A small group of faculty* in the Department of Education met two times to expand our knowledge of rubric development while creating a rubric that could potentially be useful in provide evaluative feedback to candidates in our teacher preparation program.

In the initial meeting we developed a list of criteria (dispositions and behaviors) that indicate an awareness of, an appreciation for, and a demonstration of visual communication skills expected of teacher candidates while students in Gallaudet classes.

In the second meeting we reviewed and refined this list with some additional group members. We added indicators for some of the criteria, classified the criteria into traits, then arranged them in a developmental progression on a rubric.

By using these criteria while candidates are students we would make candidates aware of components that impact visual learning and model appropriate visual learning environments. These criteria would also be the foundation for developing a rubric for teaching in a visual learning environment (to be developed and used for Practicum and Student Teaching).

• Review and revise rubric with the following groups:
• Department of Education faculty
• ASL/Linguistics faculty
• SOL research team
• PEP faculty in other departments

• Review rubric with incoming candidates beginning in Fall, 2002
• Include revised rubric in Handbook for Fall, 2002
• Include revised rubric in Handbook for Fall, 2002

• Identify key courses in which faculty will evaluate students using rubric. Course faculty provide feedback to students and advisors/program teams at Transition Points.
• Candidates will self-evaluate using rubric each semester.
• Faculty will ask candidates to use rubric for faculty feedback

• Expectations for MA program is that students will advance one developmental category per semester

• Expand candidate rubric to Practicum and Student Teaching rubrics for Fall, 2002