FIELD EXPERIENCE RUBRICS
TEACHER CANDIDATE FIELD EXPERIENCE SCORING
RUBRIC
TEACHER CANDIDATE ________________________________ SEMESTER AND YEAR ______________________________
COLLEGE SUPERVISOR ______________________________ FINAL GRADE ______________________
COMPETENCY
PLANNING
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
LEARNING
ENVIRONMENT
METHODOLGY
PROFESSIONALISM
(ALL PAGES OF THIS DOCUMENT WILL BE COMPLETED BY THE COLLEGE SUPERVISOR.)
Page 1 of 5
FIELD EXPERIENCE RUBRICS
PLANNING
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE
ACHIEVED.
LEVEL 1
Lessons are not completed in time
for preview by the classroom
associate teacher prior to
instructional period
The D’Youville format is not used
or not fully completed
Does not use the New York State
/Common core Standards/
Does not recognize or make any
attempt to provide for students with
special needs in the classroom
LEVEL 2
Lessons are sometimes not available
to the classroom associate teacher
Uses some aspects of the
D’Youville format
Makes some attempt to use the New
York State /Common core
Standards
Makes a minor attempt at assisting
students with special needs
Instructional or student materials are
not available and/or do not reach
minimum standards for classroom
use
Usually has acceptable instructional
and student materials ready for the
lesson
No evaluation strategy is identified
Some evaluation strategies
identified
Did not submit all required and
completed materials to the college
supervisor by dates specified
Did not submit all required and
completed materials to the college
supervisor by dates specified
LEVEL 3
LEVEL 4
Lessons are usually presented to the
classroom associate teacher prior to
the commencement of the school
day
Uses most aspects of the
D’Youville format
Usually uses New York State
/Common core Standards
Lesson plans are consistently
presented to the classroom associate
teacher prior to the commencement
of the school day
Planning follows the D’Youville
format
Consistently uses New York State
/Common core Standards
Makes some modification to
program for special needs students
but focuses on large group
instruction during the lesson
Provides good quality instructional
and student learning materials in
advance of the lesson
Recognizes and plans for the special
needs of students and provides
appropriate modifications of
program for special needs students
Prepares instructional and student
learning materials of the highest
quality and well in advance of the
lesson
Evaluation tools are developed for
the lesson but are in isolation and
not directly related to a unit of study
and overall assessment tool
Did submit all required and
completed materials to the college
supervisor by dates specified
Includes an evaluation strategy that
refers to an overall assessment tool
as part of a unit of study
Page 2 of 5
Did submit all required, thoroughly
completed materials to the college
supervisor by dates specified
FIELD EXPERIENCE RUBRICS
LEARNING ENVIRONMENT
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE
ACHIEVED.
LEVEL 1
Respect and rapport are not
apparent. Students do not
participate.
Fails to establish a positive rapport
with the students
Fails to establish or maintain
classroom routines and expectations
for behavior
Excessive portion of instructional
time spent on redirecting student
behavior
Makes no effort to promote fairness
and justice by adopting antidiscriminatory practices
Poor preparation and planning fails
to engage students in the lesson
Lessons are not appropriate for these
students. Classroom management
problems result.
LEVEL 2
Respect and rapport are not
consistently demonstrated. Students
may not feel that participation is risk
free.
Establishes a rapport with the
students based on teacher/student
hierarchical relationship
Inconsistently establishes and
maintains classroom routines and
expectations for behavior
Some instructional time is
consistently used redirecting student
behavior
Makes some effort to
promote fairness and justice in
adopting anti-discriminatory practice
in regards to gender, race and
disability
Program preparation and delivery
focus on teacher directed learning
and failure to engage student in the
experience results in off task
behavior and need for redirection
Lessons are often not
appropriate and provide little
challenge.
LEVEL 3
LEVEL 4
Respect and rapport are
demonstrated. Students participate
most of the time.
Respect and rapport are
demonstrated. Students feel safe and
are willing to participate freely.
Usually establishes a mutual trust,
rapport, and respect with the
students
With the support of the classroom
consultant establishes and maintains
effective routines and appropriate
expectations of student behavior
Some instructional time is used to
redirect student behavior
Consistently establishes a mutual
trust, rapport, and respect with the
students
Establishes and maintains effective
classroom routines and expectations
of student behavior
Usually promotes fairness and
justice in adopting antidiscriminatory practice in regards to
gender, race and disability
Consistently promotes fairness and
justice in adopting antidiscriminatory practice in regards to
gender, race and disability
Program preparation and delivery
motivates students and engages them
in the learning process and usually
few management problems take
place
Developmentally appropriate lessons
occasionally challenge students.
