teaching rubric for formal observations of student … · the instrument is administered each term...

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TEACHING RUBRIC FOR FORMAL OBSERVATIONS OF STUDENT LESSONS, 2015-2016, 2016-2017, 2017-2018

PURPOSE

The purpose of this instrument is to capture critical information about candidate performance during practicum (student teaching

experience).

ADMINISTRATION

The instrument is administered each term and are reported in this EXSUM on an annual basis (Fall 2015-Summer 2016, Fall 2016-

Summer 2017, and Fall 2017-Summer 2018). Observations are conducted by the University Supervisor for scoring, in

consultation with the P-12 cooperating teacher.

INSTRUMENT

The assessment instrument is comprised of a five-point performance rating scale (i.e., 1= Not Observed, 2=Observed Ineffective, 3=

Observed Developing, 4=Observed Effective, 5=Observed Highly Effective). The criterion for success on this instrument is that

candidates achieve a mean of 3.0 or above.

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Criteria area aligned with the CAEP Standards, InTASC Standards, EPP Candidate Learning Outcomes (CLOs) and Equity and

Access Indicators, Danielson and Marzano Frameworks, ISTE standards, College and Career Standards, as well as New York State

Standards.

RELIABILITY AND VALIDITY

Validity and Reliability will be established spring 2020.

ANALYSIS

The statistical processes applied were Mean, Standard Deviation, and Variance. The data charts presented below reflect aggregate and

disaggregate mean comparisons for three assessment cycles for the Educator Preparation Program (EPP), Mathematics, Education and

Special Education (ED/SP), Early Childhood Education and Special Education, Birth Grade 2 (B-2), Childhood Education and Special

Education, Grade1-6 (1-6), and Teaching Students with Disabilities, 7-12 Generalist Program (7-12). For all three cycles, across all

programs, the overall EPP Mean was (> 3.0). At the program level, all means were (>3.0), with the exception of 5c Provides

Opportunities for Peer Assessment with a Mean of 2.88 for Childhood Education and Special Education (2016-2017).

Additionally, and with the exception of the programs Childhood Education and Special Education (2015-2016) and Math (2016-

2017), the lowest Means across all cycles were found in the areas of Assessment for the items 5a “Uses a Variety of Assessment

to Plan,” 5c “Provides Opportunities for Peer-Assessment,” and 5e “Uses Assessment to Apply Evidence-based Practice.” An

aggregate review of data (2017-2018) revealed high incidents of not observed for 1e Demonstrates Knowledge of Resources

Including Technology and 5e Provides Opportunities for Peer-Assessment.

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ACTIONS FOR PROGRAM IMPROVEMENT

AY16 the Office of Clinical Practice engaged in process improvement and systems development. An orientation for supervisors was

provided and professional development opportunities were developed. Initial programs participated in a Department of Education

collaborative to discuss placement for clinically-rich experiences. For the following year (2016-2017), professional development was

provided to university supervisors on how to use clinical rubrics. The Office of Clinical Practice reinforced the new systems and

streamlined processes.

A partnership with District 75 was established for clinical practice. Fall 2017-summer 2018, a consultant/clinical liaison was hired to

build closer relationships with schools and districts. Principal Informational Sessions were implemented to build clinical partnerships.

Clinical faculty were provided professional development based on the outcomes of the Observation Rubric instrument. Instrument

Understanding was targeted through Inference Notes for clinical faculty. Fall 2018- summer 2019, and after careful consideration of

the results of the observations, the Director of Clinical Practice and department chairs decided the observation data should be reported

and reviewed each semester instead of annually so that programs can implement actions for improvement after each term. In an effort

to address the high incidents of “not observed” for 1e Demonstrating Knowledge of Resources Including Technology, and 5c Provides

Opportunities for Peer Assessment, as well as the lowest Means areas for assessment, the Dean and the EPP established a new

definition of educational technology and established guidelines for assessment and technology for clinical faculty via the Faculty

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Effectiveness and Development (FED) Continuum Framework. The target for improvement is a decrease in the count of incidents Not

Observed related to 1e. Demonstrates Knowledge of Resources Including Technology by 10% for Spring 2020.

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DATA CHART FOR TEACHING RUBRIC FOR FORMAL OBSERVATIONS OF STUDENT LESSONS

TEACHING RUBRIC FOR FORMAL

OBSERVATIONS OF STUDENT LESSONS 2015-2016

EPP n=1255

Math n=45

ED/SP n=1045

B-2 n=116

1-6 n=32

7-12 n=10

1 a -Demonstrates Knowledge of Content (CAEP 1.3; InTASC 4; CLO C1; NYS 2; D 1a; M1)

4.24 4.86 4.18 4.37 4.50 4.40

1 b - Demonstrates Knowledge of Pedagogy (CAEP 1.3; InTASC 8; CLO C2; NYS 3; D 1a; M1)

4.01 4.09 3.97 4.16 4.44 4.10

1 c - Plans with Knowledge of Students Backgrounds (CAEP 1.1; InTASC 1; CLO B2; EA LC1; NYS 1; D 1b; M2)

4.09 4.09 4.06 4.27 4.48 4.00

1 d - Selects Appropriate Instructional Goals (CAEP 1.2, 1.4; InTASC 7; CLO B1; NYS 1,2,3; D 1c; M1)

4.18 4.27 4.15 4.32 4.47 4.40

1 e - Demonstrates Knowledge of Resources Including Technology (CAEP 1.5; InTASC 8; CLO C1: D 1d; M1; ISTE 6; College/Career Functional

Skills E)

3.63 4.02 3.56 3.70 4.56 4.30

1 f - Designs Coherent Instruction with Application (CAEP 1.4; InTASC 6; CLO C3; NYS 2, 3; D 1e; M1)

4.06 4.11 4.02 4.21 4.56 4.30

1 g - Assesses Student Learning (CAEP 1.2; InTASC 6; CLO E1, E2, E3; NYS 5; D 1f, 3d; M1)

3.95 3.86 3.92 4.13 4.47 4.10

2 a - Creates an Atmosphere of Respect and Rapport (CAEP 1.1; InTASC 3; CLO B1, D1; EA LC2; NYS 4; D 2a; M1)

4.40 4.52 4.37 4.53 4.52 4.80

2 b - Establishes High Expectations (CAEP 1.4; InTASC 3; CLO B2; NYS 1; D 2b; M1)

4.04 4.30 4.01 4.14 4.65 3.70

2 c - Manages Classroom Procedures (CAEP 1.1; InTASC 3; CLO B1, C1; NYS 3, 4; D 2c; M1)

4.23 4.30 4.20 4.36 4.47 4.50

2 d - Manages Student Behavior (CAEP 1.1; InTASC 3; CLO B2; NYS 1, 4; D 2d; M1)

4.22 4.25 4.18 4.42 4.48 4.60

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2 e - Uses Physical Environment to Support Learning (CAEP 1.1.; InTASC 3; CLO B1; NYS 4; D 2e; M1)

4.05 3.89 4.00 4.31 4.29 4.30

3 a - Communicates Clearly and Accurately (CAEP 1.3; InTASC 5; CLO D2; NYS 6; D 3a, 4c; M1)

4.24 4.30 4.20 4.39 4.50 4.67

3 b - Uses High Level, Open- ended Questions (CAEP 1.4; InTASC 8; CLO C3; NYS 3; D 3b; M1; College/Career Cognitive

Sills B)

3.50 4.35 3.44 3.60 3.88 3.50

3 c - Actively Engages Students in Learning (CAEP 1.1; InTASC 8; CLO B1, B2; NYS 1; D 2b, 3c; M1)

4.18 4.07 4.15 4.35 4.41 4.30

3 d - Paces Instruction and Provides Closure (CAEP 1.2; InTASC 6; CLO C3; NYS 3; D 1e, 3c; M1)

4.04 3.81 4.02 4.13 4.38 4.30

3 e - Provides Appropriate Feedback to Students (CAEP 1.4; InTASC 6; CLO D1, D2; NYS 6; D 3a; M1)

4.07 3.93 4.03 4.35 4.38 4.50

3 f - Demonstrates Flexibility and Responsiveness (CAEP 1.2; InTASC 5; CLO A3; NYS 7; D 3f; M1)

4.13 4.09 4.08 4.42 4.47 4.50

4 a - Reflects on Teaching (CAEP 1.2; InTASC 9; CLO A1; NYS 7; D 4a; M3)

4.28 4.51 4.23 4.57 4.53 4.20

4 b - Reflects on Student Achievement (CAEP 1.2; InTASC 9; CLO A2, E2; NYS 5; D 4b; M3)

4.14 4.40 4.10 4.30 4.53 4.30

4 c - Provide Evidence of Student Achievement (CAEP 1.2; InTASC 10; CLO E3; D 4b, 4c; M3)

