CTE Common Student Teaching Evaluation Scoring Rubric

 

Directions:  The rubric below provides guidelines for determining the rating for each item. (See rating scale below.)  The rubric also provides suggestions for possible evidence the evaluator can use to determine the rating.  Note that this is not an all inclusive list of possible evidence.

 

Rating Scale:                          Exceeds Expectations (3)                                          Meets Expectations (2)                                          Unacceptable *(1)       No opportunity to judge (NJ)

                               

* Earning any unacceptable ratings on this form may lead to a Professional Growth Plan and an unsatisfactory grade in student teaching. A Professional Growth Plan is an individual academic plan with very specific expectations and goals developed to assist teacher candidates in making progress toward successful completion of student teaching.  Successful completion of student teaching is one of the CTE requirements for a candidate to be recommended for certification.  Refer to the Common Assessment Plans for Undergraduate and Graduate Professional Education Programs Leading to Initial Certification (www.cote.uiuc.edu) for a description of all CTE requirements.

 

 

Pillar One: Establishing Community in Teaching and Learning Environments

 

Items

Exceeds Expectations (3)

Meets Expectations (2)

Unacceptable (1)

Possible Evidence

Understands and appreciates the diverse needs and talents of all students and adapts instruction in order to create effective learning environments.

 

IPTS 1,2,3,4,5,8

LA 1,3

·     Identifies and addresses the diverse needs and talents of all students in instructional plans and delivery.

 

·     Employs a broad range of instructional strategies to meet the needs of students.

 

 

·     Provides frequent, detailed, constructive feedback to enhance the development of each student's skills in the discipline as well as in the areas of reading, writing, speaking, and listening.

 

·     Creates an effective learning environment to meet the needs of all learners.

 

·         Identifies and addresses the diverse needs and talents of most students in instructional plans and delivery.

 

·         Employs several instructional strategies to meet the needs of most students.

 

 

·          Provides constructive feedback to enhance the development of each student’s skills in the discipline as well as in the areas of reading, writing, speaking, and listening.

 

·         Creates an effective learning environment for most students.

 

·          Does not identify and address the diverse needs and talents of students in instructional plans and delivery.

 

·          Employs a limited number of instructional strategies to meet the needs of students.

 

·          Provides little feedback to enhance the development of each student’s skills in the discipline as well as in the areas of reading, speaking, and listening.

 

·          Makes no attempt to adapt instruction to create an effective learning environment.

Lesson plans

Classroom observation

Effectively communicates with students to support and enhance learning environments.

 

IPTS 3,5,7,9

TECH 5

LA 1,2,3

·      Models outstanding verbal and non-verbal communication during direct and indirect instructional activities.

 

 

·      Frequently uses advanced features of technology-based productivity tools (e.g., word processing, spreadsheets) proficiently to communicate information and to support instruction.

 

 

·      Employs a wide variety of strategies for instruction and corrective feedback to students that strengthens the development of their reading, writing, speaking, and listening skills.

 

·         Models effective verbal and non-verbal communication during direct and indirect instructional activities.

 

 

·         Attempts to use some advanced features of technology-based productivity tools (e.g., word processing, and spreadsheets) to communicate information and support instruction.

 

·         Employs some feedback to students and strives to implement additional strategies to enhance the development of their reading, writing, speaking, and listening skills.

·         Demonstrates ineffective verbal and non-verbal communication during and direct and indirect instructional activities.

 

·         Does not attempt to use advanced features of technology-based productivity tools (e.g., word processing, and spreadsheets) to communicate information and support instruction.

·         Employs little feedback to students and does not try to implement strategies to enhance development of their reading, writing, speaking, and listening skills.

Classroom observation

 

Effectively communicates with parents, colleagues, and others to support and enhance learning

environments.

 

IPTS 3,5,7,9

TECH 5

LA 1,2,3

 

 

 

 

 

·      Initiates and fosters opportunities to develop caring, professional, and productive relationships with school colleagues, parents, and educational partners.

 

·      Consistently communicates ideas in a clear, effective, and well-organized manner to diverse audiences.

 

 

·      Integrates technology effectively to enhance and extend communication with parents, colleagues, and others.

 

·      Demonstrates considerable knowledge of when and how to access specialized services for student needs.

 

·         Develops a professional relationship with school colleagues, parents, and educational partners.

 

 

·          Generally communicates ideas in a clear, effective and well-organized manner to diverse audiences.

 

 

·          Integrates technology effectively when communicating with parents, colleagues, and others.

 

·          Demonstrates some knowledge of when and how to access specialized services for student needs.

·         Makes little attempt to develop professional relationships with school colleagues, parents, and educational partners.

 

·         Does not communicate ideas in a clear, effective and organized manner to diverse audiences.

 

 

·         Does not attempt to integrate technology when communicating with parents, colleagues, and others.

