activities in plans
Observes interests of children and builds on them either by extending current activities or planning related
activities
Group Skills
Utilizes facial expressions, voice level, and other communicative techniques to maintain group's attention
Allows opportunities for children to participate actively
Listens and responds to children's comments and/or questions when appropriate
Utilizes effective beginning and ending transitions
Introduces activities in a positive, enthusiastic manner
Classroom Management
Sends well-constructed I messages when appropriate
Uses problem-solving strategies in working through conflict situations
Conflict Management
Sets reasonable limits
Follows through with directions and suggestions
Redirects children when appropriate to areas of interest
Helps children verbalize feelings
Utilizes logical consequences for behavior
Allows children to assume responsibility for handling their own conflict situations when appropriate
Supervision
Visually scans entire group frequently
Positions self according to cues of children for maximum group awareness
Checks for safety of materials and equipment
Recognizes unusual behavior indicative of possible health problem
Teaches children to clean up materials and areas that they have used
Preventive Measures
Provides appropriate quantity of materials
Makes materials available at child's physical level
3.4
3.4
3.6
3.6
2.8
3.0
2.2
2.8
3.4
3.3
3.4
3.2
3.5
3.2
3.1
3.3
3.4
3.3
3.8
3.3
3.0
3.0
2.9
2.9
3.1
3.2
3.0
2.8
2.4
3.0
3.1
3.1
3.3
3.4
3.0
2.8
2.8
3.3
3.2
3.0
3.4
3.0
3.5
3.1
3.1
3.6
3.3
3.4
3.1
3.1
3.2
3.1
3.4
3.0
2.7
3.1
2.8
2.8
3.3
3.5
2.7
2.7
2.8
2.7
3.1
3.2
3.1
2.9
3.0
2.9
3.3
3.3
3.5
3.3
3.4
3.0
3.0
2.6
2.9
2.7
3.1
3.0
3.0
2.4
2.6
2.4
2.4
3.0
3.1
3.1
3.3
3.2
3.3
2.9
3.1
3.4
3.4
3.5
3.0
3.1
2.7
3.0
2.9
2.8
2.9
2.4
3.3
3.0
3.5
3.6
3.8
3.9
3.4
3.2
3.3
3.1
2.9
2.9
3.2
3.1
3.1
3.1
2.8
2.9
2.9
2.9
2.9
2.8
2.8
3.0
3.0
2.7
3.0
2.7
2.7
3.0
2.7
3.0
2.8
3.0
3.0
2.9
3.1
3.0
3.1
3.2
2.9
2.8
3.2
3.4
3.1
3.2
3.1
3.0
3.2
3.2
2.8
2.8
2.9
2.9
2.8
2.8
2.9
2.7
2.9
2.7
2.9
2.9
2.6
2.9
2.8
2.9
2.9
2.9
2.9
2.8
3.0
2.8
3.0
3.1
2.9
3.2
3.3
2.8
2.8
2.8
2.9
2.7
Gives positive, simple directions
Sets self-correcting limits (example, four chairs at a table)
Times suggestions or directions to children effectively (does not wait too long to help child, etc.)
3.4
3.4
3.3
3.3
3.7
3.5
3.4
3.3
3.4
3.6
3.4
3.4
2.7
2.9
2.6
3.1
2.7
2.9
N
38
8
42
11
53
21.0
Candidate Performance in Kindergarten Practicum Rubrics scaled 1-4, disaggregated by campus (UPT Uptown, UC Clermont)
2008 Means
2009 Means 2010Means
Indicator
2007*
Upt
CC
Upt
CC
Upt
CC
3.5
3.5
3.5
3.3
3.4
2.96
3.12
Plans activities that reflect an awareness of the developmental levels of children
3.4
3.4
3.5
3.3
3.5 3.12 3.29
Plans activities relevant to children's life experiences and cultural diversity
Effectively states clear goals and rationale for activities based on understanding of constructivist
theory
Observes strengths and interests of children and builds on them either by extending current activities
or planning related ones
Allows opportunities for children to actively explore open ended activities
Reflectively evaluates activities and uses personal observation and mentor feedback to plan future
curriculum activities
Exhibits respect for all children and adults through language and actions
3.4
3.3
3.2
3.1
3.4
2.94
3.06
3.4
3.3
3.5
3.4
3.5
2.98
3.20
3.4
3.3
3.2
3.5
3.5
2.96
3.18
3.5
3.6
3.6
3.3
3.5
2.96
3.25
3.8
3.8
3.8
3.1
3.5
3.02
3.12
Exhibits enthusiasm and warmth
Focuses attention on the classroom situation rather than on personal needs during class
Converses about interest which are important to the specific child
Regulates rates and duration of speaking to meet the listener's needs
Makes comments and asks questions which stimulate and extend thinking
Introduces activities in a positive, enthusiastic manner
Kneels to child's level when speaking with him or her
3.8
3.7
3.6
3.2
3.2
3.5
3.6
3.6
3.7
3.5
3.2
3.1
3.5
3.6
3.8
3.6
3.6
3.4
3.3
3.6
3.8
3.3
3.4
3.7
3.5
3.4
3.5
3.6
3.5
3.4
3.8
3.3
3.4
3.5
3.5
3.12
3.11
2.98
2.86
2.92
2.77
3.14
3.35
3.44
3.13
2.88
3.18
3.13
3.38
Establishes eye contact with child or adult to whom she or he is speaking
3.8
3.7
3.8
3.6
3.5
3.30
3.38
Helps children verbalize feelings
3.3
3.1
3.2
3.8
3.6
3.26
3.53
Reinforces a routine
3.3
3.4
3.3
3.5
3.6
3.06
3.18
Puts materials away correctly after using them
Does general clean-up willingly, quickly and adequately
Checks for safety of materials and equipment
3.6
3.7
3.4
3.6
3.7
3.4
3.6
3.6
3.3
3.3
3.6
3.6
3.4
3.7
3.8
3.14
3.26
3.24
3.24
3.41
3.47
Assumes an adult role in the classroom
Allows children opportunities for independent exploration of materials and environment
Listens and responds to children's comments and questions in a timely, appropriate manner
3.5
3.3
3.5
3.6
3.3
3.4
3.7
3.5
3.5
3.5
3.3
3.1
3.6
3.3
3.4
3.18
3.42
3.40
3.35
3.44
3.35
Adjusts activities in response to children's interests/use
Asks open ended questions which stimulate thinking and discovery
3.3
3.3
3.4
3.4
3.6
3.34
3.44
3.3
3.1
3.3
3.3
3.5
3.06
3.06
Intervenes or facilitates only when it will enhance the child's exploration
Dresses appropriately for the classroom
3.2
3.7
3.2
3.7
3.1
3.7
3.4
3.1
3.5
3.3
3.20
3.40
3.47
3.53
Follows specific rules and policies of the school
3.7
3.7
3.7
3
3.2
3.22
3.35
Completes assignments and tasks on time
3.6
3.7
3.6
3.2
3.4
3.06
3.18
Arrives and leaves at scheduled times
3.6
3.7
3.6
3.2
3.5
2.84
2.82
Notifies mentor and university mentor when illness prevents attendance or emergency causes delay
3.6
3.8
3.7
3.2
3.4
2.96
2.82
Accepts constructive feedback appropriately
Exhibits a sense of responsibility and dependability
3.7
3.7
3.5
3.7
3.5
3.6
3.7
3.8
3.7
3.7
3.6
3.5
3.7
3.7
3.6
3.8
3.6
3.7
3.2
3.2
3.1
3.3
3.2
3.4
3.4
3.4
3.5
3.4
3.3
3.5
3.20
2.98
2.93
3.20
2.76
2.82
3.18
3.06
2.81
3.06
2.56
2.65
3.3
3.2
3.3
3.2
3.5
2.78
2.82
Kneels to child's level when speaking with him or her
Establishes eye contact with child or adult to whom he/she is speaking
Touches appropriately based on the response to the immediate situation and the individual child's
preferences
3.6
3.7
3.6
3.7
3.8
3.8
3.4
3.2
3.6
3.3
2.90
2.92
2.88
2.88
3.5
3.5
3.7
3.3
3.3
2.92
2.88
Models appropriate grammar, language and tone
3.5
3.5
3.4
3.4
3.5
2.83
2.69
Adjusts volume and tone of voice to suit the situation
Uses statements of encouragement rather than praise
3.2
3.2
3.4
3.6
3.6
3.00
3.12
3.2
3.5
3.3
3.4
3.1
3.4
3.3
3.2
3.6
3.4
3.00
2.92
3.00
3.00
Avoids giving unintentional choices to children
Initiates and extends conversations which are natural and relevant
Demonstrates ability to interact with individual or small groups while maintaining total group
awareness
3
3.4
3
3.3
2.8
3.5
3.3
3.4
3.5
3.5
3.05
3.09
3.25
3.06
3
3
3.2
3
3.2
3.00
3.27
Transitions self in and out of interactions
3.3
3.2
3.3
3
3.2
3.24
3.29
Uses clearly stated, positive redirections
3.2
3.2
3.3
3.1
3.2
2.98
3.24
Uses problem solving techniques to manage interpersonal conflicts
3.2
3
3.2
3.1
3.5
3.02
3.06
Allows children to assume responsibility for solving interpersonal conflicts when possible
3.1
3.1
3.2
3.2
3.4
3.18
3.00
Takes the role of mediator to facilitate problem solving when necessary
3.2
3.2
3.3
3.3
3.3
3.44
3.29
133
110
38
43
19
50
17
Exhibits a willingness to go beyond requirements
Exhibits cooperation and rapport with mentor, cooperating teacher, and staff
Shows initiative by offering to assist mentor or attend school meetings or conferences
Initiates conversation and asks questions of mentor in order to further learning
Establishes appropriate relationships with parents reflecting an understanding of the student
teacher's role
Demonstrates active listening skills
N
Pilot data for the revised Kindergarten Practicum Evaluation (Winter, 2011)
Indicator
Ratings
%
#
Does not meet expectations: Candidate plans activities with little regard to the developmental levels, interests,
and strengths of children. Activities are not extended.
Meets expectations: Candidate plans activities that reflect an awareness of the developmental levels of children
and observes the strengths and interests of children and builds on them either by extending current activities or
planning related ones.
0.0%
0
60.0%
60
Exceed expectations: Meets expectations and candidate differentiates instruction to meet the various
developmental needs within a given classroom.
Does not meet expectations: Plans contain little or no theory or candidate is unable to provide a rationale based
on theory or current research.
Meets expectations: Candidate is able to provide a rationale for plans that is based on sound child development
theory.
40.0%
40
1.0%
1
51.5%
51
Exceeds expectations: Meets expectations and candidate relates activity to current research in the field.
Does not meet expectations: Plans have little relevance to children’s life experiences or cultural diversity. Plans
do not allow for individual developmental variations.
Meets expectations: Candidates plan activities relevant to children’s life experiences and cultural diversity.
Activity plans are multi-leveling to allow for individual developmental variations.
Exceeds expectations: Meets expectations and candidate plans activities to meet a variety of learning styles.
Does not meet expectations: Classroom routines are not clear or children do not understand expectations.
Transitions are too long, too frequent, or inefficient.
Meets expectations: Candidate reinforces routines and manages transitions in a confident and positive manner.
Children understand what is expected. Candidate positions self according to cues of children for maximum group
awareness and safety of all children.
47.5%
0.0%
47
0
55.0%
55
45.0%
1.0%
45
1
50.5%
50
1c: Using developmental
knowledge to create
healthy, respectful,
supportive, and challenging
learning environments (part
2)
Exceeds expectations: Meets expectations and candidate is aware of areas that may need extra supervision.
Does not meet expectations: Candidate provides mostly teacher-directed activities and provides little time for
independent exploration. Candidate intervenes frequently, inhibiting the child’s exploration
Meets expectations: Candidate allows children opportunities for independent exploration of materials and
environment and intervenes or facilitates only when it will enhance the child’s exploration
Exceeds expectations: Meets expectations and candidate uses intentional teaching strategies during children’s
explorations.
48.5%
0.0%
48
0
60.6%
60
39.4%
39
1c: Using developmental
knowledge to create
Does not meet expectations: Activities are either too easy or too difficult for children. Candidate does little to
adjust activities in response to children’s cues. Children show little engagement or interest in activities.
0.0%
0
1a: Knowing and
understanding young
children’s characteristics
and needs
1a: Knowing and
understanding young
children’s characteristics
and needs (Part 2)
1b: Knowing and
understanding the multiple
influences on development
and learning
1c: Using developmental
knowledge to create
healthy, respectful,
supportive, and challenging
learning environments (part
1)
healthy, respectful,
supportive, and challenging
learning environments (part
3)
Meets expectations: Candidates create activities and environments that are appropriately challenging. Candidate
adjusts activities in response to children’s interests, uses, and abilities. Children are consistently interested and
engaged in activities.
60.6%
60
Exceeds expectations: Meets expectations and candidate demonstrates high expectations for all children and
uses a variety of instructional methods to reach various learning styles.
Does not meet expectations: Candidate converses with parents on topics that are more appropriate for the
mentor teacher or engages in appropriate conversations with parents.
Meets expectations: Candidate establishes appropriate relationships with parents reflecting an understanding of
the student teacher’s role.
Exceeds expectations: Meets expectations and candidate communicates with mentor teacher about community
resources that may be useful for families.
39.4%
39
0.0%
0
80.8%
80
19.2%
19
3b: Knowing about and
using observation,
documentation, and other
appropriate assessment
tools and approaches
4a: Understanding positive
relationships and
supportive interactions as
the foundation of their
work with children (Part 1)
Does not meet expectations: Candidate demonstrates little use of systematic observation.
Meets expectations: Candidate uses systematic observations to gather information on children’s development.
Exceeds expectations: Meets expectations and candidate interprets and reflects on observations to guide future
planning.
1.0%
46.0%
53.0%
1
46
53
Does not meet expectations: Candidate has no or few displays of positive affect in the classroom.
Meets expectations: Candidate exhibits enthusiasm and warmth frequently. Candidate introduces activities in a
positive and enthusiastic manner.
Exceeds expectations: Meets expectations and candidate displays positive attitude about the classroom setting.
Children respond to candidate with positive displays of affection.
1.0%
28.3%
1
28
70.7%
70
4a: Understanding positive
relationships and
supportive interactions as
the foundation of their
work with children (Part 2)
Does not meet expectations: Candidate demonstrates communication techniques that are disrespectful to
children such as sarcasm, teasing, yelling, threats, harsh voices, irritability, or humiliation. Candidate consistently
uses praise and may model incorrect grammar or language.
0.0%
0
Meets expectations: Candidate regulates rates, duration, volume, and tone of voice to meet listener’s needs and
to suit the situation. Candidate models appropriate grammar, language, and tone. Candidate uses
encouragement rather than praise.
53.0%
53
4a: Understanding positive
relationships and
supportive interactions as
the foundation of their
work with children (Part 3)
Does not meet expectations: Few if any indications of warm, supportive, respectful relationships exist. Candidate
speaks to children without making eye contact and rarely kneels to child’s level. Candidate calls to children from
across room.
1.0%
1
Meets expectations: Candidate exhibits respect for all children and adults through language and actions.
Candidate establishes eye contact and kneels to child’s level when speaking with him or her. Candidates refrain
from calling across the room.
31.0%
31
Exceed expectations: Meets expectations and candidate demonstrates respect for children’s ideas and feelings
by conversing about topics of interest to the child.
68.0%
68
2b: Supporting and
engaging families and
communities through
respectful, reciprocal
relationships
4a: Understanding positive
relationships and
supportive interactions as
the foundation of their
work with children (Part 4)
4b: Knowing and
understanding effective
strategies and tools for
early education Part 1)
4b: Knowing and
understanding effective
strategies and tools for
early education Part 2)
4c: Using a broad repertoire
of developmentally
appropriate
teaching/learning
approaches (Part 1)
4c: Using a broad repertoire
of developmentally
appropriate
teaching/learning
approaches (Part 2)
Does not meet expectations: Candidate rarely acknowledges children’s emotions. Candidate focuses on personal
needs during class.
Meets expectations: Candidate focuses attention on the classroom situation rather than on personal needs
during class. Candidate is responsive to children’s emotions and helps children verbalize feelings. Candidate
provides comfort and assistance when needed.
Exceeds expectations: Meets expectations and candidate provides individualized support to children.
0.0%
0
33.0%
33
67.0%
67
0.0%
0
64.3%
63
Exceeds expectations: Meets expectations and candidate uses a variety of scaffolding and intentional teaching
strategies.
35.7%
35
Does not meet expectations: Candidate rarely responds to or extends children’s comments. Candidate asks
mostly closed-ended questions and provides little scaffolding.
Meets expectations: Candidate listens and responds to children’s comments and questions in a timely,
appropriate manner and asks open ended questions which stimulate thinking and discovery. Candidate provides
scaffolding techniques at appropriate moments.
Exceeds expectations: Meets expectations and candidate engages children in frequent conversations on topics of
interest to the children using advanced language.
Does not meet expectations: Candidate does not actively facilitate activities to encourage child involvement and
interest. Candidate uses ineffective strategies to transition the group.
Meets expectations: Candidate observes strengths and interests of children and builds on them either by
extending current activities or planning related ones. Candidate uses facial expressions, voice level, and other
communication techniques to maintain the attention of an individual child or the group depending on the
situation. Candidate uses effective whole group transitions.
0.0%
0
55.6%
55
44.4%
44
0.0%
0
67.0%
67
33.0%
33
1.0%
1
55.0%
55
44.0%
44
Does not meet expectations: Candidate provides mostly large group instruction for children. Candidate either
dominates discussion during activities or provides little interaction.
Meets expectations: Candidate provides a variety of small group, large group, and open play experiences.
Candidate demonstrates ability to interact with individuals or small groups while maintaining total group
awareness. Candidate actively facilitates activities to encourage participation and involvement.
Exceeds expectations: Meets expectations and candidate uses a variety of modalities to effectively engage
students.
Does not meet expectations: Candidate is reactive to problems. Monitoring is not efficient to prevent behavior
difficulties, and redirection attempts are ineffective.
Meets expectations: Candidate uses clearly stated, positive redirections, uses problem solving techniques to
manage interpersonal conflicts, and allows children to assume responsibility for solving interpersonal conflicts
when possible. Candidate avoids giving unintentional choices, and is proactive in preventing problems from
developing.
Exceeds expectations: Meets expectations and candidate effectively takes on the role of mediator to facilitate
problem solving when necessary. Candidate individualizes responses to behavior.
4c: Using a broad repertoire
of developmentally
appropriate
teaching/learning
approaches (Part 3)
5b: Knowing and using the
central concepts, inquiry
tools, and structures of
content areas or academic
disciplines
5c: Using their own
knowledge, appropriate
early learning standards,
and other resources to
design, implement, and
evaluate meaningful,
challenging curricula for
each child. (Part 1)
5c: Using their own
knowledge, appropriate
early learning standards,
and other resources to
design, implement, and
evaluate meaningful,
challenging curricula for
each child. (Part 1)
6a: Identifying and involving
oneself with the early
childhood field
6b: Knowing about and
upholding ethical standards
Does not meet expectations: Candidate is rigid, inflexible, or controlling in plans or rarely goes along with
children’s ideas. Most activities are teacher-led. There are few opportunities for children to talk or express ideas.
Candidates choose children’s activities.
1.0%
1
Meets expectations: Candidate is flexible in plans, incorporates child’s ideas, and allows for choice of activities.
Candidate provides many opportunities for children to talk and express ideas.
55.0%
55
Exceeds expectations: Meets expectations and candidate organizes activities around student children’s interests.
Does not meet expectations: Candidate has unclear goals or rational or goals are trivial.
Meets expectations: Candidate effectively states clear goals and rationale for activities based on understanding
of constructivist theory. Goals are measurable.
Exceeds expectations: Meets expectations and Candidate relates goals and rationale to current theory and
research.
44.0%
0.0%
62.2%
44
0
61
37.8%
37
Does not meet expectations: Candidate lacks reference to the Early Learning Content Standards or chooses
indicators that are not relevant or meaningful to the activity.
Meets expectations: Candidate aligns curriculum goals and objectives with Ohio’s Early Learning Content
Standards.
1.0%
1
70.7%
70
Exceeds expectations: Candidate meets expectations and candidate provides alignment to other recognized
standards, such as Head Start Outcomes.
28.3%
28
Does not meet expectations: Candidate provides experiences that are below or above children’s developmental
level preventing support of later academic skills and understandings.
0.0%
0
Meets expectations: Candidate designs learning experiences that support later academic skills and
understandings.
63.6%
63
Exceed expectations: Exceeds expectations and candidate provides plan for extending experiences.
36.4%
36
Does not meet expectations: Candidate fails to establish rapport or is uncooperative with mentor, cooperating
teacher, staff, instructors, or other colleagues.
Meets expectations: Candidate exhibits cooperation and rapport with mentor, cooperating teacher, staff,
instructors, and colleagues.
Exceeds expectations: Meets expectations and candidate seeks input from more experienced professionals.
0.0%
0
39.4%
39
60.6%
60
0.0%
0
Does not meet expectations: Candidate dresses in appropriately, disregards rules and policies of the school, or
fails to complete assignments and tasks on time.
and other professional
guidelines
6c: Engaging in continuous,
collaborative learning to
inform practice
6d: Integrating
knowledgeable, reflective,
and critical perspectives on
early education
Meets expectations: Candidate exhibits a sense of responsibility and dependability, dresses appropriately for the
classroom, follows specific rules and policies of the school, and completes assignments and tasks on time.
34.3%
34
Exceeds expectations: Meets expectations and candidate exhibits a willingness to go beyond requirements
65.7%
65
Does not meet expectations: Candidate rarely seeks input on practice or does not initiate conversations or ask
questions of mentor or Candidate responds inappropriately to constructive feedback.
Meets expectations: Candidate accepts constructive feedback appropriately and initiates conversation and asks
questions of mentor in order to further learning.
Exceeds expectations: Meets expectations and candidate participates in outside professional development
opportunities to inform practice.
Does not meet expectations: Candidate exhibits little or no reflection in observations, journals, or conferences.
0.0%
0
71.7%
71
28.3%
28
0.0%
0
51.5%
51
48.5%
48
Meets expectations: Candidate reflectively evaluates activities and uses personal observation and mentor
feedback to plan future curriculum activities. Candidate uses reflective practice as evidenced by journal and
conferencing.
Exceeds expectations: Meets expectations and candidate seeks to understand differing perspectives on early
education.
Candidate performance in internship; rubric scaled 1-3; disaggregated by campus
2008 Means
2009 Means
2010 Means
Upt
CC
Upt
CC
UPT
CC
The candidate is familiar with relevant student background.
2.9
2.9
3
2.8
2.9
2.9
The candidate articulates clear, appropriate learning goals.
2.8
2.8
3
2.7
2.9
2.9
The candidate understands the place of current content to that learned previously and that to be learned in
the future.
2.8
2.8
2.9
2.8
2.8
2.9
The candidate selects and uses methods, materials, and strategies appropriate to the students and aligned
with goals.
2.7
2.8
2.9
2.8
2.7
2.9
The candidate uses evaluation and assessment strategies that are appropriate and aligned with goals.
2.7
2.8
2.8
2.8
2.7
2.9
The candidate creates and maintains a fair climate.
2.9
2.9
3
3
3
3
The candidate establishes and maintains rapport.
2.9
2.9
2.9
2.9
3
3
The candidate communicates challenging learning expectations.
2.8
2.9
2.9
2.9
2.8
2.8
Indicator
Organizing Content Knowledge for Student Learning
Consistent and Proactive Management
The candidate is consistent and proactive in management, handling misbehaviors appropriately New item
introduced 9/10 due to analysis of observation data that indicated a need to monitor proactive management.
The classroom is a safe environment, conductive to learning.
2.9
2.9
2.9
2.9
3
3
3
2.9
The candidate makes learning goals and procedures clear to students.
2.7
2.7
2.9
2.8
2.7
2.9
The candidate makes content understandable.
2.9
2.9
2.9
2.9
2.9
2.9
The candidate encourages students to extend their thinking.
2.7
2.6
2.8
2.7
2.8
2.7
The candidate provides feedback to students to support their learning and adjust activities as necessary.
2.7
2.8
2.9
2.8
2.8
3
The candidate uses instructional time effectively.
2.8
2.8
2.9
2.7
2.8
2.9
The candidate reflects on students' development on goals.
2.9
2.8
3
2.8
2.8
2.9
The candidate demonstrates a sense of efficacy.
2.9
2.8
2.9
2.9
2.9
2.9
The candidate has professional relationship with colleagues.
2.8
2.7
3
2.8
2.9
2.9
The candidate communicates with parents or guardians about students' learning.
2.7
2.8
2.9
2.7
N
63
20
49
17
2.8
37
2.9
17
Teaching for Student Learning
Professionalism
Intervention Specialist
5c. Data – Candidate Performance in Internship - MM
Special Education Candidate Performance in Mild/Moderate Internship
Assessment Item
The candidate is
familiar with relevant
student background.
The candidate
articulates clear,
appropriate learning
goals.
CEC Knowledge and Skills
Description of indicators
for 1, 2, and 3
CC 2S1 Access information on various
cognitive, communication, physical,
cultural, social, and emotional
conditions of individuals with
exceptional learning needs; 4S6
Involve the individual family in
setting instructional goals and
charting progress
4S5 Prepare appropriate lesson
plans; CEC 4S7 Use task analysis;
ICC7S3 Involve the individual and
family in setting instructional goals
1. demonstrates little or
no familiarity with
background; 2 some
understanding, can
explain how to gain
background knowledge; 3
comprehensive
knowledge
1. Unable to articulate
goals; 2 Articulates goals;
3 Well-articulated goals,
well-thought out rationale
2005
Mean
s
2006
Mean
s
200
7 PB
2007
BS
2008
Uptow
n
2008
CC
2008
PB
2009
uptow
n
2009
CC
200
9 PB
2010
BS
2.9
2.6
2.3
2.4
2.7
2.6
2.8
2.8
2.8
2.7
2.5
2.8
2.5
2.4
2.8
2.6
2.4
2.8
2.8
2.6
2.8
2.4
2010
PB
2.5
2.5.
and monitoring progress.
The candidate
understands the
place of current
content to that
learned previously
and that to be
learned in the future.
The candidate selects
and uses methods,
materials, and
strategies
appropriate to the
students and aligned
with goals.
The candidate uses
evaluation and
assessment
strategies that are
appropriate and
aligned with goals.
The candidate
creates and
maintains a fair
climate.
ICC7S8 Develop and select
instructional content, resources, and
strategies that respond to cultural,
linguistic, and gender differences.
4S3 Develop comprehensive,
longitudinal, individualized
programs.
4S2 Develop and/or select
instructional content, materials,
resources, and strategies that
responds to cultural, linguistic, and
gender differences; 4S4 Choose and
use appropriate technologies to
accomplish instructional objectives
and to integrate them appropriately
into the instructional process/ 4S8
Select, adapt, and use instructional
strategies and materials according to
the characteristics of the learner; 5S3
Prepare and organize materials to
implement daily lesson plans; 8S7
Comply with local, state, provincial,
and federal monitoring and
evaluation.
3S9 Use assessment information in
making instructional decisions and
planning individual programs that
result in appropriate placement and
intervention for all individuals with
exceptional learning needs, including
those from culturally and/or
linguistically diverse backgrounds.
3S10 Evaluate the results of
instruction; 3S11 Evaluate supports
needed for integration into various
program placements; 4S1 Interpret
and use assessment data for
instruction
5S5 design a learning environment
that encourages active participation
by learners in a variety of individual
and group learning activities; 6S5
for the appropriateness
and differentiation of
goals.
1. unable to describe
long-term goals; 2 able to
describe long term goals;
3 able to describe long
term goals and where the
goal fits in discipline.
2.9
2.5
2.1
2.6
2.6
2.7
2.5
2.8
2.5
2.5
2.4
2.5
1. Unrelated or
inappropriate; 2 aligned
with goals and
appropriate in general; 3
plan for differentiated
learning experiences
2.8
2.5
2.4
2.7
2.8
2.6
2.8
2.6
2.5
2.8
2.3
2.5
1 Lack of systematic,
related assessment; 2
Assessment systematic
and aligned with lesson; 3
Describes use of
assessment in future
planning
2.9
2.2
1.9
2.9
2.4
2.5
2.6
2.7
2.6
2.5
2.6
2.5
1 Climate is unfair;
candidate communicates
biases; some students are
unable to achieve due to
3.0
2.7
2.3
2.9
2.9
2.5
3.0
2.8
2.8
2.8
2.6
2.5
integrate social skills into the
curriculum
The candidate
establishes and
maintains rapport.
The candidate
communicates
challenging learning
expectations.
The candidate
establishes
consistent behavior
standards.
4S15 Establish and maintain rapport
with students
4S16 Use verbal and nonverbal
communication techniques; 5S8
Create an environment that
encourages self-advocacy and
increased independence; 6S4
Identify realistic expectations for
personal and social behavior in
various settings; 5S1 create a safe,
positive, supporting learning
environment in which diversities are
valued.
6S3 Modify the learning environment
to manage appropriate behaviors;
5S4 Incorporate evaluation,
planning, and management
procedures that match learner needs
with the instructional environment;
6S1 Demonstrate a variety of
effective behavior management
techniques appropriate to the needs
of individuals wither exceptional
learning needs; 6S7 demonstrate
procedures to increase the
individual's self-awareness, selfcontrol, self-reliance, and selfesteem; 6S8 Prepare individuals with
exceptional learning needs to exhibit
self-enhancing behavior in response
to societal attitudes and action.
unfairness; 2 climate is fair
and no unfair behavior is
observed; 3 Climate is far
and candidate enhances
fair treatment student-tostudent
1. Candidate has not
established rapport; 2
Rapport is established and
maintained; 3 Rapport is
established and
maintained and candidate
has strong relationships
with students.
3.0
2.6
2.2
2.8
2.9
2.8
3.0
2.7
2.8
3.0
2.4
2.5
1. Candidate
communicates low
expectations; 2 Candidate
communicates challenging
learning expectations; 3
Candidate communicates
challenging learning
experiences and promotes
self-advocacy
2.8
2.5
2.2
2.8
2.6
2.7
2.9
2.8
2.3
2.7
2.4
2.5
1 Candidate is
inconsistent in behavioral
standards; 2 Candidate
establishes consistent
behavioral standards, few
or minor misbehaviors
occur; 3 candidate is
consistent and proactive
in management,
misbehaviors handles
appropriately
3.0
2.6
2.3
2.9
2.8
2.5
2.9
2.6
2.5
2.8
2.4
2.5
The classroom is a
safe environment,
conductive to
learning.
The candidate makes
learning goals and
procedures clear to
students.
The candidate makes
content
understandable.
The candidate
encourages students
to extend their
thinking.
5S6 Design, structure, and manage
daily routines, effectively including
transition time, for students, other
staff, and the instructional seating.
5S7 direct the activities of a
classroom paraprofessional, aide,
volunteer, or peer tutor; 6S2
implement the least intensive
intervention consistent with the
needs of the individual with
exceptionalities; 6S6 use effective
teaching procedures in social skills
instruction.
4S1: Making learning goals and
instructional procedures clear to
students; 4S9 Sequence, implement,
and evaluate individual learning
objectives; 4S10 Integrate affective,
social, and career/vocational skills
with academic curricula; 4S11 Use
strategies for facilitating
maintenance and generation of skills
across learning environments; 5S2
use strategies and techniques for
facilitating the functional integration
of individuals with exceptional
learning needs in various settings.
