SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Have your Pre-Service Teacher complete the top section of this form.
Then finalize the Progress Report and sign.
Pre-service Teacher EDU 202 Instructor/Section
PROGRESS REPORT OF INTRODUCTORY FIELD EXPERIENCE (EDU 202)
Toward Meeting Program Goals
The University of Montana-Missoula
Phyllis J. Washington College of Education and Human Sciences
Semester:
Pre-service Teacher’s I.D.: Phone:
Grade & subject area: Email:
School: Cooperating Teacher:
PURPOSE: This introductory field experience is taken in conjunction with the EDU 202 course. Primary
goals of this field assignment include introducing pre-service teachers to the various roles of a teacher,
providing opportunities for focused observation, and structuring initial opportunities for interaction with
individual students and groups in a supervised teaching setting.
EVALUATION: Rate the student using the following criteria as a guide for a novice pre-service teacher.
Written feedback regarding the pre-service teacher’s progress can be provided on the following page. Circle the number of the most appropriate response.
Meets Criteria In each Performance Outcome area, this rating indicates that the per-service teacher 1)
completes activities as assigned by the cooperating teacher; 2) demonstrates initiative by suggesting
relevant teaching/learning opportunities; and 3) demonstrates understanding of basic concepts through
actions and discussions. Does Not Meet Criteria In each Performance Outcome area, this rating indicates one or more of the
following: 1) failure to complete activities assigned by the cooperating teacher; 2) a lack of initiative to
seek and engage in relevant teacher/learning activities, and/or 3) failure to demonstrate an
understanding of basic concepts in actions and discussions. Not Observed: This rating may occasionally be an appropriate response if the pre-service teacher has not
had the opportunity to observe or engage in activities relevant to the specific performance outcome in this
education setting. (The pre-service teacher is responsible for using the Student Learning Activities (pg. 5-
7) to initiate/suggest strategies for addressing each outcome area.)
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcome 1: Demonstrates knowledge of the disciplines and subject matter
related to curriculum. If a content area is weak, please indicate the area(s) in the comment
section. Meets Criteria = 2 Does Not Meet Criteria = 1
Demonstrated knowledge of most major concepts, processes
of inquiry related to the discipline(s). Presented content
information accurately. Reviewed curriculum resources prior
to class. Clarified goals and objectives with teacher as needed
to assist students with independent or group work.
Limited demonstration of knowledge of main concepts, or
processes of inquiry related to the discipline(s). Made errors
when presenting content.. Did not consistently review
curriculum prior to class meetings. Rarely consulted with the
cooperating teacher.
Performance Outcome 2: Assist in organizing interdisciplinary and discrete subject area
instruction to achieve curriculum goals. Meets Criteria = 2 Does Not Meet Criteria = 1
Asked relevant questions and demonstrated a developing
understanding of how classroom teachers plan and organize
instruction to help students connect information from prior
knowledge. Used available instructional aides to help
students achieve. Helped organize the classroom and prepared
resource materials for lessons.
Rarely if ever inquired about lesson planning or ways to help
students connect information to prior knowledge. Limited use
of readily available instructional aides to support student
achievement. Efforts to assist with the preparation of resource
materials or classroom organization were limited or
ineffective.
Performance Outcome 3: Observe and assist with the use of appropriate technology and
resources to enhance instruction and student performance Meets Criteria = 2 Does Not Meet Criteria = 1
Generally demonstrated the knowledge for using different
technology and helped students effectively use technology.
Took the initiative to review technical resources available in
the classroom and the school library.
Displayed limited knowledge or interest in using technology.
Provided minimal help for students using technology. Did not
review or try to learn the technical resources available in the
classroom or the school library-media center.
Performance Outcome 4: Assist teacher with appropriate assessment of student learning
and progress. Meets Criteria = 2 Does Not Meet Criteria = 1
Conferred with the teacher regarding the criteria for assessing
assigned student work. Accurately reviewed/graded student
work. Made notes to reinforce student’s efforts and/or clarify
student understanding of the subject, and identify the learning
abilities of students. Was willing to work with students
needing additional help.
Did not demonstrate initiative to increase individual
understanding regarding ways to assess student work.
Assigned grading of student work needed ongoing oversight
for accuracy. Written notes seldom supported student
understanding. Pre-service teacher usually appeared reluctant
to work with students needing addition help.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcome 5: Observe instructional and behavioral management strategies to
promote a safe and positive learning environment.
5a: Instructional Management Strategies Meets Criteria = 2 Does Not Meet Criteria = 1
Observed instructional management strategies: how to
provide for a safe physical environment, use class time
effectively, build connections to students’ prior knowledge,
incorporate student responses/questions, engage all students
equitably in discussions and activities.
Did not observe nor demonstrate evidence of understanding
instructional management skills. Did not use class time
effectively. Rarely if ever inquired about lesson planning or
ways to help students connect information to prior
knowledge.
5b: Behavioral Management Strategies Meets Criteria = 2 Does Not Meet Criteria = 1
Reviewed school and class policies with cooperating teacher.
Observed and helped monitor student behavior during class
learning activities. Observed in two-three other teachers’
classrooms. Identified/ recorded ways to provide appropriate
feedback for student behavior. Worked to engage and keep
students on-task.
Reviewed some classroom policies with cooperating teacher.
Observed student behavior during class learning activities.
Tended to be a “Buddy” to the students rather than
implementing strategies to gain their respect as teacher.
Performance Outcome 6: Engages students in learning activities that promote critical and
creative thinking. Meets Criteria = 2 Does Not Meet Criteria = 1
Participated in class discussions as assigned to help expand
students thinking skills. Generally reviewed unit and lesson
materials prior to class meetings in order to help students with
class work. When appropriate, asked questions to challenge
their thinking or problem solve.
Rarely participated in class discussions even when prompted.
Did not seek the opportunity to review subject content prior to
class meetings to help students with class work. Asked mostly
“yes or no” questions of students.
Performance Outcome 7: Assist the teacher in organizing learning environments to
accommodate learners. Meets Criteria = 2 Does Not Meet Criteria = 1
Knew the names of most students in the class(es) and acquired
an understanding of individual interest and cultural heritage.
Developed a positive rapport with students that supported
learning. When appropriate helped with room arrangement to
accommodate learning needs. Used teacher’s suggestions to
accommodate individual needs of learners.
Did not learn or consistently use the names of most students.
Lacked initiative and appeared uninterested in individual
student’s background. Limited (or adverse) rapport with
students. Students appeared uncomfortable seeking advice
from the pre-service teacher.
Performance Outcome 8: Communicates clearly, accurately, and professionally with
students and their families, colleagues, and community members. Meets Criteria = 2 Does Not Meet Criteria = 1
Generally demonstrated effective listening skills and used
standard oral and written English. Immediately informed the
teacher of any personal schedule changes. Good ability to
explain information for the developmental level of students.
Failed to carefully listen to instructions or student questions.
Lacked the knowledge and skill for using standard English.
Did not consistently inform the teacher of personal schedule
changes. Frequently did not explain information appropriate
to the developmental level of students.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcome 9: Reflect on professional responsibilities and demonstrate
commitment to fairness and the ability of all to learn. Meets Criteria = 2 Does Not Meet Criteria = 1
Met required deadlines. Grooming and dress were
professionally suited for the school setting. Observed class
and school policies and procedures. Observed confidentiality
of student information. Took the initiative to learn by asking
questions. Efficiently completed all assigned tasks. Generally
offered to help with additional teaching responsibilities or
meetings. Accepted and implemented feedback. Recognized
the need to expand background knowledge and skills for
teaching. Understood community and cultural expectations.
Was aware of the significance of treating students fairly and
worked to develop rapport with each member of the class.
Pre-service teacher’s belief that all children can learn was
evident during interactions with students, help with grading,
and conversations with the teacher.
Frequently late. Grooming and dress were not always
appropriate for the school setting. Inconsistent in observing
class policies and procedures. Did not observe confidentiality
of student information. Lacked initiative. Completed only
minimum hours. Assigned tasks were often completed
inaccurately. Frequently gave excuses during feedback given
to improve preparation and teaching skills. Demonstrated
limited interest in expanding and improving knowledge and
skills for teaching. Did not demonstrate a growing awareness
of community/cultural expectations. Focused attention
primarily on a few students. Limed evidence of the pre-
service teacher’s belief that all children can learn during
interactions with students, grading, and/or conversations with
the teacher.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Final Assessment of Student Teaching – Cooperating Teachers The University of Montana – Phyllis J. Washington College of Education and Human
Sciences
Submit to university supervisor or the Office of Field Experiences during the final week of student teaching.
Teacher Candidate: Student ID (790#):
Subjects & Grade Level(s): School:
Cooperating Teacher(s):
Rating Scale: 4= Exemplary 3 = Highly Competent 2 = Competent 1 = Minimally Competent
For each of the following criteria, check the most appropriate response for a beginning teacher. Refer to the UM Student Teaching Handbook for grading standards and descriptors to help determine the level of performance.
Performance Outcomes Check the most appropriate rating 1. Demonstrates knowledge of the disciplines and subject matter related to curriculum. - Uses accurate sources of information. - Exhibits a depth of understanding of the content to be learned. - Presents content in a way students can understand. - Integrates history, cultural heritage, and contemporary status of Montana Indians, and other diverse populations. - Answers questions appropriately and correctly.
4 3 2 1
2. Designs interdisciplinary and discrete subject area instruction to achieve curriculum goals. - Establishes clear and useful objectives. - Develops unit plans matching curriculum standards and demonstrating logical progression of concepts and skills for content area and grade level.
- Seeks opportunities to integrate learning from various disciplines. - Considers the local community and events in class lesson plans. - Seeks ways to integrate knowledge of history, cultural heritage, and contemporary status of Montana Indians when appropriate.
4 3 2 1
3. Uses appropriate technologies and resources to enhance instruction and student performance. - Has knowledge of current technology and incorporates it in teaching. - Matches appropriate technologies and resources to lesson objectives. - Instructs students in use of technology and instructional materials. - Uses technology and other resources for students, parents or guardians to access course requirements and information.
4 3 2 1
4. Selects and designs appropriate and authentic means of assessing student learning and progress. - Uses preassessments to determine students' background knowledge, and reviews criteria with the cooperating teacher.
- Matches assessments with objectives. - Uses multiple assessments, including performance-based assessments. - Uses rubrics to help students understand grading policies and encourages students to assess and monitor their own progress.
- Provides accurate feedback on academic performance. - Keeps complete and accurate records of student progress. - Returns graded assignments and exams promptly.
4 3 2 1
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcomes Check the most appropriate rating 5. Implements instructional and behavioral management strategies to promote a safe and positive learning environment. 5a. Instructional Management - Presents plans in advance of the lesson to the cooperating teacher. - Prepares for each lesson. - Provides for a safe physical environment for students. - Establishes a classroom environment that fosters student achievement. - Uses class time effectively. - Builds connections to students’ prior knowledge. - Incorporates student responses or questions to direct curricular decisions. - Engages all students equitably in discussions and activities.
4 3 2 1
5b. Behavioral Management - Defines and adheres to clear classroom policies and procedures. - Establishes a classroom fostering a positive social environment for learning. - Develops attitudes and work habits promoting responsibility and respect for others.
- Engages and keeps students on task. - Provides appropriate feedback for student behavior. - Analyzes classroom problems and initiates appropriate solutions. - Uses preventive behavior and intervention management strategies.
4 3 2 1
6. Engages students in learning activities that promote critical and creative thinking. - Uses varied questioning strategies. - Uses "think" time for student responses. - Helps students assess accuracy of information. - Encourages students to use problem solving strategies. - Helps students summarize and develop generalizations.
