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Methods: Secondary Education P-12 Theatre Candidate Evaluation Rubric (Rev. 5/2020)
Please email the completed (typed) rubric to Cheryl Torline [email protected]
Candidate: ____________________________________Clinical Educator: _____________________
Clinical Faculty: ________________________________________________Location: _________________
Grade and Subject Matter Assignment: ________________________Date: _____________________
Directions: This rubric will be used to track candidate growth from pre Student Teaching experiences through the end of the Student Teaching assignment. Candidates will use this instrument throughout Methods and Student Teaching. Ratings will reflect the candidate’s level in the Program, with an understanding that early Methods students may score lower than upper-level Methods experiences. For most sections, except for Commitment/Dispositions, the expectation for a Methods level student may be a 1-3 while a level of 3- 4 is expected during Student Teaching. This instrument at the Methods level is used for feedback only prior to student teaching and not as part of their course grad. We respectfully ask that fields not be left blank – use NA for not applicable, please. Areas shaded in pink and green are for CAEP tagging and should be scored. Highlight the appropriate box to score.Areas shaded in gray are not appropriate to the Methods level experience and are not scored.
* items are considered NON-NEGOTIABLES
Competence: Content and Pedagogical Knowledge
4 Highly Effective
3 Effective
2 Developing
1 Not Effective
NA Not Applicable
REPA3 Content Standard 1: Script Writing and Analysis
Page 1 of 17
National Anchor Standard 1, 2, 3
1.1-1.4 the elements of dramatic structure and script development: various methods and components of story-line development in communicating the meaning and ideas in a script
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 1,2,3
1.5-1.6 the terms and concepts of dramatic criticism and techniques for analyzing, evaluating, and responding to theatre texts and productions
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA 3 Content Standard 2: Fundamentals of Acting
National Anchor Standard 1,2,3
2.1-2.4 Acting Skills and methods: vocal, physical and improvisation techniques used in acting and characteristics of classical and contemporary forms of actor training
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 2,3,4
2.5 the use of script analysis to determine subtext, objectives, actions, and beats
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA3 Content Standard 3: Fundamentals of Directing
National Anchor Standard 4
3.1-3.2 Script analysis and dramaturgical research to develop ideas and prepare for rehearsal while creating a unified production concept that is shared by all members of the production team
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
Page 2 of 17
REPA3 content 7.4
3.6 techniques for creating a safe and positive working environment that promotes inclusion, collaboration, trust, and creativity
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 5 6
3.3-3.4 Actor casting and coaching Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 5 6
3.5 basic principles of stage composition and blocking
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA3 content Standard 4: Technical Theatre and Design
National Anchor Standard 4, 5, 6
REPA3 content 7.9
4.1-4.6: Design principles, elements for color, light and sound and techniques for developing (set design, costume design, lighting design, sound design)
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 4, 5, 6
4.7-4.9 The Stage: parts, functions, the various types of performance spaces and the roles of stage managers, house managers, and crew
Candidate demonstrates skill on a regular basis focusing on student needs
Candidate demonstrates skill on a consistent basis without much guidance from
Candidate displays some difficulty in performing task on a consistent
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
Page 3 of 17
and learning mentor teacher basis
National Anchor Standard 4, 5, 6
4.10 the key safety issues and practices related to lighting, sound, costumes, makeup, props, and scenery
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA3 Content Standard 5: Theatre History and Literature
National Anchor Standard 7, 8, 9,11
5.1 the development and characteristics of dramatic forms and literature in various cultures and historical periods
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 7, 8,11
5.2 the development of theatrical performance and production in various cultures and historical periods
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard 7, 8,9,11
5.3 knowledge of significant movements in theatre and how they relate to their historical and cultural contexts
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA3 Content Standard 6: Theatre in Daily Life
National Anchor Standard
6.1-6.2: the elements of theatre found in everyday life and the emotional and social impacts of theatre on individuals, communities,
Candidate demonstrates skill on a regular basis focusing
Candidate demonstrates skill on a consistent basis without much
Candidate displays some difficulty in performing task
Candidate displays little or no competency in performing
No opportunity to demonstrate skill/task in this clinical experience.
Page 4 of 17
10, 11 and cultures on student needs and learning
guidance from mentor teacher
on a consistent basis
skill/task
National Anchor Standard
10
6.3 ways in which theatre participation develops collaboration, communication, critical thinking, self-esteem, self-discipline, risk taking, empathy, and other life skills
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard
10, 11
6.6 ways to become involved in theatre in the community
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
National Anchor Standard
10, 11
6.4-6.5 Skill and training into careers and avocational opportunities in theatre
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
Other REPA3 Content Standards labeled in pedagogy rubric
REPA3 content
7.8
National Anchor Standard
10, 11
7.8 relationships between theatre and the other arts and content areas
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA3 7.9 administration of the school theatre program, including advocacy, recruiting casts and crews,
Candidate demonstrates
Candidate demonstrates skill
Candidate displays some
Candidate displays little or
No opportunity to demonstrate
Page 5 of 17
content
7.9
National Anchor Standard
10, 11
budgeting, publicity, production management, and season planning
skill on a regular basis focusing on student needs and learning
on a consistent basis without much guidance from mentor teacher
difficulty in performing task on a consistent basis
no competency in performing skill/task
skill/task in this clinical experience.
REPA3 content 7.10
National Anchor Standard
10, 11
techniques for facilitating equity, access, accommodation, and adaptation in the school theatre program
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA3 content 7.11
National Anchor Standard
10, 11
knowledge of royalties and copyright law as they apply to the school theatre program
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
REPA 3
Pedagogy 7
National Anchor Standard
Strategies and resources for promoting students’ reading and writing skills
Candidate effectively promotes ELA reading and writing skills connections on multiple occasions
Candidate effectively promotes ELA reading and writing skills connections on one or two occasions
Candidate can support reading comprehension and/or vocabulary skills in lesson, but struggles and needs much
Candidate is unable to effectively demonstrate this skill
Candidate did not have opportunity to demonstrate this skill
Page 6 of 17
10, 11 support to do so
Comments:
COMPETENCE: UNIT/LESSON PLANNING and ASSESSMENT– Demonstrates the following components: INTASC Principles 1,2,7,8 REPA3 PEDAGOGY 1, 2, 3, 4
4 Highly Effective
3 Effective 2 Developing 1 Not Effective NA Not Applicable
*Advanced preparation of plans and materials; lessons well-organized REPA3 content 7.3
Candidate demonstrates skill on a regular basis focusing on student needs and learning with guidance from mentor teacher;
Candidate demonstrates skill on a consistent basis; performing task part of regular routine and able to do without much assistance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis and at times, candidates unable to satisfactorily complete the task and mentor teacher must assist
Candidate demonstrates skill on a regular basis focusing on student needs and learning with guidance from mentor teacher;
Candidate demonstrates skill on a consistent basis; performing task part of regular routine and able to do without much assistance from mentor teacher
Clear focus, long-range goals in relevant learning progression with purpose of lessons clearly statedREPA3 content 7.3
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
*Objectives are specific, measurable and aligned to standardsREPA3 content 7.3
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Creative learning options and teaching techniques Candidate Candidate Candidate displays Candidate Candidate
Page 7 of 17
REPA3 content 7.3 independently demonstrates skill on a regular basis focusing on student needs and learning
demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
some difficulty in performing task on a consistent basis and needs assistance from mentor
independently demonstrates skill on a regular basis focusing on student needs and learning
demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Content reviewed, restated, rephrased, and re-taught using appropriate examples, explanations, and multiple representations
(CAEP diversity tag)
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
*Engaging introductions to activitiesREPA3 content 7.3
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
High level of student engagement in most lessons Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Developmentally appropriate instructional level Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Page 8 of 17
*Adapts and differentiates instruction for students’ abilities including exceptional learners.REPA3 content 7.4
(CAEP diversity tag)
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Demonstrates relevance to students’ lives and to the community; provides real world examples and opportunities for learning in the classroomREPA3 content 7.5
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Lessons build on prior knowledge of key concepts and make connections evident; checks for student alternative conceptions
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
*Frequently checks for student understanding using a variety of methods Includes: formal, informal, discussions, student choice, exit slips, do-nows, guided or independent practiceREPA3 content 7.7
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Data used for planning lessons and applies circular model of planning and instructional assessmentREPA3 content 7.7
Candidate demonstrates skill on a regular basis focusing on student needs and learning with guidance from mentor teacher;
Candidate demonstrates skill on a consistent basis; performing task part of regular routine and able to do without much assistance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis and at times, candidates unable to satisfactorily complete the task and mentor teacher must assist
Candidate demonstrates skill on a regular basis focusing on student needs and learning with guidance from mentor teacher;
Candidate demonstrates skill on a consistent basis; performing task part of regular routine and able to do without much assistance from mentor teacher
Page 9 of 17
Analyzes and creates assessments that are valid (measures standards), reliable, and free from bias.REPA3 content 7.7
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Candidate displays some difficulty in performing task on a consistent basis and needs assistance from mentor
Candidate independently demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little assistance
Comments:
COMPETENCE: ORGANIZING FOR TEACHING and CRITICAL THINKING – Demonstrates the following components: InTASC Standards 2, 3,5,7,8,9REPA3 PEDAGOGY standard 2,3,5
4 Highly Effective 3 Effective 2 Developing 1 Not Effective NA Not Applicable
*Positive and respectful classroom climate and good student rapport
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Establishes and maintains effective classroom management; including appropriate voice and cadence; students on-task majority of class time with few disruptions
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Effective time management of classroom activities and other responsibilities (routines, transitions and procedures well-executed)
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Wait time used effectively Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Page 10 of 17
Incorporates varied verbal and non-verbal teaching strategies according to student strengths, varied talents and interests REPA3 content 7.3
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Appropriate use of whole class, collaborative group, paired, discussions, independent practice learning structures reflecting student centered practice REPA3 content 7.3
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Responds appropriately to student misunderstanding Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Seeks and uses resources to enhance teachingREPA3 content 7.6 7.7
(CAEP technology tag)
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Candidate demonstrates skill on a consistent basis without much guidance from mentor teacher
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Uses higher order thinking questions (Blooms) to promote divergent responses
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Not applicable to this clinical experience
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
*Strategic use of digital and computer-related technology in various formats (see ISTE standards)(CAEP technology tag)REPA3 content 7.6 7.7
Candidate demonstrates skill on a regular basis focusing on student needs and learning
Not applicable to this clinical experience
Candidate displays some difficulty in performing task on a consistent basis
Candidate displays little or no competency in performing skill/task
Not applicable to this clinical experience
Page 11 of 17
Comments:
CULTURAL RESPONSIVENESS – Demonstrates the following actions: InTASC Standards 1,2,9REPA3 PEDAGOGY standards 1, 3, 4, 5
4 Highly Effective
3 Effective 2 Developing 1 Not Effective NA Not Applicable
Facilitates a community of learners that demonstrates awareness of inclusion (cultural identity, language, socio-economic status, learning differences, beliefs, global perspective, and gender) REPA3 content 7.4
(CAEP diversity tag)
Candidate purposely and consistently facilitates an inclusive community of learners
Candidate can facilitate an inclusive community of learners
Candidate displays little effort or difficulty in establishing a community of learners
Candidate displays little or no competency
Not applicable to this clinical experience
*Creates an atmosphere where all students can be successful and learn to the best of their ability REPA3 content 7.4 (CAEP diversity tag)
Candidate purposely and consistently creates this atmosphere
Candidate can effectively create this atmosphere
Candidate displays little effort or difficulty in establishing this atmosphere
Candidate displays little or no competency
Not applicable to this clinical experience
Has appropriate accommodations for ELL students REPA3 content 7.4
(CAEP diversity tag)
Candidate has multiple strategies for effectively planning ELL instruction
Candidate can effectively plan instruction for ELL students
Candidate displays little effort or difficulty in planning for ELL students
Candidate displays little effort or difficulty in planning for ELL students
No opportunity to work with ELL students
Comments:
Page 12 of 17
COMMITMENT – Demonstrates the following dispositions: INTASC Standard 9, 10REPA3 PEDAGOGY standard 6
METHODS LEVEL CANDIDATES MAY SCORE HIGHER IN THIS AREA
4 Highly Effective
3 Effective 2 Developing 1 Not Effective NA Not Applicable
* Treats all students appropriately with respect avoiding implicit or explicit bias towards any gender, race, culture, or other diverse background.
CAEP Diversity Tag
Added bias statement starting with Fall 2020 cohort
Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate has difficulty displaying disposition
Not applicable to this field experience
*Demonstrates a commitment to serving diverse learning needs
(CAEP diversity tag)
Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate has difficulty displaying disposition
Not applicable to this field experience
Confidence, able to establish teacher presence in classroom Candidate exhibits a confident teacher presence consistently
Candidate exhibits a teacher presence on regular basis
Candidate exhibits confident teacher presence in an inconsistent manner
Candidate has difficulty establishing a confident teacher presence
Not applicable to this field experience
*Consistently communicates with supervisor and mentor Candidate was in regular and frequent communication asking pertinent questions and seeking advice
Candidate was in regular and frequent communication
Candidate at times does not effectively communication
Candidate does regularly communicate
Not applicable to this field experience
*Encourages safe atmosphere for students to take risks Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate is unable to establish a safe atmosphere
Not applicable to this field experience
*Self-control, patience, encourages students to work hard and persist
Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate is unable to display disposition
Not applicable to this field experience
Page | 13
*Promotes growth mindset communicating high expectations for all students
Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate is unable to display this disposition
Not applicable to this field experience
*Appropriate professional appearance Candidate always had an appropriate professional appearance
Candidate had an appropriate professional appearance
Candidate at times was unprofessional in appearance
Candidate struggles with being professional in appearance
Not applicable to this field experience
*Demonstrates initiative – asking questions and becoming actively involved
Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate is unable to display this disposition
Not applicable to this field experience
*Positive about teaching and learning Candidate is enthusiastic and passionate about teaching
Candidate has a positive outlook about teaching
Candidate at times has a positive outlook about teaching
Candidate struggles being positive about experience
Not applicable to this field experience
*Punctuality and dependability; (regular in attendance and on-time for field)
Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate is unable to display this disposition
Not applicable to this field experience
School or community involvement to support student learning Candidate was involved in multiple school or community events to support student learning
Candidate was involved in a school or community event to support student learning
Candidate was involved in a school or community event but did not contribute to student learning
Candidate does not become involved in the school community
Not applicable to this field experience
Participates in a professional development activity Candidate actively participated in more than one PD activity
Candidate actively participated in at least one PD activity
Candidate attended one PD session
Candidate elects not to attend PD
Not applicable to this field experience
*High expectations for all learners and self Candidate passionately and consistently displays positive
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but
Candidate is unable to display this disposition
Not applicable to this field experience
Page | 14
professional disposition
not on a regular basis
*Professional/demeanor inside and outside the classroom Candidate serves as a model for others around professional demeanor
Candidate always exhibited a positive professional demeanor
Candidate exhibits a professional demeanor inside the classroom but not outside
Candidate has difficulty displaying a professional demeanor
Not applicable to this field experience
*Flexible and willing to adapt to changing circumstances Candidate was positive in adapting quickly and effectively to multiple changing circumstances
Candidate was positive in adapting quickly and effectively to changing circumstances
Candidate was flexible at times but struggled adapting in certain situations
Candidate is unable to adapt to changing circumstances
Not applicable to this field experience
*Open-minded to new ideas and suggestions Candidate eagerly accepted new ideas and suggestions
Candidate was open-minded to new ideas and suggestions
Candidate was open to new ideas but struggled implementing them
Candidate is unwilling to accept new ideas
Not applicable to this field experience
Collaborates with other professionals Candidate collaborated with professional staff throughout the school
Candidate collaborated with grade level/subject colleagues
Candidate collaborated with mentor teacher only
Candidate does not collaborate
Not applicable to this field experience
Actively collaborates with faculty and mentors about learning needs and talents of students; advocate for students’ needs
Collaborated with colleagues to advocate for student learning needs
Collaborated with colleagues to inquire about student needs
Collaborated in a limited manner to inquire about students
Candidate does not collaborate
Not applicable to this field experience
Effective and positive parental communication Candidate passionately and consistently displays positive professional disposition
Candidate consistently displays professional disposition
Candidate displays some positive effort on disposition, but not on a regular basis
Candidate has difficulty displaying disposition
Not applicable to this field experience
Comments:
Page | 15
CRITICALLY REFLECTIVE – Demonstrates the following characteristics: INTASC Standard 9REPA PEDAGOGY standard 6
4 Highly Effective 3 Effective 2 Developing 1 Not Effective NA Not Applicable
*Seeks out and responds to feedback from supervising and mentor teachers
Candidate enthusiastically seeks feedback and implements to improve instruction
Candidate seeks and implements feedback on a regular basis
Candidate seeks and implements feedback on a regular basis
Candidate does not seek or implement feedback provided
Not applicable to this field experience
*Continually uses reflection and analysis of own instruction to make timely adjustments
Candidate consistently displays self-assessment and actively adjusts his/her practice to increase effectiveness
Candidate consistently displays self-assessment and awareness of impact on student learning
Candidate consistently displays self-assessment and awareness of impact on student learning
Candidate displays difficulty with self-assessment and understanding impact on others
Not applicable to this field experience
Comments:
Overall Candidate Performance
Please give your professional opinion for each item below: 4Strongly Agree
3Agree
2Undecided (reservations)
1Disagree
0Strongly Disagree
The candidate demonstrates a positive teacher presenceThe candidate believes that all students can learn by establishing high expectationsThe candidate demonstrates a strong commitment to teaching. I would welcome this candidate as a colleague. The candidate is recommended to advance in the program The candidate is ready for a student teaching assignmentComments on above:
This document was prepared in conjunction with:
REPA3 - Indiana professional teacher standards for teachers in secondary education (5-12) school setting developmental standards, unless noted
National CORE Arts Anchor Standards, 2014
Page | 16
InTASC standards - Interstate New Teacher Assessment and Support Consortium
Page | 17
