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iRubric: English Clinical Assessment--Cooperating Teacher rubric

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English Clinical Assessment--Cooperating Teacher CFO Clinical Assessment--Cooperating Teacher Summative assessment of student teacher's demonstrated performance of Conceptual Framework Outcomes Rubric Code: T4A6W Ready to use Public Rubric Subject: Education Type: (Other) Grade Levels: (none)

Englis Clinical Assessment--Teacher Descriptions
	Unacceptable 1 pts	Between Acceptable and Unacceptable 1.5 pts	Acceptable 2 pts	Between Target and Acceptable 2.5 pts	Target 3 pts
Communication	Unacceptable • Discourages rapport with students, colleagues, and parents • Struggles to express ideas clearly and appropriately or fails to use proper volume and pace • Lacks consistent mechanics (e.g. grammar, punctuation, spelling) in all forms of writing	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Successfully builds rapport with students, colleagues, and parents • Expresses ideas clearly and appropriately and uses proper volume and pace • Uses appropriate mechanics (e.g. grammar, punctuation, spelling) in all forms of writing (NCTE 3.1, 3.2)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Effectively builds rapport with students, colleagues, and parents • Consistently expresses ideas clearly and appropriately and uses proper volume and pace • Consistently uses appropriate mechanics (e.g. grammar, punctuation, spelling) in all forms of writing
Higher Order Thinking Skills	Unacceptable • Ignores use of inquiry and problem solving in the classroom • Asks very few, if any, higher order questions •Hinders students’ critical thinking	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Encourages development of inquiry and problem solving in the classroom • Occasionally asks higher order questions • Encourages students’ critical thinking (NCTE 2.4, 4.6)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Promotes active inquiry and problem solving throughout instruction • Continually asks effective higher order questions •Stimulates students’ critical thinking
Instructional Technology	Unacceptable • Uses very little electronic media and technology in instruction • Creates amateur looking materials • Requires students to use little or no technology	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Uses a variety of electronic media and technology in instruction • Creates professional looking materials •Requires students’ use of technology (NCTE 3.6, 4.1, 4.5, 4.9)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Applies a variety of innovative electronic media and technology in and throughout instruction • Constructs effective professional looking materials that promote student learning • Fosters and supports students’ inventive use of technology
Learning and Development	Unacceptable • Uses few or ineffective methods for addressing learning styles • Provides one form of instruction to learners, regardless of their needs • Discourages participation among some students	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Uses an assortment of appropriate methods for addressing learning styles • Differentiates instruction to assist needs of learners • Motivates students to participate (NCTE 2.1, 3.7)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Uses a variety of effective, research-based methods for accommodating learning styles • Differentiates instruction to accommodate needs of all learners • Motivates all students to participate
School Culture and Diversity	Unacceptable • Avoids promoting active cooperation in the classroom, school, and community • Treats students inequitably, shows favoritism, or fails to show respect and understanding • Makes few accommodations for differences in language & culture • Establishes a classroom atmosphere where students fear ridicule	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Facilitates cooperation in the classroom, school, and community • Treats students fairly, equitably with respect and understanding • Accommodates differences in language & culture • Creates an environment free of ridicule (NCTE 2.2, 2.5, 4.4)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Fosters cooperation in the classroom, school, and community • Treats all students fairly, equitably and promotes respect and understanding • Adapts effectively to differences in language & culture • Creates an environment that is nurturing
Instructional Design and Delivery	Unacceptable • Demonstrates insufficient or inaccurate knowledge of subject matter • Selects content for instruction not aligned with key state or professional standards • Designs lesson plans that distances subject matter from students’ worlds • Aligns content with no or inappropriate state and professional standards • Employs teaching methods that lack innovation or does not result in meaningful learning • Provides for passive student learning most of the time	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Demonstrates sufficient knowledge of subject matter • Selects appropriate content for instruction with key state or professional standards • Designs lesson plans that connects subject matter to students’ worlds • Aligns content with state and professional standards • Employs a variety of innovative teaching methods to create meaningful learning •Provides for active student learning (NCTE 2.6, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.5, 4.7, 4	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Demonstrates extensive, relevant knowledge of subject matter • Aligns content for instruction with key state or professional standards • Designs lesson plans explicitly that link subject matter acutely to students’ worlds • Regularly employs a variety of selected innovative teaching methods to create significant learning • Prepares, guides and reinforces active student learning
Classroom Management	Unacceptable • Demonstrates minimal organizational skills & preparedness • Sets unclear or unattainable student expectations • Manages time ineffectively • Neglects or loses students’ attention during instruction • Creates an unwelcoming atmosphere with little flexibility • Attends to only some students • Uses inappropriate methods or punishments to teach behavior	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Demonstrates organizational skills & preparedness • Clearly states student expectations • Manages time effectively • Captures and maintains students’ attention during instruction • Creates an inviting atmosphere • Monitors the classroom and divides attention among all students • Uses positive methods to teach behavior (NCTE 2.1, 4.1, 4.4)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Demonstrates outstanding organizational skills & preparedness • Clearly establishes and states student expectations • Manages time effectively within and between instructional lessons • Captures and maintains students’ attention and involvement throughout instruction • Creates a welcoming, supportive and flexible atmosphere • Monitors all classroom activities and attends to the needs of all students • Uses positive methods to teach optima
Assessment and Evaluation	Unacceptable • Monitors students’ understanding infrequently or inappropriately • Makes inappropriate instructional adjustments based on assessments • Grades student work inaccurately and/or provides feedback in an untimely manner • Teaches without regard to instructional levels of students • Uses few assessment strategies to evaluate the objectives • Makes no adaptations to assessments for students with special needs	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Monitors students’ understanding and identifies needs • Makes instructional adjustments based on assessment data • Grades student work and provides feedback in a timely manner • Teaches to instructional levels of students • Uses multiple assessment strategies to evaluate learning objectives • Adapts assessments for students with special needs (NCTE 4.10)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Monitors students’ understanding regularly to identify their specific needs • Makes consistent instructional adjustments based on assessments • Grades student work and provides instructive feedback in a timely manner • Teaches to instructional levels of all students • Uses an appropriate variety of multiple assessment strategies to evaluate learning objectives • Adapts assessments and procedures for students with special needs
Professional Development	Unacceptable • Demonstrate self as undependable • Lacks confidence and maturity • Avoids participation and ignores constructive criticism and suggestions • Demonstrates a disinterest in teaching • Chooses not to participate in professional development activities • Works alone, maintaining little contact with school personnel, families and community	1.5 Demonstrated performance is between Acceptable and Unacceptable levels	Acceptable • Demonstrates dependability • Appears professional, confident, and mature • Welcomes constructive criticism and suggestions • Shows enthusiasm and commitment for teaching • Participates in professional development activities • Works collaboratively with school personnel, families and community (NCTE 2.3)	2.5 Demonstrated performance is between Target and Acceptable levels	Target • Demonstrates responsibility and dependability • Appears professional, confident, mature, poised, and seasoned • Invites constructive criticism and suggestions • Demonstrates a passion and strong commitment for teaching • Seeks opportunities for professional development activities • Establishes collaborative working relationships with school personnel, families and community

Keywords:

Student Teaching, Conceptual Framework Outcomes, Clinical Assessment

Subjects:

Education

Types:

(Other)

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