CLINICAL CLASSROOM PRACTICE RUBRIC BY DOMAINS

Name: Wyatt Tipping Date: November 15, 2021

Assignment: Microteaching Clinical course: Secondary Methods (EDU 372)

Evaluated by: Julie Ross Peer Evaluators: Nick, Siera, Hannah, Amber

Domain 1: Planning and Preparation

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed Score
(1) (2) (3)
to observe (0)
1a The teacher candidate’s plans The teacher candidate’s plans The teacher candidate’s plans
Demonstrating and practice display little and practice reflect some and practice reflect solid
Knowledge of knowledge of the content, awareness of the important knowledge of the content,
Content and prerequisite relationships concepts in the discipline, prerequisite relationships
Pedagogy between different aspects of the prerequisite relationships between important concepts, 3
(InTASC 4; content, or instructional between them, and the and the instruction practices
CAEP 1.1, 1.3, practices specific to that instructional practices specific to specific to that discipline.
1.4, 1.5, 3.4, discipline. that discipline.
3.5)
Evidence:
Knew the content well and could freely talk about it, give examples, and respond to student comments.

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed
(1) (2) (3)
to observe (0)
1b The teacher candidate The teacher candidate indicates The teacher candidate actively
Demonstrating demonstrates little or no the importance of understanding seeks knowledge of students’
Knowledge knowledge of students’ students’ backgrounds, cultures, backgrounds, cultures, skills,
of Students backgrounds, cultures, skills, skills, language proficiency, language proficiency, interests, 3
(InTASC 1, 2, 7; language proficiency, interests, interests, and special needs, and and special needs, and attains
CAEP 1.1, 1.5, and special needs, and does not attains this knowledge for the this knowledge for groups of
3.4) seek such understanding. class as a whole. students.
Evidence:
Called students by name. Had them pregrouped by name. Made stocks relatable to their age/interests.

1
Domain 2: The Classroom Environment

No Not
opportunity observe Below Expectation Met Expectation Above Expectation Score
Component
to observe d (1) (2) (3)
(0)
Classroom interactions, both Classroom interactions, both Classroom interactions both
between the teacher candidate between the teacher candidate between the teacher
2a and students and among and students and among candidate and students and
Creating an students, are negative, students, are generally among students, are polite
Environment inappropriate, or insensitive to appropriate and free from and respectful, reflecting
of Respect students’ cultural backgrounds conflict, but may be general warmth and caring, 3
and Rapport and are characterized by sarcasm, characterized by occasional and are appropriate to the
(InTASC 3; put-downs, or conflict. displays of insensitivity or lack of cultural and developmental
CAEP 1.1, 3.3) responsiveness to cultural or differences among groups of
developmental differences students.
among students.
Evidence:
Treated students respectfully and age-appropriately. Called students by name.

No Not
opportunity observe Below Expectation Met Expectation Above Expectation
Component
to observe d (1) (2) (3)
(0)
The classroom environment The teacher candidate’s attempt The classroom culture is
conveys a negative culture for to create a culture for learning is characterized by high
learning, characterized by low partially successful, with little expectations for most students
2b
teacher candidate commitment to teacher candidate commitment and genuine commitment to
Establishing
the subject, low expectations for to the subject, modest the subject by both teacher
a Culture
student achievement, and little or expectations for student candidate and students, with 3
for Learning
no student pride in work. achievement, and little student students demonstrating pride
(CAEP 1.1,
pride in work. Both teacher in their work.
3.3, 3.6)
candidate and students appear
to be only “going through the
motions.”
Evidence:
Chose materials and teaching strategies that were engaging and developmentally/age appropriate.

