BERTHOLEE, DANIELLE | CPAST FINAL CONFERENCE

CPAST RUBRIC

Does Not Meet

Elements Exceeds Expectations Meets Expectations Emerging
Expectations
Plans align to appropriate Plans align to appropriate Plans align to Plans do not align to the
P-12 state learning P-12 state learning appropriate P-12 state appropriate P-12 state
standards AND Goals are standards AND Goals are learning standards learning standards
measurable AND measurable AND AND/OR Some goals are AND/OR Goals are
Standards, Standards, objectives/ measurable AND/OR absent or not measurable
objectives/targets, and targets, and learning Standards, AND/OR Standards,
A. Focus for learning tasks are tasks are consistently objectives/targets, and objectives/targets, and
Learning: consistently aligned with aligned with each other learning tasks, are learning tasks are not
Standards and each other AND AND Articulates loosely or are not aligned with each other
Objectives Articulates objectives/targets that consistently aligned with AND/OR Does not
/Targets objectives/targets that are appropriate for each other AND/OR articulate
are appropriate for learners Articulates some objectives/targets that
learners and attend to objectives/targets that are appropriate for
appropriate are appropriate for learners
developmental learners
progressions relative to
age and content-area
INTASC 2013-
Met Met Not Met Not Met
7.a Standard 7.a
Danielle plans appropriately with Learning Goals that are specific, measurable, and aligned to state
Comments standards. They are appropriate to the developmental progression of this age level and consistently
meet Core Teaching Practice 3 - Aligning Texts and Tasks to Learning Goals.
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Elements Exceeds Expectations Meets Expectations Emerging
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Uses a variety of Uses a variety of Uses materials and Materials and resources
materials and resources materials and resources resources that align with do not align with
that 1. Align with all that 1. Align with all some of the objectives/targets
B. Materials and objectives/targets 2. objectives/targets 2. objectives/targets
Resources Make content relevant to Make content relevant to
learners 3. Encourage learners
individualization of
learning
INTASC 2013-
Met Met Not Met Not Met
7.b Standard 7.b
Danielle is able to identify materials that enhance and engage her learners. They are relevant and
Comments
aligned to the targets with individualization of learning.
Plans a variety of Plans a variety of Planned assessments 1. Planned assessments 1.
assessments that 1. assessments that 1. Provide opportunities for Are not included OR 2.
Provide opportunities for Provide opportunities for some learners to Do not align with the
learners of varying learners to illustrate illustrate competence appropriate P-12 state
abilities to illustrate competence (whole (whole class) 2. Align learning standards
competence (whole class) 2. Align with the with the appropriate P-12
C. Assessment
class) 2. Align with the appropriate P12 state state learning standards
of P-12 Learning
appropriate P-12 state learning standards 3. Are
learning standards 3. Are culturally relevant and
culturally relevant and draw from learners’ funds
draw from learners’ funds of knowledge
of knowledge 4. Promote
learner growth
INTASC 2013-
Met Met Not Met Not Met
6.b Standard 6.b
Danielle uses a variety of assessments that illustrate the competence of her learners and are aligned to
Comments
targets and state standards. She draws from her learners' knowledge and they are culturally relevant.
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Elements Exceeds Expectations Meets Expectations Emerging
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Lessons make Lessons make clear and Lessons make an Lessons do not build on
meaningful and culturally coherent connections to attempt to build on, but or connect to learners’
relevant connections to 1. 1. Learners’ prior are not completely prior knowledge AND/OR
Learners’ prior knowledge 2. Previous successful at connecting Explanations given are
knowledge 2. Previous lessons 3. Future to 1. Learners’ prior illogical or inaccurate as
lessons 3. Future learning AND knowledge, 2. Previous to how the content
learning 4. Other Differentiation of lessons, OR future connects to previous and
disciplines and real-world instruction supports learning AND future learning AND/OR
D. Differentiated experiences AND learner development Differentiation of Differentiation of
Methods Differentiation of AND Organizes instruction is minimal instruction is absent
instruction supports instruction to ensure AND Organizes
learner development content is instruction to ensure
AND Organizes comprehensible and content is
instruction to ensure relevant for learners comprehensible for
content is learners
comprehensible,
relevant, and challenging
for learners
INTASC 2013-2.c
Met Met Not Met Not Met
Standard 2.c
Danielle's plans and lessons are logically structured, and cohesive with sound conceptual clarity. They
Comments are reasonably paced and she uses learners' learning styles and interests. They are well-organized to
be comprehensive and challenging.
Articulates accurate and Articulates an accurate Articulates an inaccurate Does not articulate the
coherent learning targets learning target AND learning target AND/OR learning target OR Does
E. Learning AND Articulates accurate Articulates accurate Articulates inaccurate not articulate directions/
Target and directions/explanations directions/ explanations directions/explanations explanations
Directions throughout the lesson AND Sequences learning
AND Sequences learn experiences
appropriately
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Elements Exceeds Expectations Meets Expectations Emerging
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INTASC 2013-7.c
Met Met Not Met Not Met
Standard 7.c
Danielle is able to articulate accurate learning targets with directions and explanations. She posts them
in the classroom and covers them during her launch and revisits the targets during her closure. Her
Comments
learning tasks consistently align with the targets. Good use of Core Teaching Practice 3 - Aligning Texts
and Tasks to Learning Goals.
Engages learners in Engages learners in Introduces AND/OR Does not introduce
critical thinking in local critical thinking that 1. models critical thinking AND/OR model critical
and/or global contexts Fosters problem solving that 1. Fosters problem thinking that 1. Fosters
F. Critical that 1. Fosters problem 2. Encourages solving 2. Encourages problem solving 2.
Thinking solving 2. Encourages conceptual connections conceptual connections Encourages conceptual
conceptual connections connections
3. Challenges
assumptions
INTASC 2013-
Met Met Not Met Not Met
5.d Standard 5.d
Danielle is able to scaffold her learners' problem solving and asks questions which probe learning
Comments
thinking.
Checks for understanding Checks for understanding Inconsistently checks for Does not check for
(whole class/group AND (whole class/group) understanding during understanding during
G. Checking for
individual learners) during lessons using lessons using formative lessons using formative
Understanding
during lessons using formative assessment assessment AND Adjusts assessment OR Does not
and Adjusting
formative assessment AND Differentiates instruction accordingly, make any adjustments
Instruction
AND Differentiates through adjustments to but adjustments may based on learners’
through
through planned and instruction (whole cause additional responses
Formative
responsive adjustments class/group) confusion
Assessment
(whole class/group and
individual learners)
INTASC 2013-
Met Met Not Met Not Met
8.b Standard 8.b
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Elements Exceeds Expectations Meets Expectations Emerging
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Danielle asks probing questions and requires active learner responses through discussion, group work,
Comments and monitoring groups or individual progress. Through her formative assessments, she is able to make
adjustments to her lessons.
Discusses AND uses a Discusses AND uses Discusses One of the following: A.
variety of developmentally developmentally Does not use
developmentally appropriate technologies appropriate technologies technologies (digital tools
appropriate technologies (digital tools and (digital tools and and resources) to engage
(digital tools and resources) that 1. Are resources) relevant to learners AND
resources) that 1. Are relevant to learning learning objectives/ Technology is available
relevant to learning objectives/ targets of the targets of the lesson in the setting OR B. Use
H. Digital Tools
objectives/ targets of the lesson 2. Engage AND Technology is not of technologies is not
and Resources
lesson 2. Engage learners in the available relevant to the learning
learners in the demonstration of objectives/ targets of the
demonstration of knowledge or skills lesson OR C. Does not
knowledge or skills 3. discuss technologies
Extend learners’ AND Technology is not
understanding of available in the setting
concepts
CAEP 2013 - 1.5
Met Met Not Met Not Met
Standard 1.5
Danielle uses digital tools that are relevant and engaging for her learners. She is able to extend her
Comments
learners' understanding of concepts with independent assignments.
Actively involves learners Manages a safe and Attempts to manage a Does not manage a safe
to create and manage a respectful learning safe learning learning environment OR
I. Safe and safe and respectful environment through the environment through the Does not establish
Respectful learning environment use of routines and use of routines and constructive relationships
Learning through the use of transitions AND transitions AND/OR to engage learners OR
Environment routines and transitions Establishes and Attempts to establish Does not use
AND Establishes and promotes constructive constructive relationships constructive strategies to
promotes constructive relationships to equitably to engage learners maintain learners’
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Elements Exceeds Expectations Meets Expectations Emerging
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relationships to equitably engage learners AND AND/OR Attempts to use attention (individual and
engage learners AND Uses research-based constructive strategies to whole group)
Uses research-based strategies to maintain maintain learners’
strategies to maintain learners’ attention attention (individual and
learners’ attention (individual and whole whole group)
(individual and whole group)
group)
INTASC 2013-
Met Met Not Met Not Met
3.d Standard 3.d
Danielle is able to maintain an environment conducive to learning independent of her Mentor teacher.
Comments She makes full use of her instructional time and actively involves her learners in the learning
environment.
Uses data-informed Uses data-informed Uses minimal data to Does not use data to
decisions (trends and decisions to design design instruction and design instruction and
patterns) to set short and instruction and assessment assessment
long term goals for future assessment AND Uses
J. Data-Guided
instruction and contemporary tools for
Instruction
assessment AND Uses learner data record-
contemporary tools for keeping
learner data record-
keeping and analysis
CAEP 2013 - 2.3
Met Met Not Met Not Met
Standard 2.3
Comments Danielle is able to use data informed decisions to design her instructional delivery and assessments.
Provides feedback that 1. Provides feedback that 1. Provides minimal Does not provide
Enables learners to Enables learners to feedback that 1. Enables feedback OR Feedback
K. Feedback to recognize strengths AND recognize strengths OR learners to recognize does not enable learners
Learners areas for improvement 2. areas for improvement 2. strengths OR areas for to recognize strengths
Is comprehensible 3. Is Is comprehensible 3. Is improvement OR OR areas for
descriptive 4. Is Feedback is provided in improvement OR
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Elements Exceeds Expectations Meets Expectations Emerging
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individualized AND descriptive AND Provides a somewhat timely Feedback is not provided
Provides timely feedback, timely feedback fashion in a timely fashion
guiding learners on how
to use feedback to
monitor their own
progress
INTASC 2013-
Met Met Not Met Not Met
6.d Standard 6.d
Danielle provides frequent feedback that is specific and extends her learners' thinking. It is
Comments
comprehensive, descriptive, and individualized.
Evaluates and supports Evaluates and supports Assessment techniques Assessment techniques
learning through learning through are 1. Developmentally are 1. Developmentally
assessment techniques assessment techniques appropriate 2. Formative inappropriate OR Not
L. Assessment that are 1. that are 1. OR summative used
Techniques Developmentally Developmentally
appropriate 2. Formative appropriate 2. Formative
AND summative 3. AND summative
Diagnostic 4. Varied
INTASC 2013-
Met Met Not Met Not Met
7.d Standard 7.d
Danielle consistently uses multiple assessment techniques that are balanced. She is able to inform her
Comments learners the "how" and "why" of formative assessment and she knows where the class is in the learning
process.
Discusses, provides Discusses and provides Mentions connections to No connections OR
evidence of, and justifies evidence of connections educational research inaccurate connections to
M. Connections
connections to to educational research and/or theory educational research
to Research and
educational research and/or theory and/or theory
Theory
and/or theory AND Uses
research and/or theory to
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Elements Exceeds Expectations Meets Expectations Emerging
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explain their P-12
learners’ progress
CAEP 2013 - 1.2
Met Met Not Met Not Met
Standard 1.2
Danielle is able to support why a task was chosen and how an assessment is appropriate according to
Comments
research and theory. She actively uses Core Teaching Practices in her own teaching practice.
Participates in at least Participates in at least Participates in at least Does not participate in
one professional one professional one professional any professional
development opportunity development opportunity development opportunity development opportunity
(e.g. workshops, (e.g. workshop, seminar, (e.g. workshop, seminar, (e.g. workshop, seminar,
seminars, attending a attending a professional attending a professional attending a professional
professional conference, conference) AND conference) conference)
joining a professional Provides evidence of an
organization) AND increased understanding
N. Participates
Provides evidence of an of the teaching
in Professional
increased understanding profession as a result of
Development
of the teaching the PD
(PD)
profession as a result of
the PD AND Reflects on
own professional practice
with evidence of
application of the
knowledge acquired from
PD during student
teaching
Danielle participates in all Professional Development available to her and is able to articulate increased
Comments
understanding of the teaching profession and reflect well on her own professional practice.
O. Provides evidence of Provides evidence of Provides evidence of Does not provide
Demonstrates communication with communication with communication with evidence of
Effective parents or legal parents or legal parents or legal communication with
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Elements Exceeds Expectations Meets Expectations Emerging
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Communication guardians in accordance guardians in accordance guardians in accordance parents or legal
with Parents or with district policies (e.g., with district policies (e.g.,
with district policies (e.g., guardians
Legal Guardians letter of introduction, letter of introduction, letter of introduction,
attends parent-teacher attends parent-teacher attends parent-teacher
conferences, conferences, conferences,
communication via email communication via email communication via email
or online) AND Provides or online) AND Provides or online)
information about P-12 information about P-12
learning to parents or learning to parents or
legal guardians to legal guardians to
promote understanding promote understanding
and academic progress and academic progress
AND Interacts with
parents or legal
guardians in ways that
improve understanding
and encourage progress
(e.g. excha
INTASC 2013-
10.d Standard Met Met Not Met Not Met
10.d
Danielle is able to communicate with parents and legal guardians face to face or in a written manner
Comments that is in accordance with district policies. She can interact in ways that improve understanding and
encourage academic progress.
Reports on time or early Reports on time for daily Inconsistently reports on Does not report on time
for daily student teaching student teaching AND time for daily student for student teaching
P.
AND Additional teacher Additional teacher teaching AND/OR AND/OR Additional
Demonstrates
engagements (e.g., IEPs, engagements (e.g., IEPs, Additional teacher teacher engagements
Punctuality
teacher committees) teacher committees) engagements (e.g., IEPs, (e.g., IEPs, teacher
teacher committees) committees)
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Elements Exceeds Expectations Meets Expectations Emerging
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INTASC 2013-
Met Met Not Met Not Met
9.o Standard 9.o
Danielle is consistently on time or early for her daily student teaching and any additional teacher
Comments
engagements.
Meets deadlines and Meets deadlines and Most of the time meets Frequently misses
obligations established obligations established deadlines and obligations deadlines or obligations
by the cooperating by the cooperating established by the established by the
teacher and/or supervisor teacher and/or supervisor cooperating teacher cooperating teacher
AND Informs all AND Informs all and/or supervisor AND and/or supervisor
stakeholders stakeholders Informs some AND/OR Does not inform
(cooperating teacher, (cooperating teacher, stakeholders stakeholders
Q. Meets
supervisor, and/or faculty supervisor, and/or faculty (cooperating teacher, (cooperating teacher,
Deadlines and
members) of absences members) of absences supervisor, and/or faculty supervisor, and/or faculty
Obligations
prior to the absence AND prior to the absence AND members) of absences members) of absences
Provides clear and Provides clear and prior to the absence AND prior to the absence
complete directions and complete directions and Provides incomplete AND/OR Does not
lessons for lessons for directions and lessons provide directions and
substitutes/cooperating substitutes/cooperating for substitutes/ lessons for
teacher without teacher cooperating teacher substitutes/cooperating
reminders teacher
INTASC 2013-
Met Met Not Met Not Met
9.o Standard 9.o
Danielle consistently meets all deadlines and obligations established by her Mentor teacher and
Comments
Supervisor without reminders.
Prepared to teach on a Prepared to teach on a Not consistently Not prepared to teach on
daily basis with all daily basis with all prepared to teach on a a daily basis with all
materials (lesson plans, materials (lesson plans, daily basis with all materials (lesson plans,
R. Preparation
manipulatives, handouts, manipulatives, handouts, materials (lesson plans, manipulatives, handouts,
resources, etc.) AND resources, etc.) AND manipulatives, handouts, resources, etc.) AND/OR
Materials are easily Materials are easily resources, etc.) AND/OR Materials are not
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Elements Exceeds Expectations Meets Expectations Emerging
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accessible AND accessible AND Materials are easily organized NOR easily
organized AND Prepared organized accessible OR organized accessible
for the unexpected and
flexible
INTASC 2013-
Met Met Not Met Not Met
3.d Standard 3.d
Danielle is consistently prepared with materials and resources on a daily basis. She has learned to be
Comments
flexible and prepared for the unexpected.
Demonstrates Demonstrates Demonstrates Does not demonstrate
collaborative collaborative collaborative collaborative
relationships with relationships with relationships with relationships with
cooperating teacher cooperating teacher cooperating teacher cooperating teacher
AND/OR members of the AND/OR members of the AND/OR members of the AND/OR members of the
school community (other school community (other school community (other school community (other
teachers, school teachers, school teachers, school teachers, school
S. Collaboration personnel, personnel, personnel, personnel,
administrators, etc.) AND administrators, etc.) AND administrators, etc.) administrators, etc.)
Works with and learns Attempts to work with
from colleagues in and learn from
planning and colleagues in planning
implementing instruction and implementing
to meet diverse needs of instruction
learners
INTASC 2013-
10.b Standard Met Met Not Met Not Met
10.b
Danielle demonstrates collaborative relationships with her Mentor teacher and a willingness to work
Comments
with and learn from colleagues.
T. Advocacy to Recognizes and Recognizes and Recognizes areas in Does not recognize areas
Meet the Needs articulates specific areas articulates specific areas need of advocacy, but in need of advocacy,
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Elements Exceeds Expectations Meets Expectations Emerging
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of Learners or in need of advocacy, in need of advocacy, cannot articulate the 1. including the 1. Needs of
for the Teaching including the 1. Needs of including the 1. Needs of Needs of learners (e.g. learners (e.g. academic,
Profession learners (e.g. academic, learners (e.g. academic, academic, physical, physical, social,
physical, social, physical, social, social, emotional, and emotional, and cultural
emotional, and cultural emotional, and cultural cultural needs; OR needs; OR adequate
needs; OR adequate needs; OR adequate adequate resources, resources, equitable
resources, equitable resources, equitable equitable opportunities) opportunities) OR 2.
opportunities) OR 2. opportunities) OR 2. OR 2. Needs of the Needs of the teaching
Needs of the teaching Needs of the teaching teaching profession (e.g. profession (e.g.
profession (e.g. profession (e.g. technology integration, technology integration,
technology integration, technology integration, research-based research-based
research-based research-based practices) practices)
practices) AND Takes practices)
action(s) based upon
identified needs, while
following district protocols
INTASC 2013-
Met Met Not Met Not Met
10.j Standard 10.j
Danielle is proactive in her thinking and actions. She recognizes and can articulate areas of advocacy
Comments
for the needs of her learners and understands the needs of the teaching profession.
Is receptive to feedback, Is receptive to feedback, Is receptive to feedback, Is not receptive to
constructive criticism, constructive criticism, constructive criticism, feedback, constructive
supervision, and supervision, and and supervision AND/OR criticism, and supervision
U. Responds
responds professionally responds professionally Incorporates feedback AND/OR Does not
Positively to
AND Incorporates AND Incorporates inconsistently incorporate feedback
Feedback and
feedback (e.g., from feedback (e.g., from
Constructive
cooperating teacher, cooperating teacher,
Criticism
university supervisor) to university supervisor) to
improve practice AND improve practice
Proactively seeks
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Elements Exceeds Expectations Meets Expectations Emerging
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opportunities for
feedback from other
professionals
INTASC 2013-
Met Met Not Met Not Met
9.n Standard 9.n
Danielle seeks opportunities for feedback and works in a timely manner to incorporate that feedback
Comments
into her teaching practice.