RDG 5459 Evaluation Rubric- Support Recovery Center of Michigan at Oakland University Dr. Mary K. Lose, Course Supervisor Page 1 of 2 READING RECOVERY CENTER of MICHIGAN at OAKLAND UNIVERSITY RDG 5459 Evaluation Rubric for Literacy Support Teacher in- Training for Academic Year ______

Literacy Support Teacher in-Training:

Evaluation of progress at the end of each semester and at least three times per academic year, in four areas: Teaching Children, Collecting Data, Understanding Theory, and Understanding Literacy Support Implementation. Each area will be evaluated on a scale from 1 to 5 (see below).

Teaching Children Circle one: 5 4 3 2 1  Teach at least two first-grade students individually each day (minimum of 4 students per year) in 30-minute sessions throughout the academic year, in a school setting.  Demonstrate effective teaching of students.  Keep complete records on each child as a basis for instruction (six tasks of An Observation Survey of Early Literacy Achievement and the Observation Survey Summary, Observation Summary for Multiple Assessments, Recommendations for Discontinuing Before Final Assessment, predictions of progress, Daily Lesson Record Sheets, Running Records, Weekly Record of Known , Change Over Time in Text Level, Weekly Record of Known Reading Vocabulary, Change Over Time in Known Writing Vocabulary).  Because Literacy Support teaching and training are intensive, exceeding more than two Literacy Support slots during the training year can only be done with the concurrence of the teacher leader and teacher.  Communicate with parents, first-grade teachers, and other school personnel on a regular basis throughout the year.

Always (5) Almost Always (4) Sometimes (3) Almost Never (2) Never (1) Theory and student Lesson components are Lesson components are Lesson components may be in Lesson components are in place, observation drive use of firmly in place, procedures generally in place, with place, but accompanied by little evidence of teaching. procedures, through explicit based on theory match some evidence of matching rote teaching. Lack of Confusing instructional instructional , students’ needs, some students’ needs with specific instructional language/prompting. Lack of resulting in effective and evidence of explicit procedures based on theory. language. Theoretical evidence of teaching based on efficient teaching decisions. instructional language and understandings almost never theory. prompts, leading to mostly evident. effective and efficient teaching decisions.

Collecting Data Circle one: 5 4 3 2 1  Maintenance of all records pertaining to the teaching of children according to the criteria established by Literacy Support.  All data submitted to IDEC. Data also submitted and shared with Teacher Leader as requested.

Always (5) Almost Always (4) Sometimes (3) Almost Never (2) Never (1) All records are All records are maintained, All records are maintained Some records maintained, No evidence of records and independently maintained data submitted with only an and data submitted with some missing information. no data are submitted. and data are submitted on occasional lapse or frequent lapses/reminders from Data are submitted with time. reminder from teacher teacher leader. frequent reminders from leader. teacher leader. RDG 5459 Evaluation Rubric-Literacy Support Reading Recovery Center of Michigan at Oakland University Dr. Mary K. Lose, Course Supervisor Page 2 of 2

Understanding Theory Circle one: 5 4 3 2 1  Evidence of understanding theory through observation and evaluation of the teacher in-training’s:  Participation in discussion before, during, and following demonstrations lessons taught behind the glass.  Assessment, analysis, and use of student records to inform teaching.  Grasp of theory as reflected in the teaching of students.  Preparation for, and active participation in, Teacher Leader School Visits / Cluster Visits.  Self-evaluation of his/her professional progress.  Completed assignments and for participation in Literacy Support training sessions.

Always (5) Almost Always (4) Sometimes (3) Almost Never (2) Never (1) Independent, insightful, Consistent verbal Variable verbal interaction Minimum verbal interaction No verbal interaction despite verbal interactions with participation. During group with and without teacher after teacher leader encouragement / prompting / appropriate timing. interactions, comments leader prompting / support. prompting. Comments are reremindersminders .by teacher leader. Comments move effortlessly usually help the group extend Comments sometimes show usually general and not between practice and theory. understanding of theory. understanding of and linked to theory of Skillful understanding of Sometimes needs teacher connection to theory of individually designed Clay’s theory (Literacy Lessons leader prompting or support. individually designed lessons. Designed for Individuals.) lessons. Engaged, active participation.

Understanding Literacy Support Implementation Circle one: 5 4 3 2 1  Ability to communicate effectively with staff and parents about Literacy Support.  Preparation and presentation of annual Literacy Support school report.

Always (5) Almost Always (4) Sometimes (3) Almost Never (2) Never (1) Initiates effective ongoing Communication is effective Communication is effective Very little communication is No attempt to communicate communication and creates and ongoing. but minimal. undertaken. with staff or parent(s) is opportunities to keep evident. Literacy Support in the forefront.

Comments:

Semester (underline): Fall / Winter / Summer I Date: ______Total Points: ______/20

Signature Teacher in-Training: ______Signature Lecturer (Teacher Leader): ______