Page 1 of 19
Madonna University
EDU 3120 Field Experience Observation Rubric
Danielson Framework
Page 1 of 19
The Madonna University College of Education has revised all pre student teaching
and student teaching experiences to align to the Danielson Framework for
teaching. The College of Education faculty will be piloting the use of the
framework for all student teaching and pre student teaching experiences for
academic year 2015-2016. During this time the faculty, University Supervisors,
and Dean will work with cooperating teachers to ensure that the framework is
being implemented effectively to ensure scoring reliability. Additionally, the
College of Education is committed to creating the appropriate learning capacity of
our interns and cooperating teachers to ensure they are aware of the expectations
of each of the field experiences.
The Danielson Framework for teaching is a evaluation tool developed by Charlotte
Danielson and her team at the Danielson Group. For full details regarding the
Framework for teaching, please see the following url: www.danielsongroup.org.
All items on this site are free and publically accessible. The College of Education
is currently using Danielson Framework for Evaluating Teaching 2013 which can
be found at: http://danielsongroup.org/download/?download=448.
The framework contains 4 domains: Domain 1: Planning and Preparation,
Domain 2: Classroom Environment, Domain 3: Instruction, and Domain 4:
Professional Responsibility. For EDU 2000 Madonna University interns are
observed on components in Domain 1, 2, and 4. Each domain is made up of 5
or 6 components totaling in 22, and each component is made up of 3 to 4 elements
totaling in over 70. The College of Education in consultation with the Danielson
Group has chosen to evaluate students at the component level. The EDU 3120
Field Experience will allow cooperating teachers to evaluate Madonna University
interns using components of Danielson’s rubric. The observation tool measures
intern’s knowledge, skills, and dispositions using a four point rubric with options
for Not Applicable/Not Observable. The ratings are as follows:
4=Distinguished/Highly Effective, 3= Proficient/Effective, 2= Basic/Minimally
Effective, and 1=Unsatisfactory/Ineffective. Each component has specific
descriptors for each rating. The purpose of the field experience in EDU 3120 is for
the Madonna University intern to continue to develop and demonstrate their
knowledge and skills related to being a successful teacher. The field experience
has three major assignments. First is an observation where the intern reflects and
demonstrates their ability to identify quality teaching practices related to the 2013
Danielson Framework for Teaching. The second, is a summative evaluationof the
intern’s performance of six criteria as related the Danielson Framework. This
evaluation is designed to provide critical feedback for the intern and provide an
understanding of strengths and opportunities for growth. Finally, the intern will
develop a case study which includes the design of a formative and summative
assessment plan. The formative and summative assessment plan, while in theory
will not be used at this point, it will be used as an opportunity for the intern to
demonstrate their knowledge of their students and how to design quality
assessments.
Intern Observation Analysis
During the field experience, the intern will observer the cooperating teacher and identify critical
attributes observed promoting quality teaching. These critical attributes are related directly to 9
components from the 2013 Danielson Framework for Teaching. The intern will reflect on each of the
indicators of each of the 9 components, and write a 2 to 3 page paper summarizing specifically what
characteristics and attributes were demonstrated by the cooperating teacher related to the nine
components. Additionally, the intern will evaluate how these attributes contributed or did not
contribute to a positive learning environment for the students. The intern should base his/her analysis
using the Danielson Framework rubric for each of the components.
The 9 components and critical attributes are as follows.
1b: Demonstrating Knowledge of Students
• Formal and informal information about students gathered by the teacher for use
in planning instruction
• Student interests and needs learned by the teacher for use in planning
• Teacher participation in community cultural events
• Teacher-designed opportunities for families to share their heritages
• Database of students with special needs
1c: Setting Instructional Outcomes
• Outcomes of a challenging cognitive level
• Statements of student learning, not student activity
• Outcomes central to the discipline and related to those in other disciplines
• Outcomes permitting assessment of student attainment
• Outcomes differentiated for students of varied ability
1e: Designing Coherant Instruction
• Lessons that support instructional outcomes and reflect important concepts
• Instructional maps that indicate relationships to prior learning
• Activities that represent high-level thinking
• Opportunities for student choice
• Use of varied resources
• Thoughtfully planned learning groups
• Structured lesson plans
1f: Designing Student Assessment
• Lesson plans indicating correspondence between assessments and instructional
outcomes
• Assessment types suitable to the style of outcome
• Variety of performance opportunities for students
• Modified assessments available for individual students as needed
• Expectations clearly written with descriptors for each level of performance
• Formative assessments designed to inform minute-to-minute decision making by the
2b: Creating a culture of learning
• Belief in the value of what is being learned
• High expectations, supported through both verbal and nonverbal behaviors, for both learning
and participation
• Expectation of high-quality work on the part of students
• Expectation and recognition of effort and persistence on the part of students
• High expectations for expression and work products
3b: Using Questioning and Discussion Techniques
• Questions of high cognitive challenge, formulated by both students and teacher
• Questions with multiple correct answers or multiple approaches, even when there is a
single correct response
• Effective use of student responses and ideas
• Discussion, with the teacher stepping out of the central, mediating role
• Focus on the reasoning exhibited by students in discussion, both in give-and-take
with the teacher and with their classmates
• High levels of student participation in discussion
3c: Engaging the Students in Learning
• Student enthusiasm, interest, thinking, problem solving, etc.
• Learning tasks that require high-level student thinking and invite students to explain
their thinking
• Students highly motivated to work on all tasks and persistent even when the tasks are
challenging
• Students actively “working,” rather than watching while their teacher “works”
• Suitable pacing of the lesson: neither dragged out nor rushed, with time for closure
and student reflection
3d: Using assessment in instruction
• The teacher paying close attention to evidence of student understanding
• The teacher posing specifically created questions to elicit evidence of student
understanding
• The teacher circulating to monitor student learning and to offer feedback
• Students assessing their own work against established criteria
4b: Maintaining accurate records
• Routines and systems that track student completion of assignments
• Systems of information regarding student progress against instructional outcomes
• Processes of maintaining accurate noninstructional records
Observation Rubric
Component
Distinguished/Highly Proficient/Effective
Effective
Basic/
Minimally
Effective
The paper
The paper
analyzes general describes
expamples of the the general
cooperating
attributes of
teachers work as the
it relates each of
cooperating
the required
teacher and
components of
examples as
the Danielson
it relates to
Framework
some of the
required
components
of the
Danielson
Framework
The paper mostly The paper at
is accurate in
times
aligning
provides an
examples of the
accurate
cooperating
alignment of
teacher’s work to the
the appropriate
cooperating
components of
teacher’s
the Danielson
work to the
Framework
appropriate
components
of the
Danielson
Framework
but there are
errors
The author uses
The author
appropriate
uses
analyzation
appropriate
techniques, has a description
relatively clear
and there is
beginning,
an attempt
middle, and end, to have
and there are
clarity and
some grammer
flow, but the
or structural
structural or
issues.
grammer
issues
impede
readability
Unsatisfactory/Ineffective
Analysis and
evaluation of
teacher
performance
The paper
analyzes and
evaluates specific
examples of the
cooperating
teachers work as it
relates to each of
the required
components of the
Danielson
Framework
The paper somewhat
provides examples but
does not always use
the required
components of the
Danielson Framework
Danielson
Framework
The paper
accurately aligns
the examples
demonstrated by
the teacher to the
appropriately
components of the
Danielson
Framework
Clarity
The author uses
appropriate
evaluation
techniques, has a
clear beginning
middle and end,
and there are very
few grammer or
structural issues
The paper has several
errors and the paper
does not accurately
align the cooperating
teacher’s work with the
Danielson Framework
The author retells a
story and there are
significant structural
issues throughout the
paper which cause a
problem with
readiability. The
grammer and writing
are not acceptable.
Reflection
The author is clear
in reflective
practice about how
this experience
has assisted with
their
understanding of
teaching and
specifically provide
an evaluation
related to
Danielson
Framework
The author is
clear in reflective
practice and
provides a
general reflection
of the experience
as it relates to
teaching and
provides some
reflection as it
relates to the
Danielson
Framework.
The author
does some
reflecting but
most of the
reflection is
general or
vague and
there is very
little
connection
to their own
learning and
the
relationship
with the
Danielson
Framework
The author provides
very little reflection or
does not connect the
reflection to their own
knowledge and
understanding of
teaching and the
connection to the
Danielson Framework
is in accurate
Page 8 of 19
Madonna University EDU 3120 Evaluation Form
Academic Year 2015-2016
Intern Name:
Date of Evaluation:
Cooperating Teacher Name:
Grade Level:
Subject:
District/School Name:
Semester (check one)
□ Fall
□ Winter
□ Spring/Summer
Year:
Page 8 of 19
Page 9 of 19
The Intern Evaluation Assignment
Another part of the field experience is providing the Madonna University student intern an
opportunity to engage in an P-12 enviornment. During the 30 hour field placement, the
cooperating teacher should be able to evaluate and provide feedback to the strenthgs and areas
for growth using four specific modified components of the 2013 Danielson Framework for
Teaching. It is not expected that the intern understand all of these areas, but demonstrate by the
end of the experience a general awareness and ability realted to the desired components for this
clinical experience. Specifically, the College of Education requests that each intern have the
opportunity to demonstrate their knowledge, skills, attributes, and dispositions in the as relates to
the following objectives:
1. The intern should have the opportunity to demonstrate content knowledge and a general
awareness of pedagogical approaches to the content.
2. The intern should have the opportunity to demonstrate the basic knowledge of child/student
development and knowledge of the learning process.
3. The intern should be have an opportuntity to design small instructional activities (tutoring or
work the cooperating teacher in lesson design/modification) and demonstrate their knowledge
and understanding of how to connect instructional outcomes to various learning experiences.
4. The intern should demonstrate their relateability and the disposition of caring during the field
experience.
5. The intern ought to be given the opportunity to demonstrate how they value learning, and
demonstrate in their work with students a value of high expectations of learning.
6. The intern should have the opportunity to demonstrate their ability to engage students in the
learning process.
Each of these objectives will be assessed using the rubric below. The ratings are as follows:
4=Distinguished/Highly Effective, 3= Proficient/Effective, 2= Basic/Minimally Effective, and
1=Unsatisfactory/Ineffective. Each component has specific descriptors for each rating. The
cooperating teacher must provide a whole number rating (meaning a 1, 2, 3, or 4, a rating of 2.5
or 3.5 or 3.75 is not allowed).
Page 9 of 19
Page 10 of 19
EDU 3120 Clinical Observation Rubric
Scoring Document
Component
Component 1a:
Demonstrating
Knowledge of
Content and
Pedagogy
(IntASC 4)
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
The teacher
displays extensive
knowledge of the
important concepts
in the discipline and
how these relate
both to one another
and to other
disciplines. The
teacher
demonstrates
understanding of
prerequisite
relationships among
topics and concepts
and understands
the link to necessary
cognitive structures
that ensure student
understanding.
The teacher
displays solid
knowledge of the
important concepts
in the discipline and
how these relate to
one
another. The
teacher
demonstrates
accurate
understanding
of prerequisite
relationships among
topics.
The teacher is
familiar with the
important concepts
in the discipline
but displays a lack
of awareness of
how these concepts
relate to one
another. The
teacher
indicates some
awareness of
prerequisite
learning,
although such
knowledge may be
inaccurate or
incomplete.
In planning and
practice, the teacher
makes content
errors or does not
correct errors made by
students. The
teacher displays little
understanding of
prerequisite
knowledge important to
student learning of the
content.
