student responses as correct or incorrect. Few connections are observed being made between and among literacy skills, strategies, and the text being composed or discussed. OR Materials or candidate responses include significant content inaccuracies that will lead to student misunderstandings. Candidate makes connections between and among literacy skills, strategies, and the text being composed or discussed. application of literacy skills or strategies. Candidate and/or other students prompt students to make connections between and among literacy skills, strategies, and the text being composed or discussed. evaluate their own application of literacy skills or strategies. Candidate and/or other students prompt students to make connections between and among literacy skills, strategies, and the text being composed or discussed.
related to the identified standards/learning targets or use the same, unmodified strategies. OR Next steps are not described in sufficient detail to understand them. or slightly modified strategies for general support that addresses some identified student needs. Next steps described in sufficient detail to understand them. Next steps focus on improving student performance through targeted support to individuals and groups to address specific identified needs. Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups and are described in sufficient detail to understand them. individual students and/or subgroups. ASSESSMENT USING FEEDBACK TO GUIDE FURTHER LEARNING EL8: How does the candidate provide students feedback to guide their further learning? Level 1 Level 2 3 Level 4 Feedback focuses solely on errors with no elaboration or is vague. Opportunities for applying feedback are not described. OR The feedback contains significant inaccuracies. Feedback accurately identifies what students did well and areas for improvement related to specific learning targets. Candidate describes how students will use feedback to correct their errors. Specific and accurate feedback the student understand what s/he did well, and provides guidance for improvement. Candidate describes how students will use feedback to improve their work or their understanding. Specific and accurate feedback on content and academic language helps the student understand what s/he did well, and provides guidance for improvement. Candidate describes how students will use feedback to improve their work or their understanding and to evaluate their own work. Reflection Rubric REFLECTION MONITORING STUDENT PROGRESS AND ADJUSTING INSTRUCTION EL9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment?
Level 1 Level 2 Level 3 Level 4 Daily reflections indicate inconsistent monitoring of student performance. There is limited evidence of adjusting instruction in response to observed problems, e.g., student confusion, a lack of challenge, time management. Daily reflections identify what students could or could not do within each lesson. Adjustments to instruction are focused on improving directions for learning tasks, time management, or reteaching. reflections identify what students could or could not do within each lesson and consider the implications for meeting the standards/targets at the end of the learning segment. Adjustments to instruction are appropriate and focused on addressing some individual and collective learning needs. All components of Level 3 plus: Adjustments to instruction are focused on deepening students’ development of skills and strategies to comprehend and/or compose text.