Middle School Student Teacher Evaluation Rubric - 1 -
Standard
Not Observed
Does not meet
Progressing
Meets
Exceeds
Young
Adolescent
Development
Not Observed
Fails to recognize
developmental
knowledge to create
healthy, respectful,
supportive and
challenging learning
environments for
early adolescent
learner (including
curriculum,
interactions, teaching
practices, and learning
materials).
Recognizes and attempts to
use developmental knowledge
to create healthy, respectful,
supportive and challenging
learning environments for
early adolescent learners
(including curriculum,
interactions, teaching
practices, and learning
materials).
Consistently uses
developmental knowledge to
create healthy, respectful,
supportive and challenging
learning environments for
early adolescent learners
(including curriculum,
interactions, teaching
practices, and learning
materials).
Skillfully and creatively uses
developmental knowledge to
create healthy, respectful,
supportive and challenging
learning environments for early
adolescent learners (including
curriculum, interactions,
teaching practices, and learning
materials).
Middle Level
Curriculum
Not Observed
Fails to understand the
major concepts,
principles, theories,
standards, and
research related to
middle level
curriculum and
assessment and
effectively apply this
knowledge in practice
Recognizes and attempts to
use the major concepts,
principles, theories, standards,
and research related to middle
level curriculum and
assessment and use this
knowledge in their practice.
Consistently uses the major
concepts, principles, theories,
standards, and research related
to middle level curriculum and
assessment and uses this
knowledge in their practice.
Skillfully and effectively uses
the major concepts, principles,
theories, standards, and research
related to middle level
curriculum and assessment in
their practice.
Middle School Student Teacher Evaluation Rubric - 2 -
Middle Level
Philosophy
and School
Organization
Not Observed
Fails to understand the
major concepts,
principles, theories,
and research
underlying the
developmentally
responsive middle
level programs and
schools.
Recognizes and attempts to
implement the major concepts,
principles, theories, and
research underlying the
developmentally responsive
middle level programs and
schools
Consistently attempts to
implement the major concepts,
principles, theories, and
research underlying the
developmentally responsive
middle level programs and
schools.
Consistently and effectively
implements the major concepts,
principles, theories, and research
underlying the developmentally
responsive middle level
programs and schools.
Middle Level
Instruction
and
Assessment
Not Observed
Fails to understand
and use the major
concepts, principles,
theories, and research
related to effective
instruction and
assessment.
Recognizes and attempts to
apply the major concepts,
principles, theories, and
research related to effective
instruction and assessment.
Consistently applies the major
concepts, principles, theories,
and research related to
effective instruction and
assessment.
Demonstrates a high level of
understanding and application of
the major concepts, principles,
theories, and research related to
effective instruction and
assessment.
Middle Level
Professional
Roles
Not Observed
Fails to understand the
complexity of
teaching young
adolescents and they
engage in practices
and behaviors that
develop their
professional
competences.
Recognizes and attempts to
address the complexity of
teaching young adolescents
and they engage in practices
and behaviors that develop
their professional
competences.
Consistently addresses the
complexity of teaching young
adolescents and they engage
in practices and behaviors that
develop their professional
competences.
Demonstrates a high level of
understanding of the complexity
of teaching young adolescents
and they engage in practices and
behaviors that develop their
professional competences.
Middle School Student Teacher Evaluation Rubric - 3 -