TEACHER INTERVIEW RUBRIC - RIZZI
Candidate_____________________________
Background Experience
1. Tell me about yourself.
2. What experiences have you
had that make you a good fit for
this position?
Rationale: to see enthusiasm for
job and to learn about relevant
experiences.
Classroom Management
1. How do you communicate
classroom expectations to your
students?
2. What do you do if a student
neglects to follow the classroom
expectations?
Rationale: to hear how teacher
includes student choice in the
classroom and to ensure that
they have a behavior plan in
mind.
Purpose of Grading
1. What is the purpose of
grading in a classroom?
Rationale: to see if teacher’s
grading philosophy matches the
district’s Standards-Based
Grading philosophy.
Position__________________________
Unsatisfactory
- Teacher has little to no
experience and gives little effort
in describing how it relates to
the position.
- Teacher is unfamiliar with
qualifications necessary for
success in this position.
- Teacher shows little to no
enthusiasm on becoming a
teacher.
- Teacher does not have clearly
defined classroom expectations
for students.
- Teacher would reprimand the
student in front of the class or
otherwise deal with the
situation in an unprofessional
manner.
- Teacher believes grades
should serve to motivate
students.
- Teacher has not given much
more thought to the purpose of
grading.
Basic
- Teacher has minimal
experience that he or she
describes briefly.
- Teacher is somewhat familiar
with qualifications necessary for
success in this position.
- Teacher has experience that
does not directly related to the
position.
- Teacher defines classroom
expectations for students at the
beginning of the year.
- Teacher would deal with each
discipline situation on an
individual basis but does not
demonstrate a high level of
proficiency or experience in
working with student behaviors.
- Teacher believes grading is
used to report student progress
to parents.
Date___________________________
Proficient
- Teacher has relevant
experiences that he or she
describes with some
enthusiasm.
- Teacher understands some of
the necessary qualifications for
success in this position.
- Teacher has some amount of
related experience.
- Teacher would ask for student
input in developing classroom
expectations but would have
the final say in the expectations.
- Teacher would tell student
what they did wrong individually
and would make contact with
parents upon repeated offense,
when necessary.
- Teacher believes grades should
reflect student mastery of
material.
- Teacher believes grading is
useful so that all stakeholders
know the achievement level of
the student.
Highly Proficient
- Teacher has relevant
experiences that he or she can
clearly articulate and relate to
the position applied for.
- Teacher clearly understands
the necessary qualifications for
success in this position.
- Teacher has a significant
amount of related experience.
- Teacher facilitates classroom
dialogue and empowers
students to develop classroom
expectations.
- Teacher would post agreed-
upon expectations in the
classroom.
- Students would hold each
other accountable for these
expectations.
-Teacher would speak with
student individually and
reference the agreed-upon
behavioral expectations.
- Teacher believes grading is a tool
for providing feedback to a
student and is only a snapshot of
their overall progress.
- Teacher references a form of
standards-based grading in which
students are given multiple
attempts to demonstrate mastery
of material.
Purpose of Grading
2. Do you agree with this
statement? Giving a student a
zero teaches responsibility.
Unit Design
1. How do you determine
instructional goals for a unit?
Give an example of your
instructional goals in a unit plan.
2. What do you do in order to
ensure these goals are reached?
Rationale: to ensure teacher has
relevant background knowledge
in backwards-design and how to
set effective instructional goals
with high expectations for
students.
Lesson Design
1. What does a typical day look
like in your classroom?
2. How do you embed formative
assessment into your
classroom?
Rationale: to see how teacher
conducts business on a daily
basis in the classroom, ensuring
that he/she meets students’
needs in a variety of creative
ways.
- Teacher believes a zero
teaches responsibility and
should never be changed.
- Teacher cannot articulate
instructional goals for a
particular unit.
- Teacher is unfamiliar with how
to develop instructional goals
and provide ways for students
to reach these goals.