4S14 Choose and implement
instructional techniques and
strategies that promote successful
transitions for individuals with
exceptional needs; 6S7 Demonstrate
procedures to increase the
individual's self-awareness, selfc9ontrol, self-reliance, and selfesteem. 6S8 Prepare individuals
with exceptional learning needs to
exhibit self-enhancing behavior in
response to societal attitudes and
actions.
4S13 Teach individuals with
exceptional learning needs to use
thinking, problem solving, and other
cognitive strategies to meet their
individual needs.
1. Classroom is unsafe
and unpredictable. 2
Classroom is safe,
predictable, and
conducive to learning; 3
classroom is safe,
predictable, conducive to
learning, and encourages
natural supports.
3.0
2.7
2.2
2.7
2.9
2.4
3.0
2.8
2.8
2.8
2.6
2.5
1. Goals are unclear and
students are unaware of
what they are to do; 2
Goals and procedures are
clear; 3 Goals and
procedures are clear and
developed and maintained
throughout the lesson in
collaboration with
students and all students
understand how they are
to proceed.
2.9
2.5
2.4
2.8
2.6
2.5
2.9
2.7
2.6
2.7
2.4
2.5
Candidates' presentations
and interactions are
difficult to understand and
content is unclear or
inaccurate. Content is
understandable and
accurate. 3 Candidate
makes content
understandable and
differentiates responses
to students.
3.0
2.5
2.2
2.7
2.8
2.5
2.9
2.7
2.6
2.7
2.4
2.5
1Candidate limited
student extensions; 2
Candidate encourages
students to extend their
thinking; 3 Candidate
2.8
2.5
1.9
2.9
2.7
2.4
2.8
2.6
2.5
2.7
2.4
2.5
encourages students to
extend their thinking, and
expands lesson content in
response.
The candidate
provides feedback to
students to support
their learning and
adjust activities as
necessary.
The candidate uses
instructional time
effectively.
The candidate
reflects on students'
development on
goals.
The candidate
demonstrates a
sense of efficacy.
3S4 Use various types of assessment
procedures appropriately; 3S5
Interpret information from formal
and informal assessment
instruments and procedures; 3S6
Report assessment results to
individuals with exceptional learning
needs, parents, administrators, and
other professionals using
appropriate communication skills;
3S7 Use performance data and
information from teachers, other
professionals, individuals with
exceptionalities, and parents to
make or suggest appropriate
modification in learning
environments; 3S8 Develop
individualized assessment strategies
for instruction
4S12 uses instructional time properly
3S2 Create and maintain records;
4S17 Conduct self-evaluation of
instruction
8S3 Promote and maintain a high
level of competence and integrity in
the practice of the profession; 8S4
exercise objective professional
judgment in the practice of the
profession.
1 Candidate does not
utilize systematic
assessment nor provides
students with feed back; 2
Candidate provides
feedback and appropriate
assessment; 3 Candidate
provides feedback, uses
appropriate assessment,
and differentiates
instructional accordingly.
1 Candidate wastes
instructional time; 2 uses
instructional and
noninstructiona time
appropriately; 3 Candidate
is effective in the use of
instructional time.
1 Candidate fails to review
students' development
nor comment on growth;
2 reflects on students'
development. 3 reflects
on students' development
and actively problem
solves.
1 Candidate demonstrates
low levels of confidence,
competence, and
integrity; 2 candidate
demonstrates developing
sense of efficacy; 3
candidate demonstrates
3.0
2.5
2.3
2.0
2.9
2.7
2.7
2.7
2.6
2.7
2.5
2.5
3.0
2.7
2.5
2.9
2.9
2.4
2.9
2.7
2.6
2.8
2.5
2.5
3.0
2.6
2.2
2.5
2.9
2.3
2.9
2.8
2.6
2.8
2.5
2.5
3.0
2.5
2.4
2.7
2.8
2.4
3.0
2.8
2.7
2.7
2.4
2.5
sense of efficacy
The candidate has
professional
relationships with
colleagues.
7S7 Communicate with regular
teachers, administrators, and other
school personnel about
characteristics and needs of
individuals with specific exceptional
learning needs.
1 Candidate is
inappropriate or does not
interact with colleagues; 2
Candidate provides
evidence of professional
relationships; 3 Candidate
provides evidence of
strong professional
relationships and is
actively considered part of
the team.
The candidate
communicates with
parents or guardians
about students'
learning.
7S3 Foster respectful and beneficial
relationships between families and
professionals; 7S4 encourage and
assist families to become active
participants in the educational team;
7S1 Use collaborative strategies in
working with individuals with
exceptional learning needs, parents,
and school and community
personnel in various learning
environments; 7S2 Communicate
and son\\\consult with individuals,
parents, teachers, and other school
and community personnel; 7S5 Plan
and conduct collaborative
conferences with families or primary
caregivers.
1 Provides no evidence or
provides evidence of
inadequate or
inappropriate
communication; 2
provides evidence of
communication with
parents or guardians; 3
provides evidence of
active engagement with
parent or guardians in the
education of their
children.
3.0
2.6
2.3
2.9
2.9
2.8
2.9
2.8
2.5
2.7
2.4
2.5
2.9
2.3
2.1
2.5
2.6
2.6
2.4
2.7
2.3
2.5
2.5
2.5
29
35
10
13
14
10
8
32
13
6
55
5
Early Childhood Learning Community (Pre-kAssociate License and Bachelor’s Completion)
Plans activities that reflect awareness of the developmental levels of children (A-1)
Plans activities relevant to children's life experiences and cultural diversity (A-1)
05 06
06 07
07 08
08 09
09 10
3.4
3.4
3.4
3.7
3.7
10
11
3.52
3.3
3.2
3.3
3.6
3.6
3.48
Aligns curriculum goals and objectives with Ohio's Early Learning Content Standards (A-4)
Effectively states clear goals and rationales for activities based on understanding of constructivist theory (A-2)
Observes strengths and interests of children and builds on them either by extending current activities or
planning related ones (A-3)
Reflectively evaluates activities and uses personal observation and mentor feedback to plan future curriculum
activities (A-5)
3.3
3.3
3.4
3.2
3.3
3.5
3.5
3.6
3.6
3.5
3.39
3.38
3.3
3.3
3.6
3.7
3.7
3.4
3.4
3.5
3.6
3.6
3.7
3.56
Exhibits respect for all children and adults through language and actions (B-1)
Exhibits enthusiasm and warmth (B-2)
Uses encouragement rather than praise when responding to children (B-1)
Focuses attention on the classroom situation rather than on personal needs during class (B-2)
Converses about interests which are important to the specific child (B-2) (E)
Regulates rates and duration of speaking to meet listener's needs (B-2)
3.6
3.7
3.5
3.2
3.1
3.6
3.6
3.1
3.7
3.4
3.7
3.8
3.3
3.6
3.6
3.8
3.8
3.4
3.7
3.7
3.8
3.7
3.6
3.7
3.7
3.68
3.68
3.32
3.64
3.52
3.4
3.3
3.4
3.6
3.6
3.6
Makes comments and asks questions which stimulate and extend thinking (B-3) (C-3)
Introduces activities in a positive, enthusiastic manner
3.6
3.4
3.5
3.6
3.5
3.72
3.7
3.6
3.7
3.8
3.7
3.64
Kneels to child's level when speaking with him or her (B-2) (E)
Establishes eye contact with child or adult to whom he or she is speaking (B-2)
3.2
3.4
3.7
3.7
3.5
3.5
3.6
3.3
3.3
3.3
3.8
3.8
3.5
3.4
3.6
3.8
3.8
3.6
3.6
3.6
3.8
3.8
3.5
3.5
3.5
3.52
3.52
3.6
2.72
3.64
3.6
3.4
3.2
3.1
3.5
3.6
3.6
3.6
3.6
3.6
3.7
3.6
3.6
3.8
3.7
3.8
3.7
3.7
3.7
3.7
3.32
3.54
3.56
3.56
Helps children verbalize feelings (B-2)
Reinforces routine and manages transitions in a confident and positive manner (B-4)
Positions self according to cues of children for maximum group awareness (B-5)
Checks for safety of materials and equipment (B-5)
Assumes an adult (rather than a playmate) role in the classroom (C-5) (D-2)
Allows children opportunities for independent exploration of materials and environment (C-2)
Listens and responds to children's comments and questions in a timely, appropriate manner (C-1)
Adjusts activities in response to children's interests and use (C-4)
3.1
3.5
3.5
3.6
3.6
3.44
Asks open ended questions which stimulate thinking and discovery (C-3)
3.7
3.4
3.3
3.6
3.5
3.48
Intervenes or facilitates only when it will enhance the child's exploration (C-3)
Extends children's language and thinking through carefully timed comments and questions, I.e. uses
scaffolding techniques (C-3)
3.7
3.3
3.3
3.5
3.5
3.24
3.6
3.3
3.2
3.5
3.4
3.16
Dresses appropriately for the classroom (D-2)
Follow specific rules and policies of the school (D-2)
Complete assignments and tasks on time (D-2)
Exhibits cooperation and rapport with mentor, instructors and colleagues (D-3)
3.8
3.7
3.7
3.7
3.7
3.4
3.7
3.6
3.5
3.8
3.8
3.7
3.8
3.8
3.6
3.24
3.64
3.71
3.5
3.7
3.8
3.9
3.7
3.6
Uses reflective practice as evidenced by journal and conferencing (D-3)
3.7
3.6
3.6
3.7
3.5
3.72
Accepts constructive feedback appropriately (D-1)
3.5
3.6
3.7
3.8
3.8
3.68
Exhibits a sense of responsibility and dependability (D-3)
Exhibits a willingness to go beyond requirements (D-2)
Exhibits cooperation and rapport with mentor, cooperating teacher, and staff (D-3)
Evaluates the effectiveness of activities in written assignments and in conversation with mentor and/or
instructor (D-1)
Initiates conversation and asks questions of mentor in order to further learning (D-3)
Establishes appropriate relationships with parents reflecting an understanding of the student teacher's role
(D-5)
Kneels to child's level when speaking with him or her
Establishes eye contact with child to who he/she is speaking
Models appropriate grammar, language and tone
Adjusts volume and tone of voice to suit the situation
Uses effective whole group transition such as songs, finger plays and movement activities as part of the
regular classroom routine
Follows a consistent cleanup routine that is effective in engaging the children in cleaning up quickly and
moving on to the next activity with ease
Demonstrates active listening skills
Avoids giving unintentional choices to children
Initiates and extends conversations which are natural and relevant
Demonstrates ability to interact with individual or small groups while maintaining total group awareness
Uses facial expressions, voice level, and other communication techniques to maintain the attention of an
individual child or the group depending on the situation
Uses clearly stated, positive redirections
Uses problem solving techniques to manage interpersonal conflicts
Allows children to assume responsibility for solving interpersonal conflicts when possible
Takes the role of mediator to facilitate problem solving when necessary
n
3.5
3.2
3.6
3.6
3.4
3.7
3.6
3.6
3.8
3.8
3.7
3.8
3.7
3.6
3.8
3.56
3.54
3.71
3.7
3.3
3.6
3.7
3.6
3.54
3.4
3.7
3.7
3.7
3.8
3.54
3.4
3.6
3.7
3.6
3.7
3.50
3.1
3.4
3.0
3.3
3.6
3.6
3.5
3.5
3.8
3.8
3.6
3.5
3.9
3.8
3.6
3.7
3.7
3.7
3.6
3.6
3.52
3.68
3.68
3.64
3.0
3.4
3.5
3.7
3.4
3.6
3.2
3.4
3.5
3.6
3.5
3.44
3.2
3.1
3.0
3.1
3.4
3.2
3.5
3.6
3.4
3.5
3.6
3.5
3.7
3.4
3.6
3.6
3.6
3.4
3.6
3.4
3.48
3.40
3.48
3.58
3.1
3.5
3.5
3.7
3.5
3.56
3.4
3.0
3.3
3.6
3.4
3.3
3.5
3.4
3.4
3.6
3.6
3.5
3.5
3.3
3.4
3.28
3.36
3.28
3.0
3.4
3.4
3.6
3.5
3.38
137
38
19
38
59
26
Secondary Social Studies
5b. Scoring Rubrics:
H4: How does the candidate actively engage students in their own understanding of how to critically evaluate accounts of an historical event or social science
phenomenon and defend their judgments?
Level 1
Level 2
Level 3
Level 4
Strategies for intellectual
Strategies for intellectual
Strategies for intellectual engagement
Strategies for intellectual engagement seen in
engagement seen in the clips limit engagement seen in the clips offer seen in the clips) offer structured
the clips offer structured opportunities for
opportunities for students to
opportunities for students to
opportunities for students to evaluate
students to interpretations about an historical
analyze or interpret accounts of an
historical event or social science
phenomenon and to explain their
reasoning. Candidate accurately
identifies successful and
unsuccessful teaching practices.
OR Student behavior or
candidate’s disrespect for one or
more students severely limits
students’ engagement in learning.
analyze or interpret accounts of an
historical event or social science
phenomenon and to explain their
reasoning. These strategies reflect
attention to students’ academic
or language development,
social/emotional development,
and/or cultural and lived
experiences. Candidate accurately
identifies successful and
unsuccessful teaching practices
and proposes reasonable
improvements.
accounts or interpretations about an
historical event or social science
phenomenon and to defend their own
judgments. These strategies reflect
attention to students’ academic or
language development, social/emotional
development, and/or cultural and lived
experiences. Candidate identifies
successful and unsuccessful teaching
practices. The proposed improvements
are reasonable and address the learning
of a subgroup or individual students.
event or social science phenomenon and to
defend their own judgments. These strategies
are explicit, and clearly reflect attention to
students with diverse academic and language
development, social/emotional development,
and/or cultural and lived experiences.
Candidate identifies successful and
unsuccessful teaching practices. The proposed
improvements are reasonable and address the
learning of diverse students.
H5: How does the candidate elicit and monitor students’ responses to deepen their understanding of how to critically evaluate accounts of an historical event or
social science phenomenon and defend their judgments?
Level 1
Level 2
Level 3
Level 4
Candidate primarily asks surfacelevel questions and evaluates
student responses as correct or
incorrect.
Few connections are observed being
made between and among historysocial science facts, analyses,
interpretations, and judgments
about a history-social science event
or phenomenon. OR
Materials or candidate responses
include significant content
inaccuracies that will lead to student
misunderstandings.
Data:
Rubric
H4 Engaging students in
learning
The candidate elicits student
responses that require analysis
or interpretations of
history/social science accounts.
Candidate makes connections
between and among historysocial science facts, analyses,
interpretations, and judgments
about a history-social science
event or phenomenon.
Candidates and/or other students build
on what students are saying and/or doing
to improve understanding of how to
analyze or interpret history-social science
accounts or defend judgments.
Candidate and/or other students prompt
students to make connections between
and among history-social science facts,
analyses, interpretations, and judgments
about a history-social science event or
phenomenon.
Candidate’s and/or other students’
interactions help develop or reinforce
students’ abilities to evaluate their own
analyses, interpretations, or judgments.
Candidate and/or other students prompt
students to make connections between and
among history-social science facts, analyses,
interpretations, and judgments about a
history-social science event or phenomenon.
Rating Candidate 1
Rating Candidate 2
Rating Candidate 3
2
2
3
H5 Deepening student
learning during
instruction
H4 Engaging students in
learning
H5 Deepening student
learning during
instruction
2
1
2
Rationale Candidate 1
The inquiry-based methods naturally allow
student to have the opportunity to analyze
and interpret the historical event using
multiple data sets. The candidate identified
better ways to explain the analytical
process in the future and make easier
connections between the information for
students in the future. This is not a level 3
because there is little evidence that the
students were asked to defend their own
judgements. She also did not connect her
proposed improvements closely to a
subgroup of students. This is not a level 1
because she did provide opportunities to
analyze and accurately identifies successful
and unsuccessful teaching practices.
Rationale Candidate 2
More level 2 than 1. In the second video
the candidate uses questioning strategy to
offer a variety of students to analyze and
interpret prior and present information.
The candidate states the strategies should
reflect on language development,
social/emotional development, cultural and
lived experience, but does not offer
concrete methods to accomplish this.
Examples are given of successes and
unsuccessful teaching strategies. He also
gives two suggestions on how to improve
on the lesson.
The candidate makes connections between
facts and judgments about about the
historical event. The inquiry based project
is focused on hypothesis and providing
evidence for or against them. The students
are asked to interpret varying accounts of
one historical event. The candidate
frequently begins questions to her students
with Why does... , eliciting analytical
responses from them. This is not a 3
because there is no evidence of students
being prompted to make the connections
themselves. It is not a one because she
begins well beyond surface-level questions.
More level 1 than level 2. many surface
level questions are asked of many students,
but they did not require analysis and
interpretation.Few connections are made
between history-social science facts and
interpretations. The candidate ask several
questions at the end he feels are thought
provoking, but they do not require much
deep thought.
Rationale Candidate 3
This section is not a two (2) because the
students were not only asked to analyze or
interpret accounts, but to also evaluate these
accounts and to defend their own judgments.
However, this section is not a four (4)
because these strategies are not explicit and
do not pay attention to students with diverse
academic and language needs. The
candidate also identified successful teaching
practices (i.e. IEP students benefitting from
working in groups) and unsuccessful teaching
practices (i.e. difficulty level of poem and
engaging all students). The candidate
addresses reasonable improvements, as well
as addressing the learning or individual
students. For the above-mentioned reason,
this section receives a three (3).
This section is not a one (1) because the
candidate moves beyond asking surface level
questions and the material does not contain
content inaccuracies. This section receives a
two (2) and not a three (3) because the
candidate elicits student responses that
require analysis, but he fails to encourage
ongoing dialogue to build on what students
are saying to improve understanding of how
to interpret historical events. Additionally,
the candidate makes the connections for
students, rather than prompting the students
to make connections for themselves. For
the above-mentioned reasons, this section
receives a score of two (2).
Secondary English/Language Arts
INSTRUCTION: ENGAGING STUDENTS IN LEARNING
ELA4: How does the candidate actively engage students in building their own understandings of strategies to understand and interpret a complex text?
Level 1
Level 2
Level 3
Level 4
 Strategies for intellectual
 Strategies for intellectual
 Strategies for intellectual engagement
 Strategies for intellectual engagement
engagement seen in the clips limit
engagement seen in the clips offer
seen in the clips offer structured
seen in the clips offer structured
opportunities for students to
opportunities for students to
opportunities for students to develop
opportunities for students to develop
develop an understanding of
develop an understanding of
their own understanding of strategies to
their own understanding of strategies
strategies to understand and
strategies to understand and
understand and interpret complex
to understand and interpret complex
interpret complex features of a
interpret complex features of a text.
features of a text. These strategies
features of a text. These strategies are
text.
These strategies reflect attention to
reflect attention to students’ academic
explicit, and clearly reflect attention to
students’
academic
or
language
or
language
development,
students with diverse academic and
 Candidate accurately identifies
development, social/emotional
social/emotional development, and/or
language development,
successful and unsuccessful
development, and/or cultural and
cultural and lived experiences.
social/emotional development, and/or
teaching practices.
lived experiences.
cultural and lived experiences.
OR
 Candidate identifies successful and
unsuccessful teaching practices. The
 Candidate accurately identifies
 Candidate identifies successful and
 Student behavior or candidate’s
successful and unsuccessful teaching
proposed improvements are reasonable
unsuccessful teaching practices. The
disrespect for one or more
practices and proposes reasonable
and address the learning of a subgroup
proposed improvements are
students severely limits students’
improvements.
or individual students.
reasonable and address the learning of
engagement in learning.
diverse students
INSTRUCTION: DEEPENING STUDENT LEARNING DURING INSTRUCTION
ELA5: How does the candidate elicit and monitor students’ responses to deepen their abilities to understand and interpret a complex text?
Level 1
Level 2
Level 3
Level 4
 Candidate primarily asks surface The candidate elicits student
 Candidates and/or other students build
 Candidate’s and/or other students’
level questions and evaluates
responses that require thinking.
on what students are saying and/or
interactions help develop or
student responses as correct or
doing to improve understanding and
reinforce students’ abilities to
 Candidate makes connections
incorrect.
interpretation of complex features of a
evaluate their own understanding
between and among the text,
text.
and interpretation of complex
understandings, and interpretations.
 Few connections are observed
features of a text.
being made between and among
 Candidate and/or other students prompt
the text, understandings, and
students to make connections between
 Candidate and/or other students
interpretations.
and among the text, understandings,
prompt students to make
OR
and interpretations.
connections between and among
the text, understandings, and
 Materials or candidate responses
interpretations.
include significant content
inaccuracies that will lead to
student misunderstandings.
b) Data The candidate, who piloted the Secondary English Language Arts Teacher Performance Assessment prototype last spring (11S), received the
following ratings and feedback on the work that he submitted.
E4 Engaging students in learning = 2. The key evidence cited for supporting the assigned score: “Not a 1 because candidate offers opportunities for students to
develop an understanding of plot development by listening to a recording of the poem (Boy Named Sue) and discussing the different stages of plot
development. Candidate engaged students in the use of academic language (students used the terms when referring to the categories). Student worked in
cooperative groups (socio/emotional development) and cultural/lived experiences (using pop culture). Candidate identified successful ( music, video; normally
disruptive students were engaged in the learning tasks; student reviewed the parts of the plot development that engaged the class in helping her with the
words) and unsuccessful teaching practices ( I provided information and justification for students in clip 2. Candidate states, This was a missed opportunity
)and proposed reasonable improvements (wait time and had more students to engage in the memorization device in clip 2) Not Level 3 did not allow student
to devleop own understandings as viewed through the video. Evidence: memorization device, video, audio, pop culture, use of academic language”.
E4 Deepening student learning during instruction = 2. The key evidence cited for supporting the assigned score: “This is beyond a 1 because the candidate
elicited student responses that required thinking (Following up of Why questions). Candidate asks students questions at the beginning of clip using the
academic language and getting students' responses as to the different categories found in the text. The candidate makes connections through the use of video,
audio, text, and discussion. This was evidenced by the use of the audio for the poem A Boy Named Sue when deciding if a certain phrase was the climax or the
resolution. Not a 3 because candidate and/or other students do not build on what students are saying and/or doing to improve understanding and
interpretation of complex features of a test. Students did assist the one student in the plot device memorization, but not to improve a complex feature of a
text. Evidence: Why questions to follow up student responses. Candidate makes connection using audio, video and text”.
Secondary Mathematics
M4: How does the candidate actively engage students in developing their own understanding of mathematical concepts, procedures, and reasoning?
Level 1
Level 2
Level 3
Level 4
Strategies for intellectual
Strategies for intellectual engagement
Strategies for intellectual engagement seen
Strategies for intellectual engagement
engagement seen in the clip(s)
seen in the clip(s) offer opportunities for in the clip(s) offer structured opportunities
seen in the clip(s) offer structured
limit opportunities for students
students to develop an understanding
for students to develop their own
opportunities for students to develop
to develop an understanding of
of mathematical concepts, procedures,
understanding of mathematical concepts,
their own understanding of mathematical
mathematical concepts,
and reasoning. These strategies reflect
procedures, and reasoning. These
concepts, procedures, and reasoning.
procedures, and reasoning
attention to students’ academic or
strategies reflect attention to students’
These strategies are explicit, and clearly
.Candidate accurately identifies
language development,
academic or language development,
reflect attention to students with diverse
successful and unsuccessful
social/emotional development, and/or
social/emotional development, and/or
academic or language development,
teaching practices. OR Student
cultural and lived experiences.
cultural and lived experiences.
social/emotional development, and/or
behavior or candidate’s
cultural and lived experiences.Candidate
Candidate
accurately
identifies
Candidate
identifies
successful
and
disrespect for one or more
identifies successful and unsuccessful
unsuccessful teaching practices. The
students severely limits students’ successful and unsuccessful teaching
teaching practices. The proposed
practices
and
proposes
reasonable
proposed
improvements
are
reasonable
and
engagement in learning.
improvements are reasonable and
improvements.
address the learning of a subgroup or
address the learning of diverse students.
individual students.
Middle Childhood Education
Middle Childhood Education Performance in Teaching Associate and Internship
Assessment Item
The candidate is
familiar with relevant
student background.
The candidate
articulates clear,
appropriate learning
goals.
The candidate
understands the
place of current
content to that
learned previously
and that to be
learned in the future.
The candidate selects
and uses methods,
materials, and
strategies
appropriate to the
students and aligned
with goals.
20062007
2007-2008
Uptown Clermont
PB
20082009
2.5
2
2.8
2.76
3
2
2.8
2.7
3
3
2
2.7
2.7
2.74
2.67
3
2.8
NMSA
Description of indicators for 1, 2, and 3
1. Understand the major concepts, principles,
theories, and research related to young adolescent
development, and they provide opportunities that
support student development and learning.
4. understand and use the central concepts, tools of
inquiry, standards, and structures of content in their
chosen teaching fields, and create meaningful learning
experiences that develop all young adolescents'
competence in subject matter and skills.
3. understands the major concepts, principles,
theories, standards, and research related to middle
level curriculum and assessment, and use this
knowledge in practice; 4. understand and use the
central concepts, tools of inquiry, standards, and
structures of content in their chosen teaching fields,
and create meaningful learning experiences that
develop all young adolescents' competence in subject
matter and skills.
1. Understand the major concepts, principles,
theories, and research related to young adolescent
development, and they provide opportunities that
support student development and learning; 3.
understands the major concepts, principles, theories,
standards, and research related to middle level
curriculum and assessment, and use this knowledge in
practice; 4. understand and use the central concepts,
tools of inquiry, standards, and structures of content
in their chosen teaching fields, and create meaningful
learning experiences that develop all young
adolescents' competence in subject matter and skills.
1. demonstrates little or no familiarity with
background; 2 some understanding, can
explain how to gain background knowledge; 3
comprehensive knowledge
2.7
2.74
1. Unable to articulate goals; 2 Articulates
goals; 3 Well-articulated goals, well-thought
out rationale for the appropriateness and
differentiation of goals.
2.7
1. unable to describe long-term goals; 2 able
to describe long term goals; 3 able to describe
long term goals and where the goal fits in
discipline.
1. Unrelated or inappropriate; 2 aligned with
goals and appropriate in general; 3 plan for
differentiated learning experiences
The candidate uses
evaluation and
assessment
strategies that are
appropriate and
aligned with goals.
The candidate
creates and
maintains a fair
climate.
The candidate
establishes and
maintains rapport.
The candidate
communicates
challenging learning
expectations.
The candidate
establishes
consistent behavior
standards.
The classroom is a
safe environment,
conductive to
learning.
3. understands the major concepts, principles,
theories, standards, and research related to middle
level curriculum and assessment, and use this
knowledge in practice; 5. understand and use the
major concepts, principles, theories, and research
related to effective instruction and assessment, and
employ a variety of strategies for a developmentally
appropriate climate to meet the varying abilities and
learning styles of all young adolescents.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
4. understand and use the central concepts, tools of
inquiry, standards, and structures of content in their
chosen teaching fields, and create meaningful learning
experiences that develop all young adolescents'
competence in subject matter and skills.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
1 Lack of systematic, related assessment; 2
Assessment systematic and aligned with
lesson; 3 Describes use of assessment in future
planning
2.7
2.8
2.7
3
2.8
1 Climate is unfair; candidate communicates
biases; some students are unable to achieve
due to unfairness; 2 climate is fair and no
unfair behavior is observed; 3 Climate is far
and candidate enhances fair treatment
student-to-student
2.6
3
2.2
2
2.7
1. Candidate has not established rapport; 2
Rapport is established and maintained; 3
Rapport is established and maintained and
candidate has strong relationships with
students.
2.8
2.81
2.67
2
2.8
2.7
2.81
2.6
2
2.8
2.6
2.75
2.83
2
2.8
2.8
2.6
2.83
2
2.7
1. Candidate communicates low expectations;
2 Candidate communicates challenging
learning expectations; 3 Candidate
communicates challenging learning
experiences and promotes self-advocacy
1 Candidate is inconsistent in behavioral
standards; 2 Candidate establishes consistent
behavioral standards, few or minor
misbehaviors occur; 3 candidate is consistent
and proactive in management, misbehaviors
handles appropriately
1. Classroom is unsafe and unpredictable. 2
Classroom is safe, predictable, and conducive
to learning; 3 classrooms are safe, predictable,
conducive to learning, and encourages natural
supports.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
1. Goals are unclear and students are unaware
of what they are to do; 2 Goals and procedures
are clear; 3 Goals and procedures are clear and
developed and maintained throughout the
lesson in collaboration with students and all
students understand how they are to proceed.
Candidates' presentations and interactions are
difficult to understand and content is unclear
or inaccurate. Content is understandable and
accurate. 3 Candidate makes content
understandable and differentiates responses
to students.
The candidate
provides feedback to
students to support
their learning and
adjust activities as
necessary.
The candidate makes
learning goals and
procedures clear to
students.
2.6
2.8
3
3
2.8
2.7
2.79
2.83
2
2.8
1Candidate limited student extensions; 2
Candidate encourages students to extend their
thinking; 3 Candidate encourages students to
extend their thinking, and expands lesson
content in response.
2.8
2.72
2.8
2
2.7
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
1 Candidate does not utilize systematic
assessment nor provides students with feed
back; 2 Candidate provides feedback and
appropriate assessment; 3 Candidate provides
feedback, uses appropriate assessment, and
differentiates instructional accordingly.
2.7
3
2.5
2
2.8
The candidate uses
instructional time
effectively.
5. understand and use the major concepts, principles,
theories, and research related to effective instruction
and assessment, and employ a variety of strategies for
a developmentally appropriate climate to meet the
varying abilities and learning styles of all young
adolescents.
1 Candidate wastes instructional time; 2
Candidate uses instructional and
noninstructional time appropriately; 3
Candidate is effective in the use of
instructional time.
2.7
2.75
2.33
2
2.8
The candidate
reflects on students'
development on
goals.
1. Understand the major concepts, principles,
theories, and research related to young adolescent
development, and they provide opportunities that
support student development and learning.
2.8
2.86
2.5
2
2.8
The candidate
demonstrates a
sense of efficacy.
7. understand the complexity of teaching young
adolescents and engage in practices and behaviors
that develop their competence as professionals
2.8
3
2.5
The candidate makes
content
understandable.
The candidate
encourages students
to extend their
thinking.
1 Candidate fails to review students'
development nor comment on growth; 2
candidate reflects on students' development. 3
Candidate reflects on students' development
and actively problem solves.
1 Candidate demonstrates low levels of
confidence, competence, and integrity; 2
candidate demonstrates developing sense of
efficacy; 3 candidate demonstrates sense of
efficacy
2.8
The candidate has
professional
relationships with
colleagues.
2. understand major concepts, principles, theories
and research underlying the philosophical foundations
of developmentally responsive middle level programs
and schools, and work successfully within these
organizational components.
The candidate
communicates with
parents or guardians
about students'
learning.
6. understand the major concepts, principles,
theories, and research related to working
collaboratively with family and community members,
and they use that knowledge to maximize the learning
of all young adolescents.
Overall Rating
1 Candidate is inappropriate or does not
interact with colleagues; 2 Candidate provides
evidence of professional relationships; 3
Candidate provides evidence of strong
professional relationships and is actively
considered part of the team.
1 Provides no evidence or provides evidence of
inadequate or inappropriate communication; 2
provide evidence of communication with
parents or guardians; 3 provide evidence of
active engagement with parent or guardians in
the education of their children.
