24 Apr 2019 Page 1 of 14

Intern Name: Lily Harding

Internship: 19SP ETE 498-2

Submitted: Apr 24, 2019 Supervisor(s): Elizabeth Weber

Course/Term: ETE 498 - 2 : Student Teaching 1-6 ( 19SP-ETE ) Mentor(s): Genia Workheiser
Assessor: Elizabeth Weber (Supervisor) Site: Dunlap Grade School, 301 S
First Street, Dunlap IL 61525-0367
Comments: Lily is responsible, well prepared, and creative. She has a good rapport with her students and CT. She has Subject(s): Gen Ed
a lot of vocal energy which engages her students. Her classroom managements skills have improved greatly.
Grade(s): 1st

Level Descriptions

Level 4: Accomplished Student Teacher (Score 4)

After assuming full responsibility for all courses, the elementary student teacher is consistently successful in performing the criterion.

Level 3: Proficient Student Teacher (Score 3)

After assuming responsibility for all courses, the elementary student teacher is usually successful in performing the criterion.

Level 2: Developing Student Teacher (Score 2)

After assuming responsibility for all courses, the elementary student teacher is somewhat successful in performing the criterion with regular support from
the cooperating teacher.

Level 1: Emerging Student Teacher (Score 1)

After assuming responsibility for all courses, the elementary student teacher is challenged in performing the criterion even with much support from the
cooperating teacher.

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
Facilitates responsibility for all responsibility for all responsibility for all responsibility for all
learning courses, the elementary courses, the elementary courses, the elementary courses, the elementary
experiences student teacher was student teacher was student teacher with student teacher was
that make consistently successful in usually successful in regular support from the challenged even with much
connections to facilitating learning facilitating learning cooperating teacher support from the
other content experiences, integrating experiences, integrating facilitated learning cooperating teacher to
areas and to content areas and content areas and/or experiences, with some facilitate learning
life students’ life experiences. students’ life experiences. integration of content experiences, with little or
experiences areas and/or students’ life no integration of content
1/7 (14%) experiences. areas or students’ life
experiences.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Adjusts courses, the elementary courses, the elementary courses, the elementary courses, the elementary
practice to student teacher was student teacher was student teacher with student teacher was
meet the consistently successful in usually successful in regular support from the challenged even with much
needs of adjusting practice to meet adjusting practice to meet cooperating teacher was support from the
individuals with the needs of individuals the needs of individuals somewhat successful in cooperating teacher to
exceptionalities with exceptionalities. with exceptionalities. adjusting practice to meet successfully adjust practice
1/7 (14%) the needs of individuals to meet the needs of
with exceptionalities. individuals with
exceptionalities.
Comments:
24 Apr 2019 Page 2 of 14
After assuming full After assuming After assuming After assuming
Participates in
responsibility for all responsibility for all responsibility for all responsibility for all
the design and
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
implementation
student teacher was student teacher was student teacher with student teacher was
of
consistently successful in usually successful in regular support from the challenged even with much
individualized
designing and designing and cooperating teacher was support from the
instruction for
implementing individualized implementing individualized somewhat successful in cooperating teacher to
students with
instruction for students with instruction for students with designing and successfully design and
special needs,
special needs (ELN), ELLs, special needs (ELN), ELLs, implementing individualized implement individualized
ELLs, and
and students who are and students who are instruction for students with instruction for students with
students who
gifted. gifted. special needs (ELN), ELLs, special needs (ELN), ELLs,
are gifted
1/7 (14%)
and students who are and students who are
gifted. gifted.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Works with courses, the elementary courses, the elementary courses, the elementary courses, the elementary
others to adapt student teacher was student teacher was student teacher with student teacher was
and modify consistently successful in usually successful in regular support from the challenged even with much
instruction to working with others to working with others to cooperating teacher was support from the
meet individual adapt and modify adapt and modify somewhat successful in cooperating teacher to
student needs instruction to meet instruction to meet working with others to work with others to adapt
1/7 (14%) individual student needs. individual student needs. adapt and modify and modify instruction to
instruction to meet meet individual student
individual student needs. needs.
Comments:
After assuming full After assuming After assuming After assuming
Uses a variety responsibility for all responsibility for all responsibility for all responsibility for all
of effective courses, the elementary courses, the elementary courses, the elementary courses, the elementary
behavioral student teacher was student teacher was student teacher with student teacher was
management consistently successful in usually successful in using regular support from the challenged even with much
techniques using a variety of effective a variety of effective cooperating teacher was support from the
appropriate to behavioral management behavioral management somewhat successful in cooperating teacher to use
the needs of techniques appropriate to techniques appropriate to using a variety of effective a variety of effective
all students the needs of all students. the needs of all students. behavioral management behavioral management
1/7 (14%) techniques appropriate to techniques appropriate to
the needs of all students. the needs of all students.
Comments:
After assuming full After assuming After assuming After assuming
Analyzes responsibility for all responsibility for all responsibility for all responsibility for all
student courses, the elementary courses, the elementary courses, the elementary courses, the elementary
behavior data student teacher was student teacher was student teacher with student teacher was
and uses consistently successful in usually successful in regular support from the challenged even with much
positive analyzing student behavior analyzing student behavior cooperating teacher was support from the
behavior data and using positive data and using positive somewhat successful in cooperating teacher to
interventions behavior interventions and behavior interventions and analyzing student behavior analyze student behavior
and supports supports. supports. data and using positive data and use positive
1/7 (14%) behavior interventions and behavior interventions and
supports. supports.
Comments:
After assuming full After assuming After assuming After assuming
Modifies the
responsibility for all responsibility for all responsibility for all responsibility for all
learning
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
environment
student teacher was student teacher was student teacher with student teacher was
(including the
consistently successful in usually successful in regular support from the challenged even with much
schedule and
modifying the learning modifying the learning cooperating teacher was support from the
physical
environment (including the environment (including the somewhat successful in cooperating teacher to
arrangement)
schedule and physical schedule and physical modifying the learning modify the learning
to facilitate
arrangement) to facilitate arrangement) to facilitate environment (including the environment (including the
appropriate
appropriate behaviors. appropriate behaviors. schedule and physical schedule and physical
behaviors
arrangement) to facilitate arrangement) to facilitate
1/7 (14%)
appropriate behaviors. appropriate behaviors.
Comments:
27.000 pts | 96.43 %

