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to which the content and an ability to prioritize   sometimes incomplete or not up-to-date frequently inaccurate and out-of-date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:  
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 1 of 9
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:  
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 2 of 9
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:  
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 4 of 9
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:  
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 5 of 9
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
  meaningful role in the classroom participation, accepting and using    
    suggestions/ideas from students participates in team planning etc. avoids becoming involved in team,
  3. volunteers to participate in school 3. participates in team planning/ 3. when specifically asked but shows 3. school and district projects
  or district projects, along with curriculum planning, etc. in a  little initiation  
  collaborating on team and curriculum collaborative manner    
  planning   participates in the school's activities provides minimal information to 
  4. communicates regularly and  4. provides information to parents, as 4. for parent communication but offers 4. parents and does not respond or
  effectively to parents on a range of appropriate, about the instructional little additional information.  Adheres responds insensitively to parent
  issues - course information, student program.  Communicates with parents to the school's required procedures concerns about students
  progress (positive and negative)  about students progress and course  for communicating to parents  
  etc.  Appears responsive and  information on a regular basis.  Is     
    sensitive to parents concerns   responsive to parent concerns        
Notes:  
   
   
   
   
   
   
   
   
   
   
   
   
                 
Page 7 of 9
ST Evaluation Rubric R10/18/07
Quality   Exceeds Expectations   Meets Expectations   Approaching Expectations   Does Not Meet Expectations
                 
Reflection 1. makes a thoughtful and accurate makes an accurate assessment of 1. makes a general but accurate 1. does not know if a lesson was
  assessment of a lesson's 1. a lesson's effectiveness and the impression of a lesson's effectiveness effective or achieved its goals, or
  effectiveness and the extent to extent to which it achieved its goal; and the extent to which instructional profoundly misjudged the success
  which it achieved its goals; cites cites general references to support  goals were met of a lesson
  many specific examples from the the judgment    
  lesson and weighs the relative      
  strength of each      
  2. initiates specific, alternative makes a few specific alternative 2. makes general suggestions about  2. makes few or no suggestions on 
  adjustments as needed 2. adjustments with minimal guidance of how a lesson may be improved. how a lesson may be improved
    cooperating teacher Needs much guidance from   
      cooperating teacher  
  3. accepts feedback and constructive appears responsive to feedback and 3. appears reluctant to accept  3. appears closed to feedback and
  criticism in a positive, open manner. 3. constructive criticism and clearly  feedback and constructive criticism.  May respond defensively
  Consistently strives to improve wants to improve criticism.  Occasionally may be  or negatively.  Consistently 
      unresponsive to suggestions unresponsive to suggestions
         
         
                 
Notes: