PROFESSIONAL QUALITIES
Rubric (to support UBC’s Teacher Education Office Performance Checklist) – revised as of September, 2016
|Professional Qualities |
| |Not yet meeting expectations |Approaching expectations |Meeting expectations |
|1. Demonstrates enthusiasm and positive |• demonstrates a negative attitude or lacks enthusiasm|• generally demonstrates a positive attitude and/or |• consistently demonstrates a positive attitude |
|attitude for teaching/learning |for teaching/learning |enthusiasm for teaching/learning |and enthusiasm for teaching/learning |
|2. Assumes the role and responsibilities |• is unable to assume the role or responsibilities of |• beginning to assume the role and responsibilities of |• consistently assumes the role and |
|of the teacher |the teacher |the teacher |responsibilities of the teacher |
| |• struggles with the demands of the teaching load |• at times is challenged by the demands of the teaching |• is able to meet the demands of the teaching |
| | |load |load |
|3. Demonstrates a commitment to high |• demonstrates very little professionalism in |• generally demonstrates a professional attitude, |• demonstrates professionalism in attitude, |
|professional and ethical standards |attitude, appearance and/or demeanor |appearance and demeanor |appearance and demeanor at all times |
| |• has difficulty behaving in a professional and | |• behaves in a professional and ethical manner at|
| |ethical manner |• behaves in a professional and ethical manner, but may |all times |
| | |need support | |
|4. Is dependable, punctual, proactive and |• is not dependable, punctual and responsible |• is usually dependable, punctual and responsible |• is consistently dependable, punctual and |
|responsible |• does not initiate action independently, even when |• needs prompting before initiating any actions |responsible |
| |prompted | |• initiates action independently without |
| | | |reminders |
|5. Is respectful and cooperative with |• is frequently disrespectful and/or uncooperative |• is respectful and cooperative with advisors and |• is consistently respectful and cooperative in |
|advisors and other professionals |with advisors and professionals |professionals, most of the time |all interactions with advisors and professionals |
|6. Communicates effectively and |• does not show initiative to communicate with |• communicates with families infrequently, or only after |• initiates regular communication with families |
|appropriately with students’ families |families, even when prompted |repeated reminders |(e.g. conferences, introductory letters, |
| | | |classroom websites, etc.) |
| |• does not communicate in an effective or appropriate |• needs support to communicate in an effective and |• communicates effectively and appropriately with|
| |manner with families |appropriate manner with families |families |
|7. Contributes to the classroom and school|• does not contribute to the school community |• contributes to the school community when approached or |• actively seeks to participate in, and |
|community | |in a very limited capacity |contributes to, the school community |
| |
|Inquiry & Reflective Practice |
|1. Is open to and acts on advice to |• is defensive or argumentative when receiving |• is generally open to receiving constructive criticism |• accepts constructive criticism, without defense|
|improve professional practice |constructive criticism |• has difficulty implementing feedback from advisors |• implements changes effectively, in a timely |
| |• does not act on feedback from advisors |effectively and/or in a timely manner |manner |
|2. Uses effective cycle of questioning, |• unable to identify strengths or areas that require |• is able to identify strengths and areas that require |• consistently and accurately self-identifies |
|reflection and action |improvement |improvement, with guidance |strengths and areas that require improvement |
| | |• able to articulate reflective process if asked or with |• able to articulate reflective process |
| |• unable to articulate reflective process |support | |
| |(self-questioning and action) | | |
|3. Engages in constructive conversations |• is a passive participant in conversations with |• at times is able to provide feedback and/or commentary |• is an active and involved participant in all |
|with advisors |advisors |during conversations |conversations with advisors |
|4. Links educational research to classroom|• makes minimal or no connections between current |• makes occasional links between educational research and|• is knowledgeable about current research and |
|practice |educational research and personal teaching practice |classroom practice |able to effectively link it to classroom practice|
| |
|Curriculum, Pedagogy & Assessment |
|1. Plans according to appropriate |• is unable to select age/grade appropriate |• is able to select age/grade appropriate |• selects age/grade appropriate |
|goals/objectives/ core competencies |goals/objectives/core competencies, or selects |goals/objectives/core competencies, with guidance |goals/objectives/core competencies |
| |materials that are not in accordance with curriculum | | |
|2. Prepares detailed |• submits units/lessons/learning experiences that do |• submits units/lessons/learning experiences that are |• consistently submits complete, detailed |
|units/lessons/learning experiences in |not contain sufficient detail |occasionally incomplete or lacking in adequate detail |units/lessons/learning experiences |
|advance |• does not submit units/lessons/ learning experiences |• units/lessons/learning experiences are not consistently|• consistently submits units/lessons/learning |
| |in advance, in accordance with advisor expectations |submitted in advance, in accordance with advisor |experiences in advance, in accordance with |
| | |expectations |advisor expectations |
|3. Designs logically organized |• submits units/lessons/learning experiences that lack|• submits units/lessons/learning experiences that are not|• consistently submits organized |