Not Applicable or
Not Observed
Comments and Feedback:
Component Score: _____________
Page 10 of 19
Component
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
Component 1b:
Demonstrating
Knowledge of
Students (InTASC 1)
The teacher
understands the
active nature of
student
learning and
acquires
information about
levels of
development as
well as interests and
cultural heritages
for individual
students.
The teacher
understands the
active nature of
student
learning and attains
information about
levels of
development as
well as interests and
cultural heritages
for groups of
students.
The teacher
displays generally
accurate
knowledge
of how students
learn and of their
varied approaches
to learning,
knowledge and
skills, special
needs, and
interests and
cultural heritages,
yet may apply this
knowledge not to
individual students
but to the class
as a whole.
The teacher displays
minimal understanding
of how students learn—
and little knowledge of
their varied approaches
to learning, knowledge
and skills, special
needs, and interests and
cultural heritages—and
does
not indicate that such
knowledge is valuable.
Not Applicable or
Not Observed
Comments and Feedback:
Component Score: _____________
Component
Component 1e:
Designing
coherent
instruction
(InTASC 1, 4, 7)
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
The teacher when
teaching
demonstrates they
understand the
importance and
ability of how
sequencing of
learning activities
follows a coherent
sequence, is aligned
to instructional
goals, and is
designed
to engage students
in high-level
cognitive activity.
The teacher when
teaching is able to
identify and
connect how most
of the learning
activities are
aligned with the
instructional
outcomes and
follow an organized
progression
suitable to groups
of students.
The teacher when
teaching has some
of the learning
activities and
materials are
aligned
with the
instructional
outcomes and
represent moderate
cognitive
challenge, but with
no differentiation
for different
students.
The teacher when
teaching utilizes
learning activities that
are poorly aligned with
the instructional
outcomes, do not
follow an organized
progression, are not
designed to engage
students in active
intellectual activity
Not Applicable or
Not Observed
Comments and Feedback:
Component Score: _____________
Component
Component 2a:
Creating an
Environment of
Respect and
Rapport
(InTASC 3)
Distinguished/Highly
Effective
Proficient/Effective
Classroom
interactions
between the teacher
and students
and among students
are highly
respectful,
reflecting
genuine warmth,
caring, and
sensitivity to
students as
individuals.
Students exhibit
respect for the
teacher and
contribute to high
levels of civility
among all members
of the class.
Teacher-student
interactions are
friendly and
demonstrate general
caring and respect.
Such interactions
are appropriate to
the ages, cultures,
and developmental
levels of the
students.
Comments and Feedback:
Component Score: _____________
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
Patterns of
classroom
interactions, both
between teacher
and students and
among students,
are generally
appropriate but
may reflect
occasional
inconsistencies,
favoritism, and
disregard for
students’ ages,
cultures, and
developmental
levels.
Patterns of classroom
interactions, both
between teacher and
students and among
students, are mostly
negative, inappropriate,
or insensitive to
students’ ages, cultural
backgrounds, and
developmental levels.
Not Applicable or
Not Observed
Component
Component 2b
Establishing a
Culture for learning
(InTASC 2)
Distinguished/Highly
Effective
The teacher
conveys high
expectations for
learning
for all students and
insists on hard
work; students
assume
responsibility for
high quality by
initiating
improvements,
making revisions,
adding detail,
and/or assisting
peers in
their precise use of
language.
Comments and Feedback:
Component Score: _____________
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
The teacher has
high expectations
for both learning
and hard work
are the norm for
most students.
Students understand
their
role as learners and
consistently expend
effort to learn.
Classroom
interactions support
learning, hard work,
and
the precise use of
language.
The teacher appears
to be only “going
through the
motions,” and
students indicate that
they are interested in
the completion of a
task rather than the
quality of the work.
The teacher conveys
that student success
is
the result of natural
ability rather than
hard work, and refers
only in passing to
the precise use of
language. High
expectations for
learning are reserved
for those
students thought to
have a natural
aptitude for the
subject.
Hard work and the
precise use of language
are
not expected or valued.
