Mid-Term Summary Evaluation
Teacher Candidate: / Date:Classroom Teacher: / School:
University Supervisor: / Grade/Subject:
Evaluator: / Date of Conference:
South Carolina Teaching Standards Rubric
:
Instruction
Exemplary(4) / Proficient(3) / Approaching Proficient(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.
- 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.
- 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.
- 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.
- 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).
- 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).
- 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.
- 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.
- 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.
- generate a variety of ideasand alternatives.
- analyze problems frommultiple perspectives andviewpoints.
- 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.
- generate a variety of ideas and alternatives.
- analyze problems frommultiple perspectives andviewpoints.
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
- Abstraction
- Categorization
- DrawingConclusions/Justifying Solution
- PredictingOutcomes
- Observing andExperimenting
- ImprovingSolutions
- IdentifyingRelevant/Irrelevant Information
- GeneratingIdeas
- Creating andDesigning
- Abstraction
- Categorization
- DrawingConclusions/Justifying Solution
- PredictingOutcomes
- Observing andExperimenting
- ImprovingSolutions
- IdentifyingRelevant/Irrelevant Information
- GeneratingIdeas
- Creating andDesigning
- 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.
PlanningExemplary(4) / Proficient(3) / Approaching Proficient(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.
- 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.
- 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.
- 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.
- interpret and analyze information rather than reproduceit.
- draw conclusions andsupport them throughwriting.
- connect what they are learning to prior learning and some life experiences.
- interpret information rather than reproduceit.
- Sometimes drawconclusions and support them through writing.
- Sometimes connect whatthey are learning to priorlearning
- mostly reproduceinformation.
- rarely draw conclusions and support them throughwriting.
- rarely connect what they are learning to prior learning orlife experiences.