4 3 2 1
7. Designs and organizes learning environments to accommodate learners. - Helps students to accept responsibility for learning. - Uses a variety of materials, strategies, and activities. - Creatively connects lessons with student experiences. - Designs developmentally appropriate lessons.
4 3 2 1
8. Communicates clearly, accurately, and professionally with students and their families, colleagues, and community members. - Communicates proactively with parents, other school personnel, and
community members. - Seeks to establish cooperative partnerships with parents/guardians to
support student learning. - Communicates with students, colleagues and others honestly and appropriately. - Emphasizes the value and importance of the lesson content/activity. - Communicates enthusiasm for learning and teaching. - Uses effective listening skills to modify instruction. - Uses humor appropriately. - Speaks clearly and with appropriate voice inflection. - Uses standard English. - Models appropriate language for the maturity level of the students. - Gives clear directions and explanations appropriate for the grade level.
4 3 2 1
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcomes Check the most appropriate rating 9. Reflects on professional responsibilities and demonstrates commitment to fairness and the ability of all to learn. - Is punctual and reliable in meeting obligations. - Reflects on teaching practice to improve performance. - Protects the legal rights of students. - Conduct is consistent with the Professional Educators of Montana Code of
Ethics. - Observes policies, regulations and channels of communication. - Maintains a professional appearance. - Attends faculty meetings, in-service seminars, parent activities, student
teaching seminars and other opportunities for professional growth. - Exhibits openness to new resources, ideas, suggestions and strategies. - Consults with the cooperating teacher and various resource personnel. - Demonstrates a familiarity with professional organizations and publications. - Demonstrates understanding of and sensitivity to community/cultural
expectations. - Demonstrates fairness by meeting the educational needs of all students in a
caring, non-discriminatory, and equitable manner. - Lesson plans and student interactions demonstrate the belief that all
students can learn.
4 3 2 1
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
The pre-service teacher completes the top section.
The cooperating teacher completes the Final Progress Report.
Pre-service Teacher University Mentor
FINAL PROGRESS REPORT OF “PROFESSIONAL METHODS FIELD
EXPERIENCE”
Toward Meeting Program Goals
The University of Montana-Missoula College of Education and Human Sciences
Semester: Year:
Pre-service Teacher’s I.D.: Phone:
Grade & subject area: Email:
School: Cooperating Teacher:
This intermediate field experience provides an opportunity to observe and apply basic teaching skills in a
P-12 classroom with the guidance of an experienced teacher. The cooperating teacher rates the pre-service
teacher’s developing abilities using the following criteria as a guide and provides written feedback
regarding progress. The cooperating teacher circles the number of the most appropriate response. The
attached assessment rubric for each outcome may be helpful for completing this evaluation.
Assessment Rubric for Rating the Pre-service Teacher
in the Elementary Professional Methods Field Experience
Performance Outcome: 1. Demonstrates knowledge of the disciplines and subject matter
related to curriculum. If a content area is weak, please indicate the area(s) in the comment
section.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional Experience = 1
Demonstrates knowledge of
major concepts, processes
and inquiries related to the
discipline(s). Willing to
study curriculum and
research information for
tutoring students and for
teaching lessons. Is an
astute observer of student
Demonstrates knowledge of
most major concepts, processes
and inquiries related to the
discipline(s). Willing to study
curriculum and research
information for the class or for
tutoring students. Seeks some
conference time with the
cooperating teacher regarding
Demonstrates a basic
knowledge of major content,
processes and inquiries related
to the discipline(s). Beginning
to take initiative to review
curriculum resources prior to
assisting students with
instruction and to teach lessons
in a logical and comprehensible
Limited demonstration of
knowledge of major concepts,
processes or inquiries related to
the discipline(s). Does not
consistently review curriculum
resources prior to the class or to
scaffold lessons in a logical and
comprehensible format. Makes
errors. Needs additional
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
understanding of concepts.
Takes the initiative to
regularly confer with
cooperating teacher to
become familiar with
curriculum materials.
Clarifies goals and
objectives to scaffold
lessons in a logical and
comprehensible manner.
Answers student questions
correctly or directs learners
to appropriate sources.
curriculum resources
appropriate for the subject and
grade level. Generally clarifies
goals and objectives to present
lessons in a logical and
comprehensible format.
Answers student questions
correctly or directs learners to
appropriate sources.
manner. Answers student
questions, but needs assistance
of the teacher to direct learners
to appropriate sources.
experience working with young
people to be able to explain
subject content appropriate for
the development level of
students. Rarely consults with
the cooperating teacher regarding
curriculum materials.
Performance Outcome: 2. Participates in organizing interdisciplinary and discrete subject
area instruction to achieve curriculum goals.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Immediately recognizes
ways the classroom
teachers plan and
organize instruction to
help students connect
information from
previous knowledge. Uses
instructional aides to help
students achieve. Seeks to
identify and use various
instructional aides to help
students achieve. Helps
develop and prepare
resource materials for
lessons. Confers with the
cooperating teacher and
methods instructor to plan
lessons. Prepares and
teaches a lesson(s) to the
whole class. Progress
includes planning and
teaching an
Interdisciplinary mini-
unit. Lessons demonstrate
careful thought and
preparation for teaching.
Is developing an
understanding of how
classroom teachers plan
and organize instruction to
help students connect
information from prior
knowledge. Identifies
various instructional aides
to help students achieve.
Helps prepare resource
materials for lessons.
Confers with the
cooperating teacher to
plan, prepare and teach a
lesson(s) to the whole
class. Progress includes
planning and teaching an
Interdisciplinary mini-unit
to the entire class.
Lesson(s) generally
demonstrate thorough
preparation for teaching.
Beginning to identify and
ask questions regarding
how a class room teacher
plans and organizes
instruction to help students
connect information from
prior knowledge. Uses
available instructional
aides to help students
achieve. Helps prepare
resource materials. Confers
with the cooperating
teacher to plan, prepare
and teach a lesson(s) to the
whole class. Progress
includes planning and
teaching an
Interdisciplinary mini-unit
to the entire class.
Improving in lesson(s)
preparation appropriate for
the grade and subject area.
Occasionally makes an
inquiry about lesson
planning and ways to help
students connect
information to prior
knowledge. Observes
preparation of resource
materials. Minimal help
with room arrangement.
Occasionally consults with
the cooperating teacher to
plan, prepare and teach a
lesson(s) to the whole
class. Progress includes
planning and teaching an
Interdisciplinary mini-unit
to the entire class.
Lesson(s) preparation is
not effectively planned or
organized to meet the
needs of the learner.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcome: 3. Participates in the use of appropriate technology and resources
to enhance instruction and student performance.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Takes the initiative to
learn and review technical
resources available in the
classroom and the school
library-media center.
Researches additional
resources for the
cooperating teacher and
assists in preparing
instructional aides for
lessons. Demonstrates
excellent knowledge of
technology and the ability
to efficiently use
technology to present a
lesson(s) including print
and non-print media.
Helps students effectively
use the technology.
Takes the initiative to
review technical resources
available in the classroom
and the school library-
media center. At the
cooperating teachers
direction researches
additional resources for a
unit or a lesson. Generally
demonstrates the
knowledge for using
different technology and
other resources to present
a lesson(s). Helps students
effectively use technology.
Reviews some technical
resources available in the
classroom and the school
library-media center.
Demonstrates the
knowledge for using some
technology to present a
lesson(s) or a mini-unit.
Asks questions if not
confident and helps
students use technology.
Spends very little time
reviewing or trying to
learn the technical
resources available in the
classroom or the school
library-media center.
Displays limited
knowledge or interest in
using technology for
instruction. Provides some
help for students using
technology.
Performance Outcome: 4. Participates with the teacher to develop appropriate assessments
of student learning and progress.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Confers with the teacher
regarding various
assessment measures and
criteria to help with
assessing students’ work.
Promptly and carefully
completes all assigned
grading of students’
work. Adds comments to
reinforce students’ efforts
and/or clarify students’
understanding of a
subject. Carefully
monitors and records the
learning progress of a
specific student for the
semester and identifying
the learning abilities of
the student. Confers with
the cooperating teacher to
develop appropriate
assessment measures for
lessons or unit taught.
Implements several
different assessment
measures to evaluate the
Generally confers with the
teacher regarding the
criteria for assessing
assigned students’ work.
Accurately reviews and
grades students’ work.
Makes notes to reinforce
students’ efforts and/or
clarify students’
understanding of the
subject. Identifies the
learning abilities of
students. Monitors and
records the learning
progress of a specific
student for the semester
identifying the learning
abilities of the student.
Confers with the
cooperating teacher to
develop appropriate
assessment measures for
lessons or unit taught.
Implements several
different assessment
measures to evaluate the
Attempts to follow
teachers’ instructions for
reviewing and assessing
assigned students’ work.
Completes assigned grading
of students’ work. Adds a
few comments to reinforce
students’ efforts and/or
clarify students’
understanding of the
subject. Is beginning to
recognize different learning
abilities of students.
Beginning to monitor and
record the learning progress
of a specific student.
Confers with the
cooperating teacher to
develop assessment
measures for lessons or unit
taught. Implements some
assessment measures to
evaluate the learning
progress of students.
Does not take the
initiative to increase
students’ understanding.
Will complete assigned
grading of students’ work,
but cooperating teacher
must carefully review
each assignment for
accuracy of assessment.
Occasionally monitors and
records the learning
progress of a specific
student. Occasionally
confers with the
cooperating teacher to
develop assessment
measures for lessons or
unit taught. Implements
an assessment measures to
evaluate the learning
progress of students
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
learning progress of
students.
learning progress of
students.
Performance Outcome: 5. Assists in instructional and behavioral management strategies to
promote a safe and positive learning environment.
5a: Instructional Management Strategies
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Encourages students to
achieve success in class
work. Helps arrange and
maintain the physical
environment for students’
learning. Demonstrates
the ability to keep
students focused when
presenting a lesson. Seeks
to observe in other
teachers’ class-
rooms. Records ways to
properly address students
throughout the
instruction.
Helps arrange and maintain
the physical environment
for students’ learning.
Generally manages to
maintain the focus of
students during the lesson
presentations. Observes in
two to three other teachers’
class rooms. Identifies and
records ways to
appropriately address
students throughout the
instruction.
Generally manages to
maintain the focus of
students during most of the
lesson presentation.
Observed at least two other
teachers’ class
rooms. Identify and record
some ways to appropriately
address students
throughout the instruction.
Did not demonstrate
evidence of understanding
instructional management
skills. Limited skills in
maintaining the focus of
students during a lesson
and/or during practice
teaching. Observed
another teachers’ class
room and identified
another way to
appropriately address
students throughout the
instruction.
5b: Behavioral Management Strategies
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Reviews and discusses all
school and classroom
policies with cooperating
teacher. Observes and
takes the initiative to
monitor students’
behavior during class
learning activities.
Reviews school and
classroom policies with
cooperating teacher.
Observes and helps monitor
students’ behavior during
class learning activities.
Helps arrange and maintain
the physical environment
for students’ learning.
Generally manages to
maintain the focus of
students during the lesson
presentations. Observes in
two to three other teachers’
class rooms. Identifies and
records ways to
appropriately address
students throughout the
instruction.
Reviews class room
policies with cooperating
teacher. Observes and
helps monitor some
students’ behavior
throughout the class
learning activities.
Reviews some classroom
policies with cooperating
teacher. Observes
students’ behavior during
class learning activities,
but tendency is to be a
“buddy” to the students
rather than taking time to
gain their respect as a
teacher.
Performance Outcome: 6. Engages students in learning activities that promotes critical and
creative thinking.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Seeks opportunities to
participate in class
discussions and helps
expand students’ thinking
skills. Obtains and
reviews unit and lesson
materials prior to class
meetings to assist students
with class work. Asks
questions to challenge
their thinking skills.
Carefully plans and
presents a lesson(s) that
provides students the
opportunity to use
problem solving
strategies, inquiry skills or
creative thinking skills.
Participates in class
discussions and helps
expand students’ thinking
skills. Generally reviews
unit and lesson materials
prior to class meetings in
order to help students with
class work. Asks questions
to challenge their thinking
skills. Plans and presents a
lesson(s) that provides
students the opportunity to
use problem solving
strategies, inquiry skills or
creative thinking skills.
Participates in class
discussions when the
cooperating teacher
engages the pre-service
teacher in discussions.
Reviews some lesson
materials prior to class
meetings to help students
with class work. Asks
some questions to
challenge their thinking
skills developing the
ability to efficiently
process information. With
guidance of the
cooperating teacher
presents lessons that
provide students the
opportunity to use problem
solving strategies, inquiry
skills or creative thinking
skills.
Rarely participates in class
discussions. Does not seek
the opportunity to review
subject content prior to
class meetings to help
students with class work.
Asks mostly “yes or no”
questions of students.
Lessons do not provide
students the opportunity to
use problem solving
strategies, inquiry skills or
creative thinking skills.
Performance Outcome: 7. Participates in organizing learning environments to
accommodate learners.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Learns the names of
students in the class(es).
Seeks to acquire a more
comprehensive
understanding of
individual interest and
cultural heritage to
develop a rapport with
students to facilitate
learning.
Helps with organization
and setup of room to
accommodate class
instruction. Actively seeks
a range of strategies to
help with individual or
group instructions.
Collaborates with the
cooperating teacher to
modify lessons that
accommodate the needs of
learners.
Strives to learn the names
of students in the class(es).
Tries to acquire an
understanding of
individual interest and
cultural heritage to
develop a rapport with
students to facilitate
learning. When
appropriate helps with
room arrangement to
accommodate the learning
needs of students. Uses
teachers’ suggestions to
accommodate individual
needs of learners.
Knows the names of most
students in the class(es).
Attempts to develop an
understanding of
individual interest and
cultural heritage to develop
a rapport with students to
facilitate learning. Works
with individuals or group
instruction to help meet the
needs of students.
Beginning to identify ways
to accommodate individual
needs of learners
throughout a lesson.
Does not remember names
of students. Lacks
initiative or interest in any
individual students’
interest or cultural heritage
limiting positive rapport
with students. Students are
not comfortable seeking
advice from the pre-service
teacher. Works with only
one or two students. Does
not consult with
cooperating teacher to
identify ways to
accommodate the lesson to
meet an individual needs.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcome: 8. Communicates clearly, accurately, and professionally to diverse
audiences.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Demonstrates excellent
listening skills and uses
standard oral and written
English. Stays in close
contact with cooperating
teacher and immediately
informs the teacher in
advance of any personal
schedule changes. Uses
good voice inflection to
capture the attention of
students. Excels in ability
to explain information for
the developmental level of
students. Uses positive
communication and humor
effectively and
appropriately to establish
rapport with students.
Generally demonstrates
effective listening skill
and uses standard oral and
written English.
Immediately informs the
teacher of any personal
schedule changes. Uses
good voice inflection
when teaching. Good
ability to explain
information for the
developmental level of
students. Uses positive
communication skills to
establish rapport with
students.
Demonstrates excellent
listening skills and is
striving to improve using
standard English.
Generally informs the
teacher of any personal
schedule changes.
Beginning to use more
voice inflection for
instruction. Strives to use
positive communication
skills to establish rapport
with students. Developing
the ability to explain
information appropriate for
the developmental levels of
students.
Fails to carefully listen to
instructions or student
questions. Lacks the
knowledge and skill for
using standard English.
Does not inform the
teacher of any personal
schedule changes. Needs
to use more voice
inflection when teaching.
Humor tends to be in the
form of sarcasm. Does not
explain information
appropriate to the
developmental levels of
students.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Performance Outcome: 9. Reflect on professional responsibilities and demonstrate
commitment to fairness and the ability of all to learn.
Highly Competent = 4 Competent = 3 Minimally Competent = 2 Needs Additional
Experience = 1
Is punctual and reliable in
meeting obligations.
Grooming and dress are
always professionally suited
for the school
setting. Observes all class
and school policies and
procedures. Observes
confidentiality of student
information. Takes the
initiative to learn by asking
questions and seeking
feedback from the
cooperating teacher and the
students. Accepts
constructive criticism and
implements suggestions.
Efficiently and accurately
completes all assigned tasks.
Offers to help with any
additional teaching
responsibilities or attend
meetings or conferences.
Seeks to expand background
knowledge and skills for
teaching. Is responsive to
community/cultural
expectations. Demonstrates
fairness by meeting student
educational needs in a caring,
non-discriminatory and
equitable way. Lesson Plans
and student interactions
demonstrate a clear belief
that all students can learn.
Meets required
deadlines.
Grooming and dress are
professionally suited for
the school
setting. Observes class
and school policies and
procedures. Observes
confidentiality of student
information. Takes the
initiative to learn by
asking questions.
Efficiently completes all
assigned tasks. Generally
offers to help with
additional teaching
responsibilities or
meetings. Accepts and
implements feedback.
Recognizes the need to
expand background
knowledge and skills for
teaching. Understands
community and cultural
expectations and is
typically responsive in
planning and classroom
interactions. Is aware of
the significance of
treating students fairly
and generally meets
student educational
needs in a caring, non-
discriminatory and
equitable way. Lesson
Plans and student
interactions generally
demonstrate a belief that
all students can learn.
Generally fulfills required
obligations in a timely
manner. Grooming and
dress are generally
appropriate for the school
setting. Observes class
policies and procedures.
Observes confidentiality
of student information.
Takes the initiative to
learn by asking questions.
Efficiently completes all
assigned tasks. When
possible offers to help
with some additional
teaching responsibilities
or meetings. Interest in
expanding background
knowledge and skills in
some subject areas. Is
aware of
community/cultural
expectations and is
beginning to respond
accordingly. Strives to
treat students
fairly. Articulates the
belief that all students can
learn and is beginning to
develop lesson plans
accordingly.
Frequently late, lesson(s)
are not completely
prepared in advance of the
day to teach.
Grooming and dress is not
always appropriate for the
school setting.
Inconsistent in observing
class policies and
procedures. Does not
observe confidentiality of
student information.
Lacks initiative. Manages
to complete only the
minimum hours All
assigned tasks are not
accurately completed.
Frequently gives excuses
during feedback given to
improve preparation and
teaching skills. Limited
interest in expanding and
improving knowledge and
skills for teaching. Does
not demonstrate an
awareness of
community/cultural
expectations. Lesson plans
and interactions tend to
meet the select needs of
some/not all students. The
belief that all students can
learn is not yet evident in
practice.
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Data from the three assessments above can be accessed with the following link: click here
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Student outcomes on diversity for the Educational Leadership Department based on the
highlighted components of the rubrics above.
50%
55%
60%
65%
70%
75%
80%
85%
90%
95%
100%
M F
Diversity
50%55%60%65%70%75%80%85%90%95%
100%
Diversity
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
School Psychology Conceptual Framework The School Psychology program assesses the Unit’s Conceptual Framework on seven indicators. The first six indicators are:
1. Consultation and Collaboration 2. Diversity and Development of learning 3. Professional Work Characteristics 4. Problem-Solving and Critical Thinking 5. Interpersonal Relations 6. Respect for Human Diversity
The final and seventh indicator is:
7. Is sensitive to cultural differences, diversity of values, and community standards
This data is collected from the Supervisor Evaluation of the candidate’s comprehensive internship experience
Data:
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
EDU 345: Exceptionality and Classroom Management
Classroom Management Plan Rubric
(70 points)
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
Data:
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted
SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted