Student:________________________________________________
Newsprint
Date:___________________________________________________
Cooperating Teacher:_____________________________________ School:_________________________________________________
Grade Level/Subject:______________________________________
TEACHING STANDARDS RUBRIC
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Content Knowledge: 1. reveals a thorough knowledge of 1. conveys solid knowledge of content 1. conveys content knowledge that is 1. conveys knowledge of content that is
The extent to which the   content and an ability to prioritize       sometimes incomplete or not up-to-date   frequently inaccurate and out-of-date
teacher demonstrates   important learnings            
knowledge of subject matter  2. consistently communicates 2. demonstrates effective presentation 2. occasionally has difficulty 2. presentation of knowledge is often
and curriculum   knowledge clearly and effectively   skills   communicating knowledge clearly   confusing
  3. makes thoughtful consistent 3. regularly and independently connects 3. can connect standards to curriculum 3. appears to have little understanding of
    connections to New York State   standards to curriculum   with minimal support of cooperating   standards and their connection to
    and National Standards       teacher   curriculum
  4. uses a variety of quality  4. consistently uses sound resources 4. relies heavily on textbooks, 4. relies solely on textbooks
    resources to support the texts   beyond textbooks   occasionally uses outside resources    
  5. breaks content down into  5. successfully breaks down content 5. attempts to break down content into 5. weak analysis of content makes
    understandable concepts while   into understandable concepts   understandable concepts   learning difficult for students
    working to expand higher level            
    thinking            
  6. employs relevant questioning 6. asks a range of purposeful questions 6. asks questions that are limited in range  6. questions are infrequent and show a
    techniques, is responsive and   and responds thoroughly to student   and thinking skills required, occasional   limited or simplistic understanding of
    encourages students to think   questions   difficulty responding to student   content.  Student questions are not
    critically and independently       questions - responses may be   addressed or show limited
            incomplete   understanding of content
Notes:                
   
   
   
   
   
   
   
   
   
   
   
   
                 
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ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Preparation: 1. consistently makes clear connections 1. makes clear connections between 1. limited focus on connecting  1. makes no connection between
The extent to which the    between curriculum/district goals   curriculum goals and standards   curriculum/district goals with standards   curriculum/district goals and standards
teacher demonstrates   and standards            
knowledge of pedagogy in  2. demonstrates a solid knowledge of 2. conveys a knowledge of student 2. conveys a shallow knowledge of  2. minimal or no evidence of 
lesson planning   student development through the use   development through the use of   student development through the   knowledge of student development
    of developmentally appropriate   appropriate instructional materials   occasional use of inappropriate    
    instructional material and strategies   and strategies   instruction materials and strategies    
  3. lesson/curriculum plans are complete, 3. has clear lesson plan with instructional 3. develops plans but may be incomplete 3. little evidence that planning has taken
    thoughtful, rich using appropriate,   objectives at appropriate level of    or show a superficial understanding of   place.  Appears to frequently "wing it".
    measurable objectives and thorough   difficulty.  Information needed for    effective lesson design.  Objectives    
    information needed for effective   implementation is complete.    may be unclear.  Minimal attention may    
    implementation.  Engagement   Engagement strategies and   be paid to engagement and     
    strategies and assessment are   assessment are evident   assessment    
    clearly evident            
  4. in planning, makes student relevant 4. in planning makes connections between 4. planning may focus on the present  4. Lessons appear to be taught in
    connections between past, present   past, present, and future learning   learning with minimal connection to   isolation of past or future learning
    and future learning       past or future learning    
Notes:                
   
   
   
   
   
   
   
   
   
   
   
   
                 
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ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Instructional Delivery 1. demonstrates an instructional 1. demonstrates an instructional delivery 1. demonstrates instructional delivery 1. demonstrates inadequate instructional
The extent to which the teacher   delivery that is characterized by   that fosters student involvement;   that is characterized by limited student   delivery characterized by little or no
teacher demonstrates     active student involvement;   encourages student/teacher   engagement and unclear instructional   student engagement and little or no
knowledge of instructional   positive and frequent student/   interaction; appropriate instructional;   goals   sense of direction
delivery   teacher interaction; meaningful   goals        
    instructional goals            
  2. communicates clearly and fully 2. communicates effectively 2. is occasionally confusing when  2. communicates ineffectively - difficult
            communicating to students   for students to understand
  3. utilizes a variety of teaching styles 3. utilizes a few teaching styles to address 3. relies on one or two teaching styles 3. relies on one teaching style with little or
    to address multiple learning styles   multiple learning styles or intelligences   with occasional variance to address   no attempt to address multiple learning
    or intelligences       multiple learning styles or intelligences   styles or intelligences
  4. uses teaching time effectively -  4. is clearly conscious of using time 4. attempts to use time effectively but  4. appears unaware of instructional time
    pacing, students on task, transitions,   effectively and works to maintain   struggles to maintain appropriate pace,   management.  Lesson time may be 
    etc.   appropriate place, time on task, etc.   time on task, etc.   often underutilized or overextended
  5. closely monitors student 5. monitors student understanding 5. student understanding is monitored  5. limited active engagement makes it
    understanding throughout lesson by   regularly during lesson using active   inconsistently.  Lesson plan is seldom   very difficult to monitor student
    using a variety of active engagement   engagement strategies and adjusting   altered as a result of monitoring   understanding.  May disregard learning
    strategies and insightfully adjusts           evidence when teaching lesson
    instruction            
  6. relevant, varied technology is 6. regular use of technology supports 6. technology to support instruction is 6. supportive technology is seldom, if ever,
    integrated thoughtfully into instruction   instruction   used occasionally   integrated into instruction
Notes:                
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 3 of 9
ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Classroom  1. effectively works to create a 1. clearly attempts to create a climate  1. attempts to create a positive 1. pays little or no attention to creating 
Management   climate that promotes responsibility,   that promotes responsibility, fairness,   classroom climate but shows   a positive classroom environment
The extent to which the   fairness, self-respect and respect   self-respect and respect for others   minimal focus and follow-through    
teacher demonstrates   for others            
effective management 2. establishes and consistently 2. establishes and maintains routines, 2. routines, procedures and standards 2. classroom routines, procedures and
skills   maintains classroom routines,   procedures, and standards of   of behavior are established but    standards or behavior are not
    procedures, and consistent    student behavior   unclear or reinforced inconsistently.   apparent.  Inappropriate behavior is
    standards or student behavior       Inappropriate behavior may be   consistently ignore, classroom may
            regularly ignored   appear chaotic
  3. situations involving challenging 3. attempts to respectfully address 3. attempts to address challenging 3. challenging student behavior is
    student behavior are handled   challenging student behavior.     student behavior show limited    frequent and strategies to address
    confidently and respectfully with a   Consistent growth can be seen    understanding of student needs and   are often ineffective
    range of strategies and frequent   throughout the student teaching   are frequently unsuccessful    
    success   experience        
  4. maintains a physical environment 4. maintains a physical environment that 4. attends to the physical environment. 4. shows little awareness of physical
    that is safe, positive and enhances   is safe, comfortable and conducive   Environment may be safe but does    environment and its impact on
    learning   to learning   little to support student learning   learning
Notes:                
   
   
   
   
   
   
   
   
   
   
   
   
                 
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ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Knowledge/ 1. clearly demonstrates an 1. appears to have a general 1. exhibits a limited understanding of 1. exhibits little or no understanding of
Appreciation of understanding of students'   understanding of students'   students' developmental stages   students' developmental stages
Student Development developmental stages   developmental stages        
and Diversity 2. utilizes a variety of developmentally 2. employs developmentally appropriate 2. instruction is provided with minimal 2. does not appear to consider 
The extent to which the appropriate instructional strategies    strategies that accommodates   consideration of developmental   developmental needs or learning
teacher displays a knowledge that address a range of learning   students' learning styles.  Attempts to    needs or learning styles   styles when designing instruction
of student development  styles.  Regularly individualizes and   individualize and differentiate        
and/or student diversity differentiates instruction   instruction        
  3. consistently and sensitively considers 3. usually considers differences in 3. attempts to consider differences in 3. pays little attention to differences in
  differences in culture, background,   culture, background, ethnicity, etc.   background, ethnicity, etc. appear   culture, background, ethnicity, etc.
  ethnicity, etc. when relating to and   when relating to and instructing   incomplete or inconsistent   when relating to individual instruction
  instructing individual children   individual children        
  4. comfortably modifies instruction and 4. minimal support is needed to modify 4. struggles with providing individual 4. shows little interest in reading IEP.
  accommodates needs of classified   instruction and accommodate needs   support to classified students.  Is   May disregard recommendations
  students.  Consistently applies   of classified students.  Clearly works   willing but needs substantial support   when working with classified student
  recommendations of IEP   to apply recommendations of IEP        
                 
Notes:                
   
   
   
   
   
   
   
   
   
   
   
   
                 
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ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Student Assessment 1. clearly communicates learning goals 1. communicates learning goals to 1. Learning goals may be inferred by 1. difficult for students or observers
The extent to which the   to students and refers back to those   students students   to identify learning goals
employs assessment    goals          
techniques based on 2. uses a variety of means and  2. uses a variety of means and  2. utilizes a limited variety of means to 2. assessment is narrow (only one
appropriate learning    instruments (performance   assessments to assess student assess student achievement of   form) incomplete or does not address
standards   assessment, instruction embedded   achievement of learning goals and learning goals and standards.  May   learning goals and standards
    assessment, observation, etc.) to    standards rely heavily on traditional assessment    
    assess student achievement of           
    learning goals and standards          
  3. consistently uses assessment 3. uses assessment results to plan  3. plans instruction with limited 3. instruction is planned without
    results to plan instruction   instruction reference to assessment results   considering past assessment results
  4. maintains complete records of 4. maintains appropriate records of 4. records of student performance may 4. maintains inaccurate or confusing
    student performance   student performance be incomplete   records of student performance
  5. consistently promotes student 5. regularly requests that students  5. occasionally asks students to 5. rarely if ever asks students to
    self-assessment   reflect and self-assess reflect and self-assess   reflect and self-assess
  6. Grading is consistently supported 6. grading is supported by regular use 6. grading is inconsistent.  Criteria may 6. grading appears random and poorly
    by clearly defined criteria and well   of criteria and rubrics be confusing or limited to checklists   thought out
    thought out rubrics            
Notes:            
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 6 of 9
ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Collaboration 1. develops effective collaborative 1. develops collaborative relationships 1. maintains cordial relationships with 1. maintains negative or self-serving 
    relationship with colleagues to meet   with colleagues to meet the learning   colleagues to meet the learning   relationships with colleagues
    the learning needs of students   needs of students   needs of students    
  2. develops effective collaborative 2. develops collaborative relationships 2. makes inconsistent attempts to 2. makes little or no attempt to develop
    relationship with students, and    with students to meet the learning   develop collaborative relationships   collaborative relationships with
    students have an active and    needs of students; facilitates student   with students    students