TEACHER CANDIDATE FIELD EXPERIENCE SCORING RUBRIC
TEACHER CANDIDATE ______SEMESTER AND YEAR ______
COLLEGE SUPERVISOR ______FINAL GRADE ______
COMPETENCY / LEVEL 1 / LEVEL 2 / LEVEL 3 / LEVEL 4PLANNING
LEARNING ENVIRONMENT
METHODOLGY
PROFESSIONALISM
(ALL PAGES OF THIS DOCUMENT WILL BE COMPLETED BY THE COLLEGE SUPERVISOR.)
PLANNING
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.
LEVEL 1 / LEVEL 2 / LEVEL 3 / LEVEL 4Lessons are not completed in time for preview by the classroom associate teacher prior to instructional period / Lessons are sometimes not available to the classroom associate teacher / Lessons are usually presented to the classroom associate teacher prior to the commencement of the school day / Lesson plans are consistently presented to the classroom associate teacher prior to the commencement of the school day
The D’Youville format is not used or not fully completed / Uses some aspects of the D’Youville format / Uses most aspects of the D’Youville format / Planning follows the D’Youville format
Does not use the New York State /Common core Standards/ / Makes some attempt to use the New York State /Common core Standards / Usually uses New York State /Common core Standards / Consistently uses New York State /Common core Standards
Does not recognize or make any attempt to provide for students with special needs in the classroom / Makes a minor attempt at assisting students with special needs / Makes some modification to program for special needs students but focuses on large group instruction during the lesson / Recognizes and plans for the special needs of students and provides appropriate modifications of program for special needs students
Instructional or student materials are not available and/or do not reach minimum standards for classroom use / Usually has acceptable instructional and student materials ready for the lesson / Provides good quality instructional and student learning materials in advance of the lesson / Prepares instructional and student learning materials of the highest quality and well in advance of the lesson
No evaluation strategy is identified / Some evaluation strategies identified / Evaluation tools are developed for the lesson but are in isolation and not directly related to a unit of study and overall assessment tool / Includes an evaluation strategy that refers to an overall assessment tool as part of a unit of study
Did not submit all required and completed materials to the college supervisor by dates specified / Did not submit all required and completed materials to the college supervisor by dates specified / Did submit all required and completed materials to the college supervisor by dates specified / Did submit all required, thoroughly completed materials to the college supervisor by dates specified
LEARNING ENVIRONMENT
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.
LEVEL 1 / LEVEL 2 / LEVEL 3 / LEVEL 4Respect and rapport are not apparent. Students do not participate. / Respect and rapport are not consistently demonstrated. Students may not feel that participation is risk free. / Respect and rapport are demonstrated. Students participate most of the time. / Respect and rapport are demonstrated. Students feel safe and are willing to participate freely.
Fails to establish a positive rapport with the students / Establishes a rapport with the students based on teacher/student hierarchical relationship / Usually establishes a mutual trust, rapport, and respect with the students / Consistently establishes a mutual trust, rapport, and respect with the students
Fails to establish or maintain classroom routines and expectations for behavior / Inconsistently establishes and maintains classroom routines and expectations for behavior / With the support of the classroom consultant establishes and maintains effective routines and appropriate expectations of student behavior / Establishes and maintains effective classroom routines and expectations of student behavior
Excessive portion of instructional time spent on redirecting student behavior / Some instructional time is consistently used redirecting student behavior / Some instructional time is used to redirect student behavior / Little or no instructional time is used to redirect student behavior
Makes no effort to promote fairness and justice by adopting anti-discriminatory practices / Makes some effort to promote fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability / Usually promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability / Consistently promotes fairness and justice in adopting anti-discriminatory practice in regards to gender, race and disability
Poor preparation and planning fails to engage students in the lesson / Program preparation and delivery focus on teacher directed learning and failure to engage student in the experience results in off task behavior and need for redirection / Program preparation and delivery motivates students and engages them in the learning process and usually few management problems take place / Program preparation and delivery motivates students and engages them in the learning process and consistently few management problems take place
Lessons are not appropriate for these students. Classroom management problems result. / Lessons are often not appropriate and provide little challenge. / Developmentally appropriate lessons occasionally challenge students. / Developmentally appropriate lessons consistently challenge students.
INSTRUCTION
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.
LEVEL 1 / LEVEL 2 / LEVEL 3 / LEVEL 4Students are not engaged in the lesson for any part of the instructional period / Students are engaged in the lesson for some portion of the instructional period / Students are engaged in the learning experience for most of the instructional period / Students are consistently engaged and participating throughout the lesson.
No visual or concrete materials are used to promote student understanding / Visual or concrete materials are not provided to assist student understanding / Provides visual or concrete materials to assist student in the understanding of the knowledge and skills taught / Visual or concrete materials prepared for the class are of the highest quality and assist student in the understanding of the knowledge and skills taught
Poor questioning technique is used and no attempt is made to draw students into the learning process / Poor questioning technique is used and focuses on a limited number of students / Good questioning techniques are used to involve students in the lesson / Appropriate questioning strategies are consistently used to involve students in the lesson as well as recognize and monitor student understanding
No effort to introduce a variety of materials, resources or technology in any aspect of planning / With direction and encouragement uses a variety of materials, resources or technology in the unit of study developed / Attempts to use a variety of materials, resources or technologies in the unit of study developed / Uses an extensive variety of materials, resources and technologies in the unit of study developed
Provides an unsatisfactory learning experience for the students / Sometimes provides a satisfactory instructional experience for the students / Usually provides an excellent instructional program for the students / Consistently provides an outstanding instructional program for the students
Candidate is not monitoring student learning. / Candidate monitors student learning occasionally. More needs to be done. / Candidate monitors student learning at times the lesson using a few assessment tools. / Candidate monitors student learning throughout the lesson using a variety of assessment tools.
Full class instruction is the only grouping used for instruction and student application of learning / No attempt made to match student grouping to the learning experience or lesson format / Varies student grouping for the lesson but needs to match the grouping selected to the lesson purpose and format / Consistently establishes student groupings which most effectively match the student activity and provides the most ideal learning situation
PROFESSIONALISM
FOR EACH HORIZONTAL CRITERION HIGHLIGHT THE LEVEL THE CANDIDATE ACHIEVED.
LEVEL 1 / LEVEL 2 / LEVEL 3 / LEVEL 4Behavior does not represent the professional standards expected of a teacher / Behavior usually represents the professional standards expected of a teacher / Behavior represents the professional standards expected of a teacher / Behavior represents the highest professional standards expected of a teacher
Does not represent a positive role model / Usually presents students with a positive role model / Presents students with a positive role model / Presents students with an exemplary role model
Will not accept constructive criticism and feedback and does not use this feedback to improve instructional performance / With encouragement accepts constructive criticism and feedback and usually attempts to incorporate feedback into classroom performance / Accepts constructive criticism and feedback and attempts to incorporate it into improved classroom performance / Willingly accepts constructive criticism and feedback and incorporates it into improved classroom performance
Three (3) or more absences during the 14 week student teaching assignment / Two (2) or more absences during the 14 week student teaching assignment / One (1) absence during the 14 week student teaching assignment / Perfect attendance during the 14 week student teaching assignment
Demonstrates a lack of interest, enthusiasm or confidence in the teaching role / Sometimes performs the role with enthusiasm and confidence / Usually performs the role with enthusiasm and confidence / Performs the role with enthusiasm and confidence at all times
Does not participate in activities related to the teaching role (staff meetings, - --Professional Development programs…) / With encouragement, participates in most activities related to the role of a teacher in a school organization (staff meetings, - --Professional Development programs…) / Participates in most activities related to the role of teacher in a school organization (staff meetings, - --Professional Development programs…) / Participates in all activities related to the role of teacher in a school organization (staff meetings, - --Professional Development programs…)
Makes no attempt to become involved in student experiences beyond the classroom / Does not contribute to the educational experience of students beyond the classroom / Contributes to the educational experience of students beyond the classroom / Makes a valuable contribution to the educational experience of students beyond the classroom
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