Explanations for Student Teachers viewing your assessment

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

The student teacher ...

* A.

KNOWLEDGE OF CONTENT

Criterion

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

Performance Rating
3 - Target

2.5

2Acceptable

1.5

1Unacceptable

3.0 explicitly references

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

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

2.0 explicitly
references
appropriate
content
standards in
daily plans.

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

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

0.75

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

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

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

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

0.75

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

2.0 uses
some
appropriate
examples to
illustrate basic
content
principles.

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

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

0.75

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

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

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

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

0.75

Rubric Score

3.0

Rubric Mean

0.0

3.0 clearly identifies key

principles and concepts
in daily plans AND
effectively uses them to
organize instruction,
develop learning
activities, or assess
student work.

A3. Uses
examples to
support basic
principles of
content.

3.0 uses appropriate

AND varied examples to
illustrate basic content
principles.

A4. Links content

to students' prior
experiences and
to related subject
areas.

3.0 references content

to both the students
prior experiences AND
related subject areas.

Comments:
Knowledge of
Content section

* B.

PREPARATION FOR INSTRUCTION

Criterion

Performance Rating
3 - Target

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

B2. Plans for

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

B3. Formulates
clear and
appropriate
learning
outcomes.

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

3.0
demonstrates
detailed
understanding
of the
background,
experiences,
and skill level
of all students
in the class.
3.0 effectively
plans
differentiated
instruction
based on the
varying needs
of the majority
of individuals in
the class.

3.0 develops
differentiated
learning
outcomes AND
states these
clearly on the
lesson plan.

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

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

2.5

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

2 - Acceptable

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

1.5

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

1Unacceptable
1.0
demonstrates
limited
understanding
of the
background,
experiences,
and skill level
of most
students in the
class.

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

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

1.0 does not

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

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

2.0 develops
appropriate
learning
outcomes for
the class AND
states these
clearly on the
lesson plan.

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

1.0 develops
inappropriate
learning
outcomes OR
fails to state
appropriate
outcomes
clearly on the
lesson plan.

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

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

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

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

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

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

2.0 plans
appropriate
assessments
that are linked
to learning
outcomes.

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

1.0 does not

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

0.6

0.5

0.6

0.6

0.5

further.

Comments:
Preparation of
Instruction
section
* C.

Rubric Score

2.8000000000000003

Rubric Mean

0.0

Planning for special needs children and children with different abilities is always a challenge. As you grow in
your teaching you will build assessments that you can use or tweak each year. Work with your team, so this
can be an easier process.

INSTRUCTIONAL PERFORMANCE

Criterion

Performance Rating
3 - Target

C1. Establishes a
safe physical
and
psychological
environment.

C2. Creates a
climate of
fairness and
respect.

C3. Maintains
consistent
standards for
positive
classroom
behavior.

C4. Makes
procedures and
outcomes clear
to students.

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

3.0 actively
encourages
fairness and
respect among
students AND
creates a
climate that
provides
access to
appropriate
learning
opportunities
for all students.

3.0
demonstrates
the ability to
change and
adapt
classroom
management
plans based on
students
changing
needs and
behavior.

3.0 ensures
that all
students
understand the
learning

2.5

2 - Acceptable

1.5

1Unacceptable

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

2.0 plans for

the physical
and
psychological
safety of
students.

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

1.0 does not

consider the
physical and
psychological
safety of
students.

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

2.0 treats
students fairly
and
respectfully.

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

1.0 does not

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

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

2.0 effectively
and
consistently
responds to
students
needs and
behavior.

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

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

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

2.0 provides
students with
clear, accurate
information
about the
learning

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

1.0 presents
unclear OR
inaccurate
information
about the
learning

0.3

0.3

0.3

0.3

objectives and
can carry out
the procedures
for instructional
activities.

C5. Presents
content
accurately and
effectively.

C6. Models
appropriate
language usage.

C7. Provides
appropriate
accommodations
for diverse
learners.

C8. Provides
opportunities for
content
application.

C9. Checks for

understanding

3.0 uses
effective
content
delivery
strategies,
makes content
relevant to
students prior
experiences,
and uses
technology
appropriately
for
presentation of
content.
3.0 uses
standard
English in
speech and
writing while
respecting
students
cultural and
dialectical
differences.

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

3.0 uses
activities or
strategies that
are specifically
designed to
actively
encourage
students to
think
independently,
creatively, or
critically about
content.
3.0 uses a

comments
below to
explain
further.

objectives and
procedures for
instructional
activities.

comments
below to
explain
further.

objectives or
the procedures
for instructional
activities.

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

2.0 uses
effective
strategies to
present
content to
students.

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

1.0 does not

use strategies
effectively to
present
content to
students.

2.0 uses
standard
English in
speech and
writing.

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

1.0 does not

use standard
English in
speech or
writing.

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

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

1.0 does not

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

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

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

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

2.5 Student

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

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

1.0 does not

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

2.0 monitors

1.5 Student

1.0 makes few

0.3

0.25

0.25

0.3

0.25

using a variety of
formal or
informal
assessment
techniques.

C10. Uses
instructional
time effectively.

Comments:
Instructional
Performance
section
* D.

variety of
assessment
techniques to
monitor and
analyze
individual and
group
comprehension
of the content,
makes
appropriate
instructional
adjustments as
necessary
AND gives all
students
meaningful,
substantive,
and specific
feedback.

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

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

student
comprehension
of content AND
provide
students with
limited
feedback.

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

attempts to
determine
student
comprehension
AND gives
students little
feedback.

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

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

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

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

0.3

Rubric Score

2.8499999999999996

Rubric Mean

0.0

The more you teach the more it will will become more natural to use the vocabulary that the students need
to know. Sometimes you have to assess students in different ways because of their abilities. Some students
have specific accommodations in an IEP.

REFLECTION AND EVALUATION IMPACT ON STUDENT LEARNING

Criterion

Performance Rating
3 - Target

D1. Provides specific

evidence to
document student
learning.

D2. Accurately
describes strengths
and weaknesses of

3.0 provides
appropriate
AND detailed
evidence to
document
student
learning.
3.0 uses
evidence of

2.5

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

2.5 Student
performance lies

2 - Acceptable

1.5

1Unacceptable

2.0 provides
some
appropriate
evidence to
document
student
learning.

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

1.0 provides no
evidence to
document
student
learning.

2.0 uses some

evidence of

1.5 Student
performance lies

1.0 does not

use evidence of

0.75

0.625

his/her teaching
skills in relation to
student learning.

student learning
to self-assess
teaching
strengths and
weaknesses.

D3. Seeks and uses

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

Comments:
Reflection and
Evaluation
section

3.0 seeks
information from
varied
professional
resources AND
uses it
effectively to
improve
instruction.
3.0 develops
specific and
varied strategies
to improve
instruction.

between the 3.0

and the 2.0
rating. Add
comments
below to explain
further.

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

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

student
learning to selfassess
teaching
strengths and
weaknesses.

between the 2.0

and the 1.0
rating. Add
comments
below to explain
further.

student learning
to self-assess
teaching
strengths and
weaknesses.

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

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

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

0.625

2.0 develops
general
proposals to
improve
instruction.

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

1.0 develops no
proposals to
improve
instruction.

0.625

Rubric Score

2.625

Rubric Mean

0.0

Use the resources where you teach. Your team & specialists can help when you have a struggling student
or need a new way of teaching a certain standard. Be open to new experiences and to feedback. Teachers
that have taught for years are still learning.

E. Professionalism
* The

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

Performance Rating
3Target

E1. Is responsible and dependable

E2. Shows initiative
E3. Is punctual and regular in attendance
E4. Exhibits the ability to make decisions
E5. Sets appropriate priorities and meets deadlines

2Acceptable

1Unacceptable
0.27299999999999996
0.182

0.27299999999999996
0.27299999999999996
0.27299999999999996

E6. Displays mature judgment and self-control

0.27299999999999996

E7. Demonstrates enthusiasm for teaching

0.27299999999999996

E8. Has compassion for students

0.27299999999999996

E9. Dresses appropriately

0.27299999999999996

E10. Demonstrates professional behavior with

students, families and school personnel

0.27299999999999996

E11. Maintains confidentiality

0.27299999999999996
Rubric Score

2.912000000000001

Rubric Mean

0.0

Dispositions

Dispositions
The JMU candidate ...
Criterion

Performance Rating
Target

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

demonstrates the
belief that all students
can learn, and deserve
to be treated fairly
[CONSIDERATION
FOR OTHERS]

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

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

Shows regard for

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

Gathers and
examines data to
continually evaluate
effectiveness and fairaccess of instruction to

Acceptable

Needs Improvement
/ Unacceptable

No
Chance
to
Observe

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

Treats most learners

with respect and
dignity

No
Chance
to
Observe

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

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

No
Chance
to
Observe

Organizes and
implements
diverse
strategies and
materials that
maximize

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

No
Chance
to
Observe

0.03

0.03

0.03

all individuals

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

displays effective
professional
communication in a
variety of educational
settings
[ENCOURAGEMENT
OF LEARNERS]
works collaboratively
with peers, professional
colleagues, parents, and
the community [GROUP
WORK]

works collaboratively
with peers, professional
colleagues, parents, and
the community
[LISTENING]

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

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

learning
opportunities for
most individuals.

