SCHOOL OF EDUCATION

CONTINUUM OF INSTRUCTIONAL PRACTICE

Scoring for the student teaching evaluation form reflects the students degree of ability to accomplish the tasks outlined on the evaluation form. Please note: If a
student teacher scores in the level one (Emerging) range on any item, please contact the UVU Supervisor and the UVU Field Coordinator as soon as possible.

For the summative assessment of the student teachers performance, please use the following continuum description to score his/her performance over the
course of their student teaching experience.

Level 1: Emerging Score: 1

The student relies heavily on ongoing assistance from the cooperating teacher for support and guidance in lesson planning, instruction, and/or classroom
management. The student may not yet be able to effectively apply what s/he has learned about teaching and may often make inappropriate choices about how
and what to teach. The student may lack appropriate levels of content area understanding.

Level 2: Developing Score: 2

Performance: The student relies on the cooperating teacher for some support, but is moving toward becoming more self-directed and independent in planning
instruction, teaching, and classroom management. The student demonstrates some ability to apply what s/he has learned about teaching, even though s/he may
still make a few inappropriate choices about how and what to teach. The student demonstrates a level of content area knowledge appropriate to the classroom
context.

Level 3: Proficient Score: 3

Performance: The student is usually able to teach without assistance from the cooperating teacher and easily applies what s/he has learned about teaching.
Her/his choices about what to teach and how to teach it reflect a solid understanding of effective teaching strategies. The student demonstrates a solid
command of content area knowledge, and is able to adjust instruction in response to student needs.

Level 4: Accomplished Score 4

Performance: The student is able to plan and implement effective instruction with minimal input or assistance from the cooperating teacher. S/he manages
classroom schedules and student behavior with relative ease. S/he is able to engage children in learning by integrating a variety of instructional models and
teaching strategies into her/his classroom practice. The student demonstrates a deep and flexible command of content area knowledge, and is quickly able to
adjust instruction in response to student needs.

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 Student Teaching Evaluation Rubric

1. The Learner and Learning: Learner Development

Level of performance 1 2 3 4
The student teacher:
1. designs instruction Creates written lesson plans that Creates written lesson plans that Creates written lesson plans that Creates written lesson plans that
to address learners may be minimal or plans may fail may not clearly address the address the cognitive, linguistic, differentiate for the cognitive,
development, to address the readiness or readiness and background of and affective readiness of student linguistic, and affective readiness of
individual strengths, background of students. individual students or the class as groups. individual students.
prior knowledge, a whole.
and experience
InTASC 1,2,4
2. uses resources Plans instruction that fails to Plans instruction to utilize Plans instruction to utilize an Plans instruction to utilize a wide
effectively, including utilize available classroom available classroom texts; uses array of available resources; array of available resources beyond
appropriate resources; use of available technology with support; regularly encourages student district-provided materials;
technology technology is missing from occasionally encourages student independence in the access and encourages student independence in
instruction; student independence in the access and use of resources, including peer the access and use of resources,
independence in the access and use of resources. tutoring. including peer tutoring.
use of resources is not
InTASC 3,4,5,6,8 encouraged.
2. Management of the Learning Environment
Level of performance 1 2 3 4
The student teacher:
3. creates a safe, Uses verbal and non-verbal Uses verbal and non-verbal Uses verbal and non-verbal Uses verbal and non-verbal
positive learning interactions that are not positive, interactions that may not be interactions that are generally interactions that are all positive,
environment based respectful, supportive, or positive, respectful and positive, supportive, and supportive, and respectful. Provides
on respect, positive motivating. Provides no supportive. Provides few respectful. Provides opportunities multiple opportunities for active
social interaction, opportunities for active learning opportunities for active learning; active learning group work, and learning; creates opportunities for
active engagement experiences or for students to provides limited opportunities for for students to assume students to work in groups and
in learning, and work in groups. Students are not students to work together. Uses responsibility for their own assume responsibility for their own
self-motivation required to assume responsibility instructional strategies that rely learning. learning. Employs approaches that rely
for their own learning. heavily on external student heavily on internal student motivation.
InTASC 3,6 motivation.
4. communicates Provides little or no explanation Provides shallow, incomplete, or Clearly communicates behavioral Clearly communicates precise
behavioral of behavior expectations to unclear explanations of expectations; models and behavioral expectations developed in
expectations to students, or establishes no acceptable behaviors. reinforces appropriate behaviors. collaboration with students;
learners positive relationship. May Reinforcement of appropriate Uses consistent eye contact to consistently models and reinforces
express frustration or negatively behavior is inconsistent. Uses engage students and check for appropriate behaviors. Uses eye
InTASC 3 influence student behavior. Uses some eye contact to engage student understanding. contact to engage student learning,
little or no eye contact during students. communicate understanding, and

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 Student Teaching Evaluation Rubric
instruction. monitor learning.
5. employs effective Demonstrates little Demonstrates inconsistent use of Demonstrates an appropriate Demonstrates a keen awareness of
management understanding of management classroom management use of multiple management the classroom environment and
strategies and strategies, whether with strategies; behavioral strategies to maintain consistent employs a range of effective
maintains consistent individuals, small groups, or the expectations may not be clearly standards of behavior. behavioral strategies to maintain a
standards for entire class. Behavioral standards stated or consistently reinforced. Establishes positive rapport with high standard of behavior and
behavior in the are not apparent. students, using clarity and student self-regulation. Engages in
learning patience to guide students positive interactions with the
environment toward independence and self- students, and Integrates behavioral
control. strategies with the learning
InTASC 3 environment.
3. Instructional Practice
Level of performance 1 2 3 4
The student teacher:
6. creates and uses Does not plan or implement Creates and implements lesson Creates and implements lessons Plan and appropriately integrates
instructional plans instruction that incorporates plans that include only minimal that integrate critical/creative critical/creative thinking, problem
that incorporate critical/creative thinking, integration of critical/ creative thinking, problem solving, and solving and student collaboration as a
critical/creative problem solving, or thinking, problem solving and student collaboration but means to promote and extend student
thinking, problem collaboration. student collaboration. implementation in teaching may learning.
solving, and be limited.
collaboration
InTASC 7,8
7. creates and Creates and implements lessons Creates and implements lessons Creates and implements lesson Creates and implements lesson
implements learning and student activities that do not that provide only minimal experiences that guide students experiences that provide students
experiences that help guide students through a logical guidance through a logical through logical learning with multiple representations,
build accurate learning progression, build on learning progression. progressions, causes them to guidance through learning
conceptual prior knowledge, or make reflect on prior knowledge, and progression, and recognition of
understanding, connections. helps students make connections common misconceptions. Lesson
content knowledge, between prior experience and implementation stimulates reflection
and academic content. of prior knowledge, builds connections
language between prior experiences and
content and helps students master the
academic language of the content
InTASC 4,7,8 area.

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 Student Teaching Evaluation Rubric
8. aligns instructional Designs lesson activities and Designs lesson activities, Designs lesson activities and Designs lessons that include a variety
procedures and assessments that do not align in discussions, and assessments that assessments that closely align of activities and assessments that are
assessments with a meaningful way either with are not clearly connected to each with each other and support built around appropriate standards or
identified learning each other or with the identified other and/or to he identified learning for the identified essential questions; learning goals are
objectives learning objectives for the learning objectives for the objectives for the lessons. aligned with procedures and
InTASC 4, 6,7,8 lessons. lessons. assessments within each lesson.
9. designs and Designs and implements learning Designs and implements Designs and implements lessons Articulates curriculum goals to
implements plans in which the procedures do disorganized learning plans that that include step-by-step students; involves students in creating
sequential not build towards understanding are only loosely connected to descriptions of procedures that scaffolded learning plans to address
instruction that of state curriculum goals. state curriculum goals. are built around state curriculum these goals.
supports learners in goals.
meeting curriculum
goals
InTASC 4,5,7
10. develops and uses Uses few supportive learning Uses multiple learning Uses appropriate instructional Uses instructional strategies and
learning experiences experiences to develop literacy, experiences to support literacy; strategies and resources to resources to appropriately sequence,
that support literacy with little consideration of the may attempt to assist students in support the development of class present, model, monitor and adjust
(reading, writing, needs of students in this area. this content area. and individual students literacy learning experiences that provide
speaking, listening) skills. multiple opportunities for students to
build and demonstrate the range of
their skills and understandings in
InTASC 5,7,8 literacy.
11. uses a variety of Uses a limited range of May attempt to use a range of Uses instructional models, Uses multiple instructional models,
appropriate instructional models and instructional models and strategies and resources that strategies and resources to support
instructional strategies strategies with little attention to strategies, but may fail to address support student learning and and expand student learning.
to meet the needs of all whether these are appropriate or subject matter content essential meet subject matter Appropriate and resourceful
learners helpful in conveying content or to student learning. requirements. adaptations are made to communicate
addressing student needs. content requirements and address the
InTASC 4,5,7 diverse learning needs of students.
12. provides clear, Implements instruction that is Implements instruction that is Implements instruction that is Implements instruction that is
accurate instruction difficult to understand or lacks clear but not always accurate, or described in clear words everyone described in clear words everyone can
clear and/or accurate instruction is accurate but not can understand, is described understand, is described accurately
information. Provides few or no always clear. Age-appropriate accurately and is well organized. and is well organized. Instruction uses
demonstrations, modeling, words are inconsistently used; Instruction may or may not use appropriate demonstrations, prompts,
prompts, questions, retelling, demonstrations are not always appropriate demonstrations, questions, retelling, and/or think
and/or think aloud strategies. complete and/or lack appropriate prompts, questions, retelling, aloud to support and scaffold
sequencing. Prompts, questions, and/or think aloud to support learning outcomes. Request for
retelling and/or think aloud are and scaffold learning outcomes. clarification is routinely embedded.
InTASC 4,5,8 minimal.

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 Student Teaching Evaluation Rubric

13. provides Does not help students make Does not use content knowledge Uses background knowledge in Uses understanding of content to
instruction that connections to their prior to effectively activate students the content to help students evaluate students background
makes connections knowledge or experience. prior knowledge or help them make connections to their prior knowledge and/or misconceptions;
to learners prior make connections to their knowledge or experience. considers curriculum goals and the
knowledge and previous experience. students needs in selecting
experiences appropriate tasks; scaffolds instruction
according to students needs, and links
content knowledge to students
background knowledge and
InTASC 2,4,5,6 experience.
14. engages Relies heavily on direct Attempts to use inquiry methods Plans and models inquiry Plans for and uses multiple inquiry
learners through instruction strategies only; does and strategies, but fails to fully methods and strategies that strategies to engage, support, and
inquiry methods not attempt to engage students engage students in the inquiry engage students in the inquiry expand student learning with the
InTASC 4,5,7,8 in inquiry processes process. process. inquiry process.
15. engages Designs learning activities Pays scant attention to whether Makes a conscious effort to Incorporates instructional content that
learners in applying without attention to how instructional content is applicable incorporate instructional content is relevant and applicable to real world
content knowledge instructional content may be to real world problems and that is appropriate and applicable problems, and ensures students have
to real world applicable to real world problems student needs, or may fail to to real world problems and opportunities to apply skills real world
problems or student needs, and does not engage students in making those student needs, and helps students contexts.
attempt to engage students in applications. make connections to these
applying skills to real world problems.
InTASC 4,5,7,8 contexts.
16. models Targets lower order thinking skills Models thinking skills in Models critical and creative Models high levels of critical and
critical/creative only; models an authoritarian classroom activities, but at a thinking skills through the use of creative thinking through provocative
thinking, problem approach to problem solving. lower level; recall thinking is probing questioning and questioning and collaborative problem
solving skills, and generally targeted; problem collaborative problem solving in solving and negotiation with students
collaboration solving involves little collaborative the classroom. and colleagues.
InTASC 3,5,6,8 activity.
17. uses multiple Fails to monitor student progress Provides pre-, formative, and Uses constant, but repetitive, pre, Uses constant and varied pre-,
methods of toward learning objectives; does summative assessments that are formative, and summative formative, and summative
assessment to not provide opportunities for not always aligned with learning assessments to monitor progress assessments to monitor student
monitor progress; students to demonstrate objectives; offers some diversity toward learning objectives and progress toward learning objectives
creates opportunities understanding in diverse ways. in assessment opportunities. adapt instruction; uses a variety and to guide instruction; differentiates
for students to of assessment tools. assessment opportunities to address
demonstrate students needs and strengths.
understanding in
diverse ways
InTASC 5,6,8

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 Student Teaching Evaluation Rubric

