Teacher Candidate Evaluation Rubric

Assessment Showcase – Electronic Evidence #5

Candidates use .html editing software such as Dreamweaver to compose the Assessment Showcase as a web page.  Using the below rubric, the Assessment Showcase will be evaluated by the two professorial instructors in the Education Department, a supplemental content professor if needed, the appropriate member of the Teacher Education Committee, and the cooperating teacher.

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Section I: Progress-Evaluation Narrative.  Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study. [1a.1]	Candidates do not provide documentation illustrating how they evaluated the progress of students using a variety of assessment data, both formative and summative, such as that gathered from commercial products and in-house instruments.	Candidates provide documentation illustrating how they evaluated the progress of students using a variety of assessment data, both formative and summative, such as that gathered from commercial products and in-house instruments.  However, provided documentation is insufficient to demonstrate that assessment data was used to adequately evaluate the progress of students.	Candidates provide documentation illustrating how they evaluated the progress of students using a variety of assessment data, both formative and summative, such as that gathered from commercial products and in-house instruments.  Candidates write a narrative describing the data with appropriate hyperlinks to specific documentation that includes sample assessments, examples of student work, rubrics, etc.
Section II: Collaboration Log/Journal.  Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs. [4b.1]	Candidates do not regularly attend departmental meetings, grade-level meetings, IEP meetings, and meetings with their school-based PLC (if such communities are formalized within the school).	Candidates regularly attend departmental meetings, grade-level meetings, IEP meetings, and meetings with their school-based PLC (if such communities are formalized within the school).  However, log/journal entries do not adequately explain how the results of such meetings were used to make instruction responsive to cultural differences and individual learning needs.	Candidates regularly attend departmental meetings, grade-level meetings, IEP meetings, and meetings with their school-based PLC (if such communities are formalized within the school) to learn ways to monitor student performance and make instruction responsive to cultural differences and individual learning needs.  They keep a record of these meetings in a log/journal, with each entry containing both a summary and an analysis of these meetings.  Candidates also include impromptu or non-scheduled discussions of these issues with public school personnel and Davidson College faculty.
Section III: Indicator Exposition.  Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction. [4h.1]	Candidates do not use  multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction in the Comprehensive Instructional Unit.	Candidates attempt to use  multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction in the Comprehensive Instructional Unit.  However, such attempts are cursory and provided documentation does not demonstrate that assessments were used to adequately evaluate students’ progress and to inform instruction.	Candidates write a two-part expository essay explaining the multiple indicators, both formative and summative, used to monitor and evaluate students’ progress and to inform instruction in the Comprehensive Instructional Unit.  These indicators  include examples from commercially available products used in the school, as well as other research-verified methods.  Part 1 of the essay contains hyperlinks to examples of such indicators, and Part 2 explains what steps were taken after each formative assessment to improve instruction.
Section IV: Student 21st Century Work Samples.  Provides evidence that students attain 21st century knowledge, skills and dispositions. [4h.2]	Candidates fail to identify  targeted 21st century skill(s) and  provide documentation that students attained these knowledge, skills and dispositions.	Candidates identify  targeted 21st century skill(s) and  provide documentation that students attained these knowledge, skills and dispositions.  However, documentation provided is cursory and does not adequately demonstrate that students attained these skills.	Candidates identify  targeted 21st century skill(s) and  provide documentation that students attained these knowledge, skills and dispositions.  Documentation  includes examples of student work that directly demonstrate Life and Career Skills, Learning and Innovation Skills, and ICT Literacy.  There are examples of technology-based student products made with programs such as PowerPoint, Keynotes, iMovies, Garage Band, or their counterparts.
Section V:  Reflection Essay.  Uses data to provide ideas about what can be done to improve students’ learning. [5a.1]	Candidates fail to gather data to provide ideas about what can be done to improve student learning.	Candidates compose a Reflection Essay discussing their experience with gathering data during student teaching.  In the essay, they specifically address key components of the Comprehensive Instructional Unit that they will modify to improve the unit upon its next delivery. However, examples provided do not clearly demonstrate what will be done to improve students’ learning.	Candidates compose a Reflection Essay discussing their experience with gathering data during student teaching.  In the essay, they specifically address key components of the Comprehensive Instructional Unit that they will modify to improve the unit upon its next delivery.  Hyperlinks in the essay will to charts and tables to provide examples.  Such charts and graphs include an example of the development of exceptional children.

Teacher Candidate Evaluation Rubric

The Seven Dimensions of Leadership – Electronic Evidence #6

Using PowerPoint or similar software, students will compose a seven-part, multi-media presentation that demonstrates engagement in leadership and collaborative activities before and during the student teaching experience.  Using the below rubric, the Presentation on The Seven Dimensions of Leadership will be evaluated by the two professorial instructors in the Education Department, a supplemental content professor if needed, the appropriate member of the Teacher Education Committee, and the cooperating teacher.

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Visionary Leadership.  Identifies the characteristics or critical elements of a school improvement plan [1b.2]. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan [1b.3].	Candidates do not examine and analyze the School Improvement Plan where they are student teaching.	Candidates examine and analyze the School Improvement Plan where they are student teaching.  The examination and analysis, however, are incomplete and do not demonstrate a strong potential for Visionary Leadership.	By envisioning future employment at the school where they are student teaching, candidates respond to the following questions and explain how they arrived at their answers.  Explanations  include examination of the School Improvement Plan as well as discussions with colleagues.  Scanned copies of parts of the SIP are appropriate here. ·         What will the school look like three to five years from now? ·         What parts of the school will be the same, and what will change? ·         Will there still be a place for me here in the future? ·         How will my work change? ·         What will I need to learn in order to be more valuable to the school in the future? ·         Why will I still want to be part of this school in the future?
Relational Leadership.  Engages in collaborative and collegial professional learning activities [1b.1].  Begins to develop professional relationships and networks [1c.2].	Candidates do not provide evidence of engagement in collaborate and collegial professional learning activities	Candidates engage in collaborative and collegial professional learning activities and begin to develop professional relationships and networks.  However, provided evidence does not clearly indicate a strong potential for Relational Leadership.	In a discussion with a colleague on professional matters candidates tape a meeting (audio or video) and evaluate the discussion by asking the following questions.  How many times did each of you speak?  Interrupt?  Ask for clarification before coming to a judgment?  Did you speak with conviction and enthusiasm and genuine passion?  Practice empathy?  And any other observations as appropriate.  Sound or video clips are good candidates for the presentation.
Systems Leadership.  Identifies the characteristics or critical elements of a school improvement plan [1b.2]. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan [1b.3].  Begins to develop professional relationships and networks [1c.2].	Candidates have little or no interaction with non-instructional staff in the school where they are student teaching.	Candidates interact with non-instructional staff in the school where they are student teaching.  Evidence of such interaction, however, does not indicate a clear understanding of the nature of the staffs’ work or how concerns and suggestions might be incorporated in the School Improvement Plan.	Candidates document two discussions with non-instructional staff and report on the nature of the work, especially the rewards and challenges, they encounter.  They should also ask what role teachers should assume to aid in making their work more rewarding and what suggestions they have that might be addressed in a School Improvement Plan by creating sub-goals to support the Plan.
Reflective Leadership.  Participates in professional development and growth activities [1c.1]. Participates in recommended activities for professional learning and development [5b.1]	Candidates expend little effort in Reflection.	Candidates keep a daily journal that indicates some attempt at incorporating the characteristics of a Reflective Leader.  However, journal entries are cursory and do not adequately address issues necessary for the development of a Professional Growth Plan.	Candidates keep a daily journal that addresses each of the following questions.  Candidates realize that questions like these will help inform a Professional Growth Plan.   ·   What did I learn today? ·   Whom did I nurture today? ·   What difficult issue did I confront today? ·   What is my most important challenge right now? ·   What did I do today to make progress on my most important challenge?
Collaborative Leadership.  Engages in collaborative and collegial professional learning activities [1b.1]. Begins to develop professional relationships and networks [1c.2].	Candidates fail to provide evidence indicating that they understand the collaborative nature of the decision-making process in schools.	Candidates provide limited evidence indicating that they understand the collaborative nature of the decision-making process in schools.	During the course of their student-teaching experience, candidates list and categorize all decisions they see being made, according to the three levels of decision making (see below).  They calculate percentages and draw conclusions regarding their experience with decision making. Level I:  Teacher Discretion—Decisions made by classroom teachers; in schools, teachers enjoy a wide discretion in choosing their teaching practices. Level II:  Collaborative Decision Making—Decisions that are made collaboratively: teachers and administrators seeking common ground. Level III:  Unilateral Administrative Decisions—Decisions made unilaterally by leaders, usually issues involving safety and values.
Analytical Leadership.  Communicates and collaborates with the home and community for the benefit of students [2e.1].	Candidates do not demonstrate that the best analytical leaders are creative and critical when faced with seemingly conclusive data.	Candidates indicate an understanding that the best analytical leaders are creative and critical when faced with seemingly conclusive data.  However, they fail to provide substantive evidence that they have initiated such leadership.	In order to practice analytical leadership, candidates investigate the following phenomena in their school environment and speculate the reasons behind these “facts.”   ·   Investigate the relationship between student demographics and student achievement.  Candidates attempt to uncover intervening variables that lead to achievement gaps, rather than simply accept that demographics dictate achievement. ·   Investigate one of the following issues and try to uncover reasons for unequal treatment:  (1) how the educational system treats males and females, (2) students with English as a primary language and students who are learning English, (3) students who are white and students who are brown and black.
Communicative Leadership.  Begins to develop professional relationships and networks [1c.2]. Communicates and collaborates with the home and community for the benefit of students [2e.1].	Candidates do not demonstrate an understanding that written and oral communication skills are part of the repertoire of an effective leader.	Candidates provide minimal examples of communication initiatives in which they engaged during their student teaching semester.  They fail to include the outcomes of such initiatives.	Candidates provide examples of communication initiatives in which they engaged during their student teaching semester.  These include communications with the home and community as well as communication with colleagues.  They include a log of calls made to homes as well as letters from parents and the outcome or change in student learning/behavior as a result of such communication.