Target (3): The student teacher exhibits knowledge, skills or dispositions that are proven to be appropriate and

effective for PreK-12 student learning. The level of proficiency is that expected of a first-year beginning teacher.
Acceptable (2): The student teacher is developing the knowledge, skills, or dispositions for effective PreK-12 student
learning, but has not yet attained a level of proficiency appropriate for a first-year beginning teacher.
Unacceptable (1): The student teacher exhibits some knowledge, skills, or dispositions that are inappropriate or
ineffective for PreK-12 student learning. Remediation is necessary if the student teacher is to remain in student
teaching.
Not Applicable (NA): The knowledge, skills, or dispositions are not observed. There is no basis for determination.
To successfully complete the student teaching practicum, at the MC the student teacher must not earn more than
two (2) Unacceptable ratings in a specific category. For each unacceptable rating, a written plan of improvement
must be created, signed by the cooperating teacher, the university supervisor, and the student teacher, and
approved by the Director of Educational Field Experiences (with copies of the improvement plans placed in the
student teachers file). During the FC, the student teacher may not earn any unacceptable ratings.

I. Knowledge
Criterion Performance Rating

Unacceptable Acceptable Target Score
Uses clear oral language to communicate with learners 1 2 3 3
Uses clear written language to communicate with learners 1 2 3 3
Demonstrates content knowledge to develop student
knowledge and understanding
1 2 3 3
Demonstrates pedagogical knowledge to develop student
knowledge and understanding
1 2 3 3
Total
Score
12.0
Comments: Lauren is extremely thoughtful and deliberate when she considers how content
should be delivered. Her expectations, including the specific target objective, are
clear and detailed. She carefully and sequentially scaffolds
the instruction beginning with a clear link and consideration of prior knowledge to
incorporating a timely assessment and summarizing closure.
II. Designs and Plans Instruction
Criterion Performance Rating

Unacceptable Acceptable Target Score
Guides planning using relevant content standards and 1 2 3 3
districts academic standards/performance objectives
Identifies the skills, concepts, attributes, and/or thinking
processes to be learned
1 2 3 3
Connects lesson content to real life situations or past
experiences appropriate at the level of the students being
taught
1 2 3 3
Develops effective tasks for procedural and conceptual
knowledge
1 2 3 3
Incorporates diverse strategies, instructional aids, resources
and technology
1 2 3 3
Specifies strategies for assessing student understanding in
lesson plans
1 2 3 3
Provides opportunities for higher level thinking (i.e.,
questioning, tasks, etc.)
1 2 3 3
Provides modifications in lesson plans based on individual
student needs
1 2 3 3
Total
Score
24.0
Comments: Lauren designs a thorough lesson plan. She devotes time to researching in order to
incorporate a variety of methods and strategies to keep student engagement high.
She includes necessary modifications to meet the needs of her students. Technology
and hands on experiences are integral to her planning.
III. Implements Instruction
Criterion Performance Rating

Unacceptable Acceptable Target Score
Uses a variety of instructional aids, resources, technology, etc.
to enhance instruction
1 2 3 3
Uses a variety of effective teaching strategies to engage
students actively in learning
1 2 3 3
Maximizes the amount of class time students are engaged in
learning
1 2 3 3
Uses effective questioning techniques to engage all learners 1 2 3 3
Shows energy and enthusiasm toward teaching and learning 1 2 3 3
Demonstrates high instructional expectations for others 1 2 3 3
Total
Score
18.0
Comments:
Again, Lauren's instruction is engaging and effective because she anticipates possible
roadblocks ahead of time and plans accordingly. She includes multiple learning
modes in every lesson. Questions she will pose to students are prepared ahead of
time. As I noted at midterm, Lauren's lessons are multifaceted and highly
interactive. As an adult observer, I am poised at the edge of my seat as the students
are, focused on whar will come next in the lesson.
IV. Assesses and Manages Student Learning
Criterion Performance Rating

Unacceptable Acceptable Target Score
Promotes student self-assessment 1 2 3 3
Uses a variety of appropriate formal and informal
assessments aligned with instruction
1 2 3 3
Uses a variety of appropriate summative and formative
assessments aligned with instruction
1 2 3 3
Monitors individual, group, and class learning and adjusts
instruction based on feedback from students
1 2 3 3
Adjusts instruction to meet diverse needs of learners 1 2 3 3
Maintains records of student work and performance, and
uses them to guide instructional decisions
1 2 3 3
Provides students appropriate feedback on progress on a
regular basis
1 2 3 3
Total
Score
21.0
Comments: Lauren's assessment strategies are diverse and she assesses throughout the lesson.
Students receive prompt feedback through ongoing informal observations of their
performance as well as quick scoring of formative assessments. Lauren is
conscientious about checking for understanding during the lesson so no student is
lost in confusion.
V. Creates and Maintains an Effective Learning Environment
Criterion Performance Rating

Unacceptable Acceptable Target Score
Communicates behavioral expectations that are conducive to
student learning
1 2 3 3
Displays effective classroom management (e.g., procedures,
routines, etc.)
1 2 3 3
Provides appropriate and immediate feedback to students
regarding behavior
1 2 3 3
Provides a positive and motivating learning environment 1 2 3 3
Total
Score
12.0
Comments: Lauren demonstrates poise in the classroom. Although she puts a lot of thought,
time, and energy into classroom management, it appears that the cooperatvie, calm,
respectful climate happens effortlessly. She creates a positive, inviting leaning
environment.
VI. Professionalism
Criterion Performance Rating

Unacceptable Acceptable Target Score
Is prepared for class (or appointments) 1 2 3 3
Is punctual for class (or appointments) 1 2 3 3
Collaborates with colleagues (e.g., teachers, staff, student
teachers, etc.) to improve learning experiences for students
1 2 3 3
Actively seeks out new information related to his or her
teaching
1 2 3 3
Seeks help when needed 1 2 3 3
Seeks professional growth opportunities (e.g., such as
professional development, mentoring, etc.)
1 2 3 3
Accepts and acts upon constructive criticism 1 2 3 3
Total
Score
21.0
Comments: Lauren communicates personal and professional integrity. She demonstrates a
strong work ethic and generously shares her teaching artifacts with others.
She is and will be an inspiration to others in education.