RISE and Co-teaching in Elementary Student Teaching
Competency
Highly Effective (4)
Effective (3)
How this is supported by coteaching practice:
How Purdue assesses teacher
candidate proficiency:
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally:
- Incorporates differentiated
instructional strategies in
planning to reach every
student at his/her level of
understanding
Teacher uses prior
assessment data to
formulate:
- Achievement goals, unit
plans, AND lesson plans
Cooperating Teacher (CT) and
Teacher Candidate (TC)
collaboratively review
assessment data, set
achievement goals, and plan
lessons based on them.
Differentiation is supported by
and evident in the variety of coteaching strategies chosen and
content of lessons.
Final Evaluation category/ies:
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally:
- Plans an ambitious annual
student achievement goal
Teacher develops an annual
student achievement goal
that is:
- Measurable;
- Aligned to content
standards; AND
- Includes benchmarks to
help monitor learning and
inform interventions
throughout the year
TC is required to discuss annual
goals with the CT early in the
placement. CT and TC set
benchmarks for student
learning together and monitor.
Based on achievement
goals, teacher plans units
by:
- Identifying content
standards that students will
master in each unit
Co-planning ensures that CT
helps TC identify content
standards and assessments to
ensure continuity of
instruction.
PLANNING
1.1
1.2
1.3
Utilize
Assessment
Data to Plan
Set Ambitious
and
Measurable
Achievement
Goals
Develop
StandardsBased Unit
Plans and
Assessments
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally:
- Creates well-designed unit
assessments that align with
an end of year summative
Purdue University Elementary Student Teaching Spring 2013
Utilizes assessment data and
knowledge of students’ learning to
plan
Based on evidence from:
Seminar assignment: “Using
Assessment Data to Plan”
Unit plan - Task 3:
Identification of student
readiness levels
Co-planning book
Lesson plans - Task 2
Unit Planning - Task 6:
Integrated Assessment
Final Reflection – Task 8
Final Evaluation category/ies:
Utilizes daily, weekly, and long-term
planning.
Sets appropriate goals and
objectives – specific, measurable,
and aligned to standards
Based on evidence from:
Unit planning - Task 3
Seminar assignment: “Using
Assessment Data to Plan”
Final Evaluation category/ies:
Utilizes daily, weekly, and long-term
planning
Uses appropriate assessment
techniques to evaluate student
learning at the end of lessons and
1
Competency
1.4
1.5
Create
ObjectiveDriven Lesson
Plans and
Assessments
Track Student
Data and
Analyze
Progress
Highly Effective (4)
Effective (3)
assessment (either state,
district, or teacher created)
- Anticipates student reaction
to content; allocation of time
per unit is flexible and/or
reflects level of difficulty of
each unit
-Creating assessments before
each unit begins for
backwards planning
- Allocating an instructionally
appropriate amount of time
for each unit
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally:
- Plans for a variety of
differentiated instructional
strategies, anticipating where
these will be needed to
enhance instruction
- Incorporates a variety of
informal assessments /checks
for understanding as well as
summative assessments
where necessary and uses all
assessments to directly
inform instruction
Based on unit plan, teacher
plans daily lessons by:
- Identifying lesson
objectives that are aligned to
state content standards.
- Matching instructional
strategies as well as
meaningful and relevant
activities/assignments to the
lesson objectives
- Designing formative
assessments that measure
progress towards mastery
and inform instruction
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally:
- Uses daily checks for
understanding for additional
data points
- Updates tracking system
daily
- Uses data analysis of
student progress to drive
lesson planning for the
following day
Teacher uses an effective
data tracking system for:
- Recording student
assessment/ progress data
- Analyzing student progress
towards mastery and
planning future lessons/units
accordingly
- Maintaining a grading
system aligned to student
learning goals
Purdue University Elementary Student Teaching Spring 2013
How this is supported by coteaching practice:
How Purdue assesses teacher
candidate proficiency:
units
TC lead plans a unit or set of
connected lessons including
appropriate assessment tools.
Based on evidence from:
Unit Planning - Task 2 & 6:
Integrated Assessment
Co-planning book
Assessments - Task 5 & 6
TC and CT co-plan lessons with
standards-based objectives
choose co-teaching methods
that best meet those objectives
and plan for ongoing
assessment.