 

·         Demonstrates little knowledge of when and how to access specialized services for student needs.

Parent/teacher meetings

Professional meetings

 

Pillar Two: Guiding the Development of Inquiring and Reflective Minds

 

Items

Exceeds Expectations (3)

Meets Expectations (2)

Unacceptable (1)

Possible Evidence

Develops appropriate instructional plans that reflect the knowledge bases of the subject matter content.

 

IPTS 1,2,4,6,7,8

TECH 8

LA 1

 

 

 

 

 

 

 

 

 

·      Displays extensive content area knowledge.

 

 

·      Frequently engages students in dialogue using tools of inquiry and central concepts to develop understanding and meaning of the subject matter.

 

 

·      Utilizes interdisciplinary connections and prerequisite relationships within topics and content, including literacy skills and developmental needs.

 

 

·      Evaluates and uses a wide range of technology to supplement subject matter knowledge and instruction.

 

·      Consistently develops innovative plans and/or activities that are useful and/or meaningful.

 

·         Displays adequate content area knowledge.

 

 

·         Sometimes engages students in dialogue using tools of inquiry and central concepts to develop understanding and meaning of the subject matter.

 

·         Considers interdisciplinary connections and prerequisite relationships within topics and content, including literacy skills and developmental needs.

 

 

·         Evaluates and uses some technology to supplement subject matter knowledge and instruction.

 

·         Sometimes develops plans and/or activities that are useful and/or meaningful.

·         Displays insufficient content area knowledge.

 

·         Rarely engages students in dialogue using tools of inquiry and central concepts to develop understanding and meaning of subject matter.

 

·         Displays little understanding of interdisciplinary connections and prerequisite relationships within topics and content, including literacy skills and developmental needs.

 

·         Uses little technology to supplement subject matter knowledge and instruction.

 

·         Rarely develops plans and/or activities that are useful and/or meaningful.

Lesson plans

Review of materials prepared for use in student assessment and instruction

Unit plans

Videotapes and observation of teaching, along with pre- and post-observation conference and reflection

Reflective journal entries

 

Develops appropriate instructional plans that reflect the knowledge bases of pedagogy and human growth and development.

 

IPTS 1,2,3,4,6,7,8

TECH 8

LA 1,2,3

·      Critiques/evaluates/modifies and presents content area knowledge that accommodates individual student needs.

 

·     Evaluates and uses appropriate and multiple learning approaches for accommodating students with diverse backgrounds.

 

·     Uses a variety of assessment results to plan lessons and accommodate for individual student needs.

 

·     Critiques/evaluates/modifies their own use of technology to improve teaching and learning.

 

·     Consistently involves students in reflection on their own learning.

·         Presents content area knowledge that accommodates individual student needs.

 

 

·         Uses appropriate and multiple learning approaches for accommodating students with diverse backgrounds.

 

·         Uses some assessment results to plan lessons and accommodate for individual student needs.

 

·         Uses and explores existing technology to improve teaching and learning.

 

·         Frequently involves students in reflection on their own learning.

·         Does not present content area knowledge that accommodates individual student needs.

 

·         Does not use appropriate and multiple approaches for accommodating students with diverse backgrounds.

 

·         Does not use assessment results to plan lessons and accommodate for individual and student needs.

 

·         Does not use existing technology to improve teaching and learning.

 

·         Rarely involves students in reflection on their own learning.

Lesson plans

Review of materials prepared for use in student instruction and assessment

Unit plans

Videotapes and observation of teaching, along with pre- and post-observation conference and reflection

Reflective journal entries

 

Engages in critical self-reflective techniques to improve teaching

 

IPTS 3,6,8,10,11

LA 1,3

 

When reviewing their own teaching, the candidate:

 

·      Conveys insightful and accurate self-reflection of their effectiveness and success in achieving instructional goals.

 

·      Analyzes and applies a wide variety of instructional strategies for student improvement including communication skills.

 

 

·      Recognizes and responds to the need for revision or improvement not only in future lessons, but also by making appropriate changes during a lesson or activity.

 

·      Articulates a clear personal philosophy of education grounded in research-based practices and inquiry and can discuss how his or her teaching decisions and actions are informed by this philosophy.

 

·      Consistently reflects upon and implements strategies that enhance each student’s ability to read, write, speak, and listen within the demands of the discipline.

When reviewing their own teaching, the candidate:

·         Conveys an accurate self-reflection of their effectiveness and success in achieving instructional goals.

 

·         Identifies and applies some instructional strategies for student improvement including communication skills.

 

 

·         Recognizes and responds to the need for revision or improvement in future lessons.

 

 

 

·         Articulates a clear personal philosophy of education grounded in research-based practices and can provide some examples of instructional practices supported by that philosophy.

 

·         Frequently reflects upon and implements strategies that enhance each student’s ability to read, write, speak, and listen within the demands of the discipline.

When reviewing their own teaching, the candidate: