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Created with Taskstream Elementary Ed Final Assessment; Intern and Teacher Candidate

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Planning (LCET IA, NCATE Standard 3.3): IA1 Specifies learner outcomes in clear, concise objectives Does not specify learner outcomes in clear, concise objectives Specifies learner outcomes in clear, concise objectives Exceeds expectations when specifying learner outcomes in clear, concise objectives  
Planning (LCET IA, NCATE Standard 3.3): IA2 Includes activity/activities that develop(s) objectives Does not include activity/activities that develop(s) objectives Includes activity/activities that develop(s) objectives Exceeds expectations when including activity/activities that develop(s) objectives  
Planning (LCET IA, NCATE Standard 3.3): IA3 Identifies and plans for individual differences Does not identify and plan for individual differences Identifies and plans for individual differences Exceeds expectations when identifying and planning for individual differences  
Planning (LCET IA, NCATE Standard 3.3): IA4 Identifies materials other than standard materials as needed for the lesson Does not identify materials other than standard materials as needed for the lesson Identifies materials other than standard materials as needed for the lesson Exceeds expectations in planning a variety of teaching materials that correlate with the lesson  
Planning (LCET IA, NCATE Standard 3.3): IA5 States method(s) of evaluation to measure learner outcomes Does not state method(s) of evaluation to measure learner outcomes States method(s) of evaluation to measure learner outcomes Exceeds expectations in planning effective evaluations to measure learner outcome  
Planning (LCET IA, NCATE Standard 3.3):Develops short term and long term instructional plans based on state standards & benchmarks
Does not develop short term and long term instructional plans based on state standards & benchmarks
Develops short term and long term instructional plans based on state standards & benchmarks
Exceeds expectations developing short term and long term instructional plans based on state standards & benchmarks
 
Management (LCET IIA,B & C, NCATE Standard 3.3): IIA1 Organizes available space, materials and/or equipment to facilitate learning Does not organize available space, materials and/or equipment to facilitate learning Organizes available space, materials and/or equipment to facilitate learning Exceeds expectations with organization of space, equipment, and innovative materials to facilitate learning  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIA2 Promotes a positive learning climate Does not promote a positive learning climate Promotes a positive learning climate Exceeds expectations in promoting a positive learning climate  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIB1 Manages routines and transitions in a timely manner Does not manage routines and transitions in a timely manner Manages routines and transitions in a timely manner Exceed expectations in managing routines and transitions in a timely manner  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIB2 Manages an/or adjusts allotted time for activities Does not manage an/or adjusts allotted time for activities Manages an/or adjusts allotted time for activities Exceeds expectations in managing routines and transitions in a timely, effective manner
 
Management (LCET IIA,B & C, NCATE Standard 3.3): IIC1 Establishes expectations for learner behavior Does not establish expectations for learner behavior Establishes expectations for learner behavior Exceeds expectations in establishing learner behavior expectations  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIC2 Uses monitoring techniques to facilitate learning Does not use monitoring techniques to facilitate learning Uses monitoring techniques to facilitate learning Exceeds expectations in monitoring to facilitate learning  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA2 Initiates lesson effectively Does not initiate lesson effectively Initiates lesson effectively Exceeds expectations when initiating lesson effectively  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA1 Uses technique(s) which develop(s) lesson objective(s) Does not use technique(s) which develop(s) lesson objective(s) Uses technique(s) which develop(s) lesson objective(s) Exceed expectations when using technique(s) which develop(s) lesson objective(s)  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA3 Uses a variety of teaching materials to achieve lesson objective(s) Does not use a variety of teaching materials Uses a variety of teaching materials Exceeds expectations when using a variety of teaching materials  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA2 Sequences lesson to promote learning Does not sequence lesson to promote learning Sequences lesson to promote learning Exceed expectations in effective sequencing of the lesson to promote learning
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA4 Adjusts lesson when appropriate Does not adjust lesson when appropriate Adjusts lesson when appropriate Exceeds expectations when necessary and appropriate to adjust lesson
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA5 Integrates technology into instruction Does not integrate technology into instruction Integrates technology into instruction Exceeds expectations when integrating technology into instruction  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIB1 Presents content at a developmentally appropriate level Does not present content at a developmentally appropriate level Presents content at a developmentally appropriate level Exceeds expectations in accommodating two or more developmental levels at the same time
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIB2 Presents accurate subject matter Does not present accurate subject matter Presents accurate subject matter Exceeds expectations when addressing subject matter related to, but outside the content level of lesson  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIB3 Relates relevant examples, unexpected situations, or current events to the content Does not relate relevant examples, unexpected situations, or current events to the content Relates relevant examples, unexpected situations, or current events to the content Exceeds expectations when relating relevant examples, unexpected situations, or current events to the content  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA Integrates content across the curriculum Does not integrate content across the curriculum Integrates content across the curriculum Exceeds expectations when integrating content across the curriculum  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC1
Candidate models pedagogical content knowledge and skills, i.e., analogies, metaphors, experiments, and demonstrations to address the individual needs of students.
Does not accommodate individual differences as evidence of pedagogical content knowledge and skills.
Accommodates individual differences as adequate evidence of pedagogical content knowledge and skills. Exceeds expectations when accommodating individual differences as clear and significant evidence of pedagogical content knowledge and skills.  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC2 Demonstrates ability to communicate effectively with students Does not demonstrate ability to communicate effectively with students Demonstrates ability to communicate effectively with students Exceeds expectations when demonstrating ability to communicate effectively with students  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA (KSDs) Exhibits enthusiasm toward the subject content Does not exhibit enthusiasm toward the subject content Exhibits enthusiasm toward the subject content Exceeds expectations when exhibiting enthusiasm toward the subject content  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ):IIIC3 Stimulates and encourages higher order thinking at the appropriate developmental levels as evidence of candidate's pedagogical content knowledge and skills, i.e., analogies, metaphors, experiments, and demonstrations.
Does not stimulate and encourage higher order thinking at the appropriate developmental levels as evidence of pedagogical content knowledge and skills.
Stimulates and encourages higher order thinking at the appropriate developmental levels as adequate evidence of pedagogical content knowledge and skills.
Exceeds expectations stimulating and encouraging higher order thinking at the appropriate developmental levels as clear and significant evidence of pedagogical content knowledge and skills.
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC4 Uses effective questioning techniques Does not use effective questioning techniques Uses effective questioning techniques Exceeds expectations when using effective questioning techniques  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC4 Utilizes appropriate motivational techniques Does not utilize appropriate motivational techniques Utilizes appropriate motivational techniques Exceeds expectations when utilizing appropriate motivational techniques  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC4 Encourages student participation Does not encourage student participation Encourages student participation Exceeds expectations when encouraging student participation  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA2 Utilizes an effective lesson closure Does not utilize an effective lesson closure Utilizes an effective lesson closure Exceeds expectations when utilizing an effective lesson closure  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): SPA Provides practice of skills 60% of class time for team sports, 50% for individual sports (Physical Education Instruction only)
Does not provide practice of skills 60% of class time for team sports, 50% for individual sports (Physical Education Instruction only)
Provides practice of skills 60% of class time for team sports, 50% for individual sports (Physical Education Instruction only) Exceeds expectations by providing highly effective practice of skills  
Assessment (LCET IIID, NCATE Standard 3.3): IIID2 Develops well constructed assessment instruments Does not develop well constructed assessment instruments Develops well constructed assessment instruments Develops well constructed assessment instruments that address and accommodate the special needs of students in the classroom  
Assessment (LCET IIID, NCATE Standard 3.3): IIID1 & 2 Uses assessment technique(s) effectively Does not use assessment technique(s) effectively Uses assessment technique(s) effectively Exceed expectations using assessment technique(s) effectively  
Assessment (LCET IIID, NCATE Standard 3.3): IIID 1 & 2 Utilizes a variety of formal and informal assessment techniques to monitor student learning
Does not utilize a variety of formal and informal assessment techniques to monitor student learning
Utilizes a variety of formal and informal assessment techniques to monitor student learning
Exceeds expectations utilizing a variety of formal and informal assessment techniques to monitor student learning
 
Assessment (LCET IIID, NCATE Standard 3.3): IIID1 Consistently monitors ongoing performance of students Does not consistently monitor ongoing performance of students Consistently monitors ongoing performance of students Exceeds expectations in monitoring ongoing performance of students  
Assessment (LCET IIID, NCATE Standard 3.3): IIID3 Provides timely feedback to students regarding their progress Does not provide timely feedback to students regarding their progress Provides timely feedback to students regarding their progress Exceeds expectations when providing highly effective individualized constructive feedback  
Assessment (LCET IIID, NCATE Standard 3.3): IIID4 Interprets and utilizes standardized/non-standardized test results Does not interprets and utilize standardized/non-standardized test results Interprets and utilizes standardized/non-standardized test results Exceeds expectations interpreting and utilizing standardized/non-standardized test results  
Program Standards (KSDs): Establishes cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
Does not establish cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
Establishes cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
Exceeds expectations establishing cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
 
Program Standards (KSDs): Provides clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning. Does not provide clear and timely information to parents/caregivers Provides clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning. Exceeds expectations providing clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning.  
Program Standards (KSDs): Exhibits sensitivity to diverse community and cultural norms Does not exhibit sensitivity to diverse community and cultural norms Exhibits sensitivity to diverse community and cultural norms Exceeds expectations exhibiting sensitivity to diverse community and cultural norms  
Program Standards (KSDs): Shows awareness of professional organizations Does not show awareness of professional organizations Shows awareness of professional organizations Exceeds expectations showing awareness and participation in professional organizations  
Program Standards (KSDs): Observes and/or participates in team evaluations (IEP's etc.) (Special Education Only) Does not observe and/or participate in team evaluations (IEPs etc.) (Special Education Only) Observes and/or participates in team evaluations (IEPs etc.) (Special Education Only) Exceeds expectations in demonstrating a high level of participation in team evaluations(IEPs etc.)

 
Program Standards (KSDs): Professionalism (use Learning Facilitator KSDs inventory) Does not exhibit professionalism in accordance with KSDs Exhibits professionalism in accordance with KSDs Exceeds expectations in exhibiting professionalism in accordance with KSDs
 
English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. Candidates lack more than one of the following attributes: demonstrates a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and help students successfully apply their developing skills to many different situations, materials, and ideas. Candidates meet all or lack only one of the following attributes as they demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. Candidates exceed expectations in demonstrating a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.  
Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy. Candidates lack more than one of the following attributes: know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy. Candidates meet all or lacks only one of the following: know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy. Candidates exceed expectations in knowing, understanding, and using fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy  
Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data. Candidates lack more than one of the following attributes: know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data. Candidates meet all or lacks only one of the following attributes: know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data. Candidates meet all and exceed the following attributes: know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data.  
E44: Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Candidates lack more than one of the following attributes: know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Candidates meet all or lack only one of the following attributes: know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Candidates exceed expectations in meeting all of the following attributes: know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.  
Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Candidates lack more than one of the following attributes: know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Candidates meet all or lack only one of the following attributes: know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Candidates exceed expectations in meeting all of the following attributes: know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.  
Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. Candidates lack more than one of the following attributes:know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. Candidates meet all or lack only one of the following attributes:know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary student Candidates exceed expectations in meeting all of the following attributes: know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary student  
Connections across the curriculum—Candidates know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. Candidates lack more than one of the following attributes:know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. Candidates meet all or lack only one of the following attributes:know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. Candidates exceed expectations in meeting all of the following attributes: know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues.  
Overall