Overall rating for professionalism [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations. Describe at least one professionalism strength: List at least one professionalism goal: ENGLISH EDUCATION INTERNSHIP I EVALUATION SCORING RUBRIC Domain – Planning Exceeds Expectations Meets Expectations Below Expectations Short-Range Planning TC plans developmentally appropriate lessons in accordance with the requirements of the discipline. [NCTE/NCATE III.1, III.3, IV.1, V.1] Lesson plans are directly aligned with long-range goals and include measurable objectives, developmentally appropriate learning experiences aligned with the objectives, procedures for ensuring student engagement, and differentiation for individual learners. Lesson plans meet expectations of the discipline. Lesson plans are aligned with long-range goals and include measurable objectives, developmentally appropriate learning experiences aligned with the objectives, and procedures for ensuring student engagement. Lesson plans meet expectations of the discipline. Lesson plans do not align with unit goals. Some learning experiences included in the lessons do not meet any identified objectives or are developmentally inappropriate. Learning experiences are passive and do not ensure student engagement. Lesson plans do not meet expectations of the discipline. 2. TC designs, selects, or modifies meaningful assessments that are aligned with lesson objectives. [NCTE/NCATE III.2, III.4, IV.2] Lesson assessments are meaningful, align with lesson objectives, and occur at various points during the lesson and/or are differentiated to meet individual needs of learners. Informal or formal assessments are used. Lesson assessments are meaningful and align with lesson objectives and occur at least once during the lesson. Informal or formal assessments are used. Assessments do not align with lesson objectives, or no assessments are identified. 3. TC uses student performance data to guide instructional planning. [NCTE/NCATE III.4, IV.2, V.2, V.3] The TC uses a relevant and thorough analysis of student performance data (from previous assessments or pre-assessment) to determine lesson objectives and instructional strategies. The TC uses student performance data (from previous assessments or pre-assessment) to determine lesson objectives or instructional strategies. The TC does not gather or examine student performance data or does not use data appropriately in the planning process. Domain 2: Instruction Exceeds Expectations Meets Expectations Below Expectations based
4. TC communicates to the students (a) what they are expected to learn (i.e., to know and be able to do) and (b) the overall purpose and relevance (i.e., why they are expected to know and/or be able to do it) [NCTE/NCATE V.3] TC makes connections to prior knowledge and sets expectations for what students will know and be able to do by the end of the lesson while explaining the purpose and relevance of the lesson content. TC sets expectations for what students will know and be able to do by the end of the lesson while explaining the purpose and relevance of the lesson content. TC does not set expectations for what students will know and be able to by the end of the lesson and/or does not explain the purpose and relevance of the lesson content. 5. TC demonstrates a command of the content – print and texts, media texts, classic texts, contemporary texts, including young adult – that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; literary theories; how adolescents read (including media environments), composition of formal and informal texts (including contemporary technologies and/or digital media to compose multimodal discourse); conventions of English language; grammar; concept of dialects; principles of language acquisition; English language history; how adolescents compose texts – taught. [NCTE/NCATE I.1, I.2, II.1, II.2, TC presentation of content is clear, precise, and accurate. The TC uses content knowledge to accurately field student questions and address misconceptions. TC presentation of content is clear, precise, and accurate. TC presentation of content has misinformation and lacks clarity.
their discipline. in their discipline. 11. TC uses appropriate voice tone, inflection, and nonverbal communication to manage instruction effectively. TC demonstrates effective and strategic teaching and communication skills by varying voice inflection and tone, changing the pacing of the presentation, and using body language that encourages student engagement. In addition, TC moves throughout the space to maintain eye contact with students. TC demonstrates effective teaching and communication skills by varying voice inflection and tone, changing the pacing of the presentation, and using body language that encourages student engagement. TC exhibits one or more of the following: (a) a monotone with no changes in inflection or tone, (b) flat presentation with no changes in pacing, (c) body language that does not encourage student engagement, (d) limited eye contact with students, and/or (e) limited movement (rooted in one place). 12. TC implements strategies that address the needs of students from diverse cultural and/or linguistic backgrounds – local, national, and international histories, individual identities (e.g. race, ethnicity, gender expressions, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and language/dialects. [NCTE/NCATE III.1, VI.1, VI.2, V.1, V.2] TC individualizes the use of a variety of strategies specific to each lesson that address the needs of students from diverse cultural and/or linguistic backgrounds including such strategies as providing examples from different cultures or using multiple methods for presenting content. TC uses strategies that address the needs of students from diverse cultural and/or linguistic backgrounds including such strategies as providing examples from different cultures or using multiple methods for presenting content. TC exhibits a “one size fits all” approach to content presentation and learning experiences, ignoring cultural and linguistic backgrounds. Domain 3: Environment Exceeds Expectations Meets Expectations Below Expectations 13. TC maintains a physically safe classroom that is conducive to learning. TC follows safety procedures and makes appropriate adjustments to the physical environment to promote learning, avoid distractions, and ensure safe use of materials. TC follows the mentor teacher’s safety procedures to physically arrange the classroom to promote learning, avoid distractions, and ensure safe use of materials TC does not follow safety procedures, which results or could result in lack of learning and/or student harm. 14. TC maintains a caring, fair, TC responds positively to student TC responds positively to student Responds with bias toward students