Medium to low
expectations
for student achievement
are the norm, with high
expectations for
learning reserved for
only one or two
students.
Not Applicable
or Not Observed
Component
Component 3c
Engaging Students
in Learning (InTASC
1 and 8)
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
The teacher
provides suitable
scaffolding and
challenges students to
explain their thinking.
There is evidence of
some student
initiation of inquiry and
student contributions to
the exploration of
important content;
students may serve as
resources for one
another.
The teachers utilizes
technique resulting in
active intellectual
engagement by most
students with important
and
challenging content and
with scaffolding to
support
that engagement.
There is a clearly
defined structure of the
learning experience,
and the pacing of the
lesson is appropriate,
providing most
students the time
needed to be
intellectually engaged
The teachers utilizes
strategies which
require
minimal thinking by
students and little
opportunity for
them to explain their
thinking, allowing most
students
to be passive or merely
compliant.
There seems to be
recognizable structure;
however, the
pacing of the lesson
may not provide
students the time
needed to be
intellectually engaged
or may be so slow
that many students
have a considerable
amount of
“downtime.”
Comments and Feedback:
Component Score: _____________
Did the intern successfully complete a minimum of 30 clock hours Y/N
Unsatisfactory/Ineffective
The teacher utilizes
strategies which require
only rote responses, with
only one approach
possible. There is no clearly
defined structure, or the
pace of the lesson is too
slow orrushed.
NA/NO
Not Applicable or
Not Observed
Assessment Case Study
The purpose of your clinical observation experience in this course to be able to continue to refine and further your development and
understanding of classroom teaching and learning, specifically empahsiing assessment. The final component of the field experience will require
you to demonstrate your understanding of classroom assessment concepts and construct a case study to assist in furthering your understanding
of the interaction of theory and practice. In addition to the reflection of your field experience, this case study provides a specified focus on the
area of assessment as it relates to your observation time in the field.
During your field placement, you are certain to witness activies that are related to assessment. Such actives include test preparation,
individual or group test administration, grading practices, informal assessments, performance assessments, assesmsnet related discourse, and
recognition of student assessment performance. In the following sections you will find a description of this assignment and a rubric to structure
your case study.
From the beginning , you should try to establish a good working relationship with your cooperating teacher. This process involves
negotiating a schyedule that makes snese for you both. The observation should more than likely be spread out over a few weeks and not
condensed in too short a period. At the beginning it is important to discuss your role, and explain that they will be evaluating you on these
objectives using the 3120 evaluation rubric.
1. The intern should have the opportunity to demonstrate content knowledge and a general awareness of pedagogical approaches to
the content.
2. The intern should have the opportunity to demonstrate the basic knowledge of child/student development and knowledge of the
learning process.
3. The intern should be have an opportuntity to design small instructional activities (tutoring or work the cooperating teacher in lesson
design/modification) and demonstrate their knowledge and understanding of how to connect instructional outcomes to various
learning experiences.
4. The intern should demonstrate their relateability and the disposition of caring during the field experience.
5. The intern ought to be given the opportunity to demonstrate how they value learning, and demonstrate in their work with students a
value of high expectations of learning.
6. The intern should have the opportunity to demonstrate their ability to engage students in the learning process.
Developing the Case study
Using your class, you will develop a case study scenario. In this case study you will write a 2 page summary of classroom dynamics.
You will identify the age and learning levels of students and additional contextual information that will impact your assessment plan.
Additionally, you will identify a learning objective that is age and grade appropriate. Once you have summarized your case, you will
develop an assessment plan for your learning objective keeping in mind the contextual components of your class. The assessment
plan should include:
-Formative assessments
-Differentation for assessments based on student demographics
-Description of how formative assessments are aligned to learning outcome
-Identify feedback loop
-What you learn from formative assessments
-Summative Assessment
-You will develop a summative assessment with assignment description
-A Rubric that identifies various stages of learning
-Description of alignment of rubric to the learning objectives
-What you plan to learn from the summative assessment
-Identify feedback loop
Rubric for Assignment
Component
Distinguished/Highly
Effective
Proficient/Effective
Basic/Minimally
Effective
Unsatisfactory/Ineffective
1c Setting Instructional
Outcomes
(InTASC 1)
All outcomes represent highlevel learning in the discipline.
