BASIS OF THE ASSESSMENT FORM

The assessment domains, items and rubric were adapted from the Ontario College of Teachers Standards of Practice for the
Teaching Profession and the Teacher Performance Appraisal Manual and Approved Forms Guidelines.
ASSESSMENT RUBRIC (Successful teacher candidates will have demonstrated competence and independence in the following
areas)
Please indicate Not Applicable when either (a) the item was not applicable to the field placement experience OR (b) you did not
observe teacher candidate performance for this item and therefore cannot provide a rating.

KEY AREA

Unsatisfactory

Marginal

Does not meet

expectations

Inconsistently meets
expectations

Proficient

Exemplary

Meets expectations

Exceeds expectations

1.

Commitment to the wellbeing and development

of all students.

The teacher candidate

seldom supported/assisted
students in meeting their
academic, social and
emotional needs by
addressing their individual
needs.

The teacher candidate

sometimes supports/assists
students in meeting their
academic, social and
emotional needs by
addressing their individual
needs.

The teacher candidate

consistently
supports/assists students in
meeting their academic,
social and emotional needs
by addressing their
individual needs.

The teacher candidate

always supports/assists
students in meeting their
academic, social and
emotional needs by
addressing their individual
needs.

2.

Response to issues
related to the diversity
and equitable treatment
of all students.

The teacher candidate

seldom responded to issues
related to the diversity and
equitable treatment of all
students.

The teacher candidate

sometimes responds to
issues related to the
diversity and equitable
treatment of all students.

The teacher candidate

consistently responds to
issues related to the
diversity and equitable
treatment of all students.

The teacher candidate

always responds to issues
related to the diversity and
equitable treatment of all
students.

3.

Knowledge of subject
matter.

The teacher candidate lacks

the subject understanding to
teach effectively the major
ideas and trends in the
discipline.

The teacher candidate has

the essential subject
understanding to teach
effectively the major ideas
and trends in the discipline.

The teacher candidate has

very good subject
understanding to teach
effectively the major ideas
and trends in the discipline.

The teacher candidate has an

advanced level of subject
understanding to teach
effectively the major ideas
and trends in the discipline.

4.

Preparation for teaching.

The teacher candidate is

seldom organized regarding
the planning and
implementation of lessons.

The teacher candidate is

sometimes organized
regarding the planning and
implementation of lessons.

The teacher candidate is

consistently organized
regarding the planning and
implementation of lessons.

The teacher candidate is

always organized regarding
the planning and
implementation of lessons.

5.

Implementation of
learning activities that
addressed student
learning styles.

The teacher candidate

seldom designs instruction
so that it is helpful to
students who learn in a
variety of ways.

The teacher candidate

sometimes designs
instruction so that it is
helpful to students who learn
in a variety of ways.

The teacher candidate

consistently designs
instruction so that it is
helpful to students who learn
in a variety of ways.

The teacher candidate

always designed instruction
so that it is helpful to
students who learn in a
variety of ways.

6.

Communication with
students, parents, and
colleagues.

The teacher candidate lacks

the language skills to clearly
question, respond to, and
share ideas with students
and others.

The teacher candidate has

the essential language skills
for questioning and
responding in order to
clearly share ideas with
students and others.

The teacher candidate has

very good language skills for
questioning and responding
in order to clearly share
ideas with students and
others.

The teacher candidate has

advanced language skills for
questioning and responding
in order to clearly share
ideas with students and
others.

7.

Management of student
focus during lessons.

The teacher candidate

seldom implements
classroom management
strategies that maintain a
positive learning
environment.

The teacher candidate

sometimes implements
classroom management
strategies that maintain a
positive learning
environment.

The teacher candidate

consistently implements
classroom management
strategies that maintain a
positive learning
environment.

The teacher candidate

always implements
classroom management
strategies that maintain a
positive learning
environment.

8.

8. Assessment of
student progress and
reporting results.

The teacher candidate

seldom tracks student
progress and provides
constructive feedback to
students.

The teacher candidate

sometimes tracks student
progress and provides
constructive feedback to
students.

The teacher candidate

consistently tracks student
progress and provides
constructive feedback to
students.

The teacher candidate

always tracks student
progress and provides
constructive feedback to
students.

9.

Professional
deportment.

The teacher candidate

seldom demonstrates
respect for and professional
conduct with students or
other members of the school
community.

The teacher candidate

sometimes demonstrates
respect for and professional
conduct with students or
other members of the school
community.

The teacher candidate

consistently demonstrates
respect for and professional
conduct with students or
other members of the school
community.

The teacher candidate

always demonstrates respect
for and professional conduct
with students or other
members of the school
community.

The teacher candidate

seldom displays initiative or
enthusiasm.

The teacher candidate

sometimes displays initiative
or enthusiasm.

The teacher candidate

consistently displays
initiative and enthusiasm.

The teacher candidate

always takes initiative and
displays enthusiasm.

The teacher candidate

seldom works cooperatively
with others.

The teacher candidate

sometimes works
cooperatively with others.

The teacher candidate

consistently works
cooperatively with others.

The teacher candidate

always works cooperatively
with others.

The teacher candidate

seldom listens to
constructive comments and
applies them to teaching
practice.

The teacher candidate

sometimes listens to
constructive comments and
applies them to teaching
practice.

The teacher candidate

consistently listens to
constructive comments and
applies them to teaching
practice.

The teacher candidate

always listens to
constructive comments and
applies them to teaching
practice.

10. Initiative and

enthusiasm.

11. Cooperation with

colleagues and the
school community.

12. Response to

constructive feedback
regarding teaching
practice.

The faculty advisor, after reviewing the teacher candidates overall performance on both placements and taking into
consideration the performance in the EDUC 4490 course, will then check developed, developing or incomplete
depending on whether it was the first or second summative assessment. Typically, when the teacher candidates
performance has been rated as marginal in three or more areas, an additional placement is required. When the FA
needs clarification from the associate teacher, the FA will contact the AT. This additional contact with the AT will be
documented and added to the TCs file.

INTERPRETATION OF THE ASSOCIATES OVERALL RECOMMENDATION

For the Fall session

D
I

For the Winter session

D
I

! DEVELOPING. Given that this is the teacher candidates first field placement, he/she is
developing as expected.
! INCOMPLETE. This recommendation is given for one of the following reasons.
1) the field placement was interrupted and additional days are required OR
2) the teacher candidate requires additional time to develop professionalism, independence,
and/or competence in one or more key areas listed above. Please provide comments
detailing the incomplete recommendation.
! DEVELOPED. Given that this is the teacher candidates second field placement, he/she has
demonstrated competence and independence in every key area listed above
! INCOMPLETE. An incomplete recommendation is given for one of the following reasons:
1) the field placement was interrupted and additional days are required, OR
2) the teacher candidate requires additional time to develop professionalism, independence,
and/or competence in one or more key areas listed above. Please provide comments
detailing the incomplete recommendation.