teacher candidate field experience scoring rubric · teacher candidate field experience scoring...

FIELD EXPERIENCE RUBRICS

TEACHER CANDIDATE FIELD EXPERIENCE SCORING RUBRIC

TEACHER CANDIDATE ________________________________ SEMESTER AND YEAR ______________________________

COLLEGE SUPERVISOR ______________________________ FINAL GRADE ______________________

(ALL PAGES OF THIS DOCUMENT WILL BE COMPLETED BY THE COLLEGE SUPERVISOR.)

COMPETENCY LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 PLANNING

LEARNING ENVIRONMENT

METHODOLGY

PROFESSIONALISM

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PLANNING

FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Lessons are not completed in time for preview by the classroom associate teacher prior to instructional period

Lessons are sometimes not available to the classroom associate teacher

Lessons are usually presented to the classroom associate teacher prior to the commencement of the school day

Lesson plans are consistently presented to the classroom associate teacher prior to the commencement of the school day

The D’Youville format is not used or not fully completed

Uses some aspects of the D’Youville format

Uses most aspects of the D’Youville format

Planning follows the D’Youville format

Does not use the New York State /Common core Standards/

Makes some attempt to use the New York State /Common core Standards

Usually uses New York State /Common core Standards

Consistently uses New York State /Common core Standards

Does not recognize or make any attempt to provide for students with special needs in the classroom

Makes a minor attempt at assisting students with special needs

Makes some modification to program for special needs students but focuses on large group instruction during the lesson

Recognizes and plans for the special needs of students and provides appropriate modifications of program for special needs students

Instructional or student materials are not available and/or do not reach minimum standards for classroom use

Usually has acceptable instructional and student materials ready for the lesson

Provides good quality instructional and student learning materials in advance of the lesson

Prepares instructional and student learning materials of the highest quality and well in advance of the lesson

No evaluation strategy is identified

Some evaluation strategies identified

Evaluation tools are developed for the lesson but are in isolation and not directly related to a unit of study and overall assessment tool

Includes an evaluation strategy that refers to an overall assessment tool as part of a unit of study

Did not submit all required and completed materials to the college supervisor by dates specified

Did not submit all required and completed materials to the college supervisor by dates specified

Did submit all required and completed materials to the college supervisor by dates specified

Did submit all required, thoroughly completed materials to the college supervisor by dates specified

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LEARNING ENVIRONMENT

FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Respect and rapport are not apparent. Students do not participate.

Respect and rapport are not consistently demonstrated. Students may not feel that participation is risk free.

Respect and rapport are demonstrated. Students participate most of the time.

Respect and rapport are demonstrated. Students feel safe and are willing to participate freely.

Fails to establish a positive rapport with the students

Establishes a rapport with the students based on teacher/student hierarchical relationship

Usually establishes a mutual trust, rapport, and respect with the students

Consistently establishes a mutual trust, rapport, and respect with the students

Fails to establish or maintain classroom routines and expectations for behavior

Inconsistently establishes and maintains classroom routines and expectations for behavior

With the support of the classroom consultant establishes and maintains effective routines and appropriate expectations of student behavior

Establishes and maintains effective classroom routines and expectations of student behavior

Excessive portion of instructional time spent on redirecting student behavior

Some instructional time is consistently used redirecting student behavior

Some instructional time is used to redirect student behavior

Little or no instructional time is used to redirect student behavior

Makes no effort to promote fairness and justice by adopting anti-discriminatory practices

Makes some effort to promote fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability

Usually promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability

Consistently promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability

Poor preparation and planning fails to engage students in the lesson

Program preparation and delivery focus on teacher directed learning and failure to engage student in the experience results in off task behavior and need for redirection

Program preparation and delivery motivates students and engages them in the learning process and usually few management problems take place

Program preparation and delivery motivates students and engages them in the learning process and consistently few management problems take place

Lessons are not appropriate for these students. Classroom management

problems result.

Lessons are often not appropriate and provide little challenge.

Developmentally appropriate lessons occasionally challenge students.

Developmentally appropriate lessons consistently challenge students.

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INSTRUCTION FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE

ACHIEVED.

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Students are not engaged in the lesson for any part of the instructional period

Students are engaged in the lesson for some portion of the instructional period

Students are engaged in the learning experience for most of the instructional period

Students are consistently engaged and participating throughout the lesson.

No visual or concrete materials are used to promote student understanding

Visual or concrete materials are not provided to assist student understanding

Provides visual or concrete materials to assist student in the understanding of the knowledge and skills taught

Visual or concrete materials prepared for the class are of the highest quality and assist student in the understanding of the knowledge and skills taught

Poor questioning technique is used and no attempt is made to draw students into the learning process

Poor questioning technique is used and focuses on a limited number of students

Good questioning techniques are used to involve students in the lesson

Appropriate questioning strategies are consistently used to involve students in the lesson as well as recognize and monitor student understanding

No effort to introduce a variety of materials, resources or technology in any aspect of planning

With direction and encouragement uses a variety of materials, resources or technology in the unit of study developed

Attempts to use a variety of materials, resources or technologies in the unit of study developed

Uses an extensive variety of materials, resources and technologies in the unit of study developed

Provides an unsatisfactory learning experience for the students

Sometimes provides a satisfactory instructional experience for the students

Usually provides an excellent instructional program for the students

Consistently provides an outstanding instructional program for the students

Candidate is not monitoring student learning.

Candidate monitors student learning occasionally. More needs to be done.

Candidate monitors student learning at times the lesson using a few assessment tools.

Candidate monitors student learning throughout the lesson using a variety of assessment tools.

Full class instruction is the only grouping used for instruction and student application of learning

No attempt made to match student grouping to the learning experience or lesson format

Varies student grouping for the lesson but needs to match the grouping selected to the lesson purpose and format

Consistently establishes student groupings which most effectively match the student activity and provides the most ideal learning situation

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PROFESSIONALISM FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE

ACHIEVED.

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Behavior does not represent the professional standards expected of a teacher

Behavior usually represents the professional standards expected of a teacher

Behavior represents the professional standards expected of a teacher

Behavior represents the highest professional standards expected of a teacher

Does not represent a positive role model

Usually presents students with a positive role model

Presents students with a positive role model

Presents students with an exemplary role model

Will not accept constructive criticism and feedback and does not use this feedback to improve instructional performance

With encouragement accepts constructive criticism and feedback and usually attempts to incorporate feedback into classroom performance

Accepts constructive criticism and feedback and attempts to incorporate it into improved classroom performance

Willingly accepts constructive criticism and feedback and incorporates it into improved classroom performance

Three (3) or more absences during the 14 week student teaching assignment

Two (2) or more absences during the 14 week student teaching assignment

One (1) absence during the 14 week student teaching assignment

Perfect attendance during the 14 week student teaching assignment

Demonstrates a lack of interest, enthusiasm or confidence in the teaching role

Sometimes performs the role with enthusiasm and confidence

Usually performs the role with enthusiasm and confidence

Performs the role with enthusiasm and confidence at all times

Does not participate in activities related to the teaching role (staff meetings, - --Professional Development programs…)

With encouragement, participates in most activities related to the role of a teacher in a school organization (staff meetings, - --Professional Development programs…)

Participates in most activities related to the role of teacher in a school organization (staff meetings, - --Professional Development programs…)

Participates in all activities related to the role of teacher in a school organization (staff meetings, - --Professional Development programs…)

Makes no attempt to become involved in student experiences beyond the classroom

Does not contribute to the educational experience of students beyond the classroom

Contributes to the educational experience of students beyond the classroom

Makes a valuable contribution to the educational experience of students beyond the classroom

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