Final Summary Evaluation

Teacher Candidate: / Date:
Classroom Teacher: / School:
University Supervisor: / Grade/Subject:
Evaluator: / Date of Final Conference:
South Carolina Teaching Standards Rubric
:
Instruction
Exemplary(4) / Proficient(3) / Needs Improvement(2) / Unsatisfactory (1)
Descriptionof Qualifying Measures / Consistent Evidence of Student Centered Learning/Student Ownership ofLearning- Teacher Facilitates theLearning. / Some Evidence of Student Centered Learning/ Student Ownership ofLearning
– Teacher Facilitates theLearning / Moving Towards Student Centered Learning/Student Ownership of Learning- Consistent Reliance on TeacherDirection. / Heavy emphasis on Teacher Direction – Minimal Evidence of StudentOwnership ofLearning
Standardsand Objectives
ADEPT 1B; 2A; 4A; 7A
Score: ___ /
  • All learning objectives andstate content standards are explicitly communicated.
  • Sub-objectives are aligned and logically sequenced to thelesson’s majorobjective.
  • Learning objectives are: (a) consistently connected to what students have previously learned,(b) know from life experiences, and (c) integrated with otherdisciplines.
  • Expectations for each student’s performance are clear,demanding, andhigh.
  • State standards are displayed, referenced throughout the lessonwith explanations.
  • There is evidence that most students demonstrate mastery of theobjective.
/
  • Most learning objectives and state content standards arecommunicated.
  • Sub-objectives are mostly alignedto the lesson’s majorobjective.
  • Learning objectives are connectedto what students have previously learned.
  • Expectations for studentperformance are clear, demanding andhigh.
  • State standards are displayed and referenced in thelesson.
  • There is evidence that most students demonstrate mastery of theobjective.
/
  • Some learning objectives and state content standards are communicated.
  • Sub-objectives aresometimes aligned to the lesson’s major objective.
  • Learning objectives are not clearly connected to what students have previouslylearned.
  • Expectations forstudent performance areclear.
  • State standards areappropriately displayed
  • There is evidence that some of the students demonstrate mastery ofthe objective.
/
  • Learning objectives and state content standards are not communicated.
  • Sub-objectives are rarely aligned to the lesson’s majorobjective.
  • Learning objectives are rarely connected to what studentshave previouslylearned.
  • Expectations forstudent performance arevague.
  • State standards are not appropriatelydisplayed.
  • There is evidence that fewstudents demonstrate mastery of the objective.

Motivating Students
ADEPT 1E; 4B,C; 6C; 8B; 9A
EEDA 5
Score: ___ /
  • The teacher consistently andexplicitly organizes the content so that it is personally meaningful, relevant and intellectually engaging to allstudents.
  • The teacher consistently develops learning experiences where inquiry, curiosity and exploration arevalued.
  • The teacher consistentlyreinforces and rewardseffort.
/
  • The teacher often organizes the content so that it is personally meaningful, relevant andintellectually engaging to moststudents.
  • The teacher often develops learning experiences where inquiry,curiosity and exploration arevalued.
  • The teacher regularly reinforces and rewardseffort.
/
  • The teacher sometimes organizesthe content so that it is personally meaningful, relevant and engaging to somestudents.
  • The teacher sometimes develops learning experiences where inquiry, curiosity and exploration arevalued.
  • The teacher sometimes reinforces and rewardseffort.
/
  • The teacher rarely organizes the content so that it is personally meaningful, relevant and engaging tostudents.
  • The teacher rarely develops learning experiences whereinquiry, curiosity and exploration are valued.
  • The teacher rarely reinforcesand rewardseffort.

