SUMMATIVE EVALUATION RUBRIC

Student Name:
Date:
COURSE:
Focus Areas
Assessment
and
Evaluation

Planning &
Preparation
For Learning

Delivery of
Instruction

Faculty Supervisor: Darlene Diller

Waverly Park
School:
Pass:
ASSESSMENT:

Ashton Smith

November 20, 2015

271:

371:

474:

475:

Not Meeting (Does not meet expectations within the category)

Does not perform pre-assessment of students skills, knowledge, or
experience
Lessons lack a variety of assessment strategies & tools
Is ineffective in checking for student understanding
Rarely provides a framework for assessment subsequent to the
assignment
Does not discuss assessment results with the CT
Does not identify students who need assistance
Has little understanding of as learning, for learning, and of
learning
Does not provide feedback to students in a timely fashion
Does not match assessment strategies to learning outcomes
Rarely invites student input in the development of assessment criteria
Little familiarity with subject matter
Little familiarity with MB curriculum
Does not produce lesson plans
Lessons lack evidence of activation, acquisition, and application of
content
Does not consistently provide closure to lessons
Lacks materials necessary for lesson
Unfamiliar with technology
Ignores cultural diversity
Lesson plans rarely include a variety of activities suited to student
needs, learning styles, abilities, multiple intelligences, learning
disabilities, and interests
Begins lessons without giving students an idea of where the lessons
are going
Rarely takes advantages of teachable moments
Has some difficulty clearly communicating instructions
Rarely provides exemplars to students
Uses only one instructional strategy
Rarely utilizes groupings to enhance learning
Rarely utilizes questioning techniques to enhance student learning
Rarely attempts to engage students in active thinking
Appears to lack confidence and is uncomfortable while teaching
Lacks enthusiasm while teaching
Has some difficulties projecting an effective teacher voice
Exhibits difficulty with the spoken language being used for instruction
Exhibits difficulty with the written language being used for instruction
Rarely incorporates assessment data to inform instruction

Cooperating Teacher: Darlene Diller

Grade/Subject:
Grade Two
Incomplete:
Withdraw:

Developing (Occasionally meeting expectations within the category)

Proficient (Consistently meeting expectations of the category)

Usually performs a pre-assessment of students skills, knowledge, or experience

Consistently performs a pre-assessment of students skills, knowledge, or

experience
Successfully uses a variety of assessment strategies & tools
Consistently checks for student understanding
Consistently provides a framework for assessment subsequent to the
assignment
Consistently discusses assessment results with the CT
Consistently assists students needing support
Displays an understanding of as learning, for learning, and of
learning concepts
Consistently provides feedback to students in a timely fashion
Consistently matches assessment strategies to learning outcomes
Consistently invites student input in the development of assessment criteria
Understands subject matter
Understands MB curriculum
Well-developed lesson plans
Lessons consistently reflect activation, acquisition, and application of
content
Consistently provides closure to lessons
Consistently uses appropriate materials
Incorporates technology with ease
Consistently incorporates cultural diversity within the lessons
Lesson plans include a variety of activities suited to student needs,
learning styles, abilities, multiple intelligences, learning disabilities, and
interests
Gives the students a clear sense of purpose of the lesson in language they
understand
Identifies teachable moments and uses them to enhance teaching
Consistently provides clear instructions to students
Consistently provides exemplars to students
Consistently utilizes strategies
Consistently and successfully utilizes grouping to enhance learning
Consistently uses questioning techniques to enhance student learning
Consistently engages students in active thinking
Appears confident and comfortable while teaching
Displays enthusiasm while teaching
Consistently projects an effective teacher voice
Has a good command of the spoken language being used for instruction
Has a good command of the written language being used for instruction
Consistently incorporates assessment data to inform instruction

Attempts to use a variety of assessment strategies & tools

Usually checks for student understanding
Usually provides a framework for assessment subsequent to the assignment

Fail:

Occasionally discusses assessment results with the CT

Makes an attempt to identify students who need assistance
Is developing an understanding of as learning, for learning, and of learning
concepts
Occasionally provides feedback to students in a timely fashion
Occasionally matches assessment strategies to learning outcomes
Occasionally invites student input in the development of assessment criteria
Some familiarity with subject matter
Some familiarity with MB curriculum
Lesson plans are prepared but may lack clarity
Lessons reflect an attempt to demonstrate activation, acquisition, and
application of content
Attempts to bring closure to lessons
Uses appropriate materials related to lessons occasionally
Explores the use of technology
Some awareness of cultural diversity which is occasionally evident in lessons
Lesson plans occasionally include a variety of activities suited to student needs,
learning styles, abilities, multiple intelligences, learning disabilities, and
interests
Tells students the main objective of each lesson, but sometime struggles with
articulation
Attempts to take advantage of teachable moments when appropriate
Usually successful in communicating clear instructions to students
Occasionally provides exemplars to students
Attempts to utilize various instructional strategies
Attempts to use groupings to enhance learning
Attempts to utilize questioning techniques to enhance student learning
Usually attempts to engage students in active thinking
Growing in confidence and comfort level while teaching
Is somewhat enthusiastic while teaching
Usually has an effective teacher voice
Has a fair command of the spoken language being used for instruction
Has a fair command of the written language being used for instruction
Occasionally incorporates assessment data to inform instruction

Submit Forms to: fereport@brandonu.ca

SUMMATIVE EVALUATION RUBRIC

Focus Areas
Classroom
Engagement
and
Environment

Family
Communication
and School
Community
Involvement
Professional
Responsibilities

Not Meeting (Does not meet expectations within the category)

Classroom is frequently chaotic and sometimes dangerous
Struggles to get students attention at the start of the lesson
Instruction time is lost due to confusion, interruptions and poor
transitions
Does not support established classroom routines
Fails to establish expectations with students as the new teacher in
the classroom
Does not display fairness and respect toward students
Has difficulty establishing behavior standards for students
Displays limited strategies in dealing with discipline; discipline is
reactive
Little attempt to foster positive interactions among students Little
attempt to maximize learning
Rarely expresses high expectations for academic performance among
students
Demonstrates insensitivity to culture and beliefs of students and/or
their families
Appears reluctant to communicate with families
Does not follow up on assignments
Does not attend or participate in extracurricular events at the school
Does not participate in meetings with parents when possible
Has no awareness of school/division policies
Arrives late
Leaves early
Is absent more than 4 days
Does not respect confidentiality regarding staff and students
Has negative or self-serving relationships with CT and other staff
Somewhat defensive in listening to feedback and suggestions
Does not display an attitude of team
Seldom practices good judgement and honesty in conversation
Is not self-reflective and has difficulty setting goals
Does not complete student teaching requirements:
o
o
o
o
o
o
o

Contacted school in advance

Contacted supervisor in advance
Presents criminal records check, child abuse records check,
resume
Notifies school in good time if cannot attend due to illness
or emergency
Maintains a professional dress code
Maintains student records (attendance, marks, etc.)
Rarely provides a lesson plan in advance of an observed
lesson

Developing (Occasionally meeting expectations within the category)

Classroom is a safe learning environment where students are usually engaged
in learning
Occasionally is able to get the attention of most students before beginning a
lesson
Confusion among students is minimal; interruptions and transitions are
managed somewhat effectively
Attempts to maintain classroom routines
Announces expectations to students as the new teacher in their classroom
Attempts to be fair and respectful to students
Possesses high standards for students but has trouble communicating these
standards
Discipline is more reactive than proactive, but does attempt to utilize specific
strategies
Attempts to foster positive interactions among students
Academic learning time is usually evident, but is not always maximized
Occasionally expresses high expectations for academic performance among
students
Occasionally attempts to be sensitive to culture and beliefs of students and/or
their families
Appears to attempt some communication with families
Attempts to follow up on assignments
Participates limitedly in extracurricular events at the school
Attends some meetings with parents when possible
Has an awareness of school/division policies
Arrives at school moments before the start of the day.
Leaves promptly at the closing of the day.
Mediocre attendance (1-3 days absent)
Displays confidentiality regarding staff and students most of the time
Has developed some professional relationships with CT and other staff
Is open to feedback and suggestions
Is working at developing an attitude of team
Usually practices good judgement and is honest in conversation
Is somewhat self-reflective and attempts to set goals
Occasionally demonstrates an awareness of student teaching requirements:
o
o
o
o
o
o
o

Contacted school in advance

Contacted supervisor in advance
Presents criminal records check, child abuse records check,
resume
Notifies school in good time if cannot attend due to illness or
emergency
Maintains a professional dress code
Maintains student records (attendance, marks, etc.)
Occasionally provides a lesson plan in advance of an observed
lesson

Proficient (Consistently meeting expectations of the category)

Classroom consistently reflects a safe environment where students are

engaged in learning
Consistently has the attention of most students prior to beginning a lesson
Confusion is rare among students; interruptions and transitions are
skillfully managed
Maintains classroom routines consistently
Discusses expectations with students as the new teacher in their
classroom, invites their input
Is consistently fair and respectful of students
Clearly communicates and consistently enforces high standards for student
behavior
Practices proactive discipline and rarely faces disruptions among students
Consistently fosters positive interactions among students
Consistently maximizes academic learning time
Consistently expresses high expectations for academic performance among
students
Consistently displays sensitivity to culture and beliefs of students and/or
their families
Appears to be comfortable communicating with families
Consistently follows up on assignments
Consistently participates in extracurricular events at the school
Participates in meetings with parents when possible
Has and demonstrates awareness of school/division policies
Arrives early to prepare for teaching
Stays after school to prepare or attend to other teaching related tasks
Has perfect attendance
Consistently maintains confidentiality regarding staff and students
Has developed several professional relationships with CT and staff
Invites feedback and suggestions and attempts to implement ideas
Consistently participates as a team player
Consistently practices good judgement and is honest in conversation
Is consistently self-reflective and sets goals
Consistently demonstrates an awareness of student teaching
requirements:
o Contacted school in advance
o Contacted supervisor in advance
o Presents criminal records check, child abuse records check,
resume
o Notifies school in good time if cannot attend due to illness
or emergency
o Maintains a professional dress code
o Maintains student records (attendance, marks, etc.)
o Consistently provides a lesson plan in advance of an
observed lesson

Submit Form to: fereport@brandonu.ca

SUMMATIVE EVALUATION RUBRIC

COMMENTS

COURSE

KEY INDICATORS

Ashton has successfully completed her first student teaching practicum.

st

Her professionalism and dedication to becoming a strong teacher were always evident. She volunteered in the
classroom before the session began. As a result, she came into the practicum already familiar with the school,
comfortable working with her CT and knowing the children's names. She also came with some ideas from her BU
classes (math, specifically) that she was confidant would work with this class and was eager to try. She also
welcomed the opportunity to be "in charge" of the class for a half day when there was a substitute teacher.
Aston came to school early and stayed as long as necessary after school. She also attended meetings and helped
out around the school whenever possible.
Her dedication was also noted and admired when she showed up for school, sick with bronchitis, but feeling that
she could not be absent because I was scheduled to observe a lesson!
Ashton's lessons were always well-prepared and contained a good variety of appropriate activities. She made
good use of technology and quality children's literature. Her CT also reported that when the computers going
down threw a kink into her scheduled plan, Ashton was easily able to come up with a "Plan B!"

1st Placement 1 Yr
Course # 01:271
5 weeks Term I Fall
2 Formal Observations by
Cooperating Teacher(s) &
Faculty Supervisors

st

2nd Placement 1 Yr
Course # 01:371
7 weeks Term II Spring
2 Formal Observations by
Cooperating Teacher(s)
3 Formal Observations by
Faculty Supervisors

Ashton also used effective classroom management strategies by giving clear instructions, refocusing students as
necessary and in one case, removing a student briefly from the group when he was disruptive.
My suggestion for your further development is to keep adding to your repertoire of delivery strategies and to
continue to add to your knowledge of curricula and assessment.
I really enjoyed working with you, Ashton. I hope you will keep in touch because I would very much like to follow
your journey as a teacher.
.

Evaluation Written by: Darlene Diller

Preservice Teacher Comments:

Days Absent: 1.5 Reasons: Illness. Ashton has already arranged to make them up.
succ
essf
ully
com
plet
ed
her

nd

3rd Placement 2 Yr
Course # 01:474
6 weeks Term I Fall
2 Formal Observations by
Cooperating Teacher(s) &
Faculty Supervisors

nd

4th Placement 2 Yr
Course # 01:475
7 weeks Term II Spring
2 Formal Observations by
Cooperating Teacher(s)
3 Formal Observations by
Faculty Supervisors

Identifies goals for placement.

Actively observes the classroom & becomes aware of classroom management & routines. Becomes
familiar with students & develops rapport with both staff and students. Develops professional
relationships.
Becomes familiar with the role of the education assistant and understands the importance and
function of classroom assistants in the support role for student learning.
Based on the cooperating teachers units that are being taught, the preservice teacher will develop
and teach 2 lessons per week for the final 3 to 4 weeks. Complete lesson plans must be constructed.
Cooperating Teachers may assist pre-service teachers in the development of lesson plans.
Identifies goals for placement.
st
Actively observes for 1 week while participating in classroom routines and assisting with individual
students.
May do some collaborative teaching with cooperating teacher.
Assumes responsibility (with assistance) for at least 2 subject areas for a minimum of 5 weeks. At
senior levels, preservice teachers become responsible for at least 2 blocks on the time table.
Complete unit and lesson plans must be constructed. Assistance may be required.
Preservice teachers may team teach at the discretion of the cooperating teacher for subjects they
are not assuming full responsibility.
Active participation in all classes is expected at all times.
Identifies goals for placement.
Informal observation is expected in the first week of September. NO formal record of written
observation sheet is expected.
With commencement of the final 5 weeks, the first week will be spent informally observing,
establishing rapport & professional relationships, actively assisting in classroom routines and
preparing for teaching.
Team teaching with the cooperating teacher may occur to transition into a minimum of 3 weeks full
time teaching. Complete unit and lesson plans are required. Some assistance may be needed. Being
a reporting period, preservice teachers will participate in the reporting process, providing
assessment results to the cooperating teacher, and assist whenever requested.
Identifies goals for placement.
Arrives prepared and confident. Displays an ease of rapport with students and professional
relationships. Is actively involved within the life of the school.
Understands differentiation and possesses strategies for classroom management.
Maintains classroom routines while demonstrating independent initiative in planning, assessing, &
delivering instruction. Displays team spirit and collaborative philosophy.
Displays a professional demeanor reflective in personal presentation & belief that all students are
able to learn.
Assumes full time teaching for 5 weeks. Unit plans and lesson plans must be completed
independently. Planning processes must reflect a variety of grade appropriate strategies. Assessment
should support as, of, and for learning practices.
Above all, displays readiness to the full time role as a classroom teacher.

Submit Form to: fereport@brandonu.ca