iRubric: Child Development Teaching Rubric

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Child Development Teaching Rubric

NASAFACS Standards and Benchmarks Area of Study 4.0 Education and Early Childhood Comprehensive Standard Integrate knowledge, skills, and practices required for careers in early childhood, education, and services. Materials derived from: http://maine.gov/doe/accountability/documents/Student%20Teaching%20Evaluation%20Rubric.pdf

Rubric Code: WX3AXW6

By paularayeinwv

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: 9-12

Child Development Teaching Rubric Rubric descriptions from - Utah Valley Univesity School of Education http://maine.gov/doe/accountability/documents/Student%20Teaching%20Evaluation%20Rubric.pdf. Modifications made.
	Poor 1 pts	Fair 5 pts	Good 10 pts
Student Engagement Creates a safe, positive learning environment based on respect, positive social interaction, and active engagement in learning.	Poor Uses verbal and non-verbal interactions that are not positive, respectful, supportive, or motivating.	Fair Uses verbal and non-verbal interactions that are generally positive, supportive, and respectful.	Good Uses verbal and non-verbal interactions that are all positive, supportive, and respectful.
Communication Communicates behavioral expectations to learners	Poor Provides little or no explanation of behavior expectations to students, or establishes no positive relationship. May express frustration or negatively influence student behavior. Uses little or no eye contact.	Fair Clearly communicates behavioral expectations; models and reinforces appropriate behaviors. Uses consistent eye contact to engage students and check for student understanding.	Good Clearly communicates precise behavioral expectations developed in collaboration with students; consistently models and reinforces appropriate behaviors. Uses eye contact to engage student learning.
Management Employs effective management strategies and maintains consistent standards for behavior in the learning environment.	Poor Demonstrates little understanding of management strategies, whether with individuals, small groups, or the entire class. Behavioral standards are not apparent.	Fair Demonstrates an appropriate use of multiple management strategies to maintain consistent standards of behavior. Establishes positive rapport with students, using clarity and patience to guide students toward independence and self-control.	Good Demonstrates a keen awareness of the classroom environment and employs a range of effective behavioral strategies to maintain a high standard of behavior and student self-regulation. Engages in positive interactions with the students, and