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Methods: Secondary Education P-12 Visual Arts Candidate Evaluation Rubric (Rev.5.2020)
Please complete the rubric electronically (typed) and email 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 or green is for CAEP tagging and should be scored. Please highlight the appropriate box for scoring.Shaded areas are not appropriate to the Methods level experience and are not scored. * items are considered NON-NEGOTIABLES
Competence: Contentand Pedagogical Knowledge
4 Highly Effective
3 Effective
2 Developing
1 Not Effective
NA Not Applicable
REPA 3 Content Standard 1: The Elements and Principles of Art
National Anchor Standard 1
1.1 the characteristics and qualities of the elements and principles of art
Candidate demonstrates skill on a regular basis
Candidate demonstrates skill on a consistent basis without much guidance
Candidate displays some difficulty in performing task
Candidate displays little or no competency in performing
No opportunity to demonstrate skill/task in this clinical
Page 1 of 18
focusing on student needs and learning
from mentor teacher
on a consistent basis
skill/task experience.
National Anchor Standard 1,2,3
1.2 ways in which the elements and principles of art are used to achieve specific effects, communicate ideas, or solve problems in given works of art
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: Media, Tools, Techniques, and Processes
National Anchor Standard 1,2,3
2.1 the characteristics and uses of media tools, techniques, and processes in drawing, painting, printmaking, ceramics, sculpture, architecture, fiber arts, mixed media, jewelry, electronic media, and photography
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
2.2 ways in which particular media, tools, techniques, and process affect meaning or expression in drawing, painting, printmaking, ceramics, sculpture, architecture, fiber arts, mixed media, jewelry, electron media, and photography
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
2.3 the proper use and care of media and tools in drawing, painting, printmaking, ceramics, sculpture,
Candidate demonstrates skill on a
Candidate demonstrates skill on a consistent
Candidate displays some difficulty in
Candidate displays little or no competency
No opportunity to demonstrate skill/task in this
Page 2 of 18
architecture, fiber arts, mixed media, jewelry, electron media, and photography
regular basis focusing on student needs and learning
basis without much guidance from mentor teacher
performing task on a consistent basis
in performing skill/task
clinical experience.
National Anchor Standard 5
2.4 safety and health issues related to the use of media, tools, techniques, and processes in drawing, painting, printmaking, ceramics, sculpture, architecture, fiber arts, mixed media, jewelry, electron media, and photography
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 3: Art in Context
National Anchor Standard 8,9,10,11
3.1 styles and distinguishing characteristics of art from various cultures of Africa, the Middle East, Asia, Oceania, the Americas, and Europe
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 8,9,10,11
3.2 purposes and functions of art from various cultures of Africa, the Middle East, Asia, Oceania, the Americas, and Europe
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
3.3 ways in which artworks from Candidate demonstrates
Candidate demonstrates skill
Candidate displays some
Candidate displays little or
No opportunity to demonstrate
Page 3 of 18
8,9,10,11 various cultures of Africa, the Middle East, Asia, Oceania, the Americas, and Europe relate to their historical, political, social, and cultural contexts
(CAEP diversity tag)
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.
National Anchor Standard 8,9,10,11
3.4 significant art movements and their development throughout history
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 4: Integrative Nature of Visual Arts and Visual Arts Careers
National Anchor Standard 7, 8,9
4.1 the role of visual arts as a critical element in learning across all disciplines
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
4.2 ideas, themes, and concepts in the visual arts that are expressed in other arts disciplines and other academic disciplines
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 4.3 ways in which the visual arts Candidate Candidate Candidate Candidate No opportunity to Page 4 of 18
Standard 7, 8,9 develop aesthetic awareness, visual observation skills, critical-thinking skills, creative problem-solving skills, and communication skills that are used in everyday life
demonstrates skill on a regular basis focusing on student needs and learning
demonstrates skill on a consistent basis without much guidance from mentor teacher
displays some difficulty in performing task on a consistent basis
displays little or no competency in performing skill/task
demonstrate skill/task in this clinical experience.
National Anchor Standard 10
4.4 career opportunities in the visual arts
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
4.5 skills and educational requirements for various visual arts-related careers
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: Aesthetics and Art Criticism
National Anchor Standard 7, 8,9
5.1 critical models and aesthetic theories
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 5 of 18
National Anchor Standard 7, 8,9
5.2 addressing aesthetic questions in works of visual art
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
5.3 describing, analyzing, interpreting, and evaluating works of visual art
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
5.4 definitions of art 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 6: Art Production
National Anchor Standard 1,2,3
6.1 developing skills or competencies with various art media
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 6 of 18
National Anchor Standard 1,2,3
6.2 choice of subject matter, symbols, and themes in artworks
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 1,2,3,10
6.3 expressing personal experiences and emotions through artworks
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 3
6.4 creative solutions to composition problems in artworks
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
6.5 sharing artwork with others, respecting the artwork of others, and critiquing the artwork of others
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 7 of 18
National Anchor Standard 10
6.6 making choices to create meaning in artworks
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 PedagogyStandard 7
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 (reading comprehension and vocabulary) and writing skills connections on one or two occasions
Candidate can make ELA reading comprehension and vocabulary connections in lesson, but struggles and needs much support to do so
Candidate displays little or no competency in performing skill/task
No opportunity to demonstrate skill/task in this clinical experience.
Comments:
COMPETENCE: UNIT/LESSON PLANNING and ASSESSMENT– Demonstrates the following components: InTASC Principles 1,2,7,8REPA3 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
Candidate demonstrates skill on a consistent basis; performing task part of
Candidate displays some difficulty in performing task on a consistent basis
Candidate demonstrates skill on a regular basis focusing on
Candidate demonstrates skill on a consistent basis; performing
Page 8 of 18
student needs and learning with guidance from mentor teacher;
regular routine and able to do without much assistance from mentor teacher
and at times, candidates unable to satisfactorily complete the task and mentor teacher must assist
student needs and learning with guidance from mentor teacher;
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 standards REPA3 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 techniquesREPA3 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
Content reviewed, restated, rephrased, and re-taught using appropriate examples, explanations, and multiple representationsREPA3 content 7.3
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
Candidate demonstrates skill on a consistent basis; able to do as part of regular
Candidate displays some difficulty in performing task on a consistent basis
Candidate independently demonstrates skill on a regular basis
Candidate demonstrates skill on a consistent basis; able to do as
Page 9 of 18
focusing on student needs and learning
routine with little assistance
and needs assistance from mentor
focusing on student needs and learning
part of regular routine with little assistance
High level of student engagement in most lessons REPA3 content 7.6
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
*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 learningREPA3 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 REPA3 content 7.6
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
Candidate demonstrates skill on a consistent basis; able to do as part of regular routine with little
Page 10 of 18
learning 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 7.8
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 7.8
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
Analyzes and creates assessments that are valid (measures standards), reliable, and free from bias.REPA3 content 7.8
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:
Page 11 of 18
COMPETENCE: ORGANIZING FOR TEACHING and CRITICAL THINKING – Demonstrates the following components: InTASC Standards 2, 3,5,7,8,9 REPA3 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
Incorporates varied verbal and non-verbal teaching strategies according to student strengths, varied talents and interestsREPA3 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 7.6
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
Page 12 of 18
Seeks and uses resources to enhance teachingREPA3 content 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 REPA3 content 7.5
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)REPA3 content 7.7
(CAEP technology tag)
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
Comments:
Page 13 of 18
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 abilityREPA3 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:
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 Candidate Candidate consistently Candidate displays Candidate has Not applicable to
Page | 14
implicit or explicit bias towards any gender, race, culture, or other diverse background.
CAEP Diversity Tag
Added bias statement starting with Fall 2020 cohort
passionately and consistently displays positive professional disposition
displays professional disposition
some positive effort on disposition, but not on a regular basis
difficulty displaying disposition
this field experience
*Demonstrates a commitment to serving diverse learning needs REPA3 content 7.4
(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
*Promotes growth mindset communicating high expectations for all students
Candidate passionately and consistently displays positive professional
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
Page | 15
disposition
*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 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
*Professional/demeanor inside and outside the classroom Candidate serves as a model for others around professional
Candidate always exhibited a positive professional demeanor
Candidate exhibits a professional demeanor inside the classroom but not
Candidate has difficulty displaying a professional
Not applicable to this field experience
Page | 16
demeanor outside demeanor*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 | 17
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:
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 assignment.Comments 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
InTASC standards - Interstate New Teacher Assessment and Support Consortium
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