Directions: Please rate the teacher candidate’s performance during student teaching using the following rubric, and answer the questions at the bottom of the form. Use the performance indicators specified in the rubric to help guide your rating of candidate performance. The rating scale reflects the following levels of performance:
- Approaching: The candidate only partially succeeds in performing at an acceptable level.
- Meets: This is the minimum level of acceptable candidate performance. Candidates must be able to demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 students are enhanced.
- Exceeds: Performance that exceeds expectations
The teacher candidate understands the concepts of the discipline (InTASC 4)
- Teacher candidate makes content errors, and representations of conceptual relationships are inaccurate or incomplete
- Teacher candidate accurately represents the central concepts of the discipline, and may connect prior content knowledge with new ideas and concepts
- Teacher candidate accurately represents the inter- and intra-disciplinary concepts being taught, and connects prior content knowledge with new ideas and concepts
The teacher candidate develops appropriate instructional plans, including learning goals and objectives (InTASC 7)
- The plans have misalignment between objectives, goals, instructional strategies, or assessments
- Plans include goals that specify measurable student learning outcomes and are appropriate for instructional strategies
- Goals and objectives are measurable, appropriate for instructional strategies, aligned to specific components of the curriculum or NYS standards, and plans are supported by research or theory
The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways (InTASC 8)
- Teacher candidate uses one instructional approach that may not meet the needs of learners. Teacher candidate linking of content knowledge with instructional strategies is incomplete or inaccurate
- Teacher candidate’s plans and practice allow for multiple instructional strategies that deepens understanding of content for diverse learners, and builds skills to apply knowledge in meaningful ways. Instructional strategies are appropriate for the content being taught.
- Teacher candidate’s plans and practice incorporate multiple instructional strategies that deepens understanding of content for diverse learners, and builds skills to apply knowledge in meaningful ways according to student need. Teacher candidate connects content knowledge with instructional strategies that enhance learning opportunities
Teacher candidate facilitates learning with technology to support student achievement (InTASC 5l, ISTE 2)
- Teacher candidate’s use of technology does not help to achieve learning goals; it may be a distraction
- Teacher candidate facilitates students’ use of digital tools or interactive technologies to engage learners in applying content knowledge to achieve learning goals
- Teacher candidate facilitates students’ use of digital tools or interactive technologies to engage learners in critical thinking or authentic contexts to apply content knowledge and achieve learning goals
The teacher candidate manages the classroom (InTASC 3)
- Teacher candidate allows misbehavior with no corrective response
- Teacher candidate’s response to misbehavior is effective with a clear standard of conduct
- Teacher candidate implements proactive strategies to prevent misbehavior, and responds to misbehavior effectively.
The teacher candidate implements appropriate assessments to measure student learning (InTASC 6)
- Teacher candidate does not check for understanding, or the assessments do not match learning goals Teacher candidate gives no indication of what high quality work looks like
- Teacher candidate conducts formative or summative assessments that match learning goals Teacher candidate provides clear expectations to students
- Teacher candidate uses formative and summative assessments that match learning goals and engage learners in their continuous growth. Teacher candidate provides clear expectations to students
The teacher candidate uses assessment data (InTASC 6)
- Teacher candidate does not analyze assessment results
- Teacher candidate analyzes the results of assessments, and adjusts instruction for the class as a whole
- Teacher candidate analyzes the results of assessments to measure learning of individual students and the class as a whole. Teacher candidate adjusts instruction appropriately.
The teacher candidate reflects on practice (InTASC 9)
- Teacher candidate does not reflect on practice Teacher candidate is defensive towards feedback
- Teacher candidate reflects on practice, makes general suggestions as to how a lesson could be improved. Teacher candidate accepts feedback
- Teacher candidate reflects on practice and is able to identify their strengths and weaknesses, and makes specific improvements based on evidence. Teacher candidate actively seeks feedback on specific elements of their practice. Teacher candidate sets goals to improve practice that impacts specific student learning needs
The teacher candidate positively impacts P-12 learning (InTASC 9)
- Teacher candidate does not contribute to student learning
- Evidence suggests the teacher candidate consistently makes a positive impact on learning for all students
- Evidence suggests the teacher candidate consistently makes a positive impact on learning for all students. Students exceed expected levels of student learning growth
The teacher candidate builds a school-home connection (InTASC 1)
- Teacher candidate does not initiate contact with parents or guardians
- Teacher candidate initiates contact with parents or guardians of students (example: writes a letter home)
- Teacher candidate attempts to maintain contact with parents or guardians to enhance student learning (examples: facilitates learning experiences or activities that encourage school-home involvement, updates web page or grade reports, sends home announcements or updates)
The teacher candidate exhibits a positive outlook (InTASC 10c)
- Teacher candidate exhibits negative outlook behaviors, such as complaining, a focus on negative aspects of a situation, offering non-constructive negative feedback, or appearing sullen
- Teacher candidate exhibits behaviors reflective of positive outlook, such as focusing on positive aspects of a situation, making optimistic statements, or verbally encouraging others, to help to build a supportive culture
- Teacher candidate exhibits behaviors reflective of positive outlook, such as focusing on positive aspects of a situation, making optimistic statements, verbally encouraging others, and celebrating accomplishments, to purposefully engage others in positive ways that builds a supportive culture.
The teacher candidate exhibits respect towards others (InTASC 10q; 3f; 3r)
- Teacher candidate struggles with receiving feedback in a respectful manner, or maintains negative relationship
- Teacher candidate’s respectful behavior facilitates collaborative interactions to meet the needs of learners
- Teacher candidate models exemplary respectful behaviors, and works collaboratively to meet the needs of learners. The candidate may be purposeful in maintaining relationships and creating an environment that facilitates respect among others.
The teacher candidate exhibits intellectual integrity (InTASC 9o)
- Teacher candidate makes judgements or exhibits behavior that contradict class or school policies, which may lead to a lack of trust
- Teacher candidate’s judgements and behavior are consistent with the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school
- Teacher candidate models the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school, and makes equitable judgements based on the best available data. The candidate models honesty and fairness
The teacher candidate exhibits dedication (InTASC 9k; 10f)
- Teacher candidate submits work late, or fails to communicate over a significant period of time
- Teacher candidate completes all responsibilities in a timely manner, and engages in professional learning, or in an active role on the instructional team
- Teacher candidate completes all responsibilities and tasks in a timely manner, and takes initiative when appropriate; the candidate is proactive in seeking professional learning, or ways to enhance student learning
The teacher candidate exhibits self-awareness (InTASC 9e; 9m)
- Teacher candidate is unaware of how their language and actions affects others
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language that creates a shared understanding to better meet the needs of learners. Teacher candidate recognizes their own gaps in knowledge, skills, and experiences. The candidate makes an effort to understand multiple perspectives or opposing viewpoints
The teacher candidate exhibits Professionalism (InTASC 9o)
- The candidate has had inconsistent attendance or unexcused absences, is distracted from teaching by their electronic devices, or their dress does not adhere to school guidelines
- The candidate adheres to College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices
- The candidate models College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices. Professional behaviors facilitate an environment focused on student learning
Please respond to the following yes/no questions:
In this placement, the teacher candidate gained experience with students with special learning or behavioral needs.
In this placement, the teacher candidate gained experience with students whose first language is not English.
Please comment on this teacher candidate’s potential to become a teacher: