A. Focus for Learning: Standards and Objectives /Targets align to appropriate Ohio Learning Standards AND Goals are measureable AND Standards, objectives/targets, and learning tasks are consistently aligned with each other AND Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area Plans align to appropriate Ohio Learning Standards AND Goals are measureable AND Standards, objectives/ targets, and learning tasks are consistently aligned with each other AND Articulates objectives/targets that are appropriate for learners Plans align to appropriate Ohio Learning Standards AND/OR Some goals are measureable AND/OR Standards, objectives/targets, and learning are loosely or are not consistently aligned with each other AND/OR Articulates some objectives/targets that are appropriate for learners do not align to the appropriate Ohio Learning Standards AND/OR Goals are absent or not measureable AND/OR Standards, objectives/targets, and learning tasks are not aligned with each other AND/OR Does not articulate objectives/targets that are appropriate for learners Sources of Evidence: Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Student learning objectives Evidence of differentiation Use of Ohio Learning Standards Posted learning objectives/ targets Possible Evidence: Expectations Emerging/ Does Not Meet Expectations Student teachers’ plans: appropriately “connect content to standard” (Marzano, p. 27). “Goals are: specific, measurable and timebound; based on multiple sources of available data that reveal prior student learning; aligned to content standards; appropriate for the context, instructional interval and content standard(s); demonstrating a significant impact on student learning of content (transferable skills)” (Marzano, p. 36). may be missing one or more of the following qualities: specific, measurable and timebound. Goals are not based on prior available student learning. Goals are partially aligned to content standards. Goals may be missing one or more of the following: appropriate for the context, instructional interval and content standard(s). Goal is not connected to a significant impact on student learning of content” (Marzano, p. 36). Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Planning for Instruction and Assessment
Possible Evidence: Incorporates a balance of publisher and teacher-made assessments Clearly states varied teacher performance Pre-submitted assessments were aligned to lesson content Assessments are referenced in daily procedures Student teacher can inform learners the “hows and whys” of formative assessment, and where the class is in the learning process Relies heavily on publisher generated test banks and assessments Assessments are not aligned to what was taught Assessments are not appropriate for age and/or level Inadequate data collected to discern student growth Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 Does Not Meet Expectations (0 points) Analysis of Teaching M. Connections to Research and Theory Discusses, provides evidence of, and justifies connections to educational research and/or theory AND Uses research and/or theory to explain their learners’ progress Discusses and provides evidence of connections to educational research and/or theory Mentions connections to educational research and/or theory No connections OR inaccurate connections to educational research and/or theory Sources of Evidence: Observation of teaching Pre/post observation conferences Reflections (written or oral) on lessons Teaching journals Cumulative planning documents Appropriate citations for research and theory Student learning objectives Connections between methodology and research/theory Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Exceeds: The student teacher: makes multiple and specific references to theory and research to support why a task was chosen, how an assessment is appropriate/aligns to instruction, etc. is able to go “in-depth” about the relationship between research/theory and their teaching (i.e., they are able to discuss applications and rationales in depth) Emerging: Connections are grade/developmental level appropriate The student teacher: consistently refers to only one general connection, or s/he relays the same connection within multiple lessons is a “name dropper” of theorists and researchers, but cannot articulate how his/her teaching integrates concepts from research and theory Does not Meet:
Sources of Evidence: School placement sign-in sheet (in office) Student teacher time log Email/correspondence to stakeholders School video Timeliness of submission of documents (lesson plans, grades, reports, IEP documentation, etc.) Conversations with and/or documentation from the mentor teacher Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Consistent school and student teacher time logs Timely communication with stakeholders Timely and orderly submission of documents Gaps in sign-in data, or lacking confirmation to communicate with stakeholders Fails to complete or submit documents Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Professional Commitment and Behaviors D. Meets Deadlines and Obligations deadlines and obligations established by the cooperating teacher and/or supervisor AND Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences to the absence AND Provides clear and complete directions and lessons for substitutes without reminders deadlines and obligations established by the cooperating teacher and/or supervisor AND Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence AND Provides and complete directions and lessons for substitutes Most of the time meets deadlines and obligations established by the cooperating teacher and/or supervisor AND Informs some stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences to the absence AND Provides incomplete directions and lessons for substitutes Frequently misses deadlines or obligations established by the cooperating teacher and/or supervisor AND/OR Does not inform stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence AND/OR Does not provide directions and lessons for substitutes Sources of Evidence: • Lesson plans • Substitute file • Assignments/materials provided to cooperating teacher when requested
• Calls, emails, text messages to inform of absence • Conversations with and/or documentation from the mentor teacher Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Teacher call log Signs in at school front desk daily Teacher candidate submits weekly plans to cooperating teacher by deadline Follows university and district policy about absence notice (at minimum the district policy) Sub plans include detailed explanations about dates/assignments No or inadequate plans provided (e.g., plans tell sub to have students read) Deadlines not met (grades turned in late, no notification of absences) Notification of absence occurs at last minute, after school day starts, or at an untimely time Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Professional Commitment and Behaviors E. Preparation Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) AND Materials are easily accessible AND organized AND Prepared for the unexpected and flexible Prepared to on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) AND Materials are easily accessible AND organized Not consistently prepared to on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) AND/OR Materials are easily accessible OR organized Not prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) AND/OR Materials are not organized NOR easily accessible Sources of Evidence: Lesson plans Manipulatives Handouts Resources Observations of teaching Substitute file Conversations with and/or documentation from the mentor teacher Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations