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CLINICAL OBSERVATIONS & TEACHING SELF-STUDY WITH DIGITAL VIDEO RUBRIC

Color Key of When Assessed: Pre-Student Teaching = yellow; Student Teaching = yellow AND green

60 Criteria Total

Domain 1: Planning and Preparation

Criteria N. Expected, 1 Emerging 2 3 Proficient 4 X. Not


but not Developing Distinguished Expected
Observed Initial Student and not
Methods Continuing Teaching Not an Observed
Courses Methods Expectation
Courses This is the level Level for
This is a and Pre- candidates are Teaching
level at Student expected to evidence by Candidates
which many Teaching the end of their student
candidates teaching term. This is This is the
begin their This is the the grading norm and level expected
teaching level the A grade level for of highly
practice. candidates point value for student experienced
Please see are expected teaching clinical classroom
the other to evidence coursework. candidates, not
score by the end of teaching
columns in their pre- candidates.
this table for student
the teaching
expectation term. This is
levels the grading
throughout norm and the
the A grade level
progression for point
of clinical value for pre-
work. student
teaching
clinical
coursework.

Demonstratin In planning The teacher The teacher displays The teacher


g Knowledge and practice, is familiar solid knowledge of the displays
of Content the teacher with the important concepts in extensive
and makes important the discipline and how knowledge of
Pedagogy content concepts in these relate to one the important
errors or the discipline another. concepts in the
Danielson 1a does not but displays discipline and
correct a lack of how these
InTASC 4 errors made awareness of relate both to
by students. how these one another
concepts and to other
relate to one disciplines.
another.

Danielson 1a The teacher The teacher The teacher The teacher


displays little indicates demonstrates accurate demonstrates
InTASC 4 understandin some understanding of understanding
g of awareness of prerequisite of prerequisite
prerequisite prerequisite relationships among relationships
knowledge learning, topics. among topics
important to although and concepts
student such Review lesson before and
learning of knowledge understands
the content. may be
actual lesson. the link to
inaccurate or necessary
incomplete. cognitive
structures that
ensure student
understanding.
Danielson 1a The teacher The The teacher’s plans and The teacher’s
displays little teacher’s practice reflect plans and
InTASC 4 or no plans and familiarity with a wide practice reflect
understandin practice range of effective familiarity with
g of the reflect a pedagogical a wide range
range of limited range approaches in the of effective
pedagogical of subject. pedagogical
approaches pedagogical approaches in
suitable to approaches the discipline
student to the and the ability
learning of discipline or to anticipate
the content. to the student
students. misconception
s.

Demonstratin The teacher The teacher The teacher The teacher


g Knowledge displays displays understands the active understands
of Students minimal generally nature of student the active
understandin accurate learning and attains nature of
Danielson 1b g of how knowledge of information about levels student
students how students of development for learning and
InTASC 2, 7 learn—and learn and of groups of students. The acquires
little their varied teacher also information
knowledge approaches purposefully acquires about levels of
of their to learning, knowledge from several development
varied knowledge sources about groups of for individual
approaches and skills, students’ varied students. The
to learning, special approaches to learning, teacher also
knowledge needs, and knowledge and skills, systematically
and skills, interests and special needs, and acquires
special cultural interests and cultural knowledge
needs, and heritages, heritages. from several
interests and yet may sources about
cultural apply this individual
heritages— knowledge students’
and does not not to varied
indicate that individual approaches to
such students but learning,
knowledge is to the class knowledge and
valuable. as a whole. skills, special
needs, and
interests and
cultural
heritages.

Setting The Outcomes Most outcomes All outcomes


Instructional outcomes represent represent rigorous and represent high-
Outcomes represent moderately important learning in the level learning
low high discipline. in the
Danielson 1c expectations expectations discipline.
for students and rigor. Aligned with Eureka
and lack of Some reflect
rigor, and important
math standards.
not all of learning in
these the
outcomes discipline.
reflect
important
learning in
the
discipline.

Danielson 1c Outcomes Outcomes Outcomes are clear, are Outcomes are


are stated as consist of a written in the form of clear, are
student combination student learning, and written in the
activities, of outcomes suggest viable methods form of student
rather than and of assessment. learning, and
activities. permit viable
as outcomes methods of
for learning. assessment.

Danielson 1c Outcomes Outcomes Outcomes reflect Outcomes


reflect only reflect several different types reflect several
one type of several types of learning and different types
learning and of learning, opportunities for of learning
only one but teacher coordination. and, where
discipline or has made no appropriate,
strand. effort at represent both
coordination coordination
or and
integration. integration.
Outcomes,
based on
global
assessments
of student
learning.

Danielson 1c Outcomes Outcomes Outcomes are Outcomes are


are suitable are suitable differentiated, in differentiated,
InTASC 1 for only for most of whatever way is in whatever
some the students needed, for different way is needed,
students. in the class. groups of students. for individual
students.
Outcomes
have not
been
modified
for students
with IEP.

Demonstratin The teacher The teacher The teacher displays The teacher’s
g Knowledge is unaware displays awareness of resources knowledge of
of Resources of resources some beyond those provided resources for
to assist awareness of by the school or district, classroom use
Danielson 1d student resources including those on the and for
learning beyond Internet, for classroom extending
beyond those use and for extending one’s
materials provided by one’s professional skill, professional
provided by the school or and seeks out such skill is
the school or district for resources. extensive,
district, nor classroom including those
is the use and for YouTube fraction available
teacher extending through the
aware of one’s
song. Supplemental school or
resources for professional worksheets. district, in the
expanding skill but does community,
one’s own not seek to through
professional expand this professional
skill. knowledge. organizations
and
universities,
and on the
Internet.

Designing Learning Some of the Most of the learning The sequence


Coherent activities are learning activities are aligned of learning
Instruction poorly activities and with the instructional activities
aligned with materials are outcomes and follow an follows a
Danielson 1e the aligned with organized progression coherent
instructional the suitable to groups of sequence, is
InTASC 7 outcomes, instructional students. aligned to
do not follow outcomes instructional
an organized and partially goals.
progression. support the
activities,
with some
variety. The
lesson or unit
has a
recognizable
structure; but
the
progression
of activities is
uneven.

Danielson 1e Learning Learning The learning activities [No criterion at


activities activities have reasonable time this level
have have some allocations. provided in the
unrealistic reasonable FfT.]
time time
allocations. allocations.
There was enough
time for the
application problem,
problem set, 2
sprints, exit ticket,
and math games.

Danielson 1e Learning Learning Learning activities Learning


activities are activities represent significant activities are
InTASC 4 not designed represent cognitive challenge. designed to
to engage moderate engage
students in cognitive students in
active challenge, high-level
intellectual cognitive
activity. activity.

Danielson 1e [No criterion Learning There is some Learning


at this level activities differentiation for activities are
InTASC 1, 7 provided in have no different groups of appropriately
the FfT.] differentiatio students. differentiated
n for different for individual
students. learners.

All
students
expected to
complete
same
assignment.
More time
alloted for
students
with IEP.

Danielson 1e Instructional No There is varied use of Instructional


groups are differentiatio instructional groups. groups are
not suitable n in varied
to the instructional Struggling students appropriately,
activities and groups with some
offer no
work in a small opportunity for
variety. group with Ms. student choice.
Croom or myself.

Designing Assessment Assessment All the instructional All the


Student procedures procedures outcomes may be instructional
Assessments are not are partially assessed by the outcomes may
congruent congruent proposed assessment be assessed
Danielson 1f with with plan; assessment by the
instructional instructional methodologies may proposed
outcomes outcomes. have been adapted for assessment
InTASC 6 and lack Assessment groups of students. plan, with clear
criteria by criteria and Assessment criteria and criteria for
which standards standards are clear. assessing
student have been student work.
performance developed, The plan
will be but they are contains
assessed. not clear. evidence of
student
contribution to
its
development.
Assessment
methodologies
have been
adapted for
individual
students as the
need has
arisen.

Danielson 1f The teacher The The teacher has a well- The approach
has no plan teacher’s developed strategy for to using
InTASC 6 to approach to using formative formative
incorporate using assessment and has assessment is
formative formative designed particular well designed
assessment assessment approaches to be used. and includes
in the lesson is student as well
or unit. rudimentary, Turn and talk. Hold as teacher use
including of the
only some of
up the number with assessment
the fingers. information.
instructional
outcomes.

Domain 2: The Classroom Environment

Criteria N. 1 Emerging 2 Developing 3 Proficient 4 X. Not


Expecte Distinguishe Expecte
d, but Initial Methods Courses Continuing Student d d and
not Methods Teaching not
Observe Courses Not an Observe
d Expectation d
This is a level at which and Pre- This is the Level for
many candidates begin Student level Teaching
their teaching practice. Teaching candidates are Candidates
Please see the other expected to
score columns in this evidence by This is the
This is the
table for the expectation the end of their level
level
levels throughout the student expected of
candidates are
progression of clinical teaching term. highly
expected to
work. This is the experienced
evidence by
the end of grading norm classroom
their pre- and the A candidates,
student grade level for not teaching
teaching term. point value for candidates.
This is the student
grading norm teaching
and the A clinical
grade level for coursework.
point value for
pre-student
teaching
clinical
coursework.

Creating an Patterns of classroom Patterns of Teacher- Classroom


Environment interactions, both between classroom student interactions
teacher and students and interactions, interactions between
among students, are both between are friendly teacher and
of Respect mostly negative, teacher and and students
and Rapport inappropriate, or students and demonstrate and among
insensitive to students’ among general caring students are
Danielson 2a ages, cultural students, are and respect. highly
backgrounds, and generally Such respectful,
InTASC 3 developmental levels. appropriate interactions reflecting
. but may reflect are genuine
occasional appropriate to warmth,
inconsistencie the ages, caring, and
s, favoritism, cultures, and sensitivity to
and disregard developmental students as
for students’ levels of the individuals.
ages, cultures, students.
and
developmental Positive
levels.
comments on
learning, “I
like how”,
“breakthroug
h thinking”,
feedback on
positive
behavior.
Students
track
speaker.

Danielson 2a Student Students rarely demonstrate Interactions Students exhibit respect


interactions are disrespect for one another. among students for the teacher and
InTASC 3 characterized are generally contribute to high levels of
by sarcasm, polite and civility among all
put-downs, respectful, and members of the class.
or conflict. students exhibit
respect for the
teacher.

Students help
guide each
other to the
right answer.
One voice at a
time. Students
are engaged in
other students’
answers. (One
student says
“oh” when
another
student
explains their
thinking).

Danielson 2a The teacher The teacher attempts to respond The teacher The net result is an
does not deal to disrespectful behavior, with responds environment where
InTASC 3 with uneven results. The net result of successfully to all students feel valued
disrespectful the interactions is neutral, disrespectful and are comfortable
behavior conveying neither warmth nor behavior among taking intellectual risks.
conflict. students. The
net result of the
interactions is
polite,
respectful, and
business-like,
though students
may be
somewhat
cautious about
taking
intellectual risks.

Establishing The classroom The classroom culture is The classroom The classroom culture is a
a Culture for culture is characterized by little commitment culture is a place cognitively busy place,
Learning characterized by to learning by the teacher or where learning characterized by a shared
a lack of teacher students. The teacher appears to is valued by all. belief in the importance of
Danielson 2b or student be only “going through the learning.
commitment to motions,” and students indicate In this
learning, and/or that they are interested in the
little or no completion of a task rather than
particular
investment of the quality of the work. lesson, I see
student energy growth in how
in the task at students
hand.
interact with
one another
about school
work. There is
more respect
within
students when
discussing
answers and
students are
open to
feedback and
learning
opportunities
from peers.

Danielson 2b Hard work and The teacher conveys that student Students students assume
the precise use success is the result of natural understand their responsibility for high quality
of language are ability rather than hard work, and role as learners by initiating improvements,
not expected or refers only in passing to the and consistently making revisions, adding
valued. precise use of language. expend effort to detail, and/or assisting
learn. peers in their precise use of
Classroom language.
interactions
support learning,
hard work, and
the precise use
of language.

Danielson 2b Medium to low High expectations for learning are High The teacher conveys high
expectations for reserved for those students expectations for expectations for learning for
student thought to have a natural aptitude both learning all students and insists on
achievement are for the subject. and hard work hard work.
the norm, with are the norm for
high most students.
expectations for
learning
reserved for only
one or two
students.
Managing Much Some instructional time is lost due There is little Instructional time is
Classroom instructional time to partially effective classroom loss of maximized due to efficient
Procedures is lost due to routines and procedures. instructional time and seamless classroom
inefficient due to effective routines and procedures.
Danielson 2c classroom classroom
routines and routines and
procedures. procedures.

Danielson 2c There is little or The teacher’s management of The teacher’s Students take initiative in
no evidence of instructional groups and management of the management of
the teacher’s transitions, or handling of instructional instructional groups and
managing materials and supplies, or both, groups and transitions, and/or the
instructional are inconsistent, leading to some transitions, or handling of materials and
groups and disruption of learning. handling of supplies.
transitions materials and
and/or handling supplies, or
of materials and both, are
supplies consistently
effectively. successful.

Danielson 2c There is little With regular guidance and With minimal Routines are well
evidence that prompting, students follow guidance and understood and may be
students know established routines and prompting, initiated by students.
or follow volunteers and paraprofessionals students follow Volunteers and
established perform their duties. established paraprofessionals make an
routines, or that classroom independent contribution to
volunteers or Students know the school routines and the class.
paraprofessional volunteers and
s have clearly
culture but have to be paraprofessional
defined tasks. reminded to follow it. s contribute to
the class.

Managing There appear to Standards of conduct appear to Student Student behavior is entirely
Student be no have been established, but their behavior is appropriate. Students take
Behavior established implementation is inconsistent.. generally an active role in monitoring
standards of appropriate. The their own behavior and/ or
Danielson 2d conduct, or teacher monitors that of other students
students student behavior against standards of
challenge them. against conduct.
established
standards of
conduct.

SHIELD,
Back and
bottom, head
up, remain in
your seat

Danielson 2d There is little or The teacher tries, with uneven Teacher Teacher monitoring of
no teacher results, to monitor student response to student behavior is subtle
monitoring of behavior and respond to student student and preventive. The
student misbehavior misbehavior is teacher’s response to
behavior, and consistent, student misbehavior is
response to proportionate, sensitive to individual
students’ and respectful to student needs and respects
misbehavior is students and is students’ dignity.
repressive or effective.
disrespectful of
student dignity.

Organizing The classroom The classroom is safe, and The classroom The classroom environment
Physical environment is essential learning is accessible to is safe, and is safe, and learning is
Space unsafe, or most students. students have accessible to all students,
learning is not equal access to including those with special
Danielson 2e accessible to learning needs. The teacher ensures
many. activities. that the physical
arrangement is appropriate
to the learning activities.

Danielson 2e There is poor The teacher attempts to adjust the The teacher The teacher makes effective
alignment classroom furniture for a lesson ensures that the use of physical resources.
between the or, if necessary, to adjust the furniture
arrangement of lesson to the furniture, but with arrangement is
furniture and limited effectiveness. appropriate to
resources and the learning
the lesson activities.
activities.

Danielson 2e There is poor The teacher makes modest use of The teacher The teacher makes effective
alignment physical resources, including uses physical use of computer technology
between computer technology. resources,
computer including
technology and computer
the lesson technology,
activities. effectively.

