usually connect assignments to their developing understanding of teaching & learning; may be satisfied w/accepting their learning as it’s “received” w/o examining their/others’ assumptions or seeking deeper understanding of the implications.
show reasonable achievement of or progress toward course goals and TPEs.
generally collaborate with their colleagues in professional and productive ways, enhancing each participant’s learning.
complete most class preparation work and are usually ready to engage in thoughtful and informed discourse
demonstrate responsibility to meeting the attendance requirements (see syllabus).
demonstrate an inconsistent level of compliance to course requirements and expectations.
attempt all assignments but with limited thoroughness, thoughtfulness, and/or professionalism, OR fail to complete one major assignment. Total points are 70-79%.
make limited connections between assignments and their developing overall understanding of teaching and learning; may not be open to examining assumptions or implications.
attempt but show limited progress in achieving course goals and TPEs.
collaborate with colleagues in ways not always professional or productive; participant’s may be distracted from learning.
complete some class preparation work and are generally under-prepared to engage in thoughtful or informed discourse.
meet the minimum attendance requirements (see syllabus).
“D” or “F” students fail to meet the minimum requirements of a “C.” The specific grade will be determined based on rate of assignment completion, attendance, etc.
EDMS 512, Hood