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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 takes time to explain her expectations - both academic and behavior. She
does so in a kind and clear manner. Lauren understands the importance of tapping
into their prior knowledge and building on that daily.
II. Designs and Plans Instruction
Criterion Performance Rating

Unacceptable Acceptable Target Score
Guides planning using relevant content standards and
districts academic standards/performance objectives
1 2 3 3
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 continues to research daily for interesting ways to teach all of her lessons.
She has spent her own money for many lessons. Lauren consistently comes up with
highly engaging lesson plans with her own creative spin. This makes learning so
much more interesting for the students. She is able to effectively modify lessons to
student's needs.
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: Lauren uses many methods to reach her students. She knows that one method does
not work for everyone. She incorporates effective brains breaks to help stimulate
their ability to focus and enjoy school. Lauren consistently arrives to school in a
positive mood which she shares with everyone. She always has a smile and kind
words for all of her students. Even when she is posed with a challenging student, she
handles them with thoughtful care.
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 understands the importance of timely assessments. She makes sure that
students have a good understanding of the daily lessons. Lauren makes sure that
students receive additional instruction if they struggle with a lesson. She
incorporates several methods to evaluate her students.
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 instilled an internet behavior system that provides immediate feedback called
Classroom Dojo. Students were very interested in this program and it provided
parents with immediate non-aggressive feedback. I like the program so much that I
plan on using it in my classroom.
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 is very punctual. She arrives early, stays late, and works on lessons at night
and on the weekend. She has developed innovative lesson plans and shared them
with my colleagues. She approaches every meeting with a positive attitude and has
never spoken negatively. Lauren welcomes constructive criticism and turns them
into a positive learning experience.