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All Standards:
Ineffective-1 Effective Emerging-2 Effective Proficient-3 Highly Effective-4 Score/Level
Domain I:
Planning
A1. Specifies learner outcomes in clear, concise objectives
COE Outcomes –IIA1
INTASC – 7
Clear and concise learning objectives are NOT specified in any form Learning objectives are stated but lack clarity and/or precision Clear and concise learning objectives are stated Clear and concise learning objectives are stated AND align with state and national standards  
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Domain I: Planning
A2. Includes activity/activities that develop objectives
COE Outcome(s) –IIA1, IIA2
INTASC – 7
No activities are used that develop lesson/learner objectives Activities are loosely aligned with learner objectives and NOT fully developed Activities are aligned with learner objectives but NOT fully developed Activities are aligned with learner objectives AND fully developed  
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Domain I: Planning
A3. Identifies and plans for individual differences
COE Outcome(s) –IIA1
INTASC – 2,3
No indication of identifying AND planning for individual differences Varied strategies are indicated Varied strategies are indicated and are aligned with individual differences Varied strategies are indicated and are appropriately aligned with individual differences  
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Domain I: Planning
A4. Identified materials, other than standard classroom materials, as needed for lesson
COE Outcome(s) – IIA1
INTASC – 1
No indication of use of materials other than standard classroom materials Indication of use of materials other than standard classroom materials Indication of use of materials other than standard classroom materials to enhance the learning experience Indication of use of materials other than standard classroom materials to enhance the learning experience–specifically connected to learning experiences  
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Domain I: Planning
A5. State method(s) of evaluation to measure learner outcomes
COE Outcome(s) – IIA1, IIA2
INTASC – 8
No indication of use of evaluation to measure learner outcomes Indication of use of evaluation to measure learner outcomes Clear indication of use of evaluation (formative and/or summative) to measure specified learner outcomes Clear indication of use of varied evaluations (formative and/or summative) to measure specified learner outcomes  
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Domain I:Planning
A6. Develops an Individualized Education Program (IEP) and/or Individualized Family Service Plan (IFSP) as needed for the lesson - For special education teachers only
IEP and/or IFSP is NOT developed IEP and/or IFSP is not fully developed and lacks connection(s) to specific criterion IEP and/or IFSP is fully developed and lacks connection(s) to specific criterion IEP and/or IFSP is fully developed and provides well defined connection(s) to specific criterion  
Domain II: Management
A1. Organizes available space, materials, and/or equipment to facilitate learning
COE Outcome(s) –IIB1, IIB2
INTASC – 7,9
No evidence of use of materials, time, space or equipment to facilitate learning Ineffective and/or inconsistent use of materials, time, space, AND equipment to facilitate learning Adequate use of materials, time, space, AND equipment to facilitate learning Effective and efficient use of materials, time, space, AND equipment to facilitate learning  
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Domain II: Management
A2. Promotes a positive learning climate
COE Outcome(s) - IIB1, IIB2
INTASC – 2,5,7
Candidate does not create a psychologically and socially safe and supportive learning environment Ineffective and/or inconsistent attempts to create a psychologically and socially safe and supportive learning environment Adequate at developing create a psychologically and socially safe and supportive learning environment Consistently ensures all students are supported and respected; all students are important and their experiences and ideas are valuable to the learning experience(s)  
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Domain II: Management
B1. Manages routines and transitions in a timely manner
COE Outcome(s) - IIB1, IIB2 INTASC – 2,5,7
Lacks development of an orderly, functional learning environment, but has NOT established routines and/or does not manage transitions in an effective fashion Works to develop an orderly, functional learning environment, but has NOT established routines and/or does not manage transitions in an effective fashion. Has developed an orderly, functional learning environment, AND has established routines and/or DOES manage transitions in an effective fashion; minimal loss of instructional time Effective and efficient use of routines and transitions to maximize the learning experience; NO loss of instructional time  
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Domain II: Management
B2. Manages and/or adjusts allotted time for activities planned
COE Outcome(s) - IIB1, IIB2
INTASC – 2,5,7
Significant learning time is lost due to inconsistent and/or ineffective pacing of instruction and/or inability to effectively manage student interruptions/distractions Learning time is lost due to inconsistent and/or ineffective pacing of instruction and/or inability to effectively manage student interruptions/distractions Use of effective and/or consistent pacing to increase learning time and minimize student interruptions/distractions Use of effective and/or consistent pacing to maximize learning time and minimize student interruptions/distractions  
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Domain II: Management
C1. Establishes expectations for learner behavior
COE Outcome(s) - IIB1, IIB2
INTASC – 2,5,7
Expectations for learner behavior are not established or are very limited Expectations for learner behavior are established (in general); inconsistent reinforcement of expectations and/or expectations may lack clarity Clear expectations for learner behavior are established with consistent reinforcement; candidate responds to misbehavior in an appropriate fashion – minimal loss of instructional time Clear expectations for learner behavior are established with consistent reinforcement; NO loss of instructional time or misbehavior is used for “teachable moment”  
