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Clinical Field Experience A: Differentiated Instruction and

Accommodations - Rubric

Di!erentiation of the Mentor Teacher’s Classroom 4 points

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Criteria Description

Differentiation of the Mentor Teacher’s Classroom

5. Target 4 points

The differentiated instructional strategies and accommodations

that were observed and discussed with the mentor teacher are

thoroughly described.

4. Acceptable 3.48 points

The differentiated instructional strategies and accommodations

that were observed and discussed with the mentor teacher are

clearly described.

3. Approaching 2.96 points

The differentiated instructional strategies and accommodations

that were observed and discussed with the mentor teacher are

minimally described.

2. Insufficient 2.76 points

The differentiated instructional strategies and accommodations

that were observed and discussed with the mentor teacher are

insufficiently described.

1. No Submission 0 points

Not addressed.

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Instruction and Assessment 8 points

Criteria Description

Instruction and Assessment

5. Target 8 points

A realistic description of students in the classroom is given and

how instruction and assessment is prepared for those students is

thoughtfully described.

4. Acceptable 6.96 points

Description of students in the classroom and how instruction and

assessment is prepared for those students is detailed.

3. Approaching 5.92 points

Description of students in the classroom and how instruction and

assessment is prepared for those students is missing key details.

2. Insufficient 5.52 points

Description of students in the classroom is inadequate and how

instruction and assessment is prepared for those students is

unrealistic.

1. No Submission 0 points

Not addressed.

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Collaboration and Preparedness 8 points

Criteria Description

Collaboration and Preparedness

5. Target 8 points

Discussion of the mentor teacher’s collaboration strategies and

preparedness for working with students with disabilities is

insightful.

4. Acceptable 6.96 points

Discussion of the mentor teacher’s collaboration strategies and

preparedness for working with students with disabilities is

competent.

3. Approaching 5.92 points

Discussion of the mentor teacher’s collaboration strategies and

preparedness for working with students with disabilities is overly

simplistic.

2. Insufficient 5.52 points

Discussion of the mentor teacher’s collaboration strategies and

preparedness for working with students with disabilities is

unintelligible.

1. No Submission 0 points

Not addressed.

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Applications to Future Professional Practice 12 points

Criteria Description

Applications to Future Professional Practice

5. Target 12 points

Applications to future professional practice are insightful, realistic,

and substantially consider the needs of students with disabilities.

4. Acceptable 10.44 points

Applications to future professional practice are clear, useful, and

appropriate for students with disabilities.

3. Approaching 8.88 points

Applications to future professional practice are vague or

underdeveloped.

2. Insufficient 8.28 points

Applications to future professional practice are incomplete or

unrelated to what was described in the summary.

1. No Submission 0 points

Not addressed.

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Organization 4 points

Criteria Description

Organization

5. Target 4 points

The content is well-organized and logical. There is a sequential

progression of ideas that relate to each other. The content is

presented as a cohesive unit and provides the audience with a

clear sense of the main idea.

4. Acceptable 3.48 points

The content is logically organized. The ideas presented relate to

each other. The content provides the audience with a clear sense

of the main idea.

3. Approaching 2.96 points

The content is adequately organized, generally providing the

audience with a sense of the main idea.

2. Insufficient 2.76 points

The content is unorganized with an indiscernible sequence. The

ideas presented are compartmentalized, and the main idea is

unclear.

1. No Submission 0 points

Not addressed.

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Mechanics of Writing 4 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar,

language use)

5. Target 4 points

Submission is virtually free of mechanical errors. Word choice

reflects well-developed use of practice and content-related

language. Sentence structures are varied and engaging.

4. Acceptable 3.48 points

Submission is largely free of mechanical errors, although a few are

present. A variety of effective sentence structures and figures of

speech are used, as well as appropriate practice and content-

related language.

3. Approaching 2.96 points

Submission includes mechanical errors, but they do not hinder

comprehension. Effective sentence structures are used, as well as

some practice and content-related language.

2. Insufficient 2.76 points

Surface errors are pervasive enough that they impede

communication of meaning. Inappropriate word choice or

sentence construction are used.

1. No Submission 0 points

Not addressed.

Total 40 points

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