Teaching Demonstration Rubric

Name of Pre-Service Teacher: _______________________________________________ Cooperating Teachers: ___________________________ Cooperating School: ________________________

Demonstration Topic: _____________________________________________________ Date: _________________________________________ Time: ___________________________________

Please rate the teaching demonstration based on the following criteria. Note that you are likely to check boxes across the ratings for a given criteria especially for the teaching methods, and interacting
with students criteria. Write the average or most representative score in the far right column for each criteria.

Excellent Satisfactory Needs Improvement Not Acceptable Your Score and

Criteria
100-94 93-87 86-80 79-74 comments
□ Topic is suitable for given □ Topic is suitable for given □ Topic is either not suitable for □ Topic is not suitable
amount of time and level of amount of time and level of given amount of time or level for given amount of
Topic and related knowledge of the audience knowledge of the audience of knowledge of the audience. time and level of
objectives □ Identified an adequate number of □ Identified too many or too few □ Identified too many or too few knowledge of the
relevant and measurable relevant and measurable objectives which may not be audience.
objectives. objectives. relevant or measurable □ Specific objectives
were not identified.
□ Demonstration is framed in the □ Demonstration is framed in the □ Demonstration is framed in the □ Demonstration is
beginning with explicit reference beginning with explicit reference beginning with explicit framed in the
to (a) measurable objectives, (b) to (a) measurable objectives, (b) reference to some objectives beginning with a list
relevant student and (c) teachers’ general tasks planned for the and general activities planned of topics that will be
activities in the session and session and (c) some associated for the session. covered in the
Clarity and organization associated formative and/or formative and/or summative □ The activities do not seem session.
of demonstration summative assessments. assessments. relevant and no assessments
□ The tasks or the assessments do are indicated.
not seem relevant to the
objectives.

Teaching methods □ Teaching strategies and □ Teaching strategies and □ Teaching strategies or □ Teaching strategies
assessments were aligned to the assessments methods used were assessments methods were not and assessments
objectives appropriate to the objectives. aligned to the objectives. methods were not
□ Students’ prior knowledge levels □ Students’ prior knowledge levels □ Students’ prior knowledge aligned to the
were either assessed explicitly or on the topic were implicitly levels on the topic were objectives.
assumptions were articulated in assumed correctly but not assumed incorrectly. □ Students’ prior
demonstration framing. articulated in the beginning. □ Transitions between different knowledge levels on
□ Smooth transitions between □ Transitions between different parts of the lesson were not the topic were not
different parts of the lesson. parts of the lesson were clear. considered.
□ Used appropriate activities to somewhat clear. □ Used a few activities to some □ It was difficult to
create teacher/student and/or □ Used few activities to create teacher/student interaction follow the lesson.
student/student interaction teacher/student and/or □ Very few comprehension □ No activities were
□ Regular comprehension checks student/student interaction but checks mostly targeting lower used to create
ranging from low-level recall to did not rely on lecture only order thinking skills. interactivity.
higher-order thinking skills. □ Regular comprehension checks □ No comprehension
mostly targeting lower order checks.
 thinking skills.

Your Score
Criteria Excellent Satisfactory Needs Improvement Not Acceptable
and comments

□ Provided several opportunities □ Provided some opportunities for □ Provided very few □ Did not provided any
for students to formulate and ask students to formulate and ask opportunities for students to opportunity for
questions questions formulate and ask questions students to formulate
□ Paused to give students time to □ Mostly paused to give students □ Did not pause for students to and ask questions
respond to questions time to respond to questions respond to questions. □ Did not ask student
Interaction with
□ Affirmed student responses and □ Affirmed student responses □ Did not acknowledge student questions
Students
encouraged students who □ Was generally patient and responses □ Was impatient and
struggle to respond respectful while interacting with □ Was generally respectful while eager to move on
□ Was patient, used inclusive students. interacting with students. with the content and
language, and modeled sometimes
respectful written and oral disrespectful while
communication interacting with
students.

□ Appropriate use of technology □ Use of technology was □ Use of technology is poor with □ Use of technology is
that does not distract from somewhat appropriate, with several instances where the seems unnecessary
learning. instances where the technology technology is a distraction to for this session and
□ The rationale for technology use distracted from learning. learning. can hinder students
Use of technology* is clearly discussed and □ The rationale for technology use □ The rationale for technology learning.
Indicate types of integrated into the goals of the is merely mentioned at some use is not provided at any time □ The rationale for
technology used: class session discussed at the point during the demonstration, during the demonstration and technology use is not
beginning, and the technology is but the technology is used the technology is not used provided at any time
used seamlessly. seamlessly. seamlessly. during the
demonstration and
the technology is
used poorly.

□ Clear and audible speech □ Mostly clear and audible speech, □ Somewhat clear and audible □ Unclear and/or
□ Assertive and confident □ Mostly assertive and confident, speech inaudible speech
Delivery and □ Noticeable enthusiasm □ Noticeable enthusiasm □ Somewhat confident, but may □ Not confident or
Presentation □ Attire appropriate for the □ Attire appropriate for online be lacking assertiveness, assertive
classroom classroom, □ Somewhat enthusiastic □ Lacks enthusiasm
□ Attire not appropriate for □ Inappropriate attire
classroom

Additional Notes/Comments: