Académique Documents
Professionnel Documents
Culture Documents
Total Score at the end of each section is the average score (calculated automatically by the form) for that specific section of the
rubric.
Bottom of the assessment
Grade box is left blank intentionally.
The Rubrics Total score at the bottom of the assessment is the sum of all section scores (calculated automatically by the form).
KNOWLEDGE OF CONTENT
Criterion
A1. Demonstrates
an understanding
of appropriate
content
standards
(SOL/professional
standards).
A2. Identifies key
principles and
concepts of
subject matter.
A3. Uses
examples to
support basic
principles of
content.
Performance Rating
3 - Target
2.5
2Acceptable
1.5
1Unacceptable
3.0 explicitly
references AND
clearly aligns
appropriate content
standards with
planned activities and
assessments.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 explicitly
references
appropriate
content
standards in
daily plans.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0
inaccurately
and vaguely
references OR
does not
reference
appropriate
content
standards.
0.75
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 clearly
identifies key
principles
and concepts
in his/her
daily plans.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0
inaccurately
and unclearly
identifies OR
does not
identify key
principles and
concepts in
daily plans.
0.75
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 uses
some
appropriate
examples to
illustrate
basic content
principles.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 uses
inappropriate
examples OR
no examples to
illustrate basic
content
principles.
0.75
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0
references
content to
EITHER the
students
prior
experiences
OR related
subject
areas.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 references
content to
NEITHER the
students prior
experiences
NOR related
subject areas.
0.75
Rubric Score
3.0
Rubric Mean
Criterion
Performance Rating
3 - Target
B1. Is familiar
with relevant
aspects of
students
background,
knowledge,
experience
and skills.
B4. Plans
appropriate
methods to
meet the
learning
outcomes (i.e.
technology,
cooperative
learning, etc.).
B5. Plans
assessments
of learning
3.0
demonstrates
detailed
understanding
of the
background,
experiences,
and skill level
of all students
in the class.
2.5
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2Acceptable
2.0
demonstrates
basic
understanding
of the
background,
experiences,
and skill level
of most
students in
the class.
1.5
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1Unacceptable
1.0
demonstrates
limited
understanding
of the
background,
experiences,
and skill level
of most
students in the
class.
3.0 effectively
plans
differentiated
instruction
based on the
varying needs
of the majority
of individuals
in the class.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 plans to
differentiate
instruction
based on the
varying needs
of some
individuals in
the class.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
3.0 develops
differentiated
learning
outcomes
AND states
these clearly
on the lesson
plan.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 develops
appropriate
learning
outcomes for
the class AND
states these
clearly on the
lesson plan.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 develops
inappropriate
learning
outcomes OR
fails to state
appropriate
outcomes
clearly on the
lesson plan.
3.0 plans
appropriate
AND varied
methods,
activities, and
technology to
support
student
learning.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 plans
appropriate
methods,
activities, and
technology to
support
student
learning.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 plans
inappropriate
methods,
activities, or
technology to
support
student
learning.
3.0 plans
appropriate
assessments
2.5 Student
performance
lies between
2.0 plans
appropriate
assessments
1.5 Student
performance
lies between
0.6
0.6
0.6
0.6
0.6
0.0
outcomes.
AND can
articulate
ways
assessments
should impact
future
learning
activities.
in the lesson
plan OR
includes
assessments
that are
inappropriate.
Rubric Score
3.0000000000000004
Rubric Mean
0.0
INSTRUCTIONAL PERFORMANCE
Criterion
Performance Rating
3 - Target
C1. Establishes a
safe physical
and
psychological
environment.
C2. Creates a
climate of
fairness and
respect.
C3. Maintains
consistent
standards for
positive
classroom
behavior.
C4. Makes
procedures and
outcomes clear
2.5
2 - Acceptable
1.5
1Unacceptable
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
0.3
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 treats
students fairly
and respectfully.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
0.3
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 effectively
and consistently
responds to
students needs
and behavior.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 is unable to
effectively and
consistently
respond to
students needs
and behavior.
0.3
2.5 Student
performance
2.0 provides
students with
1.5 Student
performance
1.0 presents
unclear OR
0.3
to students.
C5. Presents
content
accurately and
effectively.
C6. Models
appropriate
language usage.
C7. Provides
appropriate
accommodations
for diverse
learners.
C8. Provides
opportunities for
content
application.
3.0 effectively
differentiates instruction
based on the varying
needs of the majority of
individuals in the class.
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
clear, accurate
information
about the
learning
objectives and
procedures for
instructional
activities.
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
inaccurate
information
about the
learning
objectives or the
procedures for
instructional
activities.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 uses
effective
strategies to
present content
to students.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
0.3
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 uses
standard
English in
speech and
writing.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
0.3
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0
differentiates
instruction
based on the
varying needs
of some
individuals in
the class.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
0.3
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
2.0 guides
students to think
independently,
creatively, or
critically about
content.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
0.3
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
2.0 monitors
student
comprehension
of content AND
provide
students with
limited
feedback.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
0.3
adjustments as necessary
AND gives all students
meaningful, substantive,
and specific feedback.
C10. Uses
instructional
time effectively.
explain
further.
2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.
explain
further.
2.0 paces
instruction
appropriately for
most of the
students AND
does not spend
an excessive
amount of time
on noninstructional
procedural
matters.
1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.
1.0 paces
instruction
inappropriately
to the content
and/or the
students AND
spends
substantial
amounts of
instructional time
on activities of
little instructional
value.
0.3
Rubric Score
3.0
Rubric Mean
0.0
Criterion
D1. Provides
specific evidence to
document student
learning.
D2. Accurately
describes strengths
and weaknesses of
his/her teaching
skills in relation to
student learning.
Performance Rating
3 - Target
2.5
2Acceptable
1.5
1Unacceptable
3.0 provides
appropriate
AND detailed
evidence to
document
student
learning.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 provides
some
appropriate
evidence to
document
student
learning.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 provides no
evidence to
document
student
learning.
0.75
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
0.75
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 seeks
information
from the
cooperating
teacher AND
attempts to
use it to
improve
instruction.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 neither
seeks NOR
uses
information
from
professional
sources to
improve
instruction.
0.75
3.0 uses
evidence of
student
learning to selfassess
teaching
strengths and
weaknesses.
3.0 seeks
information
from varied
professional
resources AND
uses it
effectively to
improve
instruction.
D4. Indicates
strategies to
improve instruction.
3.0 develops
specific and
varied
strategies to
improve
instruction.
2.5 Student
performance
lies between
the 3.0 and the
2.0 rating. Add
comments
below to
explain further.
2.0 develops
general
proposals to
improve
instruction.
1.5 Student
performance
lies between
the 2.0 and the
1.0 rating. Add
comments
below to
explain further.
1.0 develops
no proposals to
improve
instruction.
0.75
Rubric Score
3.0
Rubric Mean
0.0
Comments: Reflection and Evaluation Daily journaling, weekly tk20 reflections, midterm self evaluation and
regular conf. w/CT.
section
E. Professionalism
* The
student teacher demonstrates personal and professional behaviors that support student
learning and/or the performance of other professional responsibilities.
Criterion
Performance Rating
3Target
2Acceptable
1Unacceptable
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
0.27299999999999996
Rubric Score
3.003000000000001
Rubric Mean
0.0
Dispositions
Dispositions
The JMU candidate ...
Criterion
Performance Rating
Target
demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[RESPECT]
demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[CONSIDERATION
FOR OTHERS]
demonstrates the
belief that all students
can learn, and deserve
to be treated fairly [USE
OF STRATEGIES AND
MATERIALS]
displays effective
professional
communication in a
variety of educational
settings [VERBAL AND
NONVERBAL
COMMUNICATION]
Proactively builds
a climate of respect
that fosters
connection and
collaboration
among individuals
with different
backgrounds,
beliefs, abilities, or
circumstances
Gathers and
examines data to
continually
evaluate
effectiveness and
fair-access of
instruction to all
individuals
Uses multiple
modes of verbal
and nonverbal
communication to
professionally,
effectively and
Acceptable
Needs Improvement
/ Unacceptable
No
Chance
to
Observe
Treats all
learners regardless of
heritage, ability,
or
circumstances with respect
and dignity.
No
Chance
to
Observe
Shows
consideration
for others
through
expressions of
empathy and
concern at
appropriate
times.
Fails to show
consideration for
others through
expressions of
empathy and concern
No
Chance
to
Observe
Organizes
and implements
diverse
strategies and
materials that
maximize
learning
opportunities
for most
individuals.
Creates strategies
and materials that
lack variety and fail to
maximize the learning
of diverse individuals.
No
Chance
to
Observe
Uses multiple
modes of
verbal and
nonverbal
communication
to effectively
Conveys information
ineffectively due to
errors in or misuse of
verbal or nonverbal
information
No
Chance
to
Observe
0.03
0.03
0.03
0.03
respectfully convey
information
displays effective
professional
communication in a
variety of educational
settings
[ENCOURAGEMENT
OF LEARNERS]
works collaboratively
with peers, professional
colleagues, parents, and
the community [GROUP
WORK]
works collaboratively
with peers, professional
colleagues, parents, and
the community
[LISTENING]
works collaboratively
with peers, professional
colleagues, parents, and
the community [TASK
COMPLETION]
reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[FEEDBACK]
reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
IDENTIFICATION OF
PROBLEMS]
Expects, invites
and encourages
participation from
every learner
Engages others in
work or discussion
in a manner that
actively invites and
facilitates their
contributions
Constructively
builds upon or
synthesizes others
contributions;
notices when
others are not
participating and
invites them to
engage
Completes all
assigned tasks by
deadline; work
accomplished is
thorough,
comprehensive,
and advances the
project. Proactively
helps other team
members complete
their assigned
tasks to a similar
level of excellence.
