Initial teacher candidate professionalism rubric

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Professional Dispositions edit title

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Attendance *Extenuating circumstances

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

The candidate attends all field placement days during the placement

The candidate misses no more than one field placement day during the

The candidate misses two field placement days during the

The candidate misses more than two field placement dates during

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

must be negotiated with the Mentor Leader, University Supervisor, and Host Teachers

period and continually follows the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of absences, and changes in schedule

placement and consistently follows the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of absences, and/or changes in schedule.

placement period or inconsistently follows the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of absences, and/or changes of schedules.

the placement period or rarely follows and/or requires reminders to adhere to the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of absences, and/or changes of schedules.

Promptness

The candidate arrives early and/or stays late, is fully prepared at the start of school day, and fulfills the designated schedule expected for all placement days for the placement period. In case of emergencies, the candidate continually follows the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of lateness or leaving early from placements.

All assignments are submitted in a timely fashion following

The candidate is late or leaves early no more than one field placement day for the placement period and consistently follows the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of lateness or leaving early from placements. All assignments are submitted in a timely fashion following designated guidelines.

The candidate is late or leaves early for two days of field placement during the placement period or inconsistently follows the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of lateness or leaving early from placements. Most assignments are submitted in a timely fashion following designated guidelines.

The candidate is late or leaves early more than two days of field placement during the placement period or rarely follows and/or requires reminders to adhere to the college and school placement protocol of notifying mentor leaders, supervisors, and host teachers of lateness or leaving early from placements. Guidelines for assignment submissions are not followed.

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

designated guidelines.

Initiative

The candidate continually demonstrates the initiative to grow and develop with colleagues, host teachers, school personnel, families and communities by continually seeking out opportunities, assuming responsibilities, and actively engaging in multiple interactions that enhance practice and support student learning. The candidate demonstrates this initiative in multiple school and community venues without prompting.

The candidate demonstrates the initiative with colleagues, host teachers, school personnel, families and communities by actively engaging in interactions that enhance practice and support student learning.

Ways this may be demonstrated are by participating in opportunities to be part of the classroom, grade level, or school team or attending events, meetings, or functions of the Classroom, grade level, school, or community.

The candidate demonstrates initiative in the host classroom by participating in opportunities to be part of the classroom experiences and grade level functions.

The candidate fails to take initiative, recognize or react to classroom needs, and seek out opportunities to assist in the host classroom or grade level functions.

Organization

The candidate develops and maintains highly efficient organizational structures for keeping personal records, records related to

The candidate maintains efficient organizational structures for keeping personal records, records related to students, school related contacts,

The candidate maintains records inconsistently. The candidate occasionally assists with keeping various records,

The candidate does not maintain adequate records and rarely assists with keeping various records, assessment data,

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

students, school related contacts, assessment data, and course work.

The candidate assists students in organization strategies to promote learning.

assessment data, and course work. The candidate assists students in organization strategies to promote learning.

assessment data, grading, progress documentation and artifacts or has to be told and reminded to do these things.

grading, progress documentation and artifacts.

Accepts Feedback

The candidate both seeks out and accepts the constructive feedback of the mentor leader, university supervisor, host teacher, and/or school personnel in a positive and professional manner and demonstrates noticeable changes in multiple areas of his/her practice by acting upon this input in a timely fashion.

The candidate accepts the constructive feedback of the mentor leader, university supervisor, host teacher, and/or school personnel in a positive and professional manner and demonstrates changes in some areas of his/her practice by acting upon this input.

The candidate demonstrates little noticeable effort to change his/her practice as a result of receiving constructive feedback from the mentor leader, university supervisor, host teacher, and/or school personnel. The candidate’s effort to follow up on suggestions are inconsistent or delayed.

The candidate’s demonstrates very little or no effort to change his/her practice as a result of receiving constructive feedback from the mentor leader, university supervisor, host teacher, and/or school personnel. The candidate’s efforts to follow up on suggestions are highly inconsistent or nonexistent.

Positive Attitude

The candidate continually demonstrates a positive attitude, passion, and motivation toward the profession, program

The candidate consistently demonstrates a positive attitude toward the profession, program course work, and

The candidate occasionally demonstrates a positive attitude toward the profession, program course work,

The candidate rarely demonstrates a positive attitude toward the profession, program course work, and

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

course work, and placements, including students, families, and communities.

placements.

and placements.

placements.

Professional Appearance

The candidate maintains an exemplary professional appearance at all times when participating in all functions related to field placement.

The candidate maintains a professional appearance at all times when participating in all functions related to field placement.