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Domain II: Management
C2. Uses monitoring techniques to facilitate learning
COE Outcome(s) - IIB1, IIB2
INTASC – 2,5,7
Candidate does not use or uses inappropriate strategies to manage & monitor the learning environment Candidate is inconsistent in the use of appropriate management strategies Candidate uses effective management & monitoring strategies so that students are consistently engaged in learning. Candidate effectively demonstrates exemplar management & monitoring strategies that maximize the learning experience  
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Domain III: Instruction
A1. Uses strategies which develop lesson objective(s) COE Outcome(s) –IA1, IA2 INTASC – 5,7
Use of strategies to develop lesson objectives is not evident or very ineffective Limited use of teaching strategies and/or strategies are not appropriate for the stated learning objectives Candidate demonstrates the use of appropriate strategies that engage most learners culminating in the meeting of the stated learning objectives Candidate effectively demonstrates the use of appropriate strategies that engage all learners culminating in the meeting of the stated learning objectives  
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Domain III: Instruction
A2. Sequences lesson to promote learning
COE Outcome(s) – IIC2
INTASC – 5,7
The sequence of the activities, procedures, and processes within the lesson is an impediment to student learning; lack of organization is the central charateristc of the lesson The sequence of the activities, procedures, and processes within the lesson is somewhat ineffective; lesson’s lack of logical sequencing leads to student confusion The sequence of the activities, procedures, and processes within the lesson is logical and easy-to-follow; students demonstrate a general sense of understanding The lesson is well organized - the sequence of the activities, procedures, and processes of the lesson is logical and easy-to-follow; students demonstate a sense of understanding and achievement  
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Domain III: Instruction
A3. Uses available teaching material(s) to achieve lesson objective(s) COE Outcome(s) – IIC2
INTASC – 6
Use of materials to develop lesson objectives is not evident or very ineffective Limited use of teaching materials and/or materials are not appropriate for the stated learning objectives Candidate demonstrates the use of appropriate materials that engage most learners culminating in the meeting of the stated learning objectives Candidate effectively demonstrates the use of appropriate materials that engage all learners culminating in the meeting of the stated learning objectives  
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Domain III: Instruction
A4. Adjusts lesson when appropriate COE Outcome(s) – IIC2
INTASC – 7
Candidate does not follow the written plan and/or does not make adaptations in response to learning understanding and/or motivation Candidate demonstrates difficulty in following the instructional plan and adjusting the learning experience to the needs of the learners Candidate demonstrates ability to follow the instructional plan and adjusts the learning experience to the needs of the learners Candidate demonstrates ability to effectively and efficiently follow the instructional plan and adjusts the learning experience to maximize the learning experience of the students  
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Domain III: Instruction
A5. The teacher integrates technology into instruction COE Outcome(s) – IIC5
INTASC – 6
Use of technology to facilitate learning is NOT evident Use of technology to facilitate learning is evident, but does NOT enhance the learning experience Use of technology to facilitate learning is evident, and enhances the learning experience Use of a variety technology tools to facilitate learning is evident; enhances the learning experience and motivates students  
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Domain III: Instruction
B1. Presents content at a developmentally appropriate level COE Outcome(s) – IIC6
INTASC – 1,7
Instruction is not aligned with state standards and/or not developmentally appropriate Content is aligned with state standards, but is NOT presented in a fashion that is developmentally appropriate Content is aligned with state standards, AND is generally presented in a fashion that is developmentally appropriate Content is aligned with state standards, AND is consistently and effectively presented in a fashion that is developmentally appropriate  
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Domain III: Instruction
B2. Presents accurate subject matter. COE Outcome(s) – IA1
INTASC – 1
On whole, the content of the lesson is NOT accurate On whole, the content of the lesson is inaccurate The lesson presentation contains minor inaccuracies The lesson presentation is completely accurate  
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Domain III: Instruction
B3. Relates relevant examples, unexpected situations, or current events to the content. COE Outcome(s) - IA2
INTASC – 2,5
Lesson contains NO connections to students’ experiences, provides NO relevance, AND no connection to current events Candidate attempts to connect to students’ experiences, and/or current events; provides limited, relevant examples Instruction contains explicit connections to students’ experiences, and/or current events; provides relevant examples Instruction contains explicit connections to students’ experiences, and/or current events; provides relevant examples; leads students to develop their own connections to the content of the lesson  
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Domain III: Instruction
B4. Demonstrates effective pedagogical skills in facilitating student learning. COE Outcome(s) - IB2, ID1
INTASC – 2,4
Candidate demonstrates NO or very limited pedagogical skills such as “withitness”, use of “wait-time”, re-direction of questions , etc. Candidate demonstrates limited pedagogical skills such as “withitness”, use of “wait-time”, re-direction of questions , etc. Candidate demonstrates competent use of pedagogical skills such as “withitness”, use of “wait-time”, re-direction of questions , etc. Candidate demonstrates mastery of pedagogical skills such as “withitness”, use of “wait-time”, re-direction of questions , etc.  
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Domain III: Instruction
C1. Accommodates individual differences. COE Outcome(s) - IB1, IB2, IIC2
INTASC – 2,3,7
Instruction does not demonstrate a variety of strategies for diverse learners; same strategy used for all students regardless of individual differences or special needs Instruction demonstrates a limited use of varied strategies for diverse learners Instruction is differentiated for many ability levels and special needs. Planning and instruction reflect a variety of strategies to support learning Instruction provides clear evidence of multiple teaching strategies to support all learners in the class; all learners are challenged, supported, and engaged  
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Domain III: Instruction
C2. Communicates effectively with students. COE Outcome(s) – IC1, IC2
INTASC – 6
Candidate does not communicate effectively; uses incorrect grammar, poor eye contact, abundant use of ‘speech filters’, no/limited fluctuation of tone and/or rate of speech Candidate demonstrates limited communication skills; correct grammar, eye contact, use of ‘speech filters’, limited fluctuation of tone and/or rate of speech Candidate demonstrates competent communication skills; correct grammar, eye contact, use of ‘speech filters’, limited fluctuation of tone and/or rate of speech Candidate demonstrates effective communication skills; correct grammar, eye contact, use of ‘speech filters’, limited fluctuation of tone and/or rate of speech –generates enthusiasm and maximizes instruction through communication  
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Domain III: Instruction
C3. Stimulates and encourages higher order thinking at the appropriate developmental levels. COE Outcome(s) – IIC3, IIC6
INTASC – 4,7
No incorporation of activities or strategies that promote critical thinking, problem solving, and/or increased student achievement Inconsistent and/or limited use of activities (e.g., inquiry) or strategies (e.g., questioning) that promote critical thinking, problem solving, and/or increased student achievement Use of activities (e.g., inquiry) or strategies (e.g., questioning) that promote critical thinking, problem solving, and/or increased student achievement Use of numerous and/or comprehensive activities and strategies that spur critical thinking, problem solving, and/or increased student achievement  
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Domain III: Instruction
C4. Encourages student participation and active engagement. COE Outcome(s) – IB2, IIC2,
INTASC – 3,4,5,6,7
Students are not motivated or actively engaged during the lesson; no student collaboration is observed Some students are engaged during the lesson and/or the students are actively engaged only during part of the lesson; some collaboration is observed Most students are actively engaged and motivated throughout the lesson; students collaborate to achieve learning objectives Actively engages and motivates all students throughout the lesson using multiple strategies such as effective questioning and cooperative learning where students collaborate to achieve learning objectives  
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Domain III: Instruction
D1. Consistently monitors ongoing performance of students. COE Outcome(s) – IID1
INTASC – 6,8
Candidate makes little or no attempt to monitor student performance and achievement during the lesson. Candidate minimally checks for student understanding via formative assessment strategies (e.g., teacher questioning; teacher movement to monitor academic progress; use of tools such as checklists; solicitation of student questions, etc. Candidate effectively checks for student understanding via formative assessment strategies (e.g., teacher questioning; teacher movement to monitor academic progress; use of tools such as checklists; solicitation of student questions, etc. Candidate consistently and effectively checks for student understanding via formative assessment strategies (e.g., teacher questioning; teacher movement to monitor academic progress; use of tools such as checklists; solicitation of student questions, etc.  
