VIDEOTAPE ANALYSIS DISPOSITIONS RUBRIC ADOLESCENT EDUCATIONMED PERFORMANCE STANDARD LEVEL

Performance Standard

Level 1

Unacceptable

Level 2

Acceptable

Level 3

Target

Analyzes interactions with diverse students. Considers gender, ethnicity, SES, ability, linguistically diverse, learning styles, exceptionalities, etc.

Fails to identify or analyze interactions that do not support diverse learners OR does not model appropriate interactions with diverse learners. Does not cite evidence from tape.

Identifies and analyzes interactions that are and are not supportive of diverse learners and cites appropriate evidence from tape.

Identifies and analyzes interactions that are and are not supportive. Consistently models appropriate, supportive, interactions citing evidence from tape.

Addresses equity and equitable access to the full curriculum by recognizing and analyzing practices that are equitable or inequitable.

Fails to identify or analyze practices that are not equitable. OR does not model equitable practice. Does not cite evidence from tape.

Identifies and analyzes practices that are and are not equitable and cites appropriate evidence from tape. Models equitable practices.

Identifies and analyzes practices that are and are not equitable. Consistently models equitable practices citing evidence from tape.

Addresses safe, inclusive, challenging environments for all students. Identifies and analyzes practices that support or inhibit these environments.

Fails to identify or analyze aspects of the environment that are not safe, inclusive and challenging for all students. OR does not create a safe, inclusive and challenging environment. Does not cite evidence from the tape

Identifies and analyzes aspects of the environment that are not safe, inclusive and challenging (if appropriate). Identifies strategies and means used to create safe, inclusive and challenging environments. Models appropriate strategies. Cites evidence from the tape.

Identifies and analyzes strategies and means used to create safe, inclusive and challenging environments. Consistently models appropriate strategies. Cites evidence from the tape.

Identifies and analyzes at least two aspects of practice (and the related dispositions) that could be strengthened or developed.

Fails to identify aspects of practice and the related dispositions that could be strengthened or developed. OR does not provide plan for improvement.

Identifies at least two areas for strengthening or improvement and related dispositions and provides simple, brief plan for improvement.

Identifies at least two areas for strengthening or improvement and related dispositions AND provides specific, detailed plan.