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College of Education Reflection Rubric

Indicator  Beginning (1)  Progressing (2)  Proficient (3)  Advanced (4) 
Reflects on impact of instruction on student learning and makes adjustments accordingly  Evaluates self in ways that are inaccurate or unrealistic; does not know whether a lesson was effective in reaching its goals Generally able to reflect on the impact of instruction on student learning, but is not yet able to make adjustments accordingly Consistently and accurately reflects on the impact of instruction on student learning; usually makes adjustments as necessary Is able to critically analyze the impact of instruction on individual student learning and always offers alternative teaching activities or different approaches
Asks cooperating teacher/university supervisor for feedback  Rarely asks for feedback regarding teaching; seems to resent or avoid observations Beginning to recognize the need for feedback from the cooperating teacher/university supervisor Asks both cooperating teacher/university supervisor for feedback about teaching Frequently asks for specific feedback from cooperating teacher/university supervisor about an array of teaching issues
Utilizes constructive criticism  Unreceptive to constructive criticism; blames others for problems Sometimes open to constructive criticism; occasionally makes excuses Listens attentively to constructive criticism and makes use of feedback Seeks out constructive criticism and implements change as soon as possible
 

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