Impact Portfolio Rubric (In EDU 425/525 During Student Teaching) PART A Indicator TARGET 3 ACCEPTABLE 2 UNACCEPTABLE 1 1. Classroom management and the resulting learning environment CCCT 2.1 The Teacher Candidate managed the classroom to create a learning environment in which students were encouraged to discuss ideas, seek information, and validate explanations. The Teacher Candidate managed the classroom to create a learning environment in which students were encouraged to follow the teacher’s instructions. The Teacher Candidate had difficulties with classroom management, and, as a result, students’ behavior may have interfered with their learning. 2 & 3. Learning activities aligned with national standards used to support students’ development of essential skills in the subject area CCCT 1.2 The Teacher Candidate planned lessons and units that addressed appropriate learning goals, including those that addressed local, state, and national standards and legislative mandates and used learning activities that integrated essential subject area knowledge and skills . The Teacher Candidate planned lessons and units that addressed appropriate learning goals, including those that addressed local, state, and national standards and legislative mandates and used learning activities to develop students’ basic skills and knowledge. The Teacher Candidate did not plan lessons and units to appropriately address standards and legislative mandates or used learning activities that primarily involved students in memorization and/or recall of factual knowledge. The Teacher Candidate used learning activities that established a framework for future learning of subject area concepts and themes The Teacher Candidate used learning activities that provided some opportunities for students to apply and/or develop essential subject area skills in learning content The Teacher Candidate used learning activities that did not provide opportunities for students to apply or develop essential skills in learning content 4, 5, & 6. Engaging the students in inquiry to examine issues in the subject area CCCT 2.2 Students were actively engaged in exploring one or more issues relevant to the content covered Students were engaged in examining one or more issue using different resources Students located information from resources provided by the teacher Students independently conducted research using a variety of sources Students were guided to use research to summarize their findings Students’ research was not a component in the inquiry activities. Students developed, justified & presented their positions taking into account alternate points of view. Students developed and presented positions with unfounded justification or no justification. Students presented information with no justification and no or little evidence of research of findings.
18. Using Resources from Professional Organizations NCTM CAEP Standards 2012, 6c Extensively uses resources from professional mathematics education organizations such as print, digital, and virtual resources and collections. Uses resources from professional mathematics education organizations such as print, digital, and virtual resources and collections. Does not use resources from professional mathematics education organizations such as print, digital, or virtual resources and collections. 19. Developing Knowledge, Skills, and Professional Behaviors NCTM CAEP Standards 2012, 7c Consistently develops knowledge, skills, and professional behaviors; examines the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and observes and analyzes a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Develops knowledge, skills, and professional behaviors; examines the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and observes and analyzes a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Does not develop knowledge, skills, and professional behaviors; examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics; or observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment. Note: Incomprehensible and missing responses will result in a score of 0. In order to receive credit for student teaching and impact portfolio, candidates must receive a score of 2 or 3 in each category of this rubric.