STUDENT TEACHING COMPETENCY EVALUATION RUBRIC GUIDE

Transcription

1 STUDENT TEACHING COMPETENCY EVALUATION RUBRIC GUIDE RUBRIC Rubric Levels of Competency in Meeting Standards (refer to Rubric Guide for detailed explanation of levels for each indicator) U = Unobserved Insufficient evidence provided to make a judgment 0 = Unacceptable Performance is not acceptable 1 = Basic Candidate demonstrates basic knowledge of related subject matter content 2 = Advanced Candidate demonstrates ability related to applying relevant knowledge 3 = Proficient Candidate has assessed effectiveness by putting knowledge into action (Target Level by completion of internship) 4 = Exemplary Evidence confirms that Candidate is effective in meeting the standard for all students STANDARD 1: CONTENT KNOWLEDGE 1.1 Demonstrates knowledge of subject-matter content and an ability to organize related facts, concepts, and skills. 1 = Candidate demonstrates knowledge of the core concepts, facts, procedures, and skills comprising specific curricular areas related to teaching assignment 2 = And Candidate demonstrates ability to organize related concepts, facts, and skills for meaningful learning experiences 3 = And Candidate has assessed effectiveness in anchoring subject matter in meaningful experiences 4 = And evidence confirms that Candidate is effective in organizing subject-matter content to improve the learning of all students 1.2 Activates learners prior knowledge, experience, and interests and uses this information to plan content and to help individual students attain learning goals. 1 = Candidate demonstrates knowledge of how to connect new content to learners interests and life experiences 2 = And Candidate demonstrates ability to use students prior knowledge to inform the planning and delivery of instruction 3 = And Candidate has assessed effectiveness in using students prior learning to help individuals attain learning goals 4 = And evidence confirms that Candidate is effective in using students prior learning to improve the learning of all students 1.3 Connects curriculum to other content areas and real-life settings to promote retention and relevance. 1 = Candidate demonstrates knowledge of the importance of making the curriculum relevant to learners 2 = And Candidate demonstrates the ability to utilize opportunities to identify real-life connections across the curriculum 3 = And Candidate has assessed effectiveness in promoting retention and relevance 4 = And evidence confirms that Candidate is effective in promoting retention and relevance for all students 1.4 Designs instructional activities based on state content standards. 1 = Candidate demonstrates knowledge of state content standards 2 = And Candidate plans instructional activities that align with Alabama s Course of Study 3 = And Candidate has assessed effectiveness of instructional plan consistent with state content standards 4 = And evidence confirms that Candidate is effective in designing standards-based instructional activities that improve the learning of all students 1.5 Provides instructional accommodations, modifications, and adaptations to meet the needs of each individual learner. 1 = Candidate demonstrates knowledge of various instructional accommodations, modifications, and adaptations 2 = And Candidate addresses identified learner needs in designing plans using available resources and materials 3 = And Candidate has assessed effectiveness in designing instructional plans to meet the needs of individual learners 4 = And evidence confirms that Candidate is effective in accommodating instruction to meet the individual learning needs of all STANDARD 2: TEACHING AND LEARNING 2.1 Designs a classroom organization and management system built upon sound, age-appropriate expectations and research-based

2 strategies for promoting positive behavior. 1 = Candidate demonstrates knowledge of age-appropriate expectations and research-based strategies 2 = And Candidate helps establish rules and procedures and implements some organization and management strategies 3 = And Candidate has assessed effectiveness of classroom organization and management strategies in response to individual learner needs 4 = And evidence confirms that Candidate is effective in organizing and managing classroom environments that promote the positive behavior of all students. 2.2 Creates a positive climate that promotes respect and responsibility. 1 = Candidate can identify factors that create a positive classroom culture 2 = And Candidate acknowledges student displays of responsibility and respect 3 = And Candidate has assessed effectiveness in establishing rapport with individual learners 4 = And evidence confirms that Candidate is effective in creating a positive climate that promotes respect and responsibility among all students 2.3 Creates a safe, orderly, and stimulating learning environment that nurtures responsibility, motivations, and engagement of learners. 1 = Candidate can identify motivational techniques and recognizes unsafe conditions 2 = And Candidate implements routines and procedures within the classroom in response to unsafe conditions 3 = And Candidate has assessed effectiveness in creating an environment that nurtures responsibility, motivation, and engagement of learners 4 = And evidence confirms that Candidate is effective in creating learning environments that motivate, engage, and nurture all students to be responsible learners 2.4 Develops challenging, standards-based academic goals for each learner, using knowledge of cognitive, social, and emotional development. 