&DPSXV7RROV+LJKHU(G

Explanations for Student Teachers viewing your assessment

Total Score at the end of each section is the average score (calculated automatically by the form) for that specific
section of the rubric.
Bottom of the assessment
Grade box is left blank intentionally.
The Rubrics Total score at the bottom of the assessment is the sum of all section scores (calculated automatically
by the form).

The

student teacher ...

A. KNOWLEDGE OF CONTENT *
Criterion

Performance Rating

3 - Target

2.5

2Acceptable

1.5

1Unacceptable

3.0 explicitly
references AND
clearly aligns
appropriate
content
standards with
planned
activities and
assessments.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0
explicitly
references
appropriate
content
standards
in daily
plans.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0
inaccurately
and vaguely
references OR
does not
reference
appropriate
content
standards.

0.75

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 clearly
identifies
key
principles
and
concepts in
his/her
daily plans.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0
inaccurately
and unclearly
identifies OR
does not
identify key
principles and
concepts in
daily plans.

0.75

2.0 uses
some
appropriate
examples
to illustrate
basic
content
principles.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain

1.0 uses
inappropriate
examples OR
no examples
to illustrate
basic content
principles.

0.625

A1.
Demonstrates an
understanding of
appropriate
content
standards
(SOL/professional
standards).
A2. Identifies key
principles and
concepts of
subject matter.

A3. Uses
examples to
support basic
principles of
content.

3.0 clearly
identifies key
principles and
concepts in daily
plans AND
effectively uses
them to
organize
instruction,
develop
learning
activities, or
assess student
work.
3.0 uses
appropriate
AND varied
examples to
illustrate basic
content
principles.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

explain
further.

A4. Links content

to students' prior
experiences and
to related subject
areas.

3.0 references
content to both
the students
prior
experiences
AND related
subject areas.

further.

2.0
references
content to
EITHER the
students
prior
experiences
OR related
subject
areas.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 references
content to
NEITHER the
students
prior
experiences
NOR related
subject areas.

0.625

Rubric Score

2.75

Rubric Mean

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

Comments: Knowledge of Content section

On going process that will come with experience.

B. PREPARATION FOR INSTRUCTION *

Criterion

Performance Rating

3 - Target

B1. Is familiar
with relevant
aspects of
students
background,
knowledge,
experience and
skills.

3.0
demonstrates
detailed
understanding
of the
background,
experiences,
and skill level
of all students
in the class.

2.5

2 - Acceptable

1.5

1Unacceptable

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0
demonstrates
basic
understanding
of the
background,
experiences,
and skill level
of most
students in the
class.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0
demonstrates
limited
understanding
of the
background,
experiences,
and skill level of
most students
in the class.

0.6

B2. Plans for

the unique
characteristics
of individual
students (i.e.
TAG/GT, ESL,
Special Needs,
among others).

3.0 effectively
plans
differentiated
instruction
based on the
varying needs
of the majority
of individuals
in the class.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 plans to
differentiate
instruction
based on the
varying needs
of some
individuals in
the class.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 does not

attempt to
differentiate
instruction
based on the
varying needs
of individuals in
the class.

0.6

B3. Formulates
clear and
appropriate
learning

3.0 develops
differentiated
learning
outcomes AND

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.

2.0 develops
appropriate
learning
outcomes for
the class AND

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.

1.0 develops
inappropriate
learning
outcomes OR
fails to state

0.6

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

Add
comments
below to
explain
further.

states these
clearly on the
lesson plan.

Add
comments
below to
explain
further.

appropriate
outcomes
clearly on the
lesson plan.

3.0 plans
appropriate
AND varied
methods,
activities, and
technology to
support
student
learning.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 plans
appropriate
methods,
activities, and
technology to
support
student
learning.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 plans
inappropriate
methods,
activities, or
technology to
support
student
learning.

0.6

3.0 plans
appropriate
assessments
AND can
articulate ways
assessments
should impact
future learning
activities.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 plans
appropriate
assessments
that are linked
to learning
outcomes.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 does not

include
assessments in
the lesson plan
OR includes
assessments
that are
inappropriate.

0.6

Rubric Score

Rubric Mean

outcomes.

B4. Plans
appropriate
methods to
meet the
learning
outcomes (i.e.
technology,
cooperative
learning, etc.).
B5. Plans
assessments of
learning
outcomes.

states these
clearly on the
lesson plan.

Comments: Preparation of Instruction section

C. INSTRUCTIONAL PERFORMANCE *
Criterion

Performance Rating

3 - Target

2.5

2 - Acceptable

1.5

1Unacceptable

3.0 creates a
physically and
psychologically
safe
environment
AND can
explain the
purpose for
these choices.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 plans for

the physical
and
psychological
safety of
students.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

consider the
physical and
psychological
safety of
students.

0.3

2.5 Student
performance

2.0 treats
students fairly

1.5 Student
performance

1.0 does not

treat students

0.3

C1. Establishes a
safe physical and
psychological
environment.

C2. Creates a
climate of

3.0 actively
encourages

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





fairness and
respect.

C3. Maintains
consistent
standards for
positive
classroom
behavior.

C4. Makes
procedures and
outcomes clear
to students.

C5. Presents
content
accurately and
effectively.

C6. Models

&DPSXV7RROV+LJKHU(G

fairness and
respect among
students AND
creates a
climate that
provides access
to appropriate
learning
opportunities
for all students.
3.0
demonstrates
the ability to
change and
adapt
classroom
management
plans based on
students
changing needs
and behavior.
3.0 ensures
that all
students
understand the
learning
objectives and
can carry out
the procedures
for
instructional
activities.
3.0 uses
effective
content
delivery
strategies,
makes content
relevant to
students
prior
experiences,
and uses
technology
appropriately
for
presentation of
content.

lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

and
respectfully.

lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

fairly and
respectfully OR
allows the
climate to
interfere with
access to
appropriate
learning
opportunities
for all students.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 effectively
and
consistently
responds to
students
needs
and behavior.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 is unable to
effectively and
consistently
respond to
students
needs
and behavior.

0.3

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 provides
students with
clear, accurate
information
about the
learning
objectives and
procedures for
instructional
activities.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 presents
unclear OR
inaccurate
information
about the
learning
objectives or
the procedures
for
instructional
activities.

0.3

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 uses
effective
strategies to
present
content to
students.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

use strategies
effectively to
present
content to
students.

0.3

2.5 Student

2.0 uses

1.5 Student

1.0 does not

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





appropriate
language usage.

C7. Provides
appropriate
accommodations
for diverse
learners.

C8. Provides
opportunities for
content
application.

C9. Checks for

understanding
using a variety
of formal or
informal
assessment
techniques.

&DPSXV7RROV+LJKHU(G

3.0 uses
standard
English in
speech and
writing while
respecting
students
cultural and
dialectical
differences.
3.0 effectively
differentiates
instruction
based on the
varying needs
of the majority
of individuals in
the class.

3.0 uses
activities or
strategies that
are specifically
designed to
actively
encourage
students to
think
independently,
creatively, or
critically about
content.
3.0 uses a
variety of
assessment
techniques to
monitor and
analyze
individual and
group
comprehension
of the content,
makes
appropriate
instructional
adjustments as
necessary AND
gives all

performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

standard
English in
speech and
writing.

performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

use standard
English in
speech or
writing.

0.3

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0
differentiates
instruction
based on the
varying needs
of some
individuals in
the class.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

differentiate
instruction
based on the
varying needs
of individuals in
the class.

0.3

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 guides
students to
think
independently,
creatively, or
critically about
content.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 does not

provide
opportunities
for students to
think
independently,
creatively, or
critically about
content.

0.3

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 monitors
student
comprehension
of content AND
provide
students with
limited
feedback.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 makes few

attempts to
determine
student
comprehension
AND gives
students little
feedback.

0.3

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

students
meaningful,
substantive,
and specific
feedback.

C10. Uses
instructional
time effectively.

3.0 provides
students with
activities of
instructional
value for the
entire time,
paces them
appropriately,
AND performs
noninstructional
procedures
efficiently.

2.5 Student
performance
lies between
the 3.0 and
the 2.0
rating. Add
comments
below to
explain
further.

2.0 paces
instruction
appropriately
for most of the
students AND
does not spend
an excessive
amount of time
on noninstructional
procedural
matters.

1.5 Student
performance
lies between
the 2.0 and
the 1.0
rating. Add
comments
below to
explain
further.

1.0 paces
instruction
inappropriately
to the content
and/or the
students AND
spends
substantial
amounts of
instructional
time on
activities of
little
instructional
value.

0.3

Rubric Score

Rubric Mean

Comments: Instructional Performance section

D. REFLECTION AND EVALUATION

IMPACT ON STUDENT LEARNING *
Criterion

Performance Rating

3 - Target

D1. Provides
specific evidence
to document
student learning.

D2. Accurately
describes
strengths and
weaknesses of
his/her teaching
skills in relation
to student

3.0 provides
appropriate
AND detailed
evidence to
document
student
learning.

3.0 uses
evidence of
student
learning to
self-assess
teaching
strengths and
weaknesses.

2.5

2Acceptable

1.5

1Unacceptable

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 provides
some
appropriate
evidence to
document
student
learning.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 provides
no evidence to
document
student
learning.

0.75

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain

2.0 uses
some
evidence of
student
learning to
self-assess
teaching
strengths and
weaknesses.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain

1.0 does not

use evidence
of student
learning to
self-assess
teaching
strengths and
weaknesses.

0.75

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

further.

learning.
D3. Seeks and
uses information
from
professional
sources (i.e.
cooperating
teacher,
colleagues,
and/or research)
to improve
instruction.
D4. Indicates
strategies to
improve
instruction.

3.0 seeks
information
from varied
professional
resources
AND uses it
effectively to
improve
instruction.

3.0 develops
specific and
varied
strategies to
improve
instruction.

further.

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 seeks
information
from the
cooperating
teacher AND
attempts to
use it to
improve
instruction.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 neither
seeks NOR
uses
information
from
professional
sources to
improve
instruction.

0.75

2.5 Student
performance
lies between
the 3.0 and
the 2.0 rating.
Add
comments
below to
explain
further.

2.0 develops
general
proposals to
improve
instruction.

1.5 Student
performance
lies between
the 2.0 and
the 1.0 rating.
Add
comments
below to
explain
further.

1.0 develops
no proposals
to improve
instruction.

0.75

Rubric Score

Rubric Mean

Comments: Reflection and Evaluation section

E.

Professionalism

The student teacher demonstrates personal and professional behaviors that support
student learning and/or the performance of other professional responsibilities. *
Criterion

Performance Rating

3Target

2Acceptable

1Unacceptable

E1. Is responsible and dependable

0.27299999999999996

E2. Shows initiative

0.27299999999999996

E3. Is punctual and regular in

0.27299999999999996

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

attendance
E4. Exhibits the ability to make
decisions

0.27299999999999996

E5. Sets appropriate priorities and

meets deadlines

0.27299999999999996

E6. Displays mature judgment and selfcontrol

0.27299999999999996

E7. Demonstrates enthusiasm for

teaching

0.27299999999999996

E8. Has compassion for students

0.27299999999999996

E9. Dresses appropriately

0.27299999999999996

E10. Demonstrates professional

behavior with students, families and
school personnel

0.27299999999999996

E11. Maintains confidentiality

0.27299999999999996

Rubric Score

3.003

Rubric Mean

Dispositions

Dispositions
The JMU candidate ...
Criterion

Performance Rating

Target

emonstrates the
d
belief that all students
can learn, and deserve
to be treated fairly
[RESPECT]

Proactively builds a
climate of respect that
fosters connection and
collaboration among
individuals with
different backgrounds,

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO

Acceptable

Needs Improvement
/ Unacceptable

No
Chance
to
Observe

Treats all
learners regardless of
heritage, ability,
or circumstances
- with respect

Treats most learners

with respect and
dignity

No
Chance
to
Observe

0.03





&DPSXV7RROV+LJKHU(G

beliefs, abilities, or
circumstances
emonstrates the
d
belief that all students
can learn, and deserve
to be treated fairly
[CONSIDERATION FOR
OTHERS]

emonstrates the
d
belief that all students
can learn, and deserve
to be treated fairly
[USE OF STRATEGIES
AND MATERIALS]

isplays effective
d
professional
communication in a
variety of educational
settings [VERBAL AND
NONVERBAL
COMMUNICATION]

isplays effective
d
professional
communication in a
variety of educational
settings
[ENCOURAGEMENT OF
LEARNERS]
orks collaboratively
w
with peers,
professional
colleagues, parents,
and the community
[GROUP WORK]
orks collaboratively
w
with peers,
professional
colleagues, parents,
and the community
[LISTENING]

and dignity.

Shows
consideration for
others through
expressions of
empathy and
concern at
appropriate
times.

Fails to show
consideration for
others through
expressions of
empathy and concern

No
Chance
to
Observe

0.03

Organizes and
implements
diverse
strategies and
materials that
maximize
learning
opportunities for
most individuals.

Creates strategies
and materials that
lack variety and fail to
maximize the learning
of diverse individuals.

No
Chance
to
Observe

0.03

Uses multiple modes of

verbal and nonverbal
communication to
professionally,
effectively and
respectfully convey
information

Uses multiple
modes of verbal
and nonverbal
communication
to effectively and
respectfully
convey
information

Conveys information
ineffectively due to
errors in or misuse of
verbal or nonverbal
information

No
Chance
to
Observe

0.03

Expects, invites and

encourages
participation from every
learner

Encourages and
elicits
participation
from most
learners

Fails to encourage or
elicit communication
from most learners

No
Chance
to
Observe

0.03

Contributes
effectively and
equitably to a
group effort

Contributes
ineffectively or
inequitably to group
effort

No
Chance
to
Observe

0.03

Respects team
members by
taking turns and
listening to
others without
interrupting

Fails to listen to
and/or interrupts
team members

No
Chance
to
Observe

0.03

Shows regard for

others by actively
listening and
responding with
empathy, concern, and
respect, regardless of
backgrounds, beliefs,
abilities or
circumstances

Gathers and examines

data to continually
evaluate effectiveness
and fair-access of
instruction to all
individuals

Engages others in work

or discussion in a
manner that actively
invites and facilitates
their contributions

Constructively builds
upon or synthesizes
others
contributions;
notices when others are
not participating and
invites them to engage

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





orks collaboratively
w
with peers,
professional
colleagues, parents,
and the community
[TASK COMPLETION]

r
eflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[FEEDBACK]

&DPSXV7RROV+LJKHU(G

Completes all assigned

tasks by deadline; work
accomplished is
thorough,
comprehensive, and
advances the project.
Proactively helps other
team members
complete their assigned
tasks to a similar level
of excellence.

Invites and uses

feedback from
supervisors and peers

Follows through
with
commitments;
takes initiative to
perform needed
tasks and
accomplish
identified
objectives

Neglects
commitments;
requires prompting to
complete assigned
tasks and meet
identified objectives

No
Chance
to
Observe

0.03

Uses feedback
from supervisors
and peers

Fails to use feedback

from supervisors and
peers

No
Chance
to
Observe

0.03

r
eflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
IDENTIFICATION OF
PROBLEMS]

Clearly and insightfully

identifies core problem
areas with evidence of
all relevant contextual
factors

Identifies a
surface-level
problem with
evidence of most
relevant
contextual
factors

Fails to
independently and
effectively identify
problem areas

No
Chance
to
Observe

0.03

r
eflects on his/her
knowledge, skills, and
dispositions in order to
improve as a
professional
[PROBLEM SOLVING]

Identifies multiple
approaches for solving
the problem that apply
within a specific
context.