They are clear, are written in
the form of student learning,
and permit viable methods of
assessment. Outcomes
reflect
several different types of
learning and, where
appropriate,
represent both coordination
and integration. Outcomes
are
differentiated, in whatever
way is needed, for individual
students.
All the instructional outcomes
may be assessed by
the proposed assessment
plan, with clear criteria for
assessing student work. The
plan contains evidence of
student contribution to its
development. Assessment
methodologies have been
adapted for individual
students
as the need has arisen. The
approach to using formative
assessment is well designed
and includes student as well
as teacher use of the
assessment information.
Assessment plan (is fully
integrated into instruction,
through
extensive use of formative
and summative assessment.
The assessment plan
Most outcomes represent
rigorous and important
learning in
the discipline and are clear,
are written in the form of
student
learning, and suggest viable
methods of assessment.
Outcomes reflect several
different types of learning and
opportunities for coordination,
and they are differentiated, in
whatever way is needed, for
different groups of students.
Outcomes represent
moderately high expectations
and
rigor. Some reflect important
learning in the discipline
and consist of a combination
of outcomes and activities.
Outcomes reflect several
types of learning, but the
teacher has made no effort at
coordination or integration.
Outcomes, based on global
assessments of student
learning, are suitable for most
of the students in the
class.
Assessment procedures are
partially congruent with
instructional outcomes.
Assessment criteria and
standards have been
developed, but they are not
clear.
The teacher’s approach to
using formative assessment
is rudimentary, including only
some of the instructional
outcomes.
The outcomes represent low
expectations for students
and lack of rigor, and not all of
these outcomes reflect
important learning in the
discipline. They are stated as
student activities, rather than
as outcomes for learning.
Outcomes reflect only one type
of learning and only
one discipline or strand and
are suitable for only some
students.
The plan only minimally
addresses as to how students
will become aware of the
assessment criteria, and the
teacher’s plan only monitors
learning for the class as a
There is no evidence in the
plan as to how the teacher
plans to make students aware
of assessment criteria, and
there is little or no monitoring
of student
1f Designing Student
Assessment (InTASC 6)
3d Using Assessment in
Instruction (InTASC 6)
All the instructional outcomes
may be assessed by the
proposed assessment plan;
assessment methodologies
may have been adapted for
groups of students.
Assessment
criteria and standards are
clear. The teacher has a
welldeveloped
strategy for using formative
assessment and has
designed particular
approaches to be used.
The plan identifies somewhat
how students are made
aware of the assessment
criteria,
and the teacher has identified
the opportunities to monitor
Assessment procedures are
not congruent with
instructional outcomes and
lack criteria by which
student performance will be
assessed. The teacher has
no plan to incorporate
formative assessment in the
lesson or unit.
includes how the teacher will
create awareness to students
as to how they are and will be
assessed.
Questions and
assessments are used
regularly to diagnose
evidence
of learning by individual
students. A variety of forms of
feedback, from both teacher
and peers, is accurate and
specific and advances
learning. The assessment
plan includes opportunity for
students to self-assess
and monitor their own
progress. The teacher
identifies in the assessment
plan how to successfully
differentiates instruction to
address individual students’
misunderstandings.
student learning for groups of
students. Questions and
assessments are regularly
used to
diagnose evidence of
learning. The teacher
identifies how to give
accurate and specific
feedback to groups of
students; some students
engage in
self-assessment.
whole. Questions and
assessments are rarely used
to diagnose evidence
of learning. The plan for
providing feedback to
students is general, and few
students assess their own
work.
learning; feedback is absent or
of poor quality. There is no
plan for students
to engage in self- or peer
assessment.