manipulatives, resources from museums, etc.) Questioning _____ Varied and high quality providing a balanced mix of question types _____ Are purposeful and coherent _____ Require active responses (e.g. whole-class signaling, choral responses, or group and individual answers) _____ Wait time is appropriate _____ Calls on volunteers and non-volunteers Academic Feedback _____ Is focused and done frequently _____ Candidate circulates during instructional activities to support engagement and monitor student work Creative Thinking: students create, design, imagine, and suppose Research-Based Thinking: students explore and review a variety of ideas, models, and solutions to problems _____ Teacher Candidate provides opportunities to generate a variety of ideas and alternatives Problem Solving _____ The teacher candidate implements activities that teach at least one of the following problem-solving types (circle the type): Abstraction, categorization, drawing conclusions/justifying solution, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, and creating and designing ENVIRONMENT Expectations _____ Sets high expectations _____ Encourages students to learn from mistakes _____ Create learning opportunities where students can experience success _____ Students complete work according to teacher candidate’s expectations Managing Student Behavior _____ Students are well behaved and on task with minor learning disruptions _____ Teacher candidate follows mentor teacher’s rules for learning and behavior Managing Student Behavior con’t _____ Teacher candidate overlooks some inconsequential behavior, but other times addresses it, stopping the lesson Respectful Culture _____ Teacher candidate-student interactions are friendly and caring _____ Students exhibits respect for the teacher candidate and to each other _____ Teacher candidate is receptive to interests and opinions of students Follow-Up With Candidate: (Please identify the candidate’s strongest performance elements (reinforcements) and the candidate’s lowest performance elements (refinements). AREAS OF REINFORCEMENT AREAS OF REFINEMENT Indicator: Statement: Indicator: Statement: Indicator: Statement: Indicator: Statement: Indicator: Statement: Indicator: Statement:
Classroom Community Build a respectful, learning-focused classroom community Above Expectations Meeting Expectations Below Expectations For Level 3-All evidence supporting Level 2 is present, as well as two of the following: Teacher builds a respectful, learning focused environment by: creating learning opportunities where most students can experience success. seeking out and being receptive to the interests and opinions of all students. creating a positive learning environment that promotes respectful student–to-student interaction. The following best describes what is observed: Teacher builds a respectful, learning focused environment by: demonstrating positive rapport with all students. reinforcing positive behavior and strong academic effort. setting high and demanding academic expectations for every student. promoting an environment where students work hard, remain focused, and persevere through challenges. Students feel safe to take on challenges and risk failure. The following best describes what is observed: Teacher attempts builds a respectful, learning focused environment by: demonstrating positive rapport with some students, but not others, or by demonstrating little rapport with students. rarely reinforcing positive behavior and good academic work, doing so for some students, but not for others. occasionally promoting an environment where students work hard, remain focused, and persevere through challenges but doesn’t really succeed. Very few students are willing to take academic risks, and risk failure. CLE 2 Classroom Procedures Develop classroom procedures and routines 3 Above Expectations 2 Meeting Expectations 1 Below Expectations For Level 3- All evidence supporting Level 2 is present, as well as two of the following: Teacher develops routines and procedures that: run smoothly without prompting. include transitions that are orderly, efficient, systematic, and require little teacher direction. Students know their responsibilities and ask few questions about what to do. Students share responsibility for the operations and routines in the classroom. The following best describes what is observed: Teacher develops routines and procedures that: run smoothly with minimal prompting from the teacher; students generally know their responsibilities. include transitions that are generally smooth with little, yet appropriate teacher direction. support the effective use of instructional time. The following best describes what is observed: Teacher develops routines and procedures that: are in place, but require significant teacher prompting and direction; students may be unclear about what they should be doing and ask questions frequently. include transitions that are not orderly and inefficient. are ineffective, causing a significant loss of instructional time. CLE 3 3 2 1
Summative Evaluation – TEAM Teacher Candidate: Semester/Year: Grade: School: Evaluator: Residency: I or II (circle one) Please use this rubric at the end of the residency placement to make your overall assessment of the teacher candidate’s performance. Scoring Key: 1=Below Expectations 2=At Expectations 3=Above Expectations PLANNING Criteria Unacceptable (1) Below Expectations Acceptable (2) At Expectations Target (3) Above Expectations Overall Rating Instructional planning Candidate’s goals rarely aligned to state content standards. Activities, materials, and assessments unconnected to student prior learning or background. Individual students’ needs neglected. Candidate’s goals were aligned to state content standards. Activities, materials, and assessments built on prior student learning and backgrounds. Plans included differentiation for learners with needs but accommodations were not observed. Candidate’s goals were always clearly aligned to state content standards. Creative activities, materials, and nontraditional assessments built deep student knowledge. Plans provided multiple opportunities for students to have their needs met. Student work products Candidate’s assignments required students to reproduce information. Assignments rarely had students draw conclusions and/or offer support for them. Candidate’s assignments required students to interpret information rather than reproduce it. Assignments had students draw conclusions. Candidate’s assignments required students to interpret information at a high of thought. Assignments nearly always required students to draw conclusions and support them orally or in writing. Quality of assessments utilized Some assessments had clear measurement criteria. Some formative assessments were used. Assessments used single measures of performance. Most assessments had clear measurement criteria. Formative assessments were utilized frequently. Assessments measured performance in more than one way All assessments provided clear measurement criteria. Formative and summative assessments were used frequently. Assessments measured performance in varied and unique ways. INSTRUCTION Knowledge of standards & objectives Some objectives and standards were communicated. Expectations for student performances were unclear. Most objectives and standards were communicated. Most expectations for student performances were clear. All objectives and standard were consistently communicated. All expectations for student performances were clearly communicated to students. Knowledge of standards & objectives Some objectives and standards were communicated. Expectations for student performances were unclear. Most objectives and standards were communicated. Most expectations for student performances were clear. All objectives and standard were consistently communicated. All expectations for student performances were clearly communicated to students. Criteria Unacceptable (1) Acceptable (2) Target (3) Overall