Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning: 

Standards and Objectives/Targ

(1.000, 4.8%) 

INTASC-2013.7.a

Plans align to appropriate P-12 state learning standards 

AND 

Goals are measureable 

AND 

Standards, objectives/targets, and learning tasks are consistently aligned with each other 

AND 

Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental 

progressions relative to age and content-area

Plans align to appropriate P-12 state learning standards 

AND 

Goals are measureable 

AND 

Standards, objectives/ targets, and learning tasks are consistently alignedwith each other 

AND 

Articulates objectives/targets that are appropriate for learners

Plans align to appropriate P-12 state learning standards 

AND/OR 

Some goals are measureable 

AND/OR 

Standards, objectives/targets, and learning tasks, are loosely or are not consistently aligned with each other 

AND/OR 

Articulates some objectives/targets that are appropriate for learners

Plans do not align to the appropriate P-12 state learning standards 

AND/OR 

Goals are absent or not measureable 

AND/OR 

Standards, objectives/targets, and learning tasks are not aligned with each other 

AND/OR 

Does not articulate objectives/targets that are appropriate for learners

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

B. Materials and Resources 

(1.000, 4.8%) 

INTASC-2013.7.b

Uses a variety of materials and resources that 

1. Align with all objectives/targets

2. Make content relevant to learners

3. Encourage individualization of learning

Uses a variety of materials and resources that 

1. Align with all objectives/targets

2. Make content relevant to learners

Uses materials and resources that align with some of the objectives/targets

Materials and resources do not align with objectives/targets

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

C. Assessment of P-12 Learning 

(1.000, 4.8%) 

INTASC-2013.6.b

Plans a variety of assessments that

1. Provide opportunities for learners of varying abilities to illustrate competence 

2. Align with the appropriate P-12 state learning standards 

3. Are culturally relevant and draw from learners’ funds of knowledge 4. Promote learner growth

Plans a variety of assessments that

1. Provide opportunities for learners to illustrate competence 

2. Align with the appropriate P-12 state learning standards 

3. Are culturally relevant and draw from learners’ funds of knowledge

Planned assessments 

1. Provide opportunities for some learners to illustrate competence 

2. Align with the appropriate P-12 state learning standards

Planned assessments 

1. Are not included 

OR 

2. Do not align with the appropriate P 12 state learning standards

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

D. Differentiated Methods 

(1.000, 4.8%) 

INTASC-2013.2.c

Lessons make meaningful and culturally relevant connections to

1. Learners’ prior knowledge 

2. Previous lessons 

3. Future learning 

4. Other disciplines and real-world experiences 

AND 

Differentiation of instruction supports learner development 

AND 

Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners

Lessons make clear and coherent connections to 

1. Learners’ prior knowledge 

2. Previous lessons 

3. Future learning 

AND 

Differentiation of instruction supports learner development 

AND 

Organizes instruction to ensure content is comprehensible and relevant for learners

Lessons make an attempt to build on, but are not completely successful at connecting to 

1. Learners’ prior knowledge, 

2. Previous lessons, OR future learning 

AND 

Differentiation of instruction is minimal 

AND 

Organizes instruction to ensure content is comprehensible for learners

Lessons do not build on or connect to learners’ prior knowledge 

AND/OR 

Explanations given are illogical or inaccurate as to how the content connects to previous and future learning 

AND/OR 

Differentiation of instruction is absent

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

E. Learning Target and Directions 

(1.000, 4.8%) 

INTASC-2013.7.c

Articulates accurate and coherent learning targets 

AND 

Articulates accurate directions/explanations throughout the lesson 

AND 

Sequences learning experiences appropriately

Articulates an accurate learning target 

AND 

Articulates accurate directions/ explanations 

AND 

Sequences learning experiences appropriately

Articulates an inaccurate learning target 

AND/OR 

Articulates inaccurate directions/explanations

Does not articulate the learning target 

OR 

Does not articulate directions/ explanations

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

F. Critical Thinking 

(1.000, 4.8%) 

INTASC-2013.5.d

Engages learners in critical thinking in local and/or global contexts that

1. Fosters problem solving 

2. Encourages conceptual connections 

3. Challenges assumptions

Engages learners in critical thinking that 

1. Fosters problem solving 

2. Encourages conceptual connections

Introduces AND/OR models critical thinking that 

1. Fosters problem solving 

2. Encourages conceptual connections

Does not introduce AND/OR model critical thinking that 

1. Fosters problem solving 

2. Encourages conceptual connections

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

G. Checking for Understanding and Adjusting Instruction through Formative Assessment 

(1.000, 4.8%) 

