RATING - INDICATOR	Indicator Not Met (Not Acceptable)	Indicator Partially Met (Acceptable)	Indicator Met (Target)	Total Score	Instructor’s Comments
Knowledgeable (See Questions #1 and 1b.)	Reflections do not articulate clear self-analysis of the candidate’s knowledge of content, pedagogy, and his/her respective field. Information is fragmented and lacks cohesiveness and specificity. Reflection paper is unacceptable for submission. 0 points	Reflections show analysis of the candidate’s knowledge of content, pedagogy, and his/her respective field including meaningful illustrations and examples supporting his/her’s perception of their professional knowledge. Candidate does not embellish possibilities for further acquisition of knowledge through staff development/in-service training beyond his/her current degree program. 1-2 points	Reflections show clear analysis of the candidate’s knowledge of content, pedagogy, and his/her respective field, including explicit illustrations and examples supporting his/her perception of their professional knowledge. Candidate has clearly identified his/her own strengths and present areas of weaknesses pertaining to his/her professional knowledge. Possible goals for acquiring new knowledge and staying abreast in his/her respective field are clearly stated and correlate to his/her identified areas of weaknesses. 3-5 points	/5
Effective (See Questions #2 and 2b.)	Reflections do not articulate the candidate’s perception of his/her’s effectiveness in planning and implementing instruction. Nor do the reflections speak to the candidate’s perceived impact on PreK-12 students. Information is unclear, fragmented, and lacks cohesiveness. Reflection paper is unacceptable for submission. 0 points	Reflections state effectiveness in terms of planning and implementing instructional strategies, and some indication of predicted impact on PreK-12 learners. However, candidate does not expand in his/his description as to potential impact within the school and/or classroom environment, and interactions with students and colleagues. Reflections are evident but somewhat vague and could be enhanced with more description and detail. 1-2 points	Reflections clearly state effectiveness in planning and implementing instructional strategies, as well as present a clear vision for potential positive impact on PreK-12 learners. Candidate’s description of his/her potential impact on the school and/or classroom environment, and his/her daily interactions with students and colleagues appears to be realistic for a novice teacher. Reflections indicate a clear, strong desire of the candidate to be effective in his/her teaching and in his/her’s vision for positively impacting his/her environment. 3-5 points	/5
Reflective (See Question 3)	Narrative does not state clear, cohesive reflections that indicate self-analysis and awareness. Paper is not acceptable for submission. 0 points	Narrative shows evidence of the ability to self-analyze and reflect at a beginning level. Narrative lacks depth in some areas and realistic balance of strengths/needs, fears/awareness, and lacks clear sense of self in relationship to others both peers and experts. Reflections seem realistic but lacking in depth and/or explicit illustrations to support thoughts or illustrate the candidate’s thinking. 1-2 points	Narrative shows clear ability to self-analyze and reflect beyond a beginning level. Narrative is clear and cohesive, and shows great thought and self-awareness by the candidate. Candidate demonstrates the ability to balance strengths/needs, fears/awareness, and presents a clear sense of self in relationship to others both peers and experts. Reflections are honest, realistic, and candidate’s thinking seems appropriate for a novice teacher. 5-10 points	/5
Responsiveness to Diversity (See Question 4)	Reflections do not articulate a clear plan for responding to diversity within a classroom. Information is unclear, fragmented, and lacks cohesiveness. Reflection paper is unacceptable for submission. 0 points	Reflections indicate plans for responding to diversity of PreK-12 learners. However, candidate does not expand on his/his plans for addressing diversity within the classroom environment, his/her daily teaching, and curricular decisions. Reflections are evident but somewhat vague and could be enhanced with more description and detail. 1-2 points	Reflections clearly state a cohesive plan for responding to diversity of PreK-12 students. Candidate’s plan includes specific description of responding to diversity within the classroom environment, and his/her daily teaching and curricular decisions Reflections appear realistic and indicates a clear, strong desire to meet the needs of all students. 3-5 points	/ 5
Collaboration (See Question 4b)	Reflections do not articulate a clear plan for collaborating with students, colleagues, and/or parents. Information provided is not sufficient and lacks important specific detail. Document is not acceptable for submission. 0 points	Reflections indicate plans for collaborating. However, candidate does not elaborate on his/his plans for collaborating with students, colleagues, and/or parents. Reflections are evident but somewhat vague and could be enhanced with more description and detail. 1-2 points	Reflections clearly state a cohesive plan for collaborating with students, colleagues, and/or parents. Candidate’s plan includes specific description of collaborating with students, colleagues, and/or parents and appears realistic and indicates a clear, strong desire to collaborate with others for the benefit of his/her students. 3-5 points	/5
Teacher Leader (See Question 6)	Reflections do not articulate candidate’s potential to become a teacher leader. Information is unclear, fragmented, and lacks cohesiveness. Reflection paper is unacceptable for submission. 0 points	Reflections state the candidate’s vision of him/herself in becoming a teacher leader. However, candidate does not expand upon his/his vision as a leader amongst his/her colleagues. Reflections are evident but somewhat vague, lacking in specificity and direction, and could be enhanced with more description and detail. 1-2 points	Reflections clearly state a clear vision for potential teacher leadership by the candidate. Candidate’s description of his/her potential teacher leadership appears to be realistic for a novice teacher. Reflections indicate a clear, strong desire of the candidate to become a teacher leader in his/her respective field. Examples of possible directions for teacher leadership seem realistic and achievable. 3-5 points	/5

TOTAL SCORES:

A) Knowledge = /5

B) Effective = /5

C) Reflective = /5

D) Responsive to

Diversity = /5

E) Collaborative = /5

F) Teacher Leaders = /5

Total Score: = /30

(Points Deducted for Grammatical and/or Formatting Errors) = ______ - ______

Final Grade =