Final Evaluation category/ies:
TC and CT effectively use coteaching strategies to allow for
multiple formative assessment
strategies and share
information on student
learning informing effective use
of co-teaching strategies for
differentiation.
TC and CT share responsibility
for assessment and recording
student progress. Each may
record data for specific
assignments/assessments, but
share all assessment data in
one format. Student grades are
determined collaboratively.
Based on evidence from:
Co-planning book
Lesson plans - Task 2
Formative Assessment List Task 5
Final Reflection – Task 8
Selects teaching methods that are
appropriate for the developmental
level of the students
Plans lessons and assignments to
meet the needs of a range of
students with varying abilities
Final Evaluation category/ies:
Maintains useful records of student
work and performance
Uses a variety of assessment
resources to get a complete picture
of student learning and ensure
continuous learner progress
Based on evidence from:
Lesson plans - Task 2
Unit planning - Task 3
2
Competency
2.1
TEACHING
Develop
student
understanding
and mastery of
lesson
objectives
Highly Effective (4)
Effective (3)
How this is supported by coteaching practice:
How Purdue assesses teacher
candidate proficiency:
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Lesson objective is specific,
measurable, and aligned to
standards. It conveys what
students are learning and
what they will be able to do
by the end of the lesson
- Objective is written in a
student-friendly manner
and/or explained to students
in easy- to- understand terms
- Importance of the objective
is explained so that students
understand why they are
learning what they are
learning
- Lesson builds on students’
prior knowledge of key
concepts and skills and
makes this connection
evident to students
- Lesson is well-organized to
move students towards
mastery of the objective
Co-planning begins with unit
and lesson objectives and
standards.
Final Evaluation category/ies:
- Teacher demonstrates
content knowledge and
delivers content that is
factually correct
- Content is clear, concise
and well-organized
- Teacher restates and
rephrases instruction in
multiple ways to increase
understanding
- Teacher emphasizes key
points or main ideas in
content
- Teacher uses
developmentally appropriate
language and explanations
- Teacher implements
relevant instructional
strategies learned via
TC and CT have ample
opportunity to make sure TC
understands content during coplanning sessions and can
correct any misconceptions
before teaching.
- Students can explain what
they are learning and why it
is important, beyond
repeating the stated
objective
- Teacher effectively engages
prior knowledge of students
in connecting to lesson.
Students demonstrate
through work or comments
that they understand this
connection
2.2
Demonstrate
and Clearly
Communicate
Content
Knowledge to
Students
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Teacher fully explains
concepts in as direct and
efficient a manner as
possible, while still achieving
student understanding
- Teacher effectively connects
content to other content
areas, students’ experiences
and interests, or current
events in order to make
content relevant and build
interest
- Explanations spark student
excitement and interest in
the content
Purdue University Elementary Student Teaching Spring 2013
Plans make clear who will state
objective to students based on
co-teaching strategy chosen.
All lessons or parts of lessons
taught by TC, regardless of coteaching strategy used, include
recall, objective, and closure to
ensure lesson focus and
continuity of instruction.
Co-teachers frequently restate
or rephrase instruction during
team teaching and present
information differently to
students with different learning
styles, motivations, or interests
during station or alternative
Sets appropriate goals and
objectives – specific, measurable,
and aligned to standards
Purpose/Objective of lessons are
made clear to students in an
understandable way
Ties new material to previous
learning
Based on evidence from:
University Supervisor (US)
observations – Task 4
Cooperating Teacher (CT)
observations – Task 4
Co-planning book
Lesson plans - Task 2
Unit planning - Task 3
Final Evaluation category/ies:
Skills/concepts of lessons are
demonstrated and explained clearly
and accurately
Communicates clearly with students
(with observed understanding)
Displays a strong knowledge base of
all subject matter
Repetition of key concepts occurs
throughout lessons and units
Based on evidence from:
Core Professionalism
Questions: early identification
of problems including
incorrect content
3
Competency
2.3
2.4
Engage
students in
academic
content
Check for
Understanding
Highly Effective (4)
Effective (3)
- Students participate in each
other’s learning of content
through collaboration during
the lesson
- Students ask higher-order
questions and make
connections independently,
demonstrating that they
understand the content at a
higher level
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Teacher provides ways to
engage with content that
significantly promotes
student mastery of the
objective
- Teacher provides
differentiated ways of
engaging with content
specific to individual student
needs
- The lesson progresses at an
appropriate pace so that
students are never
disengaged, and students
who finish early have
something else meaningful to
do
- Teacher effectively
integrates technology as a
tool to engage students in
academic content
professional development
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Teacher checks for
understanding at higher
levels by asking pertinent,
scaffold questions that push
Purdue University Elementary Student Teaching Spring 2013
-3/4 or more of students are
actively engaged in content
at all times and not off-task
- Teacher provides multiple
ways, as appropriate, of
engaging with content, all
aligned to the lesson
objective
- Ways of engaging with
content reflect different
learning modalities or
intelligences
- Teacher adjusts lesson
accordingly to accommodate
for student prerequisite skills
and knowledge so that all
students are engaged
- ELL and IEP students have
the appropriate
accommodations to be
engaged in content
- Students work hard and are
deeply active rather than
passive/receptive (See Notes
below for specific evidence
of engagement)
- Teacher checks for
understanding at almost all
key moments (when
checking is necessary to
inform instruction going
forward)
- Teacher uses a variety of
methods to check for
How this is supported by coteaching practice:
teaching. The smaller group
sizes allowed by co-teaching
make it much easier for
students to work
collaboratively and interact
using higher level thinking.