The candidate usually maintains a professional appearance when in field placement.

Deficiencies are quickly remedied.

The candidate often fails to maintain a professional appearance when in field placement.

Cooperation

The candidate continually demonstrates cooperation with the mentor leader, university supervisor, host teacher, school personnel, and colleagues.

The candidate consistently demonstrates cooperation with the mentor leader, university supervisor, host teacher, school personnel, and colleagues.

The candidate sometimes fails to demonstrate cooperation with the mentor leader, university supervisor, host teacher, school personnel, and colleagues.

The candidate often fails to demonstrate cooperation with the mentor leader, university supervisor, host teacher, school personnel, and colleagues.

Leadership

The candidate willingly and without prompting seeks out and assumes leadership opportunities within the program, professional

The candidate assumes leadership opportunities within the program, professional organizations, and field placement.

The candidate rarely assumes leadership opportunities within the program, professional organizations, and field placement.

The candidate does not assume leadership opportunities within the program, professional organizations, and field placement.

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

organizations, and field placement.

Confidentiality and Honesty

The candidate adheres to school and district policies regarding the communication of student information (FERPA and JHL CoE Cyberspace Policy) and demonstrates honesty in all aspects of his/her professional and student responsibilities.

This includes but is not limited to academic honesty.

The candidate fails to adhere to school and district policies regarding the communication of student information and/or (FERPA and JHL CoE Cyberspace Policy) fails to demonstrate honesty in all aspects of he/her professional and student responsibilities.

This includes but is not limited to academic honesty.

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Standards edit title

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Professional Skills edit title

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Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

Communication

The candidate continually communicates clearly and effectively. This would include purposeful eye contact, positive body language, and voice projection and intonations to facilitate learning for all students.

This communication also extends to written communication.

The candidate consistently communicates clearly and effectively. This would include purposeful eye contact, positive body language, and voice projection and intonations to facilitate learning for all students. This communication also extends to written communication.

The candidate usually communicates clearly and effectively. This would include purposeful eye contact, positive body language, and voice projection and intonations to facilitate learning for all students.

This communication also extends to written communication.

The candidate often fails to communicate in a clear and effective manner. The candidate’s written communication or verbal communication is not appropriate or doesn’t serve as a good role model.

Instructional Planning

The candidate continually plans for instruction using relevant concepts of Understanding by Design (UbD), culturally responsive and relevant pedagogy, and clear evidence of his/her awareness of all students’ talents, interests, needs, and learning styles.

The candidate consistently plans for instruction using relevant concepts of Understanding by Design (UbD), culturally responsive and relevant pedagogy, and clear evidence of his/her awareness of all students’ talents, interests, needs, and learning styles.

The candidate inconsistently uses relevant concepts of Understanding by Design (UbD), culturally responsive and relevant pedagogy, and clear evidence of his/her awareness of most students’ talents, interests, needs, and learning styles in planning for instruction.

The candidate does not plan for instruction, or the candidate plans for instruction but rarely uses relevant concepts of UbD, and shows limited awareness of students’ culture, talents, interests, needs, and learning styles in planning for instruction.

Exemplary (4 pts)

Meets Expectations (3 pts)

Emerging (2 pts)

Needs Improvement (1 pt)

Classroom Management

The candidate is continually successful in effectively managing the school and classroom routines, rules, and procedures. The candidate’s verbal and non-verbal assertiveness is very noticeable, effective, and appropriate in both managing the classroom and motivating students.

The candidate is often, yet inconsistently successful in effectively managing the school and classroom routines, rules, and procedures. The candidate’s verbal and non-verbal assertiveness is somewhat noticeable, effective, and appropriate in both managing the classroom and motivating students.

The candidate is inconsistent in managing the school and classroom routines, rules, and procedures.

Assistance is required to manage the environment, resources, and/or students. The candidate’s verbal and non-verbal assertiveness is somewhat effective but need improvement in order to manage the classroom and/or motivate students.

The candidate often fails to manage effective routines and procedures. Little assertiveness is shown.

Skills in managing the environment, resources, and students require improvement. The ability to motivate students is not evident.

Academically Challenging Environment

The candidate continually creates an academic learning environment where students are encouraged to set challenging learning goals and tackle challenging materials.

The candidate consistently creates a studentcentered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

The candidate inconsistently provides a student-centered, academic environment in which teaching and learning occur at high levels or where students are self-directed learners.

The candidate does not provide a studentcentered, academic environment in which teaching and learning occur at high levels or where students are selfdirected learners.

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