Cooperating Teachers and Site Administrators/Mentors will complete Midpoint (Week 8 - middle of semester) and Final (Week 16 - end of semester) Feedback Survey via a Google Survey. This survey will be sent by the Office of Student Placements and the University Coach one to two weeks before the middle of the semester (Week 6 or 7 of Session 1) and one to two weeks before the end of the semester (Week 6/14 or 7/15 of Session 2). These assessments have the same content as the University Coach Observation Reports and Midpoint and Final Evaluations (just a different platform). Evaluations are based upon the CREATe* Rubrics below. 

CREATe Rubric Breakdown

Four Sections:

     A. Positive Environment

     B. Instructional Design and Implementation

     C. Rigorous and Appropriate Content

     D. Reflection-In-Action

Five Point Rating Scale Plus Qualitative Feedback:

     0 - Unobserved: Not yet evident (triggers Focus Form by University Mentor for focused intervention) 

     1 - Attempting: Aware, may not be effective 

     2 - Exploring: Attempting, minimally effective 

     3 - Emerging: Consistently attempting, limited effectiveness 

     4 - Developing: Consistently attempting, somewhat effective

• Qualitative (Actionable) Feedback - Any scripted input regarding the candidate's performance in an overall section.

Section A: Positive Environment

Item 1 - Caring Community

• Behavior Intervention

• Conflict Resolution

• Restorative Justice

• Student problem solving

Item 2 - Inclusive Learning Environment

• Supports independence and collaboration

• Is the lesson culturally and linguistically inclusive?

• Expectations clear

Item 3 - High Expectations

• Behavior and Academic Needs

• Expectations

• Scaffolding

• Differentiation

Item 4 - Positive Behavior Expectations

• Norms, procedures, routines

• Posted

• Stated

Item 5 - Reflection, Assessment, and Self-Assessment

• Students guided to self-assess

• Are they given opportunities to revise work/answers?

• Students encouraged to think metacognitively

Item 6 - Fund of Knowledge

• Knowledge and incorporation of student interest, prior experiences, and cultural/linguistic background

• Incorporating student languages

• Focus on student/family out-of-school experiences

Section B: Instructional Design and Implementation

Item 7 - Student Motivation, Engagement, and Active Learning 

• Clear link to student interest, does not rely on generic resource

• Rationale connected to standards, and is grade appropriate

• Connection to life outside of the classroom

• Students appear motivated and active in their learning is only one piece of this item; even though the name might lead you to believe differently.

Item 8 - Varied Strategies

• Variety of strategies that contributes to students learning

• Instruction and demonstration differentiated

• Students are supported at various levels based on data and their learning needs.

Item 9 - Research-Based Instruction for Emergent Bilinguals and Students with Special Needs

• Materials represent culture and languages in the class

• Evidence of specific academic language, text structure and language features to ensure equitable access

• Address IEP goals

• Scaffolds to provide equitable access

Section C: Rigorous and Appropriate Content

Item 10 - Critical and Creative Thinking

• Intellectually challenging content/activities

• Opportunities for DOK 2-4

• Opportunities for feedback and revision

• Inquiry-based problems or complex problem solving

Item 11 - Subject Matter Knowledge

• Outcomes aligned with appropriate standards

• Outcomes represent the “big ideas” of the discipline

• Lesson/activities aligned with outcomes/standards

• Evidence of disciplinary practices

Item 12 - Content Accessibility

• Content is accessible to most students

• Uses multiple ways to explain and reinforce

• Supports meaningful student-to-student interaction

• Active listening modeled and expected

• Technologies/materials support equitable access

Item 13 - Interdisciplinary Integration

• Incorporates two content areas, in addition to Visual and Performing Arts (VAPA)

• Incorporates discipline specific literacies/practices from one or more content areas

• Meaningful integration of VAPA, connected to VAPA standards

Section D: Reflection-In-Action

Item 14 - Monitoring Student Learning and Adjusting Instruction

• Implements formative assessments to monitor

• Whole class, subsets, or individual?

• Multiple formative (formal and informal) to monitor

• Uses results of assessments to re-teach or adjust pace

• Assesses the success of adjustments before moving on

*Yun, C., & Bennett, L.H. (2017). Continuum of Reflective, Engaging, and Accessible Teaching (CREATe) Rubric [Rubric and manual]. Unpublished instrument. Fresno, CA: Fresno State.