DOES NOT

EXCEEDS MEETS
ELEMENTS EMERGING MEET
EXPECTATIONS EXPECTATIONS
EXPECTATIONS

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A. Focus for
Plans align to Plans align to Plans align to Plans do not align
Learning: appropriate P-12 appropriate P-12 appropriate to the appropriate
Standards and state state learning P-12 state learning P-12 state
learning standards standards standards learning standards
Objectives
AND AND AND/OR AND/OR
/Targets Goals are Goals are Some goals are Goals are absent or
measurable measurable measurable not measurable
AND AND AND/OR AND/OR
Standards, Standards, Standards, Standards,
objectives/targets, objectives/ targets, objectives/targets, objectives/targets,
and and learning tasks and and learning tasks
learning tasks are are learning tasks, are are not aligned with
consistently aligned consistently aligned loosely or each other
with with each are not consistently AND/OR
each other other aligned Does not articulate
AND AND with each other objectives/targets
Articulates Articulates AND/OR that are
objectives/targets objectives/targets Articulates some appropriate for
that are that are appropriate objectives/targets learners
appropriate for for learners that are
learners and attend appropriate for
to learners
appropriate
developmental
progressions
relative to age and
content-area

Comments Emily plans appropriately and connects her Goals to the state standards.
They are consistently specific and measurable.
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B. Materials
Uses a variety of Uses a variety of Uses materials and Materials and
and Resources materials and materials and resources that align resources do not
resources resources that with align with
that 1. Align with all some of the objectives/targets
1. Align with all objectives/targets objectives/targets
objectives/targets 2. Make content
2. Make content relevant to
relevant to learners learners
3. Encourage
individualization of
learning

Comments Emily is able to identify materials and resources that can enhance her
students' understanding, are relevant, and encourage individualization of
learning.

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C. Assessment
Plans a variety of Plans a variety of Planned Planned
of P-12 assessments that assessments assessments assessments
Learning 1. Provide that 1. Provide 1. Are not included
opportunities for 1. Provide opportunities for OR
learners of opportunities for some learners to 2. Do not align with
varying abilities to learners to illustrate illustrate the appropriate
illustrate competence competence (whole P-12 state
competence (whole class) class) learning standards
(whole class) 2. Align with the 2. Align with the
2. Align with the appropriate P12 appropriate P-12
appropriate P-12 state learning state
state standards learning standards
learning standards 3. Are culturally
3. Are culturally relevant and
relevant and draw draw from learners’
from funds of
learners’ funds of knowledge
knowledge
4. Promote learner
growth

Comments Emily uses a variety of assessment techniques and is able to inform her
learners and discuss their progress.
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D.
Lessons make Lessons make Lessons make an Lessons do not
Differentiated meaningful and clear and coherent attempt to build on or connect
Methods culturally connections to build on, but are not to learners’ prior
relevant 1. Learners’ prior completely knowledge
connections to knowledge successful at AND/OR
1. Learners’ prior 2. Previous lessons connecting to Explanations given
knowledge 3. Future learning 1. Learners’ prior are illogical or
2. Previous lessons AND knowledge, inaccurate as to
3. Future learning Differentiation of 2. Previous how the content
4. Other disciplines instruction lessons, OR connects to
and real-world supports learner future learning previous and future
experiences development AND learning
AND AND Differentiation of AND/OR
Differentiation of Organizes instruction is Differentiation of
instruction supports instruction to minimal instruction is absent
learner ensure AND
development content is Organizes
AND comprehensible instruction to
Organizes and ensure content is
instruction to relevant for comprehensible for
ensure content is learners learners
comprehensible,
relevant, and
challenging
for learners

Comments Emily plans and delivers lessons that are logically structured, well-organized,
reasonably paced for this developmental age level, coherent, and complete
with sound conceptual clarity.
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E. Learning
Articulates accurate Articulates an Articulates an Does not articulate
Target and and coherent accurate learning inaccurate the learning target
Directions learning target learning target OR
targets AND AND/OR Does not articulate
AND Articulates accurate Articulates directions/
Articulates accurate directions/ inaccurate
explanations
directions/explanati explanations directions/explanati
ons throughout the AND ons
lesson Sequences learning
AND experiences
Sequences learn appropriately

Comments Emily is able to articulate accurate learning targets and directions during her
launch, throughout the lesson, and during her closure. She sequences her
instructional delivery and learning activities with a good chronological flow.

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F. Critical
Engages learners Engages learners Introduces AND/OR Does not introduce
Thinking in critical thinking in in critical models AND/OR model
local and/or global thinking that critical thinking that critical thinking
contexts that 1. Fosters problem 1. Fosters problem that
1. Fosters problem solving solving 1. Fosters problem
solving 2. Encourages 2. Encourages solving
2. Encourages conceptual conceptual 2. Encourages
conceptual connections connections conceptual
connections
connections
3. Challenges
assumptions

Comments Emily asks probing questions and is able to scaffold her learners' problem
solving. She encourages her students' to support their assertions or claims
with evidence and she challenges assumptions.
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G. Checking
Checks for Checks for Inconsistently Does not check for
for understanding understanding checks for understanding
Understanding (whole (whole understanding during lessons
class/group AND class/group) during during using formative
and Adjusting
individual learners) lessons using lessons using assessment
Instruction during lessons formative formative OR
through using formative assessment assessment Does not make any
assessment AND AND adjustments based
Formative AND Differentiates Adjusts instruction on learners’
Assessment Differentiates through accordingly, but responses
through planned adjustments to adjustments may
and instruction cause
responsive (whole class/group) additional confusion
adjustments (whole
class/group and
individual learners)

Comments Emily requires active learner responses through discussion, group work and
monitoring work at their seats. She is able to make adjustments based on her
formative assessments.

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H. Digital Tools
Discusses AND Discusses AND Discusses One of the
and Resources uses a variety of uses developmentally following:
developmentally developmentally appropriate A. Does not use
appropriate appropriate technologies technologies (digital
technologies technologies (digital (digital tools and tools and
(digital tools and tools and resources) resources) to
resources) that resources) that relevant to learning engage learners
1. Are relevant to 1. Are relevant to objectives/ targets AND
learning objectives/ learning of the Technology is
targets of the objectives/ targets lesson available in the
lesson of the lesson AND setting
2. Engage learners 2. Engage learners Technology is not OR
in the in the available B. Use of
demonstration of demonstration of technologies is not
knowledge or skills knowledge or relevant to the
3. Extend learners’ skills learning
understanding of objectives/ targets
concepts of the lesson
OR
C. Does not
discuss
technologies
 AND
Technology is not
available in the
setting

Comments Emily uses digital tools that are relevant for her learners and engaging for
demonstration of their knowledge or skills.

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I. Safe and
Actively involves Manages a safe Attempts to Does not manage a
Respectful learners to create and respectful manage a safe safe learning
Learning and learning learning environment
manage a safe and environment environment OR
Environment
respectful learning through through the use of Does not establish
environment the use of routines routines constructive
through the use of and and transitions relationships to
routines transitions AND/OR engage learners
and transitions AND Attempts to OR
AND Establishes and establish Does not use
Establishes and promotes constructive constructive
promotes constructive relationships to strategies to
constructive relationships to engage learners maintain
relationships to equitably engage AND/OR learners’ attention
equitably engage learners Attempts to use (individual and
learners AND constructive
whole group)
AND Uses strategies to
Uses research-based maintain
research-based strategies to learners’ attention
strategies to maintain learners’ (individual and
maintain attention whole group)
learners’ attention (individual and
(individual and whole group)
whole
group)

Comments Emily can maintain a positive atmosphere for learning independent of her
Mentor teacher. She uses research based strategies to equitably engage her
learners.
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J. Data-Guided
Uses data-informed Uses data-informed Uses minimal data Does not use data
Instruction decisions (trends decisions to to design to design
and design instruction instruction and instruction and
patterns) to set and assessment assessment
short and long term assessment
goals AND
for future instruction Uses contemporary
and assessment tools for
AND learner data
Uses contemporary record-keeping
tools for learner
data
record-keeping and
analysis

Comments Emily reflects on data and uses it to inform her instructional design and her
assessments.

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K. Feedback to
Provides feedback Provides feedback Provides minimal Does not provide
Learners that that feedback feedback
1. Enables learners 1. Enables learners that OR
to recognize to recognize 1. Enables learners Feedback does not
strengths strengths OR areas to enable learners to
AND areas for for recognize strengths recognize
improvement improvement OR strengths OR areas
2. Is 2. Is areas for for improvement
comprehensible comprehensible improvement OR
3. Is descriptive 3. Is descriptive OR Feedback is not
4. Is individualized AND Feedback is provided in a timely
AND Provides timely provided in a
fashion
Provides timely feedback somewhat timely
feedback, guiding fashion
learners
on how to use
feedback to monitor
their
own progress

Comments Emily answers her learners' questions accurately and provides timely
feedback that extends their thinking. She gives written feedback that is
accurate and guides her learners on how to monitor their own progress.
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L. Assessment
Evaluates and Evaluates and Assessment Assessment
Techniques supports learning supports learning techniques are techniques are
through through 1. Developmentally 1. Developmentally
assessment assessment appropriate inappropriate
techniques that are techniques 2. Formative OR OR
1. Developmentally that are summative Not used
appropriate 1. Developmentally
2. Formative AND appropriate
summative 2. Formative AND
3. Diagnostic summative
4. Varied

Comments Emily incorporates a balance of assessment techniques that are appropriate

for this age level and are formative and summative.

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M.
Discusses, Discusses and Mentions No connections OR
Connections to provides evidence provides evidence connections to inaccurate
Research and of, and of connections to educational connections to
justifies educational research and/or educational
Theory
connections to research and/or theory research and/or
educational theory theory
research and/or
theory
AND
Uses research
and/or theory to
explain
their P-12 learners’
progress

Comments Emily can use research and theory to support why a task was chosen and
how an assessment is aligned to her instruction. She incorporates Core
Teaching Practices and other Best Practices into her teaching.
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N. Participates
Participatesin at Participatesin at Participatesin at Does not
in Professional least one least one least one participate in any
Development professional professional professional professional
development development development development
(PD)
opportunity (e.g. opportunity (e.g. opportunity opportunity (e.g.
workshops, workshop, (e.g. workshop,
seminars, attending seminar, attending workshop,seminar, seminar, attending
a professional a professional attending a a
conference, conference) professional professional
joining a AND conference) conference)
professional Provides evidence
organization) of an increased
AND understanding
Provides evidence of the teaching
of an increased profession as a
understanding of
result of the PD
the teaching
profession as a
result of the PD
AND
Reflects on own
professional
practice with
evidence
of application of the
knowledge
acquired from PD
during student
teaching

Comments Emily participates in all Professional development that is available to her. She
is able to reflect on her own teaching practice and displays an increased
understanding of the teaching profession.
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O.
Provides evidence Provides evidence Provides evidence Does not provide
Demonstrates of communication of communication of evidence
Effective with with communication with of communication
parents or legal parents or legal parents or legal with
Communicatio
guardians in guardians in guardians in parents or legal
n with Parents accordance with accordance with accordance with guardians
or Legal district policies district policies district
(e.g., letter of (e.g., letter of policies (e.g., letter
Guardians introduction, introduction, of
attends attends introduction,
parent-teacher parent-teacher attends
conferences, conferences, parent-teacher
communication via communication via conferences,
email or online) email or online) communication via
AND AND email or
Provides Provides online)
information about information about
P-12 learning to P-12 learning to
parents or legal parents or legal
guardians to guardians to
promote promote
understanding and understanding and
academic progress academic progress
AND
Interacts with
parents or legal
guardians in ways
that improve
understanding and
encourage
progress (e.g.
excha

Comments Emily uses face-to-face or written communication with parents or legal

guardians in accordance with district policies. She interacts in ways that
improve academic understanding and encourage progress.
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P.
Reports on time or Reports on time for Inconsistently Does not report on
Demonstrates early for daily daily student reports on time for
Punctuality student teaching teaching time for daily student teaching
AND AND student AND/OR
Additional teacher Additional teacher teaching Additional teacher
engagements (e.g., engagements (e.g., AND/OR engagements (e.g.,
IEPs, IEPs, Additional teacher IEPs,
teacher teacher engagements (e.g., teacher
committees) committees) IEPs, committees)
teacher
committees)

Comments Emily reports on time for her daily student teaching and is timely or early with
written submissions to her Supervisor.

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Q. Meets
Meets deadlines Meets deadlines Most of the time Frequently misses
Deadlines and and obligations and obligations meets deadlines or
Obligations established by established deadlines and obligations
the cooperating by the cooperating obligations established by the
teacher and/or teacher and/or established by the cooperating teacher
supervisor supervisor cooperating teacher and/or
AND AND and/or supervisor
Informs all Informs all supervisor AND/OR
stakeholders stakeholders AND Does not inform
(cooperating (cooperating Informs some stakeholders
teacher,supervisor, teacher,supervisor, stakeholders (cooperating
and/or faculty and/or faculty (cooperating teacher,supervisor,
members) of members) of teacher, and/or
absences prior to absences prior to supervisor, and/or faculty members) of
the absence the faculty absences prior to
AND absence members) of the
Provides clear and AND absences prior absence
complete directions Provides clear and to the absence AND/OR
and complete directions AND Does not provide
lessons for and Provides directions
substitutes/coopera lessons for incomplete and lessons for
ting teacher substitutes/coopera directions and substitutes/coopera
without reminders lessons for ting
ting teacher
substitutes/ teacher
cooperating
teacher
Comments Emily meets or is early for deadlines and obligations established by her
Mentor teacher and Supervisor.

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R. Preparation
Prepared to teach Prepared to teach Not consistently Not prepared to
on a daily basis on a daily basis prepared to teach on a
with all with all teach on a daily daily basis with all
materials (lesson materials (lesson basis with materials (lesson
plans, plans, all materials (lesson plans,
manipulatives, manipulatives, plans, manipulatives,
handouts, handouts, manipulatives, handouts,
resources, etc.) resources, etc.) handouts, resources, etc.)
AND AND resources, etc.) AND/OR
Materials are easily Materials are easily AND/OR Materials are not
accessible AND accessible AND Materials are easily organized
organized accessible OR NOR easily
organized
AND organized accessible
Prepared for the
unexpected and
flexible

Comments Emily is prepared to teach on a daily basis with materials and resources well
organized.

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S.
Demonstrates Demonstrates Demonstrates Does not
Collaboration collaborative collaborative collaborative demonstrate
relationships with relationships relationships with collaborative
cooperating teacher with cooperating cooperating teacher relationships
AND/OR members teacher AND/OR AND/OR members with cooperating
of the members of the teacher
school community of the school school community AND/OR members
(other teachers, community (other (other of the
school teachers, teachers, school school community
personnel, school personnel, personnel, (other
administrators, etc.) administrators, etc.) administrators, etc.) teachers, school
AND AND personnel,
Works with and Attempts to work administrators, etc.)
learns from with and learn from
colleagues in colleagues in
planning planning and
and implementing implementing
instruction to meet instruction
 diverse
needs of learners

Comments Emily demonstrates a positive collaborative relationship with her Mentor

teacher and is attempting to work with and learn from colleagues.

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T. Advocacy to
Recognizes and Recognizes and Recognizes areas Does not recognize
Meet the articulates specific articulates specific in need of areas in
Needs of areas in need of areas in advocacy, but need of advocacy,
advocacy, including need of advocacy, cannot including the
Learners or for
the including the articulate the 1. Needs of
the Teaching 1. Needs of 1. Needs of 1. Needs of learners (e.g.
Profession learners (e.g. learners (e.g. learners (e.g. academic, physical,
academic, physical, academic, physical, academic, physical, social,
social, emotional, social, emotional, social, emotional, and
and cultural needs; and cultural needs; emotional, and cultural
OR adequate OR cultural needs; OR
resources, adequate needs; OR adequate
equitable resources, adequate resources,
opportunities) equitable resources, equitable
OR opportunities) equitable opportunities)
2. Needs of the OR opportunities) OR
teaching profession 2. Needs of the OR 2. Needs of the
(e.g. teaching profession 2. Needs of the teaching
technology (e.g. teaching profession (e.g.
integration, technology profession (e.g. technology
research-based integration, technology integration,
practices) research-based integration, research-based
AND practices) research-based practices)
Takes action(s) practices)
based upon
identified needs,
while
following district
protocols

Comments Emily is able to advocate for the needs of her learners and engage in
discussions with other professionals in her building. She has an
understanding of the needs of the teaching profession.
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U. Responds
Is receptive to Is receptive to Is receptive to Is not receptive to
Positively to feedback, feedback, feedback, feedback,
Feedback and constructive constructive constructive constructive
criticism, criticism, criticism, and criticism, and
Constructive
supervision, and supervision, and supervision supervision
Criticism responds responds AND/OR AND/OR
professionally professionally Incorporates Does not
AND AND feedback incorporate
Incorporates Incorporates inconsistently feedback
feedback (e.g., feedback (e.g.,
from cooperating from cooperating
teacher, university teacher, university
supervisor) to supervisor) to
improve practice improve
AND practice
Proactively seeks
opportunities for
feedback from
other professionals

Comments Emily seeks opportunities for feedback from others and incorporates feedback
in a timely manner to improve her teaching practice.