CED450ObservationRubric Name:______________
Date:__________
Score/Level
I. Demonstrates
Applied Content
Knowledge
IECE Standard
III
PGES: 1a, 1b
InTASC 1, 4, 5,
8
Emerging
Developing
•Uses limited
explanations of
concepts of the
discipline, makes
content errors, and/or
does not correct errors
made by students
•Uses representations
and explanations of
concepts of the
discipline and the
ways they relate to
one another
•Engages learners in
learning experiences
in the discipline
•Stimulates learner
reflection on prior
content knowledge,
links new concepts to
familiar concepts, and
makes connections to
learners’ experiences
Accomplished
(Target)
•Effectively uses
multiple
representations and
explanations of the
important concepts of
the discipline and the
ways they relate to
one another
•Engages learners in
learning experiences
in the discipline that
encourage learners to
understand, question,
and analyze ideas
from diverse
perspectives so that
they master the
content
•Stimulates learner
reflection on prior
content knowledge,
links new concepts to
familiar concepts, and
makes connections to
learners’ experiences
Exemplary
•Effectively uses multiple
representations and
explanations of the
important concepts of
the discipline and the
ways they relate to one
another
•Engages learners in
learning experiences in
the discipline that
encourage learners to
understand, question,
and analyze ideas from
diverse perspectives so
that they master the
content
•Stimulates learner
reflection on prior
content knowledge, links
new concepts to familiar
concepts, and makes
connections to learners’
experiences
•Anticipates and corrects
students’
misconceptions or
incorrect responses to
questions
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
Comments
II. Designs and
Plans
Instruction;
IECE Standard I
PGES 1b, 1c, 1e
InTASC 1, 2, 3,
4, 5, 6, 7, 8
Comments
Outcomes and
standards are
misaligned.
Outcomes are not
measurable and
written in language
inappropriate for
student
understanding.
Standards, targets,
instruction and
assessments are not
aligned..
•Outcomes show
inconsistency in
alignment, being
measurable, and/or
being written in
student friendly terms.
•Standards, targets,
instruction, and
assessments are
inconsistently aligned.
•Plans how to achieve
learning goals for the
whole class
•Outcomes are aligned
to standards,
measurable, and
written in student
friendly terms.
•Standards, targets,
instruction, and
assessments are
aligned.
•Plans how to achieve
each student’s
learning goals,
choosing appropriate
strategies and
accommodations,
resources, and
materials to
differentiate instruction
for groups of learners.
•Outcomes are aligned
to standards,
measurable, and written
in student friendly terms.
•Standards, targets,
instruction, and
assessments are
aligned.
•Plans how to achieve
each student’s learning
goals, choosing
appropriate strategies
and accommodations,
resources, and materials
to differentiate
instruction for individuals
and groups of learners.
Score/Level
Emerging
III. Creates and
Maintains
Learning
Climate
IECE Standard
II
PGES 2
InTASC 1, 2, 3,
8
•Limited skills in
communicating
verbally and/or nonverbally in ways that
respect learners
* Few learners are
engaged in the
learning experience
Developing
•Communicates
verbally and nonverbally in ways that
demonstrate respect
for learners
•Develops learning
experiences that
engage most learners
•Recognizes
inappropriate behavior
and makes attempts to
measure and address
student behavior.
* Limited skills in using
ABA/FBA to assess,
diagnose and
prescribe for individual
student behavior
improvement.
Accomplished
(Target)
• Communicates
verbally and
nonverbally in ways
that demonstrate
respect for and
responsiveness to the
cultural backgrounds
and differing
perspectives of
learners
•Develops learning
experiences that
engage all learners
•Analyzes and uses
data and information
about the relationship
between the school
climate and the
classroom climate to
inform instruction
•Uses ABA/FBA to
assess, diagnose, and
prescribe for individual
student behavior
Exemplary
•Communicates verbally
and nonverbally in ways
that demonstrate respect
for and responsiveness
to the cultural
backgrounds and
differing perspectives of
learners
•Develops learning
experiences that engage
all learners
•Analyzes and uses data
and information about
the relationship between
the school climate and
the classroom climate to
inform instruction
•Uses ABA/FBA to
assess, diagnose, and
prescribe for individual
student behavior
•Culture of classroom is
focused on quality,
cognitive engagement,
student ownership of
learning, and high
expectations for all
students. The focus is on
high quality work.
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
Comments
IV. Implements
and Manages
Instruction
IECE Standard
III
PGES 1b, 1c
,1d, 1e, 2e
InTASC 1, 2, 3,
8
• Learners are
disengaged because
pacing is too fast or
too slow.
•Resources are
disorganized.
•Pedagogy is
inappropriate for the
discipline or student
needs
•Manages learning
environment to
engage most learners
by organizing,
allocating, and
coordinating resources
of time, space, and
learners’ attention.
* Attempts to
implement best
practice with a
mismatch to discipline
or learner needs.
•Manages learning
environment to
actively and equitably
engage learners by
organizing, allocating,
and coordinating
resources of time,
space, and learners’
attention.
•Implements
pedagogy reflective of
best practice (e.g.,
flexible grouping,
cooperative learning,
inquiry, project-based
learning,
differentiation,
accommodation)
•Continuously
monitors student
learning and adjusts
instruction in response
to student learning
needs
•Manages learning
environment to actively
and equitably engage all
learners by organizing,
allocating, and
coordinating resources
of time, space, and
learners’ attention.
•Implements pedagogy
reflective of best practice
(e.g., flexible grouping,
cooperative learning,
inquiry, project-based
learning, differentiation,
accommodation)
•Continuously monitors
student learning and
adjusts instruction in
response to student
learning needs
•Uses knowledge of
students’ developmental
needs, interests, and
cultures to strategically
plan and manage the
instructional setting
Score/Level
Emerging
Developing
•Uses limited
assessment data (e.g.,
school, individual,
classroom, formative,
summative) to
document learning
•Records student
achievement
•Uses assessment
data (e.g., school,
individual, classroom,
formative, summative)
as appropriate to
support, verify, and
document learning
•Attempts to
accommodate
assessments or
testing conditions for
diverse learners
•Records student
achievement
Accomplished
(Target)
Exemplary
Comments
V. Assesses and
Communicates
Learning
Results
IECE Standard
IV
PGES 1e, 1f
InTASC 6, 7, 8
•Balances the use of
multiple types of
assessment data (e.g.,
school, individual,
classroom, formative,
summative) as
appropriate to support,
verify, and document
learning and to
develop differentiated
learning experiences
•Makes appropriate
accommodations in
assessments or
testing conditions for
diverse learners
•Models and
structures processes
that guide learners in
examining their own
thinking and learning
•Monitors and tracks
student achievement
and results are clearly
communicated to
•Balances the use of
multiple types of
assessment data (e.g.,
school, individual,
classroom, formative,
summative) as
appropriate to support,
verify, and document
learning and to develop
differentiated learning
experiences
•Makes appropriate
accommodations in
assessments or testing
conditions for diverse
learners
•Models and structures
processes that guide
learners in examining
their own thinking and
learning as well as the
performance of others
•Monitors and tracks
student achievement
and clearly
communicates results to
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
students and/or
families
students and/or families
and students. Students
are involved in the
monitoring, tracking, and
communication of their
achievement.
•Engages students in
the use of a range of
technology tools to
access, interpret,
evaluate, and apply
information and
promote learning
•Models and promotes
responsible and
ethical learner use of
interactive
technologies to extend
the possibilities for
learning locally and
globally
•Uses technology to
support assessment
and instruction to
effectively to ensure
•Engages students in the
use of a range of
technology tools to
access, interpret,
evaluate, and apply
information and promote
learning
•Models and promotes
responsible and ethical
learner use of interactive
technologies to extend
the possibilities for
learning locally and
globally
•Uses technology to
support assessment and
instruction to effectively
to ensure accessibility
and relevance for all
Comments
VI.
Demonstrates
the
Implementation
of Technology
IECE Standard
IX
PGES 2E
InTASC 7, 8, 10
•Engages in teacher
use but not student
use of technology
•Models and promotes
responsible and
ethical learner use
technology
•Uses technology to
support instruction
•Engages students in
the use of technology
•Models and promotes
responsible and
ethical learner use
technology
•Uses technology to
support assessment
and instruction
•Attempts to use
technological tools to
communicate with
learners and
colleagues
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
accessibility and
relevance for all
learners
•Uses technological
tools and a variety of
communication
strategies that engage
learners, families, and
colleagues
learners
•Uses technological
tools and a variety of
communication
strategies that engage
learners, families, and
colleagues
•Teacher extensively
engages students in the
use of technology
relevant to learning
outcomes
Uses data to make an
accurate assessment
of a lesson’s
instructional
effectiveness and the
extent to which it
achieved its
instructional
outcomes. Can use
examples to support
the reflection and
make suggestions for
•Uses data to make an
accurate assessment of
a lesson’s instructional
effectiveness and the
extent to which it
achieved its instructional
outcomes. Can use
examples to support the
reflection and make
specific suggestions for
what could be improved
based on individual
student needs.
Comments
VII. Reflects on
and Evaluates
Teaching and
Learning/ IECE
Standard V
PGES 4a, 1f
InTASC 9
Limited or inaccurate
in use of data to make
an assessment of a
lesson’s instructional
effectiveness and the
extent to which it
achieved its
instructional
outcomes.
Suggestions for
improvement are
generalized and not
Uses data to make a
general assessment of
a lesson’s instructional
effectiveness and the
extent to which it
achieved its
instructional
outcomes. Can make
some suggestions for
what could be
improved.
Score/Level
Emerging
Developing
based on students or
data.
Accomplished
(Target)
Exemplary
what could be
improved.
•Uses a variety of selfassessment and
problem solving
strategies to analyze and
reflect on his/her
practice and plan
adaptations/adjustments.
•Engages in
collaborative efforts for
student learning and
uses data to reflect on
the outcome of those
efforts.
•Takes an active role
characterized by
mutual support and
cooperation on an
instructional team
•Participates in a
culture of professional
inquiry
•Works collaboratively
with learners and their
families to establish
mutual expectations
•Engages in ongoing
collaborative efforts for
student learning and
uses data to reflect on
the outcome of those
efforts.
•Takes an active role
characterized by mutual
support and cooperation
on an instructional team
•Actively participates in a
culture of professional
inquiry
•Works collaboratively
with learners and their
families to establish
mutual expectations and
ongoing communication
Comments
VIII.
Collaboration
IECE Standards
6&8
PGES 4c, 4d, 4f
InTASC 9, 10
•Takes a passive role
in collaborative or
instructional team
settings.
•Works with learners
•Participates on an
instructional team
•Participates in a
culture of professional
inquiry
•Works with learners
to establish
expectations and
communication to
support learner
achievement
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
and ongoing
communication to
support learner
development and
achievement
to support learner
development and
achievement
•Shares responsibility for
decision making and
accountability for each
student’s learning
•Takes initiative in
obtaining feedback
from colleagues
enacts appropriate
changes in
instructional practice
•Uses data, including
student data when
relevant, to show
evidence of
professional growth
and reflect on
identified areas of
growth
•Engages in
meaningful and
appropriate
professional learning
•Takes initiative in
obtaining feedback from
multiple sources and
enacts appropriate
changes in instructional
practice
•Uses data, including
student data when
relevant, to show clear
evidence of professional
growth and reflect on
identified areas of
growth
•Seeks out and engages
in meaningful and
appropriate professional
learning experiences to
develop knowledge and
Comments
IX. Professional
Development
IECE Standard
VII
PGES 4e
InTASC 9
•Unresponsive to
feedback from
colleagues
•Relies on others to
identify areas of
professional growth
•Engages in some
professional learning
experiences
•Welcomes feedback
from colleagues
•Identifies and reflects
on areas of
professional growth
•Engages in some
professional learning
experiences that may
or may not be relevant
to identified areas of
growth
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
experiences to
develop knowledge
and skills in order to
provide all learners
with engaging
curriculum and
learning experiences
based on standards,
own needs, and the
needs of learners
skills in order to provide
all learners with
engaging curriculum and
learning experiences
based on standards,
own needs, and the
needs of learners
•Works with other
adults and has
developed skills of
collaborative
interaction appropriate
for both face to face
and virtual contexts
(speaking, writing, and
listening)
•Consistently speaks
and writes in a
professional manner
(e.g., using academic
language, Standard
English)
•Works with other adults
across the school and
community (e.g.,
professionals, students,
families,
paraprofessionals) and
has developed skills of
collaborative interaction
appropriate for both face
to face and virtual
contexts (speaking,
writing, and listening)
•Consistently speaks
and writes in a
professional manner
Comments
Communications •Inconsistent in ability
to effectively and
appropriately
communicate in virtual
and face to face
contexts with other
adults
•Inconsistently speaks
and writes in a
professional manner
(e.g., using academic
language, Standard
English)
•Works with other
adults and has
developed skills of
interaction appropriate
for both face to face
and virtual contexts
(speaking, writing, and
listening)
•Developing the ability
to consistently speak
and write in a
professional manner
(e.g., using academic
language, Standard
English)
Score/Level
Emerging
Developing
Accomplished
(Target)
Exemplary
(e.g., using academic
language, Standard
English)
•Knows how to
contribute to a common
culture that supports
high expectations for
student learning
Comments
Interaction with
Others
•Inconsistently
demonstrates a
positive, respectful
attitude toward others.
•Demonstrates a
positive, respectful
attitude toward others.
•Interacts with
colleagues in a
professional manner
•Consistently
demonstrates a
positive, respectful
attitude toward others.
•Consistently interacts
with colleagues in a
professional manner
to enhance practice
and support student
learning.
•Consistently
demonstrates a positive
and respectful attitude
toward others.
•Takes initiative to grow
and develop professional
relationships with
faculty/staff and
family/community
members to enhance
practice and support
student learning.
Score/Level
Emerging
Developing
Accomplished
(Target)
Abides by the
expectations of the
profession (e.g.,
ethics, standards of
practice, laws/policies,
demands of the
profession,
commitment to the
learner) with guidance
and support.
Generally abides by
the expectations of the
profession (e.g.,
ethics, standards of
practice, laws/policies,
demands of the
profession,
commitment to the
learner) with
prompting.
Abides by the
expectations of the
profession (e.g.,
ethics, standards of
practice, laws/policies,
demands of the
profession,
commitment to the
learner)
independently..
Abides by the
expectations of the
profession (e.g., ethics,
standards of practice,
laws/policies, demands
of the profession,
commitment to the
learner).
Articulates and reflects
on elements of the
professional standards.
Demonstrates one of
the following:
•appropriate
professional
appearance
•preparedness
•attendance
•punctuality
.Demonstrates two of
the following:
•appropriate
professional
appearance
•preparedness
•attendance
•punctuality
Demonstrates all of
the following:
•appropriate
professional
appearance
•preparedness
•attendance
•punctuality
Demonstrates all of the
following:
•appropriate professional
appearance
•preparedness
•attendance
•punctuality
Exemplary
Comments
Teaching &
Learning
Comments
Professionalism
Score/Level
Emerging
Overall Holistic
Dispositions
Score
Demonstrates
emerging professional
dispositions.
Comments
Holistic Score: _________
Developing
Demonstrates
developing
professional
dispositions.
Accomplished
(Target)
Demonstrates
accomplished
professional
dispositions.
Exemplary
Demonstrates exemplary
professional
dispositions.