1 unsatisfactory progress; 2 basic progress; 3
excellent progress
2.8
2.7
2.67
3
2.9
2.7
2.51
3
2
2.8
2.8
University of Cincinnati General Education Competencies
The candidate analyzes, synthesizes, and
evaluations information and ideas from
multiple perspectives
1 demonstrates an awareness level or fails to integrate information and ideas from
multiple perspectives; 2. demonstrates analysis, synthesis, and evaluation of
information and ideas from multiple perspectives; 3. demonstrates depth and
reflection in the analysis, synthesis, and evaluation of information and ideas.
The candidate fuses information and
concepts from multiple disciplines for
personal and professional enhancement.
1 demonstrates little integration of information and concepts; 2 demonstrates the
ability to fuse information and concepts from multiple disciplines; 3. consistently and
coherently fuses information and concepts from multiple disciplines.
1. does not recognize the need for further information or is unable to locate,
evaluate, or use information; 2 recognizes when information is needed, locates, and
uses the needed information; 3. is committed to locating, evaluation, and using a
broad range of information in study and practice.
N
135
Rubric with 3 point scale, ranging from consistent, professional demonstration (3) to inconsistent inadequate.
3
3
The candidate recognizes when
information is needed and has the ability
to locate, evaluation, and effectively use
the needed information.
3
71
6
1
161
Secondary Science
S4: How does the candidate actively engage students in their own understanding of collecting, analyzing, and interpreting scientific data?
Level 1
Level 2
Level 3
Level 4
Strategies for intellectual
Strategies for intellectual
Strategies for intellectual engagement seen in
Strategies for intellectual engagement
engagement seen in the clips
engagement seen in the clips offer
the clips offer structured opportunities for
seen in the clips offer structured
limit opportunities for students
opportunities for students to
students to collect, analyze, and interpret
opportunities for students to collect,
to collect, analyze, and interpret collect, analyze, and interpret
scientific data. These strategies reflect
analyze, and interpret scientific data.
scientific data. Candidate
scientific data. These strategies
attention to students’ academic or language
These strategies are explicit, and clearly
accurately identifies successful
reflect attention to students’
development, social/emotional development,
reflect attention to students with diverse
and unsuccessful teaching
academic or language
and/or cultural and lived experiences.
academic or language development,
practices. OR Student behavior
development, social/emotional
Candidate identifies successful and unsuccessful social/emotional development, and/or
or candidate’s disrespect for
development, and/or cultural andd
teaching practices. The proposed
cultural and lived experiences. Candidate
one or more students severely
lived experiences. Candidate
improvements are reasonable and address the
identifies successful and unsuccessful
limits students’ engagement in
accurately identifies successful and
learning of a subgroup or individual students.
teaching practices. The proposed
learning.
unsuccessful teaching practices and
improvements are reasonable and address
proposes reasonable
the learning of diverse students.
improvements.
S5: How does the candidate elicit and monitor students’ responses to deepen their abilities to collect, analyze, and interpret scientific data?
Level 1
Level 2
Level 3
Level 4
Candidate primarily asks surfacelevel questions and evaluates
student responses as correct or
incorrect. Few connections are
observed being made between
and among science concepts,
analyses and interpretations of
science data. OR Materials or
candidate responses include
significant content inaccuracies
that will lead to student
misunderstandings.
The candidate elicits student
responses that require thinking
about science concepts,
explanations, and the quality of
data. Candidate makes
connections between and among
science concepts, analyses and
interpretations of science data.
Candidates and/or other students build on what
students are saying and/or doing to improve
understanding of science concepts,
explanations, and the quality of data. Candidate
and/or other students prompt students to make
connections between and among science
concepts, analyses and interpretations of
science data.
Candidate’s and/or other students’
interactions help develop or reinforce
students’ abilities to evaluate their own
ideas about concepts, explanations, and
the quality of data. Candidate and/or
other students prompt students to make
connections between and among science
concepts, analyses and interpretations of
science data.
5c. Science candidate data derived from the assessment The ratings by an external, state-trained and calibrated rater for this candidate’s portfolio are:
S4: How does the candidate actively engage students in their own understanding of collecting, analyzing, and interpreting scientific data?
2 -Strategies for intellectual engagement seen in the clips offer opportunities for students to collect, analyze, and interpret scientific data. Students worked in
pairs to complete an inquiry activity. Strategies reflect attention to students' academic and social/emotional development. I wanted students to work
cooperatively in pairs so they could help one another and answer each others' questions. Having groups bigger than 2-3 during this activity would leave
students without a task or cause some to not have to participate. Using the strategy of pairing students during the inquiry activity when students were
collecting data allowed them to learn and talk with their peers. Candidate accurately identifies successful and unsuccessful teaching practices and proposes
reasonable improvements. I believe the three habitats/examples used in the analysis discussion helped students develop an understanding of adaptations and
how specific traits can help an organism live in a particular environment. Missed opportunities in this video would be in the lack of wait time from me to
allow all students to think of a response to questions and there was no other individual work or opportunities for students to show me what they understand,
except for the exit ticket at the end. I would more explicitly make the connection between genotype and phenotype (along with traits) to chromosomes.
S5: How does the candidate elicit and monitor students’ responses to deepen their abilities to collect, analyze, and interpret scientific data?
3 - Candidate builds on what students are saying and/or doing to improve understanding of science concepts, explanations, and the quality of data. I also
used questioning during this activity quite a bit to have students figure out the answers to their questions. See time 3:45 in video for an example. Candidate
prompts students to make connections between and among science concepts, analyses and interpretations of science data. I asked students to think about
another type of animal that spends a lot of time off the ground and uses something specific to do that with. Students immediately thought of monkeys and
made the connection to some Reebops having a curly tail that would help them swing through trees and off the ground.
Advanced Programs and Programs for Other School Personnel
Building Level leadership:
Score
Criterion
Candidate’s proposal
supports the school’s
vision and mission.
(ELCC 1.2)
0
Unacceptable
In their contract, candidates do not
specifically articulate the components of
this vision for the project and the
leadership processes necessary to
implement and support the school vision.
Candidates do not include in the plan a
comprehensive use of data-based
research strategies and strategic planning
processes that focus on student learning
to inform the development of the project.
Candidates do not draw on relevant
information sources such as student
assessment results, student and family
demographic data, and an analysis of
1
Acceptable
In their contract, candidates specifically articulate
the components of this vision for the project and
the leadership processes necessary to implement
and support the project. Though it is clearly
related to the school vision, this relationship is not
articulated in the project. Candidates include in
the plan data-based research strategies and
strategic planning processes that focus on student
learning to inform the development of the
project. While these strategies are present, they
are not comprehensive or deliberate. While the
candidate further draws on relevant information
sources such as student assessment results,
student and family demographic data, and an
2
Target
In their contract, candidates specifically
articulate the components of this vision for
the project and the leadership processes
necessary to implement and support the
school vision. Candidates include in the plan
a comprehensive use of data-based research
strategies and strategic planning processes
that focus on student learning to inform the
development of the project. The candidate
further draws on relevant information
sources such as student assessment results,
student and family demographic data, and
an analysis of community needs and makes
a clear connection to these sources in the
Score
Criterion
Candidate helps
implement the
school’s vision.
(ELCC 1.3)
Candidate designs or
adopts a system for
using data-based
research strategies to
regularly monitor,
evaluate, and revise
the vision.
(ELCC 1.4)
Candidate supports
the school’s effective
instructional
Program.
0
Unacceptable
community needs. Candidates do not
include in the contract a plan to
communicate the vision of the project and
how it relates to the school vision to staff,
parents, students, and community
members.
Candidates do not include any initiatives
to motivate staff, students, and families to
achieve the school’s vision.
Candidates do not include plan for
implementing the vision (e.g., articulating
the vision and related goals, encouraging
challenging standards, facilitating
collegiality and teamwork, structuring
significant work, ensuring appropriate use
of student assessments, providing
autonomy, supporting innovation,
delegating responsibility, developing
leadership in others, and securing needed
resources)
Candidates do not assume stewardship of
the vision of their project and/or they do
not articulate these methods in their
paper. The candidate does not
acknowledge the role that effective
communication plays in the project. The
candidate does not design or adopt a
system for using data-based research
strategies to regularly monitor, evaluate,
and revise the vision and goals of the
project or develops an irrelevant or
inappropriate plan.
1
Acceptable
analysis of community needs, he or she does not
relate specific results to various elements of the
contract. Candidates include in the contract a plan
to communicate the vision of the project and how
it relates to the school vision to staff, parents,
students, and community members.
Candidates include one initiative to motivate staff,
students, and families to achieve the school’s
vision.
Candidates include a vague plan for implementing
the vision (e.g., articulating the vision and related
goals, encouraging challenging standards,
facilitating collegiality and teamwork, structuring
significant work, ensuring appropriate use of
student assessments, providing autonomy,
supporting innovation, delegating responsibility,
developing leadership in others, and securing
needed resources)
2
Target
contract. Candidates include in the contract
a plan to communicate the vision of the
project and how it relates to the school
vision to staff, parents, students, and
community members.
Candidates assume stewardship of the vision of
their project through a single method, and clearly
articulate this method in their final paper. The
candidate also further articulates the role that
effective communication plays in the project, but
does not note it as a tool to create shared
commitment to the project. The candidate
measures the success of his/her project by
designing or adopting a system for using databased research strategies to regularly monitor,
evaluate, and revise the vision and goals of the
project. This evaluation plan is clearly laid out in
the project report and the results are presented.
Candidates do not include activities that
apply principles of effective instruction to
improve current instructional practices
and curricular materials. Candidates also
do not include a relationship to the
Candidates include activities that apply principles
of effective instruction to improve current
instructional practices and curricular materials.
The activities clearly are appropriate for the
diverse needs of students in their design,
Candidates assume stewardship of the vision
of their project through various methods,
and clearly articulate these methods in their
final paper. The candidate also further
articulates the role that effective
communication plays in building shared
commitment to the project. The candidate
measures the success of a project by
designing or adopting a system for using
data-based research strategies to regularly
monitor, evaluate, and revise the vision and
goals of the project. This evaluation plan is
clearly laid out in the project report and the
results are presented.
Candidates include activities that apply
principles of effective instruction to improve
current instructional practices and curricular
materials. Candidates also include a
relationship to the diverse needs of students
Candidates include several initiatives to
motivate staff, students, and families to
achieve the school’s vision.
Candidates include a clear articulate plan for
implementing the vision (e.g., articulating
the vision and related goals, encouraging
challenging standards, facilitating collegiality
and teamwork, structuring significant work,
ensuring appropriate use of student
assessments, providing autonomy,
supporting innovation, delegating
responsibility, developing leadership in
others, and securing needed resources).
Score
Criterion
(ELCC 2.2)
Candidate acts with
integrity.
(ELCC 5.1)
Candidate acts fairly.
(ELCC 5.2)
Candidate acts
ethically.
(ELCC 5.3)
7.3 Standards-based
a. Candidates apply
skills and knowledge
articulated in these
standards as well as
state and local
standards for
educational leaders.
b. Experiences are
designed to
accommodate
candidates’ individual
needs.
0
Unacceptable
diverse needs of students in their activity
designs, implementation, and evaluation.
Candidates do not include reference to
technology and information systems to
enrich and/or monitor instructional
practices.
Candidates develop a project that is not
respectful to the rights of others with
regard to confidentiality and dignity. The
candidate does not engage in honest
interactions throughout the project.
1
Acceptable
implementation, and evaluation; however a direct
relationship is not made to the purposeful
inclusion of activities for this reason. Candidates
include a vague reference to technology and
information systems to enrich and/or monitor
instructional practices.
Candidates develop a project that is clearly
respectful. While the candidate engages in honest
interactions throughout the project, these
interactions are not explicitly articulated in both
the contract and the final paper.
It is not evident throughout the project
that students are able to combine
impartiality, sensitivity to student
diversity, and ethical considerations in
their interactions with others.
Candidates demonstrate the ability to combine
impartiality, sensitivity to student diversity, and
ethical considerations in their interactions with
others. This is obvious in the success of the
interactions that candidates articulate in their
final paper.
Candidates make decisions in their project that
are based upon ethical and legal principles,
however, do not clearly explain this connection.
Candidates do not explain decisions in
their project using ethical and legal
principles
Candidates do not clearly describe how
the assessment stage was conducted, do
not describe the association of the ELCC
Standards to their project, nor do they
present the results of their assessment.
Candidates clearly describe how the assessment
stage was conducted, describing the association
of the ELCC Standards to their project, and
present the results of their assessment.
2
Target
in their activity designs, implementation,
and evaluation. Candidates include the use
and promotion of technology and
information systems to enrich and/or
monitor instructional practices.
Candidates develop a project that respects
the rights of others with regard to
confidentiality and dignity, and engages in
honest interactions throughout the project.
This is evident in both the contract and the
final paper.
Candidates engage in their projects in such a
way that they demonstrate the ability to
combine impartiality, sensitivity to student
diversity, and ethical considerations in their
interactions with others. This is deliberate
in the planning of interactions.
Candidates make and explain decisions in
their project that are based upon ethical and
legal principles
Candidates clearly describe how the
assessment stage was conducted, describing
the association of the ELCC Standards to
their project, and present the results of their
assessment. It is evident that this project
was well thought out and standards based.
C. Clinical Internship Project Report Data 2010=2011
Score
Criterion
Candidate’s proposal supports the school’s vision and mission. (ELCC 1.2)
Candidate helps implement the school’s vision. (ELCC 1.3)
Candidate designs or adopts a system for using data-based research strategies to regularly monitor, evaluate,
and revise the vision. (ELCC 1.4)
2.2 Candidate supports the school’s effective instruction program.
5.1 Candidate acts with integrity
5.2 Candidate acts fairly.
5.3 Candidate acts ethically.
7.3 Standards-based
0
Unacceptable
1
Acceptable
2
Target
25
25
25
25
25
25
25
25
District Level Leadership
Score
Criterion
Candidate’s proposal
supports the district’s
vision and mission.
(ELCC 1.2)
0
Unacceptable
In their contract, the candidate does not
specifically articulate the components of
this vision for the project and the
leadership processes necessary to
implement and support the district vision.
Candidate does not include in the plan a
comprehensive use of data-based
research strategies and strategic planning
processes that focus on student learning
to inform the development of the project.
The candidate does not draw on relevant
information sources such as student
assessment results, student and family
demographic data, and an analysis of
community needs. Candidate does not
include in the contract a plan to
communicate to school boards, staff,
parents, students, and community
members the vision of the project and
1
Acceptable
In their contract, the candidate specifically
articulates the components of this vision for the
project and the leadership processes necessary to
implement and support the project. Though it is
clearly related to the school vision, this
relationship is not articulated in the project.
Candidate includes in the plan data-based
research strategies and strategic planning
processes that focus on student learning to inform
the development of the project. While these
strategies are present, they are not
comprehensive or deliberate. While the
candidate further draws on relevant information
sources such as student assessment results,
student and family demographic data, and an
analysis of community needs, he or she does not
relate specific results to various elements of the
contract. Candidate includes in the contract a plan
to communicate to school boards, staff, parents,
2
Target
In their contract, the candidate specifically
articulates the components of this vision for
the project and the leadership processes
necessary to implement and support the
school vision. Candidate includes in the plan
a comprehensive use of data-based research
strategies and strategic planning processes
that focus on student learning to inform the
development of the project. The candidate
further draws on relevant information
sources such as student assessment results,
student and family demographic data, and
an analysis of community needs and makes
a clear connection to these sources in the
contract. Candidate includes in the contract
a plan to communicate to school vision to
school boards, staff, parents, students, and
community members the vision of the
project and how it relates the district vision.
Score
Criterion
Candidate helps
implement the
district’s vision.
