RUBRIC
Standards/Competencies Assessed by the Teacher Work Sample
Elementary Education
Name: _________________________ Date __________ Evaluator: _______________________
STANDARD
Not Met
1
1 – Learner Development
Reflections lack
insight and
1 (e) Teacher Candidate, with
sensitivity to exceptionalities and effectiveness and
cultural diversity, reflects on why more than one daily
reflection and/or
children may be responding or
target item is missing.
behaving in particular ways.
Components of evaluation:


Effective
3
Reflections are productive and
insightful. All target items on
daily unit reflections have
been addressed over the
course of the unit.
Comments
Comments
Daily Unit Reflection
Focus Questions
Research on Context
1 (b) Teacher Candidate creates
developmentally appropriate
instruction that takes into
account individual learners’
strengths, interests, and needs.
Components of evaluation:


Comments
Emerging
2
Reflections are
productive and
insightful. Missing one
daily reflection and/or
target items over the
course of the unit.
Learning guides lack
Learning guide
attention to students incorporates learners’
strength and interests strengths, or interests
or needs but does not
address all three and
may not completely
advance students’
learning.
Comments
Comments
Learning guide incorporates
learners’ strengths, interests,
and needs and helps student
move forward in
understanding.
Comments
Learning Guide
Pre-Assessment Interest
Inventory
STANDARD
Not Met
Emerging
Effective
1
2
3
2 – Learning Differences
2 (c) Teacher Candidate
designs instruction that builds
on learners’ prior knowledge
and experiences.
Components of evaluation:




Instruction and
assessment are not
based on students’
prior knowledge.
Instruction and
assessments are
somewhat
connected to
students’ prior
knowledge.
Comments
Instruction and assessment
are strongly connected to
students’ prior knowledge.
Connection between
content specific
instructional
standard and
knowledge about
students is not
evident in any of the
components.
Connection
between content
specific instructional
standards and
knowledge about
students is evident;
however, one or
more components
are not aligned.
Curriculum design has a
strong connection between
content specific
instructional standards and
knowledge about students.
Comments
Comments
Comments
Comments
Comments
Research on Context
Unit Pre-Assessment
Learning Guides
Daily Unit Reflection
4 – Content Knowledge
4 (a) Teacher Candidate’s unit
plan captures key ideas of
content specific instructional
standards and guides learners
through learning progressions.
Teacher Candidate promotes
each learner’s achievement of
content standards.
Components of Content
Knowledge:








Research on Context
Resources (Annotated
Bibliography)
Unit Objectives
Unit Essential Questions
Unit Personal Objectives
Unit Pre-Assessment
Learning Guides
Daily Unit Reflections
STANDARD
Not Met
Emerging
Effective
1
2
3
6 - Assessment
Instruction is not
differentiated nor
6 (g) Teacher Candidate
effectively based on
effectively uses multiple and
appropriate types of assessment the assessments. No
different types of
data to identify each student’s
assessment is used.
learning needs and to develop
differentiated learning
experiences.
Components of Assessment:



Differentiated
instruction and
interventions are
evident but based on
an incomplete battery
of assessments.
Comments
Comments
Differentiated
instruction and
interventions are
solidly based on
effective
assessments.
Multiple and varied
types of assessment
are used.
Comments
Systemic inquiry and
analysis and of
assessment
outcomes/feedback
are not evident. No
changes made to meet
students’ needs.
Systemic inquiry and
analysis of assessment
outcomes/feedback
are evident in the preand post-assessments
and in learning guides.
Systematic inquiry
and analysis of
assessment
outcomes/feedback
are evident across all
components.
Comments
Comments
Comments
Not Met
Emerging
Effective
Unit Pre-Assessment and
Formal Summative
Assessment
Learning Guide Assessment
procedures
Daily Unit Reflections
6 (c) Teacher Candidate works
independently and
collaboratively to systematically
examine and analyze
assessment data (tests and
other performance outcomes)
to understand each learner’s
progress and to guide planning.
Components of Systematic
Analysis:




Unit Pre-Assessment
Unit Formal Summative
Assessment
Learning Guides
Daily Unit Reflections
STANDARD
1
2
3
Resources and
research data are
ineffective. Analysis
does not reflect
modifications needed
to improve curriculum
goals and relevance
necessary for future
student learning.
Resources and
research data are
moderately effective.
Analysis somewhat
reflects necessary
modifications to
curriculum goals and
student/content
relevance
Comments
Comments
Resources and
research data
include an effective
balance across
categories. Analysis
reflects a thorough
consideration of
modifications
needed to improve
future learning for all
students.
Comments
7 – Planning For Instruction
7 (a) Teacher Candidate uses
research to plan and create
learning experiences that are
appropriate for curriculum goals,
are relevant to learners, and will
improve student learning.
Components of Planning for
Instruction:

Resources (Annotated
Bibliography): should include
a balance of text, electronic
resources, experts (such as
special educators and related
service providers, librarians,
media specialists), and
community members.
Daily Unit Reflections
Research on Context



8 – Instructional Strategies
8 (a) Teacher Candidate uses a
variety of instructional strategies
(including technology) to adapt
instruction to the needs of the
students.
Components of Instructional
Strategies:


Multiple effective
strategies are not
evident.
Multiple effective
strategies are
evident which will
build students’ skills
and understanding in
meaningful ways.
Comments
Multiple strategies are
evident but some may
be “filler” activities
rather than strategies
which deepen
students’
understanding.
Comments
Not Met
Emerging
Effective
Comments
Learning Guides
Daily Unit Plan Reflections
STANDARD
1
9 – Professional Learning and
Ethical Practice
9 (e) Teacher Candidate reflects
on his/her personal biases and
accesses resources to deepen
his/her own understanding of
cultural, ethnic, gender, and
learning differences to build
stronger relationships and create
more relevant learning
experiences.
Components for researching
culture, ethnic, gender, and
learning differences:




Research on Context
Resources (Annotated
Bibliography
Daily Unit Reflection
Learning Guides
Descriptions of
students’ cultural,
ethnic, gender, or
learning differences
are not evident.
Teacher Candidate
does not reflect on
how this knowledge
has effected his/her
choices
Comments
2
3
Descriptions of
students’ cultural,
ethnic, gender, or
learning differences
are evident across two
components.
Candidate briefly
mentions how this
knowledge has
effected curriculum
choices.
Descriptions of
students’ cultural,
ethnic, gender, or
learning differences
are demonstrated
throughout all
components.
Candidate uses
knowledge to adjust
lesson plans and to
enhance
relationships with
others (students’
families, other
professionals)
Comments
Comments