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Domain III: Instruction
D2. Uses appropriate and effective assessment techniques. COE Outcome(s) – IID1, IID3
INTASC – 7,8
Does not assess the effectiveness of instruction or assessments are not matched to the instructional objectives Limited alignment of assessment(s) to objectives; use of only summative assessments and/or uses inappropriate assessment materials or methods Alignment of assessment(s) to objectives; use of formative and summative assessments ; use of appropriate assessment materials or methods Uses varied, quality assessments for formative and summative evaluation of learning to measure lesson effectiveness and for future instructional planning; assessments are explicitly aligned with learning objective  
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Domain III: Instruction D3. Provides timely feedback to students COE Outcome(s) – IIC4
INTASC – 6
Use of feedback is not observed or is very limted Use of feedback is consistently non-specific and limited Consistently uses constructive and timely feedback that is learner specific Consistently and effectively uses constructive and timely feedback that is learner specific; maximizes the learning experience  
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Domain III: Instruction D4. Produces evidence of student academic growth under his/her instruction. COE Outcome(s) –IID2
INTASC – 8
No use of appropriate assessment practices to provide evidence of student academic growth Inconsistent and/or limited use of appropriate assessment practices to provide evidence of student academic growth, AND/OR student academic growth is minimal Consistent use of appropriate assessment practices to provide evidence of student academic growth, AND/OR student academic growth is acceptable Consistent and effective use of appropriate assessment practices to provide evidence of student academic growth, AND/OR student academic growth is exemplary  
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Domain IV: Professional Development
A1. Establish a climate of courtesy, respect, and support for learning. COE Outcome(s) –IIIB3, IIIC1
INTASC – 6,9,10
No evidence of the establishing of a climate of courtesy, respect, and support for learning Candidate communicates a climate of courtesy, respect, and support for learning Candidate consistently communicates a climate of courtesy, respect, and support for learning Candidate consistently and effectively communicates a climate of courtesy, respect, and support for learning  
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Domain IV: Professional Development
A2. Communicates an enthusiasm for teaching and learning. COE Outcome(s) –IC1I
INTASC – 6
No/limited evidence of enthusiasm for teaching Candidate communicates a limited enthusiasm for teaching and learning Candidate consistently communicates enthusiasm for teaching and learning through verbal and non-verbal methods Candidate consistently and effectively communicates enthusiasm for teaching and learning through verbal and non-verbal methods; models behavior that motivates increased student achievement  
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Domain IV: Professional Development
A3. Uses effective and correct oral and written communication with students, parents, and colleagues COE Outcome(s) –IIB1
INTASC – 6,
No evidence of the use of effective and correct oral and written communication with students, parents, and colleagues Demonstrates and provides evidence of the use of effective and correct oral AND/OR written communication with students, or parents, or colleagues Demonstrates and provides evidence of the use of effective and correct oral AND/OR written communication with students, and parents, and colleagues Demonstrates and provides evidence of the use of effective and correct oral AND written communication with students, and parents, and colleagues  
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Domain IV: Professional Development
B1. Engages in planning with school-based cooperating teacher and college supervisor COE Outcome(s) –IIIA1, IIIA2
INTASC – 9,10
No evidence of engaging in planning with school-based cooperating teacher and college supervisor Limited evidence of engaging in planning with school-based cooperating teacher and college supervisor Seeks and engages in opportunities to collaborate with school-based cooperating teacher and college supervisor for the purpose of planning instruction Consistently seeks and engages in opportunities to collaborate with school-based cooperating teacher and college supervisor for the purpose of planning instruction; effectively uses feedback to improve instruction  
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Domain IV: Professional Development
B2. Seeks suggestions for professional growth. COE Outcome(s) –IIIA2
INTASC – 9,10
Candidate does NOT seek suggestions and/or opportunities for professional development Candidate does NOT seek suggestions and/or opportunities for professional development: in-services, conferences, professional organizations, professional journals, etc. Candidate actively pursues opportunities for professional development: in-services, conferences, professional organizations, professional journals, etc. Candidate actively pursues opportunities for professional development and implements results from the opportunities into instruction  
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Domain IV: Professional Development
