rubric

__Goal__: that each student teacher may be rated “proficient” or higher in each of these areas at the end of student teaching.

__Intermediate Goal__: that each teacher candidate taking part in a methods class may be rated “developing” or higher by the end of the methods course

(target for end of student teaching) ||~ Developing (target for end of methods) ||~ Basic ||~ Below Basic ||
 * ~  ||~ Advanced ||~ Proficient
 * ~ Integration of Faith and Learning

( | ) ||  ||   ||   ||   ||   ||
 * ~ [[file:SAU_SOE_ped_dispositions_draft_150317 revised_ck.docx|Content Knowledge]] || Knowledge of content, structure and skills of the discipline: The teacher has deep familiarity and solid knowledge of high leverage, specific academic content knowledge and core disciplinary concepts

The teacher has insight into particular topics, practices, and texts that are both foundational to the K-12 curriculum

The teacher has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.

The teacher knows and uses the academic language of the discipline and makes it accessible to learners.

The teacher understands major theories, concepts, principles, assumptions, structures, debates, tools and processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

The teacher actively seeks opportunities to increase content knowledge and delivery capacity

Deep Knowledge of prerequisite relationships and accurate knowledge among topics: The teacher possesses and displays conceptual understanding with the capacity for disciplined reasoning, analysis, argument, and critique, and the ability to communicate ideas and interact effectively with others across contexts

The teacher recognizes the importance of possessing a depth of students’ levels of understanding

Wide range of Knowledge of content-related pedagogical approaches in the subject: The teacher is competent in selecting, representing, and opening up content for a wide range of students from different backgrounds and establishes practices for diverse students and educational environments

The teacher understands the internal relationships and interdisciplinary practices within the disciplines and integrates subject matter with other content areas

The teacher understands common misconceptions in learning the discipline and best pedagogical practices in how to guide learners to accurate conceptual understanding.

The teacher knows how to integrate culturally relevant content to build on learners’ background knowledge.

The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions that are meaningful and accessible, and promote each learner’s achievement and mastery of content standards.

The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, critically question, and analyze ideas from diverse perspectives so that they master the content.

The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.

The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.

The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners. || Knowledge of content, structure and skills of the discipline: The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines.

The teacher has insight into particular topics, practices, and texts that are both foundational to the K-12 curriculum and important for beginning teachers to be able to teach

Deep Knowledge of prerequisite relationships and accurate knowledge among topics: The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding.

Wide range of Knowledge of content-related pedagogical approaches in the subject: The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions.

The teacher cites intra- and interdisciplinary content relationships.

The teacher’s plans demonstrate awareness of possible student misconceptions and how they can be addressed.

The teacher’s plans reflect recent developments in content-related pedagogy. || Knowledge of content, structure and skills of the discipline: The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another.

Deep Knowledge of prerequisite relationships and accurate knowledge among topics: The teacher demonstrates accurate understanding of prerequisite relationships among topics.

Wide range of Knowledge of content-related pedagogical approaches in the subject: The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

The teacher can identify important concepts of the discipline and their relationships to one another.

The teacher provides clear explanations of the content.

The teacher answers students’ questions accurately and provides feedback that furthers their learning. The teacher’s instructional strategies in unit and lesson plans are entirely suitable to the content. || Knowledge of content, structure and skills of the discipline: The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another.

The teacher’s understanding of the discipline is rudimentary.

Deep Knowledge of prerequisite relationships and accurate knowledge among topics: The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete.

The teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.

Wide range of Knowledge of content-related pedagogical approaches in the subject: The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

The teacher’s lesson and unit plans use limited instructional strategies and some are not suitable to the content. || Knowledge of content, structure and skills of the discipline: The teacher displays little understanding of prerequisite knowledge important to student learning of the content.

Deep Knowledge of prerequisite relationships and accurate knowledge among topics: The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

Wide range of Knowledge of content-related pedagogical approaches in the subject: The teacher makes content errors.

The teacher does not consider prerequisite relationships when planning.

The teacher’s plans use inappropriate strategies for the discipline. ||
 * ~ [[file:Rubric-Pedagogy.docx|Pedagogy]] || Lesson planning shows evidence of thorough and extensive preparation and integration of multi-disciplinary learning objectives. Instruction is aligned with objectives and assessment and produces rigorous learning for all students.

Candidate has mastered a variety of instructional methods and uses them appropriately to guide the students to new understanding and higher level thinking. Candidate is skillful in all needed steps in the teaching method being used. Modeling, representations and examples are clear and lead to a greater understanding of the content and the sequential steps of the lesson.

Candidate actively seeks to build communication with students so that he can design lessons to be meaningful, flexible and appropriate, to create the best learning experiences for all students. Candidate exhibits a desire to learn research based methods and strategies to enhance his ability to meet the needs of all students.

Candidate engages in appropriate analysis and evaluation of student learning. Candidate monitors progress and guides the students to self-monitor their own learning progress through high quality feedback and the use of metacognitive strategies.

Candidate designs active learning tasks in which students are highly intellectually engaged throughout the entire lesson. Learning is relevant and allows students to make meaningful application of learning in class and other settings.

Candidate prepares high level discussion questions involving application, evaluation and synthesis that will stimulate students to work together problem solving to meet learning objectives. || Lesson planning shows evidence of and preparation with clear articulation and implementation of instructional objectives that are closely aligned with instruction and assessment. Lessons are appropriate and sequentially designed to meet learning goals and produce rigorous learning.

Candidate uses a variety of instructional methods that are appropriate for the student and the learning task. When explicit instruction is needed, it contains carefully chosen explanation, modeling, representation, and examples. In modeling the expectations, the candidate is careful to “think out loud”, making students aware of the thought process involved in the learning task.

Candidate differentiates instruction through a variety of methods and tasks and modifies curriculum so that all students can successfully meet learning outcomes. Candidate incorporates student interests and integrates new strategies.

Candidate employs appropriate analysis and evaluation of student responses to instruction and adapts instruction as appropriate. Candidate monitors student progress and communicates immediate specific feedback, to reinforce learning and remediate misconceptions by using language that clearly highlights core ideas.

Candidate carefully designs active learning tasks which allow the students to share their thinking and make learning meaningful resulting in successfully meeting learning objectives.

Candidate involves all students in rich discussions to build collective knowledge, connect to students’ prior knowledge and process new understandings. Specific learning objectives engage students in opportunities to practice speaking, listening, interpreting and apply their new learning. || Lesson planning includes high level learning outcomes and objectives are closely aligned with instruction and assessment.

Candidate uses a variety of methods including explicit instruction, however the examples and representations are not clear and carefully selected.

Candidate actively demonstrates an understanding of students’ diverse backgrounds and ability levels and incorporates that knowledge into his lessons. Candidate assumes responsibility for student learning and is adding to his repertoire of instructional strategies.

Candidate monitors student progress and often guides the students to identify and correct misconceptions.

Candidate creates learning tasks, which engage students and motivate them to achieve the learning objectives.

Candidate asks questions that are appropriate and elicit thoughtful responses. Candidate allows sufficient time for students to process information but does not sufficiently connect questions to prior learning and some students cannot engage in the discussion because they are “lost”. || Lesson planning includes learning objectives that produce moderate vigor suitable for some students. Sequence of lesson leaves out learning steps and objectives are only partially aligned with instruction and assessment.

Candidate uses more than one instructional method but has difficulty matching appropriate method with learning task.

Candidate demonstrates awareness of students’ backgrounds, skills, language proficiency, interests and special needs. Candidate attempts to modify the lesson and respond to students’ needs with moderate success.

Candidate occasionally monitors student progress but gives feedback that does not help the students correct misconceptions or reinforce new learning.

Candidate selects activities, assignments, materials, and groupings that are mostly appropriate for learning outcomes. Students are moderately engaged.

Candidate asks some questions that generate discussion, however, they do not allow enough time for all students to process information and most responses are given by the same students. || Lesson planning lacks coherency and represents low level learning. Objectives are unclear or unsuitable for students and lack alignment with instruction and assessment.

Candidate uses only one instructional method. When explicit instruction is needed, the candidate leaves out clear modeling.

Candidate demonstrates little understanding for the learning challenges of his students. Candidate lacks a repertoire of strategies to allow for adaptation of the lesson.

Candidate delivers instruction without awareness of students learning. Candidate does not monitor progress or provide specific feedback.

Candidate selects activities, assignments and materials that are inappropriate for the learning objectives, resulting in little student engagement and progress toward goals.

Candidate asks questions that elicit limited student discussion. Candidate asks questions that deal with topics that students are reluctant to answer or have limited knowledge. ||
 * ~ Assessment

(Danielson: 1c, 1f, 3b, 3d, 4a, 4b, 4f) || Understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide both one's own and learner’s decision making through effective feedback. The assessments are used to guide efforts to assist specific students and inform future instruction. These multiple methods are both formal and informal and both formative and summative, and are deployed frequently and regularly.

Analyzes the results of assessments carefully, looking for patterns that will guide efforts to inform future instruction, and makes strategic changes to that instruction.

Identifies strengths and weaknesses in teaching, regularly analyzing one's own instruction and its effectiveness. Studies the teaching of self, colleagues, and master teachers in order to improve. Can develop a set of objectives and related self-assessments in order to monitor and determine improvement.

//Confidently and independently// uses assessment information in making eligibility, program, and placement decisions for individuals with exceptionalities, including those from culturally and/or linguistically diverse backgrounds; selects, adapts and uses assessment tools and methods to accommodate special needs learners. || Accurately interprets information from formal and informal assessments, and can discuss or present conclusions drawn from the data.

Appropriately develops and uses the results of a variety of assessments to guide instructional decisions. In composing and selecting assessments, considers validity, fairness, and efficiency.

Monitors progress of a whole class of students, and keeps an accurate record of results from multiple assessments at multiple times.

Provides effective feedback to students in individual, small group, or large group contexts that results in improved understanding or performance.

//With guidance// can use assessment information in making eligibility, program, and placement decisions for individuals with exceptionalities, including those from culturally and/or linguistically diverse backgrounds; selects, adapts and uses assessment tools and methods to accommodate special needs learners.

Studies one's own teaching in order to improve their understanding of the complex interactions between teachers, students, and content and of the impact of particular instructional approaches. Can identify salient features of the instruction and making reasoned hypotheses for how to improve. || Is able to work with assessment data; can accurately analyze data, draw conclusions from it, and present them to an external audience with clarity and accuracy.

Understands what makes assessments valid, fair, and efficient.

Can administer formal, singular classroom assessments, and keep accurate record of results. Identifies possible sources of bias in instruments. Uses informal assessment to gauge student understanding.

Can select, adapt or develop simple academic assessments for individuals with exceptionalities, e.g. culture, language or special need.

Provides effective feedback to students in one-on-one or one-to-few situations that results in improved understanding or performance.

Is able to assess the quality of own teaching through one or more means, e.g. video or audio., and identify strengths and weaknesses. Connects theory with one's own practice of the impact of particular instructional approaches. || Has a limited grasp of how to work with assessment data; can reach simple conclusions and present them but is unable to work well with more than one variable at a time.

Understands the conceptual difference between summative and formative assessment or formal and informal assessments.

Generally understands that effective feedback is specific but not overwhelming in scope, focused on the academic task, and supportive of students’ perceptions of their own capability.

Can study the teaching of others in order to improve understanding of the complex interactions between teachers, students, and content and of the impact of particular instructional approaches. || Does not understand how to work with assessment data, lacking both the mathematical and logical skills.

Does not understand the conceptual difference between formative and summative or formal and informal assessments.

Is not able to identify accepted good teaching practices. ||
 * ~ [[file:Management and organization rubric REVISED 4-12-15 for SOE Meeting.docx|Management & Organization]] || CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT (SOCIAL and EMOTIONAL ENVIRONMENT)

Classroom interactions between the teacher AND students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals.

Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

ESTABLISHING A CULTURE FOR LEARNING (SCAFFOLDS CURRICULUM BUILT ON STUDENT EXPERIENCE, INTERESTS AND ABILITIES; SOCIAL and EMOTIONAL ENVIRONMENT)

The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning.

The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.

MANAGING CLASSROOM PROCEDURES (APPROPRIATE, DIRECT AND CLEAR GROUPING, TRANSITIONS, RESOURCES, AND SUPERVISION)

Instructional time is maximized due to efficient and seamless classroom routines and procedures.

Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies.

Routines are well understood and may be initiated by students.

Volunteers and paraprofessionals make an independent contribution to the class.

MANAGING STUDENT BEHAVIOR (ADDRESSES BOTH POSITIVE AND NEGATIVE BEHAVIORS OF STUDENTS CONSISTENTLY AND FAIRLY)

Student behavior is entirely appropriate.

Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct.

Teacher monitoring of student behavior is subtle and preventive.

The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

The classroom environment is safe, and learning is accessible to all students, including those with special needs.

ORGANIZING PHYSICAL SPACE (PHYSICAL ENVIRONMENT)

The teacher makes effective use of physical resources, including all technology.

The teacher ensures that the physical arrangement is appropriate to the learning activities.

Students contribute to the use or adaptation of the physical environment to advance learning. || CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT (SOCIAL and EMOTIONAL ENVIRONMENT)

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students.

Interactions among students are generally polite and respectful, and students’ exhibit respect for the teacher.

The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and business-like, though students may be somewhat cautious about taking intellectual risks.

ESTABLISHING A CULTURE FOR LEARNING (SCAFFOLDS CURRICULUM BUILT ON STUDENT EXPERIENCE, INTERESTS AND ABILITIES; SOCIAL and EMOTIONAL ENVIRONMENT)

The classroom culture is a place where learning is valued by all; High expectations for both learning and hard work are the norm for most students.

Students understand their role as learners and consistently expend effort to learn.

Classroom interactions support learning, hard work, and the precise use of language.

MANAGING CLASSROOM PROCEDURES (APPROPRIATE, DIRECT AND CLEAR GROUPING, TRANSITIONS, RESOURCES, AND SUPERVISION)

There is little loss of instructional time due to effective classroom routines and procedures.

The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, is consistently successful.

With almost no guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class.

MANAGING STUDENT BEHAVIOR (ADDRESSES BOTH POSITIVE AND NEGATIVE BEHAVIORS OF STUDENTS CONSISTENTLY AND FAIRLY)

Student behavior is consistently appropriate.

The teacher consistently monitors student behavior against established standards of conduct.

Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.

ORGANIZING PHYSICAL SPACE (PHYSICAL ENVIRONMENT)

The classroom is safe, and students have equal access to learning activities

The teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including all technology effectively. || CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT (SOCIAL and EMOTIONAL ENVIRONMENT)

Teacher-student interactions are friendly and demonstrate general caring and respect.

Interactions among students are generally polite and respectful, and students’ exhibit respect for the teacher.

The teacher responds to disrespectful behavior among students with mostly successful results. The net result of the interactions is polite and respectful.

ESTABLISHING A CULTURE FOR LEARNING (SCAFFOLDS CURRICULUM BUILT ON STUDENT EXPERIENCE, INTERESTS AND ABILITIES; SOCIAL and EMOTIONAL ENVIRONMENT)

Communication and modeling of high expectations for both learning and hard work are the norm for most students.

Students understand their role as learners and expend effort to learn.

Classroom interactions support learning, hard work, and the precise use of language.

MANAGING CLASSROOM PROCEDURES (APPROPRIATE, DIRECT AND CLEAR GROUPING, TRANSITIONS, RESOURCES, AND SUPERVISION)

Little instructional time is lost due to mostly effective classroom routines and procedures.

The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, is clear and consistent.

With some guidance and prompting, students regularly follow established classroom routines, and volunteers and paraprofessionals contribute to the class.

MANAGING STUDENT BEHAVIOR (ADDRESSES BOTH POSITIVE AND NEGATIVE BEHAVIORS OF STUDENTS CONSISTENTLY AND FAIRLY)

Standards of conduct appear to have been established and behavior is mostly appropriate.

The teacher monitors student behavior against established standards of conduct.

Teacher response to student misbehavior is proportionate, and respectful to students and is mostly effective.

ORGANIZING PHYSICAL SPACE (PHYSICAL ENVIRONMENT)

The classroom is safe, and all students have equal access to most learning activities.

The teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including multiple technologies effectively. || CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT (SOCIAL and EMOTIONAL ENVIRONMENT)

Patterns of classroom interactions, both between teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels.

Students occasionally demonstrate disrespect for one another.

The teacher attempts to respond to disrespectful behavior, with inconsistent results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

ESTABLISHING A CULTURE FOR LEARNING (SCAFFOLDS CURRICULUM BUILT ON STUDENT EXPERIENCE, INTERESTS AND ABILITIES; SOCIAL and EMOTIONAL ENVIRONMENT)

The classroom culture is characterized by little commitment to learning by the teacher or students.