|units/lessons/experiences that support |logical organization |always logically organized |units/lessons/learning experiences which consider|
|identified goals/objectives/core | | |an appropriate scope and sequence |
|competencies |• does not link units/lessons/learning experiences to |• does not always link units/lessons/ learning |• consistently links units/lessons/ learning |
| |identified goals/objectives/core competencies |experiences to identified goals/objectives/core |experiences to identified goals/objectives/core |
| | |competencies |competencies |
|4. Designs units/lessons/ experiences that|• does not design units/lessons/ learning experiences |• designs units/lessons/learning experiences that do not |• designs units/lessons/learning experiences that|
|engage students in meaningful learning |that engage students in meaningful learning |always engage students in meaningful learning |consistently engage students in meaningful |
| | | |learning |
| |• does not consider students’ interests, needs and/or |• occasionally considers students’ interests, needs |• consistently considers students’ interests, |
| |abilities when preparing units/lessons/learning |and/or abilities when preparing units/lessons/learning |needs and/or abilities when preparing |
| |experiences |experiences |units/lessons/ learning experiences |
|5. Demonstrates understanding of subject |• demonstrates limited under-standing of subject |• demonstrates an understanding of subject content; makes|• demonstrates a thorough understanding of |
|content |content; makes numerous errors when explaining subject|occasional errors when explaining subject content, and/or|subject content |
| |content |lacks breadth/depth of knowledge | |
|6. Integrates multi-modal (including |• does not attempt to vary, and/or is unable to |• is able to vary delivery options on occasion, usually |• is able to independently and competently |
|digital) delivery options into classroom |successfully implement, delivery options |when prompted or with support |integrate a variety of delivery options on a |
|practice | | |regular basis |
|7. Adapts and modifies units/lessons to |• does not make necessary adaptations/modifications, |• makes necessary adaptations/ modifications on occasion,|• is able to consistently make |
|meet the learning needs of all students |either independently or with guidance |however needs reminders or support to do so consistently |adaptations/modifications to address the |
| | | |individual needs of students |
|8. Lessons/experiences demonstrate overall|• does not begin most lessons/ experiences with a |• begins some lessons/experiences with engaging and/or |• is able to consistently engage students with |
|coherence (introduction, content, |discernable or appropriate introduction (e.g. prior |appropriate introductions |interesting and appropriate introductions |
|conclusion) |knowledge activation) | | |
| |• lacks coherence between introduction, content, and |• developing coherence between introduction, content, and|• coherence is evident between introduction, |
| |conclusion |conclusion |content, and conclusion |
| | | |• effectively and consistently draws |
| |• does not end most lessons/experiences with an |• draws some lessons/experiences to an appropriate or |lessons/experiences to an appropriate conclusion |
| |appropriate conclusion |effective conclusion | |
|9. Uses diverse and pedagogically-sound |• uses limited or pedagogically- unsound teaching |• is developing effective and pedagogically-sound |• uses a repertoire of effective and |
|teaching strategies to engage learners |strategies |teaching strategies |pedagogically-sound teaching strategies |
|10. Locates and uses appropriate resources|• does not use resources to enhance instruction |• occasionally uses resources to enhance instruction |• consistently uses resources to enhance |
|to enhance instruction |(personal, school-based, community, etc.) | |instruction |
|11. Maintains appropriate records for |• does not maintain organized, comprehensive or |• maintains records, but they may lack organization |• maintains organized, comprehensive and current |
|assessment and evaluation |current records |and/or completeness |records |
|12. Uses formative assessment data to set |• demonstrates little understanding of, or places |• is beginning to use assessment data to modify/adapt |• consistently and effectively uses assessment |
|goals, inform students & guide teaching |minimal value on, the link between assessment, student|lessons/experiences, with guidance |data to modify/adapt lessons/experiences to |
| |learning and planning | |optimize student learning |
| |• is not using formative assessment to guide |• is able to use formative assessment to guide |• is effectively using formative assessment to |
| |instruction |instruction, with guidance |guide instruction |
|13. Uses appropriate summative assessment,|• unable to plan for appropriate assessment, |• able to plan for appropriate assessment, evaluation and|• independently plans for appropriate assessment,|
|evaluation and reporting strategies |evaluation and reporting in all classes/subjects, even|reporting in all classes/subjects, with guidance |evaluation and reporting in all classes/subjects |
| |with constant assistance | | |
|14. Provides timely and effective feedback|• rarely provides feedback |• provides feedback, but it may be inconsistent and/or |• provides consistent and timely feedback |
|to students | |untimely |• feedback is effective, accurate and delivered |
| |• feedback is ineffective, inaccurate and/or delivered|• feedback may at times be ineffective, inaccurate and/or|appropriately |
| |inappropriately |delivered inappropriately | |
| |
|Diversity and Social Justice |
|1. Shows an understanding and addresses |• does not understand the individual differences of |• shows awareness of the individual differences of all |• shows considerable understanding of the |