B3. Reflects on practice and creates improvement strategies. COE Outcome(s) –IIIA1
INTASC – 9
Candidate does NOT demonstrate or provide evidence of being a reflective teacher practitioner Candidate provides minimal evidence of reflective practice such as journaling, analysis of pretest and posttests, teacher work samples, etc. Candidate provides evidence of reflective practice such as journaling, analysis of pretest and posttests, teacher work samples, etc. Candidate provides evidence of reflective practice such as journaling, analysis of pretest and posttests, teacher work samples, etc.; AND integrates results of reflection into instruction processes  
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Domain IV: Professional Development
B4. Demonstrates ethic of caring. COE Outcome(s) –IIIB2
INTASC –5, 10
No/limited ethic of caring is demonstrated; non-supportive and/or nurturing of those in the learning/school community Limited evidence of being supportive and nurturing of those in the learning/school community Characteristics of a caring teacher practitioner are consistently evident Persons in the learning/school community readily acknowledge the caring nature of the candidate; it is readily evident in all components of instruction  
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ENGLISH - NCTE
1. Demonstrates knowledge of and skills in the use of the English language. (NCTE 3.1)
No demonstration of knowledge of and skills in the use of the English language Limited demonstration of knowledge of and skills in the use of the English language Acceptable demonstration of knowledge of and skills in the use of the English language Excellent demonstration of knowledge of and skills in the use of the English language  
ENGLISH - NCTE
2. Demonstrates knowledge of the practices of oral, visual, and written literacy. (NCTE 3.2)
No demonstration of knowledge of the practices of oral, visual, and written literacy Limited demonstration of knowledge of the practices of oral, visual, and written literacy Acceptable demonstration of knowledge of the practices of oral, visual, and written literacy Excellent demonstration of knowledge of the practices of oral, visual, and written literacy  
ENGLISH - NCTE
3. Demonstrates knowledge of reading process. (NCTE 3.3)
No demonstration of knowledge of reading process Limited demonstration of knowledge of reading process Acceptable demonstration of knowledge of reading process Excellent demonstration of knowledge of reading process  
ENGLISH - NCTE
4. Demonstrates knowledge of different composing processes. (NCTE 3.4)
No demonstration of knowledge of different composing processes Limited demonstration of knowledge of different composing processes Acceptable demonstration of knowledge of different composing processes Excellent demonstration of knowledge of different composing processes  
ENGLISH - NCTE
5. Demonstrates knowledge of and uses for an extensive range of literature. (NCTE 3.5)
No demonstration of knowledge of and uses for an extensive range of literature Limited demonstration of knowledge of and uses for an extensive range of literature Acceptable demonstration of knowledge of and uses for an extensive range of literature Excellent demonstration of knowledge of and uses for an extensive range of literature  
ENGLISH - NCTE
6. Demonstrates knowledge of the range and influence of print and non-print media and technology in contemporary culture. (NCTE 3.6)
No demonstration of knowledge of the range and influence of print and non-print media and technology in contemporary culture Limited demonstration of knowledge of the range and influence of print and non-print media and technology in contemporary culture Acceptable demonstration of knowledge of the range and influence of print and non-print media and technology in contemporary culture Excellent demonstration of knowledge of the range and influence of print and non-print media and technology in contemporary culture  
ENGLISH - NCTE
7. Demonstrates knowledge of research theory and findings in English language arts. (NCTE 3.7)
No demonstration of knowledge of research theory and findings in English language arts Limited demonstration of knowledge of research theory and findings in English language arts Acceptable demonstration of knowledge of research theory and findings in English language arts Excellent demonstration of knowledge of research theory and findings in English language arts  
ENGLISH - NCTE
8. Acquires and demonstrates the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. (NCTE 4.0)
No evidence of acquiring and demonstrating the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching Limited evidence of acquiring and demonstrating the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching Acceptable evidence of acquiring and demonstrating the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching Excellent evidence of acquiring and demonstrating the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching  
MATH - NCTM
7.1 Attention to equity
No evidence exists that the candidate has high expectations of all students and provides support to students. There is limited evidence that the candidate has comparable expectations of all students and provides them support when necessary. The candidate demonstrates expectations and provides support for all students Excellence in mathematics education requires the candidate to have high expectations and provides strong support for all students.  
MATH - NCTM
7.2 Use of stimulating curricula
There is no evidence that the candidate demonstrates a curriculum that is organized and integrated for important mathematical ideas so that students develop new understandings and skills. There is limited evidence that the candidate demonstrates a curriculum that is organized and integrated for important mathematical ideas so that students develop new understandings and skills. The candidate demonstrates a curriculum that is organized but not consistently integrated for important mathematical ideas so that students develop new understandings and skills. The candidate demonstrates the use of a coherent curriculum that effectively organizes and integrates important mathematical ideas so that students can see how the ideas build on, or connect with, other ideas, thus enabling them to develop new understandings and skills.  
MATH - NCTM
7.3 Effective teaching
There is no evidence that the candidate has sufficient mathematics knowledge for their teaching assignment. In addition, they cannot connect this content with other content. This is limited evidence that the candidate has a good knowledge based of the mathematics that they are teaching. In addition, they cannot connect this content with other content on a regular basis. The candidate demonstrates knowledge of the mathematics that they are teaching. However, they are limited in connecting the mathematics they are teaching with other content. The candidate demonstrates that they know and understand the mathematics they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks.  
MATH - NCTM
7.4 Commitment to learning with understanding
The candidate teaches with no focus on understanding. There is no link to experience and prior knowledge. The candidate teaches with little focus on concept understanding and reasons for particular procedures. There is a small amount of new knowledge built upon experience and prior knowledge. The candidate demonstrates that students must learn mathematics concepts and procedures with understanding. However, the new knowledge is intermittently built from experience and prior knowledge. The candidate demonstrates that students must learn mathematics concepts and procedures with understanding, actively building new knowledge from experience and prior knowledge.  
MATH - NCTM
7.5 Use of various assessments
NOTE: Although the indicator descriptions are extensive, it is understood that all are not viewed at each observation.
The candidate did not gather any evidence about student progress. The candidate somewhat demonstrates the link between instruction and assessment. Also, assessment is a routine part intermittently. Informal assessment is unclear at times and does not provide information about student progress. The use of formal assessment is incorrect. The candidate inconsistently demonstrates the link between instruction and assessment. Also, assessment is almost a routine part of instruction. Informal assessment provides little information about student progress. Formal assessment interferes with instruction. The candidate demonstrates that assessment and instruction must be integrated so that assessment becomes a routine part of the ongoing classroom activity rather than an interruption. In addition to formal assessments, the candidate continually gathers information about their students’ progress through informal means.  
MATH - NCTM
7.6 Use of various teaching tools including technology
The candidate does not demonstrate that use of teaching tools and/or technology is essential in effective mathematics teaching and that it influences the mathematics taught. The candidate rarely demonstrates that use of teaching tools and/or technology is essential in effective mathematics teaching and that it influences the mathematics taught. The candidate is inconsistent in demonstrating that use of teaching tools and/or technology is essential in effective mathematics teaching and that it influences the mathematics taught. The candidate demonstrates that use of teaching tools and/or technology is essential in effective mathematics teaching and that it influences the mathematics taught.  
MATH - NCTM
8.1 Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students including those with special needs such as the gifted, challenged and speakers of other languages.
The candidate does not demonstrate knowledge of the local school district or state mathematics curriculum and cannot choose appropriate accompanying activities for instruction The candidate vaguely knows the local school district or state curriculum and accompanying activities and is unfamiliar with choosing ones for instruction The candidate is familiar with the local school district or state mathematics curriculum and accompanying activities but does not always select the one most appropriate for their students The candidate implements the local school district or state mathematics curriculum and chooses from activities available that are most appropriate to meet the needs of their students  
MATH - NCTM
8.2 Selects and uses appropriate concrete materials for learning mathematics.
The candidate never uses manipulatives/models to provide students the opportunity to develop an understanding of sophisticated mathematical ideas. The candidate rarely uses manipulatives/models to provide students the opportunity to develop an understanding of sophisticated mathematical ideas. The candidate uses manipulatives/models effectively but not often to provide students the opportunity to develop an understanding of sophisticated mathematical ideas. The candidate uses manipulatives/models effectively and daily to provide students the opportunity to develop an understanding of sophisticated mathematical ideas.  
MATH - NCTM
8.3 Uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge.
The candidate does not listen to student explanations and/or does not respond to student reflections regarding their mathematical thinking; determining level of content mastery is not possible The candidate does not always listen to student explanation and/or provides limited response to student reflections; determining level of content mastery is difficult The candidate listens to student explanations and/or responds to student reflections regarding their mathematical thinking and can often determine level of content mastery as a result of these strategies The candidate listens to student explanations and/or responds to student reflections regarding their mathematical thinking and can determine level of content mastery as a result of these strategies  
MATH - NCTM
8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local, state, and national mathematics standards and legislative mandates.
The candidate’s lesson, unit, and course plans result from never using national, state, and local standards. The candidate’s lesson, unit, and course plans result from seldom use of national, state, and local standards. The candidate’s lesson, unit, and course plans result from regularly using national, state, and local standards. The candidate’s lesson, unit, and course plans result from always using national, state, and local standards.  
MATH - NCTM
8.5 Participates in professional mathematics organizations and uses their print and on-line resources.
Candidate is not a member of NCTM and/or local affiliates and does not attend meetings of these organizations; does not use resources in lesson planning and activity development Candidate is not a member of NCTM and/or local affiliates and does not attend meetings of these organizations; rarely uses resources in lesson planning and activity development Candidate is a member of NCTM and/or local affiliates and sometimes attends meetings of these organizations; occasionally uses resources in lesson planning and activity development Candidate is a member of NCTM and/or local affiliates and attends meetings of these organizations; also documents use of resources in lesson planning and activity development  
MATH - NCTM
8.6 Demonstrates knowledge of research results in the teaching and learning of mathematics.
The candidate is not familiar with and does not use results from studies such as TIMSS and NAEP to shape teaching methods and describe student mathematics content learning The candidate is vaguely familiar with and rarely uses results from studies such as TIMSS and NAEP to shape teaching methods and describe student mathematics content learning The candidate is somewhat familiar with results from studies such as TIMSS and NAEP to shape teaching methods and describe student mathematics content learning The candidate is familiar with and uses results from studies such as TIMSS and NAEP to shape teaching methods and describe student mathematics content learning  
MATH - NCTM
8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons.
The candidate does not demonstrate a use of instructional strategies in written plans to promote student mathematics understanding. The candidate demonstrates use of one instructional strategy in written plans to promote student mathematics understanding. The candidate demonstrates use of two instructional strategies in written plans to promote student mathematics understanding. The candidate demonstrates use of three instructional strategies in written plans to promote student mathematics understanding and.  
MATH - NCTM
8.8 Demonstrates the ability to lead classes in mathematical problem solving and in developing in-depth conceptual understanding, and to help students develop and test generalizations.
The candidate never uses problem solving techniques to engage the students to draw on their knowledge and
develop new mathematical understandings.
The candidate rarely uses problem solving techniques to engage the students to draw on their knowledge and develop new mathematical understandings. The candidate often uses problem solving techniques to engage the students to draw on their knowledge and
develop new mathematical understandings.
The candidate uses problem solving techniques daily to engage the students to draw on their knowledge and
develop new mathematical understandings.
 
SCIENCE - NSTA
1. The candidate uses collaborative learning using different student/group instructional strategies. (NSTA 5C)
- Observed using NO different collaborative student group learning strategies (e.g., cooperative learning, group work, think-pair-share) Observed using one different collaborative student group learning strategies (e.g., cooperative learning, group work, think-pair-share) Observed the use of at least two different collaborative student group learning strategies (e.g., cooperative learning, group work, think-pair-share) Observed consistent use of multiple forms of collaborative student group learning strategies (e.g., cooperative learning, group work, think-pair-share)  
SCIENCE - NSTA
2. The candidate develops and implements lessons that use advanced technologies to collecte data and to teach students science. (NSTA 5d)
Observed using NO different modes of technology, including computer-based instruments, to teach students science and/or to collect data in the process of teaching science Observed using one different modes of technology, including computer-based instruments, to teach students science and/or to collect data in the process of teaching science Observed at least two different modes of technology, including computer-based instruments, to teach students science and/or to collect data in the process of teaching science Observed using three or more different modes of technology, including computer-based instruments, to teach students science and/or to collect data in the process of teaching science  
SCIENCE - NSTA
3. The candidate practices legal and ethical responsibilities of science teachers for the welfare of their students .(NSTA 9a)
Has not responsibly followed the legal and ethical precedents for the welfare of students in the science classroom Limited evidence of responsibly following the legal and ethical precedents for the welfare of students in the science classroom Generally follows the legal and ethical precedents for the welfare of students in the science classroom Consistently follows the legal and ethical precedents for the welfare of students in the science classroom and discusses reasons for such rules with students  
SCIENCE - NSTA
4. The candidate practices safe and proper techniques for the storage, dispensing, supervision, and disposal of all materials used in science instruction. (NSTA 9b)
Does not responsibly establish and follow procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials - OR - MSDS file is not kept, readily available or currently maintained Limited evidence of responsibly establishing and following procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials - OR - MSDS file is not kept, readily available or currently maintained Establishes and follows procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials –AND - Maintains an up-to-date and readily available MSDS file for all materials used in the classroom Establishes and follows procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials – AND - Maintains an up-to-date and readily available MSDS file for all materials used in the classroom - AND - informed of potential hazards and legal concerns – Communicates these concerns to other teachers  
SCIENCE - NSTA
5. The candidate follows emergency procedures, maintains safety
Does not responsibly plan, practice or enforce safety
Plans, practices and enforces safety procedures
Consistently plans, practices and enforces safety procedures in all
equipment, and ensures safety procedures appropriate for the activities and the abilitiesd of students. (NSTA 9c)
The candidate intentionally violates safety and emergency procedures and/or intentionally places students in dangerous situations Does not responsibly plan, practice or enforce safety procedures in all activities in the classroom – OR - Is unaware of actions to take during an emergency and to prevent or report an emergency – OR -Fails to appropriately respond to hazardous situations once identified Plans, practices and enforces safety procedures in all activities in the classroom – AND - Knows actions to take during an emergency and to prevent or report an emergency – AND -Appropriately responds hazardous situations once identified Consistently plans, practices and enforces safety procedures in all activities in the classroom – AND - Demonstrates in the classroom that safety is a priority in science – AND - Takes action to prevent hazards and communicates needs and potential problems to administrators  
SCIENCE - NSTA
6. The candidate treats all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respects legal restrictions on their collection, keeping, and use, (NSTA 9d)
The candidate intentionally violates ethical, legal and safety concerns related to the treatment of living organisms Does not responsibly attend to, obey or enforce rules for the safe, proper and ethical treatment of animals Attends to, obeys and enforces rules for the safe, proper and ethical treatment of animals Consistently attends to, obeys and enforces rules for the safe, proper and ethical treatment of animals – AND - Discusses reasons for such rules with students  
SOCIAL STUDIES -NCSS
1. Culture and Cultural Diversity: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of culture and cultural diversity. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of culture and cultural diversity.  
SOCIAL STUDIES -NCSS
2. Time, Continuity, and Change: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change. Human beings seek to understand their historical roots and to locate themselves in time.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of time, continuity and change. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of time, continuity, and change.  
SOCIAL STUDIES -NCSS
3. People, Places, and Environments: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environments. The study of people, places and human-environment interactions assists students as they create spatial views and geographic perspectives of the world beyond their personal locations.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of people, places, and environments. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of people, places, and environments.  
SOCIAL STUDIES -NCSS
4. Individual Development and Identity: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity. Personal identity is shaped by one's culture, by groups, and by institutional influences.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of individual development and identity. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of individual development and identity.  
SOCIAL STUDIES -NCSS
5. Individuals, Groups, and Institutions: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions. Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people's lives. It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of individuals, groups, and institutions. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of individuals, groups, and institutions.  
SOCIAL STUDIES -NCSS
6. Power, Authority, and Governance: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority, and governance. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U. S. society and other parts of the world is essential for developing civic competence.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of power, authority, and governance. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of power, authority, and governance.  
SOCIAL STUDIES -NCSS
7. Production, Distribution, and Consumption: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of production, distribution, and consumption. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of production, distribution, and consumption.  
SOCIAL STUDIES -NCSS
8. Science, Technology, and Society: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology, and society. Modern life as we know it would be impossible without technology and the science that supports it.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of science, technology, and society. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of science, technology, and society.  
SOCIAL STUDIES -NCSS
9. Global Connections: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections. The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of global connections. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of global connections.  
SOCIAL STUDIES -NCSS
10. Civic Ideals and Practices: Candidate possesses the knowledge, skills, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.
The candidate exhibits no, or irrelevant, evidence of meeting the standard for planning, teaching, and student learning. The candidate exhibits marginal evidence of performance in relation to essential knowledge, skills, dispositions required by the standard. The candidate exhibits performance that meets the standard in essential knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of civic ideals and practices. The candidate exhibits mastery of the knowledge, skills, and dispositions to organize and provide instruction at the appropriate level for the study of civic ideals and practices.