Clearly and
insightfully
identifies core
problem areas with
evidence of all
relevant contextual
factors
and respectfully
convey
information
Encourages
and elicits
participation
from most
learners
Fails to encourage
or elicit
communication from
most learners
No
Chance
to
Observe
Contributes
effectively and
equitably to a
group effort
Contributes
ineffectively or
inequitably to group
effort
No
Chance
to
Observe
Respects
team members
by taking turns
and listening to
others without
interrupting
Fails to listen to
and/or interrupts
team members
No
Chance
to
Observe
Follows
through with
commitments;
takes initiative
to perform
needed tasks
and accomplish
identified
objectives
Neglects
commitments;
requires prompting to
complete assigned
tasks and meet
identified objectives
No
Chance
to
Observe
Uses
feedback from
supervisors and
peers
Fails to use
feedback from
supervisors and
peers
No
Chance
to
Observe
Identifies a
surface-level
problem with
evidence of
most relevant
contextual
factors
Fails to
independently and
effectively identify
problem areas
No
Chance
to
Observe
0.03
0.03
0.03
0.03
0.03
0.03
reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[PROBLEM SOLVING]
is committed to
ongoing, professional
growth, and life-long
learning [DEVELOPS
GOALS]
is committed to
ongoing, professional
growth, and life-long
learning [SEEKS
EXPERIENCES]
Identifies multiple
approaches for
solving the problem
that apply within a
specific context.
Clearly identifies
specific, relevant,
and important
goals to enhance
professional growth
Independently
seeks and actively
pursues novel
experiences to
meet goals to
enhance
professional
growth.
Consistently
responds to
unexpected
situations in a calm
and reasonable
manner.
Consistently
portrays a
professional image
and attitude in
appearance and
behavior both in
and out of the
workplace.
Promotes,
follows, and
enforces
appropriate
guidelines, rules,
and regulations
Consistently
attends and arrives
on time for
scheduled events
and activities
Identifies only
one approach
for solving the
problem that
applies w/in a
specific
context.
Fails to identify
effective problemsolving approaches
for context
No
Chance
to
Observe
Develops
general goals
to enhance
professional
growth.
No
Chance
to
Observe
Follows
suggestions to
engage in
supplemental
experiences to
enhance
professional
growth
No
Chance
to
Observe
Demonstrates
potential to
respond to
unexpected
situations
calmly and
reasonably
Responds to
unexpected situations
in an unreasonable
manner
No
Chance
to
Observe
Consistently
portrays a
professional
image and
attitude in
appearance
and behavior in
the workplace
Inconsistently
portrays a
professional image
and attitude in
appearance and
behavior
No
Chance
to
Observe
Follows
appropriate
guidelines,
rules, and
regulations
Fails to adhere to
appropriate
guidelines rules, and
regulations
No
Chance
to
Observe
Usually
attends/arrives
on time for
scheduled
events/activities
No
Chance
to
Observe
Meets
Fails to meet
No
0.03
0.03
0.03
0.03
0.03
0.03
0.03
0.03
professional manner
[DEADLINES]
Meets deadlines
for assigned
activities and
products without
being
prompted/reminded
Respects
confidentiality of
student records,
performance and
personal issues
deadlines for
assigned
activities and
products
Respects
confidentiality
of student
records
deadlines for
assignments/products
Fails to respect
student confidentiality
Chance
to
Observe
No
Chance
to
Observe
0.03
Rubric
Score
0.5700000000000003
Rubric
Mean
0.0
Miss Woolard has successfully copleted her ST at Bessie Weller Elem. for Grade 2 during Block
2. her strengths include midterm comments plus:
>has shown initiate and is poised and confident leading instruction during full time teaching.
>actively seek feedback on her teaching-attempts to implement suggestions given.
>good energy and enthusiasm leading in the classroom.
>has used transitions, positive reinforcement, wait time, change in voice tone, consequences
and nonverbal clues for mgt.-good supervision in the classroom.
>lesson plans observed include JMU components-technology used effectively-hands on
activities support goals/concepts.
>appropriate pacing and time mgt. Good work in 2nd Grade even though you prefer higher the
higher grade levels.
Total Score
15.573
Total Mean
0.29383018867924526
Grade
Total Score
Grade
Close
15.573