1 = Candidate can identify cognitive, social, and emotional needs of learners 2 = And Candidate follows required guidelines in standards-based instruction for establishing academic learning goals 3 = And Candidate has assessed effectiveness in applying knowledge of human development to setting standards-based goals 4 = And evidence confirms that Candidate is effective in setting developmentally-appropriate standards-based goals that engage all students 2.5 Engages learners in developing and monitoring goals for their own learning and behavior. 1 = Candidate demonstrates knowledge of strategies to engage learners in developing and monitoring goals for their own learning 2 = And Candidate demonstrates ability to communicate learning and behavior goals and provide feedback on achievement 3 = And Candidate has assessed effectiveness in promoting increased responsibility in meeting agreed upon goals for learning and behavior 4 = And evidence confirms that Candidate is effective in engaging all learners in developing and monitoring their own learning and behavioral goals 2.6 Designs coherent lessons that integrate a variety of appropriate and effective instructional strategies. 1 = Candidate can identify a variety of appropriate and effective instructional strategies 2 = And Candidate teaches lessons provided in available curriculum and implements corresponding instructional strategies 3 = And Candidate has assessed appropriateness and effectiveness of a coherent lesson that integrates a variety of instructional strategies 4 = And evidence confirms that Candidate is effective in integrating a variety of instructional strategies to design coherent lessons for all students 2.7 Creates learning activities that optimize each individual s growth and achievement within a supportive environment. 1 = Candidate can identify available teaching resources, scope and sequence guides, and emerging digital tools and content 2= And Candidate creates learning activities and questioning strategies that engage learners in thinking about and learning the content 3 = And Candidate has assessed effectiveness in supporting and encouraging individual learners to achieve 4 = And evidence confirms that Candidate can create effective learning activities that optimize that growth and achievement of all students 2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction. 1 = Candidate can identify formative assessments of student learning and circumstances for their appropriate use and learner feedback 2 = And Candidate administers assessments to monitor progress in relation to content standards and demonstrates ability to provide timely

3 feedback 3 = And Candidate has assessed effectiveness in using formative assessments to provide specific and timely feedback and to adjust instruction 4 = And evidence confirms that Candidate is effective in assisting all learners to meet learning targets by using formative assessments 2.9 Uses summative assessments to measure learner attainment of specific learning targets. 1 = Candidate demonstrates knowledge of summative assessments that measure learner attainment of specific learning targets 2 = And Candidate administers summative assessments to measure learner attainment of specific learning targets 3 = And Candidate has assessed effectiveness in measuring learner attainment using summative assessments 4 = And evidence confirms that Candidate is effective in using summative assessments to improve the learning of all students 2.10 Maintains evidence and records of learning performance to communicate progress. 1 = Candidate can identify a variety of methods for collecting and recording evidence of student learning 2 = And Candidate uses available resources and technologies to collect and record student learning aligned with content standards 3 = And Candidate has assessed effectiveness in sharing required assessment feedback with learns and, when applicable, families/guardians 4 = And evidence confirms that Candidate is effective in maintaining records and communicating progress in learning performance for all students 2.11 Analyzes and uses disaggregated standardized assessment results to inform planning for individual learners and classes. 1 = Candidate demonstrates knowledge of methods for disaggregating standardized assessment data and their uses 2 = And Candidate uses standardized assessment data and uses basic understanding of individual and class performance for planning 3 = And Candidate has assessed effectiveness in use of disaggregated data to inform planning for individual learners and classes 4 = And evidence confirms that Candidate is effective in using disaggregated data to inform planning intended to improve learning for all students STANDARD 3: LITERACY 3.1 Demonstrates standard oral and written communications and integrates appropriate communication strategies. 1 = Candidate demonstrates knowledge of effective oral and written communications, reading, mathematics, and technology 2 = And Candidate uses standard spoken and written language, active listening skills, and questioning strategies to communicate clearly with others 3 = And Candidate has assessed effectiveness of communication in facilitating and supporting direct instructions, active inquiry, collaborations, and positive interactions 4 = And evidence confirms that Candidate is effective in communicating with learners, families/guardians (when applicable), and other audiences to improve the learning and achievement of all students 3.2 Fosters and responds to effective verbal and nonverbal communications during instruction. 1 = Candidate demonstrates knowledge of effective verbal and nonverbal communications and appropriate use of assistive technologies (e.g., voice recognition software, communication board) 2 = And Candidate demonstrates ability to recognize when learners are confused during instruction and responds with additional support 3 = And Candidate has assessed effectiveness of verbal and nonverbal communications to improve instruction 4 = And evidence confirms that Candidate is effective in the use of verbal and nonverbal communications to improve the learning of all students 3.3 Uses age-appropriate instructional strategies to improve learners skills in critical literary components. 1 = Candidate demonstrates knowledge of age-appropriate instructional strategies in critical literary components (e.g., Alabama Reading Initiative [ARI] strategies) 2 = And Candidate uses appropriate instructional strategies to support learners in reading and comprehending curriculum with and across content areas 3 = And Candidate has assessed effectiveness in use of age-appropriate instructional strategies to improve learners skills in critical literary components 4 = And evidence confirms that Candidate is effective in improving learning skills in critical literary components for all students

4 3.4 Integrates narrative and expository reading strategies across the curriculum. 1 = Candidate demonstrates knowledge of various narrative and expository reading strategies across the curriculum (ARI strategies) 2 = And Candidate demonstrates ability to teach literary strategies by following available guidelines in content-area manuals and texts 3 = And Candidate has assessed effectiveness in integrating narrative and expository strategies across the curriculum 4 = And evidence confirms that Candidate is effective in improving the learning of all students through integrating narrative and expository strategies across the curriculum 3.5 Solves mathematical problems across subject areas using a variety of strategies to verify and interpret results and to draw conclusions. 1 = Candidate demonstrates knowledge of various strategies for solving mathematical problems across subject areas (e.g., quantitative literacy strategies like problem solving and estimating results) 2 = And Candidate demonstrates ability to identify opportunities for mathematical problem solving to further students understanding of content across disciplines 3 = And Candidates has assessed effectiveness in encouraging learners to approach mathematical problem solving in various ways and disciplines 4 = And evidence confirms that Candidate is effective in improving the mathematical problem-solving abilities of all students 3.6 Communicates mathematical concepts, processes, and symbols within the content. 1 = Candidate demonstrates knowledge of mathematical concepts, processes, and symbols within the content (e.g., interpretation of data and conclusions) 2 = And Candidate utilizes available resources to communicate mathematical concepts, processes, and symbols within the content 3 = And Candidate has assessed effectiveness in communicating mathematical concepts, processes, and symbols within the content 4 = And evidence confirms that Candidate is effective in communicating mathematical concepts, processes, and symbols within the content to improve the learning of all students 3.7 Identifies and integrates available emerging technologies into the teaching of all content areas. 1 = Candidate can identify a variety of technological resources across all content areas that support instruction 2 = And Candidate demonstrates ability to use available site-based/on-line technological resources to support instruction 3 = And Candidate has assessed effectiveness in identifying, evaluating, and using technological resources and technical assistance on-line and on-site to support instruction 4 = And evidence confirms that Candidate is effective in identifying and integrating available emerging technologies into the teaching of all content areas to improve the learning of all students 3.8 Facilitates learners individual and collaborative use of technology and evaluates their technological proficiency. 1 = Candidate demonstrates knowledge of available and emerging technologies that support individual and collaborative learning 2 = And Candidate demonstrates ability to provide students with available hardware and software to support content learning, completion of assignments, and/or practice of basic skills 3 = And Candidate has assessed effectiveness in facilitating learners individual and collaborative use of technology 4 = And evidence confirms that Candidate is effective in improving the technological proficiency of all students STANDARD 4: DIVERSITY 4.1 Develops culturally responsive curriculum and instruction in response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status. 