Skip to main content

- Username
- Password
forgot?

iRubric: PWES Kindergarten Teacher rubric

iRubric: PWES Kindergarten Teacher rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
PWES Kindergarten Teacher Highcrest School Principal Interview Rubric for hiring an Elementary Kindergarten Teacher Rubric Code: FXC8CXW By lkshaw1981 Ready to use Private Rubric Subject: Education Type: (Other) Grade Levels: K-5

Teacher Interview
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts	NOTES (N/A)
Experience 1. 1. Please tell us about yourself and any experience you have had working with students. What reading professional development have you had recently?	Poor Candidate stated minimal information on experience and background and was unable to share any recent reading professional develoment.	Fair Candidate can state general reasons why their background is optimal for this position. Candidate has not been trained in any reading curriculum or techniques recently.	Good Candidate can articulate experiences that are relevant to the position. Candidate was able to provide examples of recent professional development related to the teaching of reading.	Excellent Candidate can articulate background and experiences well and can tie those experiences to why they are the best candidate for the position. Candidate was able to describe, in detail, recent PD related to the teaching of reading. Candidate was able to connect the PD to specific classrom experiences or examples.	NOTES
Instruction 2. 2. What is differentiation and what does this process look like in a Kindergarten classroom?	Poor Candidate has little to no knowledge of the process of differentiation.	Fair Candidate was able to share minimal examples of how to differentiate instruction.	Good Candidate was able to share general ideas of what differentiation looks like in the classroom, but unable to connect the use to assessment pieces or individual needs.	Excellent Candidate was able to define differentiation, connect it to specific assessment pieces and/or individual needs, and provide specific classroom examples/scenarios.	NOTES
Instruction 3. 3. What would an observer see if they walked in on a reading lesson? Describe a lesson- tell us what the room looks like and what you and the students would be doing.	Poor Has minimal ideas/experiences to share	Fair Was able to share concrete activities/lessons with minimal details	Good Was able to share specific lessons and or activities from experience Was able to discuss specific teaching strategies (Gradual Release Model, cooperative learning, differentiated grouping, etc.)	Excellent Was able to share specific lessons and or activities from experience. Was able to discuss specific teaching strategies (Gradual Release, differentiated grouping, cooperative learning, etc.) from experience. Was able to explain the purpose of the lesson and how the assessment results would be used Was able to share specific idea/scenarios from personal experience	NOTES
Instruction 4. 4. What does rigor mean as it applies to the curriculum? How will you, as a teacher, set and maintain high expectations academically?	Poor Candidate was unable to articulate the process of setting high expectations in the classroom.	Fair Candidate was able to give minimal details about the importance of high expectations as it relates to academic growth.	Good Candidate was able to give specific details and/or examples about the importance of high expectations as it relates to academic growth.	Excellent Candidate was able to give specific details and/or examples from experience, about the importance of high expectations as it relates to academic and behavioral growth. Candidate fully understood the meaning and importance of a rigorous academic curriculum.	NOTES
Instruction 5. 5. How would you, as a a teacher, drill down into student data and implement a plan to improve reading/writing scores? Can you explain MTSS and the three tiers of instruction/intervention as it applies to the classroom?	Poor Knowledge of the concept of data analysis to drive instruction and intervention is minimal. Candidate had little to no knowledge of MTSS and the three tiers of intervention.	Fair Knowledge of the concept of data analysis to drive instruction and intervention was general with no specific examples from experience. Candidate was able to provide minimal details as to the meaning and application of MTSS.	Good Candidate discusses implementing an improvement plan using student data, general details are provided. Candidate was able to articulate the meaning of MTSS and the three tier system of support.	Excellent Candidate has extensive knowledge of the concept of data analysis to drive instruction and intervention and is able to articulate how to implement an improvement plan-using individual student data, work samples, etc. Candidate provides specific classroom examples. Candidate was able to articulate the meaning of MTSS and the three tier system of support. Candidate provided specific examples from teaching experience.	NOTES
Management 6. 6. Students are entering Kindergarten with a lack of social-emotional skills. How would you respond to a child who has a screaming tantrum and starts throwing objects in the room?	Poor Candidate was unable to provide a solution to the student outburst except for calling the administration.	Fair Candidate was able to provide minimal details as to how to escalate the situation. Candidate expected administration to promptly intervene.	Good Candidate was able to provide specific details as to how to meet the needs of a distresssed student. Candidate's response reflected an understanding of specific social-emotional needs and how to address them.	Excellent Candidate reponded with specific examples, from experience, as to how to deescalate student behavior(s). Candidate discussed a calming corner or a sensory station and provided details as to how to meet the child's needs in a positive manner before calling for reinforcements.	NOTES
Collaboration 7. 7. What is a team player? Give examples.	Poor Candidate has limited vision of a team player's responsibilities.	Fair Candidate can articulate a general definition of team player, yet is unable to provide specific details from experience.	Good Candidate can articulate a reasonable definition of the term team player, and is able to articulate their own strengths that would add to our staff/grade level team.	Excellent Candidate can articulate a clearly defined definition of the term team player and is able to "sell" their own professional and personal qualities that would make them a good fit, using specific examples from experience.	NOTES
Collaboration 8. 8. Describe a difficult situation with a colleague and tell us how the issue was resolved.	Poor Candidate was unable to articulate a relevant situation with a colleague.	Fair Candidate was able to describe a difficult situation with a colleague, however, the resolution was not positive for all parties. Administration was involved.	Good Candidate was able to provide an example(s) of a difficult situation with a colleague and provide concrete details as to how the issue was resolved in a positive manner. Administration was involved.	Excellent Candidate clearly articulated one or more difficult situations with a colleague and how the issues were resolved in a positive manner without administrative intervention. Candidate explained the situations as opportunities to learn and grow as a professional.	NOTES
Technology 9. 9. What technology skills would you be able to utilize? Are you proficient with Google Classroom? What skills might you share with your colleagues?	Poor Candidate was unable to articulate technology skills applicable to a Kindergarten classroom.	Fair Candidate provided a few examples of technology proficiency as applicable to the classroom.	Good Candidate was able to articulate several examples of technology skills/programs that would be useful in a K classroom, including Google Classroom.	Excellent Candidate seemed very comfortable with online platforms including Google Classroom and provided specific examples of use within a classroom setting.	NOTES
Scenario 10. 10. A parent has called the office and expressed anger with a classroom situation. Apparently, the student is being "bullied" by an unknown child at recess and on the playground. What steps do you take to address this problem and what is your timeline to do so?	Poor Candidate seemed flustered with the question and was unable to provide a coherent solution.	Fair Candidate addressed the problem, but administrative intervention was the first/main solution. The term "bullying" was not understood.	Good Candidate was able to articulate specific steps to address the issue as well as meet the parent and student needs, in a timely manner with administrative support.	Excellent Candidate was able to provide specific examples of how problems such as this have been handled, in a positive manner, from experience. Administrative intervention was mentioned as a last resort.	NOTES

Keywords:

Interview

Subjects:

Types:

Discuss this rubric

You may also be interested in:

More rubrics by this author

More Vocational rubrics

More Assignment rubrics

Do more with this rubric:

Preview

Preview

Preview this rubric.

Edit

Edit

Modify this rubric.

Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.

Categorize

Categorize

Add this rubric to multiple categories.

Bookmark

Bookmark

Bookmark this rubric for future reference.

Assess

Test run

Test run

Test this rubric or perform an ad-hoc assessment.

Grade

Grade

Build a gradebook to assess students.

Collaborate

Apply this rubric to any object and invite others to assess.

Share

Add to Gallery

Let others view this rubric in Rubric Gallery.

Publish

Publish

Link, embed, and showcase your rubrics on your website.

Email

Email

Email this rubric to a friend.

Discuss

Discuss

Discuss this rubric with other members.

Do more with rubrics than ever imagined possible.

Only with iRubric^tm.

Copyright © 2024 Reazon Systems, Inc. All rights reserved.

n98