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
24 Apr 2019 Page 3 of 14
After assuming full After assuming After assuming After assuming
Creates responsibility for all responsibility for all responsibility for all responsibility for all
approaches to courses, the elementary courses, the elementary courses, the elementary courses, the elementary
learning that student teacher was student teacher was student teacher with student teacher was
are consistently successful in usually successful in regular support from the challenged even with much
interdisciplinary creating approaches to creating approaches to cooperating teacher support from the
and that learning that were learning that were created approaches to cooperating teacher to
integrate interdisciplinary and that interdisciplinary and that learning that were create approaches to
multiple integrated multiple content integrated multiple content somewhat interdisciplinary learning that were
content areas areas. areas. and that integrated some somewhat interdisciplinary
1/2 (50%) content areas. and that integrated some
content areas.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Teaches
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
students to
student teacher was student teacher was student teacher with student teacher was
develop written
consistently successful in usually successful in regular support from the challenged even with much
text
teaching students to teaching students to cooperating teacher was support from the
appropriate to
develop written text develop written text somewhat successful in cooperating teacher in
the content
appropriate to the content appropriate to the content teaching students to teaching students to
areas
areas. areas. develop written text develop written text
1/2 (50%)
appropriate to the content appropriate to the content
areas. areas.
Comments:
8.000 pts | 100 %

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Accurately
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
interprets and
student teacher was student teacher was student teacher with student teacher was
clearly
consistently successful in usually successful in regular support from the challenged even with much
communicates
accurately interpreting and accurately interpreting and cooperating teacher was support from the
performance
clearly communicating clearly communicating somewhat successful in cooperating teacher in
data
1/24 (4%)
performance data. performance data. accurately interpreting and accurately interpreting and
clearly communicating clearly communicating
performance data. performance data.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Appropriately courses, the elementary courses, the elementary courses, the elementary courses, the elementary
uses a variety student teacher was student teacher was student teacher with student teacher was
of formal and consistently successful in usually successful in regular support from the challenged even with much
informal appropriately using a appropriately using a cooperating teacher was support from the
assessments variety of formal and variety of formal and somewhat successful in cooperating teacher in
1/24 (4%) informal assessments. informal assessments. appropriately using a appropriately using a
variety of formal and variety of formal and
informal assessments. informal assessments.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
Uses
student teacher was student teacher was student teacher with student teacher was
appropriate
consistently successful usually successful in using regular support from the challenged even with much
technologies
using appropriate appropriate technologies cooperating teacher was support from the
for assessment
1/24 (4%)
technologies for for assessment. somewhat successful in cooperating teacher to use
assessment. using appropriate appropriate technologies
technologies for for assessment.
assessment.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
assessment
student teacher was student teacher was student teacher with student teacher was
data and
consistently successful usually successful in using regular support from the challenged even with much
observations to
using assessment data assessment data and cooperating teacher was support from the
affect
and observations to affect observations to affect somewhat successful in cooperating teacher to use
instruction
instruction. instruction. using assessment data assessment data and
1/24 (4%)
and observations to affect observations to affect
instruction. instruction.
24 Apr 2019 Page 4 of 14
Comments:
After assuming full After assuming After assuming After assuming
Collaborates responsibility for all responsibility for all responsibility for all responsibility for all
with school courses, the elementary courses, the elementary courses, the elementary courses, the elementary
personnel in student teacher was student teacher was student teacher with student teacher was
the consistently successful in usually successful in regular support from the challenged even with much
implementation collaborating with school collaborating with school cooperating teacher was support from the
of appropriate personnel in the personnel in the somewhat successful in cooperating teacher in
assessment implementation of implementation of collaborating with school collaborating with school
and instruction appropriate assessment appropriate assessment personnel in the personnel in the
for designated and instruction for and instruction for implementation of implementation of
students designated students. designated students. appropriate assessment appropriate assessment
1/24 (4%) and instruction for and instruction for
designated students. designated students.
Comments:
After assuming full After assuming After assuming After assuming
Analyzes and responsibility for all responsibility for all responsibility for all responsibility for all
uses student courses, the elementary courses, the elementary courses, the elementary courses, the elementary
information student teacher was student teacher was student teacher with student teacher was
and individual consistently successful in usually successful in regular support from the challenged even with much
experiences to analyzing and using analyzing and using cooperating teacher was support from the
design student information and student information and somewhat successful in cooperating teacher to
instruction that individual experiences to individual experiences to analyzing and using analyze and use student
meets diverse design instruction that design instruction that student information and information and individual
needs meets diverse needs. meets diverse needs. individual experiences to experiences to design
1/24 (4%) design instruction that instruction that meets
meets diverse needs. diverse needs.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Manages time, courses, the elementary courses, the elementary courses, the elementary courses, the elementary
materials, student teacher was student teacher was student teacher with student teacher was
technology, consistently successful in usually successful in regular support from the challenged even with much
and physical managing time, materials, maximizing instructional cooperating teacher was support from the
space technology, and physical time (e.g., minimizing somewhat successful in cooperating teacher to
1/24 (4%) space. transitional time). maximizing instructional manage time, materials,
time (e.g., minimizing technology, and physical
transitional time). space.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Maximizes
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
instructional
student teacher was student teacher was student teacher with student teacher was
time (e.g.,
consistently successful in usually successful in regular support from the challenged even with much
minimizes
maximizing instructional maximizing instructional cooperating teacher was support from the
transitional
time (e.g., minimizing time (e.g., minimizing somewhat successful in cooperating teacher to
time)
transitional time). transitional time). maximizing instructional maximize instructional time
1/24 (4%)
time (e.g., minimizing (e.g., minimize transitional
transitional time). time).
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Creates clear courses, the elementary courses, the elementary courses, the elementary courses, the elementary
expectations student teacher was student teacher was student teacher with student teacher was
and consistently successful in usually successful in regular support from the challenged even with much
procedures creating clear expectations creating clear expectations cooperating teacher was support from the
1/24 (4%) and procedures. and procedures. somewhat successful in cooperating teacher to
creating clear expectations create clear expectations
and procedures. and procedures.
Comments:
After assuming full After assuming After assuming After assuming
Demonstrates
responsibility for all responsibility for all responsibility for all responsibility for all
fluency in
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
technology
student teacher was student teacher was student teacher with student teacher was
systems, uses
consistently successful in usually successful in regular support from the challenged even with much
technology to
demonstrating fluency in demonstrating fluency in cooperating teacher was support from the
support
technology systems, using technology systems, using somewhat successful in cooperating teacher to
instruction and
technology to support technology to support demonstrating fluency in demonstrate fluency in
enhance
instruction and enhancing instruction and enhancing technology systems, using technology systems, use
student
student learning. student learning. technology to support technology to support
learning
1/24 (4%)
instruction and enhancing instruction and enhance
student learning. student learning.
Comments:
24 Apr 2019 Page 5 of 14
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Engages courses, the elementary courses, the elementary courses, the elementary courses, the elementary
students in student teacher was student teacher was student teacher with student teacher was
individual and consistently successful in usually successful in regular support from the challenged even with much
group-learning engaging students in engaging students in cooperating teacher was support from the
activities individual and group- individual and group- somewhat successful in cooperating teacher to
1/24 (4%) learning activities. learning activities. engaging students in engage students in
individual and group- individual and group-
learning activities. learning activities.
Comments:
After assuming full After assuming After assuming After assuming
Models and
responsibility for all responsibility for all responsibility for all responsibility for all
facilitates
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
effective use of
student teacher was student teacher was student teacher with student teacher was
current and
consistently successful in usually successful in regular support from the challenged even with much
emerging
modeling and facilitating modeling and facilitating cooperating teacher was support from the
digital tools to
effective use of current effective use of current somewhat successful in cooperating teacher to
locate,
and emerging digital tools and emerging digital tools modeling and facilitating model and facilitate
analyze,
to locate, analyze, to locate, analyze, effective use of current and effective use of current and
evaluate, and
evaluate, and use evaluate, and use emerging digital tools to emerging digital tools to
use information
information resources. information resources. locate, analyze, evaluate, locate, analyze, evaluate,
resources
1/24 (4%)
and use information and use information
resources. resources.
Comments:
Teaches After assuming full After assuming After assuming After assuming
students to responsibility for all responsibility for all responsibility for all responsibility for all
analyze, courses, the elementary courses, the elementary courses, the elementary courses, the elementary
evaluate, student teacher was student teacher was student teacher with student teacher was
synthesize, consistently successful in usually successful in regular support from the challenged even with much
and summarize teaching students to teaching students to cooperating teacher was support from the
information in analyze, evaluate, analyze, evaluate, somewhat successful in cooperating teacher in
single texts synthesize, and summarize synthesize, and summarize teaching students to teaching students to
and across information in single texts information in single texts analyze, evaluate, analyze, evaluate,
multiple texts, and across multiple texts, and across multiple texts, synthesize, and summarize synthesize, and summarize
including including electronic including electronic information in single texts information in single texts
electronic resources. resources. and across multiple texts, and across multiple texts,
resources including electronic including electronic
1/24 (4%) resources. resources.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Monitors and
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
adjusts
student teacher was student teacher was student teacher with student teacher was
strategies in
consistently successful in usually successful in regular support from the challenged even with much
response to
monitoring and adjusting monitoring and adjusting cooperating teacher was support from the
feedback from
strategies in response to strategies in response to somewhat successful in cooperating teacher in
the student
1/24 (4%)
feedback from the student. feedback from the student. monitoring and adjusting monitoring and adjusting
strategies in response to strategies in response to
feedback from the student. feedback from the student.
Comments:
Varies his/her After assuming full After assuming After assuming After assuming
role in the responsibility for all responsibility for all responsibility for all responsibility for all
instructional courses, the elementary courses, the elementary courses, the elementary courses, the elementary
process as student teacher was student teacher was student teacher with student teacher was
instructor, consistently successful in usually successful in regular support from the challenged even with much
facilitator, varying his/her role in the varying his/her role in the cooperating teacher was support from the
coach, or instructional process as instructional process as somewhat successful in cooperating teacher in
audience in instructor, facilitator, coach, instructor, facilitator, coach, varying his/her role in the varying his/her role in the
relation to the or audience in relation to or audience in relation to instructional process as instructional process as
content and the content and purposes the content and purposes instructor, facilitator, coach, instructor, facilitator, coach,
purposes of of instruction and the of instruction and the or audience in relation to or audience in relation to
instruction and needs of students. needs of students. the content and purposes the content and purposes
the needs of of instruction and the of instruction and the
students needs of students. needs of students.
1/24 (4%)

Comments:
24 Apr 2019 Page 6 of 14
After assuming full After assuming After assuming After assuming
Uses responsibility for all responsibility for all responsibility for all responsibility for all
technology to courses, the elementary courses, the elementary courses, the elementary courses, the elementary
accomplish student teacher was student teacher was student teacher with student teacher was
differentiated consistently successful in usually successful in using regular support from the challenged even with much
instructional using technology to technology to accomplish cooperating teacher was support from the
objectives that accomplish differentiated differentiated instructional somewhat successful in cooperating teacher in
enhance instructional objectives that objectives that enhanced using technology to using technology to
learning for enhanced learning for learning for individuals with accomplish differentiated accomplish differentiated
individuals with individuals with exceptionalities. instructional objectives that instructional objectives that
exceptionalities exceptionalities. enhanced learning for enhanced learning for
1/24 (4%) individuals with individuals with
exceptionalities. exceptionalities.
Comments:
Accesses and After assuming full After assuming After assuming After assuming
uses a wide responsibility for all responsibility for all responsibility for all responsibility for all
range of courses, the elementary courses, the elementary courses, the elementary courses, the elementary
information student teacher was student teacher was student teacher with student teacher was
and consistently successful in usually successful in regular support from the challenged even with much
instructional accessing and using a accessing and using a cooperating teacher was support from the
technologies to wide range of information wide range of information somewhat successful in cooperating teacher in
enhance and instructional and instructional accessing and using a accessing and using a
students’ technologies to enhance technologies to enhance wide range of information wide range of information
ongoing students’ ongoing growth students’ ongoing growth and instructional and instructional
growth and and achievements. and achievements. technologies to enhance technologies to enhance
achievements students’ ongoing growth students’ ongoing growth
1/24 (4%) and achievements. and achievements.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses effective
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
co-planning
student teacher was student teacher was student teacher with student teacher was
and co-
consistently successful in usually successful in using regular support from the challenged even with much
teaching
using effective co-planning effective co-planning and cooperating teacher was support from the
techniques to
and co-teaching co-teaching techniques to somewhat successful in cooperating teacher to
deliver
techniques to deliver deliver instruction to using effective co-planning successfully use effective
instruction to
instruction to individuals individuals with and co-teaching co-planning and co-
individuals with
with exceptionalities. exceptionalities. techniques to deliver teaching techniques to
exceptionalities
1/24 (4%)
instruction to individuals deliver instruction to
with exceptionalities. individuals with
exceptionalities.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
assessment
student teacher was student teacher was student teacher with student teacher was
results to
consistently successful in usually successful in using regular support from the challenged even with much
identify
effectively and consistently assessment results to cooperating teacher support from the
learning
using assessment results identify learning targets. adequately used cooperating teacher to
targets
1/24 (4%)
to identify learning targets. assessment results to effectively use assessment
identify learning targets. results to identify learning
targets.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
student teacher was student teacher was student teacher with student teacher was
consistently successful in usually successful in regular support from the challenged even with much
Involves
involving students in involving students in cooperating teacher support from the
students in
assessing their own assessing their own adequately involved cooperating teacher in
self-
performance and performance and students in assessing their involving students in
assessment
1/24 (4%)
encouraging students to encouraging students to own performance and assessing their own
take responsibility for take responsibility for encouraging students to performance and
monitoring and improving monitoring and improving take responsibility for encouraging students to
their own performance. their own performance. monitoring and improving take responsibility for
their own performance. monitoring and improving
their own performance.
Comments:
24 Apr 2019
After assuming full
responsibility for all
courses, the elementary
student teacher was
Evidence of
consistently successful in
Learning: Pre-
planning and delivering
assessment
instruction of objectives
Data Collection
which effectively included
1/24 (4%)
assessment of prior
learning.
Comments:
After assuming full
responsibility for all
courses, the elementary
Evidence of student teacher was
Learning: consistently successful in
Assessment effectively planning and
Data Guided executing appropriate
Instruction instruction to advance
1/24 (4%) student’s learning based
on prior assessment data.
Comments:
After assuming full
responsibility for all
courses, the elementary
Evidence of
student teacher was
Learning:
consistently successful in
Assessment
designing and
Data Used to
implementing appropriate
Monitor
assessment instruments to
Progress
measure progress toward
1/24 (4%)
objectives.
Comments:
After assuming full
responsibility for all
Evidence of courses, the elementary
Learning: Data student teacher was
Analyzed to consistently successful in
Guide Future demonstrating evidence of
Instruction effective data analysis to
1/24 (4%) guide future instruction.
Comments:
After assuming
responsibility for all
courses, the elementary
student teacher was
usually successful in
planning and delivering
instruction of objectives
which effectively included
assessment of prior
learning.
After assuming
responsibility for all
courses, the elementary
student teacher was
usually successful in
effectively planning and
executing appropriate
instruction to advance
student’s learning based
on prior assessment data.
After assuming
responsibility for all
courses, the elementary
student teacher was
usually successful in
designing and
implementing appropriate
assessment instruments to
measure progress toward
objectives.
After assuming
responsibility for all
courses, the elementary
student teacher was
usually successful in
demonstrating evidence of
effective data analysis to
guide future instruction.
After assuming
responsibility for all
courses, the elementary
student teacher with
regular support from the
cooperating teacher
adequately planned and
delivered instruction of
objectives which effectively
included assessment of
prior learning.
After assuming
responsibility for all
courses, the elementary
student teacher with
regular support from the
cooperating teacher
adequately planned and
executed appropriate
instruction to advance
student’s learning based
on prior assessment data.
After assuming
responsibility for all
courses, the elementary
student teacher with
regular support from the
cooperating teacher
adequately designed and
implemented appropriate
assessment instruments to
measure progress toward
objectives.
After assuming
responsibility for all
courses, the elementary
student teacher with
regular support from the
cooperating teacher
adequately demonstrated
evidence of effective data
analysis to guide future
instruction.
Page 7 of 14
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with much
support from the
cooperating teacher in
planning and delivering
instruction of objectives
which effectively included
assessment of prior
learning.
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with much
support from the
cooperating teacher in
planning and executing
appropriate instruction to
advance student’s learning
based on prior assessment
data.
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with much
support from the
cooperating teacher in
designing and
implementing appropriate
assessment instruments to
measure progress toward
objectives.
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with much
support from the
cooperating teacher in
demonstrating evidence of
effective data analysis to
guide future instruction.
96.000 pts | 100 %

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
Reflects on responsibility for all responsibility for all responsibility for all responsibility for all
professional courses, the elementary courses, the elementary courses, the elementary courses, the elementary
practice and student teacher was student teacher was student teacher with student teacher was
resulting consistently successful in usually successful in regular support from the challenged even with
outcomes; reflecting on professional reflecting on professional cooperating teacher was much support from the
engages in self- practice and resulting practice and resulting somewhat successful in cooperating teacher in
assessment; and outcomes; engaging in outcomes; engaging in reflecting on professional reflecting on professional
adjusts practices self-assessment; and self-assessment; and practice and resulting practice and resulting
to improve adjusting practices to adjusting practices to outcomes; engaging in outcomes; engaging in
student improve student improve student self-assessment; and self-assessment; and
performance performance. performance. adjusting practices to adjusting practices to
1/24 (4%) improve student improve student
performance. performance.
Comments:
24 Apr 2019 Page 8 of 14
After assuming full After assuming After assuming After assuming
Participates in responsibility for all responsibility for all responsibility for all responsibility for all
professional courses, the elementary courses, the elementary courses, the elementary courses, the elementary
development, student teacher was student teacher was student teacher with student teacher was
professional consistently successful in usually successful in regular support from the challenged even with
organizations, participating in participating in cooperating teacher was much support from the
and learning professional development, professional development, somewhat successful in cooperating teacher in
communities, and professional organizations, professional organizations, participating in participating in
engages in peer and learning communities, and learning communities, professional development, professional development,
coaching and and engaging in peer and engaging in peer professional organizations, professional organizations,
mentoring coaching and mentoring coaching and mentoring and learning communities, and learning communities,
activities activities. activities. and engaging in peer and engaging in peer
1/24 (4%) coaching and mentoring coaching and mentoring
activities. activities.
Comments:
After assuming full After assuming After assuming After assuming
Proactively serves responsibility for all responsibility for all responsibility for all responsibility for all
all students and courses, the elementary courses, the elementary courses, the elementary courses, the elementary
their families with student teacher was student teacher was student teacher with student teacher was
equity and honor consistently successful in usually successful in regular support from the challenged even with
and advocates on proactively serving all proactively serving all cooperating teacher was much support from the
their behalf, students and their families students and their families somewhat successful in cooperating teacher in
ensuring the with equity and honor and with equity and honor and proactively serving all proactively serving all
learning and well- advocating on their behalf, advocating on their behalf, students and their families students and their families
being of each ensuring the learning and ensuring the learning and with equity and honor and with equity and honor and
child well-being of each child. well-being of each child. advocating on their behalf, advocating on their behalf,
1/24 (4%) ensuring the learning and ensuring the learning and
well-being of each child. well-being of each child.
Comments:
Is aware of and Not an option for this The elementary student Not an option for this The elementary student
complies with the standard. teacher was aware and standard. teacher was unaware and
mandatory complied with the / or did not comply with the
reporter provisions mandatory reporter mandatory reporter
of Section 4 of provisions of Section 4 of provisions of Section 4 of
the Abused and the Abused and the Abused and Neglected
Neglected Child Neglected Child Reporting Child Reporting Act.
Reporting Act Act 100% of the time.
1/24 (4%)

Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
Maintains useful
student teacher was student teacher was student teacher with student teacher was
and accurate
consistently successful in usually successful in regular support from the challenged even with
records
maintaining useful and maintaining useful and cooperating teacher was much support from the
1/24 (4%)
accurate records. accurate records. somewhat successful in cooperating teacher in
maintaining useful and maintaining useful and
accurate records. accurate records.
Comments:
After assuming full After assuming After assuming After assuming
Maintains responsibility for all responsibility for all responsibility for all responsibility for all
accurate records, courses, the elementary courses, the elementary courses, the elementary courses, the elementary
manages data student teacher was student teacher was student teacher with student teacher was
effectively, and consistently successful in usually successful in regular support from the challenged even with
protects the maintaining accurate maintaining accurate cooperating teacher was much support from the
confidentiality of records, managing data records, managing data somewhat successful in cooperating teacher in
information effectively, and protecting effectively, and protecting maintaining accurate maintaining accurate
pertaining to the confidentiality of the confidentiality of records, managing data records, managing data
individuals with information pertaining to information pertaining to effectively, and protecting effectively, and protecting
exceptionalities individuals with individuals with the confidentiality of the confidentiality of
and family exceptionalities and family. exceptionalities and family. information pertaining to information pertaining to
1/24 (4%) individuals with individuals with
exceptionalities and family. exceptionalities and family.
Comments:
24 Apr 2019 Page 9 of 14
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Models digital courses, the elementary courses, the elementary courses, the elementary courses, the elementary
etiquette and student teacher was student teacher was student teacher with student teacher was
responsible social consistently successful in usually successful in regular support from the challenged even with
actions in the use modeling digital etiquette modeling digital etiquette cooperating teacher was much support from the
of digital and responsible social and responsible social somewhat successful in cooperating teacher in
technology actions in the use of digital actions in the use of digital modeling digital etiquette modeling digital etiquette
1/24 (4%) technology. technology. and responsible social and responsible social
actions in the use of digital actions in the use of digital
technology. technology.
Comments:
After assuming full After assuming After assuming After assuming
Models and responsibility for all responsibility for all responsibility for all responsibility for all
teaches safe, courses, the elementary courses, the elementary courses, the elementary courses, the elementary
legal, and ethical student teacher was student teacher was student teacher with student teacher was
use of digital consistently successful in usually successful in regular support from the challenged even with
information and modeling and teaching modeling and teaching cooperating teacher was much support from the
technology, safe, legal, and ethical safe, legal, and ethical somewhat successful in cooperating teacher in
including respect use of digital information use of digital information modeling and teaching modeling and teaching
for copyright, and technology, including and technology, including safe, legal, and ethical use safe, legal, and ethical use
intellectual respect for copyright, respect for copyright, of digital information and of digital information and
property intellectual property. intellectual property. technology, including technology, including
1/24 (4%) respect for copyright, respect for copyright,
intellectual property. intellectual property.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Models
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
professional
student teacher was student teacher was student teacher with student teacher was
behavior that
consistently successful in usually successful in regular support from the challenged even with
reflects honesty,
modeling professional modeling professional cooperating teacher was much support from the
integrity, personal
behavior that reflects behavior that reflects somewhat successful in cooperating teacher in
responsibility,
honesty, integrity, honesty, integrity, modeling professional modeling professional
confidentiality,
personal responsibility, personal responsibility, behavior that reflects behavior that reflects
altruism and
confidentiality, altruism confidentiality, altruism honesty, integrity, personal honesty, integrity, personal
respect
and respect. and respect. responsibility, responsibility,
1/24 (4%)
confidentiality, altruism and confidentiality, altruism and
respect. respect.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses leadership
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
skills that
student teacher was student teacher was student teacher with student teacher was
contribute to
consistently successful in usually successful in using regular support from the challenged even with
individual and
using leadership skills that leadership skills that cooperating teacher was much support from the
collegial growth
contributed to individual contributed to individual somewhat successful in cooperating teacher in
and development,
and collegial growth and and collegial growth and using leadership skills that using leadership skills that
school
development, school development, school contributed to individual contributed to individual
improvement, and
improvement, and the improvement, and the and collegial growth and and collegial growth and
the advancement
advancement of advancement of development, school development, school
of knowledge
knowledge. knowledge. improvement, and the improvement, and the
1/24 (4%)
advancement of advancement of
knowledge. knowledge.
Comments:
After assuming full After assuming After assuming After assuming
Establishes responsibility for all responsibility for all responsibility for all responsibility for all
respectful and courses, the elementary courses, the elementary courses, the elementary courses, the elementary
productive student teacher was student teacher was student teacher with student teacher was
relationships with consistently successful in usually successful in regular support from the challenged even with
parents or establishing respectful and establishing respectful and cooperating teacher was much support from the
guardians and productive relationships productive relationships somewhat successful in cooperating teacher in
seeks to develop with parents or guardians with parents or guardians establishing respectful and establishing respectful and
cooperative and developing and developing productive relationships productive relationships
partnerships to cooperative partnerships cooperative partnerships with parents or guardians with parents or guardians
promote student to promote student to promote student and developing and developing
learning learning. learning. cooperative partnerships cooperative partnerships
1/24 (4%) to promote student to promote student
learning. learning.
Comments:
24 Apr 2019 Page 10 of 14
After assuming full After assuming After assuming After assuming
Develops responsibility for all responsibility for all responsibility for all responsibility for all
professional courses, the elementary courses, the elementary courses, the elementary courses, the elementary
relationships with student teacher was student teacher was student teacher with student teacher was
parents and consistently successful in usually successful in regular support from the challenged even with
guardians that developing professional developing professional cooperating teacher was much support from the
result in fair and relationships with parents relationships with parents somewhat successful in cooperating teacher in
equitable and guardians that and guardians that developing professional developing professional
treatment of resulted in fair and resulted in fair and relationships with parents relationships with parents
individuals with equitable treatment of equitable treatment of and guardians that and guardians that
exceptionalities to individuals with individuals with resulted in fair and resulted in fair and
support growth exceptionalities to support exceptionalities to support equitable treatment of equitable treatment of
and learning growth and learning. growth and learning. individuals with individuals with
1/24 (4%) exceptionalities to support exceptionalities to support
growth and learning. growth and learning.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Communicates courses, the elementary courses, the elementary courses, the elementary courses, the elementary
with families, student teacher was student teacher was student teacher with student teacher was
responds to consistently successful in usually successful in regular support from the challenged even with
concerns, and communicating with communicating with cooperating teacher was much support from the
contributes to families, responding to families, responding to somewhat successful in cooperating teacher in
enhanced family concerns, and contributing concerns, and contributing communicating with communicating with
participation in to enhanced family to enhanced family families, responding to families, responding to
student education participation in student participation in student concerns, and contributing concerns, and contributing
1/24 (4%) education. education. to enhanced family to enhanced family
participation in student participation in student
education. education.
Comments:
After assuming full After assuming After assuming After assuming
Communicates responsibility for all responsibility for all responsibility for all responsibility for all
relevant courses, the elementary courses, the elementary courses, the elementary courses, the elementary
information and student teacher was student teacher was student teacher with student teacher was
ideas effectively consistently successful in usually successful in regular support from the challenged even with
to students, communicating relevant communicating relevant cooperating teacher was much support from the
parents or information and ideas information and ideas somewhat successful in cooperating teacher in
guardians, and effectively to students, effectively to students, communicating relevant communicating relevant
peers, using a parents or guardians, and parents or guardians, and information and ideas information and ideas
variety of peers, using a variety of peers, using a variety of effectively to students, effectively to students,
technology technology. technology. parents or guardians, and parents or guardians, and
1/24 (4%) peers, using a variety of peers, using a variety of
technology. technology.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
Uses co-planning
student teacher was student teacher was student teacher with student teacher was
and co-teaching
consistently successful in usually successful in using regular support from the challenged even with
techniques to
using co-planning and co- co-planning and co- cooperating teacher was much support from the
deliver instruction
teaching techniques to teaching techniques to somewhat successful in cooperating teacher in
to all students
deliver instruction to all deliver instruction to all using co-planning and co- using co-planning and co-
1/24 (4%)
students. students. teaching techniques to teaching techniques to
deliver instruction to all deliver instruction to all
students. students.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Works with other courses, the elementary courses, the elementary courses, the elementary courses, the elementary
teachers and student teacher was student teacher was student teacher with student teacher was
support personnel consistently successful in usually successful in regular support from the challenged even with
to design, adjust, working with other working with other cooperating teacher was much support from the
and modify teachers and support teachers and support somewhat successful in cooperating teacher in
instruction to meet personnel to design, personnel to design, working with other working with other
students’ reading, adjust, and modify adjust, and modify teachers and support teachers and support
writing, and oral instruction to meet instruction to meet personnel to design, personnel to design,
communication students’ reading, writing, students’ reading, writing, adjust, and modify adjust, and modify
needs and oral communication and oral communication instruction to meet instruction to meet
1/24 (4%) needs. needs. students’ reading, writing, students’ reading, writing,
and oral communication and oral communication
needs. needs.
Comments:
24 Apr 2019 Page 11 of 14
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Identifies and
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
utilizes community
student teacher was student teacher was student teacher with student teacher was
resources to
consistently successful in usually successful in regular support from the challenged even with
enhance student
identifying and utilizing identifying and utilizing cooperating teacher was much support from the
learning and to
community resources to community resources to somewhat successful in cooperating teacher in
provide
enhance student learning enhance student learning identifying and utilizing identifying and utilizing
opportunities for
and providing and providing community resources to community resources to
students to
opportunities for students opportunities for students enhance student learning enhance student learning
explore career
to explore career to explore career and providing and providing
opportunities
opportunities. opportunities. opportunities for students opportunities for students
1/24 (4%)
to explore career to explore career
opportunities. opportunities.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Works with all courses, the elementary courses, the elementary courses, the elementary courses, the elementary
school personnel student teacher was student teacher was student teacher with student teacher was
(e.g., support consistently successful in usually successful in regular support from the challenged even with
staff, teachers, working with all school working with all school cooperating teacher was much support from the
paraprofessionals) personnel (e.g., support personnel (e.g., support somewhat successful in cooperating teacher in
to develop staff, teachers, staff, teachers, working with all school working with all school
learning climates paraprofessionals) to paraprofessionals) to personnel (e.g., support personnel (e.g., support
for the school that develop learning climates develop learning climates staff, teachers, staff, teachers,
encourage unity for the school that for the school that paraprofessionals) to paraprofessionals) to
1/24 (4%) encourage unity. encourage unity. develop learning climates develop learning climates
for the school that for the school that
encourage unity. encourage unity.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
Collaborates with
student teacher was student teacher was student teacher with student teacher was
families and other
consistently successful in usually successful in regular support from the challenged even with
professionals
collaborating with families collaborating with families cooperating teacher was much support from the
1/24 (4%)
and other professionals. and other professionals. somewhat successful in cooperating teacher in
collaborating with families collaborating with families
and other professionals. and other professionals.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Participates in
courses, the elementary courses, the elementary courses, the elementary courses, the elementary
collaborative
student teacher was student teacher was student teacher with student teacher was
decision-making
consistently successful in usually successful in regular support from the challenged even with
and problem-
participating in participating in cooperating teacher was much support from the
solving with
collaborative decision- collaborative decision- somewhat successful in cooperating teacher in
colleagues and
making and problem- making and problem- participating in participating in
other
solving with colleagues solving with colleagues collaborative decision- collaborative decision-
professionals to
and other professionals to and other professionals to making and problem- making and problem-
achieve success
achieve success for all achieve success for all solving with colleagues solving with colleagues
for all students
students. students. and other professionals to and other professionals to
1/24 (4%)
achieve success for all achieve success for all
students. students.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Initiates courses, the elementary courses, the elementary courses, the elementary courses, the elementary
collaboration with student teacher was student teacher was student teacher with student teacher was
others to create consistently successful in usually successful in regular support from the challenged even with
opportunities that initiating collaboration with initiating collaboration with cooperating teacher was much support from the
enhance student others to create others to create somewhat successful in cooperating teacher in
learning opportunities that opportunities that initiating collaboration with initiating collaboration with
1/24 (4%) enhance student enhance student learning. others to create others to create
learning.dent learning. opportunities that enhance opportunities that enhance
student learning. student learning.
Comments:
24 Apr 2019
After assuming full
responsibility for all
Uses digital tools courses, the elementary
and resources to student teacher was
promote consistently successful in
collaborative using digital tools and
interactions resources to promote
1/24 (4%) collaborative interactions.
Comments:
After assuming full
responsibility for all
courses, the elementary
Uses conflict
student teacher was
resolution skills to
consistently successful in
enhance the
using conflict resolution
effectiveness of
skills to enhance the
collaboration and
effectiveness of
teamwork
collaboration and
1/24 (4%)
teamwork.
Comments:
After assuming full
responsibility for all
Collaborates with
courses, the elementary
other teachers,
student teacher was
students, parents
consistently successful in
or guardians,
collaborating with other
specialists,
teachers, students,
administrators,
parents or guardians,
and community
specialists, administrators,
partners to
and community partners to
enhance
enhance students’
students’ learning
learning.
1/24 (4%)
Comments:
Rubric
Accomplished (4.000 pts)
Elementary student
Possesses teacher displayed
Knowledge of exceptional knowledge of
Central reading, writing and oral
Concepts and language concepts and
Skills of skills; made multiple
Reading, connections among the
Writing and content, other parts of the
Oral discipline, and other
Language disciplines; frequently
1/8 (12%) pursued additional
knowledge.
Comments:
Elementary student
teacher demonstrated
Incorporates excellent pedagogical
Reading, practices to guide students’
Writing and development of reading,
Oral writing and oral language
Language concepts and skills that
Content reflected current research
Pedagogy within these areas;
1/8 (12%) regularly anticipated &
adjusted for student
misconceptions.
Comments:
After assuming After assuming
responsibility for all responsibility for all
courses, the elementary courses, the elementary
student teacher was student teacher with
usually successful in using regular support from the
digital tools and resources cooperating teacher was
to promote collaborative somewhat successful in
interactions. using digital tools and
resources to promote
collaborative interactions.
After assuming After assuming
responsibility for all responsibility for all
courses, the elementary courses, the elementary
student teacher was student teacher with
usually successful in using regular support from the
conflict resolution skills to cooperating teacher was
enhance the effectiveness somewhat successful in
of collaboration and using conflict resolution
teamwork. skills to enhance the
effectiveness of
collaboration and
teamwork.
After assuming After assuming
responsibility for all responsibility for all
courses, the elementary courses, the elementary
student teacher was student teacher with
usually successful in regular support from the
collaborating with other cooperating teacher was
teachers, students, somewhat successful in
parents or guardians, collaborating with other
specialists, administrators, teachers, students,
and community partners to parents or guardians,
enhance students’ specialists, administrators,
learning. and community partners to
enhance students’
learning.
Proficient (3.000 pts) Developing (2.000 pts)
Elementary student Elementary student
teacher consistently teacher displayed basic
displayed solid knowledge knowledge of reading,
of reading, writing and oral writing and oral language
language concepts and concepts and skills with
skills; made some some errors and was
connections among the unable to articulate
content, other parts of the connections with other
discipline, and other parts of the discipline or
disciplines; occasionally with other disciplines.
pursued additional
knowledge.
Elementary student Elementary student
teacher consistently teacher inconsistently
demonstrated good displayed basic
pedagogical practices to pedagogical knowledge to
guide students’ guide students’
development of reading, development of reading,
writing and oral language writing and oral language
concepts and skills that concepts and skills;
reflected current research anticipation and
within these areas; usually adjustment for student
anticipated & adjusted for misconceptions were
student misconceptions. seldom.
Page 12 of 14
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with
much support from the
cooperating teacher in
using digital tools and
resources to promote
collaborative interactions.
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with
much support from the
cooperating teacher in
using conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork.
After assuming
responsibility for all
courses, the elementary
student teacher was
challenged even with
much support from the
cooperating teacher in
collaborating with other
teachers, students,
parents or guardians,
specialists, administrators,
and community partners to
enhance students’
learning.
94.000 pts | 97.92 %
Emerging (1.000 pts) N/A
Elementary student
teacher made reading,
writing and oral language
content or skill errors or did
not correct content errors
students make.
Elementary student
teacher inconsistently
displayed basic
pedagogical knowledge to
guide students’
development of reading,
writing and oral language
concepts and skills; did not
anticipate or adjust for
student misconceptions.
24 Apr 2019
Elementary student
teacher displayed
exceptional knowledge of
Possesses science concepts,
Knowledge of processes and methods;
Central particularly inquiry; made
Concepts, multiple connections
Processes and among the science
Methods of disciplines, other parts of
Science the disciplines including the
1/8 (12%) nature of science, safety,
and other disciplines;
frequently pursued
additional knowledge.
Comments:
Elementary student
teacher demonstrated
excellent pedagogical
practices to guide students’
development of scientific
Incorporates concepts, processed and
Science methods, including inquiry,
Content that reflected current
Pedagogy research within these
1/8 (12%) areas; regularly anticipated
& adjusted for student
misconceptions;
demonstrated appropriate
safety practices.
Comments:
Elementary student
teacher displayed
Possesses exceptional knowledge of
Knowledge of conceptual and procedural
Central knowledge of mathematics
Concepts, and mathematics practices;
Procedures made multiple connections
and Practices among areas of
of mathematics and with other
Mathematics disciplines; pursued
1/8 (12%) additional knowledge.
Comments:
Elementary student
teacher demonstrated
excellent pedagogical
practices to guide students’
Incorporates development of
Mathematics mathematics concepts,
Content procedures and practices
Pedagogy that reflected current
1/8 (12%) research within these
areas; anticipated and
adjusted for student
misconceptions.
Comments:
Elementary student
teacher displayed
Possesses exceptional knowledge of
Knowledge of social studies concepts
Central and modes of inquiry used
Concepts and in the social sciences;
Modes of made connections among
Inquiry of the social science
Social Studies disciplines and other
1/8 (12%) disciplines; pursued
additional knowledge.
Comments:
Elementary student
teacher consistently
displayed solid knowledge
of science concepts,
processes and methods;
particularly inquiry; made
some connections among
the science disciplines,
other parts of the
disciplines including the
nature of science, safety,
and other disciplines;
pursued additional
knowledge.
Elementary student
teacher consistently
demonstrated good
pedagogical practices to
guide students’
development of scientific
concepts, processes and
method, including inquiry,
that reflected current
research within these
areas; usually anticipated
& adjusted for student
misconceptions; usually
demonstrated appropriate
safety practices.
Elementary student
teacher consistently
displayed solid knowledge
of conceptual and
procedural knowledge of
mathematics and
mathematics practices;
made some connections
among areas of
mathematics and with other
disciplines; pursued
additional knowledge.
Elementary student
teacher consistently
demonstrated good
pedagogical practices to
guide students’
development of
mathematics concepts,
procedures and practices
that reflected current
research within these
areas; at times, anticipated
and adjusted for student
misconceptions.
Elementary student
teacher consistently
displayed solid knowledge
of social studies concepts
and modes of inquiry used
in the social sciences;
made some connections
among the social science
disciplines and other
disciplines; pursued
additional knowledge.
Elementary student
teacher displayed basic
knowledge of science
concepts, processes,
methods and inquiry were
limited and articulation of
connections between
science disciplines and with
other disciplines were
infrequent; knowledge of
appropriate safety in
science was not rarely
exhibited.
Elementary student
teacher inconsistently
displayed basic
pedagogical knowledge to
guide students’
development of scientific
concepts, processes and
methods, including inquiry;
anticipation and
adjustment for student
misconceptions were
seldom; appropriate safety
practices were seldom
followed.
Elementary student
teacher made some
mathematics conceptual
and procedural errors,
infrequently used
mathematics practices
appropriately or did not
correct content errors;
made few connections
among areas of
mathematics and with other
disciplines; did not pursue
additional knowledge.
Elementary student
teacher inconsistently
displayed basic
pedagogical knowledge to
guide students’
development of
mathematics concepts,
procedures and practices;
did not anticipate student
misconceptions.
Elementary student
teacher displayed some
basic knowledge of social
studies concepts and
modes of inquiry used in
the social sciences; was
unable to articulate
connections among the
social science disciplines
and other disciplines;
pursuit of additional
knowledge was infrequent.
Page 13 of 14
Elementary student
teacher displayed basic
knowledge of science
concepts, processes,
methods and inquiry were
limited, included errors and
misconceptions and
articulation of connections
between science
disciplines and with other
disciplines were infrequent;
knowledge of appropriate
safety in science was
absent.
Elementary student
teacher inconsistently
displayed basic
pedagogical knowledge to
guide students’
development of science
concepts, processes,
inquiry; did not anticipate
or adjust for student
misconceptions: failed to
follow appropriate safety
practices.
Elementary student
teacher made numerous
mathematics conceptual
and procedural errors, did
not use mathematics
practices appropriately,
and did not correct content
errors; did not make
connections among areas
of mathematics and with
other disciplines; did not
pursue additional
knowledge.
Elementary student
teacher rarely displayed
understanding of
pedagogical issues
involved in student learning
of mathematics concepts,
procedures and practices;
did not anticipate student
misconceptions.
Elementary student
teacher displayed limited
knowledge of social studies
concepts and modes of
inquiry used in the social
sciences; was unable to
articulate connections
among the social science
disciplines and other
disciplines; did not pursue
additional knowledge.
24 Apr 2019
Elementary student
teacher demonstrated
excellent pedagogical
practices to guide students’
development of social
Incorporates
studies concepts and
Social Studies
modes of inquiry used in
Content
the social sciences that
Pedagogy
reflected current research
1/8 (12%)
within these areas;
anticipated & adjusted for
student misconceptions.
Comments:
Page 14 of 14
Elementary student Elementary student Elementary student
teacher consistently teacher inconsistently teacher rarely displayed
demonstrated good displayed basic basic pedagogical
pedagogical practices to pedagogical knowledge to knowledge to guide
guide students’ guide students’ students’ development of
development of social development of social social studies concepts
studies concepts and studies concepts and and modes of inquiry used
modes of inquiry used in modes of inquiry used in in the social sciences that
the social sciences that the social sciences that reflected current research
reflected current research reflected current research within these areas, did not
within these areas; at within these areas, did not anticipate student
times, anticipated & anticipate student misconceptions.
adjusted for student misconceptions.
misconceptions.
30.000 pts | 93.75 %