DeLeT Rating Form

Introduction

Click one dot for each dimension that most resembles the performance in the student project.

The descriptions for each level of each dimension were adapted from the most general conceptions in the detailed abstracts based on 4 interviews. Together the rating form depicts a rich, collective theory of the development of Jewish education expertise.

Interpret each dimension broadly (e.g., projects with class presentation). Other descriptions for each level of each dimension are included in the 100-word abstracts. If these would help to clarify the developmental levels in a dimension, the full abstracts can be obtained clicking on the link below:

The Dimensions for DeLeT are...
(1) Assessment
(2) Interacting with Children
(3) Collaboration
(4) Content Knowledge
(5) Reflective Practice
(6) Jewish Educator Identity
(7) Methods of Teaching
(8) Observing
(9) Relationships

The levels are
Beginning –before entering the program: showed commitment requiring a few minutes to try the dimension,
Developing: showed commitment requiring a few months to learn about the dimension,
“Well-Launched” Professionals (e.g., upon graduation): showed commitment requiring a few years to earn a living using the dimension,
Contributing to the Field (hoped-for contribution after 5 years): showed commitment requiring many years to contribute to knowledge using he dimension.

Optional paragraph items are available after each dimension and at the end of the form. The dimension options enable you to comment on any difficulties you had in rating student work with this dimension. Those at the end allow you to suggest new dimensions of student performance that are missing or not clear from the 5 dimensions. Please describe at least the level that best represents the current performance and the level just above it that the student might think about for the next assignment. Note that dimensions should develop fairly independently from each other. A good test for a new one is whether a high level of the proposed dimension is sometimes found with a low level of current dimensions.

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* 1. Your Name

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* 2. Student's name

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* 3. Term

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* 4. Your Primary Campus

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* 5. Course Number

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* 6. If you are the professor for the course, copy and paste the assignment here for the first student you rate in the course.

DeLeT Dimensions

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* 7. Assessment

Not applicable

Beginning - Give letter or percentage grades using tests.

Easy - Critique relations of various assessment measures to lesson goals and life outside the classroom.

Practical - Use essential questions and enduring understandings to create ongoing, joint, anywhere assessment tools and activities.

Inspiring - Create "real life" assessments, useful to the community. Continually assess to revise work until it meets real life goals.

Comments on Improving the "Assessment" Dimension

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* 8. Interacting with Children

Not applicable

Beginning - Focus on content, attendance, and superficial behavior.

Easy - Use trial and error interactions with small groups later reflected on with disciplinary terminologies.

Practical - Help children feel encouraged and happy by attending to their diverse learning needs.

Inspiring - Knowingly and flexibly care about students intellectually, socially, and familially.

Comments on Improving the "Interacting with Children" Dimension

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* 9. Collaboration

Not applicable

Beginning - Teach alone with little collaboration, sharing basic information and becoming personal friends.

Easy - Use "I Wonder, I Notice, and I Appreciate." Talk to mentor teachers about assignments, tasks, personal stories, and philosophies.

Practical - Feel safe but still somewhat competitive about getting and giving feedback without favoritism.

Inspiring - Co-create programs for students with equal opportunity enjoyment and reflecting together on successes and failures.

Comments on Improving the "Collaboration" Dimension

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* 10. Content Knowledge

Not applicable

Beginning - Have difficulty finding place in the siddur. Rely on information gleaned in college. Bring artifacts to teach.

Easy - Participate in tefillah. Discuss content knowledge but still overwhelmed by chice of material, method, and emphasis.

Practical - Advance students understanding of tefillah. Do much reading in text and library to learn the minimum.

Inspiring - Help shape tefillah in schools. Create meaningful curricula, understanding multiple principles behind skills.

Comments on Improving the "Content Knowledge" Dimension

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* 11. Reflective Practice

Not applicable

Beginning - Mention successful teaching events and attempts to do assignments correctly.

Easy - Reflect on their work using an assignment or prompts. Show evidence of change over time.

Practical - Adapt to any teaching environment the reflective process of "I Wonder... Notice... Appreciate." Share their understandings of events in situations.

Inspiring - Use the reflective process naturally with learners and colleagues. Focus on own engagement and what needs the most improvement.

Comments on Improving the "Reflective Practice" Dimension

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* 12. Jewish Educator Identity

Not applicable

Beginning - Hesitant when asked to respond to a meaningful belief or artifact. Repeat what someone else says.

Easy - Try to be like their mentor. Discuss God, nature, poetry, and art vaguely as search for life.

Practical - Confidently and passionately present clear points verbally and non-verbally. Accept and understand others.

Inspiring - Develop professional support groups for improving teaching practice. Maintain interest in learing more about Judaism.

Comments on Improving the "Jewish Educator Identity" Dimension

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* 13. Methods of Teaching

Not applicable

Beginning - Think there is a single method for each lesson, usually authoritarian. Decide what to teach from the book of personal interest.

Easy - Use enduring understandings, essential questions, objectives, set induction, assessment, reflection, developmental opportunities and limits, learning styles, and Jewish integration.

Practical - Relate multiple theories, informal-classroom learning, own-student identities, reenactment/personification-texts, preassessments-topics, plans classroom emotions.

Inspiring - Help students take over projects, do research to become an expert and teach about an area. Lead faculty cultures toward creativity.

Comments on Improving the "Methods of Teaching" Dimension

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* 14. Observing

Not applicable

Beginning - Observe stance, tone, and structure of teacher, but miss the classroom's environment and setup.

Easy - Imitate, participate, and observe through inquiries about classroom set-up, individual students, and lesson planning. Describe using vernacular.

Practical - Anticipate next steps and explain the rationale for a teacher's methods using a rich pedagogical terminology.

Inspiring - Watch class, and glean nuggets of information not previously known about learning opportunities, content delivery, and reception.

Comments on Improving the "Observing" Dimension

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* 15. Relationships

Not applicable

Beginning - Assigned to be a mentor or a mentee but have not developed a relationship. Think politices are unimportant.

Easy - Work with teachers, mentors, or mentees on basic assigned tasks like problem-solving or scheduling. Learn political strategies like referring sensitive questions.

Practical - Support classroom instruction and management. Understand legalities of family situations and jobs. Know who has power, how it's used, and their roles.

Inspiring - Maintain mutually beneficial relationships through learning and discussion that elevates participants to produce tangible outcomes.

Comments on Improving the "Relationships" Dimension

Missing Dimension(s) or Comment(s)
If key dimension(s) of the assignment are not available above, identify each missing dimension below. Indicate the performance level shown by the student (beginning, easy, practical or inspiring), describe the performance, and describe the next more advanced commitment in this dimension that the student might consider.

DeLeT Rating Form

Introduction

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* 1. Your Name

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* 2. Student's name

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* 3. Term

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* 4. Your Primary Campus

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* 5. Course Number

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* 6. If you are the professor for the course, copy and paste the assignment here for the first student you rate in the course.

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* 7. Assessment

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* 8. Interacting with Children

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* 9. Collaboration

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* 10. Content Knowledge

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* 11. Reflective Practice

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* 12. Jewish Educator Identity

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* 13. Methods of Teaching

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* 14. Observing

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* 15. Relationships

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* 16. Narrative for Comment or First Missing Dimension

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* 17. Narrative for Second Comment or Missing Dimension

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* 18. Narrative for Third Comment or Missing Dimension