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EVERGREEN MIT 2008 - Student Teaching Rubric

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Master in Teaching ProgramStudent Teaching RubricDomain 1: Planning and PreparationDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceComponent 1e: Designing Coherent InstructionDevelopmental Levels of PerformanceComponent 1f: Assessing Student LearningDevelopmental Levels of PerformanceDomain 2: The Classroom EnvironmentDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceComponent 2c: Managing Classroom ProceduresDevelopmental Levels of PerformanceComponent 2d: Managing Student BehaviorDevelopmental Levels of PerformanceComponent 2e: Organizing Physical SpaceDevelopmental Levels of PerformanceDomain 3: InstructionDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceComponent 3c: Engaging Students in LearningDevelopmental Levels of PerformanceComponent 3d: Providing Feedback to StudentsDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceDomain 4: Professional ResponsibilitiesComponent 4a: Reflecting on TeachingDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceComponent 4c: Communicating with Families*Developmental Levels of PerformanceDevelopmental Levels of PerformanceDevelopmental Levels of PerformanceComponent 4f: Showing ProfessionalismDevelopmental Levels of PerformanceState Pedagogy InstrumentMaster in Teaching ProgramStudent Teaching RubricDomain 1: Planning and PreparationComponent 1a: Demonstrating Knowledge of Content and PedagogyDevelopmental Levels of PerformanceELEMENTInappropriate Teacher  Emerging Teacher  Developing Teacher  Skilled Experienced TeacherKnowledge of ContentTeacher Candidate makes content errors or does not correct content errors students make.Teacher Candidate displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.Teacher Candidate displays solid content knowledge and makes connections between the content and other parts ofthe discipline or with other disciplines. Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.Knowledge of PrerequisiteRelationshipTeacher Candidate displays little understanding of prerequisite knowledge important for student learning of the content or concept.Teacher Candidate indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.Teacher Candidate’s plans and practices reflect understanding of prerequisiterelationships among topics and concepts.Teacher actively builds on knowledge of prerequisite relationships when describinginstruction or seeking causes for student misunderstanding.Knowledge of Content-Related PedagogyTeacher Candidate displays little understanding of pedagogical issues involved in student learning of the content or concept.Teacher Candidate displays basic pedagogical knowledge but does not anticipate student misconceptions.Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions. Teacher displays continuing search for best practice and anticipates student misconceptions.Knowledge of Multi-Curriculum unit plans do not incorporate multicultural Curriculum unit plans add to the conventional curriculum Curriculum unit plans attempt to transform the Curriculum unit plans transform the conventionalState Pedagogy Instrumentcultural, anti-bias curriculum planning perspectives and materials which advance anti-bias goalsmulticultural perspectives and materials which advance anti-bias goalsconventional curriculum withmulticultural perspectives and materials which advance anti-bias goals curriculum with multiculturalperspectives and materials which advance anti-bias goalsState Pedagogy InstrumentComponent 1b: Demonstrating Knowledge of StudentsDevelopmental Levels of PerformanceElementInappropriate Teacher  Emerging Teacher  Developing Teacher  Skilled Experienced Teacher Knowledge of Character-istics of Age GroupTeacher Candidate displays minimal knowledge of developmental characteristics of age group.Teacher Candidate displays generally accurate knowledgeof developmental characteristics of age group.Teacher Candidate displays thorough understanding of typical developmental characteristics of age group aswell as exceptions to general patterns.Teacher displays knowledge of typical developmental characteristics of age group, exceptions to patterns, and the extent to which each student follows patterns.Knowledge of Students’ Varied Approaches to LearningTeacher Candidate is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities, and different “intelligences” and handicapping conditions.Teacher Candidate displays general understanding of the different approaches to learning that students exhibit,including handicapping conditions.Teacher Candidate displays solid understanding of the different approaches to learning that different students exhibit, including handicapping conditions. Teacher uses, where appropriate, knowledge of students’ varied approaches to learning in instructional planning, including handicapping conditions.Knowledge of Students’ Skills and KnowledgeTeacher Candidate displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.Teacher Candidate recognizesthe value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.Teacher Candidate displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs.Knowledge of Students’ Interests andCultural HeritageTeacher Candidate displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.Teacher Candidate recognizesthe value of understanding students’ interests or cultural heritage but displays this knowledge of the class only as a whole.Teacher Candidate displays knowledge of the interests or cultural heritage of groups of students (including second language, immigrant, low status, and historically marginalized) and recognizesthe value of this knowledge. Teacher displays knowledge of the interests or cultural


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EVERGREEN MIT 2008 - Student Teaching Rubric

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