Fill - Free fillable NE Clinical Practice Evaluation Rubric (Peru State College) PDF form

Updated 12.19.17

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NE Clinical Practice Evaluation Rubric

For Office use only: CT/ TC/ US Teacher Candidate

Evaluator’s Name:

Evaluator’s Role (Please Select): Cooperating Teacher (CT) University Supervisor (US) Teacher Candidate (TC)

Date:

Select the cell in each row, which best describes performance. At midterm, the goal would be for student teachers to be performing at Developing or Proficient. If performance is scored “Below

Standard,” please be in communication with

Advanced

Proficient

Developing

Below Standard

Uses knowledge of students to

meet needs

Standard 1

Learner Development

InTASC 1; CAEP 1.1

Uses data about students and their

development to adjust teaching and

build on student strengths resulting

in student learning. InTASC 1;

CAEP 1.1

Uses data about students and their

development to adjust teaching.

InTASC 1; CAEP 1.1

Collects data about students and

their development but does not

adjust teaching. InTASC 1; CAEP

1.1

Lacks evidence of data collection

and use related to students and

their development. InTASC 1; CAEP

1.1

Comments:

Differentiates instruction to meet

student needs

Standard 2

Learner Differences

InTASC 2; CAEP 1.1

Identifies students’ needs for

differentiation and responds with

individualized instruction, flexible

grouping, and varied learning

experiences to include bringing

multiple perspectives and cultural

resources to the discussion of

content.

InTASC 2; CAEP 1.1

Identifies students’ needs for

differentiation and responds with

individualized instruction, flexible

grouping, and varied learning

experiences.

InTASC 2; CAEP 1.1

Identifies students’ needs for

differentiation. InTASC 2; CAEP 1.1

Does not Identifies students’ needs

for differentiation. InTASC 2; CAEP

1.1

Comments:

Promotes a positive classroom

environment through clear

expectations

Standard 3

Learning Environments

InTASC 3; CAEP 1.1

Communicates and reinforces clear

task and behavior expectations to

students, develops routines that

support expectations and minimizes

the loss of instructional time.

InTASC 3; CAEP 1.1

Communicates and reinforces clear

task and behavior expectations to

students and follows routines that

support expectations for the learning

environment. InTASC 3; CAEP 1.1

Communicates and reinforces clear

task and behavior expectations to

students. InTASC 3; CAEP 1.1

Attempts to communicate and

reinforces clear task and behavior

expectations to students. InTASC 3;

CAEP 1.1

Comments:

Updated 12.19.17

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Uses accurate content and

academic vocabulary

Standard 4

Content Knowledge

InTASC 4; CAEP 1.1

Communicates accurate content,

uses academic vocabulary correctly,

provides relevant opportunities for

students to demonstrate

understanding and uses knowledge

of common misconceptions to

create accurate understanding in

the content area. InTASC 4;

CAEP 1.1

Communicates accurate content,

uses academic vocabulary correctly

and provides relevant opportunities

for students to demonstrate

understanding. InTASC 4; CAEP 1.1

Communicates content and uses

academic vocabulary, yet does not

consistently provide relevant

opportunities for students to

demonstrate understanding.

InTASC 4; CAEP 1.1

Communicates inaccurate content,

academic vocabulary and/or

provides irrelevant opportunities for

students to demonstrate

understanding. InTASC 4; CAEP 1.1

Comments:

Engages students in critical

thinking and collaborative

problem solving

Standard 5

Application of Content

InTASC 5; CAEP 1.1

Links concepts to help students

make connections and engages

students in applying methods of

inquiry in the discipline to engage

learners in critical thinking. InTASC

5; CAEP 1.1

Links concepts to help students

make connections and engages

students in applying methods of

inquiry in the discipline. InTASC 4;

CAEP 1.1

Links concepts to help students

make connections in the discipline.

InTASC 4; CAEP 1.1

Does not assist students in making

connections in the discipline.

InTASC 4; CAEP 1.1

Comments:

Develops literacy and

communication skills through

content

Standard 5

Application of Content

InTASC 5; CAEP 1.1

Engages students to utilize literacy

and communication skills from a

variety of resources and

perspectives to address targeted

purposes and audiences.

InTASC 5; CAEP 1.1

Engages students to utilize literacy

and communication skills by

accessing a variety of resources

and perspectives to show

understanding of content. InTASC 5;

CAEP 1.1

Engages students in developing

literacy and communication skills.

InTASC 5; CAEP 1.1

Provides few opportunities for

students to develop literacy and

communication skills. InTASC 5;

CAEP 1.1

Comments:

Uses classroom assessment

Standard 6

Assessment

InTASC 6; CAEP 1.1

Uses classroom formative and

summative assessments that match

objectives and inform instructional

decisions to guide implementation of

differentiated instructional strategies

to include designing and/or adapting

interventions as a result.

InTASC 6; CAEP 1.1

Uses classroom formative and

summative assessments that match

objectives and inform instructional

decisions to guide implementation of

differentiated instructional

strategies. InTASC 6; CAEP 1.1

Uses classroom formative and

summative assessments that match

objectives and inform instructional

decisions. InTASC 6; CAEP 1.1

Uses classroom formative and

summative assessments but may

not match objectives and/or inform

instructional decisions. InTASC 6;

CAEP 1.1

Comments:

Updated 12.19.17

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Assesses for learning

Standard 6

Assessment

InTASC 6; CAEP 1.1

Uses student performance data and

knowledge of students to identify

interventions that support and/or

advance learning through a series of

differentiated assessment practices

that positively impact learning.

InTASC 6; CAEP 1.1

Uses student performance data and

knowledge of students to identify

interventions that support and/or

advance students to positively

impact learning. InTASC 6; CAEP

1.1

Uses student performance data and

knowledge of students to identify

interventions that support students.

InTASC 6; CAEP 1.1

Does not use student performance

data and/or knowledge of students

to identify interventions that support

students. InTASC 6; CAEP 1.1

Comments:

Plans for instruction

Standard 7

Planning for Instruction

InTASC 7; CAEP 1.1

Sequences learning experiences

linked to the learning objectives,

performance tasks and

assessments to provide multiple

ways for students to demonstrate

knowledge and skills to include

using data to adjust for recurring

learning needs throughout

planning. InTASC 7; CAEP 1.1

Sequences learning experiences

linked to the learning objectives,

performance tasks and

assessments to provide multiple

ways for students to demonstrate

knowledge and skills. InTASC 7;

CAEP 1.1

Sequences learning experiences

linked to the learning objectives,

performance tasks and

assessments. InTASC 7; CAEP 1.1

Provides little or no evidence of

sequenced learning experiences

and/or experiences are not linked to

the learning objectives, performance

tasks and/or assessments. InTASC

7; CAEP 1.1

Comments:

Incorporates digital tools into

instruction

Standard 8

Instructional Strategies

InTASC 8; CAEP 1.1

Designs or adapts relevant learning

experiences that incorporate digital

tools and resources to promote

student learning and creativity.

InTASC 8; CAEP 1.1

Provides relevant learning

experiences that incorporate digital

tools and resources to promote

student learning and creativity.

InTASC 8; CAEP 1.1

Provides relevant learning

experiences that incorporate digital

tools to stimulate interest. InTASC

8; CAEP 1.1

Provides learning experiences that

incorporate digital tools infrequently

or ineffectively. InTASC 8; CAEP

1.1

Comments:

Uses research-based

instructional strategies

Standard 8

Instructional Strategies

InTASC 8; CAEP 1.1

Uses a broad range of evidence–

based strategies to support learning

in the content area, poses questions

that elicit student thinking about

information and concepts to build

critical thinking skills. InTASC 8;

CAEP 1.1

Uses evidence–based strategies to

support learning in the content area

and poses questions that elicit

student thinking and support critical

thinking skills. InTASC 8; CAEP 1.1

Uses evidence–based strategies to

support learning in the content area

and poses questions that elicit

student thinking. InTASC 8; CAEP

1.1

Uses strategies and poses

questions. InTASC 8; CAEP 1.1

Comments:

Updated 12.19.17

Page 4 of 4

Uses engagement to enhance

learning

Standard 8

Instructional Strategies

InTASC 8; CAEP 1.1

Organizes and manages the learning

environment for student engagement

and personal accountability using

strategies that provide opportunities

for students to process and articulate

new knowledge. InTASC 8;

CAEP 1.1

Organizes and manages the

learning environment for student

engagement using strategies that

provide opportunities for students to

process and articulate new

knowledge. InTASC 8; CAEP 1.1

Manages the learning environment

for student engagement. InTASC 8;

CAEP 1.1

Attempts to manage the learning

environment for student

engagement. InTASC 8; CAEP 1.1

Comments:

Accepts critique and input

regarding performance

Standard 9

Professional Learning and Ethical

Practice

InTASC 9; CAEP 1.1

Invites constructive feedback,

responds positively, independently

sets and implements goals to

improve practice. InTASC 9; CAEP

1.1

Invites constructive feedback,

responds positively, with support

sets and implements goals to

improve practice. InTASC 9; CAEP

1.1

Invites constructive feedback,

responds positively, but

inconsistently implements goals to

improve practice. InTASC 9; CAEP

1.1

May resist constructive feedback or

fail to implement goals to improve

practice. InTASC 9; CAEP 1.1

Comments:

Conveys professional demeanor

Standard 10

Leadership and Collaboration

InTASC 10; CAEP 1.1

Conveys a confident, professional

decorum when interacting with

learners, peers, colleagues and the

community in small and large group

situations to include seeking out

leadership opportunities in the

school and/or community.

InTASC 10; CAEP 1.1

Conveys a confident, professional

decorum when interacting with

learners, peers, colleagues and the

community in small and large group

situations. InTASC 10; CAEP 1.1

Conveys professional decorum

when interacting with learners,

peers, colleagues and the

community in small and large group

situations. Any minor lapses have

been addressed. InTASC 10; CAEP

1.1

Conveys a lack of professional

decorum when interacting. InTASC

10; CAEP 1.1

Comments:

Uses professional

communication

Standard 10

Leadership and Collaboration

InTASC 10; CAEP 1.1

Demonstrates professional oral,

written and electronic

communication, responds to people,

problems and crises effectively and

communicates with families through

a variety of means (i.e. notes home,

e-mails or websites, phone calls,

conferences, meetings).

InTASC 10; CAEP 1.1

Demonstrates professional oral,

written and electronic

communication, responds to people,

problems and crises effectively.

InTASC 10; CAEP 1.1

Demonstrates professional oral,

written and electronic

communication, responds to people,

problems and crises effectively with

additional assistance. InTASC 10;

CAEP 1.1

Demonstrates unprofessional oral,

written and/or electronic

communication and/or responds to

people, problems and crises

ineffectively. InTASC 10; CAEP 1.1

Comments:

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