EDU 368
 FINAL ACHIEVEMENT RUBRIC AND GRADES


This is a holistic rubric. Scoring criteria addresses the work from the entire semester and will be used to determine your grade at the end of the semester.

Please read carefully to determine if you are meeting the criteria at the level you are striving to meet.


Definition of pre-service junior/senior level work *

An individual at the level of a competent junior or senior pre-service student demonstrates the following:

• Classroom interactions, written work and teaching that reflects competence at the beginner level

• Increased competence with each learning experience

• Use of feedback to monitor and adjust subsequent work

• Careful and thoughtful completion of all aspects of each task and accompanying feedback

• Professionalism in all interactions and obligations (See department statement of professionalism.)


*This definition is used in the following rubric:

4 = A+

A score of a ‘4’ means:

Performance on the part(s) of the standard addressed in this package exceeds expectations of junior/senior pre-service work.

• All work is complete and documents identify performance at an extremely high level of competence

• Reflections indicate a highly perceptive individual with keen insight into their own teaching abilities and who has specific plans for continued growth and development

• Reflections identify specific areas of strength beyond that of a beginning teacher

• Videotapes identify high levels of clear communication and organization in the teaching episodes

• Videotapes depict a confident, proficient teacher effectively utilizing the teaching method(s) identified

• Videotape identifies the teacher’s effective use of communication skills to create a positive, supportive learning environment

• Peer evaluations indicate that this individual provided leadership for other’s growth as teachers

• Peer evaluations indicate that this individual provided a model of teaching beyond that of their classmates

• Lesson plans identify a structure and focus on student learning beyond that of a beginning teacher; with objective clearly communicated to students and assessment linked to the curriculum by means of appropriate instruction

• Lesson plans consistently and clearly identify many ways of gathering students’ prior knowledge and use of this in the lesson.

• Lesson plans clearly identify strategies for differentiation at high levels of specificity than meet the needs of particular individual students.

• Lesson plans clearly link with a MN Standard

• Professional development in communication skills is clear, focused, and teacher clearly documents work towards the achievement of the goal(s) in a well articulated communication log.

• Teacher can clearly articulate a rationale for their teaching methods as well as provide examples of the effective use of the methods based on their understanding of developmental needs of their students


3 = A

A score of a ‘3’ means:

Performance on the part(s) of the standard addressed in this package meets the expectations of junior/senior pre-service work.

• All work is complete and documents identify performance at high level of competence

• Reflections indicate insight into the teacher’s own teaching abilities

• Reflections identify areas of strength indicative of a beginning teacher

• Videotapes identify appropriate levels of communication and organization for the teaching episodes

• Videotapes depict the teacher’s growth in effectively utilizing the teaching method(s) identified

• Videotape identifies the teacher’s growth in the effective use of communication skills to create a positive, supportive learning environment

• Peer evaluations indicate that this individual is a capable beginning teacher

• Peer evaluations indicate that this teacher developed their skills and improved over the semester

• Lesson plans and assessments meet the requirements and/or suggestions for improvement are made by the teacher and followed through in subsequent lessons

• Lesson plans identify a way to determine student prior knowledge (or explanation when this was done earlier)

• Lesson plans identify strategies for differentiation

• Lesson plans link with a MN Standard

• Professional development in communication skills is clear, focused, and clearly documents work towards the achievement of the goal(s)

• Teacher can articulate a rationale for their teaching methods as well as provide examples of the effective use of the methods based on their understanding of developmental needs of their students

• Professional development goals for improvement in the area of communication skills are identified by the teacher and an appropriate action plan is developed to work towards these goals.

• Work towards communication goals is documented in substantial and thoughtful communication log entries.

Note: ‘A-’ is given for ork that doesn’t meet ‘3’ standards on all criteria


2 = B

A score of ‘2’ means:
Work on the part(s) of the standard addressed in this package has been completed, but all or part of the students performance is slightly below junior/senior pre-service level.

• All work is complete and documents identify work towards higher levels of competence

• Reflections indicate growing insight into the teacher’s own teaching abilities

• Reflections identify progress towards levels reflective of a beginning teacher

• Videotapes identify progress toward appropriate levels of communication and organization for the teaching episodes

• Videotapes depict the teacher’s growth in utilizing the teaching method(s) identified

• Videotape identifies the teacher’s growth in the use of communication skills to create a positive, supportive learning environment

• Peer evaluations indicate that this individual is developing into a capable beginning teacher

• Peer evaluations indicate that this teacher is working on developing their skills and has improved over the semester

• Lesson plans and assessments meet the requirements in the package and/or suggestions for improvement are made by the teacher

• Lesson plans may identify how student prior knowledge was identified

• Lesson plans usually identify a strategy for differentiation

• Lesson plans usually link with a MN Standard

• Teacher can articulate a rationale for their teaching methods as well as provide examples of the effective use of the methods based on their understanding of developmental needs of their students

• Professional development goals for improvement in the area of communication skills are identified by the teacher but action plan to work towards these goals is poorly developed.

• Some work towards communication goals is documented in communication log entries.


‘B-’ is given for work that doesn’t meet ‘2’ standards on all criteria


1 = C

A score of ‘1’ means:

Work on the part(s) of the standard addressed in this package has been completed, but performance is substantially below junior/senior pre-service work.

• All work is complete, however, documents are poorly completed and lack specifics

• Reflections indicate some growing insights into the teacher’s own teaching abilities

• Reflections identify limited awareness of the teacher’s own progress

• Videotapes identify inconsistent progress toward appropriate levels of communication and organization for the teaching episodes

• Videotapes depict inconsistent growth in utilizing the teaching method(s) identified; teacher does not learn from previous errors or suggestions

• Videotape identifies inconsistent use of communication skills to create a positive, supportive learning environment by the teacher

• Peer evaluations indicate that this individual has made some progress in their teaching;

• Peer evaluations indicate that this teacher has worked on developing their teaching skills; however, work is inconsistent

• Lesson plans and assessments meet the basic requirements in the package but are incomplete, inappropriate or inaccurate

• Lesson plans seldom identify how student prior knowledge is obtained or used.

• Lesson plans do not always identify strategies for differentiation

• Lesson plans are not always linked with a MN Standard

• Professional development goals for improvement in the area of communication skills identified by the teacher are unclear or inappropriate and action plan is weak.

• Work towards communication goals is not well documented in communication log entries, effort to achieve these goals is inconsistent or lacking.

• Teacher cannot articulate a rationale for their teaching methods nor identify the developmental needs of their students.


‘C-’ is given for work that doesn’t meet ‘1’ standards on all criteria


0 = D


Work on the part(s) of the standard addressed in this package has not been completed or is unacceptable for a pre-service teacher at any level.

• Work is incomplete; some lessons not taught; documents are incomplete or poorly completed

• Reflections identify few, if any insights

• Reflections do not identify awareness of the teacher’s own progress

• Videotapes identify little progress toward developing appropriate levels of communication or organization during teaching

• Videotapes depict little growth in utilizing the teaching method(s) identified; teacher does not attempt to learn from previous errors or suggestions

• Videotape identifies use of communication skills that create a negative, or non-supportive learning environment by the teacher

• Peer evaluations indicate that this individual has made little, if any, progress in their teaching

• Peer evaluations indicate that this teacher has done little work towards developing their teaching skills

• Lesson plans and assessments are not complete, appropriate or accurate

• Lesson plans do not mention or utilize student prior knowledge.

• Lesson plans do not identify strategies for differentiation

• Lesson plans do not link with a MN Standard

• Professional development goals for improvement in the area of communication skills are unclear or inappropriate. Action plan is unclear or missing.

• There is little or no work toward their professional development goals in communication skills found in the communication log.

• Teacher does not ( or cannot) articulate a rationale for their teaching methods

• Teacher is unaware of developmentally appropriate practice

‘D-’ is given for work that doesn’t meet ‘0’ standards on all criteria


Note: No ‘+’ grades are given except for a score of 4+; This cannot be recorded on transcripts but will be identified for the student.

‘F’ grades will be given for work significantly below the level of ‘0’