3.84 4.12 3.76 4.14 4.55 4.30

4 d - Accepts Constructive Feedback (CAEP 1.1, 3.3; InTASC 10; CLO A3; NYS 7; D 3e, 4e; M3)

4.40 4.77 4.34 4.63 4.66 4.70

4 e - Exhibits Professional Behavior (CAEP 1.1, 3.3; InTASC 9; CLO D1, D2; NYS 6; D 4e; M4)

4.52 4.84 4.48 4.61 4.84 4.80

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4 f - Exhibits Professional Responsibility

(CAEP 1.1, 3.3; InTASC 9; CLO D1, D2; NYS 6; D 4f; M4) 4.51 4.84 4.47 4.63 4.84 4.80

4 g - Works Cooperatively with Other Professionals (CAEP 1.1, 3.3; InTASC 10; CLO D2; NYS 6; D 4d; M4)

4.42 4.77 4.37 4.63 4.81 4.80

5 a - Uses a Variety of Assessments to Plan (CAEP 1.4; InTASC 6; CLO E1; NYS 5; D 3d; M2)

3.40 3.74 3.30 3.86 4.25 3.10

5 b - Models and Guides All Students (CAEP 1.4; InTASC 8; CLO B1, B2; NYS 1; D 1d, 3c; M1)

3.99 4.14 3.94 4.22 4.44 4.30

5 c - Provides Opportunities for Peer-assessment (CAEP 1.4; InTASC 10; CLO A2; NYS 7; D 4e; M4)

3.20 4.07 3.11 3.39 3.97 3.80

5 d - Using Information to Improve Student Academic Success (CAEP 1.2; InTASC 6; CLO D1; EA PCA2; NYS 6: D 1b; M1)

3.46 4.05 3.36 3.88 4.50 3.22

5 e - Uses Assessment to Apply Evidence-based Practices (CAEP 1.2; InTASC 6: CLO E2; NYS 5; D 3d; M1)

3.30 3.63 3.19 3.84 4.34 3.10

Tagging (CODE):

CAEP

InTASC

TC GSE CLO (CLO)

NY State (NYS) Danielson (D)

Marzano (M)

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EPP n=1320

Math n=62

ED/SP n=626

B-2 n=367

1-6 n=179

7-12 n=61


4.33 4.77 4.27 4.39 4.35 4.17


4.17 4.05 4.10 4.32 4.21 3.90


4.20 4.11 4.14 4.26 4.31 4.13


4.25 4.18 4.24 4.32 4.18 4.18


Skills E)

3.74 4.16 3.71 3.55 4.07 4.07


4.17 3.89 4.16 4.22 4.22 3.97


4.05 3.89 4.11 3.98 4.12 3.88

2 a - Creates an Atmosphere of Respect and Rapport (CAEP 1.1; InTASC 3; CLO B1, D1; EA LC2; NYS 4; D 2a; M1)

4.49 4.57 4.47 4.54 4.53 4.27


4.14 4.46 4.04 4.29 4.03 4.02

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2 c - Manages Classroom Procedures (CAEP 1.1; InTASC 3; CLO B1, C1; NYS 3, 4; D 2c; M1)

4.35 4.42 4.30 4.38 4.49 4.18


4.35 4.22 4.26 4.43 4.53 4.22


4.09 4.10 4.16 3.90 4.39 4.03


4.37 4.20 4.39 4.41 4.33 4.22


Sills B))

3.70 4.03 3.65 3.88 3.37 3.56


4.34 4.15 4.31 4.42 4.42 4.15


4.19 3.93 4.20 4.24 4.21 3.97


4.21 4.10 4.22 4.27 4.16 4.12


4.25 4.20 4.22 4.25 4.39 4.17


4.35 4.93 4.24 4.45 4.45 3.97


4.20 4.87 4.09 4.30 4.23 3.74


4.07 4.85 4.04 4.05 4.10 3.62

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4.49 4.98 4.43 4.53 4.54 4.31


4.55 4.95 4.47 4.62 4.62 4.36


(CAEP 1.1, 3.3; InTASC 9; CLO D1, D2; NYS 6; D 4f; M4)

4.53 5.00 4.44 4.59 4.60 4.32


4.49 5.00 4.42 4.57 4.48 4.22


3.70 3.86 3.75 3.66 3.62 3.32


4.08 4.34 4.01 4.15 4.05 4.05


3.34 4.34 3.33 3.36 2.88 3.48

5 d - Using Information to Improve Student Academic Success (CAEP 1.2; InTASC 6; CLO D1; EA PCA2; NYS 6: D 1b; M1)