2
Domain 2: The Classroom Environment (continued)

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed Score
(1) (2) (3)
to observe (0)
Classroom routines and Classroom routines and Classroom routines and
procedures for transitions, procedures for transitions, procedures for transitions,
2c
handling of supplies, and handling of supplies, and handling of supplies, and
Managing
performance of performance of noninstructional performance of
Classroom 3
noninstructional duties are duties have been established noninstructional duties have
Procedures
either nonexistent or but function unevenly or been established and function
(CAEP 3.4)
inefficient, resulting in the loss inconsistently, with some loss of smoothly, with little loss of
of much instructional time. instructional time. instructional time.
Evidence:
Materials were ready and easily distributed.

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed
(1) (2) (3)
to observe (0)
There is no evidence that It appears the teacher candidate Standards of conduct appear
standards of conduct have has made an effort to establish to be clear to students, and the
2d been established and little or standards of conduct for teacher candidate monitors
Managing no teacher candidate students and tries to monitor student behavior against those
Student monitoring of student student behavior and respond standards. The teacher 3
Behavior behavior. Response to student to student misbehavior, but candidate’s response to
(CAEP 3.4) misbehavior is repressive or these efforts are not always student misbehavior is
disrespectful of student successful. appropriate and respectful to
dignity. students.
Evidence:
Students were engage; no behavior issues.

3
Domain 2: The Classroom Environment (continued)

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed Score
(1) (2) (3)
to observe (0)
The teacher candidate makes The classroom is safe, and The classroom is safe, and
poor use of the physical essential learning is accessible learning is accessible to all
environment, resulting in to most students, but the students; the teacher
2e
unsafe or inaccessible physical arrangement only candidate ensures that the
Organizing
conditions for some students or partially supports the learning physical arrangement supports
Physical 3
a significant mismatch between activities. The teacher the learning activities. The
Space (CAEP
the physical arrangement and candidate’s use of physical teacher candidate makes
3.4)
the lesson activities. resources, including computer effective use of physical
technology, is moderately resources, including computer
effective. technology.
Evidence:
Physical space limited by Covid restrictions.

Domain 3: Instruction

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed Score
(1) (2) (3)
to observe (0)
The teacher candidate’s oral The teacher candidate’s oral The teacher candidate
and written communication and written communication communicates clearly and
3a
contains errors or is unclear or contains no errors but may not accurately to students, both
Communicating
inappropriate to students’ be completely appropriate to orally and in writing.
With Students 3
cultures or levels of students’ cultures or levels of Communications are
(InTASC 5;
development. development. It may require appropriate to students’
CAEP 1.1)
further elaboration to avoid cultures and levels of
confusion. development.
Evidence:
Talked to students respectfully. Had instructions on board and on handouts and covered them orally.

4
5
Domain 3: Instruction (continued)

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed Score
(1) (2) (3)
to observe (0)
3b The teacher candidate makes The teacher candidate’s use of The teacher candidate’s use of
Using poor use of questioning and questions and discussion questioning and discussion
Questioning discussion techniques, with techniques is uneven, with techniques reflects high-level
And low-level or inappropriate some high-level questions, questions, true discussion, and
3
Discussion questions, limited student attempts at true discussion, participation by all students.
Techniques participation, and little true and moderate student
(InTASC 8; discussion. participation.
CAEP 1.1, 1.4,
3.4)
Evidence:
Asked higher level thinking questions and asked students to share responses.

No Not
Below Expectation Met Expectation Above Expectation
Component opportunity observed
(1) (2) (3)
to observe (0)
Students are not at all Students are intellectually Students are intellectually
3c
intellectually engaged in engaged only partially in engaged throughout the lesson
Engaging
learning, as a result of significant learning, as a result in significant learning, with
Students in
groupings, activities, or of groupings, activities, or appropriate groupings,
Learning
materials inappropriate to materials culturally or activities, and materials, 3
(InTASC 1, 3,
their cultures or levels of developmentally appropriate instructive presentations of
4, 5, 8; CAEP
understanding, poor to only some students, or content, and suitable lesson
1.1, 1.4, 1.5,
representations of content, or uneven lesson structure or structure and pacing.
3.4)
lack of lesson structure. pacing.
Evidence:
Materials and pedagogy were realistic and engaging to keep student interest.

6
Domain 3: Instruction (continued)

No
Not
opportunit Below Expectation Met Expectation Above Expectation Score
Component observed
y to (1) (2) (3)
(0)
observe
Assessment is not used in Assessment is occasionally used Assessment is regularly used in
instruction, either through in instruction, through some instruction, through self-
3d
monitoring of progress by the monitoring of progress of assessment by students,
Using
teacher candidate or students, learning by teacher candidate monitoring of progress of
Assessment in
or through feedback to and/or students. Feedback to learning, by teacher candidate 3
Instruction
students; students are students is uneven, and and/or students, and high-
(InTASC 6;
unaware of the assessment students are aware of only quality feedback to students.
CAEP 1.1, 1.2,
criteria used to evaluate their some of the assessment criteria Students are fully aware of the
1.5)
work. used to evaluate their work. assessment criteria used to
evaluate their work.
Evidence:
Explained how he would assess their learning. Used questioning and accurate completion of stock chart as assessment evidence.

No
Not
opportunit Below Expectation Met Expectation Above Expectation
Component observed
y to (1) (2) (3)
(0)
observe
The teacher candidate adheres The teacher candidate The teacher candidate ensures
to the instruction plan in spite demonstrates moderate the successful learning of all
3e of evidence of poor student flexibility and responsiveness to students, making adjustments
Demonstrating understanding or students’ lack student questions, needs, and as needed to instruction plans
Flexibility and of interest, and fails to respond interests during a lesson, and and responding to student 3
Responsiveness to student questions; the seeks to ensure the success of questions, needs, and
(CAEP 3.4) teacher candidate assumes no all students. interests.
responsibility for students’
failure to understand.
Evidence:
Responded to student comments and adjusted video to time of microteaching.

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Total: ___36______ /36

11th/12th grade U.S. history—Lesson 4; 32:14 minutes

PowerPoint—The Great Depression: Stock Market Scramble

Who can give me a brief detail about the Great Depression? Called on three students: 1) poor (teacher talked about poverty), 2) Dust Bowl, 3)
October (teacher talked about Black Thursday)

Teacher listened to students and responded with specific detail, acknowledgement, or enhancement.

On PowerPoint—quick review (in case students were absent or needed to hear it again). Appeared in English and Spanish.

What are some reasons for the decline? Turn and talk to a neighbor.

Let’s hear from a few people: 1) spending more than their means, 2) end of WWI, 3) stock market crash. “Awesome job, group.”

Showed a different video than the unit plan due to time constraints of microteaching. Five-minute history lesson on the Great Depression.
Good choice. Lots of quick information and good format to keep students engaged.

Teacher asked for students to think of one word to describe the Great Depression and give a thumbs up when they had one in mind. Two
responses: stressful and global. Teacher responded educationally and specifically to each of these.

Stock market simulation: Students had a list of 10 stocks and they had to decide which five to invest in. No hard math (all start at $500).

When he had trouble with the doc camera, he immediately moved on.

Had groups already determined and listed on PowerPoint. Gave them time to work together to decided which stocks to invest in.

Explained grading—not on profit or loss but on completion of stocks table to show daily changes.

Asked students if they’d like five minutes to work with or without music. Visual countdown timer linked on PowerPoint slide.

Give me a sign when you’ve picked your five stocks. Teacher went group-to-group to ask what they picked and why. Gave specific feedback.

Does anyone need more time?

First day of stocks. Write down in your table. Everyone made money.

What did you notice? (Stocks on cars went up—everyone wanted a car. Technology was also on the rise.) Good credible example.

Very knowledgeable and credible. Why do you think some of these went up? (interests, keeping up with neighbors)

Day 2—some drops

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Day 3—more drops. Look at patterns and themes.

What did you notice about the simulation? Turn and talk. Called on students.

Three necessities: roof, food, clothes

Closure: told what was coming up.