DOES NOT EXCEEDS MEETS ELEMENTS EMERGING MEET EXPECTATIONS EXPECTATIONS EXPECTATIONS A.Focus for Points O Points, O Points O Points Plans align to Plans align to —~Plansalign to. —_—~Plans do not align Leaming: appropriate P-12 appropriate P-12 appropriate to the appropriate Standards and state state learning —-—P-12 state leaming P-12 state Objectives leaming standards standards standards learning standards AND AND AND/OR ANDIOR 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, objectivesitargets, objectives/ targets, objectivesitargets, objectivesitargets, and and learning tasks and and learning tasks leaming 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 —_objectivesitargets Articulates Articulates ANDIOR that are objectivesitargets objectivesitargets Articulates some appropriate for that are that are appropriate objectivesitargets jearners appropriate for for learners that are leamers and attend appropriate for to learners appropriate developmental progressions relative to age and content-area ‘Comments Collin writes goals that are measurable and consistently aligned to the state standards. He is still working on articulating them appropriately to his leamers.B. Materials and Resources Comments C. Assessment of P12 Learning Comments 0 Points Uses a variety of materials and resources, that 4. Align with all objectivesitargets 2, Make content 0 Points Uses a variety of ‘materials and resources that 4. Align with all objectivesitargets 2. Make content relevant to relevant to learners learners 3. Encourage individualization of leaming 0 Points 0 Points Uses materials and Materials and resources that align resources do not with align with some of the objectives/targets objectivesitargets 0 Points Plans a variety of assessments that 1. Provide opportunities for leamers of varying abilities to illustrate competence (whole class) 2. Align with the appropriate P-12 state leaming standards 3. Are culturally relevant and draw from leamers’ funds of knowledge 4, Promote learner growth 0 Points 0 Points 0 Points Plans a variety of Planned Planned assessments assessments. assessments, that 1. Provide 1. Are not included 1. Provide opportunities for OR opportunities for some leamers to 2. Do notalign with leamers to illustrate ilustrate the appropriate ‘competence competence (whole P-12 state (whole class) class) learning standards 2. Align with the 2. Align with the appropriate P12 appropriate P-12 state leaming state standards. learning standards 3. Are culturally relevant and draw from learners’ funds of knowledgeD. Differentiated Methods Comments 0 Points Lessons make meaningful and culturally relevant connections to 1. Leamers' prior 0 Points 0 Points Lessons make Lessons make an clear and coherent attempt to 0 Points, Lessons do not build on or connect connections to _build on, but are notto learners’ prior 1. Learners’ prior completely knowledge successful at 2. Previous lessons connecting to knowledge 3. Future leaming 1, Leamers’ prior 2, Previous lessons AND knowledge, 3. Future leaming Differentiation of 2. Previous 4. Other disciplines instruction lessons, OR and real-world supports learner future learning experiences development AND. AND AND Differentiation of Differentiation of Organizes instruction is instruction supports instruction to minimal leamer ensure AND development contents Organizes AND comprehensible instruction to Organizes and ‘ensure content is instruction to relevant for ‘comprehensible for ensure content is jeamers oe comprehensible, relevant, and challenging for learners knowledge ANDIOR Explanations given are illogical or inaccurate as to how the content connects to previous and future learning AND/OR Differentiation of instruction is absentE. Learning Target and Directions Comments F. Critical Thinking Comments 0 Points 0 Points 0 Points 0 Points Articulates accurate Artioulates an -—Articulates an Does not articulate and coherent accurate leaming inaccurate the learning target 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 0 Points 0 Points 0 Points 0 Points Engages learners Engages learners Introduces ANDIORDoes not introduce in critical thinking in in eritical models AND/OR mode! 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G. Checking for Understanding and Adjusting Instruction through Formative Assessment Comments 0 Points Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment AND Differentiates through planned and responsive adjustments (whole class/group and individual learners) 0 Points 0 Points 0 Points Checks for Inconsistently Does not check for understanding checks for understanding (whole understanding during lessons class/group) during during using formative lessons.using _lessonsusing _—_ assessment formative formative OR assessment assessment Does not make any ‘AND AND adjustments based Differentiates Adjusts instruction on leamers’ through accordingly, but responses adjustments to adjustments may instruction cause (whole class/group) additional confusionH. Digital Tools and Resources Comments 0 Points 0 Points 0 Points Discusses AND Discusses AND _Discusses Uses a variety of uses developmentally developmentally developmentally appropriate appropriate appropriate technologies technologies technologies (digital digital tools and (digital tools and tools and resources) resources) that resources) that relevant to learning 1. Are relevant to 1. Are relevant to objectives’ targets leaming objectives! leaming of the targets of the __objectives/ targets lesson lesson of the lesson AND 2, Engage leamers 2. Engage leamers Technology is not inthe inthe available demonstration of _ demonstration of knowledge or skills knowledge or 3, Extend leamers’ skills understanding of concepts 0 Points One of the following: A. Does not use technologies (digital tools and resources) to engage learners AND Technology is available in the setting OR B. Use of technologies is not relevant to the learning objectives! targets of the lesson OR C. Does not discuss technologies AND Technology is not available in the setting|. Safe and Respectful Learning Environment Comments 0 Points 0 Points O Points Actively involves Manages a safe Attempts to leamers to create and respectful manage a safe and teaming learning manage a safe and environment environment respectful learning through through the use of the use of routines routines through the use of and and transitions routines transitions AND/OR and transitions AND. Attempts to ‘AND Establishes and establish Establishes and promotes constructive promotes constructive relationships to constructive relationships to. engage leamers relationships to equitably engage AND/OR equitably engage learners Attempts to use leamers AND constructive AND Uses strategies to Uses research-based maintain research-based strategies to learners’ attention strategies to maintain learners’ (individual and maintain attention (hole group) leamers’ attention (individual and (individual and whole group) whole group) 0 Points Does not manage a safe leaming environment OR Does not establish constructive relationships to engage learners OR Does not use constructive strategies to maintain learners’ attention {individual and whole group)J. Data-Guided Instruction Comments K. Feedback to Leamers Comments 0 Points 0 Points 0 Points 0 Points Uses data-informed Uses data-informed Uses minimal data Does not use data decisions (trends decisions to to design to design and design instruction instruction and instruction and patterns) to set and coment assessment short and long term assessment goals AND for future instruction Uses contemporary and assessment tools for AND leamer data Uses contemporary record-keeping tools for learner data record-keeping and analysis, 0 Points 0 Points 0 Points 0 Points Provides feedback Provides feedback Provides minimal Does not provide 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 ANDareasfor for recognize strengths recognize improvement improvement. OR strengths OR areas 2.18 2.18 areas for for improvement comprehensible comprehensible improvement OR 3.Isdescriptive 3. Is descriptive OR Feedback is not 4. 1s individualized AND Feedback provided in a timely AND Provides timely provided ina fashion Provides timely feedback somewhat timely feedback, guiding fashion leamers on how to use feedback to monitor their own progress.L. Assessment Techniques Comments M Connections to Research and Theory Comments 0 Points 0 Points 0 Points 0 Points Evaluates and Evaluates and Assessment Assessment supports learning supports leaming techniques are techniques are ‘through through 1, Developmentally 1, Developmentally assessment assessment appropriate inappropriate techniques that are techniques 2.FormativeOR OR 1, Developmentally that are summative Not used appropriate 4. Developmentally 2, Formative AND appropriate summative 2. Formative AND 3. Diagnostic summative 4, Varied 0 Points o Points 0 Points 0 Points Discusses, Discusses and Mentions No connections OR provides evidence provides evidence connections to inaccurate of, and ‘of connections to educational connections to justifies educational research andlor educational connections to research andlor theory esearch andlor educational research andior “°° theory theory AND Uses research and/or theory to explain their P-12 leamers’ progressN. Participates in Professional Development (PD) Comments O Points, Participatesin at least one professional development opportunity (e.g ‘workshops, 0 Points Participatesin at least one professional development opportunity (e.g, workshop, seminars, attending seminar, attending a professional conference, joining a professional organization) AND. Provides evidence of an increased understanding of 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 a professional conference) AND Provides evidence of an increased understanding of the teaching profession as a result of the PD 0 Points Participatesin at least one professional development opportunity (eg. workshop seminar, attending a professional conference) 0 Points Does not participate in any professional development opportunity (e.g workshop, seminar, attending a professional conference)°. Demonstrates Effective Communicatio nwith Parents or Legal Guardians Comments 0 Points Provides evidence 0 Points Provides evidence of communication of communication with with parents or legal parents or legal guardians in guardians in accordance with accordance with district policies district policies (eg.,letter of —_(e.g,, letter of introduction, introduction, attends attends Parent-teacher _ parent-teacher conferences, conferences, ‘communication via email or online) AND. ‘communication via email or online) AND Provides Provides information about information about P-12 learning to Parents or legal guardians to promote understanding and academic progress AND. Interacts with parents or legal guardians in ways that improve understanding and encourage progress (e.g excha P-12 learning to parents or legal guardians to promote understanding and academic progress 0 Points 0 Points Provides evidence Does not provide of evidence communication with of communication parents or legal with guardians in parents or legal accordance with guardians district policies (e.., letter of introduction, attends parent-teacher conferences, email or online)Pp Demonstrates Punetuality Comments Q. Meets Deadlines and Obligations 0 Points 0 Points Reports on time or Reports on time for Inconsistently early for daily student teaching teaching AND. AND Additional teacher Additional teacher engagements (e.g., engagements (e.g. daily student IEPs, IEPs, teacher teacher committees) committees) 0 Points 0 Points Does not report on reports on time for time for daily student teaching student ANDIOR teaching Additional teacher ANDIOR engagements (e.g Additional teacher engagements (e. IEPs, teacher IEPs, jeacher committees) committees) 0 Points Meets deadlines and obligations 0 Points Meets deadlines and obligations established by established the cooperating _by the cooperating teacher and/or —_teacher and/or supervisor supervisor AND AND Informs all Informs all stakeholders stakeholders (cooperating (cooperating teacher, supervisor, teacher,supervisor, and/or faculty andor faculty members) of members) of absences prior to absences prior to the absence the AND absence Provides clear and AND complete directions Provides clear and and lessons for and substitutes/coopera lessons for ting teacher without reminders ting teacher complete directions AND substitutes/coopera directions and 0 Points 0 Points Most of the time Frequently misses meets deadlines or deadlines and obligations obligations established by the established by the cooperating teacher cooperating teacherand/or andlor supervisor supervisor AND/OR AND Does not inform Informs some _ stakeholders stakeholders (cooperating (cooperating teacher supervisor, teacher, andlor supervisor, and/or faculty members) of faculty absences prior to members) of the absences prior absence tothe absence AND/OR Does not provide Provides directions incomplete and lessons for substitutes/coopera lessons for ting substitutes! teacher cooperating teacherComments R. Preparation Comments Ss. Collaboration 0 Points O Points 0 Points 0 Points Prepared to teach Prepared to teach Not consistently Not prepared to ona daily basis on adaily basis prepared to teach on a with all with all teach on a dally dally basis with all materials (lesson materials (lesson basis with ‘materials (lesson plans, plans, all materials (lessonplans, 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 i accessible OR NOR easily organized AND organized accessible Prepared for the unexpected and flexible Collin is prepared to teach on a daily basis with his materials and resources organized and accessible. 0 Points 0 Points 0 Points 0 Points Demonstrates Demonstrates Demonstrates Does not collaborative collaborative collaborative demonstrate relationships with relationships relationships with collaborative cooperating teacherwith cooperating cooperating teacherrelationships 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 ofthe school teachers, teachers, school school community personnel, school personnel, personnel, (other administrators, etc.) administrators, etc.) administrators, etc.) teachers, schoo! AND AND personnel, Works with and Attempts to work administrators, etc.) leams from with and learn from colleagues in colleagues in planning planning and and implementing implementing instruction to meet. instructionComments T. Advocacy to Meet the Needs of Leamers or for the Teaching Profession Comments diverse needs of learners O Points Recognizes and 0 Points Recognizes and 0 Points Recognizes areas articulates specific articulates specific in need of areas in need of areas in advocacy, including need of advocacy, the 1, Needs of leamers (e.g. academic, physical, academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 2, Needs of the including the 1. Needs of leamers (e.g. social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR teaching profession 2. Needs of the teaching profession 2. Needs of the (eg technology integration, research-based practices) AND. Takes action(s) based upon identified needs, while following district protocols (eg. technology integration, research-based practices) advocacy, but cannot articulate the 1, Needs of learners (e.g academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable teaching profession (e.g, technology integration, research-based practices) 0 Points Does not recognize areas in need of advocacy, including the 1. Needs of leamers (e.9. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 2. Needs of the teaching profession (e.g, technology integration, research-based practices)U. Responds Positively to Feedback and Constructive Criticism Comments 0 Points 0 Points 0 Points Is receptive to Is receptive to _—Is receptive to feedback, feedback, feedback, constructive constructive constructive criticism, criticism, criticism, and supervision, and supervision, and supervision responds responds AND/OR professionally professionally _—_Incorporates AND AND feedback Incorporates Incorporates inconsistently feedback (eg. 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 0 Points Is not receptive to feedback, constructive criticism, and supervision AND/OR Does not incorporate feedback