SUMMATIVE EVALUATION RUBRIC

Focus Areas Not Meeting (Does not meet expectations within the category) Developing (Occasionally meeting expectations within the category) Proficient (Consistently meeting expectations of the category)
Assessment
and
Evaluation
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
Usually performs a pre-assessment of students skills, knowledge, or experience
Attempts to use a variety of assessment strategies & tools
Usually checks for student understanding
Usually provides a framework for assessment subsequent to the assignment
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
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
Planning &
Preparation
For Learning
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
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
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
Delivery of
Instruction
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
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
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
Student Name: Faculty Supervisor: Cooperating Teacher:
Date: School:
COURSE: 271: 371: 474:
475: ASSESSMENT: Pass:
Grade/Subject:
Withdraw: Fail: Incomplete:
Submit Forms to: fereport@brandonu.ca
Chelsea Miles Pat Davy Lori Atkinson
May 2, 2014 Heyes Elementary School Kindergarten/Grade 1

SUMMATIVE EVALUATION RUBRIC
Focus Areas Not Meeting (Does not meet expectations within the category) Developing (Occasionally meeting expectations within the category) Proficient (Consistently meeting expectations of the category)
Classroom
Engagement
and
Environment
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
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
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
Family
Communication
and School
Community
Involvement
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
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
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
Professional
Responsibilities
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 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 Rarely provides a lesson plan in advance of an observed
lesson
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 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 Occasionally provides a lesson plan in advance of an observed
lesson
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
1st Placement 1
st
Yr
Course # 01:271
5 weeks Term I Fall
2 Formal Observations by
Cooperating Teacher(s) &
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 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.
2nd Placement 1
st
Yr
Course # 01:371
7 weeks Term II Spring
2 Formal Observations by
Cooperating Teacher(s)
3 Formal Observations by
Faculty Supervisors
Identifies goals for placement.
Actively observes for 1
st
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.
3rd Placement 2
nd
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, preservice teachers will participate in the reporting process, providing
assessment results to the cooperating teacher, and assist whenever requested.
4th Placement 2
nd
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.
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.
Evaluation Written by:
Preservice Teacher Comments:
Days Absent: Reasons:
Submit Form to: fereport@brandonu.ca
Pat Davy
Chelsea has very successfully completed her Level 475 teaching practicum. She displayed that she was particularly adept at developing and implementing exciting
lessons around the prescribed curriculumoutcomes. Her careful, detailed planning ensured the inclusion of a wide variety of instructional approaches, consistently
addressed the different ways of learning, and effectively provided for cross-curricular connections. Her creativity was evident through the preparation and use of
attractive, age-appropriate visual aids (laminated picture cards, vocabulary cards, anchor charts, posters, models), that caught and held the children's attention.
Chelsea's lessons consistently used flexible grouping, allowed for controlled movement, utilized real objects familiar to the children, and provided for the differentiated
needs of individuals.( She capably adapted the lessons if necessary). She clarified and augmented the children's responses during discussions and reviewed and
connected to prior learning when introducing new lessons. She had a thorough grasp of the activating, acquiring, and applying strategies. She accomplished her
specified goal of growth in assessment techniques (in order to plan for enhancing student success) by completing observational checklists and anecdotal notes on each
of her student's progress in all of the subjects. Chelsea extended her lessons using many unique activities, such as, for her unit on citizenship, she and the students
developed "The Important Book" (complete with photographs and write-ups) in which students, either in groups (a kindergarten child grouped with a grade 1 student)
or individually were "experts" on the different places they had visited on their Community Walk. She also prepared laminated certificates for students exhibiting good
citizenship traits. Well-chosen activity sheets also served to extend the lessons. She effectively incorporated technology (SmartBoard) into her lessons. It was obvious
she had done her research for good resource material. She used appropriate, enjoyable videos and books, etc., and included delightful learning activities with food. She
also used learning centers. She practiced proactive discipline strategies, using such techniques as the "Superstar Morning Award", the"'5,4,3,2,1 method" , and
"clapping chants and rhymes" to redirect the students' focus. She displayed initiative in planning field trips, ordered food for celebrations, went to Parent Council
meetings, had good rapport with staff and students, spent many extra hours working at the school, and was very involved with all that went on there.
Chelsea goes "over and above". She has achieved excellence and definitely displays" readiness" for the full time role as a classroomteacher.
Chelsea is a versatile and enthusiastic educator. She displays a sincere concern for her students' learning and well-being and relates very well to this age level. She keeps
their interest stimulated by special activities such as the Mystery Bag Game and uses the incentive/reward system, which causes the children to anticipate, and later
enjoy the "pleasant" surprises" she has planned for them.





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