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iRubric: (elem) Teacher Interview Rating Scale rubric

iRubric: (elem) Teacher Interview Rating Scale rubric

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(elem) Teacher Interview Rating Scale Teacher Interview Rating Scale Interview rubric for classroom teaching position Rubric Code: HXA96X9 By lstoneking Ready to use Public Rubric Subject: Education Type: Assignment Grade Levels: K-5

Candidate Interview Rubric
	Unsatisfactory 1 pts	Needs Improvement 3 pts	Proficient 7 pts	Excellent 10 pts	Notes: (N/A)
INTRODUCTION Introduction of committee members; and position priorities [resource for teachers when they need help with students, curriculum etc; provide high quality intruction; MTSS; being able to assess and diagnose adequately ensure learning of varied students. Tell a little about yourself and why you would be the best candidate for this position. *Laura S.	Unsatisfactory poor	Needs Improvement fair	Proficient good	Excellent excellent	Notes:
Planning/Curriculum Knowledge How do you plan for instruction that guarantees high levels of learning? How do you ensure that the instruction/ structure supports rather than inhibits learning? Follow up: Describe literacy, math andbehavioral programs you are familiar with utilizing. *Keri	Unsatisfactory Is unable to identify problems/solutions in the teaching of struggling readers. Cannot speak to how to best support students in the classroom when students struggle. Candidate shows minimal ability to design a lesson to fit all students needs	Needs Improvement May have some knowledge of planning processes and/or instruction that accelerates student learning. Candidate has some small strategies for a lesson to fit all student needs. Candidate has a variety of relevant instruction design strategies to fit all students needs.	Proficient Has knowledge of instruction that accelerates student learning speaks to planning processes that support increased student learning. May, or may not, be able to tell how to provide assistance to students in class with strategies and interventions. Candidate has a wide variety of instruction designs to fit all students needs.	Excellent Has a knowledge of,and exhibits a high level of skill in all aspects of instruction that accelerates student learning. Speaks to several planning processes which supports increased student learning. Provides assistance to teachers in overcoming problems in reading they may encounter in class. Candidate has achieved a mastery level when it comes to instruction	Notes:
Instruction-RtI/MTSS In the situation where a student is not making adequate progress, how would you diagnose and what would you do to address this? How do you provide highly specialized instruction and what do you do to ensure that the results you seek are obtained? Follow Up: If I were to walk into your classroom during literacy, what would I see and hear? *Jess	Unsatisfactory Does not address the use of research based strategies, or if addressed cannot identify any. Does not address the need to align instruction to standards or alignment with teacher or grade level units of study.	Needs Improvement May address research based strategies, but may not be able to name or describe them. May speak of standards and/or the need for differentiation but does not speak specifically of how he/she would do this.	Proficient May speak to need for differentiated instruction. Alludes to research based strategies, may not be specific examples. Aligns, or attempts to align lessons with standards. May, or may not, address the need to align lessons with teacher or grade level units of study.	Excellent Provides differentiated materials matched to student instructional levels. Promotes recognition of students as unique learners. Clearly identifies, uses and models research-based strategies. Links efforts to academic vision and mission of school. Aligns instruction to standards/outcomes as well as aligning with teacher/grade level units of study.	Notes:
Assessment How do you use any data collected to support your responsibilities as as a classroom teacher? What assessments are you familiar with? And, how would you use the assessments to drive your instruction? *Jamie	Unsatisfactory Limited description of how to use data collected to supprt learning.	Needs Improvement May be able to identify information used to determine success of a program/approach but cannot offer specific response to interventions strategies or does not speak of student data, teacher feedback, or evaluation.	Proficient Able to describe how they determine the success of a program/approach. May include discussion of student data and teacher feedback or teacher evaluation of student growth.	Excellent Able to clearly describe how they evaluate the efficacy of the program/approach, using data from a variety of sources that accurately reflects the content being assessed. Is able to enunciate a clear and reasonable response to intervention when the data shows a needed change (includes review of student data, teacher evaluation data, and processes for providing feedback to teachers).	Notes:
