Program ToolsC.A.R.E. Conceptual Framework (click to download)Lipscomb Universityʼs Teacher Education Program is committed to preparing students to be caring and competent teachers based upon the C.A.R.E. Conceptual Framework.

PRAXIS II (http://www.ets.org/praxis/tn)To be certified to teach in most U.S. states, one must pass a PRAXIS II test or a series of PRAXIS II tests administered by the Educational Testing Service. Each education major has its own requirements with regard to the test(s) to be taken. Although frequent updates and reminders will be provided by the university, it is the studentʼs responsibility to be knowledgeable of the required tests and to take them in a timely manner.

Checklist Coversheet (click to download)A checklist has been designed for use by mentors or mentees as they work to ensure that all requirements for advancement from the Transitional License to the Apprentice License have been met. This checklist should be attached as the coversheet for all licensure paperwork submission to the university.

Mentoring and Professional Development Log (click to download)Students working on the transitional license will use the Mentoring and Professional Development Log to keep up with their hours of mentoring. Mentoring provided by Lipscomb University and mentoring or professional development provided by their school shall be kept on separate logs. When mentoring is recorded on the log, it should be rounded to the appropriate quarter hour, using fifteen (15) minute increments.

Practicum Log (click to download)This practicum log applies only to those who are seeking a K-12 endorsement. Any student seeking a K-12 endorsement must demonstrate experience with students in both the elementary and the secondary level.

• A transitionally licensed teacher with current K-12 endorsement has no additional practicum or student teaching requirements. • A transitionally licensed teacher with only elementary experience (K-6) or an elementary endorsement must complete thirty (30)

clock hours of practicum experience at the secondary level (7-12). • A transitionally licensed teacher with only secondary experience (7-12) or a secondary endorsement must complete thirty (30)

clock hours of practicum experience at the elementary (K-6) level.

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Portfolio (click to download)All students in the College of Education complete a Professional Portfolio using LiveText. Submissions of key assignments into the portfolio are directed through formal coursework.

Teaching Assessment Tool and Rubric (click to download)At least one evaluation per semester is to be completed using the Teaching Assessment Tool. The evaluation is used to help the mentor support the growth of the transitionally licensed teacher. The evaluation is not punitive and is not part of an employment file.

Notice of ConcernIf a candidate fails to demonstrate growth and to follow suggestions for improvement as made by support personnel, a Notice of Concern may be filed. The Notice of Concern documents the specific resources, supports, steps, etc. that will be used in strengthening the designated area(s) and outlines the results for failure to show the required level of improvement. A copy of the Notice of Concern will be forwarded to the appropriate director.

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C.A.R.E. Conceptual Framework Lipscombʼs conceptual framework for the initial and advanced programs is built upon four categories:

Craft of Teaching Attitudes and Values Relationships Essential Knowledge

The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The unit believes that this conceptual framework provides the structure within which all educational programs can sustain a high level of excellence so that its candidates will be of the highest quality. It is shared widely within the university and beyond. The original Conceptual Framework was written in 1998. Periodically, it is revisited, refined, and updated and checked for continuing alignment with Interstate New Teacher Assessment and Support Consortium (INTASC) and Tennessee State Standards for the approved programs in the Initial program, and for continuing alignment with The Interstate School Leaders Licensure Consortium (ISLLC) Principles, National Board for Professional Teaching Standards (NBPTS) Propositions, and Tennessee State Standards for approved programs in the Advanced program. The Unit support is firm in the conviction that these categories continue to serve as a guide for our teaching, assessing, example, and practice. We believe that they describe the competent teachers whom we strive to develop – teachers who care enough to perfect their craft as an exemplary teacher, maintain attitudes and values worthy of emulation, develop relationships with all stake holders in the education of students, and continue to advance essential knowledge in their discipline of teaching. All syllabi are required to include how goals of the course address C.A.R.E. principles. Reference should be made often during courses to these beliefs. Each key assessment is founded on and organized by the four (4) C.A.R.E categories. C.A.R.E. truly serves as the structural framework for the work done by this Unit.

C.A.R.E. (Initial)

Lipscombʼs Teacher education program is committed to preparing educators who: 1. Practice their CRAFT in an exemplary manner by:

a. Applying standards and current research in practice b. Planning instruction and student learning goals based on formative and summative

assessment data c. Analyzing and making informed instructional decisions based on best practice d. Reflecting on teacher practice by continually evaluating student learning e. Integrating current technology to enhance the learning environment f. Modeling and creating opportunities for critical thinking, problem solving, and

performance skill development g. Encouraging, motivating, and monitoring student learning h. Organizing and managing the learning environment to assure that all students learn i. Developing and refining a personal philosophy of teaching and learning j. Differentiating instruction to meet the needs of diverse learners k. Using a variety of research-based strategies to effectively enhance student outcomes

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2. Possess the following ATTITUDES AND VALUES:

a. Belief that all children can learn, regardless of gender, ethnicity, or social status b. Commitment to learning as a lifelong process c. Confidence and enthusiasm to teach as a professional d. Value wellness and a healthy lifestyle e. Importance of a strong work ethic and commitment to education f. Commitment to punctual and responsible completion of assignments, tasks, and duties g. Initiation of on-going professional development and self-improvement h. Visible demonstration of the joy of teaching i. Coping skills, such as flexibility and a sense of humor j. Decision-making informed by ethical standards

3. Foster collaborative RELATIONSHIPS to improve the lives of others, which are enhanced by:

a. Demonstrating a respect for and appreciation of cultural diversity and individual differences

b. Providing opportunities for increased cultural awareness in the global society c. Comfortably and effectively relating to and communicating with all students, parents, and

colleagues d. Collaborating and partnering with others to achieve a common goal e. Demonstrating professional behavior in all circumstances f. Utilizing community personnel and resources g. Listening to and appropriately responding to feedback h. Being a caring teacher i. Maximizing communication through the use of appropriate technology j. Using ethical standards to inform relationships with others

4. Demonstrate ESSENTIAL KNOWLEDGE concerning a. The discipline being taught and its relationship to general knowledge b. Understanding and application of current research on effective teaching c. Developmental stages, learning theories, and their impact on teaching and learning d. Planning for short term and long term instruction e. Location and use of resources f. Classroom management g. Evaluation and assessment tools h. Data-driven decision-making i. Appropriate written and verbal communication

Transitional Licensure Checklist

Please submit all paperwork to your mentor using this checklist as a coversheet. Advancement paperwork must be submitted by April 30.

Name

L Number District or School

Endorsement Code

Date Renewals to Date None One Two

Candidates ALL

Mentor Log (Lipscomb-provided mentor)

LEA Mentor Log

Summative Evaluation

Praxis Scores passed appropriate tests

Advancement Only

Application (available online here) original copy only with signature

Undergrad Transcript on file with DOE new copy to LU

K-12: Practicum Experience (30 Hours) log letter from administrator

Lipscomb University Transitional Licensure Mentoring & Professional Development Log

Lipscomb Provided Mentors Academic Year 2011-2012

Mentee: School: Grade/Subject Area: Lipscomb Mentor:

Date Description of Mentoring or Professional Development Activity

Time

Cumulative Time Time should be in ¼

increments Example: Feb 2, 2011

Examples: University Mentoring through observations, materials and conferences, email or phone Example: 9:30-10:45 am Example: 1 .25 hours

Mentee’s Name _______________

TOTAL HOURS FROM ALL PAGES: ___________________________________

Lipscomb University Transitional Licensure LEA Provided Mentoring and Development Log

Academic Year 2011-2012 IF USING DISTRICT PROVIDED PRINTOUT, PLEASE ONLY COMPLETE TOTAL

HOURS AT BOTTOM OF THIS PAGE AND STAPLE ON TOP OF LEA HOURS.

Mentee: School: Grade/Subject Area: Lipscomb Mentor:

Date Description of Mentoring or Professional Development Activity

Time

Cumulative Time

Example: Feb 2, 2011

Examples: PALs or school-based Mentoring, District Seminars, School In-Service Workshops/Events, other professional training, etc.)

Example: 9:30-10:30 am Example: 1 hour

Mentee Name_____________________

TOTAL Hours: __________________(Please put total from all pages on front page)

Practicum Log

Practicum Participant: ______________________________________ Major: ____________________________________________________ Expected Date of Program Completion: __________________________

Dates

M/D/YY Description of Practicum Activity Description of Location & Learners (Grade level, School, etc.) Time Logged Signature

(Mentor/Supervisor) 1.

2.

3.

4.

5.

Lipscomb College of Education, Revised 10/10

SUMMATIVE PORTFOLIO RUBRIC

Student  Name    ___________________________________________          Evaluator  Name  ______________________________________________  

 

Grade  Assigned    __________________________________________            Evaluation  Date    ______________________________________________  

INTRODUCTION (RATE WITH ONE SCORE)

CRAFT OF TEACHING Outcomes Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points

Effective Planning

Provides plans that are thorough and could easily be used by others; links appropriate goals, objectives, key questions, and standards; includes plans for a variety of grade levels across the endorsement area and for short- and long-term planning

Provides plans that are complete, including all lesson plan elements; includes plans for multiple grade levels and for short- and long-term planning

Lacks some lesson plan elements or sufficient detail; limits plans to only one or two different grade levels; lacks evidence of long-term planning

Is unorganized, skimpy; contains no variety in grade level and length of planning time

1.a. Applying standards and current research in practice 1.b. Planning instruction and student learning goals based on formative and summative assessment data 1.c . Analyzing and making informed instructional decisions based on best practice

Varied Instructional

Strategies

Includes lesson plans, unit plans, and other items documenting multiple teaching strategies; addresses critical thinking, problem solving, and performance skills; includes whole class, small group, and individual assignments

Includes lesson plans, unit plans, and other items that show the use of a variety of teaching strategies; addresses critical thinking, problem solving, and /or performance skills; includes whole class, small group, and individual assignments

Includes lesson and unit plan with instructional strategies that are limited in scope; focuses on lower cognitive levels of knowledge and comprehension

Contains no variety of instructional strategies; follows a repetitive lesson format; has activities not suitable for targeted concepts; demonstrates no effort to engage students

1.f. Modeling and creating opportunities for critical thinking, problem solving, and performance of skill development 1.j. Differentiating instruction to meet the needs of diverse learners 1.k. Using a variety of research-based strategies to effectively enhance student outcomes

Creating a Positive Climate

Establishes proactive classroom procedures that encourage self-discipline; creates a community of respect that supports learning; empowers and motivates students

Establishes clear classroom procedures; considers student motivation when designing lessons and routines

Establishes classroom procedures and logical consequences

Has unclear classroom procedures; does not suit consequences to behaviors

1.g. Encouraging, motivating, and monitoring student learning 1.h . Organizing and managing the learning environment to assure that all students learn 1.i. Developing and refining a personal philosophy of education

Meeting Diverse Needs of Students

Includes evidence of creative modifications and adaptations to meet student needs; provides students with choices and opportunities for movement, cooperative work, and activities designed for multiple learning styles

Includes evidence of modifications and adaptations to meet student needs; includes differentiated activities designed for multiple learning styles

Attempts to make modifications; gives some attention to differentiated instruction

Gives little to no attention to modifications or differentiated instruction

1.d. Reflecting on teacher practice by continually evaluating student learning

Using Technology

Uses technology creatively to enhance teaching, research, communication, management, and to promote active student engagement

Uses technology for research, communication and/or management; integrates technology into lessons

Uses technology resources for research, communication, management, or as a part of lesson plans

Does not demonstrate effective use of technology

1.e. Integrating current technology to enhance the learning environment

Outcomes Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points Introduction

Autobiography

Resume

Overall

Organization & Appearance

All required parts/artifacts are included, current, and descriptive; they are well-written with no technical/ grammatical errors and reflect superior thought in reflection, organization, and presentation, and are neat in appearance.

All required parts/artifacts are included, current, and descriptive; they are well-written with few technical/ grammatical errors and reflect thought in reflection, organization, and presentation, and are neat in appearance.

Most required parts/artifacts are included; however, not all are current or descriptive and many lack specificity; there are several technical/ grammatical errors in writing; and reflection, organization, and presentation appearance are mediocre.

Several required parts/artifacts are missing, not all are current or descriptive, and many lack specificity; there are many technical/grammatical errors in the writing, and the organization and appearance do not reflect much thought in planning.

Lipscomb College of Education, Revised 10/10

ATTITUDES & VALUES Outcomes Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points

Believes All Children Can

Learn

Documents a strong belief that all children are capable of learning and demonstrates that s/he is capable of teaching them

Documents a belief that all children are capable of learning and demonstrates the use of some strategies toward meeting diverse needs

Documents a belief that all children are capable of learning and a desire to teach meet diverse needs

Lacks documentation of a belief that all children are capable of learning or any attempt to meet diverse needs

2.a. Belief that all children can learn, regardless of gender, ethnicity, or social status 2.b. Commitment to learning as a lifelong process

Healthy Lifestyle

Documents a demonstration of the value for a healthy lifestyle for both self and students

Documents a value for a healthy lifestyle for both self and students

Documents a value for a healthy lifestyle for self or for students

Does not document a value for a healthy lifestyle for either self or students

2.d. Value wellness and a healthy lifestyle

Teaches with Confidence

Includes a generous selection of documentation about performance, several professional development activities and their impact on the candidate’s teaching

Includes of documentation about performance, some professional development activities and their impact on the candidate’s teaching

Includes documentation about performance, one professional development activity and its use in the candidate’s teaching

Includes little or no documentation about performance, professional development activities nor their impact on the candidate’s teaching

2.c. Confidence and enthusiasm to teach as a professional 2.g. Initiation of on-going professional development and self improvement 2.i. Coping skills, such as flexibility and a sense of humor

Demonstrates a

Strong Work Ethic

Documents a demonstration of excellent attendance and punctuality, professional activities toward becoming a more effective teacher, strong ethical behavior, and enthusiasm for teaching

Documents a demonstration of excellent attendance and punctuality, at least one effort toward becoming a more effective teacher, and ethical behavior

Documents a demonstration of good attendance and punctuality, a desire to become a more effective teacher, and ethical behavior

Lacks sufficient documentation of attendance or documents several absences and/or tardiness; no documentation of ethical behavior nor efforts to improve

2.e. Importance of a strong work ethic and commitment to education 2.f. Commitment to punctual and responsible completion of assignments, tasks, and duties 2.j. Decision-making informed by ethical standards

Exhibits Joy and

Enthusiasm

Documents evidence of great enthusiasm and vivid joy of teaching

Documents evidence of enthusiasm and the joy of teaching

Provides unclear evidence of enthusiasm and the joy of teaching in the documentation

Provides no documentation of enthusiasm and the joy of teaching

2.h Visible demonstration of the joy of teaching

RELATIONSHIPS Outcomes Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points

Appreciates

Diversity

Demonstrates an ability to relate well to all members of the educational community, along with many examples of respect and appreciation of cultural diversity and individual differences

Demonstrates an ability to relate well to most members of the educational community, along with some examples of respect and appreciation of cultural diversity and individual differences

Demonstrates a desire to relate well to most members of the educational community, along with some examples of respect or appreciation of cultural diversity or individual differences

Provides insufficient evidence to show an ability or desire to relate to diverse members of the educational community; inadequate examples of an appreciation of diversity

3.a. Demonstrating a respect for and appreciation of cultural diversity and individual differences 3.b. Providing opportunities for increased cultural awareness in the global society

Communi-cates

Effectively

Documents an ability to communicate comfortably and effectively with all members of the educational community, many examples of hearing and responding to needs, and extensive or creative use of appropriate technology

Documents an ability to communicate comfortably with most members of the educational community, some examples of hearing and responding to needs, and some use of appropriate technology

Documents a desire or ability to communicate comfortably with some members of the educational community, at least one example of responding to a need, and at least one use of technology

Provides insufficient documentation of desire or ability to communicate with members of the educational community, responding to needs, or using technology

3.c. Comfortably and effectively relating to and communicating with all students, parents, and colleagues 3.g. Listening to and appropriately responding to feedback 3.i. Maximizing communication through the use of appropriate technology

Collaborates with Others

Documents exceptional skill in collaboration and communication to provide opportunities for cultural awareness among the educational community

Documents event in collaboration and communication to provide opportunities for cultural awareness among the educational community

Documents a desire to collaborate to provide opportunities for cultural awareness among the educational community

Provides insufficient documentation of a desire to provide opportunities for cultural awareness among the educational community

3.d. Collaborating and partnering with others to achieve a common goal 3.f. Utilizing community personnel and resources

Demonstrates Professional and Ethical

Behavior

Documents use of continual professional behavior, exceptional ethical standards in working with others, and many examples of being a caring teacher

Documents use of professional behavior, ethical standards in working with others, and some examples of being a caring teacher

Documents use of professional behavior, ethical standards in working with others, and at least one example of being a caring teacher

Provides insufficient documentation of professional behavior, ethical standards in working with others, and being a caring teacher

3.e. Demonstrating professional behavior in all circumstances 3.h. Being a caring teacher 3.j. Using ethical standards to inform relationships with others