How Purdue assesses teacher
candidate proficiency:
Co-planning book
Lesson plans - Task 2
CT observations – Task 4
US observations – Task 4
Co-teaching is used effectively
to lower student-teacher ratio
making it much easier to
engage students in content
through different styles of
presentation, different learning
modalities or intelligences, and
more active, creative activities.
Co-teaching allows more
freedom to adjust the amount
of time students spend on a
task without needing to have
the whole class work at the
same pace. Co-teaching
strategies target differentiation
more effectively for special
education or ELL students even
when not grouped specifically
by that need.
Final Evaluation category/ies:
All co-teaching strategies allow
for improved checks for
understanding due to two
teachers paying attention to
student responses.
Final Evaluation category/ies:
Motivates students to want to learn
Stimulates students’ natural curiosity
Develops creative and stimulating lessons
Engages students in active learning
experiences
Engages students with active learninglistening strategies to maintain attention
during instruction
Uses a variety of teaching methods/strategies
to reach different types of learners
Incorporates a variety of instructional
materials include instructional technology
Adapts instruction for special needs students
during learning activities
Based on evidence from:
Lesson plans - Task 2
CT observations – Task 4
US observations – Task 4
Observation Reflection - Task 4
Final Reflection – Task 8
Uses appropriate checks for
understanding throughout lessons to
evaluate student learning.
Provides closure that focuses on the
main concepts at the end of lessons
Values students’ misconceptions as
4
Competency
2.5
2.6
Modify
Instruction As
Needed
Develop Higher
Level of
Understanding
through
Highly Effective (4)
Effective (3)
thinking; accepts only high
quality student responses
(those that reveal
understanding or lack
thereof)
- Teacher uses open-ended
questions to surface common
misunderstandings and
assess student mastery of
material at a range of both
lower and higher-order
thinking
understanding that are
successful in capturing an
accurate “pulse” of the
class’s understanding
- Teacher uses wait time
effectively both after posing
a question and before
helping students think
through a response
- Teacher doesn’t allow
students to “opt-out” of
checks for understanding and
cycles back to these students
- Teacher systematically
assesses every student’s
mastery of the objective(s) at
the end of each lesson
through formal or informal
assessments (see note for
examples)
- Teacher makes adjustments
to instruction based on
checks for understanding
that lead to increased
understanding for most
students
- Teacher responds to
misunderstandings with
effective scaffolding
techniques
- Teacher doesn’t give up,
but continues to try to
address misunderstanding
with different techniques if
the first try is not successful
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Teacher anticipates student
misunderstandings and
preemptively addresses them
- Teacher is able to modify
instruction to respond to
misunderstandings without
taking away from the flow of
the lesson or losing
engagement
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Lesson is accessible and
challenging to all students
Purdue University Elementary Student Teaching Spring 2013
- Lesson is accessible and
challenging to almost all
students
- Teacher frequently
develops higher-level
understanding through
How this is supported by coteaching practice:
How Purdue assesses teacher
candidate proficiency:
opportunities for learning rather
than mistakes to be corrected
Based on evidence from:
US observations – Task 4
CT observations – Task 4
Lesson plans - Task 2
Unit plan - Task 3
Formative Assessment List Task 5
During whole group instruction,
the support teacher can
address individual student
misunderstandings
immediately and without
disrupting the flow of the
lesson. Divided co-teaching
strategies give teachers smaller
groups to respond to allowing
greater ease of modification.
Co-teaching allows for greater
differentiation as well as more
participation in lessons and
discussions which engage
Final Evaluation category/ies:
Takes advantage of teachable
moments
Student comprehension/
performance is responded to with
appropriate instructional
adjustments
Demonstrates flexibility when
teaching
Based on evidence from:
CT observations – Task 4
US observations – Task 4
Unit Reflection - Task 6
Co-planning book:
Annotations
Final Evaluation category/ies:
Encourages students to understand,
question, and interpret ideas from
diverse perspectives
Requires students to use higher
5
2.7
Competency
Highly Effective (4)
Effective (3)
Rigorous
Instruction and
Work
- Students are able to answer
higher-level questions with
meaningful responses
- Students pose higher-level
questions to the teacher and
to each other
- Teacher highlights examples
of recent student work that
meets high expectations;
Insists and motivates
students to do it again if not
great
- Teacher encourages
students’ interest in learning
by providing students with
additional opportunities to
apply and build skills beyond
expected lesson elements
(e.g. extra credit or
enrichment assignments)
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Routines, transitions, and
procedures are wellexecuted. Students know
what they are supposed to be
doing and when without
prompting from the teacher
- Students are always
engaged in meaningful work
while waiting for the teacher
(for example, during
attendance)
- Students share
responsibility for operations
and routines and work well
together to accomplish these
tasks
- All students are on-task and
follow instructions of teacher
without much prompting
- Disruptive behaviors and
effective questioning
- Lesson pushes almost all
students forward due to
differentiation of instruction
based on each student's level
of understanding
- Students have
opportunities to
meaningfully practice, apply,
and demonstrate that they
are learning
- Teacher shows patience
and helps students to work
hard toward mastering the
objective and to persist even
when faced with difficult
tasks
Maximize
Instructional
Time
Purdue University Elementary Student Teaching Spring 2013
- Students arrive on-time and
are aware of the
consequences of arriving late
(unexcused)
- Class starts on-time
- Routines, transitions, and
procedures are wellexecuted. Students know
what they are supposed to
be doing and when with
minimal prompting from the
teacher
- Students are only ever not
engaged in meaningful work
for brief periods of time (for
example, during attendance)
- Teacher delegates time
between parts of the lesson
appropriately so as best to
lead students towards
mastery of objective
- Almost all students are ontask and follow instructions
of teacher without much
How this is supported by coteaching practice:
students in higher-level
thinking and questioning.
How Purdue assesses teacher
candidate proficiency:
order thinking skills such as
application, analysis, and synthesis
through questioning and tasks
Demonstrates the ability to integrate
subject areas
Creates a climate of high
expectations and positive attitudes
toward learning
Based on evidence from:
CT observations – Task 4
US observations – Task 4
Lesson plans - Task 2
Unit planning - Task 3
Final Reflection – Task 8
CT and TC teach and review
routines and procedures
together. Responsibility for
managing and monitoring
transitions and routines is often
shared, but TC demonstrates
ability to manage them
independently as well.
Co-teaching strategies are used
to maximize instructional time
throughout the day to allow
one teacher to perform tasks
such as attendance or passing
out materials while the other is
teaching. Strategies are also
used effectively to allow
different groups of students to
Final Evaluation category/ies:
Does not allow classroom
management issues to interfere with
instructional time
Plans for and executes smooth
transitions
Keeps materials and lessons
organized
Is prepared for classroom activities
so that the focus of classroom time
is on instruction, learning, and the
students
Effectively uses instructional time
Based on evidence from:
CT observations – Task 4
US observations – Task 4
6
Competency
2.8
Create
Classroom
Culture of
Respect and
Collaboration
Highly Effective (4)
Effective (3)
off-task conversations are
rare; When they occur, they
are always addressed without
major interruption to the
lesson
prompting
- Disruptive behaviors and
off-task conversations are
rare; When they occur, they
are almost always addressed
without major interruption
to the lesson.
- Students are respectful of
their teacher and peers
- Students are given
opportunities to collaborate
and support each other in
the learning process
- Teacher reinforces positive
character and behavior and
uses consequences
appropriately to discourage
negative behavior
- Teacher has a good rapport
with students, and shows
genuine interest in their
thoughts and opinions
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Students are invested in the
academic success of their
peers as evidenced by
unprompted collaboration
and assistance
- Students reinforce positive
character and behavior and
discourage negative behavior
amongst themselves
2.9
Set High
Expectations
for Academic
Success
For Level 4, much of the Level
3 evidence is observed during
the year, as well as some of
the following:
- Students participate in
forming academic goals for
themselves and analyzing
Purdue University Elementary Student Teaching Spring 2013
- Teacher sets high
expectations for students of
all levels
- Students are invested in
their work and value
academic success as
evidenced by their effort and
How this is supported by coteaching practice:
spend different amount of time
on different instruction as
needed to achieve objectives.
How Purdue assesses teacher
candidate proficiency:
Two teachers in a classroom
means two sets of eyes and
ears monitoring student
interaction and two adults
prepared to step in with
positive reinforcement or
consequences as necessary to
support student behavior.
Final Evaluation category/ies:
Co-teachers constantly model
the skills of collaboration and
teamwork for the students.
Small group work creates a
more comfortable academic
environment in which students
can take risks and challenge
themselves.
Avoids gender stereotyping and
gender segregated activities
Instruction responds to diversity
issues and to cultural differences
Creates a climate of high
expectations and positive attitudes
toward learning
Creates a climate of warmth and
acceptance
Manages students’ behavior through
a variety of effective techniques
Anticipates situations and redirects
behaviors
Creates a learning environment in
which students are encouraged to
assume responsibility
Has good rapport with students and
shows genuine interest in their
thoughts and opinions
Based on evidence from:
Lesson plans - Task 3: Habits of
Mind and Aspects of Character
CT observations – Task 4
US observations – Task 4
Final Reflection – Task 8
Final Evaluation category/ies:
Creates a climate of high
expectations and positive attitudes
toward learning
Allows students the opportunity to
use self-assessment to improve their
7
Competency
3.1
Highly Effective (4)
Effective (3)
their progress
- Students demonstrate high
academic expectations for
themselves
- Student comments and
actions demonstrate that
they are excited about their
work and understand why it
is important
quality of their work
- The classroom is a safe
place to take on challenges
and risk failure (students do
not feel shy about asking
questions or bad about
answering incorrectly)
- Teacher celebrates and
praises academic work.
- High quality work of all
students is displayed in the
classroom
TEACHER LEADERSHIP
At Level 4, a teacher fulfills
Contribute to
the criteria for Level 3 and
School Culture additionally may:
- Seek out leadership roles
- Go above and beyond in
dedicating time for students
and peers outside of class
3.2
Collaborate
with Peers
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally may:
- Go above and beyond in
seeking out opportunities to
collaborate
- Coach peers through
difficult situations
Teacher will:
- Contribute ideas and
expertise to further the
schools' mission and
initiatives
- Dedicate time efficiently,
when needed, to helping
students and peers outside
of class
Teacher will:
- Seek out and participate in
regular opportunities to
work with and learn from
others
- Ask for assistance, when
needed, and provide
assistance to others in need
- Take on leadership roles
within collaborative groups
such as Professional Learning
Communities
3.3
Seek
Professional
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally may:
Purdue University Elementary Student Teaching Spring 2013
Teacher will:
- Actively pursue
opportunities to improve
How this is supported by coteaching practice:
The co-teaching focus on
differentiation communicates
to students that each is
expected to perform to the
best of his/her ability and will
receive the support to do so.
How Purdue assesses teacher
candidate proficiency:
By beginning with the school
semester and participating in
all staff meetings and training,
TC's will be in touch with the
goals and mission of the school.
Final Evaluation category/ies:
Enthusiasm
Attendance and punctuality
Based on evidence from:
Contextual Factors– Task 1:
identify school initiatives and
improvement goals
Final Reflection – Task 8
Final Evaluation category/ies:
Confidence
Dependability
Initiative
Cooperation
Co-teaching helps both
partners develop skills in
collaboration through both
training and experience.