1 = Candidate demonstrates knowledge and understanding about how oppression, racism, discrimination, and stereotyping influence learning outcomes differently for individual learners 2 = And Candidate demonstrates ability to listen actively to speaker and seeks to understand different perspectives 3 = And Candidate has assessed effectiveness in selecting instructional strategies, resources, and technologies with some consideration for diverse learners 4 = And evidence confirms that Candidate is effective in developing culturally responsive curriculum and instruction for all learners

5 4.2 Communicates in ways that demonstrate sensitivity to diversity and that acknowledges and responds to various cultural, ethnic, and social modes of communication and participation. 1 = Candidate demonstrates knowledge of communication style differences and how their style may clash or facilitate the learning process with different learners 2 = And Candidate demonstrates ability to utilize differentiated and culturally-sensitive communication modes with various audiences 3 = And Candidate has assessed effectiveness in varying communication and instruction modes in response to cultural, ethnic, and social differences among students and their families/guardians (when applicable) 4 = And evidence confirms that Candidate is effective in communicating with all students and their families/guardians (when applicable) in ways that are culturally responsive to matters of diversity 4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning. 1 = Candidate demonstrates knowledge about personal racial and cultural heritage and how it personally and professionally affects personal definitions and biases of teaching and learning 2 = And Candidate demonstrates ability to recognize own assumptions, attitudes, and expectations about others in cultural context 3 = And Candidate has assessed own social impact upon others and effectiveness in reflecting on possible personal biases and their impact on learning 4 = And evidence confirms that Candidate is effective in applying an understanding of how personal and cultural biases can affect teaching and learning in own practice with all learners 4.4 Supports learners to accelerate language acquisition by utilizing their native language and linguistic background. 1 = Candidate demonstrates knowledge of various means to accelerate language acquisition for second language learners 2 = And Candidate demonstrates ability to explore ways in which students native language and linguistic background can be used during instruction 3 = And Candidate has assessed effectiveness in providing supports (when possible) to accelerate learning acquisition using students native language 4 = And evidence confirms that Candidate is effective in improving the language acquisition of all students 4.5 Guides second-language acquisition and utilizes English Language Proficiency (ELP) strategies to support learning. 1 = Candidate demonstrates knowledge of ELP strategies and methods for second language instruction 2 = And Candidate demonstrates ability to use ELP strategies and available program materials for second-language instruction 3 = And Candidate has assessed effectiveness in guiding second-language acquisition to support learning 4 = And evidence confirms that Candidate is effective in improving the second-language acquisition of all affected students 4.6 Differentiates between learner difficulties related to cognitive or skill development and difficulties related to language learning. 1 = Candidate demonstrates knowledge of learner difficulties related to cognitive development, skill development, and language learning 2 = And Candidate demonstrates ability to differentiate between various types of learner difficulties 3 = And Candidate has assessed effectiveness in using available materials to (re)teach skills and concepts based on different learning difficulties 4 = And evidence confirms that Candidate is effective in differentiating differences in cognitive, skill, or language learning for all students 4.7 Understands and recognizes the characteristics of exceptionality in learning, including the range of physical and mental disabilities, social and emotional disorders, giftedness, dyslexia, and attention deficit disorder, in order to assist in appropriate identification and intervention. 1 = Candidate demonstrates a basic understanding of laws and policies regarding the full spectrum of exceptional learners 2 = And Candidate demonstrates ability to assist (when possible) in identifying students at-risk, gifted students, and those with disabilities 3 = And Candidate has assessed effectiveness in implementing (when possible) IEPs and 504 plans with support from appropriate staff 4 = And evidence confirms that Candidate is effective in assisting in the appropriate identification of exceptionality and intervention to improve the learning of all students 4.8 Facilitates inclusive learning environments that support and address the needs of learners with learning differences and disabilities.

6 1 = Candidate demonstrates knowledge of various differentiated strategies that develop student capacity for independent learning, collaboration, and whole-class participation 2 = And Candidate demonstrates ability to vary some instructional activities to provide options for students with learning differences and disabilities 3 = And Candidate has assessed effectiveness in facilitating inclusive learning environments 4 = And evidence confirms that Candidate is effective in facilitating inclusive learning environments that address the needs of all learners with learning differences and disabilities 4.9 Helps students assess their own learning styles and build upon identified strengths. 1 = Candidate demonstrates knowledge of the research on learning styles and multiple intelligences 2 = And Candidate demonstrates ability to use this knowledge to influence students academic growth and access to content 3 = And Candidate has assessed effectiveness in using students own learning styles to build upon identified strengths to improve learning 4 = And evidence confirms that Candidate is effective in using knowledge of students learning styles to improve the learning of all students 4.10 Designs learning experiences that engage all learning styles and multiple intelligences. 1 = Candidate demonstrates knowledge of instructional strategies and resources that can be used to engage all learning styles and multiple intelligences 2 = And Candidate demonstrates ability to select instructional strategies and resources that address some of the learning styles and intelligences represented in the classroom 3 = And Candidate has assessed effectiveness in designing learning experiences that engage all learning styles and multiple intelligences represented in the classroom 4 = And evidence confirms that Candidate is effective in designing learning experiences that engage all learning styles and multiple intelligences to improve the learning of all students STANDARD 5: PROFESSIONALISM 5.1 Collaborates with stakeholders to facilitate students learning and well-being. 1 = Candidate demonstrates knowledge of various methods to communicate effectively with family/guardians [(when applicable)] and colleagues regarding student progress 2 = And Candidate demonstrates ability to communicate with families/guardians (when applicable) and professional colleagues to share learning goals and share resources for student growth 3 = And Candidate has assessed effectiveness in communicating learning goals to families/guardians (when applicable) and professional colleagues 4 = And evidence confirms that Candidate has effective communication processes and protocols in place to facilitate the learning of all students 5.2 Engages in ongoing professional learning to move practice forward. 1 = Candidate demonstrates knowledge of definitions and standards for professional development 2 = And Candidate demonstrates ability to set individual professional learning goals and to develop plans for ongoing personal professional learning 3 = And Candidate has created a plan for ongoing professional learning to move practice forward 4 = And evidence confirms that Candidate has been engaged in ongoing professional learning that has improved practice in improving the learning of all students 5.3 Participates as a teacher leader and professional learning community member to advance school improvement initiatives. 1 = Candidate demonstrates understanding of importance of membership in a professional learning community to advancing improvement 2 = And Candidate shares resources with colleagues to improve student learning 3 = And Candidate has assessed effectiveness as a team member and collaborator 4 = And evidence confirms that Candidate is effective as a member of a professional learning community 5.4 Promotes professional ethics and integrity.

7 1 = Candidate demonstrates knowledge of role and responsibilities as presented in the Alabama Educator Code of Ethics 2 = And Candidate demonstrates commitmen to ethical and equitable practices for all students 3 = And Candidate provides evidence of monitoring own integrity through individual, peer, and supervisor reflection focused on improving the practice of appropriate professional behaviors and dispositions 4 = And evidence confirms that Candidate consistently adheres to Alabama Educator Code of Ethics through a continual process of self-reflection 5.5 Complies with local, state, and federal regulations and policies. 1 = Candidate demonstrates knowledge of local, state, and federal requirements related to students and teachers rights and student plans, including IEPs 2 = And Candidate demonstrates ability to locate information and identify key contacts to access laws and policies 3 = And Candidate has assessed effectiveness in meeting local, state, and federal requirements related to students and teachers rights and student plans, including IEPs 4 = And evidence confirms that Candidate consistently complies with local, state, and federal requirements related to students and teachers rights and student plans, including IEPs while upholding the highest ethical principles of the profession