Presenting Instructional Content
ADEPT 5A,C; 6B,C
Score: ___ / Presentation of content alwaysincludes:
  • visuals that establish: the purpose of the lesson, preview the organization of the lesson, and include reflective internal summaries of thelesson.
  • Explicit examples, illustrations, analogies, and labels for newconcepts andideas.
  • modeling by the teacher to demonstrate his or her performance expectations throughout thelesson.
  • concisecommunication.
  • logical sequencing andsegmenting.
  • all essentialinformation.
  • no irrelevant, confusing, or non- essentialinformation.
/ Presentation of content most of thetime includes:
  • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include reflective internal summaries of thelesson.
  • examples, illustrations, analogies, and labels for new concepts andideas.
  • modeling by the teacher to demonstrate his or her performance expectations.
  • concisecommunication.
  • logical sequencing andsegmenting.
  • all essentialinformation.
  • no irrelevant, confusing, or non- essentialinformation.
/ Presentation of contentsometimes includes:
  • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of thelesson
  • examples, illustrations, analogies, and labels for new concepts andideas.
  • modeling by the teacher to demonstrate his or her performance expectations.
  • concisecommunication.
  • logical sequencing andsegmenting.
  • all essentialinformation
  • no irrelevant, confusing, or non- essentialinformation.
/ Presentation of content rarelyincludes:
  • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of thelesson.
  • examples, illustrations, analogies, and labels for new concepts and ideas.
  • modeling by the teacherto demonstrate his or her performanceexpectations.
  • concisecommunication.
  • logical sequencing andsegmenting.
  • all essentialinformation.
  • no irrelevant, confusing, or non- essentialinformation.

LessonStructure andPacing
ADEPT 6C;9B,C
Score: ___ /
  • The lesson startspromptly.
  • The lesson's structure is coherent, with a significant beginning, middle, end, and extended time forreflection.
  • Pacing is brisk, and provides many opportunities for individualstudents who progress at different learning rates.
  • Routines for distributing materials are seamless.
  • No instructional time is lostduring transitions.
/
  • The lesson startspromptly.
  • The lesson's structure is coherent, with a beginning, middle, and endand reflection.
  • Pacing is appropriate, andsometimes provides opportunities for students who progress at different learning rates.
  • Routines for distributing materialsare efficient.
  • Little instructional time is lostduring transitions.
/
  • The lesson startssomewhat promptly.
  • The lesson's structure is coherent, with a beginning, middle, andend.
  • Pacing is appropriate for some students and rarely provides opportunities for students who progress at different learningrates.
  • Routines for distributing materials areefficient.
  • Instructional time is lostduring transitions.
/
  • The lesson does not startpromptly.
  • The lesson has a structure, butmay be missing closure or introductory elements.
  • Pacing is appropriate for few students, and does not provide opportunities for students who progress at different learningrates.
  • Routines for distributing materials areinefficient.
  • Considerable time is lostduring transitions.

Activities
andMaterials
ADEPT 2B; 5B,C; 6C
Technology
EEDA 5, 6, 7
Score: ___ / Activities and materials include all of the following:
  • support the lessonobjectives.
  • arechallenging.
  • sustain students’attention.
  • elicit a variety ofthinking.
  • provide time forreflection.
  • are relevant to students’lives.
  • provide opportunities forstudent to studentinteraction.
  • induce student curiosityand suspense.
  • provide students withchoices.
  • incorporate multimedia and technology which enhances student learning andthinking.
  • incorporate resources beyondthe school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, cultural centers,etc).
  • In addition, sometimesactivities are game-like, involve simulations, require creating products, and demand self- direction andself-monitoring.
/ Activities and materials include most of the following:
  • support the lessonobjectives.
  • arechallenging.
  • sustain students’attention.
  • elicit a variety ofthinking.
  • provide time forreflection.
  • are relevant to students’lives.
  • provide opportunities forstudent to studentinteraction.
  • induce student curiosityand suspense.
  • provide students withchoices.
  • incorporate multimediaand technology.
  • incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, cultural centers,etc).
/ Activities and materials include some of thefollowing:
  • support the lessonobjectives.
  • arechallenging.
  • sustain students’attention.
  • elicit a variety ofthinking.
  • provide time forreflection.
  • are relevant to students’lives.
  • provide opportunities for student to studentinteraction.
  • induce student curiosityand suspense.
  • provide students withchoices.
  • incorporate multimedia and technology.
  • incorporate resources beyond the school curriculum texts(e.g., teacher made materials, manipulatives, resources from museums, cultural centers,etc).
/ Activities and materials include few of thefollowing:
  • support the lessonobjectives.
  • arechallenging.
  • sustain students’attention.
  • elicit a variety ofthinking.
  • provide time forreflection.
  • are relevant to students’lives.
  • provide opportunities for student to studentinteraction.
  • induce student curiosityand suspense.
  • provide students withchoices.
  • incorporate multimediaand technology.
  • incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resourcesfrom museums,etc).

Score: ___ /
  • All students in groups know their roles, responsibilities, and group work expectations.
  • All students participating in groupsare held accountable for group work and individualwork.
  • Instructional group composition is varied (e.g., race, gender, ability, and age) to best accomplish the goals of thelesson.
  • Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate theirlearning.
/
  • Most students in groups know their roles, responsibilities, and group work expectations.
  • Most students participating ingroups are held accountable for group work and individualwork.
  • Instructional group composition is varied (e.g., race, gender, ability,and age) to most of the time, accomplish the goals of thelesson.
/
  • Some students in groups knowtheir roles, responsibilities, and group workexpectations.
  • Some students participating in groups are held accountable for group work and individualwork.
  • Instructional group composition is varied (e.g., race, gender, ability,and age) to sometime, accomplish the goals of thelesson.
/
  • Few students in groups knowtheir roles, responsibilities, and group workexpectations.
  • Few students participating ingroups are held accountable for group work and individualwork.
  • Instructional group composition remains unchanged irrespective of the learning, and instructional goals of alesson.

TeacherContent Knowledge
ADEPT 5A; 6A,B,C
Score: ___ /
  • Teacher displays extensive content knowledge of all the subjects she orhe teaches.
  • Teacher consistently implements a variety of subject-specificinstructional strategies to enhance student content knowledge.2
  • The teacher consistently highlightskey concepts and ideas, and uses them as bases to connect other powerful ideas.
  • Limited content is taught in sufficient depth to allow for the developmentof understanding.
/
  • Teacher displays accurate content knowledge of all the subjects he orshe teaches.
  • Teacher regularly implements subject- specific instructional strategies to enhance student contentknowledge.
  • The teacher regularly highlights key concepts and ideas, and uses themas bases to connect other powerful ideas.
/
  • Teacher displays adequatecontent knowledge of all the subjects he or sheteaches.
  • Teacher sometimesimplements subject-specific instructional strategies to enhance student contentknowledge.
  • The teacher sometimes highlights key concepts and ideas, and uses them as bases to connect other powerfulideas.
/
  • Teacher displaysunder-developed content knowledge in several subjectareas.
  • Teacher rarely implements subject- specific instructional strategies to enhance student content knowledge.
  • Teacher does not understand key concepts and ideas in thediscipline, and therefore presents content in an unconnectedway.

Teacher Knowledgeof Students3
ADEPT 5A; 6B
EEDA 7
Score: ___ /
  • Teacher practices display understanding of eachstudent’s anticipated learningdifficulties.
  • Teacher practices consistently incorporate student interestsand culturalheritage.
  • Teacher consistently provides differentiated instructionalmethods and content to ensure children have the opportunity to master what is beingtaught.
/
  • Teacher practices display understanding of most student anticipated learningdifficulties.
  • Teacher practices regularly incorporate student interestsand culturalheritage.
  • Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is beingtaught.
/
  • Teacher practices display understanding of some student anticipated learningdifficulties.
  • Teacher practices sometimes incorporate student interests and culturalheritage.
  • Teacher sometimes provides differentiated instructionalmethods and content to ensure children have the opportunity to master what is beingtaught.
/
  • Teacher practices demonstrate minimal knowledge of students anticipated learningdifficulties.
  • Teacher practices rarelyincorporate student interests or cultural heritage.
  • Teacher practices demonstratelittle differentiation of instructional methods orcontent.

Thinking
ADEPT 5B
EEDA 5
Score: ___ / The teacher thoroughly teaches threetypes ofthinking:
  • analytical thinking where students analyze, compare and contrast, and evaluate and explain information.4
  • practical thinking where students use, apply, and implement what they learn in real-lifescenarios.5
  • creative thinking wherestudents create, design, imagine and suppose.6
  • research-based thinkingwhere students explore and review a variety of ideas, models, and solutions toproblems.7
  • instructional groups facilitate opportunities for students to set goals, reflect on and evaluate their learning.
The teacher consistently provides opportunities wherestudents:
  • generate a variety of ideasand alternatives.
  • analyze problems frommultiple perspectives andviewpoints.
  • monitor their thinking to insure that they understand whatthey are learning, are attending to critical information, and are aware of the learning strategies that they are using andwhy.
/ The teacher thoroughly teaches two types ofthinking:
  • analytical thinking where students analyze, compare and contrast, and evaluate and explain information.
  • practical thinking wherestudents use, apply, and implement what they learn in real-lifescenarios.
  • creative thinking wherestudents create, design, imagine and suppose.
  • research-based thinkingwhere students explore and review a variety of ideas, models, and solutions toproblems.
  • instructional groups facilitate opportunities for students to set goals, reflect on and evaluate their learning.
The teacher regularlyprovides opportunities wherestudents:
  • generate a variety of ideasand alternatives.
  • analyze problems frommultiple perspectives andviewpoints.
/ The teacher attempts to teach one type of thinking but does not thoroughly teach at least one type ofthinking:
  • analytical thinking where students analyze, compareand contrast, and evaluate and explaininformation.
  • practical thinking wherestudents use, apply, and implement what they learn in real-life scenarios.
  • creative thinking where students create, design, imagine and suppose.
  • research-based thinkingwhere students explore and review a variety of ideas, models, and solutions toproblems.
  • instructional groups facilitate opportunities for students to set goals, reflect on and evaluate their learning.
The teacher sometimesprovides opportunities wherestudents:
  • generate a variety of ideas and alternatives.
  • analyze problems frommultiple perspectives andviewpoints.
/ The teacher implements no learning experiences that thoroughly teachany type ofthinking.
The teacher provides fewopportunities wherestudents:
  • generate a variety of ideasand alternatives.
  • analyze problems frommultiple perspectives andviewpoints.

ProblemSolving
ADEPT 5B
Score: ___ / The teacher implements activities that teach and reinforce 3 or more of the following problem solvingtypes:
  • Abstraction
  • Categorization
  • DrawingConclusions/Justifying Solutions
  • PredictingOutcomes
  • Observing andExperimenting
  • ImprovingSolutions
  • IdentifyingRelevant/Irrelevant Information
  • GeneratingIdeas
  • Creating andDesigning
/ The teacher implements activities that teach and reinforce 2 of the following problem solvingtypes:
  • Abstraction
  • Categorization
  • DrawingConclusions/Justifying Solution
  • PredictingOutcomes
  • Observing andExperimenting
  • ImprovingSolutions
  • IdentifyingRelevant/Irrelevant Information
  • GeneratingIdeas
  • Creating andDesigning
/ The teacher implements activities that teach and reinforce 1 of the following problem solvingtypes:
  • Abstraction
  • Categorization
  • DrawingConclusions/Justifying Solution
  • PredictingOutcomes
  • Observing andExperimenting
  • ImprovingSolutions
  • IdentifyingRelevant/Irrelevant Information
  • GeneratingIdeas
  • Creating andDesigning
/ The teacher implements no activities that teach and reinforce any of the following problem solvingtypes:
  • Abstraction
  • Categorization
  • DrawingConclusions/Justifying Solution
  • PredictingOutcomes
  • Observing andExperimenting
  • ImprovingSolutions
  • IdentifyingRelevant/Irrelevant Information
  • GeneratingIdeas
  • Creating andDesigning

Evidence Notes:

4Robert Sternberg (1998). Principles of Teaching for Successful Intelligence. Educational Psychologist, 33,65-72.

