iRubric: Student Teaching Culminating Activity rubric

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Student Teaching Culminating Activity M420 Student Teaching Culminating Activity Rubric Code: L4888 By cbezzy Ready to use Public Rubric Locked Rubric Subject: Education Type: Project Grade Levels: Undergraduate

Culminating Activity Descriptions
	Minimal 1 pts	Emergent 2 pts	Proficient 3 pts
Knowledge – appropriateness	Minimal Content is inappropriate for most students. Resources used were not relevant or integrated into lesson.	Emergent Content presented is appropriate for most students. Resources used were generally relevant and integrated into the lesson.	Proficient The level of 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.	Emergent 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.	Emergent Lesson is sufficient, with some connection to state standards and the existing curricular framework	Proficient Lesson is well organized and comprehensive, with a clear connection to state standards and the existing curricular framework
Knowledge – effectiveness	Minimal Minimal description of the effectiveness of planning, implementation, and evaluation of student learning	Emergent Understanding of the effectiveness of planning, implementation, and evaluation of student learning	Proficient 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.	Emergent 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 a minimal description of student engagement and impact on instruction	Emergent Analysis includes an understanding of student engagement and impact on instruction	Proficient Analysis includes an insightful analysis of student engagement and impact on instruction.
Environment – transitions	Minimal Minimal description of the effective use of instructional time including transitions between activities.	Emergent Good understanding of the effective use of instructional time including transitions between activities.	Proficient Insightful analysis of the effective use of instructional time including the quality of transitions between activities.
Environment - effectiveness	Minimal Minimal description of the impact of the learning environment on student learning including factors such as space, resources, time, and behavior	Emergent Understanding of the impact of the learning environment on student learning including factors such as space, resources, time, and behavior	Proficient 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.	Emergent 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.	Emergent 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 Limited description of the rapport and respect reflected in a professional relationship with students.	Emergent Some evidence of the rapport and respect reflected in a professional relationship with students.	Proficient Insightful understanding of the rapport and mutual respect reflected in a professional relationship with students.
Personalization – effectiveness	Minimal Minimal description of the impact of the differentiated instruction on the success or shortcomings of the unit; vague examples for improving differentiated instruction	Emergent Understanding of the impact of the differentiated instruction on the successes and shortcomings of the unit; general examples for improving differentiated instruction	Proficient 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.	Emergent 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	Emergent Demonstrates an 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 colleagues in the unit.	Emergent 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	Emergent Understanding of the impact of the community on the successes and shortcomings of the unit; general examples of planned improvements	Proficient 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	Emergent 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
Reflections – criticism	Minimal Limited evidence provided of efforts to improve as a teacher and member of the school community	Emergent 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
Reflections– outcomes	Minimal Description of student outcomes has little differentiation among ability level and very basic connection to the work samples and assessments	Emergent Understanding of student outcomes with general differentiation among ability level and adequate connection to work samples and assessments	Proficient Insightful analysis of student outcomes with clear differentiation among ability levels based on concrete connections to work samples and assessments
Reflections – impact on learning	Minimal Minimal description of 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	Emergent 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 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
Disposition – changes/past	Minimal Description of key dispositional changes is vague; evidence does not support changes or is not provided	Emergent Description and examples are connected loosely and show a basic understanding of dispositional changes during student teaching	Proficient Interconnected description and examples of dispositional changes show an insightful understanding of a mature professional
Disposition – fairness	Minimal Analysis of fairness is limited or irrelevant; examples do not show an understanding of fairness	Emergent Analysis and examples are connected loosely and show a basic understanding of fairness during the unit	Proficient Interconnected analysis and examples of fairness show an insightful understanding of a mature professional
Disposition – belief	Minimal Analysis of beliefs about student learning is limited or irrelevant; resolution does not show an understanding of the belief	Emergent Analysis and examples are connected loosely and show a basic understanding of the belief that all students can learn	Proficient Interconnected description and examples of the belief that all students can learn and shows an insightful understanding of a mature professional
Growth –professional	Minimal No areas identified, no documentation, and/or areas are not relevant	Emergent 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	Emergent 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 Evidence of areas of growth through the seminar is very limited, ambiguous, or irrelevant	Emergent General understanding of professional growth through participation in the seminar	Proficient Insightful analysis of professional growth through participation in the seminar
Growth – effectiveness	Minimal Minimal description of 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	Emergent Understanding of 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 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

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M 420

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