Explanations for Student Teachers viewing your assessment

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

The student teacher ...

* A.

KNOWLEDGE OF CONTENT

Criterion

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

A3. Uses
examples to
support basic
principles of
content.

A4. Links content

to students' prior
experiences and
to related subject
areas.

Performance Rating
3 - Target

2.5

2Acceptable

1.5

1Unacceptable

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

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

2.0 explicitly
references
appropriate
content
standards in
daily plans.

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

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

0.75

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

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

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

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

0.75

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

2.0 uses
some
appropriate
examples to
illustrate
basic content
principles.

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

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

0.75

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

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

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

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

0.75

Rubric Score

3.0

3.0 clearly identifies

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

3.0 uses appropriate

AND varied examples
to illustrate basic
content principles.

3.0 references content

to both the students
prior experiences
AND related subject
areas.

Rubric Mean

Comments: Knowledge of Content section

* B.

PREPARATION FOR INSTRUCTION

Criterion

Performance Rating
3 - Target

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

B2. Plans for

the unique
characteristics
of individual
students (i.e.
TAG/GT, ESL,
Special Needs,
among
others).
B3.
Formulates
clear and
appropriate
learning
outcomes.

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

3.0
demonstrates
detailed
understanding
of the
background,
experiences,
and skill level
of all students
in the class.

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

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

2.5

2Acceptable

1.5

1Unacceptable

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

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

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

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

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

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

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

1.0 does not

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

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

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

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

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

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

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

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

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

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

3.0 plans
appropriate
assessments
AND can

2.5 Student
performance
lies between
the 3.0 and
the 2.0

2.0 plans
appropriate
assessments
that are linked
to learning

1.5 Student
performance
lies between
the 2.0 and
the 1.0

1.0 does not

include
assessments
in the lesson
plan OR

0.6

0.6

0.6

0.6

0.6

0.0

articulate
ways
assessments
should impact
future
learning
activities.

rating. Add
comments
below to
explain
further.

outcomes.

rating. Add
comments
below to
explain
further.

includes
assessments
that are
inappropriate.

Rubric Score

3.0000000000000004

Rubric Mean

0.0

Comments: Preparation of Instruction section

* C.

INSTRUCTIONAL PERFORMANCE

Criterion

Performance Rating
3 - Target

C1. Establishes a
safe physical
and
psychological
environment.

C2. Creates a
climate of
fairness and
respect.

C3. Maintains
consistent
standards for
positive
classroom
behavior.

C4. Makes
procedures and
outcomes clear
to students.

3.0 creates a physically

and psychologically safe
environment AND can
explain the purpose for
these choices.

3.0 actively encourages

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

3.0 demonstrates the

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

3.0 ensures that all

students understand the
learning objectives and
can carry out the
procedures for

2.5

2 - Acceptable

1.5

1Unacceptable

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

2.0 plans for the

physical and
psychological
safety of
students.

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

1.0 does not

consider the
physical and
psychological
safety of
students.

0.3

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

2.0 treats
students fairly
and respectfully.

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

1.0 does not

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

0.3

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

2.0 effectively
and consistently
responds to
students needs
and behavior.

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

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

0.3

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

2.0 provides
students with
clear, accurate
information
about the
learning

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

1.0 presents
unclear OR
inaccurate
information
about the
learning

0.3

instructional activities.

C5. Presents
content
accurately and
effectively.

C6. Models
appropriate
language usage.

C7. Provides
appropriate
accommodations
for diverse
learners.

C8. Provides
opportunities for
content
application.

3.0 uses effective content

delivery strategies, makes
content relevant to
students prior
experiences, and uses
technology appropriately
for presentation of
content.

3.0 uses standard English

in speech and writing
while respecting students
cultural and dialectical
differences.

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

3.0 uses activities or

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

C9. Checks for

understanding
using a variety of
formal or
informal
assessment
techniques.

3.0 uses a variety of

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

rating. Add
comments
below to
explain
further.

learning
objectives and
procedures for
instructional
activities.

rating. Add
comments
below to
explain
further.

learning
objectives or the
procedures for
instructional
activities.