Planning
Exemplary(4) / Proficient(3) / Needs Improvement(2) / Unsatisfactory (1)
Descriptionof Qualifying Measures / Consistent Evidence of Student Centered Learning/Student Ownership ofLearning- Teacher Facilitates theLearning. / Some Evidence of Student Centered Learning/ Student Ownership ofLearning
– Teacher Facilitates theLearning / Moving Towards Student Centered Learning/Student Ownership of Learning- Consistent Reliance on TeacherDirection. / Heavy emphasis on Teacher Direction – Minimal Evidence of StudentOwnership ofLearning
Instructional Plans
ADEPT 1A,B,C; 2A,2B
Score: ___ / Instructional plansinclude:
  • measurable and explicit goalsaligned to state contentstandards.
  • activities, materials,and assessmentsthat:
  • are aligned to statestandards.
  • are sequenced from basicto complex.
  • build on prior studentknowledge, are relevant to students’ lives, and integrate otherdisciplines.
  • provide appropriate time for student work, studentreflection, and lesson and unitclosure.
  • evidence that plan is appropriate for the age, knowledge, and interests of alllearners.
  • evidence that the plan provides regular opportunities to accommodate individual studentneeds.
/ Instructional plansinclude:
  • goals aligned to statecontent standards.
  • activities, materials,and assessmentsthat:
  • are aligned to statestandards.
  • are sequenced from basicto complex.
  • build on priorstudent knowledge.
  • provide appropriate time for student work, and lesson and unit closure.
  • evidence that plan is appropriate for the age, knowledge, and interests of mostlearners.
  • evidence that the plan provides some opportunities to accommodate individual studentneeds.
/ Instructional plansinclude:
  • some goals aligned to statecontent standards.
  • activities, materials,and assessmentsthat:
  • are sometimes aligned to state standards.
  • are sometimes sequencedfrom basic tocomplex.
  • Sometimes build onprior studentknowledge.
  • Sometimes provideappropriate time for student work, and lesson and unitclosure.
  • Some evidence that plan is appropriate for the age,knowledge, and interests of mostlearners.
  • evidence that the plan provides some opportunities to accommodate individual studentneeds.
/ Instructional plansinclude:
  • few goals aligned to state content standards.
  • activities, materials,and assessmentsthat:
  • are rarely aligned tostate standards.
  • are rarely logicallysequenced.
  • rarely build on priorstudent knowledge
  • inconsistently provide timefor student work, and lesson and unitclosure
  • little evidence that the plan is appropriate for the age,knowledge, or interests of thelearners.
  • little evidence that the plan provides some opportunities to accommodate individualstudent needs.

StudentWork1
ADEPT 1C,D;2C; 3B
Score: ___ / Assignments require studentsto:
  • organize, interpret,analyze, synthesize, and evaluate information rather than reproduceit.
  • draw conclusions, make generalizations, and produce arguments that aresupported through extendedwriting.
  • connect what they are learningto experiences, observations, feelings, or situations significant in their daily lives both inside and outside ofschool.
/ Assignments require studentsto:
  • interpret and analyze information rather than reproduceit.
  • draw conclusions andsupport them throughwriting.
  • connect what they are learning to prior learning and some life experiences.
/ Assignments require studentsto:
  • interpret information rather than reproduceit.
  • Sometimes drawconclusions and support them through writing.
  • Sometimes connect whatthey are learning to priorlearning
/ Assignments require studentsto:
  • mostly reproduceinformation.
  • rarely draw conclusions and support them throughwriting.
  • rarely connect what they are learning to prior learning orlife experiences.