The teacher appears to be only “going through the motions,” and students indicate that they are interested in the completion of a task rather than the quality of the work.

The teacher conveys that student success is the result of natural ability rather than hard work, and refers only in passing to the precise use of language.

High expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

MANAGING CLASSROOM PROCEDURES (APPROPRIATE, DIRECT AND CLEAR GROUPING, TRANSITIONS, RESOURCES, AND SUPERVISION)

Some instructional time is lost due to partially effective classroom routines and procedures.

The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, is inconsistent, leading to some disruption of learning.

With regular guidance and prompting, students follow established routines, and volunteers and paraprofessionals perform their duties.

MANAGING STUDENT BEHAVIOR (ADDRESSES BOTH POSITIVE AND NEGATIVE BEHAVIORS OF STUDENTS CONSISTENTLY AND FAIRLY)

Standards of conduct appear to have been established, but their implementation is inconsistent.

The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

ORGANIZING PHYSICAL SPACE (PHYSICAL ENVIRONMENT)

The classroom is safe, and essential learning is accessible to most students.

The teacher makes modest use of physical resources, including some technology.

The teacher attempts to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness. || CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT (SOCIAL and EMOTIONAL ENVIRONMENT)

Patterns of classroom interactions, both between teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels.

Student interactions are characterized by sarcasm, put-downs, or conflict.

The teacher does not deal with disrespectful behavior.

ESTABLISHING A CULTURE FOR LEARNING (SCAFFOLDS CURRICULUM BUILT ON STUDENT EXPERIENCE, INTERESTS AND ABILITIES; SOCIAL and EMOTIONAL ENVIRONMENT)

The classroom culture is characterized by a lack of teacher or student commitment to learning, and/or little or no investment of student energy in the task at hand.

Hard work and the precise use of language are not expected or valued.

Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

MANAGING CLASSROOM PROCEDURES (APPROPRIATE, DIRECT AND CLEAR GROUPING, TRANSITIONS, RESOURCES, AND SUPERVISION)

Much instructional time is lost due to inefficient classroom routines and procedures.

There is little or no evidence of the teacher’s management of instructional groups and transitions and/or handling of materials and supplies effectively.

There is little evidence that students know or follow established routines, or those volunteers and paraprofessionals have clearly defined tasks.

MANAGING STUDENT BEHAVIOR (ADDRESSES BOTH POSITIVE AND NEGATIVE BEHAVIORS OF STUDENTS CONSISTENTLY AND FAIRLY)

There appear to be no established standards of conduct, or students challenge them.

There is little or no teacher monitoring of student behavior,

Response to students’ misbehavior is repressive or disrespectful of student dignity.

ORGANIZING PHYSICAL SPACE (PHYSICAL ENVIRONMENT)

The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources, including technologies, and the lesson activities. ||
 * ~ [[file:DIVERSITY.docx|Diversity]] || **// Teacher candidate is knowledgeable of the planning and preparation ... //**

Demonstrates knowledge of special needs with/and appropriate adaptations.


 * // Creates a learning environment which open, fair, and inclusive //**

Provides an environment that values all learners and supports learning styles and learners with special needs.


 * // Provides appropriate instruction with all learners in mind //** ,


 * // Maintains professional dispositions //** || **// Teacher candidate is knowledgeable of the planning and preparation ... //**

Is knowledgeable of the various learners in the classroom and creates an appropriate learning environment.


 * // Creates a learning environment which open, fair, and inclusive //**


 * // Provides appropriate instruction with all learners in mind //** ,


 * // Maintains professional dispositions //** || **// Teacher candidate is knowledgeable of the planning and preparation ... //**

Is aware of various learners and strives to create an appropriate learning environment.

Has appropriate expectations for individual learners and values his or her contributions.


 * // Creates a learning environment which open, fair, and inclusive //**

Is aware of various learners and strives to create an appropriate learning environment.


 * // Provides appropriate instruction with all learners in mind //** ,


 * // Maintains professional dispositions //** || **// Teacher candidate is knowledgeable of the planning and preparation ... //**


 * // Creates a learning environment which open, fair, and inclusive //**


 * // Provides appropriate instruction with all learners in mind //** ,


 * // Maintains professional dispositions //** || **// Teacher candidate is knowledgeable of the planning and preparation ... //**

Demonstrates limited knowledge of appropriate learning activities for diverse population.


 * // Creates a learning environment which open, fair, and inclusive //**

Exhibits poor management of classroom procedures creating misbehavior and distressing situations for those with learning challenges.


 * // Provides appropriate instruction with all learners in mind //** ,


 * // Maintains professional dispositions //** ||
 * ~ [[file:Rubric SAU SOE Collaboration of Stakeholders.docx|Collaboration with Stakeholders]] || In addition to exhibiting level 4 performance the student shows exceptional in-depth abilities.

In addition to exhibiting level 4 performance the student shows exceptional in-depth abilities.

In addition to exhibiting level 4 performance the student shows exceptional in-depth abilities.

In addition to exhibiting level 4 performance the student shows exceptional in-depth abilities.

In addition to exhibiting level 4 performance the student shows exceptional in-depth abilities.

In addition to exhibiting level 4 performance the student shows exceptional in-depth abilities. || Communicates effectively with families about instructional programs as demonstrated by relevant evidence.

Communicates effectively with families about individual students as demonstrated by relevant evidence.

Engages families in the instructional program as demonstrated by relevant evidence.

Participates in a professional learning community as demonstrated by relevant evidence.

Develops positive relationships with colleagues as demonstrated by relevant evidence.

Participates in school projects and other service to the school as demonstrated by relevant evidence. || Communication to families is inconsistent with some effective areas and some areas in need of improvement.

Communication to families is inconsistent with some effective areas and some areas in need of improvement.

Engagement of families is inconsistent with some effective areas and some areas in need of improvement.

Participation in a professional learning community is inconsistent with some effective areas and some areas in need of improvement.

Develops mostly positive relationships with colleagues with some areas in need of improvement.

Participates effectively in some school projects and other service to the school, but it is inconsistent. || Communication to families is minimal. Basic information is provided and little more.

Communication to families about individual students is minimal. Basic information is provided and little more.

Engagement of families in the instructional program is basic.

Participation in a professional learning community limited and basic.

Develops basic relationships with parents, by meeting only basic needs.

Provides basic participation with limited involvement in school projects and other service to the school. || The student fails to provide even basic communication levels with families on instructional programs.

The student fails to provide even basic communication levels to families.

The student fails to provide any noticeable engagement of families.

The student fails to get involved in any professional learning opportunities.

The student has dysfunctional relationships with colleagues and fails to attempt to improve them.

The student fails to participate in school projects and other service to the school. ||
 * ~ [[file:rubric Global.docx|Global Perspective]] || Teacher consistently acquires knowledge and displays high interest in cultural heritage and languages of students. Purposefully seeks information from students and parents about their culture heritage and incorporates input into all lessons. Maintains caring and sensitive communications with all students and shows high level of respect . Successfully demands respectful student to student interactions. Occasionally attends local heritage events. Designs opportunities for all families to share their heritage. || Teacher purposefully acquires knowledge and displays interest in cultural heritage of students and incorporates into lessons. Frequently seeks information from students and parents about their culture heritage and incorporates input into lessons. Maintains positive and sensitive communications with all students and shows respect for all students. Encourages respectful student to student interactions. || Teacher has limited knowledge and interest in cultural heritage and rarely incorporates into lessons. Rarely seeks information from students or parents about their culture heritage. Lesson materials rarely contain relevant materials or approaches reflective of the cultural heritage of students. Occasionally disregards cultures. Generally displays positive communications with some lapses into negative or insensitive communications with students. Teacher tries unsuccessfully to maintain consistent level of respectful student to student interactions. ||  || Teacher displays minimal understanding o the cultural heritage of individual students. Does not indicate such knowledge is valuable. Lessons are obviously disconnected to student background and/or cultural heritage. Frequently displays disregard for cultural heritages of students. Displays insensitivity or disrespect when communicating with students. Ignores negative student communications in the classroom. ||
 * ~ [[file:Professional Skills and Dispostions for Row.docx|Professional Skills & Dispositions]]

(Highlighted text connects with the 4 questions under Professional Skills & Disposition for the Principal Eval of Recent Grads) || //Professional Learning and Growth//: In an area of expertise, design and provide learning for educators, families, and communities on ways to support and grow student learning. Enact action-research projects to contribute to the body of knowledge of the educational profession.

//Professional Instructional Practice//: Explore the multi-faceted dynamics between teachers, students, content and classroom environment within the context of instructional strategies and practice. Explore new approaches based on data analysis. Teacher has an extensive repertoire of strategies which are drawn up during instruction. He/She takes responsibility for the learning, growth and success of all students.

//Communication//: In partnership with the administrators, community members and agencies, create frequent communications (newsletters, webpages etc…) to share instructional programming and engaging them as an integral part of the learning process.

//Professionalism//: Highest levels of honesty, confidentiality, and integrity. He/she is a leader and role model for colleagues and community. Serves above and beyond contractual obligations as a leader, coach, family visits… || //Professional Learning and Growth//: Actively participate and enact learning from professional development on content, processes and strategies. Create a professional growth plan to improve individual and collective practice to meet the needs of each and every learner.

//Professional Instructional Practice:// Reflect and critically study one’s own and other’s instructional practice. Facilitate instruction that differentiates and challenges all students as well as enhances awareness, understanding and appreciation of global cultures and events. Assessments verify student learning.

//Communication//: Frequently and appropriately communicate with families and caregivers in accessible language in a culturally sensitive manner, in regards to student goals, current proficiency levels and next steps in learning. Advocate to secure interventions and special services when needed.

//Professionalism//: High levels of honesty, confidentiality and integrity. Serves all students and supports colleagues and families. Supports students outside the class time through tutoring, mentoring. || //Professional Learning and Growth//: Engage in individual and group professional learning with colleagues which supports, calibrates, continually evaluates and discusses content and skills for the benefit of student learning.

//Professional Instructional Practice//: Individually and in small collegial groups, analyze and model effective instructional practices. Provide feedback as to strengthens and opportunities for improvement through the lens of learning.

//Communication//: Communicate with peers, professors, teachers and students in ways that are respectful, caring and clear. Develop appropriate relationships to ensure student learning, belongingness and success.

//Professionalism//: Honest with colleagues and students. Fulfills obligations. || //Professional Learning and Growth//: Attend the minimum amount of professional learning that is required.

//Professional Instructional Practice//: Use tools and strategies to facilitate instruction around a learning target.

//Communication//: Communicate at required times – grades, conferences, open house etc.

//Professionalism//: Interactions are inconsistent ; student needs are unmet. The teacher does not fulfill obligations. || //Professional Learning and Growth//: Does not participate in professional learning.

//Professional Instructional Practice//: Does not plan or attend to professional practice. There is no understanding if lessons achieve their intended outcome.

//Communication//: Does not communicate.

//Professionalism//: Teacher actions are dishonest and harmful to students and their development. ||
 * ~ [[file:Accreditation Review - Leadership and Scholarship.docx|Leadership & Scholarship]] ||  ||   ||   ||   ||   ||
 * ~ [[file:Technology - March 6 Meeting.docx|Technology]]

(In each case, the first bullet deals with attitudes toward technology. The second bullet deals with technology facility, particularly in the student’s daily, personal life. The third bullet deals with facility, application, integration, and innovation in the use of technology in teaching and learning.) || * Student demonstrates ability to assess and critique the role of technology in society, including going forward.
 * Student demonstrates ability to balance the use of personal technology with everything else that it means to be human.
 * Student demonstrates innovation and leadership in the use of technology in teaching and learning. || * Student acts as an advocate for the positive impacts of technology in society, while demonstrating ability to analyze the negative potential of technology.
 * Student demonstrates ability to integrate appropriate technologies into all aspects of personal productivity.
 * Student demonstrates effective integration of appropriate technologies to achieve desired outcomes of state and national standards. || * Student expresses positive attitudes toward technology as having potential for societal good, watchful for the potential for negative impact.
 * Student demonstrates command of communication and productivity technologies for personal life.
 * Student demonstrates facility in use of communication, productivity, assessment, accommodation, and research technologies used in teaching. || * Student expresses comfort with technology as a normal part of life.
 * Student routinely uses technology tools in personal productivity.
 * Student demonstrates basic command of technology tools for classroom presentation and communication. || * Student appears fearful of technology.
 * Student lacks basic facility in use of personal technologies.
 * Student is unable to express a helpful role for the use of technology in learning. ||