Rubrics for Core Values/Dispositions
In an effort to support candidates in meeting their fullest potential, the faculty, staff and
stakeholders of the Charter College of Education believe in a continuous examination of all
programs through collaborative efforts and data-driven decision-making. At the heart of the
mission are the core values:
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Value equity
Treat cultural and linguistic diversity as assets
Promote inclusiveness
Use inquiry and reflection
Prepare qualified, quality educational leaders and teaching professionals*
Assume accountability for learner outcomes
Cultivate lifelong learning
Apply technology in service to quality education
Foster collaboration and community participation
Assure democratic participation
*There is no rubric for this core value.
The C&I Assessment Committee proposes the attached rubrics for these core values.
Candidates are not expected to be 100% in one column, but a preponderance of these evidences will be present for
the evaluation.
Rubric for “Values Equity” “Treat cultural and linguistic diversity as assets” and
“Promote inclusiveness”
Degree to which candidate can demonstrate knowledge and instructional and assessment strategies for
differentiating instruction in order to provide access to the regular curriculum for children of diverse backgrounds.
(Cultural diversity is a multidimensional concept which includes multicultural education, program development, field
experiences, and innovation in the curriculum. It engages in pedagogical practices with students’ voicing their cultural
needs and ensures that students are being validated and respected utilizing, whenever possible, their native
language ability. It is a concept that refers to a process, and it may create an educational reform movement.)
Excellent
Candidate includes information about
diversity as an integral part of the
lesson with formal and informal
information that permeates
instruction and all its components.
Candidate knows the differences and
similarities between the different
social groups who are present in the
class in order to identify lessons
which are appropriate for all students
in the class.
Candidate consistently uses
assessment instruments which are
created with the understanding of the
differences and similarities within the
students in their class.
Candidate consistently presents
information that reflects a substantial
knowledge of the different groups
present in the class, and an
Acceptable
Candidate uses some information
about diversity at certain points in
the lessons. Occasionally, it is not
as integral as it could be but is
informative and shows a sensitivity
to the class diversity.
Candidate usually prepares lessons
to clarify similarities and differences
among different groups of people.
Candidate uses assessment results
to determine if there is a need for
specific cultural information pertinent
to the lessons. At times these are
presented to illustrate a point.
Candidate usually presents lessons
that include alternative instructional
strategies designed to help the
limited English students to achieve
their full potential.
Rubric for Core Values – Teacher Credential Programs CSULA
Problematic
Candidate rarely uses some form of
information about certain diversity
programs. When used, these are not
an integral part of the lesson but
rather are presented as an added
piece of information with little or no
connection with the daily lesson.
Candidate does not prepare any
special parts of the lesson to
accommodate students whose
knowledge of English is limited and
who come from different cultures,
backgrounds, and/or languages.
Candidate ignores the results of
assessment instruments which
indicate a need for specific cultural
information pertinent to lessons.
Candidate makes no effort to present
lessons that use alternative
instructional strategies to
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enthusiasm in creating pedagogical
decisions to present all necessary
modifications for all students to
achieve their full potential.
accommodate second language
learners in the class.
Rubric for “Values Equity” “Treat cultural and linguistic diversity as assets” and
“Promote inclusiveness”
Degree to which candidate can demonstrate knowledge and instructional and assessment strategies for
differentiating instruction in order to provide access to the regular curriculum for children of diverse backgrounds.
(Cultural diversity is a multidimensional concept which includes multicultural education, program development, field
experiences, and innovation in the curriculum. It engages in pedagogical practices with students’ voicing their cultural
needs and ensures that students are being validated and respected utilizing, whenever possible, their native
language ability. It is a concept that refers to a process, and it may create an educational reform movement.)
Excellent
Candidate includes information about
diversity as an integral part of the
lesson with formal and informal
information that permeates
instruction and all its components.
Candidate knows the differences and
similarities between the different
social groups who are present in the
class in order to identify lessons
which are appropriate for all students
in the class.
Candidate consistently uses
assessment instruments which are
created with the understanding of the
differences and similarities within the
students in their class.
Candidate consistently presents
information that reflects a substantial
knowledge of the different groups
present in the class, and an
enthusiasm in creating pedagogical
decisions to present all necessary
modifications for all students to
achieve their full potential.
Acceptable
Candidate uses some information
about diversity at certain points in
the lessons. Occasionally, it is not
as integral as it could be but is
informative and shows a sensitivity
to the class diversity.
Candidate usually prepares lessons
to clarify similarities and differences
among different groups of people.
Candidate uses assessment results
to determine if there is a need for
specific cultural information pertinent
to the lessons. At times these are
presented to illustrate a point.
Candidate usually presents lessons
that include alternative instructional
strategies designed to help the
limited English students to achieve
their full potential.
Problematic
Candidate rarely uses some form of
information about certain diversity
programs. When used, these are not
an integral part of the lesson but
rather are presented as an added
piece of information with little or no
connection with the daily lesson.
Candidate does not prepare any
special parts of the lesson to
accommodate students whose
knowledge of English is limited and
who come from different cultures,
backgrounds, and/or languages.
Candidate ignores the results of
assessment instruments which
indicate a need for specific cultural
information pertinent to lessons.
Candidate makes no effort to present
lessons that use alternative
instructional strategies to
accommodate second language
learners in the class.
Rubric for “Inquiry and Reflection”
Degree to which the candidate values an inquiry type of instructional model that is based on inductive planning and
inductive reasoning process.
Excellent
Candidate takes full advantage of the
opportunities within and outside the
program to reflect on personal
growth.
Candidate consistently uses
feedback from instructors and
supervisors constructively to improve
on performance.
Candidate demonstrates a value for
inquiry-based lessons by
incorporating such an approach to
lessons where it would be
appropriate.
Acceptable
Candidate takes advantage of the
program to reflect on personal
growth.
Candidate occasionally uses
feedback from instructors and
supervisors constructively to improve
on performance.
Problematic
Candidate demonstrates a
conspicuous lack of interest in selfreflection or the process of selfreflection and often dismisses valid
feedback from supervisors and
instructors.
Candidate demonstrates a value for
incorporating inquiry-based lessons
but occasionally misses an
opportunity to do so.
Candidate demonstrates a narrow
view of instruction and discounts the
value of inductive methods of
teaching for an over-dependence on
direct instruction regardless of the
material being taught.
Candidate demonstrates a desire to
Candidate shows little or no interest
Rubric for Core Values – Teacher Credential Programs CSULA
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Candidate uses inductive lessons
that make learning more meaningful
for the students or target group.
Candidate evaluates own teaching
practice and subject matter
knowledge related to research on
pedagogy and current understanding
of the subject matter
Candidate systematically uses the
plan-teach-reflect-apply cycle daily to
reflect on and improve teaching
practices and continuously uses
reflection and feedback to prioritize
goals for increased knowledge and
improved teaching effectiveness
use inductive lessons to make
learning more meaningful for the
students or target group.
in promoting student inquiry in the
classroom – seen in assignments
and in fieldwork.
Candidate evaluates own teaching
practice and subject matter
knowledge
Candidate does not appear to
evaluate own teaching practice and
subject knowledge
Candidate uses the plan-teachreflect-apply cycle to improve
teaching practices and uses
reflection and feedback to formulate
goals for improving teaching
Candidate does not appear to use
the plan-teach-reflect-apply cycle or
use reflection and feedback in the
teaching practice
Rubric for “Assume accountability for learner outcomes”
Degree to which candidate adapts instructional plans and in-class activities based on formative and summative
assessments and student outcomes recognizing personal locus of control
Excellent
Acceptable
Candidate consistently demonstrates
disposition of internal locus of control
(i.e., teachers have control over) on
student learning.
Candidate demonstrates disposition
of internal locus of control (i.e.,
teachers have control over) on
student learning.
