iRubric: Student Teaching Culminating Activity rubric

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Student Teaching Culminating Activity Student Teaching Culminating Activity started using rubric fall 2010 Rubric Code: G4935 By cbezzy Ready to use Public Rubric Locked Rubric Subject: Education Type: Project Grade Levels: Undergraduate

Culminating Activity Descriptions
	Minimal 1 pts	Satisfactory 2 pts	Proficient 3 pts
Knowledge – appropriateness	Minimal Content is inappropriate for most students. Resources used were not relevant or integrated into lesson.	Satisfactory Content presented is appropriate for most students. Resources used were generally relevant and integrated into the lesson.	Proficient Content presented is appropriate for all the students. Resources were relevant to objectives and integrated effectively in the lesson.
Knowledge – assessments	Minimal Assessments do not match objectives, and little or no feedback is provided to, or collected from students.	Satisfactory Assessments are varied and matched to objectives, and adequate feedback is provided to, and collected from students.	Proficient Multiple assessments match objectives and feedback provided to, and collected from students is timely and constructive.
Knowledge - alignment	Minimal Lessons are incomplete, with no connection to state standards or the existing curricular framework.	Satisfactory Lesson is sufficient, with some connection to state standards and the existing curricular framework	Proficient Lessons are well organized and comprehensive, with a clear connection to state standards and the existing curricular framework
Knowledge – effectiveness	Minimal Minimal understanding expressed about the effectiveness of planning, implementation, and evaluation of student learning	Satisfactory Good understanding expressed about the effectiveness of planning, implementation, and evaluation of student learning	Proficient In-depth, integrated analysis of the effectiveness of planning, implementation, and evaluation of student learning
Environment – resources	Minimal Lessons reflect a lack of preparation and organization of resources and materials.	Satisfactory Lessons reflect adequate preparation and organization of resources and materials.	Proficient Lessons reflect comprehensive preparation and organization of resources and materials.
Environment – engagement	Minimal Analysis includes minimal understanding expressed about student engagement and its impact on instruction	Satisfactory Analysis includes good understanding expressed about student engagement and its impact on instruction	Proficient Analysis includes an in-depth, integrated analysis of student engagement and its impact on instruction.
Environment – time management	Minimal Minimal understanding expressed about the effective use of instructional time including transitions between activities.	Satisfactory Good understanding expressed about the effective use of instructional time including transitions between activities.	Proficient In-depth, integrated analysis of the effective use of instructional time including the quality of transitions between activities.
Environment - effectiveness	Minimal Minimal understanding expressed about the impact of the learning environment on student learning including factors such as space, resources, time, and behavior	Satisfactory Good understanding expressed about the impact of the learning environment on student learning including factors such as space, resources, time, and behavior	Proficient In-depth, integrated analysis of the impact of the learning environment on student learning including factors such as space, resources, time, and behavior
Personalization – differentiation	Minimal Little evidence of differentiation for individual student ability levels.	Satisfactory Some evidence of general differentiation among individual student ability levels.	Proficient Strong evidence of differentiation for individual student ability levels.
Personalization – strategies	Minimal Lessons lack creativity, are not engaging; activities address primarily only one learning style.	Satisfactory Lessons reflect basic level of creativity, are somewhat engaging; activities address more than one learning style.	Proficient Lessons are creative; activities are engaging and reflective of student interest
Personalization – relationships	Minimal Minimal understanding expressed about the rapport and respect reflected in a professional relationship with students.	Satisfactory Good understanding expressed about the rapport and respect reflected in a professional relationship with students.	Proficient In-depth integrated analysis of the rapport and mutual respect reflected in a professional relationship with students.
Personalization – effectiveness	Minimal Minimal understanding expressed about the impact of the differentiated instruction on the success or shortcomings of the unit; vague examples for improving differentiated instruction	Satisfactory Good understanding expressed about the impact of the differentiated instruction on the successes and shortcomings of the unit; general examples for improving differentiated instruction	Proficient In-depth, integrated analysis of the impact of the differentiated instruction on successes and shortcomings of the unit; insightful and relevant examples for improving differentiated instruction
Community – parents	Minimal No evidence of parent communication regarding class activities or student performance.	Satisfactory Communicates with parents to provide information about class activities and/or student performance.	Proficient Creatively provides information about class activities, to encourage involvement, and to report students’ performance.
Community – resources	Minimal Minimal evidence presented of resources used or connections made to the community	Satisfactory Good understanding of the resources available in the community, some integration into the unit.	Proficient Utilizes available community resources in the unit, effectively engaging community members, information, or perspectives
Community – integration	Minimal Demonstrates little effort to include the input or resources of community in the unit.	Satisfactory Shows some initiative in understanding and including the school community in the unit planning and implementation.	Proficient Takes initiative to make connections and integrating the school community into the unit in meaningful ways.
Community - effectiveness	Minimal Minimal description of the impact of the community on the success or shortcomings of the unit; vague examples of planned improvements	Satisfactory Good understanding expressed about the impact of the community on the successes and shortcomings of the unit; general examples of planned improvements	Proficient In-depth, integrated analysis of the impact of the community on successes and shortcomings of the unit; insightful and relevant examples of planned improvements
Reflection – modifications	Minimal Changes do not seem relevant to the issues observed, no other possibilities considered, and/or no rationale given	Satisfactory Changes seem relevant with adequate rationale and other possibilities considered	Proficient Relevant changes based on a clear outline of several valid modifications and rationale, accurate insight into what the result of the changes will be
Reflection – criticism	Minimal Limited evidence provided of efforts to improve as a teacher and member of the school community	Satisfactory Some responsiveness and incorporation of collegial advice, suggestions, or perspectives from colleagues in the school community	Proficient Internalizes and shares knowledge from professional experiences with colleagues in the school community, actively seeking ways to improve the experience
Reflection– outcomes	Minimal Minimal understanding expressed about student outcomes with little differentiation among ability levels and very basic connections to the work samples and assessments	Satisfactory Good understanding expressed about student outcomes with general differentiation among ability levels and adequate connections to work samples and assessments	Proficient In-depth, integrated analysis of student outcomes with clear differentiation among ability levels based on concrete connections to work samples and assessments
Reflection – impact on learning	Minimal Minimal understanding expressed about the effectiveness in teaching the unit in terms of impact on student learning; vague examples of potential improvements with little understanding of the impact of the changes	Satisfactory Good understanding of the effectiveness in teaching the unit in terms of impact on student learning; general examples of potential improvements with some understanding of the impact of the changes	Proficient In-depth, integrated analysis of the effectiveness in teaching the unit in terms of impact on student learning; insightful and relevant examples of potential improvements with realistic understanding of the impact of the changes
Growth –professional	Minimal No areas identified, no documentation, and/or areas are not relevant	Satisfactory Areas for improvement are outlined generally with basic documentation included	Proficient Specific areas for improvement are outlined with clear rationale and realistic documentation
Growth – personal	Minimal No areas identified, no documentation, and/or areas are not relevant	Satisfactory Areas of personal growth are outlined generally with basic documentation included	Proficient Specific areas of personal growth are outlined with clear detail and relevance
Growth – through seminar activities	Minimal Minimal understanding expressed about areas of growth through the seminar is very limited, ambiguous, or irrelevant	Satisfactory Good understanding expressed about professional growth through participation in the seminar	Proficient In-depth, integrated analysis of professional growth through participation in the seminar
Growth – effectiveness	Minimal Minimal understanding expressed about the impact of student teaching on the candidate’s potential as a member of the profession; vague examples of lessons for the first year of teaching	Satisfactory Good understanding expressed about the impact of student teaching on the candidate’s potential as a member of the profession; general examples of lessons for the first year of teaching	Proficient In-depth, integrated analysis of the impact of student teaching on the candidate’s potential as a member of the profession; insightful and relevant examples of lessons for the first year of teaching
Professional Writing	Minimal Quality of writing is consistently poor, including grammar or spelling errors that undermine professional communication; lacks fluency and organization	Satisfactory Quality of writing is adequate, occasional grammar or spelling errors that undermine professional communication; good fluency and loose organization	Proficient Quality of writing is excellent, no grammar or spelling errors that undermine professional communication; clear fluency and organization

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