Explanations for Student Teachers viewing your assessment

Total Score at the end of each section is the average score (calculated automatically by the form) for that specific
section of the rubric.
Bottom of the assessment
Grade box is left blank intentionally.
The Rubrics Total score at the bottom of the assessment is the sum of all section scores (calculated automatically
by the form).

The student teacher ...

A. KNOWLEDGE OF CONTENT *
Criterion

A1.
Demonstrates an
understanding of
appropriate
content
standards
(SOL/professional
standards).
A2. Identifies key
principles and
concepts of
subject matter.

A3. Uses
examples to
support basic
principles of
content.

Performance Rating
3 - Target

2.5

2Acceptable

1.5

1Unacceptable

3.0 explicitly
references AND
clearly aligns
appropriate
content
standards with
planned activities
and assessments.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0
explicitly
references
appropriate
content
standards
in daily
plans.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0
inaccurately
and vaguely
references OR
does not
reference
appropriate
content
standards.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 clearly
identifies
key
principles
and
concepts in
his/her
daily plans.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0
inaccurately
and unclearly
identifies OR
does not
identify key
principles and
concepts in
daily plans.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments

2.0 uses
some
appropriate
examples
to illustrate
basic
content

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments

1.0 uses
inappropriate
examples OR
no examples
to illustrate
basic content
principles.

below to

principles.

below to

3.0 clearly
identifies key
principles and
concepts in daily
plans AND
effectively uses
them to organize
instruction,
develop learning
activities, or
assess student
work.
3.0 uses
appropriate AND
varied examples
to illustrate basic
content
principles.

0.75

0.75

0.75

explain
further.

A4. Links content

to students' prior
experiences and
to related subject
areas.

3.0 references
content to both
the students
prior experiences
AND related
subject areas.

Comments: Knowledge of
Content section

explain
further.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0
references
content to
EITHER the
students
prior
experiences
OR related
subject
areas.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 references
content to
NEITHER the
students prior
experiences
NOR related
subject areas.

0.75

Rubric Score

Rubric Mean

0.75

uses good examples, often student generated, and connects to

content or concept being taught.

B. PREPARATION FOR INSTRUCTION *

Criterion

Performance Rating
3 - Target

B1. Is familiar
with relevant
aspects of
students
background,
knowledge,
experience and
skills.
B2. Plans for
the unique
characteristics
of individual
students (i.e.
TAG/GT, ESL,
Special Needs,
among others).
B3. Formulates
clear and

3.0
demonstrates
detailed
understanding
of the
background,
experiences,
and skill level
of all students
in the class.
3.0 effectively
plans
differentiated
instruction
based on the
varying needs
of the majority
of individuals
in the class.

3.0 develops
differentiated

2.5

2 - Acceptable

1.5

1Unacceptable

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0
demonstrates
basic
understanding
of the
background,
experiences,
and skill level of
most students
in the class.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0
demonstrates
limited
understanding
of the
background,
experiences,
and skill level of
most students
in the class.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 plans to
differentiate
instruction
based on the
varying needs
of some
individuals in
the class.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 does not

attempt to
differentiate
instruction
based on the
varying needs
of individuals in
the class.

2.5 Student

2.0 develops

1.5 Student

1.0 develops

performance
lies between

appropriate
learning

performance
lies between

inappropriate
learning

0.6

0.6

0.6

appropriate
learning
outcomes.

B4. Plans
appropriate
methods to
meet the
learning
outcomes (i.e.
technology,
cooperative
learning, etc.).
B5. Plans
assessments of
learning
outcomes.

learning
outcomes AND
states these
clearly on the
lesson plan.

the 3.0 and

the 2.0 rating.
Add
comments
below to
explain
further.

outcomes for
the class AND
states these
clearly on the
lesson plan.

the 2.0 and

the 1.0 rating.
Add
comments
below to
explain
further.

outcomes OR
fails to state
appropriate
outcomes
clearly on the
lesson plan.