(ELCC 1.3)
Candidate
demonstrates the
ability to align and, as
necessary, redesign
administrative
policies and practices
required for full
implementation of a
district vision
(ELCC 1.4)
Candidate supports
the district’s effective
instructional
program.
(ELCC 2.2)
0
Unacceptable
how it relates to the school vision the
district vision.
The candidate does not include any
initiatives to motivate staff, students, and
families to achieve the district’s vision.
Candidate does not include plan for
implementing the vision (e.g., articulating
the vision and related goals, encouraging
challenging standards, facilitating
collegiality and teamwork, structuring
significant work, ensuring appropriate use
of student assessments, providing
autonomy, supporting innovation,
delegating responsibility, developing
leadership in others, and securing needed
resources.
The candidate does not assume
stewardship of the vision and/or does not
clearly articulate these methods in their
final paper. The candidate also does not
articulate the role an evaluation plan plays
in aligning and, as necessary, redesigning
administrative policies and practices. The
candidate does not design or adopt a
system for using data-based research
strategies to regularly monitor, evaluate,
and revise the vision and goals of the
district. This evaluation plan further does
not draw on clearly articulated theories
and research related to organizational and
educational leadership.
The candidate includes no activities that
apply principles of effective instruction to
improve current instructional practices
and curricular materials. The candidate
also does not include a justification for
allocating resources to sustain these
1
Acceptable
students, and community members the vision of
the project and how it relates the district vision to
school vision.
The candidate includes one initiative to motivate
staff, students, and families to achieve the
district’s vision.
Candidate includes a vague plan for implementing
the vision (e.g., articulating the vision and related
goals, encouraging challenging standards,
facilitating collegiality and teamwork, structuring
significant work, ensuring appropriate use of
student assessments, providing autonomy,
supporting innovation, delegating responsibility,
developing leadership in others, and securing
needed resources.
The candidate assumes stewardship of the vision
of their project through a single method, and
clearly articulates this method in their final paper.
The candidate also further articulates the role an
evaluation plan plays in aligning and, as necessary,
redesigning administrative policies and practices.
The candidate measures the success of a project
by designing or adopting a system for using one
data-based research strategy to regularly monitor,
evaluate, and revise the vision and goals of the
district. This evaluation plan further draws on at
least one clearly articulated theory or research
related to organizational and educational
leadership.
The candidate includes at least one activity that
applies principles of effective instruction to
improve current instructional practices and
curricular materials. They also include a
justification for allocating resources to sustain
these instructional programs. The candidate also
2
Target
The candidate includes several initiatives to
motivate staff, students, and families to
achieve the district’s vision.
Candidate includes a clear articulate plan for
implementing the vision (e.g., articulating
the vision and related goals, encouraging
challenging standards, facilitating collegiality
and teamwork, structuring significant work,
ensuring appropriate use of student
assessments, providing autonomy,
supporting innovation, delegating
responsibility, developing leadership in
others, and securing needed resources.
The candidate assumes full stewardship of
the vision of their project through various
methods, and clearly articulates these
methods in their final paper. The candidate
also further articulates the role an
evaluation plan plays in aligning and, as
necessary, redesigning administrative
policies and practices. The candidate
measures the success of a project by
designing or adopting a system for using
data-based research strategies to regularly
monitor, evaluate, and revise the vision and
goals of the district. This evaluation plan
further draws on clearly articulated theories
and research related to organizational and
educational leadership.
The candidate includes several activities that
apply principles of effective instruction to
improve current instructional practices and
curricular materials. They also include a
justification for allocating resources to
sustain these instructional programs. The
Score
Criterion
Candidate acts with
integrity.
(ELCC 5.1)
Candidate acts fairly.
(ELCC 5.2)
Candidate acts
ethically.
(ELCC 5.3)
7.3 Standards-based
a. Candidates apply
skills and knowledge
articulated in these
standards as well as
state and local
standards for
educational leaders.
b. Experiences are
designed to
accommodate
candidates’ individual
needs.
0
Unacceptable
instructional programs. The candidate
does not include research methods to
assess the overall improvement from
these instructional programs, and does
not list strengths and weaknesses of these
programs.
1
Acceptable
includes at least one appropriate research
method to assess the overall improvement from
these instructional programs, and lists strengths
and weaknesses of these programs.
Candidate develops a project that is not
respectful to the rights of others with
regard to confidentiality and dignity. The
candidate does not engage in honest
interactions throughout the project.
Candidate develops a project is clearly respectful.
While the candidate engages in honest
interactions throughout the project, these
interactions are not explicitly articulated in both
the contract and the final paper.
It is not evident throughout the project
that students are able to combine
impartiality, sensitivity to student
diversity, and ethical considerations in
their interactions with others.
The candidate demonstrates the ability to
combine impartiality, sensitivity to student
diversity, and ethical considerations in their
interactions with others. This is obvious in the
success of the interactions that candidates
articulate in their final paper.
The candidate makes decisions in their project
that are based upon ethical and legal principles,
however, do not clearly explain this connection.
The candidate does not explain decisions
in their project based upon ethical and
legal principles.
The candidate does not clearly describe
how the assessment stage was conducted,
do not describe the association of the
ELCC Standards to their project, nor do
they present the results of their
assessment.
The candidate clearly describes how the
assessment stage was conducted, describing the
association of the ELCC Standards to their project,
and present the results of their assessment.
2
Target
candidate also includes various appropriate
research methods, technology, and
information systems to assess the overall
improvement from these instructional
programs, and can analyze the comparable
strengths and weaknesses of these
programs.
Candidate develops a project that respects
the rights of others with regard to
confidentiality and dignity, and engages in
honest interactions throughout the project.
This is evident in both the contract and the
final paper.
The candidate engages in their projects in
such a way that they demonstrate the ability
to combine impartiality, sensitivity to
student diversity, and ethical considerations
in their interactions with others. This is
deliberate in the planning of interactions.
The candidate makes and explains decisions
in their project that are based upon ethical
and legal principles.
The candidate clearly describes how the
assessment stage was conducted, describing
the association of the ELCC Standards to
their project, and present the results of their
assessment. It is evident that this project
was well thought out and standards based.
Data 2010-2011
Score
Criterion
Candidate’s proposal supports the district’s vision and mission.(ELCC 1.2)
0
Unacceptable
1
Acceptable
2
Target
3
Candidate helps implement the school’s vision. (ELCC 1.3)
Candidate demonstrates the ability to align and, as necessary, redesign administrative policies and practices
required for full implementation of a district vision (ELCC 1.4)
Candidate supports the district’s effective instructional Program.(ELCC 2.2)
Candidate acts with integrity.(ELCC 5.1)
Candidate acts fairly.(ELCC 5.2)
Candidate acts ethically.(ELCC 5.3)
7.3 Standards-based a. Candidates apply skills and knowledge articulated in these standards as well as state and
local standards for educational leaders. b. Experiences are designed to accommodate candidates’ individual needs.
3
3
3
3
3
3
3
Intervention Specialist License for Individuals with Initial License
Indicator and Knowledge and Skills
Rubric Ratings
07/08
Familiar with relevant student background as indicated by
demonstration of these knowledge and skills:
ICC8S1: Gather relevant background information
ICC6K1: Effects of cultural and linguistic difference on growth and
development
ICC3K4:Cultural perspectives influencing the relationships among
families, schools, and communities as related to instruction
ICC6K2: Characteristics of one’s own culture and use of language and the
ways in which these can differ from other cultures and uses of languages
ICC2K3: Characteristics and efforts of the cultural and environmental
milieu of the individual with exceptional learning needs and the family
IGC2K6: Types and transmission routes of infection disease
Articulates clear, appropriate learning goals as indicated by
demonstration of these knowledge and skills:
ICC7S6: Sequence, implement, and evaluate individualized learning
objectives
IGC3S1: Impact of exceptional learning needs on auditory and
information processing skills
ICC7K3: Involve the individual and family in setting instructional goals and
1: Demonstrates little or no familiarity with
background;
2. some understanding; can explain how to gain
background knowledge;
3 Comprehensive knowledge, with evidence that
candidate knows and is able to do knowledge and
skills listed.
1.Unable to articulate goals,
2. articulates goals;
3.Well-articulated goals; well-thought out rationale
for the appropriateness and differentiation of goals ,
with evidence that candidate knows and is able to
do knowledge and skills listed.
Mean Ratings
08/09
09/10
10/11
2.8
3
2.08
2.10
2.8
2.8
2.08
2.10
monitoring progress
Understands the place of current content to that learned previously and
that to be learned in the future as indicated by demonstration of these
skills:
IGC4S10: Identify and teach basic structures and relationships within and
across curricula
IGC4S13: Identify and teach essential concepts, vocabulary, and content
across the general curriculum
IGC4S16: Implement systematic instruction to teach accuracy, fluency,
and comprehension in content area reading and written language
Selects and uses methods, materials, and strategies appropriate to the
students and aligned with goals as indicated by demonstration of these
knowledge and skills:
ICC4K1: Evidence-based practices validated for specific characteristics of
learners and settings
IGC4K1: Sources of specialized materials, curricula, and resources for
individuals with exceptional learning needs
IGC4K3: Advantages and limitations of instructional strategies and
practices for teaching individuals with exceptional learning needs
IGC4K6: Methods for increasing accuracy and proficiency in math
calculations and applications
IGC4K7: Methods for guiding individuals in identifying and organizing
critical content
ICC4S3: Select, adapt, and use instructional strategies and materials
according to characteristics of the individual with exceptional learning
needs
IGC4S7: Use appropriate adaptations and technology for all individuals
with exceptional learning needs
IGC4S11: Use instructional methods to strengthen and compensate for
deficits in perception, comprehension, memory, and retrieval
IGC6K1: Impact of language development and listening comprehension
on academic and non-academic learning of individuals with exceptional
learning needs
IGC7K4: Relationships among exceptional learning needs and reading
instruction
IGC7S1: Plan and implement individualized reinforcement systems and
environmental modifications at levels equal to the intensity of the
behavior
ICC7S9: Incorporate the implement instructional and assistive technology
1: Unable to describe long term goals;
2: describes somewhat appropriate long term goals;
3: describes long term goals and how they fit into
the discipline, with evidence that candidate knows
and is able to do skills listed.
2.5
3
2.00
2.10
2.8
3
2.00
2.10
1: Unrelated or inappropriate;
2: Aligned with goals and appropriate in general
3: Plan for differentiated learning experiences, with
evidence that candidate knows and is able to do
knowledge and skills listed.
into the educational program
ICC7S11: Prepare and organize materials to implement daily lesson plans
IGC7S3: Plan and implement age and ability appropriate instructions for
individuals with exceptional learning needs
IGC7S5: Interpret sensory, mobility, reflex, and perceptual information to
create or adapt appropriate learning plans
Uses evaluation and assessment strategies that are appropriate and
aligned with goals as indicated by demonstration of these skills:
ICC7S15: Evaluate and modify instructional practices in response to
ongoing assessment data
ICC8S2: Administer nonbiased formal and informal assessments
ICC8S3: Use technology to conduct assessments
ICC8S4: Develop or modify individualized assessment strategies
ICC8S5: Interpret information from formal and informal assessments
IGC8S3: Select, adapt and modify assessments to accommodate the
unique abilities and needs of individuals with exceptional learning needs
IGC8S4: Assess reliable method(s) of response of individuals who lack
typical communication and performance abilities
IGC8S5: Monitor intragroup behavior changes across subjects and
activities
1: lack of systematic, related assessment;
2. Assessment systematic and aligned with lessons;
3: describes use of assessment in future planning,
with evidence that candidate knows and is able to
do skills listed.
Creates and maintains a fair climate as indicated by demonstration of
these skills:
ICC5S1: Create a safe, equitable, positive, and supportive learning
environment in which diversities are valued
ICC5S2: Identify realistic expectations for personal and social behavior in
various settings
ICC5S13: Organize, develop, and sustain learning environments that
support positive intracultural and intercultural experiences
ICC5S14: Mediate controversial intercultural issues among individuals
with exceptional learning needs within the learning environment in ways
that enhance any culture, group, or person
IGC5S5: Use skills in problem-solving and conflict resolution
Establishes and maintains rapport as indicated by demonstration of this
knowledge:
ICC5K5: Social skills needed for educational and other environments
1: Climate is unfair; candidate communicates biases;
some students are unable to achieve due to
unfairness;
2: Climate is fair and no unfair behavior is observed;
3: Climate is fair and candidate enhances fair
treatment student-to-student, with evidence that
candidate knows and is able to do skills listed.
1: Candidate has not established rapport;
2: Rapport is established and maintained;
3: Rapport is established and maintained, and
candidate has strong relationships with students,
with evidence that candidate has knowledge listed.
2.5
3
2.00
2.10
2.6
3
2.08
2.10
2.8
3
2.31
2.10
Communicates challenging learning expectations as indicated by
demonstration of these knowledge and skills:
ICC5S5: Modify the learning environment to manage behaviors
IGC7K1: Integrate academic instruction and behavior management for
individuals and groups with exceptional learning needs
ICC9S10: Access information on exceptionalities
Establishes consistent behavior standards as indicated by
demonstration of these skills:
ICC5S12: Design and manage daily routines
IGC5S6: Establish a consistent classroom routine for individuals with
exceptional learning needs
Classroom is a safe environment, conductive to learning as indicated by
demonstration of these knowledge and skills:
ICC5K5: Social skills needed for educational and other environments
ICC5K6: Strategies for crisis prevention and intervention
ICC5K7: Strategies for preparing individuals to live harmoniously and
productively in a culturally diverse world
ICC5K8: Ways to create learning environments that allow individuals to
retain and appreciate their own and each other’s respective language
and cultural heritage
ICC5S1: Create a safe, equitable, positive, and supportive learning
environment in which diversities are valued
ICC5S15: Structure, direct, and support the activities of paraeducators,
volunteers, and tutors
Makes learning goals and procedures clear to students as indicated by
demonstration of this knowledge:
ICC5K3: Effective management of teaching and learning
Makes content understandable as indicated by demonstration of these
skills:
ICC6S2: Use communication strategies and resources to facilitate
understanding of subject matter for individuals with exceptional learning
needs whose primary language is not the dominant language
ICC7S5: Use task analysis
1. Communicates low expectations;
2. Communicates challenging learning expectations;
3. Communicates challenging learning expectations
and promotes self-advocacy, with evidence that
candidate knows and is able to do knowledge and
skills listed.
1: inconsistent in behavioral standards;
2: establishes consistent behavioral standards; few
or minor misbehaviors occur;
3: Candidate is consistent and proactive in
management, misbehaviors handed appropriately,
with evidence that candidate knows and is able to
do skills listed.
1. Classroom is unsafe and unpredictable.
2. Classroom is safe, predictable, and conducive to
learning. 3. Classroom is safe, predictable,
conductive to learning, and encourages natural
supports, with evidence that candidate knows and is
able to do knowledge and skills listed.
1 Goals are unclear and students are unaware of
what they are to do.
2Goals and procedures are clear.
3 Goals and procedures are clear and developed and
maintained throughout the lesson in collaboration
with students and all students understand how they
are to proceed, with evidence that candidate knows
and has knowledge listed.
1 Candidate’s presentations and interactions are
difficult to understand and content is unclear or
inaccurate.
2 Content is understandable and accurate.
3 Candidate makes content understandable and
differentiates responses to students, with evidence
that candidate knows and is able to do skills listed.
2.8
3
2.00
2.10
2.6
3
2.00
2.10
2.6
3
2.00
2.10
2.6
3
2.00
2.10
2.7
3
2.00
2.10
Encourages students to extend their thinking as indicated by
demonstration of these skills:
ICC4S4: Use strategies to facilitate maintenance and generalization of
skills across learning environments
ICC4S5: Use procedures to increase the individuals self-awareness, selfmanagement, self-control, self-reliance, and self-esteem
ICC6S1: Use strategies to support and enhance communication skills of
individuals with exceptional learning needs
IGC6S1: Enhance vocabulary development
Provides feedback to students to support their learning and adjusts
activities as necessary as indicated by demonstration of these skills:
IGC4S12: Use responses and errors to guide instructional decisions and
provide feedback to learner
ICC8S8: Evaluate instruction and monitor progress of individuals with
exceptional learning needs
Uses instructional time effectively as indicated by demonstration of
these skills:
IGC4S6: Modify pace of instruction and provide organizational cues
ICC7S12: Use instructional time effectively
IGC7S11: Prepare and organize materials to implement daily lesson plans
Reflects on students' development on goals as indicated by
demonstration of these skills:
ICC7S14: Prepare individuals to exhibit self-enhancing behavior in
response to societal attitudes and actions
ICC8S9: Create and maintain records
ICC9S9: Conduct self-evaluation of instruction
Demonstrates a sense of efficacy as indicated by demonstration of this
skill:
ICC9S5: Demonstrate commitment to developing the highest education
and quality-of-life potential of individuals with exceptional learning needs
1 Candidate limits student extensions.
2 Candidate encourages students to extend their
thinking. 3Candidate encourages students to extend
their thinking, and expands lesson content in
response, with evidence that candidate knows and
is able to do skills listed.
1 Candidate does not utilize systematic assessment
nor provides students with feedback.
2 Candidate provides feedback and appropriate
assessment. 3 Candidate provides feedback, uses
appropriate assessments and differentiates
instruction according. , with evidence that candidate
knows and is able to do skills listed.
1 Candidate wastes instructional time.
2Candidate uses instructional and noninstructional
time appropriately.
3 Candidate is effectively in the use of instructional
time. , with evidence that candidate knows and is
able to do skills listed.
1 Candidate fails to neither review students’
develop nor comment on growth.
2 Candidate reflects on students’ development.
3 Candidate reflects on students’ development and
actively problem solves, with evidence that
candidate knows and is able to do skills listed.
1 Candidate demonstrates low levels of confidence,
competence, and integrity.
2 Candidate demonstrates developing sense of
efficacy.
3 Candidate demonstrates sense of efficacy. with
evidence that candidate knows and is able to do
skill listed.
2.8
3
2.00
2.10
2.9
3
2.00
2.10
2.6
3
2.00
2.10
2.6
3
2.00
2.10
2.6
3
2.00
2.10
Has professional relationships with colleagues as indicated by
demonstration of these knowledge and skills:
ICC10S3: Foster respectful and beneficial relationships between families
and professionals
IGC10S3: Teach parents to use appropriate behavior management and
counseling techniques
ICC10S6: Collaborate with school personnel and community members
integrating individuals with exceptional learning needs into various
settings
Communicates with parents or guardians about students' learning as
indicated by demonstration of these knowledge and skills:
ICC7S3: Involve the individual and family in setting instructional goals and
monitoring progress
ICC8S7: Report assessment results to all stakeholders using effective
communication skills
ICC9S6: Demonstrate sensitivity for the culture, language, religion,
gender, disability, socioeconomic status, and sexual orientation of
individuals
ICC10S2: Collaborate with families and others in assessment of
individuals with exceptional learning needs
ICC10S4: Assist individuals with exceptional learning needs and their
families in becoming active participants in the educational team
ICC10S11: Observe, evaluate, and provide feedback to paraeducators
N
1 Candidate is inappropriate or does not interact
with colleagues.
2 Candidate provides evidences of professional
relationships.
3 Candidate provides evidence of strong
professional relationships and is actively, with
evidence that candidate knows and is able to do
skills listed.
1. Provides no evidence, or provides evidence of
inadequate or inappropriate communication.
2. Provides evidence of communication with parents
or guardians.
3. Provides evidence of active engagement parents
or guardians in the education of their, with evidence
that the candidate knows and is able to do
knowledge and skills listed.
2.9
2.9
2.08
2.10
2.9
2.9
2.00
2.00
19
8
8
10
School Psychologist
2.1 Data-Based Decision Making and Accountability
1.5
1.10
2.3
2.4
2.6
3.3
Demonstrates knowledge of data-based decision-making in applying data to instructional decisions (e.g., selection
of students for Tier 2, evaluation of program effectiveness)
Participates in crisis intervention planning, procedures, programs, and evaluation
Demonstrates knowledge of data-based decision-making practices applied to targeted interventions (e.g.,
movement across tiers, progress monitoring, selection of targets)
Applies concepts for technical adequacy to decision making at Tier 2 (e.g., implementation fidelity, reliability)
Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for
social/behavioral concerns
Demonstrates knowledge of databased decision-making practices applied to intensive individualized interventions (e.g., shows adherence to
2007-08
Cohort
(N = 2)
3.25
2008-09
Cohort
(N = 1)
3.5
2009-10
Cohort
(N = 4)
3.88
3.00
3.25
4.00
4.00
3.25
3.63
3.00
3.25
3.50
3.50
3.75
3.50
3.25
4.00
3.63
components from procedural checklist, scoring rubric for portfolios; functional assessment and analysis)
3.4 Demonstrates use of collaboration and
involvement of key stakeholders in planning, implementing, and evaluating individualized interventions
3.5 Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns
3.6 Plans, implements, and evaluates individualized home-school intervention(s)
3.7 Demonstrates knowledge of use of response to intervention data for eligibility determination
4.2 Engages in system-level change activities and evaluation
4.3 Engages in program evaluation and accountability activities
4.4 Engages in research
2.2 Consultation and Collaboration
1.11
1.12
Engages in interagency planning, collaboration, and referral to community and other agencies
Demonstrates use of collaboration and involvement of key stakeholders in planning, implementation and
evaluation of Tier 1 activities
2.5 Demonstrates use of collaboration and involvement of key stakeholders in planning, implementing, and evaluating
Tier 2 activities
2.7 Assists in planning, implementation, and evaluation of home-school intervention that involves parents and is
targeted for parents (Tier 1 and/or 2)
3.4 Demonstrates use of collaboration and
involvement of key stakeholders in planning, implementing, and evaluating individualized interventions
3.6 Plans, implements, and evaluates individualized home-school intervention(s)
7.1 Personal conduct is appropriate to professional rules and guidelines
7.2 Uses effective communication strategies (genuineness, listening, empathy, paraphrasing, questioning, handling
conflict)
7.3 Establishes appropriate working relationship with students
7.4 Establishes appropriate working relationship with parents
7.5 Establishes appropriate working relationship with professional colleagues
7.6 Engages in perspective taking
7.7 Maintains objectivity
7.8 Accepts and assumes responsibilities for actions
7.9 Is responsive to feedback and supervision
2.3 Effective Instruction and Development of Cognitive/Academic Skills
1.1
1.3
1.8
2.1
3.1
Demonstrates knowledge of scientifically-based instruction/intervention approaches (school and class-wide) for
academics
Demonstrates knowledge of procedures for universal screening for academics
Participates in school-wide prevention/universal planning activities for academics (e.g., district/school-wide
planning committee)
Demonstrates knowledge of scientifically-based targeted group intervention for academics
Demonstrates knowledge of scientifically-based intensive, individualized interventions for academics
3.25
4.00
3.75
3.25
3.00
3.25
3.25
3.00
3.00
2007-08
Cohort
3.00
3.00
3.5
4.00
4.00
4.00
3.00
4.00
2008-09
Cohort
3.50
4.00
3.83
3.83
3.50
3.63
3.50
3.75
2009-10
Cohort
3.83
3.75
3.50
3.50
3.75
3.00
4.00
3.50
3.25
4.00
3.75
3.00
3.50
3.25
4.00
4.00
4.00
3.83
4.00
4.00
3.50
3.00
3.00
3.00
3.00
3.00
3.00
2007-08
Cohort
3.25
4.00
4.00
4.00
4.00
4.00
4.00
4.00
2008-09
Cohort
4.00
3.88
4.00
4.00
4.00
4.00
4.00
4.00
2009-10
Cohort
3.50
3.75
3.25
4.00
4.00
3.88
3.63
3.25
3.00
4.00
4.00
3.88
3.50
1.2
1.4
1.9
2.2
2.6
3.2
3.5
3.8
3.9
5.1
5.2
7.10
1.7
1.8
1.9
1.11
3.7
4.2
4.3
1.10
2.6
3.5
2.7
2.4 Socialization and Development of Life Skills
Demonstrates knowledge of scientifically-based approaches for Positive Behavior Support
Demonstrates knowledge of procedures for universal screening for behavior
Participates in school-wide prevention/universal planning activities for behavior (e.g., district/school-wide planning
committee)
Demonstrates knowledge of scientifically-based targeted group intervention for behavior
Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for
social/behavioral concerns
Demonstrates knowledge of scientifically-based intensive, individualized interventions for behavior
Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns
2.5 Student Diversity in Development and Learning
Demonstrates application of ecological validity in decision making, including relevant cultural variables
Demonstrates understanding of use of data for decisions across a broad range of students (e.g., disability
categories, initial and re-evaluation)
Engages in intervention cases with cross-cultural applications, (across Tiers 1-3)
Provides leadership to increase cross-cultural competence using ecologically-valid approach
Recognizes and respects diversity in all forms.
2.6 School and Systems Organization, Policy Development, and Climate
Plans, engages in, and evaluates staff development activities (e.g., training for teachers or parents)
Participates in school-wide prevention/universal planning activities for academics (e.g., district/school-wide
planning committee)
Participates in school-wide prevention/universal planning activities for behavior (e.g., district/school-wide planning
committee)
Engages in interagency planning, collaboration, and referral to community and other agencies
Demonstrates knowledge of use of response to intervention data for eligibility determination
Engages in system-level change activities and evaluation
Engages in program evaluation and accountability activities
2.7 Prevention, Crisis Intervention, and Mental Health
Participates in crisis intervention planning, procedures, programs, and evaluation
Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for
social/behavioral concerns
Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns
2.8 Home/School/Community Collaboration
Assists in planning, implementation, and evaluation of home-school intervention that involves parents and is
targeted for parents (Tier 1 and/or 2)
2007-08
Cohort
3.25
3.00
3.25
2008-09
Cohort
4.00
4.00
4.00
2009-10
Cohort
3.50
3.63
3.50
3.25
3.25
3.50
3.50
3.63
3.50
3.00
3.25
2007-08
Cohort
3.00
3.25
4.00
3.5
2008-09
Cohort
4.00
4.00
3.63
3.83
2009-10
Cohort
3.50
3.63
3.00
3.00
3.00
2007-08
Cohort
3.25
3.25
4.00
4.00
4.00
2008-09
Cohort
4.00
4.00
3.50
3.50
3.75
2009-10
Cohort
3.50
3.63
3.25
4.00
3.50
3.00
3.25
3.25
3.00
2007-08
Cohort
3.00
3.00
3.50
4.00
4.00
3.00
2008-09
Cohort
4.00
3.50
3.83
3.50
3.63
3.50
2009-10
Cohort
3.25
3.50
3.25
2007-08
Cohort
3.00
3.50
2008-09
Cohort
4.00
3.83
2009-10
Cohort
3.38
3.6
Plans, implements, and evaluates individualized home-school intervention(s)
3.5
3.6
3.7
4.2
4.3
4.4
2.9 Research and Program Evaluation
Demonstrates knowledge of data-based decision-making in applying data to instructional decisions (e.g., selection
of students for Tier 2, evaluation of program effectiveness)
Participates in crisis intervention planning, procedures, programs, and evaluation
Demonstrates knowledge of data-based decision-making practices applied to targeted interventions (e.g.,
movement across tiers, progress monitoring, selection of targets)
Applies concepts for technical adequacy to decision making at Tier 2 (e.g., implementation fidelity, reliability)
Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for
social/behavioral concerns.
Demonstrates knowledge of data-based decision-making practices applied to intensive individualized interventions
(e.g., shows adherence to components from procedural checklist, scoring rubric for portfolios; functional
assessment and analysis)
Demonstrates use of collaboration and
involvement of key stakeholders in planning, implementing, and evaluating individualized interventions
Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns
Plans, implements, and evaluates individualized home-school intervention(s)
Demonstrates knowledge of use of response to intervention data for eligibility determination
Engages in system-level change activities and evaluation
Engages in program evaluation and accountability activities
Engages in research
6.1
6.2
6.3
6.4
6.5
2.10 School Psychology Practice and Development
Demonstrates awareness and application of federal rules and regulations (including FERPA, Section 504, IDEA04)
Demonstrates knowledge and application of state standards, rules, and regulations
Demonstrates knowledge and application of state publications, recommendations, and procedures
Demonstrates knowledge and application of local agency policies and procedures
Demonstrates knowledge and application of professional and ethical standards
1.5
1.10
2.3
2.4
2.6
3.3
3.4
7.1
7.18
1.13
2.8
3.10
Personal conduct is appropriate to professional rules and guidelines
Demonstrates commitment to on-going professional development and makes decisions using personal professional
development plan aligned with personal model of practice
2.11 Information Technology
Demonstrates use of information technology for Tier 1 activities (e.g., use of web tools or Excel for graphing, data
management and reports)
Demonstrates use of information technology for Tier 2 (e.g., use of data management web sites, graphing)
Demonstrates use of information technology for individualized intervention (e.g., computerized graphing,
3.00
4.00
3.63
2007-08
Cohort
3.25
2008-09
Cohort
3.50
2009-10
Cohort
3.88
3.00
3.25
4.00
4.00
3.25
3.63
3.00
3.25
3.50
3.50
3.75
3.50
3.25
4.00
3.63
3.25
4.00
3.75
3.25
3.00
3.25
3.25
3.00
3.00
2007-08
Cohort
3.00
3.00
3.00
3.00
3.00
3.50
4.00
4.00
4.00
3.00
4.00
2008-09
Cohort
4.00
4.00
4.00
3.50
4.00
3.83
3.83
3.50
3.63
3.50
3.75
2009-10
Cohort
3.50
3.50
3.75
3.75
3.88
3.50
3.00
4.00
4.00
4.00
3.75
2007-08
Cohort
3.50
2008-09
Cohort
4.00
2009-10
Cohort
3.63
3.50
3.50
3.50
4.00
3.63
3.75
confidential e-mail communication)
End-of-Year ICC Ratings by NASP Domain 2007-08 Cohort (N = 2)
Intern
HH
MM
Mean
2.1
3.1
3.3
3.2
2.2
3.1
3.2
3.1
2.3
3.1
3.5
3.3
2.4
3.0
3.4
3.2
2.5
3.0
3.1
3.1
Domains
2.6
3.0
3.4
3.2
2.7
3.0
3.3
3.2
2.8
3.0
3.0
3.0
2.9
3.0
3.3
3.2
2.10
3.1
3.1
3.1
2.11
3.0
4.0
3.5
Mean
3.0
3.3
3.2
End-of-Year ICC Ratings by NASP Domain 2008-09 Cohort (N = 1)
Intern
TJ
Mean
2.1
3.8
3.8
2.2
4.0
4.0
2.3
4.0
4.0
2.4
3.8
3.8
2.5
4.0
4.0
Domains
2.6
2.7
3.8
3.7
3.8
3.7
2.8
4.0
4.0
2.9
3.8
3.8
2.10
3.9
3.9
2.11
3.8
3.8
Mean
3.9
3.9
End-of-Year ICC Ratings by NASP Domain 2009-2010 Cohort (N = 4)
Intern
EB
LB
CB
SM
Mean
2.1
3.4
4.0
3.5
3.7
3.6
2.2
3.8
4.0
3.9
3.9
3.9
2.3
3.4
4.0
3.5
3.8
3.7
2.4
3.0
4.0
3.4
3.9
3.6
2.5
3.0
4.0
3.5
3.8
3.6
Domains
2.6
3.0
4.0
3.5
3.7
3.6
2.7
3.0
4.0
3.2
3.7
3.5
2.8
3.0
4.0
3.5
3.5
3.5
2.9
3.4
4.0
3.5
3.7
3.6
2.10
3.6
4.0
3.6
3.7
3.7
2.11
3.3
4.0
3.5
3.8
3.7
Mean
3.2
4.0
3.5
3.7
3.6
Literacy M.Ed. and Reading Endorsement
Videotape #: 1, 2, or 3
(circle one)
Articulation of Purpose and Format of Session
(IRA Standard 5.3)
Fully Meets Standard
(2 points)
Candidate explained the purpose
of the test(s) to the student using
age-appropriate
language/concepts.
Moderately Meets Standard
(1 point)
Candidate partially explained the
purpose of the test(s) to the
student and/or did not use ageappropriate language/concepts.
Does Not Meet Standards
(0 points)
Candidate did not explain the
purpose of the test(s) to the
student.
Articulation of Format of Session
Candidate provided the student a
Candidate provided an
Candidate did not provide the
(IRA Standard 5.3)
clear schedule, introduction, and
closure to the assessment session.
Rapport with Student
(IRA Standard 5.3)
Candidate appeared to have
established, or worked to
establish, a strong rapport with the
student prior to testing.
Candidate administered the test(s)
proficiently and smoothly
demonstrating a thorough
understanding of the test
procedures.
Proficiency in Test Administration
(IRA Standard 3.2)
incomplete schedule,
introduction, and closure to the
assessment session and/or lacked
clarity in explanation.
Candidate appeared to have
established some rapport with
the student prior to testing.
student a clear schedule,
introduction, and closure to the
assessment session.
There were some gaps in the
candidate’s proficiency in test
administration.
Candidate did not appear to have
established a rapport with the
student prior to testing.
Feedback to Student
(IRA Standard 3.2)
Candidate consistently provided
adequate but unbiased feedback
to student (i.e., refrained from
telling student whether response
was correct or incorrect).
For the most part, candidate
provided adequate but unbiased
feedback to student.
There were significant gaps in the
candidate’s proficiency in test
administration. Candidate did not
appear to have strong
understanding of test
procedures.
Candidate did not provide
adequate and/or unbiased
feedback to the student.
Record Keeping
(IRA Standard 3.2)
Candidate consistently recorded
student responses to the test(s)
correctly on the test forms.
Scoring
(IRA Standard 3.2)
Candidate scored the test(s)
correctly.
For the most part, candidate
recorded student responses to
the test(s) correctly on the test
forms.
Candidate made minor errors in
scoring.
Overall, candidate’s recordkeeping was inadequate, marked
by significant errors in recording
student responses.
Candidate made significant errors
in scoring.
FOR ADDITIONAL DISCUSSION BETWEEN CANDIDATE AND MENTOR AND FEEDBACK FROM INSTRUCTOR:
Candidate identified student’s strengths and weaknesses and placed the student within a continuum of
stages/development (this may not be directly observed but should be discussed).
TOTAL = ____/14 points
Overall Comments:
Gifted Endorsement
9S3 Conduct self-evaluation of instruction and program activities for continued improvement.
9S4 Maintain confidential communication about individuals with gifts and talents by using verbal, nonverbal,
and written language effectively. Practice within one's skills limit and obtain assistance when needed by
reflecting on one's practice to improve instruction and guide professional growth.
9S5 Demonstrate commitment to developing the highest educational potential of individuals with gifts and
talents by modeling sensitivity for the culture, language, religion, gender, disability, socio-economic status, and
sexual orientation of individual students. Uphold high standards of competence and integrity and exercise
sound judgment in the practice of the profession.
9S6 Conduct professional activities in compliance with applicable laws and policies, practice within the CEC
Code of Ethics and other standards of the profession, act ethically in advocating for appropriate services.
1D1 Teacher attitudes and behaviors that influence behavior of individuals with gifts and talents.
5S1 Establish and maintain rapport with individuals with gifts and talents using communication strategies and
resources to facilitate understanding of the subject matter especially for students whose primary language is
not the dominant language.
5S2 Structure, direct, and supervise the activities of para-educators, classroom volunteers, and tutors; prepare
and organize materials to implement daily lesson plans; design and manage daily routines
5S2 Structure, direct, and supervise the activities of para-educators, classroom volunteers, and tutors; prepare
and organize materials to implement daily lesson plans; design and manage daily routines.
5S3 Design learning environments that encourage active participation in individual and group activities,
supporting intra- and inter-cultural experiences. Create a safe, equitable, positive, and supportive learning
environment that encourages self-advocacy and increased independence.
5S5 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.
8S3 Evaluate instruction, learner products and portfolios, and monitor progress for gifted
8S4 Use and report performance data and information from all stakeholders to make or suggest modifications
in learning environments using effective communication skills.
7S1 Prepare lesson plans for individuals with gifts and talents that include cognitively complex learning
experiences, affective and ethical taxonomies and individualized learning objectives.
7S2 Integrate affective, social, and career skills with academic curricula and identify realistic expectations for
personal and social behavior in various settings and involve the individual and family in setting instructional
goals and monitoring progress.
7S3 Develop and select instructional models to differentiate specific content areas, resources, and strategies
that respond to cultural, linguistic, and gender differences.
7S4 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team
members.
7S5 Make responsive adjustments to instruction based on continual observations of gifted students
N
2006/7
2007/8
2008/9
2009/10
2010/11
4.00
3.92
4.00
4.00
4.00
4.00
3.97
3.94
4.00
4.00
4.00
4.00
4.00
3.97
4.00
4.00
4.00
3.86
3.97
4.00
4.00
4.00
4.00
4.00
3.83
4.00
3.97
3.93
4.00
4.00
3.90
4.00
3.83
3.97
4.00
3.90
4.00
3.83
3.91
4.00
4.00
4.00
4.00
3.91
4.00
3.83
3.92
3.83
4.00
4.00
4.00
4.00
4.00
4.00
3.97
3.94
3.91
3.92
3.92
3.85
3.85
4.00
4.00
3.91
3.92
3.83
4.00
4.00
3.87
4.00
4.00
4.00
4.00
3.82
3.83
3.91
4.00
3.86
3.94
4.00
3.92
4.00
3.86
3.97
4.00
13
2
7
33
13
Teacher Leader
Indicators and Performance Levels
2009-10
2010-11
Evidence-based principles of effective leadership
0 Not addressed
1
Implementation rudimentary at all levels.
2
Implementation is adequate. All facets are addressed; however, analysis may not delve deeply enough into the issues. This influences decision
making potential at one or more levels.
3
1.2 Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional
development through the effective implementation of a PLC (section 3a of assignment). In part, implementations are effective when
appropriate data are collected, analyzed, and used to inform decision making at appropriate levels.
0
Not addressed.
1
Reflection is superficial, suggestive of “just doing the assignment”
2
Reflection is structured using the Bullock and Hawk model. Reflections are mostly insightful.
3
1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others using
the guidelines of the Bullock and Hawk model (3b). Reflections are insightful and will likely promote differences in future action.
0
Not addressed.
1
The goal plan is at the rudimentary level. Most sections are underdeveloped.
2
3
The goal plan is adequate. One or more sections of the plan are underdeveloped or unclear.
1.6 Candidates assume leadership roles at the school, district, state or national levels and in professional organizations through thoughtful
facilitation of the development of the goal plan (1a). The purpose of the PLC is clearly central to the needs of the community. Steps and goals
are clearly articulated. There is abundant evidence of distributed leadership embedded in the goal plan, and a final product is clearly
articulated.
0
Not addressed
1
2
Teachers’ experiences and readiness for a PLC is inadequately addressed in the scope plan. Little evidence is presented on these two concepts.
Consideration of teachers’ experience and readiness for a PLC is adequately addressed in the scope plan. The rationale is mostly linked to
these concepts. Evidence is somewhat weak or limited.
1.7 Candidates facilitate the development of efficacy among other teachers in their school and district through developing a scope plan for a
PLC that effectively considers teachers’ experiences and readiness related to the topic (2a). Evidence is provided, and the rationale for scope
selection is clearly linked to these concepts.
3
1 (4.2%)
27 (100%)
23 (95.8%)
3 (11.1%)
1 (4.2%)
24
(88.9%)
23 (95.8%)
3 (11.1%)
24
(88.9%)
24 (100%)
6 (22.2%)
1 (4.2%)
21
(77.8%)
23 (95.8%)
Data-based decision making
0 Not addressed
1
2
Rubrics are inadequately developed. They may lack cohesion or fail to offer the possibility of continuous improvement.
Rubrics are adequately developed. The cohesive or continuous improvement aspects are underdeveloped.
3 (12.5%)
3
0
1
2
2.1 Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and
integrated school assessment plan grounded in multiple measures and data sources including development of rubrics to assess the PLC’s goal
plan (section 1b) and scope plan (section 2b.) Effective rubrics assess the PLC’s development of shared goals to guide the process and evaluate
the success of distributed leadership in deciding and evaluating outcomes. They are cohesive and offer the possibility of continuous
improvement.
Not addressed
Collection and analysis of student learning is inadequate to address differentiation of instruction. Analysis links indirectly linked to
differentiation.
Collection and analysis of student learning is adequate to address differentiation of instruction. Analysis mostly leads to relevant (i.e.,
actionable) information.
3
2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs reflected by the
effective collection and analysis of PLC data related to student learning outcomes (section 1d). Analyses (3a) should provide information
relevant to differentiation.
0
Not addressed
1
2
3
Classroom assessments at either grade-level or content area are inadequately addressed in the goal plan.
Classroom assessments at either grade-level or content area are adequately addressed in the goal plan.
2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers as is
effectively articulated in the scope plan (2a).
27 (100%)
21 (87.5%)
4 (14.8%)
1 (4.2%)
23
(85.2%)
23 (95.8%)
5 (18.5%)
22
(81.5%)
24 (100%)
Facilitation of Collaborative Learning Culture
0 Not addressed
1
Knowledge sharing is addressed but inadequate.
2
How knowledge will be shared is adequately addressed; however, what’s articulated requires more explanation.
4 (14.8%)
3
23 (85.2)
0
3.1 Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers by
explaining how and to what extent the results of the PLC Project will be shared (section 2a.). The plan is explicit and doable.
Not addressed
1
Communication plans are inadequately addressed in the scope of work.
2
Communication plans are adequately addressed in the scope of work.
3
3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community
through professional learning communities as effectively reflected in the scope plan for the PLC (section 2). Communication plans with others
are clearly delineated within the scope of work (e.g., immediately, later in the process).
0
Not addressed
1
Resource needs are inadequately addressed.
2
3
Resource needs is adequate in scope. Some areas of need are not well developed or omitted.
3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration as articulated in the scope plan (section
3b). The list is comprehensive; all areas of need are addressed.
24 (100%)
3 (11.1%)
24
(88.9%)
1 (3.7%)
26
(96.3%)
24 (100%)
24 (100%)
0
Not addressed
1
A PLC is inadequately developed and implemented.
2
A PLC is adequately developed and implemented.
3
3.4 Candidates facilitate collaborative professional learning activities for educators, families, and the community through the effective
development and implementation of a PLC.
27 (100%)
24 (100%)
27 (100%)
24 (100%)
27 (100%)
24 (100%)
27 (100%)
24 (100%)
27 (100%)
24 (100%)
1 (3.7%)
26
(96.3%)
1 (4.2%)
23 (95.8%)
Develop/support shared vision
0 Not addressed
1
Shared goals are inadequately assessed.
2
Shared goals are adequately assessed.
3
4.1 Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous
improvement through effectively assessing the development of shared goals to assess community progress (section 1a).
0
Not addressed
1
The goal plan inadequately addresses how teamwork will be achieved
2
The goal plan adequately addresses how teamwork will be achieved.
3
4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school
goals through a well articulated goal plan (section 1). The goal plan explicitly addresses how opportunities for teamwork in service of student
learning will be achieved.
Not addressed
0
1
2
3
0
The scope plan inadequately connects topics, resources, and stakeholders. Feedback is barely, if at all, addressed.
The scope plan is adequately developed to connect topics with resources for stakeholders. Feedback is addressed perhaps not fully.
4.3 Candidates participate in designing practices and structures that create and maintain an effective learning culture through articulation of a
well-developed scope plan for the PLC that connects topics, resources, and stakeholders that includes a feedback mechanism (2a).
Not addressed
1
Candidate’s support of others in advocating and communicating school vision is inadequately described.
2
3
Candidate’s support of others in advocating and communicating school vision is adequately described.
4.4 Candidates support other school leadership team members in advocating and communicating the school's vision and goals through a
thorough explanation of the PLC’s goal plan (section 1a).
Promotes and models ongoing professional learning and improved practice
0 Not addressed
1
Candidates inadequately implement a PLC based upon participant feedback (low ratings on rubric).
2
3
Candidates adequately implement a PLC based upon participant feedback (middling ratings on rubric).
5.4 Candidates develop, implement, and evaluate professional development activities for teachers reflected in an effective PLC Project based
upon participant feedback (high participant ranking on rubric).
Curriculum and Instruction
Criteria
Utilizes research
literature
0-1
* has limited literature sources
* simply summarizes literature
* does not apply the literature appropriately
2-3
* includes sources from a single perspective
* analyzes and applies research to the goals of the
project (e.g. annotated bibliography)
4-5
* includes a range of types and
perspectives of sources
* synthesizes and critiques research
appropriately to the goals of the project
Demonstrates
reflection
* written text is purely descriptive and does
not demonstrate learning from experience
* no connections made to program goals,
research, or coursework
* written text describes and discusses impact of
experiences on professional learning
* connections are made to program goals, research,
and course work
Demonstrates
pedagogical content
knowledge
* lack of an attempt to identify pedagogy
and its connection to content knowledge
* pedagogy is inappropriate to the
content/instructional situation
* connections made between pedagogy and content
knowledge
* pedagogy is appropriate to content/instructional
situation
* written text describes and analyzes
impact of experiences on professional
learning and projects future actions
* connections synthesize and critique
learning from program goals, research, and
course work
* synthesizes and critiques pedagogical
content knowledge
* pedagogy enhances learning for the
content/instructional situation
Understands role of
context
Understands
knowledge of
persistent issue(s) or
theoretical
framework
Project Presentation
* context is not identified
* context is described and shows relevance to
learning
* topic is grounded in knowledge of persistent
issue(s) or theoretical framework
* discussion of issues, ideas, or theories as it relates
to learning
* topic selected is not grounded in
knowledge of persistent issue(s) or
theoretical framework
* summary of issues, ideas, or theories
* significant organization and design issues
* lack of consistent format
* presentation is distracting
2009-2010
Criteria
Utilizes research literature
Demonstrates reflection
Demonstrates pedagogical content knowledge
Understands role of context
Understands knowledge of persistent issue(s) or theoretical framework
Project Presentation
* organization and design are sufficient
* format is consistent and correct
0-1
* critique the impact and relevance of
context on learning
* topic is grounded in knowledge of
persistent issue(s) or theoretical framework
* discussion synthesizes and critiques
issues, ideas, and theories as it relates to
learning
* organization and design enhances
presentation
* format is ready for public presentation
2-3
2: 1 candidate 3: 1 candidate
2: 1 candidate3: 2 candidates
4-5
5: 5 candidates
5: 4 candidates
3: 3 candidates
5: 5 candidates
3:3 candidates
2: 1 candidate 3: 2 candidates
2 candidates
5: 5 candidates
4: 1 candidate 5: 3 candidates
5 candidates
2010-2011
Criteria
Utilizes research literature
2-3
4-5
4: 2 candidates
5: 1 candidate
Demonstrates pedagogical content knowledge
2: 1 candidate
3: 3 candidates
3: 1 candidate
4: 4 candidates
Understands role of context
3: 1 candidate
4: 4 candidates
Understands knowledge of persistent issue(s) or theoretical framework
2:: 2 candidate
3: 2 candidates
3: 2 candidates
Demonstrates reflection
Project Presentation
0-1
5: 1 candidate
4: 1 candidate