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Created with Taskstream English Final Assessment; Intern and Teacher Candidate

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Unacceptable Acceptable Target Score/Level
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 on 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
 
Candidates demonstrate knowledge of, and skills in the use of, the English language. Candidates exhibit more than one error in demonstrating knowledge of, and skills in the use of, the English language. Candidates demonstrate knowledge of, and skills in the use of, the English language with no more than one error. Candidates exceed expectations as they demonstrate knowledge of, and skills in the use of, the English language with no more than one error.  
Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. Candidates exhibit more than one error as they demonstrate knowledge of the practices of oral, visual, and written literacy. Candidates exhibit no more than one error as they demonstrate knowledge of the practices of oral, visual, and written literacy. Candidates exceed expectations as they demonstrate knowledge of the practices of oral, visual, and written literacy.  
Candidates demonstrate their knowledge of reading processes. Candidates fail to demonstrate their knowledge of reading processes Candidates demonstrate their knowledge of reading processes. Candidates exceed expectations as they demonstrate their knowledge of reading processes.  
Candidates demonstrate knowledge of different composing processes. Candidates fail to demonstrate knowledge of different composing processes. Candidates demonstrate knowledge of different composing processes. Candidates exceed expectations as they demonstrate their knowledge of different composing processes.  
Candidates demonstrate knowledge of, and uses for, an extensive range of literature. Candidates fail to demonstrate knowledge of, and uses for, an extensive range of literature. Candidates demonstrate knowledge of, and uses for, an extensive range of literature. Candidates exceed expectations as they demonstrate their knowledge of, and uses for, an extensive range of literature.  
Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. Candidates fail to demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. Candidates exceed expectations as they demonstrate their knowledge of the range and influence of print and nonprint media and technology in contemporary cultur  
Candidates demonstrate knowledge of research theory and findings in English language arts. Candidates fail to demonstrate knowledge of research theory and findings in English language arts. Candidates demonstrate knowledge of research theory and findings in English language arts. Candidates exceed expectations as they demonstrate knowledge of research theory and findings in English language arts.  
Overall  
NCTE: 4.1 Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts. Show limited experience in examining, and selecting resources for instruction, such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts; Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts. Understand the purposes and characteristics of different kinds of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in English language arts  
NCTE: 4.2 Candidates align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work. Demonstrate limited ability to design instruction to meet the needs of all students and provide for students' progress and success Align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work Create literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection  
NCTE: 4.3 Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students. Use few interdisciplinary teaching strategies and materials Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students. Work with teachers in other content areas to help students connect important ideas, concepts, and skills within English language arts with similar ones in other disciplines  
NCTE: 4.4 Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability. Show limited ability to create learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability. Create opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability  
NCTE: 4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms. Demonstrate limited ability to engage students effectively in discussion for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms. Help students to participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms.  
NCTE: 4.6 Candidates engage students in critical analysis of different media and communications technologies.

Show limited ability to enable students to respond critically to different media and communications technologies Engage students in critical analysis of different media and communications technologies.

Engage students in critical analysis of different media and communications technologies and their effect on students' learning  
NCTE: 4.7 Candidates engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication. Demonstrate infrequent use of instruction that promotes understanding of varied uses and purposes for language in communication Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication. Integrate throughout the English learning arts curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication  
NCTE: 4.8 Candidates engage students in making meaning of texts through personal response. Demonstrate limited ability to engage students in making meaning of texts through personal response. Engage students in making meaning of texts through personal response. Engage students in discovering their personal response to texts and ways to connect such responses to other larger meanings and critical stances  
NCTE: 4.9 Candidates demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non print texts. Demonstrate limited ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non print texts. Demonstrate how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teach a wide variety of such strategies to all students  
NCTE: 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences. Use assessment in instruction by failing to use formal and informal assessment activities and instruments to evaluate student work; failing to employ a variety of means to interpret and report assessment methods and results to students, administrators, parents, and others Integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products; creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences. Integrate assessment consistently into instruction by establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; interpreting the individual and group results of any assessments and drawing upon a variety of information in theses assessments to inform instruction; assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; explaining to students, parents, and others concerned with education how students are assessed.