3.0 plans
appropriate
AND varied
methods,
activities, and
technology to
support
student
learning.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 plans
appropriate
methods,
activities, and
technology to
support
student
learning.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 plans
inappropriate
methods,
activities, or
technology to
support
student
learning.

3.0 plans
appropriate
assessments
AND can
articulate ways
assessments
should impact
future learning
activities.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 plans
appropriate
assessments
that are linked
to learning
outcomes.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 does not

include
assessments in
the lesson plan
OR includes
assessments
that are
inappropriate.

Comments: Preparation of
Instruction section

0.6

0.6

Rubric Score

Rubric Mean

0.6

Stations and grouping has been utilized for differentiation.

C. INSTRUCTIONAL PERFORMANCE *
Criterion

C1. Establishes a
safe physical and
psychological
environment.

Performance Rating
3 - Target

2.5

2 - Acceptable

1.5

1Unacceptable

3.0 creates a
physically and
psychologically
safe

2.5 Student
performance
lies between
the 3.0 and
the 2.0

2.0 plans for

the physical
and
psychological
safety of

1.5 Student
performance
lies between
the 2.0 and
the 1.0

1.0 does not

consider the
physical and
psychological
safety of

environment
AND can
explain the

rating. Add
comments
below to

students.

rating. Add
comments
below to

students.

0.3

purpose for
these choices.

C2. Creates a
climate of
fairness and
respect.

C3. Maintains
consistent
standards for
positive
classroom
behavior.

C4. Makes
procedures and
outcomes clear
to students.

C5. Presents
content
accurately and
effectively.

3.0 actively
encourages
fairness and
respect among
students AND
creates a
climate that
provides access
to appropriate
learning
opportunities
for all students.
3.0
demonstrates
the ability to
change and
adapt
classroom
management
plans based on
students
changing needs
and behavior.
3.0 ensures
that all
students
understand the
learning
objectives and
can carry out
the procedures
for
instructional
activities.
3.0 uses
effective
content
delivery
strategies,
makes content
relevant to
students prior
experiences,
and uses

explain
further.

explain
further.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 treats
students fairly
and
respectfully.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

treat students
fairly and
respectfully OR
allows the
climate to
interfere with
access to
appropriate
learning
opportunities
for all students.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 effectively
and
consistently
responds to
students needs
and behavior.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 is unable to
effectively and
consistently
respond to
students needs
and behavior.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 provides
students with
clear, accurate
information
about the
learning
objectives and
procedures for
instructional
activities.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 presents
unclear OR
inaccurate
information
about the
learning
objectives or
the procedures
for
instructional
activities.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add

2.0 uses
effective
strategies to
present
content to
students.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add

1.0 does not

use strategies
effectively to
present
content to
students.

comments
below to
explain
further.

comments
below to
explain
further.

0.3

0.3

0.3

0.3

technology
appropriately
for
presentation of
content.

C6. Models
appropriate
language usage.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 uses
standard
English in
speech and
writing.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

use standard
English in
speech or
writing.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0
differentiates
instruction
based on the
varying needs
of some
individuals in
the class.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

differentiate
instruction
based on the
varying needs
of individuals in
the class.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 guides
students to
think
independently,
creatively, or
critically about
content.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

provide
opportunities
for students to
think
independently,
creatively, or
critically about
content.

C9. Checks for

3.0 uses a
understanding
variety of
using a variety of assessment

2.5 Student
performance
lies between
the 3.0 and

2.0 monitors
student
comprehension
of content AND

1.5 Student
performance
lies between
the 2.0 and

1.0 makes few

attempts to
determine
student

formal or
informal
assessment
techniques.

the 2.0
rating. Add
comments
below to
explain

provide
students with
limited
feedback.

the 1.0
rating. Add
comments
below to
explain

comprehension
AND gives
students little
feedback.

C7. Provides
appropriate
accommodations
for diverse
learners.

C8. Provides
opportunities for
content
application.

3.0 uses
standard
English in
speech and
writing while
respecting
students
cultural and
dialectical
differences.
3.0 effectively
differentiates
instruction
based on the
varying needs
of the majority
of individuals in
the class.

3.0 uses
activities or
strategies that
are specifically
designed to
actively
encourage
students to
think
independently,
creatively, or
critically about
content.

techniques to
monitor and
analyze
individual and
group

0.3

0.3

0.3

0.3

comprehension
of the content,
makes
appropriate
instructional
adjustments as
necessary AND
gives all
students
meaningful,
substantive,
and specific
feedback.

C10. Uses
instructional
time effectively.

3.0 provides
students with
activities of
instructional
value for the
entire time,
paces them
appropriately,
AND performs
noninstructional
procedures
efficiently.

Comments: Instructional
Performance section

further.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

further.

2.0 paces
instruction
appropriately
for most of the
students AND
does not spend
an excessive
amount of time
on noninstructional
procedural
matters.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 paces
instruction
inappropriately
to the content
and/or the
students AND
spends
substantial
amounts of
instructional
time on
activities of
little
instructional
value.

0.3

Rubric Score

Rubric Mean

0.3

Both time and classroom mgt. continues to improve in full time

teaching.

D. REFLECTION AND EVALUATION IMPACT ON STUDENT LEARNING *

Criterion

D1. Provides
specific evidence
to document
student learning.

Performance Rating
3 - Target

2.5

2Acceptable

1.5

1Unacceptable

3.0 provides
appropriate

2.5 Student
performance
lies between

2.0 provides
some
appropriate

1.5 Student
performance
lies between

1.0 provides
no evidence to
document

the 3.0 and

the 2.0 rating.
Add
comments
below to
explain

evidence to
document
student
learning.

the 2.0 and

the 1.0 rating.
Add
comments
below to
explain

student
learning.

AND detailed
evidence to
document
student
learning.

0.75

further.

D2. Accurately
describes
strengths and
weaknesses of
his/her teaching
skills in relation
to student
learning.
D3. Seeks and
uses information
from professional
sources (i.e.
cooperating
teacher,
colleagues,
and/or research)
to improve
instruction.
D4. Indicates
strategies to
improve
instruction.

further.

3.0 uses
evidence of
student
learning to
self-assess
teaching
strengths and
weaknesses.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 uses
some
evidence of
student
learning to
self-assess
teaching
strengths and
weaknesses.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 does not

use evidence
of student
learning to
self-assess
teaching
strengths and
weaknesses.

3.0 seeks
information
from varied
professional
resources
AND uses it
effectively to
improve
instruction.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 seeks
information
from the
cooperating
teacher AND
attempts to
use it to
improve
instruction.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 neither
seeks NOR
uses
information
from
professional
sources to
improve
instruction.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 develops
general
proposals to
improve
instruction.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 develops
no proposals
to improve
instruction.

3.0 develops
specific and
varied
strategies to
improve
instruction.

Comments: Reflection and

Evaluation section

0.75

0.75

0.75

Rubric Score

Rubric Mean

0.75

Continues to keep a daily journal, gives weekly reflections on tk20 and

regularlt confers w/CT.

E. Professionalism
The student teacher demonstrates personal and professional behaviors that support

student learning and/or the performance of other professional responsibilities. *

Criterion

Performance Rating
3Target

2Acceptable

1Unacceptable

E1. Is responsible and dependable

0.27299999999999996

E2. Shows initiative

0.27299999999999996

E3. Is punctual and regular in

attendance

0.27299999999999996

E4. Exhibits the ability to make

decisions

0.27299999999999996

E5. Sets appropriate priorities and

meets deadlines

0.27299999999999996

E6. Displays mature judgment and

self-control

0.27299999999999996

E7. Demonstrates enthusiasm for

teaching

0.27299999999999996

E8. Has compassion for students

0.27299999999999996

E9. Dresses appropriately

0.27299999999999996

E10. Demonstrates professional

behavior with students, families and
school personnel

0.27299999999999996

E11. Maintains confidentiality

Dispositions

Dispositions
The JMU candidate ...

0.27299999999999996
Rubric Score

3.003

Rubric Mean

0.273

Criterion

Performance Rating
Target

demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[RESPECT]

demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[CONSIDERATION FOR
OTHERS]

demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[USE OF STRATEGIES
AND MATERIALS]

displays effective
professional
communication in a
variety of educational
settings [VERBAL AND
NONVERBAL
COMMUNICATION]
displays effective
professional
communication in a
variety of educational
settings
[ENCOURAGEMENT OF
LEARNERS]
works collaboratively

Acceptable

Needs Improvement
/ Unacceptable

No
Chance
to
Observe

Treats all
learners regardless of
heritage, ability,
or circumstances
- with respect
and dignity.

Treats most learners

with respect and
dignity

No
Chance
to
Observe

Shows
consideration for
others through
expressions of
empathy and
concern at
appropriate
times.

Fails to show
consideration for
others through
expressions of
empathy and concern

No
Chance
to
Observe

Organizes and
implements
diverse
strategies and
materials that
maximize
learning
opportunities for
most individuals.

Creates strategies
and materials that
lack variety and fail to
maximize the learning
of diverse individuals.

No
Chance
to
Observe

Uses multiple modes of

verbal and nonverbal
communication to
professionally, effectively
and respectfully convey
information

Uses multiple
modes of verbal
and nonverbal
communication
to effectively and
respectfully
convey
information

Conveys information
ineffectively due to
errors in or misuse of
verbal or nonverbal
information

No
Chance
to
Observe

Expects, invites and

encourages participation
from every learner

Encourages and
elicits
participation
from most
learners

Fails to encourage or
elicit communication
from most learners

No
Chance
to
Observe

Contributes

Contributes

No

Proactively builds a
climate of respect that
fosters connection and
collaboration among
individuals with different
backgrounds, beliefs,
abilities, or
circumstances
Shows regard for others
by actively listening and
responding with
empathy, concern, and
respect, regardless of
backgrounds, beliefs,
abilities or circumstances
Gathers and examines
data to continually
evaluate effectiveness
and fair-access of
instruction to all
individuals

0.03

0.03

0.03

0.03

0.03

with peers,
professional
colleagues, parents,
and the community
[GROUP WORK]
works collaboratively
with peers,
professional
colleagues, parents,
and the community
[LISTENING]
works collaboratively
with peers,
professional
colleagues, parents,
and the community
[TASK COMPLETION]

reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[FEEDBACK]
reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
IDENTIFICATION OF
PROBLEMS]
reflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[PROBLEM SOLVING]
is committed to
ongoing, professional
growth, and life-long
learning [DEVELOPS
GOALS]

Engages others in work

or discussion in a
manner that actively
invites and facilitates
their contributions
Constructively builds
upon or synthesizes
others contributions;
notices when others are
not participating and
invites them to engage
Completes all assigned
tasks by deadline; work
accomplished is
thorough,
comprehensive, and
advances the project.
Proactively helps other
team members complete
their assigned tasks to a
similar level of
excellence.
Invites and uses
feedback from
supervisors and peers

Clearly and insightfully

identifies core problem
areas with evidence of all
relevant contextual
factors

Identifies multiple
approaches for solving
the problem that apply
within a specific context.

Clearly identifies
specific, relevant, and
important goals to
enhance professional

effectively and
equitably to a
group effort

ineffectively or
inequitably to group
effort

Chance
to
Observe

Respects team
members by
taking turns and
listening to
others without
interrupting

Fails to listen to
and/or interrupts
team members

No
Chance
to
Observe

Follows through
with
commitments;
takes initiative to
perform needed
tasks and
accomplish
identified
objectives

Neglects
commitments;
requires prompting to
complete assigned
tasks and meet
identified objectives

No
Chance
to
Observe

Uses feedback
from supervisors
and peers

Fails to use feedback

from supervisors and
peers

No
Chance
to
Observe

Identifies a
surface-level
problem with
evidence of most
relevant
contextual
factors

Fails to
independently and
effectively identify
problem areas

No
Chance
to
Observe

Identifies only

Fails to identify

No

one approach
for solving the
problem that
applies w/in a
specific context.

effective problemsolving approaches

for context

Chance
to
Observe

Develops
general goals to
enhance
professional
growth.

Does not develop

goals for growth

No
Chance
to
Observe

0.03

0.03

0.03

0.03

0.03

0.03

0.03

growth
is committed to
ongoing, professional
growth, and life-long
learning [SEEKS
EXPERIENCES]

models a strong work

ethic and a mature,
professional manner
[UNEXPECTED
SITUATIONS]
models a strong work
ethic and a mature,
professional manner
[PROFESSIONAL
IMAGE]

models a strong work

ethic and a mature,
professional
manner[ADHERES TO
GUIDELINES]
models a strong work
ethic and a mature,
professional
manner[ATTENDANCE]
models a strong work
ethic and a mature,
professional manner
[DEADLINES]

models a strong work

ethic and a mature,
professional manner
[CONFIDENTIALITY]

Independently seeks
and actively pursues
novel experiences to
meet goals to enhance
professional growth.

Consistently responds to
unexpected situations in
a calm and reasonable
manner.

Consistently portrays a
professional image and
attitude in appearance
and behavior both in and
out of the workplace.

Promotes, follows, and

enforces appropriate
guidelines, rules, and
regulations
Consistently attends and
arrives on time for
scheduled events and
activities
Meets deadlines for
assigned activities and
products without being
prompted/reminded

Respects confidentiality
of student records,
performance and
personal issues

growth.
Follows
suggestions to
engage in
supplemental
experiences to
enhance
professional
growth

Does not engage in

experiences to
promote growth

No
Chance
to
Observe

Demonstrates
potential to
respond to
unexpected
situations calmly
and reasonably

Responds to
unexpected situations
in an unreasonable
manner

No
Chance
to
Observe

Consistently
portrays a
professional
image and
attitude in
appearance and
behavior in the
workplace

Inconsistently
portrays a
professional image
and attitude in
appearance and
behavior

No
Chance
to
Observe

Follows
appropriate
guidelines, rules,
and regulations

Fails to adhere to
appropriate
guidelines rules, and
regulations

No
Chance
to
Observe

Usually
attends/arrives
on time for
scheduled
events/activities

Arrives late or fails to

attend scheduled
events/activities

No
Chance
to
Observe

Meets deadlines
for assigned

Fails to meet
deadlines for

No
Chance

activities and
products

assignments/products

to
Observe

Respects
confidentiality of
student records

Fails to respect
student
confidentiality

No
Chance
to
Observe
Rubric
Score

0.03

0.03

0.03

0.03

0.03

0.03

0.03

0.57

Rubric
Mean

0.03

Suggestions for Continuing Professional Development

Areas of
Strength and
Areas for Growth

Miss Sears has been successful in her Fifth Grade ST at Wilson the first block. Her
strengths include midterm evaluation comments and:
>good use of examples and illustrations to connect student's to content and other
subjects.
>both
classroom mgt. and pacing improved w/full time teaching experience.
(transitions, positive reinforcement, bee bucks, verbal refocus)
>exhibits maturity, uses good judgement making classroom decisions.
> cooperative, positive approach, seeks feedback on lessons taught.
>a good 5th Grade team member.
>Improved differentiation and formal assessment observed in full time teaching.
>Miss sears is a credit to the teaching profession.

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Total Score

15.573

Total Mean

0.293

Grade
Total Score
Grade

Close

15.571