Emphasis on open and honest
communication during pairs
training and throughout coplanning will ensure that TC's
feel comfortable asking for the
support they need and the CT is
able to coach effectively
through both modeling and
reflection.
Co-teaching will give the CT
opportunities to learn from the
own learning
Effectively informs students about
their progress
Based on evidence from:
Parent/Caregiver
Communication Assignment
Lesson plans - Task 2:
Academic motivators
Based on evidence from:
Observed ability to work with
cooperating teacher, seminar
group, and supervisor
Final Evaluation category/ies:
Resourcefulness
8
Competency
Highly Effective (4)
Effective (3)
Skills and
Knowledge
- Regularly share newly
learned knowledge and
practices with others
knowledge and practice
- Seek out opportunities to
lead professional
development sessions
- Seek out ways to
implement new practices
into instruction, where
applicable
- Welcome constructive
feedback to improve
practices
3.4
Advocate for
Student
Success
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally may:
- Display commitment to the
education of all the students
in the school
- Make changes and take risks
to ensure student success
Teacher will:
- Display commitment to the
education of all his/her
students
- Attempt to remedy
obstacles around student
achievement
How this is supported by coteaching practice:
TC some of the strategies and
skills he/she brings as well as
allowing the TC to access the
knowledge and experience of
the CT. By establishing a good
rapport from the beginning,
both will be able to learn and
grow through the experience.
How Purdue assesses teacher
candidate proficiency:
Commitment to growth
Reflection
Based on evidence from:
Visitation Assignment:
Responses to US observations
Reflection on Observations–
Task 4
Final Reflection – Task 8
Co-teaching provides
opportunities for both teachers
to know individual students
and address needs by providing
flexibility in grouping and
instructional strategies.
Final Evaluation category/ies:
Enthusiasm
Empathy
Co-teachers share all
responsibilities, including that
of parent communication and
encouraging family
involvement. This means there
can be twice as much of it! TC's
are required to send positive
notes home to all families
about their child's behavior,
academics and work habits.
Final Evaluation category/ies:
- Advocate for students'
individualized needs
3.5
Engage
Families in
Student
Learning
At Level 4, a teacher fulfills
the criteria for Level 3 and
additionally:
- Strives to form relationships
in which parents are given
ample opportunity to
participate in student
learning
Teacher will:
- Proactively reach out to
parents in a variety of ways
to engage them in student
learning
- Is available to address
concerns in a timely and
positive manner, when
necessary, outside of
required outreach events
- Engage in all forms of
parent outreach required by
the school
Purdue University Elementary Student Teaching Spring 2013
- Respond promptly to
contact from parents
Based on evidence from:
Initial Impressions of Students,
Instructional Implications Task 1
Final Reflection – Task 8
Effectively communicates student
progress to parents or guardians
Engages families in student learning
Communication
Community Involvement
Based on evidence from:
Parent/Caregiver Assignment
Assessment- Task 6:
Communicating results to
families
Final Reflection – Task 8
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Core Professionalism Rubric
Indicator
1 Attendance
Does Not Meet Standard
Meets Standard
Individual demonstrates a pattern of
unexcused absences
Individual has not demonstrated a
pattern of unexcused absences
2 On-Time Arrival
Individual demonstrates a pattern of
unexcused late arrivals (late arrivals
that are in violation of procedures set
forth by local school policy and by the
relevant collective bargaining
agreement)
Individual has not demonstrated a
pattern of unexcused late arrivals (late
arrivals that are in violation of
procedures set forth by local school
policy and by the relevant collective
bargaining agreement)
3 Policies and
Procedures
Individual demonstrates a pattern of
failing to follow state, corporation,
and school policies and procedures
(e.g. procedures for submitting
discipline referrals, policies for
appropriate attire, etc.)
Individual demonstrates a pattern of
following state, corporation, and
school policies and procedures (e.g.
procedures for submitting discipline
referrals, policies for appropriate attire,
etc.)
4 Respect
Individual demonstrates a pattern of
failing to interact with students,
colleagues, parents/guardians, and
community members in a respectful
manner
Individual demonstrates a pattern of
interacting with students, colleagues,
parents/guardians, and community
members in a respectful manner
These areas are monitored through the “Core Professionalism Questions” asked of cooperating teachers in week 2 of the placement and
revisited in three-way conferences throughout the semester.
Purdue University Elementary Student Teaching Spring 2013
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