Domain 3: Instruction

Component N. Expected, 1 Emerging 2 Developing 3 Proficient 4 Distinguished X. Not


but not Expecte
Observed Initial Continuing Student Not an d and
Methods Methods Teaching Expectation not
Courses Courses Level for Observe
This is the level Teaching d
and Pre-Student candidates are Candidates
Teaching expected to
This is a level
evidence by the This is the level
at which
This is the level end of their expected of highly
many
candidates are student experienced
candidates
expected to teaching term. classroom
begin their
evidence by the This is the candidates, not
teaching
end of their pre- grading norm teaching
practice.
student teaching and the A grade candidates.
Please see
term. This is the level for point
the other
grading norm and value for
score
the A grade level student
columns in
for point value for teaching clinical
this table for
pre-student coursework.
the
expectation teaching clinical
levels coursework.
throughout
the
progression
of clinical
work.

Communicatin The The The The teacher links


g with Students instructional teacher’s instructional the instructional
purpose of attempt to purpose of the purpose of the
Danielson 3a the lesson is explain the lesson is clearly lesson to the
unclear to instructional communicated larger
CAEP 1.1 students, and purpose has to students, curriculum; the
the directions only limited including where directions and
and success, it is situated procedures are
procedures and/or within broader clear and
are directions learning; anticipate
confusing. and directions and possible student
procedures procedures are misunderstandin
must be explained g.
clarified after clearly and may
initial student be modeled.
confusion.

Danielson 3a The teacher’s The The teacher’s The teacher’s


explanation teacher’s explanation of explanation of
InTASC 5 of the content explanation content is content is
contains of the scaffold, clear, thorough and
CAEP 1.1 major errors content may and accurate clear, developing
and does not contain and connects conceptual
include any minor errors; with students’ understanding
explanation some knowledge and through clear
of strategies portions are experience. scaffolding and
students clear, others During the connecting with
might use. difficult to explanation of students’
The teacher’s follow. The content, the interests.
spoken or teacher’s teacher Students
written explanation focuses, as contribute
language does not appropriate, on to extending the
contains invite strategies content by
errors of students to students can explaining
grammar or engage use when concepts to their
syntax. intellectually working classmates and
or to independently suggesting
understand and invites strategies that
strategies student might be used.
they might intellectual
use when engagement.
working
independentl Forgot to
y. decompose
fraction bond
to unit
fraction. This
might have
confused
students
because I
transitioned
back to the
first problem
and redid it on
the board
really quickly
for them and
then started to
explain
decomposing
fractions
further to their
unit fractions.
In between a 2
and 3 because
I knew what I
was supposed
to do, but
didn’t do it at
an appropriate
time with the
students.

Danielson 3a The teacher’s The The teacher’s The teacher’s


academic teacher’s spoken and spoken and
vocabulary is spoken written written language
InTASC 5 inappropriate language is language is is expressive,
, vague, or correct but clear and and the teacher
CAEP 1.1 used uses correct and is finds
incorrectly, vocabulary suitable to opportunities to
leaving that is either students’ ages extend students’
students limited or not and interests. vocabularies,
confused. fully The teacher’s both within the
appropriate use of academic discipline and for
to the vocabulary is more general
students’ precise and use. Students
ages or serves to contribute to the
backgrounds extend student correct use of
. The teacher understanding. academic
rarely takes vocabulary.
opportunities
to explain
academic
vocabulary.
Using The teacher’s The teacher’s While the The teacher uses
Questioning questions are questions lead teacher may a variety or series
and Discussion of low students through use some low- of questions or
Techniques cognitive a single path of level questions, prompts to
challenge, inquiry, with he poses challenge students
Danielson 3b with single answers questions cognitively,
correct seemingly designed to advance high-level
CAEP 1.1 responses, determined in promote student thinking and
and are advance. thinking and discourse, and
InTASC 8 asked in understanding. promote
rapid The teacher metacognition.
succession. creates a Students
Interaction genuine formulate many
between the discussion questions, initiate
teacher and among topics.
students is students,
predominantl providing
y recitation adequate time
style, with the for students to
teacher respond and
mediating all stepping aside
questions when doing so
and answers; is appropriate

Danielson 3b The teacher The teacher The teacher Students


accepts all attempts to ask challenges challenge one
InTASC 8 contributions some questions students to another’s thinking,
without designed to justify their and make
CAEP 1.1 asking engage students thinking. unsolicited
students to in thinking, but contributions.
explain their only a few
reasoning. students are
involved.

Danielson 3b Only a few The teacher The teacher Students


students attempts to successfully themselves
InTASC 8 participate in engage all engages most ensure that all
the students in the students in the voices are heard
CAEP 1.1 discussion. discussion, to discussion, in the discussion.
encourage them employing a
to respond to one range of
another, and to strategies to
explain their ensure that
thinking, with most students
uneven results. are heard.

Turn and talk.


Group
discussions.
Engaging The learning The learning This technique Virtually all
Students in tasks/ tasks and results in active students are
Learning activities, activities are intellectual intellectually
materials partially aligned engagement by engaged in
Danielson 3c and, with the most students challenging
resources instructional with important content through
CAEP 1.1 are poorly outcomes but to and challenging well-designed
aligned with be passive or content and with learning tasks and
InTASC 4, 5 the merely compliant. teacher activities that
instructional scaffolding to require complex
outcomes, support that thinking by
engagement. students.

Danielson 3c Learning Learning The learning The teacher


tasks/activitie tasks/activities tasks and provides suitable
InTASC 1 s require only require only activities are scaffolding and
rote minimal thinking fully aligned challenges
CAEP 1.1 responses, by students and with the students to explain
with only one little opportunity instructional their thinking.
approach for them to outcomes and There is evidence
possible. explain their are designed to of some student
thinking. challenge initiation of inquiry
student thinking, and student
inviting students contributions to
to make their the exploration of
thinking visible. important content;
students may
serve as
resources for one
another.

Danielson 3c The The groupings of The groupings [No criterion at this


groupings of students are of students are level provided in
students are moderately suitable to the the FfT.]
unsuitable to suitable to the activities.
the activities. activities.

Danielson 3c The lesson The lesson has a The lesson has The lesson has a
has no recognizable a clearly defined clearly defined
InTASC 3 clearly structure; structure, and structure, and the
defined however, the the pacing of pacing of the
CAEP 1.1 structure, or pacing of the the lesson is lesson provides
the pace of lesson may not appropriate, students the time
the lesson is provide students providing most needed not only to
too slow or the time needed students the intellectually
rushed. to be intellectually time needed to engage with and
engaged or may be intellectually reflect upon their
be so slow that engaged. learning but also
many students to consolidate
have a their
considerable understanding.
amount of “down
time.”

Using There is little The teacher The teacher Assessment is


Assessment in or no monitors student monitors fully integrated
Instruction monitoring of learning for the student learning into instruction,
student class as a whole. for groups of through extensive
Danielson 3d learning. students. use of formative
assessment.
CAEP 1.1 Walking
around
InTASC 6
observing
students
working
during
problem set
and
worksheet.

Danielson 3d Students do Students appear Students Students appear


not appear to to be only appear to be to be aware of,
CAEP 1.1 be aware of partially aware of aware of the and there is some
the the assessment assessment evidence that they
InTASC 6 assessment criteria. criteria. have contributed
criteria. to, the
assessment
criteria.

Danielson 3d [No criterion Questions and Questions and Questions and


at this level assessments are assessments assessments are
CAEP 1.1, 1.2 provided in rarely used to are regularly used regularly to
the FfT.] diagnose used to diagnose evidence
InTASC 6 evidence of diagnose of learning by
learning. evidence of individual
learning. students.

Danielson 3d Students do and few students some students Students self-


not engage in assess their own engage in self- assess and
CAEP 1.1 self- or peer work. assessment. monitor their own
assessment. progress.
InTASC 6

Danielson 3d feedback is Feedback to Teacher A variety of forms


absent or of students is feedback to of feedback, from
poor quality. general. groups of both teacher and
students is peers, is accurate
accurate and and specific and
specific. advances
learning. The
teacher
successfully
differentiates
instruction to
address individual
students’
misunderstanding
s.

Demonstrating The teacher The teacher The teacher The teacher


Flexibility and ignores accepts successfully seizes an
Responsivenes students’ responsibility for accommodates opportunity to
s questions; the success of all students’ enhance learning,
when students but questions and building on a
Danielson 3e students Adjustment of the interests. If spontaneous
have difficulty lesson in impromptu event or students’
CAEP 1.1 learning, the response to measures are interests, or
teacher assessment is needed, the successfully
blames them minimal or teacher makes adjusts and
or their home ineffective. a minor differentiates
environment adjustment to instruction to
for their lack the lesson and address individual
of success. does so student
smoothly. misunderstanding
s.

Danielson 3e The teacher The teacher has Drawing on a Using an


makes no only a limited broad repertoire extensive
CAEP 1.1 attempt to repertoire of of strategies, repertoire of
adjust the strategies to use the teacher instructional
lesson even to assist students persists in strategies and
when who have seeking soliciting
students difficulty learning. approaches for additional
don’t students who resources from the
understand Draw it out, re- have difficulty school or
the content. read, talk to learning. community, the
teacher persists in
partner seeking effective
approaches for
students who
need help.

Domain 4: Professional Responsibilities

Component N. 1 Emerging 2 Developing 3 Proficient 4 Distinguished X. Not


Expected, Expected
but not Initial Methods Continuing Student Not an and not
Observed Courses Methods Courses Teaching Expectation Observed
Level for
and Pre-Student This is the level Teaching
Teaching candidates are Candidates
This is a level at
expected to
which many
This is the level evidence by This is the level
candidates begin
candidates are the end of their expected of
their teaching
expected to student highly
practice. Please
evidence by the end teaching term. experienced
see the other
of their pre-student This is the classroom
score columns in
teaching term. This grading norm candidates, not
this table for the
is the grading norm and the A teaching
expectation levels
and the A grade grade level for candidates.
throughout the
level for point value point value for
progression of
for pre-student student
clinical work.
teaching clinical teaching
coursework. clinical
coursework.

Reflecting on The teacher does The teacher The teacher The teacher
Teaching not know whether has a makes an makes a
a lesson was generally accurate thoughtful
Danielson 4a effective or accurate assessment of and accurate
achieved its impression of a lesson’s assessment
CAEP 1.2 instructional a lesson’s effectiveness on a lesson’s
outcomes, or the effectiveness and the extent effectiveness
InTASC 9 teacher and the to which it and the
profoundly extent to achieved its extent to
misjudges the which instructional which it
success of a instructional outcomes and achieved its
lesson. outcomes were met. can cite instructional
general outcomes,
references to citing many
support the specific
judgment. examples
from
the lesson and
weighing the
relative strengths
of each.

Danielson 4a The teacher has The teacher The teacher Drawing on


no suggestions makes makes a few an extensive
InTASC 9 for how a lesson general specific repertoire of
could be suggestions suggestions of skills, the
improved. about how a what could be teacher
lesson could tried another offers
be improved. time the lesson specific
is taught. alternative
actions,
complete
with the
probable
success of
different
courses of
action.
Maintaining The teacher’s The teacher’s The teacher’s The teacher’s
Accurate system for system for system for system for
Records maintaining maintaining maintaining maintaining
information on information on information on information on
Danielson 4b student student completion student student
completion of of assignments and completion of completion of
assignments and student progress in assignments, assignments,
student progress learning is student student progress
in learning is rudimentary and progress in in learning, and
nonexistent or in only partially learning, and non-instructional
disarray. The effective. The non- records is fully
teacher’s records teacher’s records for instructional effective.
for non- non-instructional records is fully Students
instructional activities are effective. contribute
activities are in adequate but information and
disarray, the inefficient and, participate in
result being unless given maintaining the
errors and frequent oversight records.
confusion. by the teacher,
prone to errors.

