iRubric: Special Education Teacher Interview rubric

Only lists schools, degrees, and jobs

Describes program or courses; describes duties

Describes courses, training, duties and experiences

Describes courses, training, duties and experiences and relates to position

Describes courses, training, duties and experiences, relates to position, and has extensive work history in education; describes beneficial changes as result of actions

Demonstrates unwillingness to be flexible at all times and think on her feet

Shows wilingness to be flexible and gives and example of how she had to think on her feet to make changes

Understands the need to be flexible and gives variety of examples or strategies of how she changed her approach or thinking/problem solving to help the student.

Clearly understands the need to be flexible and gives a variety of examples or strategies of how changing her approach or thinking/ problem solving skills benefitted the student. Clearly understands how important problem solving skills are to student success.

Is highly reflective. Can give a variety of ways her problems solving skills lead to choosing different strategies for student success. Can explain how the changes benefitted the student outcomes.

Gives a very short answer. Has little to no experience dealing with difficult students.

Talks about classroom management; routines, procedures, classroom universals. Collaborating and communicating with other staff members/family.

Gives a somewhat thoughtful answer consisting of the following: classroom universals, clear expectations, talking with the student, communicating with case manager/family, follow up with staff and family.

Gives a thoughtful answer consisting of the following: classroom universals, clear expectations, immediately talking with the student privately, working on making sure the student feels welcomed, communicating with case manager/family, follow up with staff and family.

Offers exceptional responses to making sure all classroom universals are in place, taught, and expectations are reviewed. Students feel a sense of belonging. Behaviors are discussed privately and students feel connected in the classroom. Staff is communicated with and a support plan may need to be put in place and followed up on as well as communication home.

Gives vague examples of differentiated instruction and what it can look like

Can give a few examples of how lessons can be adapted for the whole group rather than the individual students. Tries different strategies rather than adapting the lessons.

Gives a variety of examples of how lessons can be differentiated. Knows the importance of differentiating lessons. Collaborates with partner teacher to understand the needs of all students.

Gives a thoughtful and planned out answer on how lessons can be adapted and how data drives instruction. Knows the importance of knowing students strengths and weaknesses. Works to meet the needs of all students. Collaborates
and checks in with all students.

Clearly understands the importance of knowing students strengths, weaknesses, and learning styles; data drives decision making on how instruction is delivered; collaboratively works to adapt activities and instruction to meet the needs of all students, continually assesses and is reflective in order to see student success.

Very little experience working with difficult people

Very little experience working with difficult people in an educational setting

Some experience working with difficult people in an educational setting; offers an example with strategies used

At least a few years of experience working with difficult people in an educational setting; offers examples with strategies and successful outcomes

Extensive experience working with diffucult people; offers multiple, detailed examples with strategies used and successful outcomes; describes beneficial changes as result of actions

Aggressive; overbearing; egotistical OR

shy; reserved; too nervous; lacks interest and enthusiasm OR

too enthusiastic

Nervous; speaks too loudly or too softly; stumbles or pauses frequently when speaking; lacks knowledge on topics

Nervous; normal speech volume; stumbles or pauses a few times when speaking; seems interested in the position

Speech volume seemed natural, poised and confident; has an appropriate balance of nerves and enthusiasm throughout the interview

Very confident, but not boastful; seems relaxed and very knowledgable about topics