DSST Public Schools – Written Questions

  • What do you see as the 2-3 most important learning outcomes for your students in your subject area?
  • How do you assess student learning?
  • Describe a situation where you significantly influenced a group of people.
  • How do you use data in the classroom to improve instruction?
  • List three words that best describe your classroom. How do these words impact the kind of expectations for learning and behavior you have for students?
  • What are your thoughtsabout state standards and testing?

DSST Public Schools: Written Questions – Draft Rubric

Exemplary / Meeting / Not Meeting
What do you see as the 2-3 most important learning outcomes for your students in your subject area? /
  • Speaks to 2-3 key learning outcomes for the content area (both skill and content)
  • Passionately conveys the lasting importance of this information
/
  • Speaks to 1 key learning outcome for content area (only skill or content)
  • Conveys general knowledge about content area and its importance
/
  • Cannot articulate general knowledge about content area and/or
  • Vaguely answers question

How do you assess student learning? /
  • Articulates use of standards-based assessment
  • Maintains a rigorous bar for all students
  • Speaks to formative (daily, weekly) and summative assessments
/
  • Articulates use of standards-based assessment
  • Speaks to regular assessments (unit level)
  • Articulates a bar for student learning
/
  • Does not use standards and/or a mastery bar for student assessment
  • Does not speak to frequent assessment
  • Disagrees with assessing student learning

Describe a situation where you significantly influenced a group of people. /
  • Consistently understands people’s perspectives, builds relationships, and adapts approach to achieve outcomes
  • Demonstrates vision clarity, perseverance to build buy-in and achieve goal.
/
  • Speaks to others’ perspectives, and shows an approach that meets their needs
  • Demonstrates understanding of vision-needed, and perseveres to achieve a smaller goal.
  • Builds relationships with others that may have leveraged outcomes
/
  • Does not consider others’ perspectives when influencing others
  • Does not demonstrate vision, perseverance or buy-in to accomplish a worthy goal.

How do you use data in the classroom to improve instruction? /
  • Uses data to invest students in their progress towards academic goals (gives at least one example)
  • Notes how data was used to raise academic achievement
/
  • Tracks data and/or uses data to guide instruction, but unclear how it improves instruction or student learning
/
  • Cannot articulate how to collect and/or use data
  • Disagrees with tracking student performance

List three words that best describe your classroom. How do these words impact the kind of expectations for learning and behavior you have for students? /
  • 3 words are highly consistent with DSST culture.
  • Believes all students can achieve at high levels
  • Believes student success, academically and behaviorally, is in the teacher’s control
  • Understands and describes a classroom culture highly consistent with DSST
/
  • 2-3 words are consistent with DSST culture
  • Can articulate expectations for student behavior and academics,
  • Believes that all students can achieve at high levels, but does not provide example or track record.
  • Classroom culture has elements of DSST
/
  • Words do not reflect DSST culture
  • Does not believe all students can achieve
  • Does not hold or articulate expectations for student behavior/academics
  • Openly values only relationships or behavioral outcomes for students

What are your thoughts about state standards and testing? /
  • Uses standards to drive instruction in planning and assessing
  • Conveys the value of testing to obtain student information and data to then meet student needs
  • Can speak to positives and negatives around state standards and testing, showing a depth of knowledge for both
/
  • Can articulate how standards are used for planning/assessing
  • Understands why state standards and standardized testing exist, but may show some hesitancy around one
  • Understands why testing exists and begins to articulate what information it may share about students and teaching
/
  • Cannot articulate what standards/testing are and/or how they are used in education
  • Strongly disagrees with standards-based teaching and/or standardized testing