University of Rochester Warner School of Education
Student Teaching Second Evaluation Science (2012 standards)
 
Assessment Plan
When Rubrics assigned Course Evaluator
1st registration manually EDF420S: Student Teaching in Secondary Schools B (Science) instructor
1st registration manually EDF421S: Student Teaching in Inclusive Secondary School Settings B (Science) instructor
Programs Assessed: NB1 NB2 NK1 NK2 NP1 NP2 NZ1 NZ2 PB1 PB2 PB5 PB6 PB8 PK1 PK2 PK5 PK6 PK8 PP1 PP2 
PP5 PP6 PP8 PZ1 PZ2 PZ5 PZ6 PZ8 SB1 SB2 SB3 SK1 SK2 SK3 SP1 SP2 SP3 SZ1 SZ2 SZ3 
TB1 TB2 TB3 TB4 TK1 TK2 TK3 TK4 TP1 TP2 TP3 TP4 TZ1 TZ2 TZ3 TZ4 
 
Rubric
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 

General Guidelines
This student teaching evaluation form has been designed to assess the extent to which Warner teacher candidates have demonstratedthe set of proficiencies established as the ultimate goal of our teacher preparation programs.  Please complete this form at the end of the candidate’s student teaching experience, based on your observations and any other relevant information available to you.
 
We have organized this evaluation formin two main parts to reflect the fact that our candidates need to meet two sets of standards:
I.          The standards set by the professional organization relevant to their area of specialization
              (i.e., NAEYC, ACEI, NCTE, NCTM, NSTA, NCSS, ACTFL, TESOL, ILA and/or CEC)
II.         The target proficiencies identified by the Warner School for all our teacher candidates.
 
The Warner School proficiencies identify the main skills, dispositions and knowledge that we believe teacher candidates need to have to become successful teachers, and is organized around ten key “principles” each addressing important components of teaching. Our list was derived from the standards articulated by the interstate New Teacher Assessment and Support Consortium (INTASC), our own Warner conceptual frameworks, the National Council for the Accreditation of Teacher Education (NCATE) and the New York State Education Department (NYSED).  While these proficiencies are consistent with the standards set by your specific professional organization, they are worded so as to cut across all areas of specialization (and, thus, allow us to aggregate data across all our teacher candidates) and also add some new elements that are characteristic of our program at Warner.
 
In your evaluation of both Part I and Part II, please keep in mind that target proficiencies identify what we hope to see in the practice of experienced teachers; however, you are asked to evaluate teacher candidates who are just entering the profession. Therefore, we can only expect candidates to: a) have developed a certain set of understandings and dispositions; b) have learned a sub-set of what they will eventually need to know while developing expectations, skills and strategies to continue in what will be a life-long learning process; and, c) show that they have the capacityto create lessons and learning environments that reflect best practices, even if they may not yet be able to do so consistently.  We also realize that in some cases you may not have had the opportunity to gather pertinent information for all proficiencies, so we have given the option, whenever appropriate, for you do indicate “n/o” (“not observed”) to clearly distinguish this situation from the one where you had the opportunity to observe relevant behavior and found it lacking; there are some proficiencies, however, for which this is not an option since your evaluation is critical to assessing the candidate on that particular dimension – in those cases, we have not provided the “n/o” option.
 
In addition to providing the quantitative information required by this form, we also welcome any additional insights you would like to provide about the candidate. You can do so by adding your comments in the space at the end of the form, and/or by attaching a narrative evaluation at the end.
 
Part I - NSTA Standards for Science teacher candidates
Based on your observation of the candidate throughout his/her student teaching experience, please evaluate the extent to which the candidate has met each of the following standards and dimensions identified by the National Science Teachers Association (NSTA) for science teacher candidates, using the following rubrics:
n/o: Not observable – The context for the student teaching experience was not appropriate for providing evidence for this standard/dimension. (Whenever this option is not acceptable – e.g., you must provide your assessment – we have indicated it by blackening the corresponding cell)
1.   Insufficient – i.e., you have observed behavior that indicates that this standard/dimension was not met.
2.   Emergent/needs improvement – i.e., you have observed behavior that indicates that this standard/dimension was partially met or met inconsistently.
3.   Basic proficiency – i.e., you have observed behavior consistent with this standard/dimension at least once.
4.   Outstanding performance – i.e., you have observed behavior consistent with this standard/dimension consistently.

NSTA 2012 1: Content Knowledge 
NSTA 2012 1 Content Knowledge Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations documentation demonstrate insufficient understanding of the knowledge and practices of contemporary science. Evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is missing.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic understanding of the knowledge and practices of contemporary science. E Some evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is included.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate basic understanding of the knowledge and practices of contemporary science. E Some evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is included.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate advanced understanding of the knowledge and practices of contemporary science. Evidence of interrelationship and interpretation of important concepts, ideas, and applications in their fields of licensure is included.
NSTA 2012 1a Field of Licensure Pre-service teachers will understand most of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient knowledge and understanding of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic understanding of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate proficient understanding of most of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate detailed understanding of the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
NSTA 2012 1b Supporting Disciplines and Science-Specific Technology Pre-service teachers will understand the central concepts of the supporting disciplines and the supporting role of science-specific technology. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate an insufficient understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate a basic understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate solid understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate detailed understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
NSTA 2012 1c Impact of Standards on Students Pre-service teachers will show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate a basic understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate a proficient understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate a detailed understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.

NSTA 2012 2: Content Pedagogy 
NSTA 2012 2 Content Pedagogy Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient understanding of how students learn and develop scientific knowledge and use scientific inquiry inconsistently to develop this knowledge for all students.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic understanding of how students learn and develop scientific knowledge and take some advantage of using scientific inquiry to develop this knowledge for all students.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate how students learn and develop scientific knowledge. Candidates use scientific inquiry to develop this knowledge for all students.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate a detailed understanding of how students learn and develop scientific knowledge and optimize use of scientific inquiry to develop this knowledge for all students.
NSTA 2012 2a Evidence of Inquiry Approach Pre-service teachers will plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations include inquiry approaches that demonstrate insufficient knowledge and understanding of how students learn science.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations include a variety of inquiry approaches and demonstrate a basic knowledge and understanding of how students learn science.
(3) Basic Proficiency
Lesson plans and/or classroom observations include a variety of inquiry approaches and demonstrate knowledge and understanding of how all students learn science.
(4) Outstanding Performance
Lesson plans and/or classroom observations include a variety of inquiry approaches and demonstrate mastery level knowledge and understanding of how all students learn science.
NSTA 2012 2b Nature of Science Pre-service teachers will include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations do not provide opportunities for students to collect and interpret data or data use does not support students to develop and communicate concepts and understand scientific processes, relationships, and natural patterns. Applications of science-specific technology are not included in the lessons.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations includes some active inquiry opportunities where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
(3) Basic Proficiency
Lesson plans and/or classroom observations include frequent active inquiry opportunities where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
(4) Outstanding Performance
Lesson plans and/or classroom observation consistently include inquiry opportunities where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
NSTA 2012 2c Instructional and Assessment Strategies to Address Pre-service teachers will design instruction and assessment strategies that confront and address naïve concepts/preconceptions. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate consistent instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate detailed instruction and assessment strategies to confront and address naïve concepts/preconceptions.

NSTA 2012 3: Learning Environments 
NSTA 2012 3 Learning Environments Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations lack clarity for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans inconsistently reflect the nature and social context of science, inquiry, and appropriate safety considerations. The plans reflect inconsistent design and selection of learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and inconsistently demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations minimally provide for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans minimally reflect the nature and social context of science, inquiry, and appropriate safety considerations. The plans reflect minimally designed and selected learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and minimally demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
(3) Basic Proficiency
Lesson plans and/or classroom observations consistently provide for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans consistently reflect the nature and social context of science, inquiry, and appropriate safety considerations. The plans reflect design and selection of learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
(4) Outstanding Performance
Lesson plans and/or classroom observations optimally provide for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. All plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. All lesson plans reflect design and selection of learning activities, instructional settings, and resources--including science-specific technology, to achieve those goals; and they demonstrate fair and equitable assessment strategies to evaluate if the learning goals are met.
NSTA 2012 3a Use of strategies to support learning for all students Pre-service teachers will use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations include insufficient use of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that most students learn. These strategies are inconsistently inclusive and motivating for students.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations include basic use of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that most students learn. These strategies are inclusive and motivating for most students.
(3) Basic Proficiency
Lesson plans and/or classroom observations include a variety of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
(4) Outstanding Performance
Lesson plans and/or classroom observations include a variety of strategies to demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
NSTA 2012 3b Lesson planning that supports scientific literacy Pre-service teachers will develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans include minimal inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for some students.
(2) Needs Improvement / Emerging
Lesson plans include basic inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for most students.
(3) Basic Proficiency
Lesson plans include active inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
(4) Outstanding Performance
Lesson plans include advanced inquiry opportunities where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
NSTA 2012 3c Planning assessment to analyze learning Pre-service teachers will plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans do not include fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are not designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
(2) Needs Improvement / Emerging
Lesson plans sometimes include some fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are sometimes designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
(3) Basic Proficiency
Lesson plans include fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are typically designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
(4) Outstanding Performance
Lesson plans consistently include fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are consistently designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
NSTA 2012 3d Lesson planning to support classroom safety Pre-service teachers will plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans do not articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
(2) Needs Improvement / Emerging
Lesson plans sometimes articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
(3) Basic Proficiency
Lesson plans articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
(4) Outstanding Performance
Lesson plans consistently articulate a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their

NSTA 2012 4: Safety 
NSTA 2012 4 Safety Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations do not demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations sometimes demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
(4) Outstanding Performance
Lesson plans and/or classroom observations consistently demonstrate evidence of chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
NSTA 2012 4a Safe and proper lab techniques Pre-service teachers will design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate adequate safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate advanced safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
NSTA 2012 4b Maintaining a safe science classroom  Pre-service teachers will design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations show insufficient proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of some students.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations show basic proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of most students.
(3) Basic Proficiency
Lesson plans and/or classroom observations show adequate proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
(4) Outstanding Performance
Lesson plans and/or classroom observations show exemplary proficiency in design of activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
NSTA 2012 4c Ethical treatment of animals Pre-service teachers will design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient proficiency in ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic proficiency in ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate basic proficiency in ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate advanced proficiency in ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.

NSTA 2012 5: Impact on Student Learning 
NSTA 2012 5 Impact on Student Learning Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Classroom observations and post-observation teacher reflection provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide insufficient evidence for the diversity of students they teach.
(2) Needs Improvement / Emerging
Classroom observations and post-observation teacher reflection provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide some evidence for the diversity of students they teach.
(3) Basic Proficiency
Classroom observations and post-observation teacher reflection provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide clear evidence for the diversity of students they teach.
(4) Outstanding Performance
Classroom observations and post-observation teacher reflection provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide exemplary evidence for the diversity of students they teach.
NSTA 2012 5a Analysis of assessment data Pre-service teachers will collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Classroom observations and post-observation teacher reflection demonstrate inconsistent proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
(2) Needs Improvement / Emerging
Classroom observations and post-observation teacher reflection demonstrate basic proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
(3) Basic Proficiency
Classroom observations and post-observation teacher reflection demonstrate solid proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
(4) Outstanding Performance
Classroom observations and post-observation teacher reflection demonstrate advanced proficiency in collecting, organizing, analyzing, and reflecting on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
NSTA 2012 5b Evidence of student learning in scientific practices Pre-service teachers will provide data to show that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Classroom observations and post-observation teacher reflection demonstrate that P-12 students are not able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
(2) Needs Improvement / Emerging
Classroom observations and post-observation teacher reflection supports that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science at a basic level.
(3) Basic Proficiency
Classroom observations and post-observation teacher reflection clearly demonstrates that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science at a proficient level.
(4) Outstanding Performance
Classroom observations and post-observation teacher reflection clearly demonstrates that P-12 students are able to distinguish science from nonscience understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science at a distinguished level.
NSTA 2012 5c Engagement of students in scientific practices Pre-service teachers will engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or classroom observations demonstrate insufficient evidence of engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
(2) Needs Improvement / Emerging
Lesson plans and/or classroom observations demonstrate basic evidence of engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
(3) Basic Proficiency
Lesson plans and/or classroom observations demonstrate proficient evidence engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
(4) Outstanding Performance
Lesson plans and/or classroom observations demonstrate detailed evidence of engaging students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

NSTA 2012 6: Professional Knowledge and Skills 
NSTA 2012 6 Professional Knowledge and Skills Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community. __1  __2  __3  __4
(1)Unacceptable / Insufficient
Student teaching documentation provides lack of evidence of pre-service teacher’s commitment to continuously improving their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
(2) Needs Improvement / Emerging
Student teaching documentation provides basic evidence of pre-service teacher’s commitment to continuously improving their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
(3) Basic Proficiency
Student teaching documentation provides evidence of pre-service teacher’s commitment to continuously improving their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
(4) Outstanding Performance
Student teaching documentation provide detailed evidence of pre-service teacher’s commitment to continuously improving their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
NSTA 2012 6a Engagement in professional development in content areas Pre-service teachers will engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. __n/o  __1  __2  __3  __4
(1)Unacceptable / Insufficient
Student teaching documentation provides lack of evidence of pre-service teacher’s engagement in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
(2) Needs Improvement / Emerging
Student teaching documentation provides some evidence of pre-service teacher’s engagement in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
(3) Basic Proficiency
Student teaching documentation provides evidence of pre-service teacher’s engagement in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
(4) Outstanding Performance
Student teaching documentation provides substantial evidence of pre-service teacher’s engagement in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
NSTA 2012 6b Engagement in professional development in field of education Pre-service teachers will engage in professional development opportunities such as conferences, research opportunities, or projects within their community. __n/o  __1  __2  __3  __4
(1)Unacceptable / Insufficient
Student teaching documentation provides lack of evidence of pre-service teacher’s engagement in professional development opportunities such as conferences, research opportunities, or projects within their community.
(2) Needs Improvement / Emerging
Student teaching documentation provides some evidence of pre-service teacher’s engagement in professional development opportunities such as conferences, research opportunities, or projects within their community.
(3) Basic Proficiency
Student teaching documentation provides evidence of pre-service teacher’s engagement in professional development opportunities such as conferences, research opportunities, or projects within their community.
(4) Outstanding Performance
Student teaching documentation provides substantial evidence of pre-service teacher’s engagement in professional development opportunities such as conferences, research opportunities, or projects within their community.
 
Part II - Warner School Science Standards
Based on your observation of the candidate throughout his/her student teaching experience, please indicate the extent to which the candidate has achieved each of the following proficiencies, which all Warner teacher candidates are expected to demonstrate before they can graduate from their program.
 
In your evaluation of each target proficiency, please use the following rubrics:
 n/o: Not observable– The context for the student teaching experience was not appropriate for providing evidence for this standard. (Whenever this option is not acceptable – i.e., you must provide your assessment – we have indicated it by blackening the corresponding cell)
1.   Insufficient – i.e., the candidate has not attained the proficiency in question and you are not confident that further experience would have a significant impact on his/her performance; furthermore, the candidate’s inability to demonstrate this performance is likely to: harm students or compromise their ability to learn in the classroom; disrupt the work of the cooperating teacher and/or be detrimental to the relationship between the cooperating school and Warner.
2.   Emergent/needs improvement – i.e., your professional opinion suggests that the candidate has the potential to demonstrate this proficiency, but you have not seen evidence of its achievement yet, or performance in this area has been variable and inconsistent (but you have no worry that the candidate will be a danger for students or a burden to a cooperating teacher).
3.   Basic proficiency– i.e., the candidate is able to demonstrate the target proficiency at a minimum level, to the extent that one would expect from a novice/beginning teacher.
4.   Outstanding performance – i.e., the candidate has demonstrated the target proficiency in a consistent and skillful way, thus demonstrating that he/she is highly capable in this area and exceeds the minimum expectations for a novice/beginning teacher.
 
NOTE: Candidates with 1 in any category may be dropped from the program; candidates in their second student teaching experience with 2 in any category will be required to extend this experience until they can demonstrate this proficiency; only candidates with a score of 3 or 4 in each proficiency will be allowed to pass their second student teaching experience and graduate from the program.

Science Content Knowledge 
Science1 Employ research Candidates employ research to successfully design, implement, and communicate findings to investigations in the field of science __1  __2  __3  __4
Science2 Use mathematics Candidates accurately use mathematics to support the scientific problem-solving process. __1  __2  __3  __4

Issues in Science 
Science6 Societal issues Candidates can identify important societal issues related to science and technology and understand scientific processes used to make decisions about such issues. __1  __2  __3  __4
Science7 Involve students in scientific process Candidates involve their students in the problem-solving process, including analysis of risks, costs, and benefits of varied solutions. __1  __2  __3  __4

Science in the Community 
Science8 Scientific community Candidates use community resources and stakeholders to connect their students to the scientific community. __1  __2  __3  __4
Science9 Involve students in community issues Candidates engage their students in scientific learning that helps address important issues in their community. __1  __2  __3  __4
 
Part III - Warner School Science Standards
Based on your observation of the candidate throughout his/her student teaching experience, please indicate the extent to which the candidate has achieved each of the following proficiencies, which all Warner teacher candidates are expected to demonstrate before they can graduate from their program.
 
In your evaluation of each target proficiency, please use the following rubrics:
 n/o: Not observable– The context for the student teaching experience was not appropriate for providing evidence for this standard. (Whenever this option is not acceptable – i.e., you must provide your assessment – we have indicated it by blackening the corresponding cell)
1.   Insufficient – i.e., the candidate has not attained the proficiency in question and you are not confident that further experience would have a significant impact on his/her performance; furthermore, the candidate’s inability to demonstrate this performance is likely to: harm students or compromise their ability to learn in the classroom; disrupt the work of the cooperating teacher and/or be detrimental to the relationship between the cooperating school and Warner.
2.   Emergent/needs improvement – i.e., your professional opinion suggests that the candidate has the potential to demonstrate this proficiency, but you have not seen evidence of its achievement yet, or performance in this area has been variable and inconsistent (but you have no worry that the candidate will be a danger for students or a burden to a cooperating teacher).
3.   Basic proficiency– i.e., the candidate is able to demonstrate the target proficiency at a minimum level, to the extent that one would expect from a novice/beginning teacher.
4.   Outstanding performance – i.e., the candidate has demonstrated the target proficiency in a consistent and skillful way, thus demonstrating that he/she is highly capable in this area and exceeds the minimum expectations for a novice/beginning teacher.
 
NOTE: Candidates with 1 in any category may be dropped from the program; candidates in their second student teaching experience with 2 in any category will be required to extend this experience until they can demonstrate this proficiency; only candidates with a score of 3 or 4 in each proficiency will be allowed to pass their second student teaching experience and graduate from the program.

Warner School 1 CONTENT PRINCIPLE The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, as identified by relevant professional organizations, and can create learning experiences that make these aspects of subject matter meaningful for all students.
WS 1.2 Subject matter understanding Candidates have a good understanding of some of the central concepts, tools of inquiry and structures of the subject matter(s) taught, and have developed strategies and skills to continue their learning in this area. __n/o  __1  __2  __3  __4
WS 1.3 Curriculum standards Candidates are familiar with the principles and concepts delineated in professional, New York State, and Warner School Teaching and Curriculum standards, and their implications for curricular and instructional decisions. __1  __2  __3  __4
WS 1.4 Meaningful learning experiences Candidates are able to create learning experiences that make the subject matter meaningful and relevant for all students. __1  __2  __3  __4

Warner School 2 LEARNING PRINCIPLE The teacher candidate understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. The teacher candidate understands that learning involves active engagement in culturally valued activities with knowledgeable others and the construction of new knowledge.
WS 2.2 Knowledge construction & culture Candidates understand that all students construct knowledge through active engagement in culturally valued activities, and know what is appropriate for their students to learn, based on their age/grade level and the strengths, experiences and resources of their family/community background __n/o  __1  __2  __3  __4
WS 2.3 Building on students' experiences Candidates are able to provide learning experiences that take into consideration the students' developmental level and draw on the strengths and resources available in students' prior experiences, as well as the school, family, and community contexts in which they live. __1  __2  __3  __4

Warner School 3 EQUITY PRINCIPLE The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands the role each of us plays in the maintenance and transformation of social and educational practices that engender inequity and is committed to promote equity and social justice.
WS 3.1 Equity principles Candidates understand equity and social justice principles, including everyone's right to have an opportunity to learn and what constitutes equitable and socially just behavior and treatment for themselves and others. __n/o  __1  __2  __3  __4
WS 3.2 Respect of diversity Candidates are committed to high moral and ethical standards and respect and value their students' differences in contexts and approaches to learning. __1  __2  __3  __4
WS 3.3 Understanding differences & disabilities Candidates are familiar with some of the cultural, linguistic and learning differences and/or disabilities their students may present and their implications for the classroom. __1  __2  __3  __4
WS 3.4 Culturally relevant learning experiences Candidates are able to provide learning experiences that are culturally relevant and address the strengths and needs of all students. __1  __2  __3  __4

Warner School 4 PEDAGOGY PRINCIPLE The teacher candidate understands the link between content and pedagogy. As such, the teacher candidate understands and uses a variety of instructional strategies to encourage all students' development of critical thinking, problem solving, and performance skills that are appropriate for specific topics and subject areas, as identified by the relevant professional organization(s). The teacher candidate is able to use and problematize the various technologies available to facilitate learning.
WS 4.1 Knowing a variety of instructional strategies Candidates are familiar with a wide array of instructional strategies consistent with professional, New York State and Warner School program standards, and understand their potential uses, values and limitations for achieving specific learning goals. __n/o  __1  __2  __3  __4
WS 4.2 Using innovative strategies Candidates are able to use a variety of teaching and learning strategies and classroom structures to achieve the learning goals articulated in relevant professional, New York State and Warner School program standards. __1  __2  __3  __4
WS 4.3 Understand value and limitations of technology Candidates understand the potential values as well as problems and limitations of using technology in instruction. __n/o  __1  __2  __3  __4
WS 4.4 Use Technology Candidates are able to use technology in a variety of ways to support student learning within specific content areas. __1  __2  __3  __4

Warner School 5 LEARNING COMMUNITY PRINCIPLE The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all students.
WS 5.1 Understand student motivation Candidates understand what may encourage or hinder student motivation and engagement in learning, based on an analysis of research and practice. __n/o  __1  __2  __3  __4
WS 5.2 Create safe classroom environment Candidates are able to construct comfortable and safe classroom environments for all students. __1  __2  __3  __4
WS 5.3 Foster community of learners Candidates are able to construct a classroom environment that supports student motivation and learning and the creation of a "community of learners." __1  __2  __3  __4

Warner School 6 COMMUNICATION PRINCIPLE The teacher candidate understands the key role played by language in teaching and learning. The teacher candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
WS 6.1 Understand role of language Candidates understand the role of language in teaching and learning. __n/o  __1  __2  __3  __4
WS 6.2 Proficient in various modes of communication Candidates are familiar with and proficient in a wide variety of modes and vehicles for communication that can support learning and inquiry for all students. __n/o  __1  __2  __3  __4
WS 6.3 Uses communication to support learning Candidates are able to use effectively a variety of modes of communication to make ideas accessible to all students and foster inquiry. __1  __2  __3  __4
WS 6.4 Use of varied media Candidates are able to construct curriculum activities that incorporate oral, written, visual, and electronic texts as tools for interaction and communication across multiple contexts, and that facilitate all students' critical analysis of such texts. __1  __2  __3  __4

Warner School 7 PLANNING PRINCIPLE The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
WS 7.1 Standards-based planning Candidates are able to align instruction with learning goals consistent with professional and New York State standards. __1  __2  __3  __4
WS 7.2 Unit planning and implementation Candidates are able to implement lessons according to a well- defined and high quality plan. __1  __2  __3  __4

Warner School 8 ASSESSMENT PRINCIPLE The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social and physical development of all learners and to inform instruction. Assessment is embedded in authentic learning activities that are for real audiences and real purposes.
WS 8.1 Knows multiple assessments Candidates understand the multiple purposes of assessment and are familiar with a variety of assessment and evaluation strategies, their purposes and potential uses. __n/o  __1  __2  __3  __4
WS 8.2 Use appropriate assessments Candidates are able to use a variety of assessment and evaluation strategies, including some that are embedded in authentic learning activities and have real audiences and purposes, to monitor, assess and provide guidance to student learning. __1  __2  __3  __4
WS 8.3 Using assessment inform instruction Candidates are able to use assessment to inform instruction by making links between their teaching and student performance and by adjusting their practice as a result of analysis of and reflection on student assessment data. __1  __2  __3  __4
WS 8.4 Positive effect on students' learning Candidates are able to have a positive effect on their students' learning. __1  __2  __3  __4

Warner School 9 PROFESSIONAL PRACTICE PRINCIPLE The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally, including staying up to date with research, theories and best practices in his/her field.
WS 9.1 Committed to improvement Candidates are committed to continue to learn and improve their practice throughout their teaching career. __n/o  __1  __2  __3  __4
WS 9.2 Reflection on practice Candidates are able to reflect on their practices, constructively use critiques of their practice, and draw from theories and research results, in order to make necessary adjustments to enhance student learning. __1  __2  __3  __4
WS 9.3 Professional organizations Candidates recognize the key role played by professional organizations and the importance of participating in these learning communities; this includes knowing and using relevant standards generated by these organizations (including professional ethics standards). __n/o  __1  __2  __3  __4

Warner School 10 COMMUNITY PRINCIPLE The teacher candidate fosters relationships with school colleagues, parents/ caregivers, and agencies in the larger community to support students' learning and well-being.
WS10.1 Valuing community involvement Candidates value and seek out parental and community involvement. __n/o  __1  __2  __3  __4
WS10.2 Communicate effectively Candidates are able to communicate effectively with parents/caregivers and colleagues. __n/o  __1  __2  __3  __4
 
Notes:

1