3.6s Reading Specialist Evaluation Rubric
CURIN 873: Practicum in Diagnosis and Remediation
Rubric for Evaluation of Candidates' Clinical Experience
Standard 3: The reading specialist demonstrates the use of a variety of assessment tools and
practices to plan and evaluate effective literacy instruction.
Standard 4: The reading specialist demonstrates the use of instructional practices, approaches
and methods, curriculum materials, and the appropriate use of assessments to create a literate
environment that fosters effective reading and writing instruction.
Standard 5: The reading specialist demonstrates the importance of continuing professional
development in increasing the knowledge and skills required for teaching all students to read
and write effectively.
240 Points
Element
Not Met
Met
Target
Score
Standard 3
Assessment
1
Administered and
Administered and
Administered and
correctly interpreted two
correctly interpreted a
correctly interpreted six
or fewer developmentally minimum of four
or more developmentally
appropriate predevelopmentally
appropriate preassessments in phonics,
appropriate preassessments in phonics,
phonemic awareness,
assessments in phonics,
phonemic awareness,
fluency, comprehension,
phonemic awareness,
fluency, comprehension,
and vocabulary
fluency, comprehension,
and vocabulary
and vocabulary
(Score 0-5)
(Score 6-7)
(Score 8-10)
2
Planned instruction based Planned instruction based Planned instruction based
on one identified need for on a minimum of two
on students' assessed
each student
identified needs for each
needs in the areas of
student
phonics, phonemic
awareness, fluency,
comprehension and
vocabulary
(Score 0-5)
(Score 6-7)
(Score 8-10)
3
Matched one objective to Matched most objectives
Matched all objectives to
students' assessed needs
to students' assessed
students' assessed needs
needs
(Score 0-5)
(Score 6-7)
(Score 8-10)
4
Reflected on instruction
Reflected on instruction
Reflected on instruction
but made no
but made minimal
and made modifications
modifications
modifications
as needed
(Score 0-5)
(Score 6-7)
(Score 8-10)
5
Administered and
Administered and
Administered and
correctly interpreted two
correctly interpreted a
correctly interpreted a
or fewer developmentally minimum of four
minimum of six
appropriate postdevelopmentally
appropriate postassessments in phonics,
appropriate postassessments in phonics,
phonemic awareness,
assessments in phonics,
phonemic awareness,
fluency, comprehension,
phonemic awareness,
fluency, comprehension,
3.6s Reading Specialist Evaluation Rubric
and vocabulary
(Score 0-5)
6
7
8
9
10
11
Did not communicate
with students on strengths
or areas of need
(Score 0-5)
Did not communicate
with parents or caretakers
on results of assessments
or strategies to use
(Score 0-5)
Did not communicate
with appropriate school
personnel on results of
assessments and
recommended strategies
to use
(Score 0-5)
fluency, comprehension,
and vocabulary
(Score 6-7)
Communication
Communicated with
students on areas of need
for improvement, but not
strengths
(Score 6-7)
Communicated with
parents or caretakers on
results of assessments, but
did not recommend
strategies to use
(Score 6-7)
Communicated with
appropriate school
personnel on results of
assessments only
(Score 6-7)
Standard 4
Instruction
Curriculum materials for
Used a range of
implementing instruction curriculum materials for
did not include all of the
implementing instruction
following: varied cultural including varied cultural
materials, multilevel texts, materials, multilevel texts,
trade books, and
trade books, and
technology-based
technology-based
materials
materials, but were
limited in number to one
or two of each type
(Score 0-5)
(Score 6-7)
Used two or fewer
Used a minimum of three
strategies and methods
strategies and methods
(think alouds, graphic
(think alouds, graphic
organizers, repeated
organizers, repeated
reading, readers theatre,
