The Learner and Learning Unsatisfactory Basic Proficient Distinguished N/A Creates Developmentally Appropriate Instruction Does not create instruction that is developmentally appropriate for learners at this level ( ) Creates developmentally appropriate instruction for the average learner at this level ( ) Creates developmentally appropriate instruction for a range of learners at this level ( ) Creates developmentally appropriate instruction for individual learners ( ) Uses Assessment Data to Modify Instructions Does not use assessment data to modify instruction ( ) Uses assessment data to modify instruction and scaffold instruction for the average learner ( ) Uses assessment data to modify instruction and scaffold development for a range of learners ( ) Uses assessment data to modify instruction and scaffold development for individual learners ( ) Adapts Instruction to Learner Strengths or Needs Does not design, adapt, or deliver instruction that addresses the strengths or needs of learners ( ) Designs and delivers instruction based on the learning strengths and needs of the average learner ( ) Designs, adapts, and delivers instruction for a range of learning strengths and needs ( ) Designs, adapts, and delivers instruction to address each learner’s diverse learning strengths and needs ( ) Provides Different Assessment Options Does not create opportunities for learners to demonstrate their learning in different ways ( ) Uses more than one method for learners to demonstrate their learning during the course of the student teaching experience ( ) Creates opportunities for learners to demonstrate their learning in different ways for most or all lessons/units ( ) Creates opportunities for learners to collaborate with the teacher to determine how to demonstrate their learning ( ) Promotes a Safe, Positive Learning Environment Does not promote a safe, positive learning climate ( ) Promotes a safe learning environment, but lacks positive climate ( ) Promotes a safe, positive learning climate of openness, mutual respect, equity, support, and inquiry ( ) Promotes a climate where learners share responsibility for creating a positive learning environment ( ) Manages the Learning Environment and Resources Does not manage the learning environment and resources effectively ( ) Manages the learning environment and resources to complete planned lessons ( ) Manages the learning environment and resources effectively to actively and equitably engage learners ( ) Establishes classroom policies and procedures that allow learners to share responsibility for managing the learning environment and resources ( )
Content Unsatisfactory Basic Proficient Distinguished N/A Uses Multiple Representations to Present Content Does not use multiple representations or explanations to present ideas ( ) Sometimes uses multiple representations and explanations to present ideas ( ) Uses multiple representations and explanations consistently and effectively to present key ideas in the discipline ( ) Engages learners in identifying or developing multiple representations and explanations of key ideas in the discipline ( ) Engages Learners in Inquiry and Use of Evidence Does not engage learners in applying methods of inquiry ( ) Engages learners in applying methods of inquiry and standards of evidence used in the discipline in a structure (teacher-directed) approach ( ) Engages learners in applying the methods of inquiry and standards of evidence used in the discipline in a guided (teacher-facilitated) approach ( ) Engages learners in applying methods of inquiry and standard of evidence used in the discipline in a more open (learner-directed) approach ( ) Recognizes and Addresses Learner Misconceptions Does not recognize learner misconceptions ( ) Recognizes learner misconceptions, but does not effectively address them ( ) Recognizes learner misconceptions and creates experiences to build accurate conceptual understanding ( ) Recognizes learner misconceptions and creates experiences that allow the learner to identify and correct their own misconceptions ( ) Applies Content Knowledge to Real World Problems Does not engage learners in applying content knowledge to real world problems ( ) Identifies applications of content to real world problems ( ) Engages learners in applying content to real world problems ( ) Engages learners in identifying or developing their own applications of content to real world problems ( ) Incorporates Diverse Social and Cultural Perspectives Does not facilitate learners' ability to develop diverse perspectives ( ) Presents diverse social and cultural perspectives on local and global issues ( ) Guides learners through the exploration of diverse social and cultural perspectives on local and global issues ( ) Facilitates learners' ability to develop their own diverse social and cultural perspectives on local and global issues ( )
Instructional Practice Unsatisfactory Basic Proficient Distinguished N/A Aligns Lessons with State and National Content Standards Does not design lessons that are aligned with state and national content standards ( ) Designs lessons that are aligned with state and national content standards ( ) Designs lessons that are aligned with state and national content standards and identifies clear learning objectives for each lesson ( ) Designs lessons that are aligned with state and national content standards and shares clear learning objectives for each lesson with learners ( ) Designs Appropriate Sequencing of Lessons Does not develop appropriate sequencing of learning experiences ( ) Develops a sequence of learning experiences, but does not effectively build on learners’ prior knowledge ( ) Develops appropriate sequencing of learning experiences that build on learners’ prior knowledge ( ) Develops appropriate sequencing of learning experiences that build on learners’ prior knowledge and includes an increase in student responsibility for directing their own learning ( ) Uses a Variety of Instructional Strategies Does not use a variety of instructional strategies ( ) Uses a variety of instructional strategies, but strategies do not reflect research-based effective practices ( ) Uses a variety of instructional strategies that reflect effective practices ( ) Uses a variety of instructional strategies that reflect effective practices and engage learners in directing their own learning ( ) Uses Effective Questioning Strategies Does not ask effective questions to stimulate learners’ thinking and/or discussion ( ) Asks questions that stimulate learners’ thinking and/or discussion ( ) Asks effective questions to stimulate learners’ thinking and discussion that effectively achieves a specific goal ( ) Engages learners in identifying or developing their own questions to stimulate discussion or guide exploration ( ) Aligns Assessments with Learning Objectives Does not design assessments or designs assessments that are not aligned with learning objectives ( ) Designs assessments that are aligned with learning objectives, but do not accurately or effectively measure learning ( ) Designs assessments that are aligned with learning objectives and accurately measure learning ( ) Designs assessments that are aligned with learning objectives and accurately measure learning at multiple levels (e.g. Bloom levels) ( ) Uses Both Formative and Does not use both formative and summative assessment to measure and Uses both formative and summative assessment to measure and document learning, but with an overemphasis on either type Balances the use of formative and summative assessment to measure and document learning ( ) Balances the use of formative and summative assessment to measure and document learning and engages learners in
Summative Assessment document learning ( ) of assessment ( ) metacognition ( ) Provides Descriptive Feedback Does not provide learners with feedback on their work ( ) Provides learners with feedback that is not effective in guiding their progress toward high quality work ( ) Provides learners with effective descriptive feedback to guide their progress toward high quality work ( ) Engages learners in of their own work to guide their progress toward high quality work ( ) Professional Responsibility Unsatisfactory Basic Proficient Distinguished N/A Reflects on Professional Practice Does not thoughtfully reflect on their professional practice ( ) Reflects thoughtfully on their professional practice, but takes limited steps to improve practice ( ) Reflects thoughtfully on their professional practice and effectively seeks resources to improve their teaching effectiveness ( ) Reflects thoughtfully on their professional practice and uses research and evidence to iteratively evaluate the effectiveness of their own teaching and to modify their practices to improve student learning ( ) Engages in Professional Development Opportunities Does not engage in professional learning experiences offered by the school or district ( ) Attends required professional learning experiences offered by the school or district (e.g., staff meetings, professional development days, IEP meetings) ( ) Actively engages in professional learning experiences (e.g., staff meetings, professional development days, IEP meetings) offered by the host teacher, school, or district ( ) Seeks out and engages in meaningful and appropriate professional learning experiences beyond those offered by the school or district (e.g. regional, state and national teaching conferences) ( ) Displays Ethical Behavior Does not behave ethically or appropriately ( ) Exhibits occasional lapses in judgment, but generally displays appropriate behavior ( ) Behaves appropriately and ethically in the variety of situations faced as a teacher ( ) Behaves appropriately and ethically in the variety of situations faced as a teacher and displays dedication to and enthusiasm for the teaching profession ( )
Collaborates Actively with the Instructional Team Does not take an active role in the instructional team or follow the advice of the cooperating teacher ( ) Follows directions and advice given by the cooperating teacher ( ) Takes an active role on the instructional team ( ) Takes a leadership role on the instructional team ( ) Communicates Effectively with All Stakeholders Does not establish communication with learners, families, and colleagues ( ) Maintains communication with some, but not all, stakeholder groups or communication is not consistent, effective, or appropriate ( ) Establishes ongoing, effective, and appropriate communication with learners, families, and colleagues ( ) Establishes ongoing, effective, and appropriate communication with learners, families, and colleagues and develops positive rapport with each of these groups ( ) Engages Collaboratively in School-wide Programs Does not engage collaboratively in school-wide programs or improvement efforts ( ) Plays a limited role in school-wide programs or improvement efforts ( ) Engages collaboratively in school-wide programs or improvement efforts ( ) Initiates or leads school-wide programs or improvement programs ( ) Technology Unsatisfactory Basic Proficient Distinguished N/A Integrates Educational Technology Does not integrate educational technology ( ) Integrates educational technology, but with limited effectiveness ( ) Integrates educational technology, as appropriate, to effectively enhance student learning ( ) Integrates educational technology, as appropriate, to enhance student learning and uses technology to allow learners to direct their own learning ( ) Utilizes Technology for Communication and Data Management Does not use technology to manage records or communicate with learners, families, and colleagues ( ) Uses technology to manage records or communicate with learners, families, and colleagues, but with limited consistency or effectiveness ( ) Uses technology to effectively manage records and to consistently communicate with learners, families, and colleagues ( ) Uses technology to manage records and to communicate with learners, families, and colleagues in an innovative or highly engaging manner (e.g. high quality class website) ( )
Summary Unsatisfactory Basic Proficient Distinguished N/A Cooperating Teacher's View of the Student Teacher's Teaching Potential: The student teacher does not display the knowledge, skills, or professional dispositions necessary to become an effective teacher ( ) The student teacher displays basic knowledge, skills, and professional dispositions. He or she is not currently ready to take on his or her own classroom, but has the potential to develop upon this foundation to become an effective teacher ( ) The student teacher displays proficiency in knowledge, skills, and professional dispositions, is qualified to take on their own classroom, and is likely to continue to develop their knowledge and skills to maintain and improve their effectiveness ( ) The student teacher displays excellent knowledge, skills, and professional dispositions, is highly qualified to take on their own classroom, and is very likely to continue to develop their knowledge and skills to become a highly effective/master teacher ( )