3.82 4.02 3.76 3.95 3.68 3.78


3.68 3.90 3.73 3.66 3.55 3.29

Tagging (CODE):

CAEP

InTASC

TC GSE CLO (CLO) NY State (NYS)

Danielson (D)

Marzano (M)

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EPP n=939

Math n=41

ED/SP n=449

B-2 n=269

1-6 n=123

7-12 n=39


4.44 4.42 4.50 4.39 4.40 4.32


4.32 3.92 4.33 4.40 4.30 4.22


4.40 3.92 4.46 4.40 4.35 4.32


4.42 3.88 4.46 4.46 4.43 4.30


Skills E)

3.93 3.95 4.11 3.57 3.95 4.11


4.30 3.65 4.42 4.14 4.45 4.14


4.28 3.77 4.44 4.03 4.41 4.38

2 a - Creates an Atmosphere of Respect and Rapport (CAEP 1.1; InTASC 3; CLO B1, D1; NYS 4; D 2a; M1)

4.63 4.45 4.68 4.60 4.64 4.49


4.37 4.28 4.41 4.34 4.41 4.03

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2 c - Manages Classroom Procedures (CAEP 1.1; InTASC 3; CLO B1, C1; EA LC2; NYS 3, 4; D 2c; M1)

4.48 4.13 4.53 4.47 4.46 4.42


4.50 4.08 4.57 4.47 4.50 4.31


4.22 3.90 4.52 3.69 4.51 4.20


4.51 4.08 4.54 4.52 4.57 4.46


Sills B))

4.04 3.80 4.05 4.13 3.93 3.78


4.49 3.98 4.54 4.48 4.51 4.41


4.34 3.77 4.36 4.40 4.42 4.32


4.43 4.13 4.47 4.40 4.46 4.38


4.43 4.00 4.45 4.46 4.52 4.43


4.61 4.85 4.63 4.61 4.56 4.24


4.49 4.88 4.55 4.34 4.54 4.35


4.33 4.80 4.42 4.07 4.44 4.24

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4.64 4.95 4.65 4.70 4.56 4.24


4.72 4.95 4.76 4.69 4.66 4.46


(CAEP 1.1, 3.3; InTASC 9; CLO D1, D2; NYS 6; D 4f; M4)

4.70 4.90 4.74 4.69 4.63 4.54


4.60 4.90 4.73 4.65 4.21 4.00


4.03 3.77 4.31 3.71 3.94 3.46


4.21 4.30 4.23 4.22 4.07 4.16


3.66 4.15 3.81 3.44 3.52 3.08

5 d - Using Information to Improve Student Academic Success (CAEP 1.2; InTASC 6; CLO D1; NYS 6: D 1b; M1)

4.14 3.88 4.27 4.05 3.97 3.89


4.04 3.85 4.23 3.74 4.23 3.57

Tagging (CODE):

CAEP

InTASC

TC GSE CLO (CLO)

NY State (NYS) Danielson (D)

Marzano (M)

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2017-2018 Aggregate Items Observed

n=939

Not

Observed

(1)

Observed

Ineffective

(2)

Observed

Developing

(3)

Observed

Effective

(4)

Observed

Highly Effective

(5)