Candidate demonstrates disposition
of external locus of control (i.e.,
parents and children have control
over) on learning
Candidate consistently demonstrates
disposition that all students are
capable of learning
Candidate demonstrates disposition
that all students are capable of
learning
Candidate demonstrates disposition
that all students are not capable of
learning
Candidate uses a variety of informal
and formal assessments before,
during, and after instruction to
determine students’ progress.
Candidate uses some informal and
formal assessments before, during,
and after to determine students’
progress.
Candidate inconsistently uses a
variety of informal and formal
assessments before, during, and after
to determine students’ progress.
Candidate clearly knows how to
analyze assessment results to
identify student strengths and needs
and consistently uses this information
to determine learning goals and plan
instruction.
Candidate knows how to analyze
assessment results to identify
student strengths and needs and
uses the information to determine
learning goals and plan instruction.
Candidate lacks knowledge in how to
analyze assessment results to
identify student strengths and needs
and rarely uses this information to
determine learning goals and plan
instruction.
Candidate consistently reflects on
prior pedagogical decisions and their
effects and makes modification on
instruction.
Candidate reflects on prior
pedagogical decisions and their
effects and makes some
modifications on instruction.
Problematic
Candidate rarely considers alternative
instructional strategies and does not
reflect on prior pedagogical decisions
and their effects.
Rubric for “Lifelong Learning”
Degree to which the candidate demonstrates an appreciation for current research, conferences, workshops and
seminars to continuously improve professional understanding and application of that understanding
Excellent
Candidate belongs to and actively
Acceptable
Candidate uses resources from
Rubric for Core Values – Teacher Credential Programs CSULA
Problematic
Candidate reveals little or no
2/6/2016
uses resources of appropriate
professional organizations.
appropriate professional
organizations.
Candidate attends and presents
papers at appropriate local and
national professional conferences.
Candidate participates in mandatory
professional development activities.
Candidate consistently examines
professional practice through selfreflection and self-examination.
Subsequent lessons reveal how prior
teaching informs instruction.
Candidate subscribes to, reads and
applies information from appropriate
professional journals.
Candidate reveals an interest in and
skill in locating and reading current
research on teaching.
knowledge of resources available
from appropriate professional
organizations.
Candidate participates in school and
district improvement opportunities.
Candidate complains and
grudgingly attends mandatory
professional development
activities.
Candidate reveals evidence of refining
practice through self-reflection and
self-examination (such as maintaining
a professional journal).
Candidate refuses to participate
in school and district
improvement opportunities unless
required to do so.
Candidate subscribes to some
appropriate professional journals.
Candidate reveals no
understanding of the importance
of ongoing professional growth
through reflection on practice.
Candidate indicates an interest in
current research on teaching.
Candidate has no subscriptions to
and reveals no evidence of
reading any professional journals
or research articles.