Communication Skills Describe the different ways you communicate with parents. And, how often would you communicate with them? (behavioral, academic, curriculum, concerns, positive information etc.) Follow up: What would communication look like for the parent of a student not making progress versus the parent of a student making progress? *Linda	Unsatisfactory Candidate struggles to express him/herself effectively and relate personally.	Needs Improvement Candidate is moderatly able to express him/herself effectively and relate personally.	Proficient Candidate seems comfortable in the ability to express him/herself effectively and relate personally.	Excellent Candidate demonstrates excellence in the ability to express him/herself effectively and relate personally.	Notes:
DATA How do you communicate and/or share out data to both parents and students. How do you involve students in the awareness of their learning? *Jess	Unsatisfactory Candidate struggles to express him/herself effectively and relate personally.	Needs Improvement Candidate is moderatly able to express him/herself effectively and relate personally.	Proficient Candidate seems comfortable in the ability to express him/herself effectively and relate personally.	Excellent Candidate demonstrates excellence in the ability to express him/herself effectively and relate personally.	Notes:
Resolving Challenges How do you handle a student who has ongoing discipline concerns? Or, describe a challenging event with a student and how you problem solved a positive outcome. *Linda	Unsatisfactory Candidate has no experience dealing with discipline concerns. Candidate has very little classroom management experience or plan.	Needs Improvement Candidate has some experience dealing with discipline concerns from student teaching. Candidate has some classroom management experience from student teaching.	Proficient Candidate has an understanding of to deal with discipline concerns. Candidate has a notion of the skills needed to effectively manage a classroom.	Excellent Candidate has the skills necessary to creatively deal with discipline concerns. Candidate has an understanding of the skills needed to effectively manage a classroom as well as some insight. Candidate has the necessary skills and knowledge.	Notes:
Persistance Tell us about a time when you had to be creative in meeting the academic needs a specific student or a student group. Tell us about a professional challenge you have faced and how did you resolve this challenge. *Erin G.	Unsatisfactory Candidate has no experience dealing with struggling students.	Needs Improvement Candidate has some experience dealing with struggling students from student teaching.	Proficient Candidate has an understanding of the skills needed to meet the needs of struggling students.	Excellent Candidate has the necessary skills and knowledge to effectively meet the needs of struggling students.	Notes:
Inidcators of Success What indicators would you consider as demonstration of success as an upper elementary classroom teacher in this school. *Keri	Unsatisfactory Candidate demonstrated no criterion success of the instructional program.	Needs Improvement Candidate has some ideas of criterion or indicators of the success of the instructional program.	Proficient Candidate has direction of criterion or indicators of the success of the instructional program.	Excellent Candidate has detailed plans and criterion that demonstrate criterion or indicators of success, areas of growth, of the instructional program.	Notes:
Collaboration Describe a time when you worked collaboratively to make a difference in your school? *Jamie	Unsatisfactory Candidate sees no reason to collaborate with others or does not seem to see the value in doing so.	Needs Improvement Candidate can imagine some scenarios when collaboration might be a good idea, but does not see collaboration as a significant part of his/her professional development.	Proficient Candidate sees benifits of working collaborative scenarios but lacks the knowledge how to work in a collaborative approach. Candidate can easily describe at least one way in which some form of collaboration increased student achievement.	Excellent Candidate uninterested in working in a non-collaborative environment. Might be able to give at least one example where /she took the lead in a collaborative group.	Notes:
Overall Impression Is there anything we have not talked about that you would like to share with us? Do you have any questions for us? Timeline: *Michael	Unsatisfactory My overall impression is that this candidate may NOT be a fit fot for Simonds/KRSD.	Needs Improvement My overall impression is that this candidate would be a good choice for Simonds/KRSD.	Proficient My overall impression is that this candidate would be a great choice for Simonds/KRSD.	Excellent My overall impression is that this candidate would be an excellent choice for Simonds/KRSD.	Notes:
points tallied	Unsatisfactory	Needs Improvement	Proficient	Excellent	Notes: TOTAL POINTS:

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