1 a - Demonstrates Knowledge of Content 1 1 45 428 460

1 b - Demonstrates Knowledge of Pedagogy 1 4 98 412 400

1 c - Plans With Knowledge Of Students Backgrounds 3 2 62 419 434

1 d - Selects Appropriate Instructional Goals 3 2 62 404 449

1 e - Demonstrates Knowledge Of Resources Including Technology 129 1 44 367 374

1 f - Designs Coherent Instruction with Application 5 6 98 434 390

1 g - Assesses Student Learning 7 3 104 415 377

2 a - Creates an Atmosphere of Respect and Rapport 1 0 15 317 600

2 b - Establishes High Expectations 19 0 52 412 432

2 c - Manages Classroom Procedures 2 1 45 397 485

2 d - Manages Student Behavior 2 1 49 370 508

2 e - Uses Physical Environment to Support Learning 52 1 39 408 406

3 a - Communicates Clearly and Accurately 1 0 43 370 518

3 b - Uses High Level, Open- ended Questions 50 3 120 440 291

3 c - Actively Engages Students in Learning 2 3 57 356 514

3 d - Paces Instruction and Provides Closure 1 1 106 387 415

3 e - Provides Appropriate Feedback to Students 4 0 54 406 446

3 f - Demonstrates Flexibility and Responsiveness 9 0 55 372 466

4 a - Reflects on Teaching 4 0 28 300 601

4 b - Reflects on Student Achievement 2 1 36 387 482

4 c - Provide Evidence of Student Achievement 24 2 66 386 427

4 d - Accepts Constructive Feedback 5 0 4 299 598

4 e - Exhibits Professional Behavior 2 0 4 250 650

4 f - Exhibits Professional Responsibility 1 0 7 263 637

4 g - Works Cooperatively with Other Professionals 22 0 7 263 611

5 a - Uses a Variety of Assessments to Plan 51 3 153 370 324

5 b - Models and Guides All Students 33 1 107 379 381

5 c - Provides Opportunities for Peer-assessment 151 7 137 331 276

5 d - Using Information to Improve Student Academic Success 47 2 104 389 359

5 e - Uses Assessment to Apply Evidence-based Practices 59 3 119 386 326

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TEACHING RUBRIC FOR FORMAL OBSERVATIONS OF STUDENT LESSONS

Teaching Rubric for Formal Observations of Student Lessons (Practicum)

Student Teaching Observation Rubric: Domain 1 (1 of 5)

Domain 1: Planning and Preparation

Ineffective: Unacceptable Developing: Novice

Student Teacher

Effective: Effective Student Teacher

Highly Effective: Advanced Student Teacher

1a: Demonstrates Content Knowledge (including NYS Learning Standards) [CAEP 1.3; InTASC 4; CLO C1; EA LC1; NYS 2; D 1a; M1]

Student teacher displays little understanding of

content/standards and makes no connection to other

disciplines.

Student teacher has basic understanding of content/standards

and makes some attempt to connect with other disciplines.

Student teacher has a solid understanding of

content/standards and extends connections to other disciplines.

Student teacher has an extensive understanding of content/standards

and makes meaningful connections to other disciplines.

1b: Demonstrates Knowledge of Pedagogy [CAEP 1.3; InTASC 8; CLO C2;

NYS 3; D 1a; M1]

Student teacher displays little understanding of pedagogical content and does not address

students’ misconceptions.

Student teacher displays partial understanding of pedagogical

content and makes some attempt to address students’ misconceptions.

Student teacher has solid knowledge of pedagogical

content and anticipates most student misconceptions.

Student teacher has a comprehensive understanding of pedagogical content

knowledge and consistently anticipates student misconceptions.

1c: Plans with Knowledge of Student Background, Skills, and Interests to Differentiate Instruction [CAEP 1.1; InTASC 1; CLO B2; EA LC1; NYS 1; D 1b; M2]

Student teacher does not use knowledge about student

background, skills, and interests to plan lessons that differentiate

instruction

Student teacher attempts to use student information to plan lessons

that differentiate instruction

Student teacher demonstrates knowledge of students and uses

this information to plan appropriate lessons and differentiate instruction.

Student teacher demonstrates thorough knowledge of students and consistently uses this information to

plan engaging lessons that differentiate instruction.

1d: Selects Appropriate Instructional Goals/ Addresses NYS Learning Standards [CAEP 1.2, 1.4; InTASC 7; CLO

B1; NYS 1,2,3; D 1c; M1]

Student teacher’s instructional goals are inappropriate for

student learning level and do not address standards.

Student teacher’s instructional goals are appropriate some of the time.

Standards are inconsistently addressed.

Student teacher’s instructional goals are consistently

appropriate. Standards are consistently incorporated.

Student teacher’s instructional goals reflect high-level learning and

consistently incorporate standards.

1e: Demonstrates Knowledge of Teaching Resources (including technology) [CAEP 1.5; InTASC 8; CLO C1: D

1d; M1; ISTE 6; College/Career

Functional Skills E]

Student teacher is unaware of teaching resources available for whole class, small group, and individualized instruction (e.g.,

texts, visuals, and Internet).

Student teacher uses teaching resources sparingly (e.g., texts,

visuals, and Internet).

Student teacher consistently makes use of teaching

resources (e.g., texts, visuals, and Internet).

Student teacher makes use of a variety of teaching resources (e.g.,

texts, visuals, and Internet) and seeks out new technologies.

1f: Designs Coherent Instruction [CAEP 1.4; InTASC 6; CLO C3;

NYS 2, 3; D 1e; M1]

Student teacher designs lessons/units that do not support

instructional goals and do not contain a logical structure.

Student teacher’s lessons/units are sometimes logical and some

elements support instructional goals.

Student teacher lesson/unit design contains a logical

structure and elements support instructional goals.