- Teacher describes most days
as lecture-based with little to no
student participation.
-Teacher is unfamiliar with
techniques for formative
assessment.
- Teacher believes a zero
teaches responsibility but would
consider changing a grade after
a parent or student makes
contact and the work is made
up.
- Teacher describes using the
textbook to develop
instructional goals for students.
- Teacher would create a
skeleton unit plan with a few
large assessments to gauge
student understanding.
- Teacher describes many days
as lecture-based with a
structured format for students
involving a set routine.
-Teacher describes one or two
techniques for formative
assessment that he or she might
use on occasion.
- Teacher believes in using a
zero as a placeholder to
encourage students to turn in
missing work.
- Teacher describes
collaborating with colleagues to
determine instructional goals.
- Teacher would create a
skeleton unit plan with a
learning target defined for each
lesson.
- Teacher would use formative
assessments along the way to
ensure students are making
adequate progress.
- Teacher describes creative
lesson planning in which
students are actively involved in
the lesson for the day through
discussion, projects, etc.
-Teacher describes a variety of
formative assessment
techniques but does not
describe using them to inform
his or her instruction.
- Teacher believes a zero does
not teach responsibility; it only
de-motivates students. Instead,
teacher would use other
methods to ensure students
complete work.
- Teacher would use a variety of
resources to develop
instructional goals including
text, colleagues, student
achievement levels, and
personal experience.
- Teacher is familiar with
backwards design. They would
start with instructional goals
and create a variety of learning
experiences that will help
students reach these goals.
- Teacher would use formative
assessment to flexibly change
plans along the way.
- Teacher describes situations
in which students take control
of their own learning and set the
direction for the unit based on
their interests.
- Teacher describes a variety of
active learning experiences in
the classroom.
-Teacher demonstrates a wealth
of knowledge of formative
assessment techniques and how
to use them to inform his or her
instruction.
Relationships
1. How do you connect with
your students during the first
weeks of school?
2. Describe a situation in which
you worked with a difficult
parent. What was the resolution
to the conflict?
Rationale: to ensure that the
teacher genuinely likes students
and wants to develop a personal
connection with them and their
parents.
Professional Responsibility
1. How do you strive to make
yourself a better educator?
Rationale: to ensure the teacher
candidate is a true lifelong
learner, interested in seeking out
opportunities to improve his/her
own practice.
- Teacher cannot describe a way
in which or she actively seeks to
connect with students.
- Teacher has no experience
working with a difficult parent.
- Teacher describes a conflict
situation that was not resolved.
- Teacher cannot articulate any
particular strategies he or she
uses to become a better
educator.
- Teacher gives a general
response without particular
details about student
relationships.
- Teacher gives a vague example
of a situation with no clear
indication of a resolution
developed without the help of a
third party.
- Teacher describes a situation
in which he or she gave in to
parent demands too easily.
- Teacher describes district-
provided professional learning
opportunities or other individual
activities (such as reading a
book about education)
- Teacher is able to give a
specific response to how he or
she develops relationships and
shows genuine enthusiasm and
excitement for the process.
- Teacher gives a specific
example of a conflict situation
and describes the steps he or
she took to resolve the
situation.
- Teacher describes a small
variety of methods that he or
she uses to find best practices in
education.
- Teacher describes
enthusiastically learning from
district-provided professional
learning opportunities and may,
on occasion, seek out his or her
own learning opportunities.
- Teacher not only speaks with
passion, but speaks of the
importance of relationships for
success.
- Teacher gives very specific
examples of how he or she
connects with students during
the first weeks of school.
- Teacher describes making
frequent contact with parent to
gain his or her trust.
- Teacher describes the
resolution as mutually
acceptable for both parties.
- Teacher describes personal
reflection, attendance at
education conferences, and
collaboration with colleagues in
a variety of ways
- It is clear that teacher seeks
out his or her own professional
learning opportunities and
contributes to the culture of the
school.