Lipscomb College of Education, Revised 10/10

ESSENTIAL KNOWLEDGE Outcomes Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points

Knows Subject Matter

Documents a thorough knowledge of the discipline, its relationship to other disciplines, where to find and use a variety of creative resources related to the discipline, and exceptional skill in planning for both short-term and long-term instruction

Documents a good knowledge of the discipline, its relationship to other disciplines, where to find and use a variety of resources related to the discipline, and ability to plan for both short-term and long-term instruction

Documents a satisfactory knowledge of the discipline, some sense of its relationship to other disciplines, attempts to find and use a resources related to the discipline, and attempts to plan for both short-term and long-term instruction

Provides insufficient documentation of knowledge of the discipline, its relationship to other disciplines, and the ability to plan for short-term and long-term instruction

4.a. The discipline being taught and its relationship to general knowledge 4.d. Planning for short-term and long-term instruction 4.e. Location and use of resources

Knows Pedagogical

Skills

Documents a strong under-standing and application of best practices; creatively uses learning theories and developmental stages in planning for effective teaching and learning

Documents an understand-ing and application of best practices; uses learning theories and developmental stages in planning for teaching and learning

Documents a desire to use best practices; attempts to use learning theories or developmental stages in planning for teaching and learning

Provides insufficient documentation of the use of best practices, the use of learning theories or developmental stages in planning

4.b. Understanding and application of current research on effective teaching 4.c. Developmental stages, learning theories, and their impact on teaching and learning.

Uses Data to Plan and

Assess Learning

Documents a strong understanding and consistent use of data in planning and evaluating learning

Documents understanding and use of data in planning and evaluating learning

Documents weak under-standing of data in planning and/or evaluating learning

Provides insufficient evidence of the use of data in planning or evaluating learning

4.d. Planning for short-term and long-term instruction 4.g. Evaluation and assessment tools 4.h. Data-driven decision-making Classroom

Management Skills

Documents strong skills in creative classroom management

Documents adequate skills in classroom management

Documents a desire to develop classroom management skills

Provides insufficient evidence of classroom management skills

4.f . Classroom management [WRITING THROUGHOUT THE PORTFOLIO] Outcome Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points

Good Writing

Skills

Writing is focused, well- organized, logical, with well-developed ideas and good understanding of context; creative use of transitional devices; rich and varied vocabulary and sentence structure; has no grammatical errors

Writing is focused, well- organized, and logical, with some specificity; good use of transitional devices; uses varied vocabulary and sentence structure; few grammatical errors

Writing is sometimes unfocused, loosely-organized, and often lacks specificity; uses appropriate vocabulary and sentence structure; several grammatical errors

Writing is unfocused, loosely organized and lacks specificity; uses inappropriate vocabulary and sentence structure; many grammatical errors

4.i. Appropriate written and verbal communication PHILOSOPHY AND STANDARDS GROWTH STATEMENT Outcome Exemplary(4) Proficient (3) Emerging (2) Unsatisfactory (1) Points

Philosophy Is thoughtful, sincere, well-written Is sincere, has some minor

technical errors and/or missing components

Is immature, has several technical errors

Is missing, shallow; has multiple problems with writing and/or format

Standards Growth

Craft

Reflects growth in professionalism of craft of teaching; is meaningful, well-written

Contains some reflection of growth, has minor technical errors

Is superficial, contains little evidence of growth and development, has several errors

Is missing, is not reflective of any growth, has major technical errors

Attitudes & Values

Reflects growth in professionalism of attitudes and values; is meaningful, well-written

Contains some reflection of growth, has minor technical errors

Is superficial, contains little evidence of growth and development, has several errors

Is missing, is not reflective of any growth, has major technical errors

Relationships

Reflects growth in professionalism of relationships; is meaningful, well-written

Contains some reflection of growth, has minor technical errors

Is superficial, contains little evidence of growth and development, has several errors

Is missing, is not reflective of any growth, has major technical errors

Essential Knowledge

Reflects growth in professionalism of essential knowledge; is meaningful, well-written

Contains some reflection of growth, has minor technical errors

Is superficial, contains little evidence of growth and development, has several errors

Is missing, is not reflective of any growth, has major technical errors

Comments/Clarifications: _______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

TEACHING ASSESSMENT

Teacher Candidate _____________________________ LU Course EG 513V: Trans. License Mntr. Date _____________________ Form completed by ____________________________ Placement ___________________________ Subject/Grade _____________

Lesson plan provided to teacher and/or observer _____ Yes _____ No 4 Exemplary Exhibits ability to use the outcome creatively and share skill with colleagues 3 Proficient Demonstrates consistent mastery of the outcome 2 Emerging Is beginning to address the outcome, but is not doing so consistently enough to demonstrate proficiency 1 Unsatisfactory Consistently fails to address the outcome Craft _____ Demonstrates understanding and assures student learning of standard(s)

for the grade level through proper assessment (1.a.& 1.b.) _____ Demonstrates understanding of and uses a variety of instructional

strategies to encourage student development of critical thinking, Problem-solving, and performance skills (1.c., 1.f. & 1.k.) _____ Provides instructional opportunities that are adapted to diverse

students (ethnicity, language, gender, exceptionalities) (1.a. & 1.j.) _____ Integrates current technology in planning and instruction (1.e.) _____ Establishes a positive learning environment that supports

development of students (1.a. & 1.d.) _____ Uses appropriate classroom management techniques successfully

(1.g. & 1.h.) _____ Paces lesson appropriately; demonstrates flexibility (1.g.) _____ Manages classroom resources effectively (time, space, facilities, equipment) (1.i.) _____ Monitors student understanding during lesson (1.g.)

Attitudes & Values _____ Presents a professional appearance in dress and demeanor (2.d. & 2.j.) _____ Models punctual and regular attendance (2.e. & 2.f.) _____ Projects confidence, enthusiasm, and initiative (2.c. & 2.g.) _____ Demonstrates the belief that all children can learn (2.a. & 2.b.) _____ Exhibits a joy of teaching (2.h.) _____ Demonstrates coping skills such as flexibility, adaptability and a

sense of humor (2.i.) Relationships _____ Interacts with students respectfully and cooperatively (3.a., 3.b., 3.c.,

3.d., 3.e., 3.f., & 3.g.) _____ Uses discretion and protects student rights (3.d., 3.f., 3. h., & 3.h.)

Essential Knowledge _____ Handles routine duties in an organized and orderly manner with

minimum transition time (4.b., 4.d., 4.3., & 4.f.) _____ Has a thorough understanding of content knowledge, scope and

sequence of the discipline (4.a., 4.d., 4.g., & 4.h.) _____ Uses appropriate verbal and non-verbal techniques to communicate

effectively with students (4.b., 4.f., & 4.h.) _____ Writes clearly, legibly and correctly (4.i.) _____ Speaks clearly, correctly and with clarity of meaning (4.i.)

______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

TEACHING ASSESSMENT RUBRIC I. CRAFT – Teaching Strategies

II. ATTITUDES AND VALUES Outcomes Exemplary (4) Proficient (3) Emerging (2) Unsatisfactory (1) Presents a professional appearance in dress and demeanor (2.c. & 2.d.)

Consistently projects an image of a professional educator

Dresses professionally; shows maturity and sets an example for students

Does not allow dress to detract, but lacks professional appearance

Allows dress to detract from the learning environment

Models punctual and regular in attendance (2.c., 2.e. & 2.f.)

Consistently arrives at required times; is regular in attendance.

Has minimal absences; notifies appropriate parties when tardy or absent

Has more absences than desirable, but with excusable circumstances

Is tardy and/or absent frequently; fails to notify appropriate parties

Outcomes Exemplary (4) Proficient (3) Emerging (2) Unsatisfactory (1) Demonstrates understanding and assures student learning of standard(s) for the grade level through proper assessment (1.a. & 1.b.)

Student clearly states standard/ objective for students and uses formative/summative assessment to assure learning of the objective

Student seems to understand the standard and have a clear objective toward which students are guided

Student has some understanding of the objective toward which students are guided; clear understanding of standard not evident

Student does not appear to understand the standard nor the objective toward which students should be guided

Demonstrates understanding and use of a variety of instructional strategies to encourage student development of critical thinking, problem solving, performance skills (1.c., 1.f. & 1.k)

Uses many types of activities and learning strategies to meet lesson objectives; asks a variety of thoughtful/higher level thinking questions; has students apply knowledge in constructivist ways

Uses more than one type of activity/learning strategy to meet lesson objectives; asks a variety of thoughtful questions; has students apply knowledge

Uses at least one type of activity/learning strategy to meet lesson objectives; asks few thoughtful questions; does not ask students to apply knowledge

Uses no variety of strategies to meet lesson objectives; asks no thoughtful questions; does not ask students to apply knowledge

Provides instructional opportunities that are adapted to diverse students (1.a. & 1.j.)

Differentiates instruction based on student abilities; uses small groups, centers, individualized instruction or cooperative groups; gives students many opportunities for movement and choice

Differentiates instruction based on student abilities; uses small groups, centers, individualized instruction or cooperative groups

Does not acknowledge differences in student abilities; provides different modes of instruction, but not tied to student learning abilities or styles

Does not acknowledge differences in student abilities; provides one mode of instruction; requires an abundance of seat work

Integrates current technology in planning and instruction (1.e.)

Uses computer technology for research, communication and management; asks students to research and present content using technology; integrates technology in lessons in innovative ways

Uses computer technology for research, communication or management; integrates technology in lessons

Uses technology resources to prepare for lessons

Does not use technology

Establishes a positive learning environment that supports development of students (1.a. & 1.d.)

Helps students understand and use self-discipline; establishes positive classroom climate; helps students recognize strengths and talents

Helps students understand and use self-discipline; establishes positive classroom climate

Corrects students with no attention to helping students gain self-discipline

Constantly corrects students; whines and complains both in and out of the classroom; “majors in minors”

Uses appropriate classroom management techniques successfully (1.g. & 1.h.)

Takes proactive, preventive measures; sets routines, procedures and expectations; creates a feeling of community where respect is present among all members

Takes proactive, preventive measures; sets routines, procedures and expectations

Sets some expectations; does not follow through with stated rewards or consequences

Is reactive to student behavior; responds inappropriately

Paces the lesson appropriately; demonstrates flexibility (1.g.)

Keeps lesson moving with a variety of modes of instruction; senses student understanding and demeanor and acts accordingly; is sensitive to student needs; recognizes teachable moments; has “overflow” prepared if needed

Keeps lesson moving with a variety of modes of instruction; senses student understanding and demeanor and acts accordingly

Uses few modes of instruction; does not sense when students do not understand or attention is waning

Uses one mode of instruction; is boring

Manages classroom resources effectively (time, space, facilities) (1.i.)

Has easy access to resources and materials; transitions easily; has classroom organized and inviting; defines space for student activities; has order throughout the lesson

Has easy access to resources and materials; is able to transition easily; has room organized and inviting

Recognizes need to change environment to fit lesson needs; has difficulty transitioning due to problems accessing resources and materials

Does not change environment to fit lesson needs; is constantly looking for things due to disorganization

Monitors student understanding during lesson (1.g.)

Evaluates student understanding at beginning, multiple points, and end of lesson; addresses multiple levels of understanding; modifies instruction during lesson as needed

Evaluates student understanding at several points during the lesson (formative assessment)

Attempts to determine level of understanding for all students by tangible assignment at end of lesson (summative assessment)

Has no adequate means for determining level of understanding for all students

Projects confidence, enthusiasm and initiative (2.d. & 2.e)

Is progressive and embraces change; offers encouragement; acts courageously and decisively; transfers responsibility readily

Takes initiative; makes effective decisions with confidence; takes chances; adjusts and adapts easily to change; is trusting of others

Acts with some confidence; needs guidance and support; wants to succeed; requires feedback/encouragement; reluctantly adapts to change

Acts indecisively and self-consciously; lacks initiative; becomes fearful, upset and confused easily; is distrustful

Demonstrates the belief that all children can learn (2.a.)

Has a high expectation for all students; does not accept mediocrity; plans student centered lessons; engages all students during the lesson; implements a fair assessment of student performance

Has a high expectation for all students; tries to engage all students during the lesson

Has inconsistent expectations of students

Excludes certain populations of students; does not challenge students; accepts marginal performance; offers excuses for lack of learning; makes no attempt to engage all students

Exhibits a joy of teaching (2.h.)

Has positive attitude; is accessible and professional; maintains positive relationships; inspires others

Usually displays positive attitude; attempts to maintain good relationships; displays some enthusiasm and appreciation for profession

Is occasionally negative and somewhat inaccessible; shows limited interest in profession; lacks enthusiasm

Has negative attitude; complains; is unenthusiastic/ inaccessible; lacks interest in profession; vents frustration inappropriately

Demonstrates coping skills such as flexibility, adaptability and a sense of humor (2.i.)

Has appropriate sense of humor; is adaptable; embraces change; models appropriate coping skills

Responds appropriately to difficulties; is flexible; helps others to cope when needed

Accepts change with resistance; has limited adaptability

Resists change; is inflexible; over-reacts; is unable to adapt

III. RELATIONSHIPS

IV. ESSENTIAL KNOWLEDGE Outcomes Exemplary (4) Proficient (3) Emerging (2) Unsatisfactory (1) Handles routine duties in an organized and orderly manner with minimum transition time (4.c.)

Has well-established systems for handling routine duties; allows students to assume considerable responsibility; handles transitions seamlessly

Transitions smoothly with little loss of instructional time; has well-established procedures

Transitions inefficiently, resulting in some loss of instructional time; has poorly-organized classroom procedures

Loses much time during transitions; has no established procedures

Has a thorough understanding of content knowledge, scope and sequence of the discipline (4.a.)

Has thorough foundational knowledge of the discipline; expands and relates discipline to other fields of knowledge

Has sound foundational knowledge of the discipline; uses appropriate vocabulary and examples in discussion

Shows limited or sketchy understanding of the discipline

Shows incomplete or poor understanding of the discipline

Uses appropriate verbal and non-verbal techniques to communicate effectively with students, parents, and the community at-large (4.h.)

Uses both verbal and nonverbal communication effectively; has active listening skills; communicates high expectations

Uses both spoken and written forms of communication; is effective in sharing of goals and objectives

Communicates in a limited manner and may be ineffective in establishing goals; does not initiate contact with students, parents, or others as appropriate

Reacts defensively with parents; argues and uses inappropriate voice and body language with students, parents, or others

Writes clearly, legibly and correctly (4.h.)

Has focus and purpose; reflects insight; demonstrates understanding of audience and context; consistently uses correct grammar and spelling; models clear and appropriate writing

Focuses on the topic; has surface understanding of audience or context; presents logical progression of ideas; generally uses good grammar and spelling; is legible

Has loosely organized ideas; demonstrates partial understanding of audience and context; has some problems with grammar, spelling or handwriting

Does not address topic; misunderstands audience and context; lacks completeness; is not clear, logical or well organized; has frequent errors in grammar, spelling and handwriting

Speaks clearly, correctly and with clarity of meaning (4.h.)

Uses correct grammar and vocabulary; uses inflection and intonation to effect meaning; has thorough understanding of audience and context; uses appropriate pacing for the audience; maintains eye contact while speaking; uses appropriate volume; modifies/adjusts when audience is not comprehending

Generally uses correct grammar and vocabulary; often uses inflection and intonation to effect meaning; generally paces appropriately for the audience; often maintains eye contact; usually uses appropriate volume; shows some evidence of being able to modify/adjust when the audience is not comprehending

Frequently uses correct grammar and handwriting; occasionally uses inflection and intonation to effect meaning; uses appropriate pacing the majority of the time; occasionally maintains eye contact; uses appropriate volume most of the time; occasionally shows some evidence of being able to modify/adjust when the audience is not comprehending

Uses poor grammar; misunderstands audience and context; is not clear, logical or well organized; uses inappropriate pacing; does not model good choices in language (slang); maintains volume of voice either too loud or too soft; rarely maintains eye contact

Outcomes Exemplary (4) Proficient (3) Emerging (2) Unsatisfactory (1) Interacts all people respectfully and cooperatively (3.a., 3.c., 3.e., 3.f.,3.g., & 3.i.)

Encourages open communication and is accessible; remains respectful even when the other party is not; listens thoroughly, understands deeply, and communicates empathically

Makes timely responses; is optimistic and encouraging; is a patient listener; offers mutually agreeable solutions with volume, tone, language and demeanor that are professional and courteous

Responds slowly; is somewhat aloof; makes minor concessions; is not abusive, but lacks optimism and encouragement

Is condescending, inaccessible and unwilling to cooperate; is disrespectful, defensive and a poor listener

Uses discretion and protects student rights (3.h. & 3.j.)

Advocates for students through proper channels; protects sensitive information about students

Protects sensitive information about students

Is aware of the need to use discretion and protect student rights

Discusses confidential information about students inappropriately

Promotes respect and cooperation in others (3.b. & 3.d.)

Creates community among all stake holders

Promotes community among students in the classroom

Encourages respect and cooperation in students

Does not understand the need for respect and cooperation