INTASC-2013.8.b

Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment 

AND 

Differentiates through planned and responsive adjustments (whole class/group and individual learners)

Checks for understanding (whole class/group) during lessons using formative assessment 

AND 

Differentiates through adjustments to instruction (whole class/group)

Inconsistently checks for understanding during lessons using formative assessment 

AND 

Adjusts instruction accordingly, but adjustments may cause additional confusion

Does not check for understanding during lessons using formative assessment 

OR 

Does not make any adjustments based on learners’ responses

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

H. Digital Tools and Resources
(1.000, 4.8%)
CAEP-2013
(rev).1.5

Discusses AND uses a variety of developmentally appropriate technologies (digital tools and
resources) that

1. Are relevant to learning objectives/
targets of the lesson

2. Engage learners in the
demonstration of knowledge or skills

3. Extend learners’ understanding of
concepts

Discusses AND uses developmentally appropriate technologies (digital tools and resources) that

1. Are relevant to learning objectives/
targets of the lesson

2. Engage learners in the
demonstration of knowledge or skills

Discusses developmentally appropriate technologies (digital tools and resources) relevant to learning objectives/ targets of the lesson AND
Technology is not available

One of the following:
A. Does not use technologies (digital
tools and resources)
AND
Technology is available in the setting OR
B. Use of technologies is not relevant
to the learning objectives/ targets of
the lesson
OR
C. Does not discuss technologies
AND
Technology is not available in the
setting

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

I. Safe and Respectful Learning Environment 

(1.000, 4.8%) 

INTASC-2013.3.d

Actively involves learners to create and manage a safe and respectful learning environment through the use of routines and transitions 

AND 

Establishes and promotes constructive relationships to equitably engage learners 

AND 

Uses research-based strategies to maintain learners’ attention (individual and whole group)

Creates and manages a safe and respectful learning environment through the use of routines and transitions 

AND 

Establishes and promotes constructive relationships to equitably engage learners 

AND 

Uses research-based strategies to maintain learners’ attention (individual and whole group)

Attempts to create a safe learning environment through the use of routines and transitions 

AND/OR 

Attempts to establish constructive relationships to engage learners AND/OR 

Attempts to use constructive 

strategies to maintain learners’ attention (individual and whole group)

Does not create a safe learning environment 

OR 

Does not establish constructive relationships to engage learners 

OR 

Does not use constructive strategies to maintain learners’ attention (individual and whole group)

J. Data-Guided Instruction 

(1.000, 4.8%) 

CAEP-2013 

(rev).2.3

Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment 

AND 

Uses contemporary tools for learner data record-keeping and analysis

Uses data-informed decisions to design instruction and assessment 

AND 

Uses contemporary tools for learner data record-keeping

Uses minimal data to design instruction and assessment

Does not use data to design instruction and assessment

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

K. Feedback to Learners 

(1.000, 4.8%) 

INTASC-2013.6.d

Provides feedback that 

1. Enables learners to recognize strengths AND areas for improvement

2. Is comprehensible 

3. Is descriptive 

4. Is individualized 

AND 

Provides timely feedback, guiding learners on how to use feedback to monitor their own progress

Provides feedback that 

1. Enables learners to recognize strengths OR areas for improvement

2. Is comprehensible 

3. Is descriptive 

AND 

Provides timely feedback

Provides minimal feedback that

1. Enables learners to recognize strengths OR areas for improvement 

OR 

Feedback is provided in a somewhat timely fashion

Does not provide feedback 

OR 

Feedback does not enable learners to recognize strengths OR areas for improvement 

OR 

Feedback is not provided in a timely fashion

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

L. Assessment Techniques 

(1.000, 4.8%) 

INTASC-2013.7.d

Evaluates and supports learning through assessment techniques that are 

1. Developmentally appropriate

2. Formative AND summative

3. Diagnostic 

4. Varied

Evaluates and supports learning through assessment techniques that are 

1. Developmentally appropriate

2. Formative AND summative

Assessment techniques are 

1. Developmentally appropriate

2. Formative OR summative

Assessment techniques are 

1. Developmentally inappropriate OR 

Not used

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

M. Connections to Research and Theory 

(1.000, 4.8%) 

CAEP-2013 

(rev).1.2

Discusses, provides evidence of, and justifies connections to educational research and/or theory 

AND 

Uses research and/or theory to explain their P-12 learners’ progress

Discusses and provides evidence of connections to educational research and/or theory