Uses multiple modes

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

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

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

No
Chance
to
Observe

Expects, invites and

encourages
participation from every
learner

Encourages
and elicits
participation
from most
learners

Fails to encourage
or elicit
communication from
most learners

No
Chance
to
Observe

Contributes
effectively and
equitably to a
group effort

Contributes
ineffectively or
inequitably to group
effort

No
Chance
to
Observe

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

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

Completes all
assigned tasks by
deadline; work
accomplished is
thorough,
comprehensive, and
advances the project.
Proactively helps other
team members
complete their
assigned tasks to a
similar level of
excellence.
Invites and uses
feedback from
supervisors and peers

Clearly and
insightfully identifies
core problem areas
with evidence of all

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

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

Uses feedback
from supervisors
and peers

Identifies a
surface-level
problem with
evidence of most
relevant

Fails to listen to
and/or interrupts
team members

No
Chance
to
Observe

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

No
Chance
to
Observe

Fails to use
feedback from
supervisors and
peers

No
Chance
to
Observe

Fails to
independently and
effectively identify
problem areas

No
Chance
to
Observe

0.03

0.03

0.03

0.03

0.03

0.02

0.03

IDENTIFICATION OF
PROBLEMS]

relevant contextual
factors

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

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

is committed to
ongoing, professional
growth, and life-long
learning [DEVELOPS
GOALS]

is committed to
ongoing, professional
growth, and life-long
learning [SEEKS
EXPERIENCES]

models a strong work

ethic and a mature,
professional manner
[UNEXPECTED
SITUATIONS]

models a strong work

ethic and a mature,
professional manner
[PROFESSIONAL
IMAGE]

models a strong work

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

models a strong work

ethic and a mature,
professional manner
[DEADLINES]

contextual
factors

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

No
Chance
to
Observe

Does not develop

goals for growth

No
Chance
to
Observe

Does not engage in

experiences to
promote growth

No
Chance
to
Observe

Consistently
responds to
unexpected situations
in a calm and
reasonable manner.

Demonstrates
potential to
respond to
unexpected
situations calmly
and reasonably

Responds to
unexpected situations
in an unreasonable
manner

No
Chance
to
Observe

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

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

Inconsistently
portrays a
professional image
and attitude in
appearance and
behavior

No
Chance
to
Observe

Follows
appropriate
guidelines, rules,
and regulations

Fails to adhere to
appropriate
guidelines rules, and
regulations

No
Chance
to
Observe

Clearly identifies
specific, relevant, and
important goals to
enhance professional
growth
Independently seeks
and actively pursues
novel experiences to
meet goals to enhance
professional growth.

Promotes, follows,
and enforces
appropriate guidelines,
rules, and regulations

Develops
general goals to
enhance
professional
growth.

Fails to identify
effective problemsolving approaches
for context

Follows
suggestions to
engage in
supplemental
experiences to
enhance
professional
growth

Consistently attends
and arrives on time for
scheduled events and
activities

Usually
attends/arrives
on time for
scheduled
events/activities

Arrives late or fails

to attend scheduled
events/activities

No
Chance
to
Observe

Meets deadlines for

assigned activities and
products without being

Meets
deadlines for
assigned
activities and

Fails to meet
deadlines for
assignments/products

No
Chance
to
Observe

0.02

0.03

0.02

0.03

0.03

0.03

0.03

0.03

prompted/reminded
models a strong work
ethic and a mature,
professional manner
[CONFIDENTIALITY]

Respects
confidentiality of
student records,
performance and
personal issues

products
Respects
confidentiality of
student records

Fails to respect
student confidentiality

No
Chance
to
Observe

0.03

Rubric
Score

0.5400000000000001

Rubric
Mean

0.0

Suggestions for Continuing Professional Development

Areas of Strength
and Areas for
Growth

You truly have the desire and enthusiasm to be a teacher. You use engaging activities that are
memorable and involve moment. You are respectful to the students and encourage their learning.
The hands on activities and STEM activities that you did were wonderful. The students and I will
miss having you with us each day.
You need to strengthen your ability to use technology in a more comfortable way, and use other
resources. Each year that you teach try to become more knowledgeable in a new area. Be open to
new ideas and ways of teaching. Sometimes we have to teach and or do things in our profession
that is a little out of our comfort zone.

Please remember the SAVE button

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

Total Score

14.727000000000002

Total Mean

0.27786792452830195

Grade
Total Score
Grade

Close

14.727