Program preparation and delivery
motivates students and engages them
in the learning process and
consistently few management
problems take place
Developmentally appropriate lessons
consistently challenge students.
Page 3 of 5
Little or no instructional time is used
to redirect student behavior
FIELD EXPERIENCE RUBRICS
INSTRUCTION
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE
ACHIEVED.
LEVEL 3
LEVEL 4
LEVEL 1
Students are not engaged in the
lesson for any part of the
instructional period
LEVEL 2
Students are engaged in the lesson
for some portion of the instructional
period
Students are engaged in the learning
experience for most of the
instructional period
Students are consistently engaged
and participating throughout the
lesson.
No visual or concrete materials are
used to promote student
understanding
Visual or concrete materials are not
provided to assist student
understanding
Provides visual or concrete materials
to assist student in the understanding
of the knowledge and skills taught
Poor questioning technique is used
and no attempt is made to draw
students into the learning process
Poor questioning technique is used
and focuses on a limited number of
students
Good questioning techniques are
used to involve students in the
lesson
No effort to introduce a variety of
materials, resources or technology in
any aspect of planning
Attempts to use a variety of
materials, resources or technologies
in the unit of study developed
Candidate is not monitoring student
learning.
With direction and encouragement
uses a variety of materials, resources
or technology in the unit of study
developed
Sometimes provides a satisfactory
instructional experience for the
students
Candidate monitors student learning
occasionally. More needs to be done.
Full class instruction is the only
grouping used for instruction and
student application of learning
No attempt made to match student
grouping to the learning experience
or lesson format
Visual or concrete materials
prepared for the class are of the
highest quality and assist student in
the understanding of the knowledge
and skills taught
Appropriate questioning strategies
are consistently used to involve
students in the lesson as well as
recognize and monitor student
understanding
Uses an extensive variety of
materials, resources and
technologies in the unit of study
developed
Consistently provides an
outstanding instructional program
for the students
Candidate monitors student learning
throughout the lesson using a variety
of assessment tools.
Consistently establishes student
groupings which most effectively
match the student activity and
provides the most ideal learning
situation
Provides an unsatisfactory learning
experience for the students
Usually provides an excellent
instructional program for the
students
Candidate monitors student learning
at times the lesson using a few
assessment tools.
Varies student grouping for the
lesson but needs to match the
grouping selected to the lesson
purpose and format
Page 4 of 5
FIELD EXPERIENCE RUBRICS
PROFESSIONALISM
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE
ACHIEVED.
LEVEL 3
LEVEL 4
Behavior represents the professional
standards expected of a teacher
Behavior represents the highest
professional standards expected of a
teacher
Usually presents students with a
positive role model
With encouragement accepts
constructive criticism and feedback
and usually attempts to incorporate
feedback into classroom
performance
Two (2) or more absences during the
14 week student teaching
assignment
Presents students with a positive
role model
Accepts constructive criticism and
feedback and attempts to incorporate
it into improved classroom
performance
Presents students with an exemplary
role model
Willingly accepts constructive
criticism and feedback and
incorporates it into improved
classroom performance
One (1) absence during the 14 week
student teaching assignment
Perfect attendance during the 14
week student teaching assignment
Sometimes performs the role with
enthusiasm and confidence
Usually performs the role with
enthusiasm and confidence
Performs the role with enthusiasm
and confidence at all times
With encouragement, participates in
most activities related to the role of a
teacher in a school organization
(staff meetings, - --Professional
Development programs…)
Does not contribute to the
educational experience of students
beyond the classroom
Participates in most activities related
to the role of teacher in a school
organization (staff meetings, - -Professional Development
programs…)
Contributes to the educational
experience of students beyond the
classroom
Participates in all activities related to
the role of teacher in a school
organization (staff meetings, - -Professional Development
programs…)
Makes a valuable contribution to
the educational experience of
students beyond the classroom
LEVEL 1
Behavior does not represent the
professional standards expected of a
teacher
LEVEL 2
Behavior usually represents the
professional standards expected of a
teacher
Does not represent a positive role
model
Will not accept constructive
criticism and feedback and does not
use this feedback to improve
instructional performance
Three (3) or more absences during
the 14 week student teaching
assignment
Demonstrates a lack of interest,
enthusiasm or confidence in the
teaching role
Does not participate in activities
related to the teaching role (staff
meetings, - --Professional
Development programs…)
Makes no attempt to become
involved in student experiences
beyond the classroom
Page 5 of 5