Rubric for Pet Lesson Line During Student Teaching Points Earned: _____ (35 points possible) Performance Element Proficient Acceptable Below Expectations Work clearly meets expectations Work is acceptable, but some improvement is needed Work is not acceptable and much improvement is needed Lesson Line Template is used (2 points possible) Student has used the lesson line template provided (2 points) Student has used the template, but has left out some required areas. (1 point) Student has not used lesson line template, or has deleted several areas required on the lesson line template. (0 points) National/State Standards/Common Core Standards/Benchmarks/ Frameworks (2 points possible) Student has listed national, state, or Common Core standards which the lesson addresses. The standards are aligned with the lesson objectives and activities. (2 points) Student has listed standards, but some are not aligned with lesson objectives/ activities or there are some minor errors. (1 point) Student has not addressed standards or there are numerous errors. (0 points) Objectives (2 points possible) Student has written an appropriate lesson objective, stating what students will accomplish, how it will be accomplished, and how success will be measured, along with a percentage of expected mastery statement. (2 points) Student has written an objective, but some elements are missing. (1 point) Student has not written an objective or there are numerous errors in the way the objective is written. (0 points) Content Summary (2 points possible) Student has effectively summarized the content of the lesson to be taught. (2 points) Student has written a content summary, but there are some omissions. (1 point) Student has not written a content summary, or there are several issues with the summary. (0 points) Rubric for Pet Lesson Line During Student Teaching Points Earned: _____ (35 points possible)
(T20) Activities (2 points possible) Student develops appropriate activities, which are thoroughly explained and clearly aligned with lesson objectives. (2 points) Activities are present, but may need further explanation or clarification. (1 point) Activities are not present, or are not clearly explained. (0 points) (T20) Differentiated Instruction (2 points possible) Differentiation should be made in terms of content, process, product, and/or learning environment. At least 2 or more forms of differentiation are noted AND there are explanations for why these differentiation methods were selected based on student readiness, interest or learning preference*.(*Learning preference relates directly to Howard Gardner’s Multiple Intelligences such as linguistic, logical mathematical, interpersonal, intrapersonal, visual/spatial, etc.) Differentiation may be noted for individual students, groups of students, or the class as a whole. (2 points) Some elements of differentiated instruction are missing or need further clarification. (1 point) Differentiation is not noted or explanation of differentiation is very weak. (0 points) (T20) Assessment (2 points possible) Student has provided a means to assess the learner’s mastery of the lesson objectives (such as a test, quiz, activity sheet, performance rubric, etc.) The assessment is clearly aligned with lesson objectives. The assessment is attached to the lesson. (2 points) Student has noted an assessment, but it is not attached OR needs further clarification in terms of accurately measuring lesson objectives. (1 point) There is no assessment or assessment is clearly not in alignment with the learning objectives. (0 points) (Closure) Restatement of Objective (2 points possible) Student provides a means for the restatement of objective either by direct statements or questioning learners. (2 points) Student provides for a basic restatement of objectives, but more emphasis of primary objectives needs to be made. (1 point) There is no restatement of the objective. (0 points) (Closure) Involve Learner Student involves the learner in the Student includes learners in The learners are not directly
STUDENT TEACHER: EVALUATOR: DATE: OBJECTIVE Unsatisfactory 1 Basic 2 Proficient 3 Distinguished 4 Domain 1: Planning and Preparation 1. A. Demonstrates knowledge of content and pedagogy NA NO 1 2 3 4 Student teacher makes content errors. He/she does not consider prerequisite relationships when planning. Student teacher’s plans use inappropriate strategies for the discipline. The student teacher is familiar with the discipline, but lacks awareness of how concepts relate to one another. His/her knowledge of prerequisite relationships is inaccurate or incomplete. Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content. The student teacher can identify important concepts of the discipline and their relationships to one another. He/she consistently provides clear explanations of the content. The student teacher’s plans reflect familiarity with effective pedagogical approaches. In addition to the characteristics of “proficient,” the student teacher cites intra- and interdisciplinary content relationships. He/she is proactive in uncovering student misconceptions and addressing them before proceeding. Comments for 1.A.: 1. B. Demonstrates knowledge of students in terms of learning needs and diversity NA NO 1 2 3 4 Student teacher demonstrates little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding. Student teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole. Application of this knowledge in planning is still developing. Student teacher’s plans reflect an understanding of the different cultural groups, special needs groups as well as academic groups within the classroom. In addition to the characteristics of “proficient,” the student teacher’s plans indicate differentiation for specific students (not just groups of students), depending upon the learning need or learning situation. Comments for 1.B.:
NA NO 1 2 3 4 terms of time expectations. Lesson plan is well structured with reasonable time allocations. student needs. Comments for 1.E.: 1. F. Designs student assessments NA NO 1 2 3 4 Assessments do not match instructional outcomes or do not affect future plans. Assessment criteria are vague and/or only a few of the instructional outcomes are addressed in the planned assessments. The student teacher intends to use assessment results to plan instruction for the class as a whole. Assessment types match learning expectations, and indicated modified assessments for some students as needed. The student teacher intends to use assessment results to plan for future instruction for groups of students. In addition to the characteristics of “proficient,” the teacher’s assessment should provide opportunities for student choice. The student teacher designed assessments are authentic with real-world application, as appropriate. Formative assessments are well designed and include students as well as teacher use of the assessment information. Assessment results will be used to plan for individual students. Comments for 1.F.: Domain 2: Classroom Environment
2. A. Creates an environment of respect and rapport NA NO 1 2 3 4 The student teacher is unfair in the treatment of students Interactions with students are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Teacher does not deal with disrespectful behavior. The student teacher attempts to respond to disrespectful behavior with uneven results. The student teacher attempts to make connections with individual students, but student reactions indicate that the efforts are not successful or are unusual. Student teacher to student and student to student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ ages, cultures, and developmental needs. Student teacher to student and student to student interactions are uniformly respectful. The student teacher responds to disrespectful behavior among students. The student teacher makes some connections with individual students In addition to the characteristics of “proficient,” the student teacher demonstrates knowledge and caring about individual students’ lives beyond school. When necessary, students correct one another in their conduct toward classmates. The student teacher’s response to a student’s incorrect response respects the student’s dignity. OR There is no disrespectful behavior among students. Comments for 2.A.: 2. B. Establishes a culture for learning, keeping in mind the diversity of student learners NA NO 1 2 3 4 The student teacher conveys that the reasons for work are external or trivializes the learning goals/assignments, and conveys to at least some students that the work is too challenging. High expectations are reserved for only a few students, students demonstrate little pride in their work, and class time is devoted more to socializing. The student teacher’s energy for the work is neutral. Students comply with the student teacher’s expectations for learning, but they don’t indicated commitment on their own initiative for the work. Many students indicate that they are looking for an easy path. The student teacher indicates the importance of learning and the assurance that with hard work, all students can be successful, and demonstrates a high regard for student abilities. The student teacher has high expectations for student effort and students put forth effort to complete quality work. In addition to the characteristics of “proficient,” the student teacher demonstrates a genuine passion for the subject. Student questions and comments indicate a desire to understand the content. Students assume responsibility by initiating improvements and revisions. Comments for 2.B.: