DEPARTMENT OF EDUCATION
SECONDARY STUDENT TEACHING EVALUATION: ENGLISH LANGUAGE ARTS RUBRIC
EVALUATION OF STUDENT TEACHING
4th week_____ 6th week _____ 12th week______ Evaluation Number (1, 2, or 3): _____
Student Teacher________________________ Evaluator___________________________ Date______________
Please complete this evaluation of the student teacher by using the following scale: 1= not effective/no evidence
(r) = RISE (Indiana Department of Education recommended teacher evaluation rubric)
NCTE = National Council for Teachers of English
Grade________ School________________________
2 = not met 3=met/effective 4= highly effective
Content Areas Taught: _________________, ____________________, _____________________
1 Not effective, no evidence;
2Standard indicator not met;
NCTE
COMPETENCE: CONTENT AND
student teacher does not apply
student teacher does not
Standards
PEDAGOGICAL KNOWLEDGE
particular disposition, skill or
demonstrate acceptable
(INTASC 1, 7, 8, 9)
knowledge
application of particular
disposition, skill, or
knowledge; shows lack of
understanding, little
awareness or infrequent
application
2.1
2.2
3 Standard indicator met,
effective; student teacher
applies particular disposition,
skill, or knowledge; shows
awareness, influences p-12
student learning, engages
most p-12 students,
demonstrates multiple ways of
integrating knowledge of
content, p-12 students,
teaching, and reflective
practice
4 Highly effective, exceeds
standard indicator; student
teacher consistently and in a
variety of ways applies particular
disposition, skill, or knowledge;
uses research, theory, and p-12
assessment to evaluate
instruction, curriculum, and
student response in order to
increase student learning
Creates an inclusive and supportive
learning environment in which all
students can engage in learning
Uses ELA to help students become
familiar with their own and others’
cultures
By 8/2013
2.3
2.4
2.5
2.6
3.1.1
3.1.2
3.1.4
3.1.6
3.1.7
3.2.1
3.2.2
3.2.3
3.2.4
Demonstrates collaboration with other
teachers and candidates as a part of
reflective practice
Encourages students’ habit of critical
thinking and judgment
Makes meaningful connections between
ELA curriculum and developments in
culture, society, and education
Engages students in activities that
demonstrate the role of arts and
humanities in learning
Uses knowledge of language acquisition
and development to design effective
activities
Demonstrates how writing __, speaking
___, listening ___, viewing ___, and
thinking ___ are interrelated in learning
Demonstrates a recognition of and
respect for diversity in language use,
patterns, and dialects across cultures,
regions and social roles
Uses knowledge of English grammars in
teaching
Uses knowledge of semantics, syntax,
morphology, and phonology in teaching
Uses knowledge of language and visual
images on thinking and composing in
teaching
Uses writing, speaking, and observing as
form of inquiry, expression or reflection in
teaching
Engages students in various forms of
oral, visual, and written composition
Demonstrates through own learning and
By 8/2013
3.2.5
3.3.1
3.3.2
3.3.3
3.4.1
3.4.2
3.6.2
3.6.3
3.7.1
3.7.2
teaching how writing, visual images and
speaking can effectively perform a variety
of functions for varied audiences and
purposes
Assists students in creating and critiquing
their own print/non-print text
Teaches students how to respond to and
interpret text in varied ways
Uses a wide range of approaches to
teach students to discover and create
meaning from texts
Teaches students a variety of strategies
to comprehend, interpret, evaluate, and
appreciate texts (Marzano)
Uses a variety of writing strategies to
generate meaning and to clarify
understanding (Marzano)
Teaches students to make appropriate
selections from different forms of written
discourse for a variety of audiences and
purposes
Uses a variety of approaches for teaching
students how to construct meaning from
media and nonprint texts especially
related to composition
Incorporates current technology to help
students compose and respond to film,
video, graphic, photographic, audio, and
multimedia texts
Reflects on teaching performance in light
of research/theory of how student
compose and respond to text and make
relevant adjustments
Uses teacher researcher model of
classroom inquiry
By 8/2013
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.10
Examines and selects resources for ELA
instructions
Promotes whole class, small group, and
individual work (Marzano)
Provides interdisciplinary teaching
strategies and materials
Respects and supports individual
differences of ethnicity, race, language,
culture, gender, and ability
Engages students often in meaningful
discussions for the purposes of
interpreting and evaluating ideas
presented orally, in writing or visually
Engages students in critical analysis of
different media and communication
technologies
Encourages students to demonstrate
their abilities to use language for a variety
of purposes in communication
Engages students in making meaning of
texts through personal response
Promotes student selection of appropriate
reading strategies for a range of print and
non-print texts ((includes SBRR/Marzano
strategies such as summarizing and notetaking, nonlinguistic representations,
cooperative learning, cues/questions,
advanced organizers, or teaching specific
types of knowledge
Creates regular opportunities to use,
interpret, and report student assessment
results
Assists all students in becoming monitors
of their own work and growth in speaking,
listening, writing, reading, enacting, and
By 8/2013
viewing
Percent of standard indicators met at
student teaching final conference =
COMPETENCE: UNIT/LESSON PLANNING
and ASSESSMENT– Demonstrates the
following components: (INTASC Principles
1,2,7,8)
1 Not effective, no evidence;
student teacher does not apply
particular disposition, skill or
knowledge
2Standard indicator not met;
student teacher does not
demonstrate acceptable
application of particular
disposition, skill, or
knowledge; shows lack of
understanding, little
awareness or infrequent
application
3 Standard indicator met,
effective; student teacher
applies particular disposition,
skill, or knowledge; shows
awareness, influences p-12
student learning, engages
most p-12 students,
demonstrates multiple ways of
integrating knowledge of
content, p-12 students,
teaching, and reflective
practice
4 Highly effective, exceeds
standard indicator; student
teacher consistently and in a
variety of ways applies particular
disposition, skill, or knowledge;
uses research, theory, and p-12
assessment to evaluate
instruction, curriculum, and
student response in order to
increase student learning
Advanced preparation of plans and materials;
lessons well-organized (r)
Clear focus, long-range goals, relevant learning
progression
Objectives are specific, measurable and aligned
to standards (r)
Purpose of lessons are effectively communicated
to students (r )
Creative learning options and teaching techniques
Content reviewed, restated, rephrased and retaught; main points emphasized repeatedly (r )
Engaging introductions to activities
High level of student engagement in most lessons
(r )
Developmentally appropriate instructional level (r )
Adapts and differentiates instruction for students’
abilities (r )including IEPs
Demonstrates relevance to students’ lives and to
the community; provides real world examples and
opportunities for learning
Lessons build on prior knowledge of key concepts
and make connections evident ( r)
By 8/2013
Frequently checks for student understanding
using a variety of methods
Includes: formal, informal, discussions,
student choice, exit slips, do-nows, guided or
independent practice ®
Data used for planning lessons (r ) and applies
circular model of planning and instructional
assessment
Support for students’ self-evaluation
Analyzes and creates assessments that are valid
(measures standards), reliable, and free from
bias.
COMPETENCE: ORGANIZING FOR
TEACHING and CRITICAL THINKING –
Demonstrates the following components:
(INTASC Principles 4,5,6, 8)
1 Not effective, no evidence;
student teacher does not apply
particular disposition, skill or
knowledge
2Standard indicator not met;
student teacher does not
demonstrate acceptable
application of particular
disposition, skill, or
knowledge; shows lack of
understanding, little
awareness or infrequent
application
3 Standard indicator met,
effective; student teacher
applies particular disposition,
skill, or knowledge; shows
awareness, influences p-12
student learning, engages
most p-12 students,
demonstrates multiple ways of
integrating knowledge of
content, p-12 students,
teaching, and reflective
practice
4 Highly effective, exceeds
standard indicator; student
teacher consistently and in a
variety of ways applies particular
disposition, skill, or knowledge;
uses research, theory, and p-12
assessment to evaluate
instruction, curriculum, and
student response in order to
increase student learning
Positive and respectful classroom climate and
good student rapport (r )
Establishes and maintains effective classroom
management; students on-task majority of class
time with few disruptions (r )
Effective time management of classroom activities
and other responsibilities (r) (routines, transitions
and procedures well-executed)
Varied teacher roles (audience member, coach,
participant, instructor, etc.)
Wait time used effectively (r )
Incorporates varied verbal and non-verbal
teaching strategies according to student
strengths, varied talents and interests ( r)
By 8/2013
Appropriate use of whole class, collaborative
group, paired, discussions, independent practice
learning structures (r )
Incorporates appropriate examples, explanations
and multiple representations for content (r )
Responds appropriately to student
misunderstanding (r )
Enthusiastically seeks and uses resources to
enhance teaching
Uses higher order thinking questions (Blooms) to
promote divergent responses (r)
Strategic use of digital and computer-related
technology
Clear communication of high expectations to all
students (r )
Cooperates within and outside the classroom with
parents and colleagues (r )
CULTURAL RESPONSIVENESS –
Demonstrates the following actions:
(INTASC Principle 3)
1 Not effective, no evidence;
student teacher does not apply
particular disposition, skill or
knowledge
2Standard indicator not met;
student teacher does not
demonstrate acceptable
application of particular
disposition, skill, or
knowledge; shows lack of
understanding, little
awareness or infrequent
application
3 Standard indicator met,
effective; student teacher
applies particular disposition,
skill, or knowledge; shows
awareness, influences p-12
student learning, engages
most p-12 students,
demonstrates multiple ways of
integrating knowledge of
content, p-12 students,
teaching, and reflective
practice
4 Highly effective, exceeds
standard indicator; student
teacher consistently and in a
variety of ways applies particular
disposition, skill, or knowledge;
uses research, theory, and p-12
assessment to evaluate
instruction, curriculum, and
student response in order to
increase student learning
Facilitates a community of learners that
demonstrates awareness of inclusion (cultural
identity, language, socio-economic status,
learning differences, beliefs, global perspective,
and gender)
Creates an atmosphere where all students can be
successful and learn to the best of their ability
Has appropriate accommodations for ELL
students (r)
By 8/2013
COMMITMENT – Demonstrates the following
characteristics:
(INTASC Principle 10)
1 Not effective, no evidence;
student teacher does not apply
particular disposition, skill or
knowledge
2Standard indicator not met;
student teacher does not
demonstrate acceptable
application of particular
disposition, skill, or
knowledge; shows lack of
understanding, little
awareness or infrequent
application
3 Standard indicator met,
effective; student teacher
applies particular disposition,
skill, or knowledge; shows
awareness, influences p-12
student learning, engages
most p-12 students,
demonstrates multiple ways of
integrating knowledge of
content, p-12 students,
teaching, and reflective
practice
4 Highly effective, exceeds
standard indicator; student
teacher consistently and in a
variety of ways applies particular
disposition, skill, or knowledge;
uses research, theory, and p-12
assessment to evaluate
instruction, curriculum, and
student response in order to
increase student learning
Cooperation, courtesy, tact
Confidence, able to establish teacher presence in
classroom
Consistently communicates with supervisor and
mentor
Encourages safe atmosphere for students to take
risks ( r)
Self-control, patience, encourages students to
work hard and persist (r )
Appropriate professional attire
Initiative and enthusiasm
Punctuality and dependability
School and community involvement to support
student learning
Participates in professional development
High expectations and respect for all learners and
self
Professional/demeanor inside and outside the
classroom
By 8/2013
Flexible and open-mindedness
Actively collaborates with faculty and mentors
about learning needs and talents of students;
advocate for students’ needs ( r)
Effective and positive parental contact ( r)
CRITICALLY REFLECTIVE – Demonstrates
the following characteristics: (INTASC
Principle 9)
1 Not effective, no evidence;
student teacher does not apply
particular disposition, skill or
knowledge
2Standard indicator not met;
student teacher does not
demonstrate acceptable
application of particular
disposition, skill, or
knowledge; shows lack of
understanding, little
awareness or infrequent
application
3 Standard indicator met,
effective; student teacher
applies particular disposition,
skill, or knowledge; shows
awareness, influences p-12
student learning, engages
most p-12 students,
demonstrates multiple ways of
integrating knowledge of
content, p-12 students,
teaching, and reflective
practice
4 Highly effective, exceeds
standard indicator; student
teacher consistently and in a
variety of ways applies particular
disposition, skill, or knowledge;
uses research, theory, and p-12
assessment to evaluate
instruction, curriculum, and
student response in order to
increase student learning
Responds to feedback from supervising and
mentor teachers
Continually uses reflection and analysis of own
instruction to make timely adjustments
Conducts continuous analysis and reflection on
his or her teaching practice
Total % of standard indicators met at student
teaching final conference =
Checklist of student teaching assignments that are part of this evaluation process:
____
pre/post student assessment and analysis
____
student teaching seminar participation
____
journal entries
____
six formal lesson plans and observations
____
urban experience
Additional Comments:
___________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
Signatures
By 8/2013
College supervisor: ___________________________________________Date:___________________
Student teacher mentor: _______________________________________Date:___________________
Student teacher: _____________________________________________Date:___________________
By 8/2013