Mentions connections to educational research and/or theory

No connections OR inaccurate connections to educational research and/or theory

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

N. Participates in Professional Development 

(1.000, 4.8%)

Participates in at least one professional development opportunity (e.g. workshops, seminars, attending a professional conference, joining a professional organization) 

AND 

Provides evidence of an increased understanding of the teaching profession as a result of the PD 

AND 

Reflects on own professional practice with evidence of application of the knowledge acquired from PD during student teaching

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference) 

AND 

Provides evidence of an increased understanding of the teaching profession as a result of the PD

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Does not participate in any professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

O. Demonstrates Effective Communication with Parents or Legal Guardians 

(1.000, 4.8%) 

INTASC-2013.10.d

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online) 

AND 

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress 

AND 

Interacts with parents or legal guardians in ways that improve understanding and encourage progress (e.g. exchange of email, face-to-face discussion, etc.)

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online) 

AND 

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online)

Does not provide evidence of communication with parents or legal guardians

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

P. Demonstrates Punctuality

(1.000, 4.8%)
INTASC-2013.9.o

Reports on time or early for daily student teaching AND Additional teacher engagements (e.g., IEPs, teacher committees)

Reports on time for daily student teaching AND Additional teacher engagements (e.g., IEPs, teacher committees)

Inconsistently reports on time for daily student teaching AND/OR Additional teacher engagements (e.g., IEPs, teacher committees)

Does not report on time for student teaching AND/OR Additional teacher engagements (e.g.,
IEPs, teacher committees)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

Q. Meets Deadlines and Obligations 

(1.000, 4.8%) 

INTASC-2013.9.o

Meets deadlines and obligations established by the cooperating teacher and/or supervisor 

AND 

Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence 

AND 

Provides clear and complete directions and lessons for substitutes without reminders

Meets deadlines and obligations established by the cooperating teacher and/or supervisor 

AND 

Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence 

AND 

Provides clear and complete directions and lessons for substitutes

Most of the time meets deadlines and obligations established by the cooperating teacher and/or supervisor 

AND 

Informs some stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence 

AND 

Provides incomplete directions and lessons for substitutes

Frequently misses deadlines or obligations established by the cooperating teacher and/or supervisor 

AND/OR 

Does not inform stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence 

AND/OR 

Does not provide directions and lessons for substitutes

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

R. Preparation

(1.000, 4.8%) 

INTASC-2013.3.d

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) 

AND 

Materials are easily accessible AND organized 

AND 

Prepared for the unexpected and flexible

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) 

AND 

Materials are easily accessible AND organized

Not consistently prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) 

AND/OR 

Materials are easily accessible OR organized

Not prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.) 

AND/OR 

Materials are not organized NOR easily accessible

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

S. Collaboration 

(1.000, 4.8%) 

INTASC-2013.10.b

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.) 

AND 

Works with and learns from colleagues in planning and implementing instruction to meet diverse needs of learners

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.) 

AND 

Attempts to work with and learn from colleagues in planning and implementing instruction

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

Does not demonstrate collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

T. Advocacy to Meet the Needs of Learners or for the Teaching Profession  

(1.000, 4.8%) 

INTASC-2013.10.j

Recognizes and articulates specific areas in need of advocacy, including the 

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 

2. Needs of the teaching profession (e.g. technology integration, research based practices) 

AND 

Takes action(s) based upon identified needs, while following district protocols

Recognizes and articulates specific areas in need of advocacy, including the 

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Recognizes areas in need of 

advocacy, but cannot articulate the 1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Does not recognize areas in need of advocacy, including the 

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities) OR 

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

U. Responds Positively to Feedback and Constructive Criticism 

(1.000, 4.8%) 

INTASC-2013.9.n

Is receptive to feedback, constructive criticism, supervision, and responds professionally 

AND 

Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice 

AND 

Proactively seeks opportunities for feedback from other professionals

Is receptive to feedback, constructive criticism, supervision, and responds professionally 

AND 

Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

Is receptive to feedback, constructive criticism, and supervision 

AND/OR 

Incorporates feedback inconsistently

Is not receptive to feedback, constructive criticism, and supervision 

AND/OR 

Does not incorporate feedback

A (4.000 pts)

B (3.000 pts)

C (2.000 pts)

D (1.000 pt)

F (0.000 pt)

Please provide a suggested letter grade to signify the candidate's overall performance and effort in student teaching. (1.000, 100.0%)