18. provides Is ambiguous about expectations States expectations for Communicates clear expectations Clearly explains and models examples
opportunities for for assignments. Student assignments. Students are given for assignments; models of quality work; demonstrates how to
learners to monitor assignments allow little room for projects that allow for revision examples of quality work. Gives monitor and improve learning.
their own learning revision and improvement. and improvement, but are not feedback about how students Students are required to self-evaluate
guided in how to revise and may revise and improve their and to set goals based on assessment
improve work. work and encourages self- results.
InTASC 6,7,8 evaluation.
19. adapts Does not attempt to use Collects assessment data but Uses assessment data to guide Effectively uses assessment data to
instruction according assessment data to inform makes minimal effort to use such planning, but may not consider guide planning by identifying each
to assessment of instruction; provides little or no data in future planning; provides individual students needs; students learning needs and
learning and feedback to students. feedback that is ineffective in provides specific and timely developing differentiated learning
provides feedback to leading students toward quality feedback. experiences; provides timely,
learners work. effective, and descriptive feedback to
InTASC 1,6,7,8 guide students towards quality work.
4. Professional Responsibility (evaluated by observation and interview)
Level of performance 1 2 3 4
The student teacher:
20. Uses feedback Does not seek, discuss, or Does not seek, discuss, or Seeks, discusses, and Demonstrates self-direction in
from professionals implement relevant feedback implement relevant implements relevant feedback consistently seeking, discussing, and
and assessments of and advice from professional professional feedback on and advice from a variety of implementing relevant feedback
student learning to sources (cooperating teacher, improving instructional practice professional sources to improve and advice from a variety of
evaluate and content area colleagues, unless directed to do so. instructional practice. professional sources to improve
improve his/her university professors and instructional practice.
teaching practice supervisors) to improve
InTASC 9,10 practice.
21. Self-evaluates Provides no evidence that Provides little evidence that Provides evidence that personal Provides substantial evidence that
the effects of his/her personal reflections identifying personal reflections identifying reflections identifying strengths personal reflections identifying
choices and actions strengths and areas for strengths and areas for and areas for improvement are strengths and areas for improvement
on others improvement are being used to improvement are being used to being used to guide instruction are being used to guide instruction
guide instruction and guide instruction and professional and professional behaviors. and professional behaviors.
InTASC 9,10 professional behaviors behaviors

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 Student Teaching Evaluation Rubric
22. Advocates, Demonstrates inappropriate Does not clearly model legal and Addresses safe, legal and Models behavior that is above reproach in
models, and teaches legal and ethical behavior; ethical behavior in the ethical behavior and advocates, safe, legal, and ethical aspects; understands,
safe, legal, and struggles to understand, classroom; does not consistently teaches, and models such advocates, and teaches such behaviors in
ethical behavior advocate, teach or model understand, advocate, or teach behaviors in the classroom. Is the classroom. Emphasizes the appropriate
including the use of appropriate behaviors. appropriate behaviors. Does knowledgeable about use of technology resources according to
information and Demonstrates little recognition not correctly implement the technology resources and the law.
technology of the legal use of technological legal use of technological legal use of these resources.
resources; may make illegal resources.
copies of software or fails to
InTASC 9 reference materials correctly.
23. Collaborates Does not interact with Works with others only when Collaborates with colleagues Actively and regularly collaborates with
with others to colleagues, or does not seek out directed to do so, and is and is willing to work to create a colleagues, helping to create a positive,
reflect on, plan, and opportunities to share, support supportive of others on a positive learning atmosphere. progressive, and professional learning
improve instruction and assist others. Does not use minimal level. May accept ideas Accepts and uses input from environment. Demonstrates respect and
feedback from others to and feedback from colleagues to others to improve instruction. appreciation for others contributions, and
improve instruction. improve practice. incorporates suggestions into instructional
InTASC 9,10 practices
24. Collects and Does not collect evidence of Uses inconsistent procedures Establishes a procedure for Establishes a procedure for consistent
evaluates evidence learning or uses only minimal to collect and interpret collecting evidence of student evaluation of multiple and varied
to measure student measures of student recall to evidence of student learning; learning; uses multiple measures of student learning; reflects on
learning evaluate student learning. relies chiefly on measures of measures to evaluate student evidence collected as measures of student
InTASC 6,7,9 simple recall to assess learning. understanding. understanding.

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