Identifies only
one approach
for solving the
problem that
applies w/in a
specific context.

Fails to identify
effective problemsolving approaches
for context

No
Chance
to
Observe

0.03

Develops
general goals to
enhance
professional
growth.

Does not develop

goals for growth

No
Chance
to
Observe

0.03

Follows
suggestions to
engage in
supplemental
experiences to
enhance
professional
growth

Does not engage in

experiences to
promote growth

No
Chance
to
Observe

0.03

Demonstrates
potential to
respond to
unexpected

Responds to
unexpected situations
in an unreasonable
manner

No
Chance
to
Observe

0.03

i
s committed to
ongoing, professional
growth, and life-long
learning [DEVELOPS
GOALS]
i
s committed to
ongoing, professional
growth, and life-long
learning [SEEKS
EXPERIENCES]

odels a strong work

m
ethic and a mature,
professional manner
[UNEXPECTED

Clearly identifies
specific, relevant, and
important goals to
enhance professional
growth

Independently seeks
and actively pursues
novel experiences to
meet goals to enhance
professional growth.

Consistently responds
to unexpected
situations in a calm and

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

SITUATIONS]

reasonable manner.

odels a strong work

m
ethic and a mature,
professional manner
[PROFESSIONAL
IMAGE]

odels a strong work

m
ethic and a mature,
professional
manner[ADHERES TO
GUIDELINES]
odels a strong work
m
ethic and a mature,
professional
manner[ATTENDANCE]

odels a strong work

m
ethic and a mature,
professional manner
[DEADLINES]
odels a strong work
m
ethic and a mature,
professional manner
[CONFIDENTIALITY]

Consistently portrays a
professional image and
attitude in appearance
and behavior both in
and out of the
workplace.

Promotes, follows, and

enforces appropriate
guidelines, rules, and
regulations

Consistently attends
and arrives on time for
scheduled events and
activities

Meets deadlines for

assigned activities and
products without being
prompted/reminded

Respects confidentiality
of student records,
performance and
personal issues

situations calmly
and reasonably

Consistently
portrays a
professional
image and
attitude in
appearance and
behavior in the
workplace

Inconsistently
portrays a
professional image
and attitude in
appearance and
behavior

No
Chance
to
Observe

0.03

Follows
appropriate
guidelines, rules,
and regulations

Fails to adhere to
appropriate
guidelines rules, and
regulations

No
Chance
to
Observe

0.03

Usually
attends/arrives
on time for
scheduled
events/activities

Arrives late or fails to

attend scheduled
events/activities

No
Chance
to
Observe

0.03

Meets deadlines
for assigned
activities and
products

Fails to meet
deadlines for
assignments/products

No
Chance
to
Observe

0.03

Respects
confidentiality of
student records

Fails to respect
student confidentiality

No
Chance
to
Observe

0.03

Rubric
Score

0.57

Rubric
Mean

Suggestions

for Continuing Professional Development

Areas of
Strength and
Areas for Growth

Morgan created lessons that provided opportunities for her students to apply the
concepts learned. She promoted peer teaching within her lessons. She incorporated
technology into her lessons and encourage participation from her students during
instruction and guided practice.
She is professional, organized, and provided reflections of her experience. She needs
to use more probing questions to get her students to dig deeper. This will come with

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO





&DPSXV7RROV+LJKHU(G

more experience with the subject matter and time in the classroom.
Morgan did a fantastic job this block and I look forward to her next experience.
Well done, Morgan!!!!

Please remember the SAVE button

Please remember to use the SAVE button until after the due date. If you SUBMIT the binder before the due
date, your student may be unable to submit their information.

Total Score

15.323

Total Mean

0.289

ILOH&8VHUV0RUJDQ'RZQORDGV&DPSXV7RROV+LJKHU(GKWPO