Scoring Instructions: Read the descriptor for each item (corresponding
BEO's are shown in green). If you agree with
the descriptor (based upon your observations of the candidate during
this placement), indicate that under "2". Otherwise, choose the
appropriate scale as indicated below.
Click on the item name for a more complete rubric that
describes the standard for each level.
| Area | Standard |
BEOs |
0 | 1 | 2 | 3 | N/A |
| Objectives |
| 1. Clarity
(can plan lessons with a sense of purpose and objectives that clearly and
unambiguously describe what students are expected to know and/or be able to do) |
C7 |
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| 2. Standards
(identifies appropriate PA state standards or National Science
Education Standards concepts and principles that are supported by
the lesson objectives) |
C7 |
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| Content |
| 3. Content Accuracy
(displays solid knowledge of content and any errors that may impede
student learning are addressed in an appropriate and timely manner) |
A2 |
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| 4. Accurate Reflection of Scientific Process
(rarely undermines, through inadvertent words or actions, the value
of accuracy or inquiry in that students are encouraged to evaluate evidence for
themselves without being told what to conclude) |
B4 |
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| Assessment |
| 5. Diagnostic
(takes into account the prior knowledge and experiences of the
students by anticipating most of the adjustments that are necessary and/or
building in diagnostic assessment or exploration within the lesson to identify
possible weaknesses and misconceptions) |
B3B5C8 |
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| 6. Formative
(routinely and effectively uses methods of formative assessment like
questioning to assess a majority of students and content, and is
able to make most of the appropriate adjustments during the lesson when
unforeseen weaknesses or misconceptions inhibit learning) |
B3C8 |
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| 7. Accuracy
(utilizes assessment that is generally clear and unambiguous, providing
a relatively accurate picture of student knowledge and understanding) |
C8 |
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| 8. Appropriateness
(designs and implements assessment that appropriately reflects the lesson objectives) |
C8 |
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| Presentation Style |
| 9. Student Engagement
(provides instruction with enthusiasm; students are generally
engaged and attentive) |
C6 |
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| 10. Clarity
(speaks clearly with no annoying or distracting habits) |
C6 |
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| 11. Time Management
(generally develops lessons that are efficient and work
within the allotted time frame) |
C7 |
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| Methods |
| 12. Appropriateness
(routinely enhances instruction via demonstrations, laboratory
activities, available technology, examples and analogies that are,
in general, appropriate, relevant, support the concepts being
discussed and are likely to address student misconceptions or
confusion) |
B3B4C6 |
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| 13. Effectiveness
(promotes, with moderate success, student understanding of new and/or
difficult concepts by using explanations, activities and a mix of
higher-order and lower-order questions that are based on an
accurate assessment of student conceptions, experiences, weaknesses
and strengths, or provide students an opportunity to explore the
weaknesses and strengths of their own conceptions) |
B3B4C6 |
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| 14. Opportunities to Participate
(consistently includes almost all students in classroom activities though not
always in meaningful inquiry) |
B4 |
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| 15. Learning Cycle
(with some support is able to encourage critical analysis and
self-reflection by employing active learning strategies like
introducing terms and content after students have had the
opportunity to explore the phenomena and recognize the need for
the terms and content) |
C6 |
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| 16. Science Safety
(notifies students of potential safety hazards and supervises proper
procedures but may periodically neglect to ensure that equipment is safe
before use by students |
B4 |
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| Presence of Science Inquiry |
| 17. Central Ideas and Science as
Process
Develops lessons that reflect the essential knowledge and skills
identified in the PA standards and NSES (National Science Education
Standards) concepts and principles; and recognizes science as a
process and attempts to convey the place and value of the lesson
content within the larger conceptual framework |
C7 |
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| 18. Providing Opportunities to Do
Science
(consistently provides, with some support, opportunities for students
to interpret observations and make judgments based on evidence,
interact with the central ideas of the discipline in depth and
engage in higher-order thinking like exploring, making models or
simulations, constructing arguments, describing patterns,
interpreting observations and evidence, etc.) |
B4C6C7 |
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| 19. Student Questions
(students ask several higher-order questions during the lesson that
demonstrate that they are thinking deeply about the essential concepts
of science) |
B4 |
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| Student Perspectives |
| 20. Showing Bias
(rarely focuses or limits his/her attention on a subset of students
based on specific ability, gender, ethnicity, etc.) |
B4 |
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| 21. Lesson Appropriateness
(considers differences among students and between classes by varying
instruction, designing developmentally appropriate learning
activities and targeting students with distinctly different needs for
particular attention) |
B5 |
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| 22. Diversity
(is comfortable with selecting learning materials and activities that
either reflect the diversity among cultures and people, enables students
to explore diversity issues or enables students to take advantage of
their own unique characteristics, needs or experiences) |
B5 |
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| 23. Student Reflection
(routinely provides opportunities for students to consider their
prior knowledge and preconceptions and reflect on their learning) |
C8 |
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| Dispositions |
| 24. Values Life-Long Learning and Knowledge
(takes initiative in field experiences or in classroom activities or discussions, engages in challenging work, makes up
missed work promptly, self-reflects for growth, Responds to suggestions and acts upon them, rarely needs to have explicit
instructions, and invites and acts on multiple perspectives) |
D9 |
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| 25. Values Diversity
(works constructively with others of different backgrounds and viewpoints, voices discomfort with other's use of negative
stereotypes and language in interactions with others, believes that all children can learn, and analyzes own knowledge,
skills and dispositions concerning diversity to grow personally and professionally) |
D11 |
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| 26. Values Collaboration
(incorporates ideas of others to promote group success, contributes ideas and effort to the group, takes initiative with
group responsibilities when in collaborative settings, completing them in a timely manner, and willingly and
consistently participates in conversations with peers, professionals, families and/or community members) |
D10 |
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| 27. Values Professional Demeanor
(is punctual and reliable in completing work, creates products that exhibit attention to detail and evidence of thoughtful
analysis and adequate time allocated for planning and work, usually makes prior arrangements with instructor/supervisor
when absence is necessary, follows rules and policies consistently and accepts responsibility for personally following
them, shares concern about rules with appropriate parties but honors the rules, seeks out opportunities as part of a
personal plan for professional growth, is active in professional
development, and has created a plan for professional growth) |
D11 |
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| 28. Values Personal Integrity
(maintains control of emotions, except under rare circumstances, accepts and reflects upon alternative methods of
expressing emotions, making sincere amends for rare loss of control, is truthful and honest in dealing with others,
shows integrity when faced with challenging situations, maintains confidentiality, exhibits consistent and equitable
treatment of others, and exerts reasonable effort to protect others from conditions that interfere with learning or are
harmful to their health and safety) |
D11 |
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Likelihood that candidate is enhancing student understanding of the discipline and
their ability to successfully "do" science:
Unlikely
Limited
Somewhat limited
Quite likely
Highly likely