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

2.0 uses
effective
strategies to
present content
to students.

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

1.0 does not use

strategies
effectively to
present content
to students.

0.3

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

2.0 uses
standard
English in
speech and
writing.

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

1.0 does not use

standard English
in speech or
writing.

0.3

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

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

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

1.0 does not

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

0.3

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

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

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

1.0 does not

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

0.3

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

2.0 monitors
student
comprehension
of content AND
provide
students with
limited
feedback.

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

1.0 makes few

attempts to
determine
student
comprehension
AND gives
students little
feedback.

0.3

C10. Uses
instructional
time effectively.

3.0 provides students with

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

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

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

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

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

0.3

Rubric Score

3.0

Rubric Mean

0.0

Comments: Instructional Performance section

* D.

REFLECTION AND EVALUATION IMPACT ON STUDENT LEARNING

Criterion

D1. Provides
specific evidence to
document student
learning.

D2. Accurately
describes strengths
and weaknesses of
his/her teaching
skills in relation to
student learning.

D3. Seeks and uses

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

Performance Rating
3 - Target

2.5

2Acceptable

1.5

1Unacceptable

3.0 provides
appropriate
AND detailed
evidence to
document
student
learning.

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

2.0 provides
some
appropriate
evidence to
document
student
learning.

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

1.0 provides no
evidence to
document
student
learning.

0.75

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

2.0 uses some

evidence of
student
learning to
self-assess
teaching
strengths and
weaknesses.

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

1.0 does not

use evidence
of student
learning to selfassess
teaching
strengths and
weaknesses.

0.75

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

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

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

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

0.75

2.5 Student
performance
lies between

2.0 develops
general
proposals to

1.5 Student
performance
lies between

1.0 develops
no proposals to
improve

0.75

3.0 uses
evidence of
student
learning to selfassess
teaching
strengths and
weaknesses.

3.0 seeks
information
from varied
professional
resources AND
uses it
effectively to
improve
instruction.

3.0 develops
specific and

varied
strategies to
improve
instruction.

the 3.0 and the

2.0 rating. Add
comments
below to
explain further.

improve
instruction.

the 2.0 and the

1.0 rating. Add
comments
below to
explain further.

instruction.

Rubric Score

3.0

Rubric Mean

0.0

Comments: Reflection and Evaluation section

E. Professionalism
* The

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

Performance Rating
3Target

2Acceptable

1Unacceptable

E1. Is responsible and dependable

0.27299999999999996

E2. Shows initiative

0.27299999999999996

E3. Is punctual and regular in attendance

0.27299999999999996

E4. Exhibits the ability to make decisions

0.27299999999999996

E5. Sets appropriate priorities and meets

deadlines

0.27299999999999996

E6. Displays mature judgment and self-control

0.27299999999999996

E7. Demonstrates enthusiasm for teaching

0.27299999999999996

E8. Has compassion for students

0.27299999999999996

E9. Dresses appropriately

0.27299999999999996

E10. Demonstrates professional behavior with

students, families and school personnel

0.27299999999999996

E11. Maintains confidentiality

0.27299999999999996
Rubric Score

3.003000000000001

Rubric Mean

0.0

Dispositions

Dispositions
The JMU candidate ...
Criterion

Performance Rating
Target

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

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

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

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

displays effective
professional
communication in a

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

Shows regard for

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

Gathers and
examines data to
continually
evaluate
effectiveness and
fair-access of
instruction to all
individuals

Acceptable

Needs Improvement
/ Unacceptable

No
Chance
to
Observe

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

Treats most learners

with respect and
dignity

No
Chance
to
Observe

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

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

No
Chance
to
Observe

Organizes
and implements
diverse
strategies and
materials that
maximize
learning
opportunities
for most
individuals.

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

No
Chance
to
Observe

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

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

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

No
Chance
to
Observe

Expects, invites

Encourages
and elicits

Fails to encourage
or elicit

No
Chance

0.03

0.03

0.03

0.03

0.03

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

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

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

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

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

and encourages
participation from
every learner

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

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

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

Invites and uses

feedback from
supervisors and
peers

Clearly and
insightfully
identifies core
problem areas with
evidence of all
relevant contextual
factors

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

participation
from most
learners

communication from
most learners

to
Observe

Contributes
effectively and
equitably to a
group effort

Contributes
ineffectively or
inequitably to group
effort

No
Chance
to
Observe

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

Fails to listen to
and/or interrupts
team members

No
Chance
to
Observe

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

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

No
Chance
to
Observe

Uses
feedback from
supervisors and
peers

Identifies a
surface-level
problem with
evidence of
most relevant
contextual
factors

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

Fails to use
feedback from
supervisors and
peers

Fails to
independently and
effectively identify
problem areas

Fails to identify
effective problemsolving approaches
for context

No
Chance
to
Observe

No
Chance
to
Observe

No
Chance
to
Observe

0.03

0.03

0.03

0.03

0.03

0.03

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

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

models a strong work

ethic and a mature,
professional manner
[UNEXPECTED
SITUATIONS]

models a strong work

ethic and a mature,
professional manner
[PROFESSIONAL
IMAGE]

models a strong work

ethic and a mature,
professional
manner[ADHERES TO
GUIDELINES]

models a strong work

ethic and a mature,
professional
manner[ATTENDANCE]

models a strong work

ethic and a mature,
professional manner
[DEADLINES]

Clearly identifies
specific, relevant,
and important
goals to enhance
professional growth

Independently
seeks and actively
pursues novel
experiences to
meet goals to
enhance
professional
growth.

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

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

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

Consistently
attends and arrives
on time for
scheduled events
and activities

Meets deadlines
for assigned
activities and
products without
being
prompted/reminded

Develops
general goals
to enhance
professional
growth.

Does not develop

goals for growth

No
Chance
to
Observe

Follows
suggestions to
engage in
supplemental
experiences to
enhance
professional
growth

Does not engage in

experiences to
promote growth

No
Chance
to
Observe

Demonstrates
potential to
respond to
unexpected
situations
calmly and
reasonably

Responds to
unexpected situations
in an unreasonable
manner

No
Chance
to
Observe

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

Inconsistently
portrays a
professional image
and attitude in
appearance and
behavior

No
Chance
to
Observe

Follows
appropriate
guidelines,
rules, and
regulations

Fails to adhere to
appropriate
guidelines rules, and
regulations

No
Chance
to
Observe

Usually
attends/arrives
on time for
scheduled
events/activities

Arrives late or fails

to attend scheduled
events/activities

No
Chance
to
Observe

Meets
deadlines for
assigned
activities and
products

Fails to meet
deadlines for
assignments/products

No
Chance
to
Observe

0.03

0.03

0.03

0.03

0.03

0.03

0.03

models a strong work

ethic and a mature,
professional manner
[CONFIDENTIALITY]

Respects
confidentiality of
student records,
performance and
personal issues

Respects
confidentiality
of student
records

Fails to respect
student confidentiality

No
Chance
to
Observe

0.03

Rubric
Score

0.5700000000000003

Rubric
Mean

0.0

Suggestions for Continuing Professional Development

Areas of Strength
and Areas for
Growth

Megan has been such a strong teacher in my third grade classroom. She is ready for her own
classroom. We all are always in need of improvement, and she has a strong reflective and
critical eye on her own teaching and how she can make changes and improvements. There is no
glaring imperfections in Megan's teaching for me to tell her to work on in her next placement.
Megan is easy to work with and has many wonderful ideas to engage students in their own
learning and keep them excited about what we are learning about! We have loved having Megan
in our classroom and I wish we didn't have to say good bye so soon! Good Luck Megan! You are
going to be a great teacher!

Please remember the SAVE button

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

Total Score

15.573

Total Mean

0.29383018867924526

Grade
Total Score
Grade

Close

15.573