reading, readers theatre,
SQ3R, DRTA) for
SQ3R, DRTA) for
implementing instruction implementing instruction
(Score 0-5)
Provided evidence of
student learning through a
post-assessment in one or
fewer areas needed
(Score 6-7)
Provided evidence of
students learning through
post-assessments in two
areas needed (phonics,
and vocabulary
(Score 8-10)
Communicated with
students on areas of
strength and need for
improvement
(Score 8-10)
Communicated with
parents or caretakers on
results of assessments and
strategies
(Score 8-10)
Communicated with
appropriate school
personnel on results of
assessments and strategies
(Score 8-10)
Used a wide range of
curriculum materials for
implementing instruction
including varied cultural
materials, multilevel texts,
trade books, and
technology-based
materials
(Score 8-10)
Used multiple (six or
more) strategies and
methods (think alouds,
graphic organizers,
repeated reading, readers
theatre, SQ3R, DRTA)
for implementing
instruction
(Score 8-10)
Provided evidence of
student learning through
post-assessments in areas
needed (phonics, fluency,
3.6s Reading Specialist Evaluation Rubric
(phonics, fluency,
vocabulary,
comprehension)
(Score 0-5)
12
13
14
Did not establish a
positive classroom
environment
(Score 0-5)
Did not maintain
appropriate standards of
behavior in the classroom
(Score 0-5)
Used instructional time
inefficiently
(Score 0-5)
15
16
17
18
19
20
21
22
Frequently arrived late to
the classroom
(Score 0-5)
Frequently arrived
unprepared for class
without lessons or
materials
(Score 0-5)
Lessons did not address
two required areas
(Score 0-5)
Assignments were
frequently turned in late
(Score 0-5)
Appearance was
inappropriate for a
professional
(Score 0-5)
Demonstrated an
unprofessional demeanor
(Score 0-5)
Responded positively to
constructive criticism and
suggestions
(Score 0-5)
Reflections did not relate
fluency, vocabulary,
comprehension)
(Score 6-7)
Classroom Environment
Established a positive
classroom environment
vocabulary,
comprehension
(Score 8-10)
Established a positive
classroom environment
(Score 6-7)
Maintained appropriate
standards of behavior in
the classroom most of the
time
(Score 6-7)
Used instructional time
effectively most of the
time
(Score 6-7)
Standard 5
Professionalism
Arrived to the classroom a
majority of the time
(Score 6-7)
Arrived prepared for class
(Score 8-10)
Maintained appropriate
standards of behavior in
the classroom
(Score 6-7)
Completed lessons with
all areas but one
addressed
(Score 6-7)
Completed most
assignments on time
(Score 6-7)
Maintained a professional
appearance
(Score 8-10)
Completed lessons with
all areas addressed
(Score 6-7)
Maintained a professional
demeanor
(Score 6-7)
Responded positively to
constructive criticism and
suggestions most of the
time
(Score 6-7)
Used reflection to make
(Score 8-10)
Maintained a professional
demeanor at all times
(Score 8-10)
Always responded
positively to constructive
criticism and suggestions
(Score 8-10)
Used instructional time
effectively
(Score 8-10)
Always arrived punctually
to the classroom
(Score 8-10)
Always arrive prepared
for class
(Score 8-10)
Completed all
assignments on time
(Score 8-10)
Maintained a professional
appearance at all times
(Score 8-10)
Effectively used reflection
3.6s Reading Specialist Evaluation Rubric
to instructional decisions
23
24
(Score 0-5)
Reflections did not
discuss whether any
changes were needed in
instruction
(Score 0-5)
Reflections did not
discuss any future
recommendations for the
students
(Score 0-5)
instructional decisions
to make instructional
decisions
(Score 6-7)
(Score 8-10)
Used reflection to identify Effectively used reflection
changes needed in
to identify changes
instruction
needed in instruction
(Score 6-7)
Used reflection to make
future recommendations
for the students
(Score 6-7)
(Score 8-10)
Effectively used reflection
to make future
recommendations for the
students
(Score 8-10)