TASK 2 RUBRICS

RUBRIC 6: LEARNING ENVIRONMENT Evidence: video clips, prompt 2 Teacher Candidate provides a positive, low-risk social environment that reveals mutual respect

among students. Rapport-teacher shows positive interactions with students, mutual respect- shared between students and teacher, and low-risk students ask and answer questions openly.

For a score of 4- teacher candidate provides a challenging environment- higher order thinking questions. (Ask questions that are open-ended and students cannot answer immediately, but need to think to respond)

For a score of 5- teacher candidate provides a challenging environment that provides opportunities to express varied perspectives and promotes mutual respect. Encourages students to express, debate, and evaluate differing perspectives on literature or other text with each other

RUBRIC 7: ENGAGING STUDENTS IN LEARNING Evidence: video clips, prompt 3 Students are engaged in learning tasks that address their understanding of

subject specific skills and the essential literacy strategy and teacher candidate links prior knowledge to new content learning.

To score a 4- Students are engaged in learning tasks that integrates their understanding of subject specific skills and the essential literacy strategy. Teacher candidate links BOTH prior academic knowledge and personal, cultural, or community assets to new content learning. Teacher candidate engages students in activities/tasks that require them to use the skills when applying the strategy

To score a 5- Students are engaged in learning tasks that deepens and extends their understanding of subject specific skills and the essential literacy strategy. Teacher candidate prompts students to links BOTH prior academic knowledge and personal, cultural, or community assets to new content learning.

RUBRIC 8: DEEPENING STUDENT LEARNING Evidence: video clips, prompt 4a Teacher candidate elicits student responses to support use of literacy skills or the essential

strategy. Questions prompt some higher-order thinking related to subject specific understandings.

For a score of 4- teacher candidate elicits and builds on students’ responses includes referring to a previous student response in developing a point or explanation; calling on the student to elaborate on what s/he said; posing questions to guide a student discussion; soliciting student examples and asking another student to identify what they have in common; asking a student to summarize a lengthy discussion or rambling explanation; and asking another student to respond to a student comment or answer a question posed by a student to move instruction forward to portray, extend, or clarify the literacy strategy. Questions build on student thinking about the subject specific understandings and students respond to and build on peer responses.

For a score of 5- teacher candidate structures and supports student-student conversations and interactions that facilitates interactions among students so they can evaluate their own abilities to apply the essential strategy in meaningful reading or writing contexts. Students evaluate their own thinking.

RUBRIC 9: SUBJECT-SPECIFIC PEDAGOGY Evidence: video clips and prompt 4b Teacher candidate models the key strategy with limited opportunities for

practice. For a score of 4-Teacher candidate explicitly teaches the students how to

apply the key strategy and provides students with opportunities for guided practice. In addition, the clip(s) reveal students practicing how to apply the strategy either as a whole class (e.g., shared writing), one-on-one with teacher assistance (e.g., conferencing), or in small groups (e.g., guiding reading group).

For a score of 5- Teacher candidate explicitly teaches students when to apply the strategy in authentic reading/writing contexts.

RUBRIC 10: ANALYZING TEACHER EFFECTIVENESS Evidence: video clips and prompt 5 Teacher candidate proposes changes that address students’ collective learning needs

related to the central focus. Teacher candidate makes superficial connections to research and/or theory. (addresses gaps in learning for whole class, re-engage students in new, revised or additional tasks, and name drops or use a term without connection to own practice)

For a score of 4- Teacher candidate proposes changes that address individual and collective learning needs related to the central focus and makes connections to research and/or theory. (changes are concrete, specific and elaborated, address gaps in learning for different students in different ways, and are grounded in principles from theory or research.

For a score of 5- Teacher candidate justifies changes using principals of research and/or theory. The justifications are explicit, well articulated, and demonstrate a thorough understanding of the research/theory principles that are clearly reflected in the explanation of the changes.