Rubric for “Technology”
Degree to which the candidate values the contribution of technology to quality education
Excellent
Acceptable
Problematic
Candidate both explains multiple ways
technology could enhance teaching and
integrates a variety of technological
resources to support management,
instruction, and professional
development
Candidate explains multiple ways
technology could enhance teaching
and appropriately uses several of
the available technological
resources
Candidate explains potential for
instructional technology that could
support teaching but makes no
use of available technological
resources
Candidate uses technology for
routine tasks and communications
Candidate’s lesson plans show
limited integration of technology
Candidate infuses technology to
individualize instruction and track
progress
Candidate avoids using
technology to reduce time on
routine tasks such as record
keeping
Candidate frequently uses technology to
manage routine tasks, creatively
personalize communication, and
increase efficiency
Candidate prescribes individual learning
paths for students infusing technology
supports which also track each student’s
progress
Candidate uses technology for
inquiry and higher order thinking by
incorporating online research tools
and resources
Candidate encourages students to
engage in problem solving and critical
thinking by providing searching
questions and online research tools and
resources
Candidate often uses word
processing as a means to
encourage students’ writing
Candidate includes creative uses of
word processing frequently as a model
and to encourage students’ quantity and
quality of writing
Candidate uses available
technology to increase global
awareness with online tools for
retrieval of current data and for
contact with people and events
outside the classroom
Candidate encourages global
awareness through online tools which
provide current data and contact with
people and events far beyond the
classroom
Rubric for Core Values – Teacher Credential Programs CSULA
Candidate shows limited
appreciation for computer-assisted
individualized instruction
Candidate does not use online
research tools or resources
Candidate rarely uses word
processing with students
Candidate occasionally uses
online tools for retrieval of current
data and/or may contact people
outside the classroom but seems
unaware of the potential for
improving students’ global
awareness
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Rubric for “Collaboration”
Degree to which the candidate embraces working with colleagues as a member of a community of learners
Excellent
Satisfactory
Problematic
Candidate shows an eagerness for
Candidate shows an openness to
Candidate shows a hostile attitude
working with other members of
working with other members of
toward working with other members
his/her cohort outside of class for the his/her cohort outside of class for the of his/her cohort outside of class for
purpose of professional
purpose of professional
any reason and expresses a “go it
development, higher quality work,
development, higher quality work,
alone” attitude even when
and advice related to working
and advice related to working
collaboration could be useful to
successfully with students
successfully with students
personal success.
Candidate takes full advantage of the
opportunities to collaborate in class
and works with others with a true
sense of cooperation and teamwork,
often taking a lead role in creating a
sense of community in his/her
groups.
Candidate demonstrates a strong
value for collaboration in planning
and looks for every authentic
opportunity to promote cooperation,
teamwork and community with
his/her students.
Candidate takes advantage of the
opportunities to collaborate in class
and works with others with a true
sense of cooperation and teamwork.
Candidate expresses little interest in
the opportunities to collaborate in
class and works with other
grudgingly.
Candidate demonstrates a value for
collaboration in planning and finds
opportunities to promote
cooperation, teamwork and
community with his/her students.
Candidate demonstrates little or no
value for collaboration in planning.
Instructional, assessment and
management planning shows little
evidence of opportunities for
students to promote cooperation,
community or teamwork.
Rubric for “Democratic Participation”
Degree to which the candidate demonstrates an appreciation for and dedications to citizenship responsibilities in the
small group, local community, and beyond
Excellent
Candidate consistently and actively
participates in class with partner and
small group discussions
Candidate consistently and actively
collaborates and works productively
as a team member in class/group
projects and assignments
Candidate consistently recognizes
and willingly shares relevant
information and/or material with
peers and instructors
Candidate shows an active interest
and desire to engage in relevant,
meaningful dialogue with peers and
instructors
Candidate consistently shows no
outwardly apparent bias, prejudice,
or preference towards others in
his/her learning community and
beyond
Candidate promotes a heightened
sense of community and civic
responsibility towards self, the
learning community and beyond
Acceptable
Problematic
Candidate actively participates in
class and small group discussions
Candidate seldom participates in
class and/or small group discussions
Candidate actively collaborates and
works productively as a team
member in class/group projects and
assignments when necessary
Candidate seldom collaborate or
works productively as a team
member in class/group projects and
assignments, even unless called on
to do so.
Candidate recognizes and willingly
shares relevant information and/or
material with peers and instructors
Candidate usually shows interest
and/or desire to engage in relevant,
meaningful dialogue with peers and
instructors
Candidate shows no apparent bias,
prejudice, or preference towards
others in class, the learning
community, and beyond
Candidate promotes a sense of
community and civic responsibility
towards self, the learning community,
and beyond
Rubric for Core Values – Teacher Credential Programs CSULA
Candidate seldom shares relevant
information and/or materials with
peers and instructor
Candidate shows little interest or
desire to engage in relevant,
meaningful dialogue or discussion
with peers and the instructor
Candidate shows some bias,
prejudice, or preference towards
others in the class, the learning
community, and beyond
Candidate shows no sense of
community and civic responsibility
towards self, the learning community,
and beyond
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