4c:
Communicating
Not assessed during teaching internships
with Families

Participating in The teacher’s The teacher The teacher’s The teacher’s


the relationships with maintains cordial relationships relationships with
Professional colleagues are relationships with with colleagues colleagues are
Community negative or self- colleagues to fulfill are characterized by
serving. duties that the characterized mutual support
Danielson 4d school or district by mutual and cooperation,
requires. support and with the teacher
InTASC 10 cooperation; taking initiative in
assuming
leadership
among the
faculty.

InTASC 10 The teacher The teacher the teacher The teacher


avoids participates in the actively takes a
participation in a school’s culture of participates in leadership role in
professional professional inquiry a culture of promoting a
culture of inquiry, when invited to do professional culture of
resisting so. inquiry. professional
opportunities to inquiry.
become involved.

InTASC 10 The teacher The teacher The teacher The teacher


avoids becoming participates in volunteers to volunteers to
involved in school school events and participate in participate in
events or school school and district school events school events
and district projects when and in school and district
projects. specifically asked. and district projects, making
projects, a substantial
making a contribution.
substantial
contribution.

Growing and The teacher The teacher The teacher The teacher
Developing engages in no participates to a seeks out seeks out
Professionally professional limited extent in opportunities opportunities for
development professional for professional professional
Danielson 4e activities to activities when they development to development and
enhance are convenient. enhance makes a
content systematic effort
InTASC 9 knowledge or knowledge and to conduct action
skill. pedagogical research.
skill.

Danielson 4e The teacher The teacher The teacher The teacher


resists feedback engages in a limited actively solicits feedback
InTASC 9 on teaching way with colleagues engages with on practice from
performance from and supervisors in colleagues and both supervisors
either supervisors professional supervisors in and colleagues.
or more conversation about professional
experienced practice, including conversation
colleagues. some feedback on about practice,
teaching including
performance. feedback about
practice.

Danielson 4e The teacher The teacher finds The teacher The teacher
makes no effort to limited ways to participates initiates
InTASC 9 share knowledge assist other actively in important
with others or to teachers and assisting other activities to
assume contribute to the educators and contribute to the
professional profession. looks for ways profession.
responsibilities. to contribute to
the profession.

Sharing
lesson plans
with another
teacher.

Showing The teacher The teacher is The teacher The teacher can
Professionalism displays honest in displays high be counted on to
dishonesty in interactions with standards of hold the highest
Danielson: 4f interactions with colleagues, honesty, standards of
colleagues, students, and the integrity, and honesty,
InTASC 9 students, and the public. confidentiality integrity, and
public. in interactions confidentiality
with and takes a
colleagues, leadership role
students, and with colleagues.
the public.

Danielson: 4f The teacher is not The teacher’s The teacher is The teacher is
alert to students’ attempts to serve active in highly proactive
InTASC 9 needs and students are serving in serving
contributes to inconsistent, and students, students,
school practices unknowingly working to seeking out
that result in contributes to some ensure that all resources when
some students’ students being ill students needed. The
being ill served by served by the receive a fair teacher makes a
the school. school. opportunity to concerted effort
succeed. to challenge
negative
attitudes or
practices to
ensure that all
students,
particularly those
traditionally
underserved, are
honored in the
school.

Danielson: 4f The teacher The teacher’s The teacher The teacher


makes decisions decisions and maintains an takes a
InTASC 10 and recommendations open mind in leadership role in
recommendations are based on limited team or team or
that are based on though genuinely departmental departmental
self-serving professional decision decision making
interests. considerations. making. and helps ensure
that such
decisions are
based on the
highest
professional
standards.

Danielson: 4f The teacher does The teacher must be The teacher The teacher
not comply with reminded by complies fully complies fully
InTASC 9 school and district supervisors about with school and with school and
regulations. complying with district district
school and district regulations. regulations,
regulations. taking a
leadership role
with colleagues.

Professional It is expected that the writing throughout the assignment will follow the conventions of spelling, grammar,
Writing and mechanics appropriate for the academic English required of teachers. Points may be deducted for these
errors. However, if the assignment needs substantial improvement in these areas, it will not be accepted for
grading.

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