|the needs of all learners through |all learners |learners |individual differences of all learners |
|inclusive language and practices (e.g., | | |• addresses the needs of all learners both in and|
|sensitivity to ability, language, culture,|• does not attempt to address the individual needs of |• attempts to address the needs of some learners both in |out of the classroom |
|religion, gender and sexual orientation) |learners either in or out of the classroom |and out of the classroom | |
|2. Plans learning experiences that |• shows little appreciation for, or ability to |• is trying to use the resources that multilingual |• finds effective ways to incorporate the rich |
|incorporate the resources and address the |incorporate, the resources that multilingual students |students bring to their learning, but with limited |resources that multilingual students bring to |
|needs of multilingual students |bring to their learning |frequency and/or effectiveness |their learning |
| |• is not aware of, and/or does not plan for the unique|• is starting to plan for the unique learning needs of |• is effectively planning for the needs of |
| |learning needs of multilingual students |multilingual students, typically with assistance |multilingual students |
| |
|Language, Literacies & Cultures |
|1. Communicates curriculum content clearly|• does not communicate curriculum content in either a |• is becoming more effective at communicating curriculum |• communicates curriculum content in a clear and |
|and accessibly |clear or accessible manner |content in a clear and/or accessible manner |accessible manner |
|2. Models appropriate written and oral |• does not model appropriate written and oral language|• needs the occasional reminder to model appropriate |• effectively and consistently models |
|language at all times |when communicating with others |written and oral language when communicating with others |professional written and oral language when |
| | |• communicates with occasional errors |communicating with others |
| |• communicates with frequent errors | |• communicates without errors |
|3. Adjusts language (e.g., |• does not adjust language to meet the needs of the |• adjusts language to meet the specific needs of the |• effectively adjusts language to meet the needs |
|tone/formality/vocabulary) according to |audience and/or context |audience and/or context, typically with guidance |of the audience and/or context |
|audience and/or context | | | |
|4. Uses a variety of verbal and nonverbal |• demonstrates limited skill and/or variety in using |• is attempting to effectively implement different modes |• effectively uses a variety of modes of |
|modes to communicate (e.g., linguistic, |different modes of communication |of communication in the classroom |communication in the classroom |
|audio-visual, digital, gestural) | | | |
|5. Emphasizes language development in |• does not consider the importance of language |• is beginning to focus on language development when |• consistently emphasizes the importance of |
|curriculum area/s |development when planning/implementing lessons |planning/ implementing lessons |language development when planning/ implementing |
| | | |lessons |
| |
|Classroom Climate |
|1. Develops rapport with students |• demonstrates very little rapport with students, or |• is beginning to develop rapport with (more) students |• has developed a strong rapport with most |
| |shows rapport with a very limited number of students | |students |
| |• interactions with students may be inappropriate or |• interactions with students are becoming more | |
| |negative |appropriate and positive |• interactions with students are consistently |
| | | |appropriate and positive |
|2. Organizes the physical environment for |• physical environment is often not arranged in a |• physical environment of the classroom is not always |• physical environment is consistently arranged |
|learning and safety |manner that is conducive to effective student learning|conducive to effective student learning and safety |to optimize student learning and safety |
| |and safety | | |
|3. Establishes appropriate/safe classroom |• does not communicate appropriate/safe classroom |• communicates appropriate/safe classroom procedures and |• effectively communicates appropriate/safe |
|procedures |procedures and routines |routines on a somewhat consistent basis |classroom procedures and routines |
| |• does not enforce routines and/or procedures |• inconsistently enforces procedures and routines |• consistently enforces procedures and routines |
|4. Demonstrates an awareness of each |• is aware of the involvement and engagement of |• is aware of the involvement and engagement of most |• is consistently aware of the engagement and |
|student’s level of involvement and |relatively few students in the classroom |students in the classroom |involvement of all students in the classroom |
|engagement |• does not refocus off-task students |• does not always refocus off-task students |• refocuses off-task students |
|5. Reinforces classroom expectations |• does not reinforce classroom expectations to any |• inconsistently reinforces classroom expectations |• consistently reinforces classroom expectations |
| |significant degree |• responds to students’ behaviours in an increasingly |• appropriately and effectively responds to |
| |• does not respond appropriately or effectively to |appropriate and effective manner |students’ behaviours |
| |students’ behaviours | | |
|6. Maintains an engaged and participatory |• does not maintain an environment in which students |• maintains an environment in which students are |• maintains an environment in which students are |
|environment |are engaged and/or participating in classroom |generally engaged and participating in classroom |consistently engaged and participating in |
| |activities |activities |classroom activities |
| |
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