Summative Evaluation Rubric

Planning & Preparation For Learning

Not Meeting
Little familiarity with subject matter or MB curriculum Lacks materials necessary for lesson Unfamiliar with technology &/or equipment Unprepared lessons and students not engaged Ignores cultural diversity No differentiated instruction Classroom is frequently chaotic and sometimes dangerous. Struggles to get students attention. Instruction time is lost due to confusion, interruptions and poor transitions. Does not support established classroom routines. Begins lessons without giving students an idea of where the lessons are going Fails to provide for differentiated instruction Is rigid and inflexible and rarely takes advantages of teachable moments Mostly lectures to passive students or has them plod through work sheets only


Developing
Some familiarity with subject matter Partially developed lesson plans Uses appropriate materials related to lessons occasionally Explores the use of technology / equipment Prepared lesson. Incorporates components of lesson planning to engage students Some awareness of cultural diversity Some attempt at differentiated instruction Discusses expectations and rules with students. Attempts to be fair and respectful to students. Engages some students but there are disruptions in the classroom. Attempts to maintain classroom routines. Discipline is more reactive than proactive.
 

Proficient
Understands subject matter Well-developed lesson plans Uses appropriate materials consistently Incorporates technology / equipment with ease Well prepared lessons, complete and engaging Incorporates cultural diverse strategies within the lessons Lessons are well differentiated

Excelling
Broad knowledge base in subject matter Highly relevant lesson plans incorporating appropriate culturally diverse materials and ideas into the lesson Incorporates various appropriate materials seamlessly into lessons Highly competent in the use of technology Well prepared lessons that captivate students Lessons address all learning needs, styles, and interests

 

Classroom Engagement

 

Clearly communicates and consistently enforces high standards for student behavior. Is fair and respectful to students and builds positive relationships. Teaches routines and maintains them. Fosters positive interactions among students; discipline is more proactive than reactive. Maximizes academic learning time. Gives the students a clear sense of purpose Essential question and goals of lessons are clear Students prior knowledge is activated. Uses clear explanations, appropriate language and good examples to present material Students are engaged in active thinking, discussion and use the ideas and skills taught Attempts to differentiate and scaffold instruction to accommodate all learners Is flexible to modify lessons to take advantage of teachable moments Has students sum up their learning and asks them to apply ideas

Delivery of Instruction

Tells students the main objective of each lesson Tries to make the subject interesting and relates it to things students already know At times explanations are unclear or inappropriate Uses a limited range of strategies, materials and groupings Attempts to get students engaged but some are disengaged Attempts to accommodate students with special needs Asks students to think about real-life applications of lesson

Evaluation and Assessment

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 exemplars.

Provides a framework for assessment subsequent to the assignment. Uses ineffective methods to check for understanding. Provides some exemplars. Discusses assessment results with the CT to determine if areas need re-teaching or further assessment. Makes an attempt to identify students who need assistance. Is developing an understanding of as learning, for learning, and of learning concepts.


 

Lesson plans include measurable outcomes. Applies the concepts of learning, as learning and for learning in daily planning. Understands the difference between evaluation and assessment. Posts clear criteria for students, including rubrics and exemplars. Consistently checks for understanding and assists students needing help. Provides feedback to students in a timely fashion. Lesson plans include a variety of activities suited to student needs, learning styles, abilities, multiple intelligences, learning disabilities, and interests.

Is direct, specific, consistent and resolute in communicating and enforcing high expectations. Shows warmth, caring, respect and fairness for all students and builds strong relationships. Creates a climate in which disruption of learning is minimized and on-task learning is maximized. Students emulate self-discipline and the classroom environment is highly positive where students work as a team. Gives students a clear sense of purpose: essential questions & goals of lesson are clear with guided instructions Successfully differentiates and scaffolds instruction to accommodate all learners Is flexible to modify lessons to take advantage of teachable moments while also transitioning back to the goals of the lesson Encourages students to be risk takers and learn from mistakes. Is exact and clear in helping students understand the expectations. Lessons clearly exemplify activating, acquiring, and applying strategies within the lesson delivery. Strategies are highly effective and lessons are creative with a high degree of engagement among students. Consistently has students summarize and internalize what they learn and apply it to real-life situations. Demonstrates an understanding of the importance of assessment for learning by using data to plan instruction. Provides consistent relevant feedback to students. Consistently provides assessment tools and exemplars prior to assignments. Involves students in assessment through student-created rubrics, student led conferences, and other strategies to build upon students metacognitive abilities. Takes the initiative to discuss student progress and / or concerns with the CT.

Family Communication and School Community Outreach

Demonstrates insensitivity to culture and beliefs of students and/or their families. Exhibits poor communication skills with parents. Assigns homework but does not really expect to see it returned and does not follow up. Does not attend or participate in outreach or extracurricular events. Does not complete student teaching requirements (e.g. Dress code, attendance, school activities, record keeping, etc.) Does not respect confidentiality regarding student and staff information. Has negative or self-serving relationships with CT and other staff. Is not receptive to constructive criticism.

Attempts to be sensitive to culture and beliefs of students and/or their families. Attempts some communication with families. Does some follow up with incomplete homework. Attends some parent / teacher interviews and outreach / extracurricular activities.

Communicates respectfully with parents and is sensitive to various cultures and values. Assigns appropriate homework and suggests ways to support learning at home (where applicable). Participates in parent-teacher conferences, outreach and extracurricular activities. Invests the time and due diligence to complete professional responsibilities and workload.

Shows great sensitivity and respect for family and community values, culture and beliefs. Participates in parent / teacher interviews. Is comfortable talking with families and is open to partnering with them to improve the learning process for students. Contributes to parent / teacher interviews and outreach / extracurricular activities.

Professional Responsibilities

Demonstrates an awareness of school/division policies. Demonstrates an awareness of student teaching requirements (Presents criminal records check, child abuse records check, & resume. Communicated with school personnel & supervisor in advance.) Arrives at school moments before the start of the day. Leaves promptly at the closing of the day. Mediocre attendance. Somewhat defensive in listening to feedback and suggestions. Is somewhat reluctant to share ideas or offer suggestions for improving and teaching learning. At times practices questionable judgement and is less than honest in conversation.

 

 
  


  


Consistently communicates with C.T., F.S., & colleagues in a timely manner. Has good attendance. Is punctual and reliable with paper work, duties and assignments. Keeps accurate records. Demonstrates professional demeanor and maintains appropriate boundaries. Listens thoughtfully to the viewpoint of others and accepts constructive criticism. Applies the suggestions of cooperating teacher and supervisor. Maintains confidentiality and respects colleagues. Supports school policies and is aware of emergency procedures. Works as a team player. Demonstrates self-reflection for improvement on lessons. Seeks out effective teaching ideas from various sources (colleagues, workshops, readings, Internet, supervisors).

Understands professional responsibility of acting in loco parentis. Has perfect attendance. Carries out assignments conscientiously and punctually. Keeps meticulous records and is never late. Demonstrates a high degree of organizational skills. Uses impeccable judgement, is honest and ethical. Actively seeks out feedback and uses it to improve performance. Meets regularly with colleagues for planning and sharing of ideas. Frequently is involved with after-school activities.

Reminder: At the end of the placement please email completed Summative Evaluation Rubric and final Professional Reflections and Goals as attachments to fieldexperiencerpt@brandonu.ca

Summative Evaluation Rubric Student Name: Date: Course:

Karlie Skibo
Nov 15, 2013

271

371
COMMENTS

474

Faculty Supervisor: School: 475 Assessment:

Ray Sitter Neelin High School

Pass
COURSE

Cooperating Teacher: Grade/Subject: Incomplete

Rob Langston G.I.S./ Geography 10

Withdraw Fail

KEY INDICATORS
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 pre-service teacher will develop 2 lessons per week for the final 3 to 4 weeks. Complete lesson plans must be constructed.

Karlie `s lesson plans were well developed and contained all the components of a good lesson. She has considered and adapted materials to the needs of the students. She is confident and well prepared. Students who are late generally enter quietly and Karlie smoothly gets them into the lesson that she is working on. Karlie is quick on her feet and adaptive. She accepts students responses respectfully yet if they are not quite accurate or to the point she can, with an appropriate comment or statement, get them moving in the direction that she wants them to go. She has a suitable number of activities in the class to keep the students interested and focused on the topic. Transitions from one activity to another are smoothly handled. Karlie is very accepting of using technology in her lessons, including the use of G.I.S.. She became very capable in using G.I.S. in a class to enhance her lessons. Karlie fosters a friendly, productive atmosphere in her class. She involves the students in her class. Their opinions are important to her. She treats the students and their thoughts with respect. Students respond well to her and work for virtually the entire class period. Karlie maintains a productive classroom. Any minor disruptions are dealt with quietly, immediately and with little disruption to the class generally. Karlie is easy to work with as a supervisor. She takes suggestions and encorporates them into her classes. She displays both a professional attitude and professionaL behaviour. Good term Karlie. Good luck on your next placement.

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

st

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

st

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. Pre-service 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.

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

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, pre-service teachers will participate in the reporting process, providing assessment results to the cooperating teacher, and assist whenever requested.

Evaluation Written by:

Ray Sitter/Rob Langston

Pre-service Teacher Comments:

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

Days Absent:

Reasons:

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 demeanour 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, display readiness to the full time role as a classroom teacher.

Reminder: At the end of the placement please email completed Summative Evaluation Rubric and final Professional Reflections and Goals as attachments to fieldexperiencerpt@brandonu.ca