Student teacher’s lesson/unit design is highly coherent and all elements

support instructional goals.

1g: Assesses Student Learning [CAEP 1.2; InTASC 6; CLO E1,

E2, E3; NYS 5; D 1f, 3d; M1]

Student teacher’s design lacks a plan for appropriate

assessment.

Student teacher’s assessment plan will yield little useful information

about student understanding and shows little alignment with

Student teacher’s assessment plan will yield useful information

about student understanding and shows alignment with

Student teacher’s assessment plan will yield quality information about student

understanding of stated goals, and student teacher consistently uses

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instructional goals. instructional goals. information to plan future lessons. This rubric draws on guidelines from the work on student teaching evaluation rubrics from educators such as Charlotte Danielson and Robert Marzano as

well as materials from the New York State Education Department Teacher Certification Exams and New York State United Teachers.



Domain 2: Classroom Environment

Ineffective: Unacceptable

Developing: Novice

Student Teacher



2a: Creates an Environment of Respect and Rapport [CAEP 1.1; InTASC 3; CLO

B1, D1; EA LC2; NYS 4; D 2a; M1]

Classroom interactions are negative or inappropriate

and characterized by conflict.

Classroom interactions are usually appropriate and

sensitive to the cultural and developmental differences

among students.

Classroom interactions are consistently appropriate and sensitive to the cultural and developmental differences

among students.

Classroom interactions reflect genuine warmth and caring and are respectful of the cultural and

developmental differences among students.

2b: Establishes High Expectations [CAEP 1.4; InTASC 3; CLO

B2; EA LC3; NYS 1; D 2b;

M1]

Student teacher has low expectations for student

achievement.

Student teacher may have high expectations, but students do not clearly

understand what is expected of them.

Student teacher has high

expectations for student achievement; students

frequently achieve at the expected level and often take pride in their work.

Student teacher has high

expectations for student achievement; students consistently meet those

expectations and take pride in their work.

2c: Manages Classroom Procedures [CAEP 1.1; InTASC 3; CLO B1, C1; NYS 3, 4; D 2c; M1]

Instructional time is lost because classroom

procedures are either nonexistent or inefficient.

Classroom procedures function unevenly or

inconsistently.

Classroom procedures function smoothly most of the time.

Classroom procedures function smoothly because of teacher

and student commitment.

2d: Manages Student Behavior [CAEP 1.1; InTASC 3; CLO

B2; NYS 1, 4; D 2d; M1]

Standards of classroom behavior are not

communicated and student teacher does not respond to student misbehavior.

Standards of classroom behavior are applied

inconsistently and student teacher responses are not

always successful.

Student teacher has established clear standards of

behavior and responds appropriately.

Student teacher has established clear standards of behavior and

is proactive in preventing student misbehavior.

2e: Uses Physical Environment to Support Learning Activities [CAEP 1.1.; InTASC 3; CLO

B1; NYS 4; D 2e; M1]

Physical environment is unsafe/inaccessible and

does not support learning.

Classroom environment is safe, but furniture

arrangement presents accessibility issues and may

not support learning.

Student teacher’s classroom is safe, accessible, and

supports learning.

Student teacher makes it a priority to use physical

environment to support learning.

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Domain 3: Instruction


Student Teacher



3a: Communicates Clearly and accurately [CAEP 1.3; InTASC 5; CLO

D2; NYS 6; D 3a, 4c; M1]

Student teacher’s oral and written communication is

unclear, contains errors, or is inappropriate.

Student teacher’s oral and written communication is

appropriate, generally free from error, but may require

further explanation.

Student teacher’s oral and written communication is clear, appropriate, and

accurate.

Student teacher’s oral and written communication is clear

and expressive, and consistently accurate.

3b: Uses High-level, Open ended Questions [CAEP 1.4; InTASC 8; CLO

C3; NYS 3; D 3b; M1; College/Career Cognitive Sills B)]

Student teacher uses closed, low level questions that allow for little student discussion.

Student teacher uses high level, open-ended questions, and

discussion techniques unevenly, which leads to

moderate student discussion.

Student teacher uses high level, open-ended questions and discussion techniques, which leads to full student

participation.

Student teacher encourages student inquiry by modeling and directly teaching how to create and use high level, open-ended questions to

facilitate discussion.

3c: Engages Students in Learning [CAEP 1.1; InTASC 8; CLO

B1, B2; NYS 1; D 2b, 3c;

M1]

Student teacher does not intellectually engage students

as a result of inappropriate activities/poor lesson

structure and implementation.

Student teacher attempts but is minimally successful at intellectually engaging students because of

inappropriate activities/ uneven lesson structure and

implementation.

Student teacher is generally successful in intellectually

engaging students. Activities are appropriate; lesson

structure and implementation are usually successful.

Student teacher is successful in intellectually engaging

students because of appropriate activities and

effective lesson structure and implementation.

3d: Paces Instruction and Provides Closure [CAEP 1.2; InTASC 6; CLO

C3; NYS 3; D 1e, 3c; M1]

Student teacher’s pacing is not consistent with the

lesson’s goals, and s/he does not provide closure.

Student teacher’s pacing is uneven, and s/he does not

always provide closure.

Student teacher’s pacing is on target and s/he brings

closure to the lesson.

Student teacher consistently paces instruction and

effectively provides closure to each lesson.

3e: Provides Appropriate Feedback to Students [CAEP 1.4; InTASC 6; CLO

D1, D2; NYS 6; D 3a; M1]

Student teacher’s feedback is negative and not timely.

No attempt is made to make use of it in the

teaching/learning process.

Student teacher’s feedback is of uneven quality, inconsistently

timed and minimally incorporated into the

teaching/learning process.

Student teacher’s feedback is timely and of consistently good quality, and incorporated into the teaching/learning process.

Student teacher’s feedback is timely, consistent, of high

quality and students make use of it in their learning.

3f: Demonstrates Flexibility and Responsiveness [CAEP 1.2; InTASC 5; CLO A3; NYS 7; D 3f; M1]

Student teacher proceeds with planned lesson in spite of

evidence of student misunderstanding and

assumes no responsibility for students’ failure to

understand.

Student teacher makes some attempt to modify lessons

according to student needs, interests, questions, and

begins to assume responsibility for students’

failure to understand.

Student teacher successfully modifies lessons to meet

student needs, interests, and questions most of the time and

assumes responsibility for students’ failure to understand.

Student teacher successfully modifies lessons to meet student needs, interests,

questions and ensures that lesson objectives are met.

19



Domain 4: Professional Responsibility


Student Teacher



4a: Reflects on Teaching [CAEP 1.2; InTASC 9; CLO

A1; NYS 7; D 4a; M3]

Student teacher does not attempt to reflect on his or her own

performance.

Student teacher’s self reflections rarely go beyond the surface, and

s/he rarely applies reflection to practice.

Student teacher reflects thoughtfully and accurately and

applies reflection to practice.

Student teacher reflects deeply on teaching, cites specific examples,

and consistently applies reflection to practice.

4b: Reflects on Student Achievement [CAEP 1.2; InTASC 9; CLO

A2, E2; NYS 5; D 4b; M3]

Student teacher does not attempt to reflect on student achievement.

Student teacher begins to reflect on how his/her performance affects student achievement but does not

use information to improve instruction.

Student teacher reflects on how his/her performance affects

student achievement and attempts to use information to improve

instruction.

Student teacher consistently reflects on how his/her

performance affects student achievement and uses information

to improve future instruction.

4c: Provides Evidence of Student Achievement [CAEP 1.2; InTASC 10; CLO

E3; D 4b, 4c; M3]

Student teacher provides no evidence of student

achievement.

Student teacher provides a minimal range of quality evidence of student achievement and does

not use information to improve instruction.

Student teacher provides an adequate range of quality evidence

of student achievement and attempts to use information to

improve instruction.

Student teacher provides a wide

range of quality evidence of student achievement and uses information to

improve instruction.

4d: Accepts Constructive Feedback [CAEP 1.1, 3.3; InTASC 10;

CLO A3; NYS 7; D 3e, 4e;

M3]

Student teacher is defensive about mentor and supervisor feedback and does not use

information to improve performance.

Student teacher listens to mentor and supervisor feedback but does

not use information to improve performance.

Student teacher accepts mentor and supervisor

feedback and uses information to improve performance.

Student teacher seeks mentor and supervisor feedback and consistently incorporates information to improve

performance.

4e: Exhibits Professional Demeanor [CAEP 1.1, 3.3; InTASC 9;

CLO D1, D2; NYS 6; D 4e;

M4]

Student teacher exhibits unprofessional demeanor with regard to dress, language, etc.

Student teacher has to be reminded of appropriate

professional demeanor with regard to dress, language, etc.

Student teacher exhibits professional demeanor with

regard to dress, language, etc.

Student teacher is a role model for students and peers with regard to

professional demeanor.

4f: Exhibits Professional Responsibility [CAEP 1.1, 3.3; InTASC 9; CLO D1, D2; NYS 6; D 4f;

M4]

Student teacher is not a responsible professional: exhibits

poor attendance/ lateness/ disrespect for students,

colleagues and/or parents.

Student teacher needs to be reminded of professional

responsibilities, such as poor attendance/lateness/ disrespect to

students, colleagues and/or parents.

Student teacher exhibits professional responsibility in

attendance, punctuality, confidentiality, and relationships with students, colleagues and

parents.

Student teacher is a role model of professional responsibility in

attendance, punctuality, confidentiality, and relationships with

students, colleagues and parents.

4g: Works Cooperatively with Other Professionals [CAEP 1.1, 3.3; InTASC 10;

CLO D2; NYS 6; D 4d; M4]

Student teacher’s relationships with colleagues are negative or

insensitive. Student teacher does not participate in school activities

Student teacher’s relationships with colleagues are cordial.

Student teacher participates in school activities only when asked.

Student teacher maintains positive relationship with colleagues and

seeks opportunities to participate in school activities.

Student teacher helps to build collaborative relationships with

colleagues and contributes to school activities.

20



Domain 5:

Assessment Ineffective: Unacceptable

Developing: Novice Effective: Effective Student Highly Effective: Advanced Student Teacher

5a. Uses a variety of assessments to plan or adjust instruction or activities [CAEP 1.4; InTASC 6; CLO E1;

NYS 5; D 3d; M2]

Student teacher uses a limited range of assessments

and does not use the information gathered from

assessments to plan or adjust instruction or activities.

Student teacher uses a limited range of assessments to plan or adjust instruction or activities for

whole class and/or individual students.

Student teacher uses information from multiple pre- assessments,

formative and summative assessments including, informal,

alternative, and standard, to plan or adjust instruction for whole class and

individual students, including students with disabilities and English

learners.

Student teacher consistently uses information from multiple pre- assessments, formative and

summative assessments including, informal, alternative, and standard, to plan and adjust instruction or activities for whole class and individual students, including students with disabilities and

English learners.

5b: Models and guides all students in assessing their own learning [CAEP 1.4; InTASC 8; CLO B1,

B2; NYS 1; D 1d, 3c; M1]

Student teacher does not encourage student reflection

or self-assessment.

Student teacher encourages student reflection and self- assessment during some

learning activities.

Student teacher models reflection and self-assessment strategies and provides some opportunities for

student reflection and self-assessment.

Student teacher consistently models reflection and self- assessment strategies and provides ongoing

opportunities for student reflection and self- assessment.

5c: Provides opportunities for peer-assessment [CAEP 1.4; InTASC 10; CLO A2;

NYS 7; D 4e; M4]

Student teacher provides no opportunities for peer discussion related to improving learning.

Student teacher provides opportunities for peer discussion related to improving learning.

Student teacher models strategies and/or provides guidelines to help

students engage in peer evaluation of work and provides opportunities

for peer discussion.

Student teacher models strategies and provides guidelines to help students

engage in peer evaluation of work and provides frequent opportunities for

peer discussion.

5d: Uses information from students, families, and support specialists to improve academic progress and encourage personal growth [CAEP 1.2; InTASC 6; CLO D1;

NYS 6: D 1b; M1]

Student teacher rarely provides information to

students, families, and/or support specialists about ways to improve learning outcomes or encourage

personal growth.

Student teacher provides some information to students, families, and/or support specialists about ways to improve student learning

outcomes and encourage personal growth, but the

information is not clear or is incomplete.

Student teacher regularly exchanges information with students, families,

and support specialists about ways to improve student learning outcomes

and encourage personal growth.

Student teacher actively involves the student, family, and support

specialists in frequent discussion about ways to improve student

learning outcomes and encourage personal growth.

5e: Uses assessment to apply evidence-based practices [CAEP 1.2; InTASC 6: CLO E2;

NYS 5; D 3d; M1]

Student teacher demonstrates little

knowledge of assessment tools to plan or implement evidence-based practices.

Student teacher demonstrates some use of assessment tools

to inform the choice and implementation of evidence-

based practices. .

Student teacher demonstrates consistent use of assessment tools

to inform the choice and implementation of evidence- based

practices. .

Student teacher systematically assesses student needs to inform the

choice and implementation of appropriate evidence-based practices to improve learning outcomes for all

students.

21

REFERENCES

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for

Supervision and Curriculum Development.

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

teaching rubric for formal observations of student … · the instrument is administered each term...

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