(EDS 685) Practicum/Graduate Field Experience
Common Course Assessment: Programs Preparing Teachers
(EDG 685) Practicum/Graduate Field Experience
Common Course Assessment: Programs Preparing Teachers
Course Outcomes:
Proposition 1: Commitment to Client and their development – Recognize differences and adjust practices; Understand how individuals/groups develop and learn; Treat individuals equitably
Proposition 2: Know subjects/ and how to teach/implement them – Appreciate how knowledge is created, organized and linked; have specialized knowledge in how to convey subject; Generate multiple paths to knowledge
Proposition 3: Responsible for Managing Student Learning/Client development – Call on multiple methods to meet their goals; Orchestrate learning/change in group settings; place a premium on student engagement/group participation; are mindful of their principal objectives
Proposition 4: Systematic Thinking about Practice and Experience - Continually make difficult choices that test their judgment; Seek advise of others, draw on research and scholarship to improve their practice.
Proposition 5: Members of Learning Communities - Collaborate with other professionals; work collaboratively with others (parents, peers, supervisors, community, etc.)
Rubrics for Programs Preparing Teachers
NBPTS Proposition 1: Teachers are Committed to Students and Their Learning
#1 /Elements
/ Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
A / Recognize student differences and adjusts practice. / Displays extensive understanding of student differences and makes needed changes based on student interests, circumstances, or abilities. / Displays understanding of student differences and makes some changes based on observation and knowledge of their students. / Displays limited understanding of student differences; makes few changes based on student interests, circumstances, or abilities. / Does not meet standard
B / Understand how students develop and learn. / Is very effective in the application of learning and assessment processes in the actual classroom. / Is effective in the application of learning and assessment processes in the actual classroom. / Is minimally effective in the application of learning and assessment processes in the actual classroom. / Does not meet standard
C / Treat students equitably. / Shows very clear respect for equity and differences of culture and gender. / Shows respect for equity and differences of culture and gender. / Shows minimal respect for equity and differences of culture and gender. / Does not meet standard
D / Mission extends beyond developing cognitive capacity of students. / Is very effective in fostering student self-esteem, motivation, character, responsibility and respect. / Fosters student self-esteem, motivation, character, responsibility and respect. / Is minimally effective in fostering student self-esteem, motivation, character, responsibility, and respect. / Does not meet standard
NBPTS Proposition 2: Teachers Know Their Subjects and How to Teach Them
#2 /Elements
/ Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
A / Appreciate how knowledge is created, organized and linked. / Places high value on knowledge and its construction, while also developing analytical and critical capacities of students. / Places value on knowledge and its construction; sometimes helps students develop analytical and critical capacities. / Places limited value on knowledge and its construction; rarely helps develop students’ analytical and critical capacities. / Does not meet standard
B / Have specialized knowledge in how to convey the subject. / Shows extensive awareness of difficulties and preconceptions students may bring to a subject and what strategies and materials might assist. / Shows awareness of difficulties and preconceptions students may bring to a subject and what strategies and materials might assist. / Shows minimal awareness of difficulties and preconceptions students may bring to a subject or what strategies and materials might assist. / Does not meet standard
C / Generate multiple paths to knowledge. / Has a varied instructional repertoire and is adept at teaching students to pose and solve their own problems. / Has a basic instructional repertoire and sometimes teaches students to pose and solve their own problems. / Has a limited instructional repertoire and rarely teaches students to pose and solve their own problems. / Does not meet standard
NBPTS Proposition 3: Teachers Are Responsible for Managing Student Learning
#3 /Elements
/ Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
A / Call on multiple methods to meet goals. / Very effective in creating or altering instruction to generate/sustain interest, including drawing on students or colleagues. / Effective in creating instruction to generate and sustain interest; may also draw on others’ expertise. / Limited in instructional methods that generate or sustain interest. Rarely make use of multiple methods. / Does not meet standard
B / Orchestrate learning in group settings. / Highly adept at organizing instruction and using time effectively to meet goals. / Usually organizes instruction and uses time effectively to meet goals. / Instruction is sometimes or often disorganized and time is not used effectively. / Does not meet standard
C / Place a premium on student engagement. / Creates rich and engaging learning experiences that allow interaction between students and teachers. / Creates learning experiences that allow interaction between students and teachers. / Rarely creates engaging experiences; rarely allows interaction between students, teachers. / Does not meet standard
D / Regularly assess student progress. / Uses multiple methods to assess individual and group progress. Communicates student progress to parents clearly and often. / Uses traditional methods to assess individual and/or group progress.
Communicates student progress to parents. / Uses limited or ineffective methods to assess student progress. Does not always communicate student progress to parents. / Does not meet standard
E / Are mindful of their principal objective. / Consistently motivates, maintains student interest in learning even in the face of temporary failure. / Usually motivates and maintains student interest in learning. / Sometimes or often gives up on motivating and maintaining student interest in learning. / Does not meet standard
NBPTS Proposition 4: Teachers Think Systematically About Their Practice and Learn from Experience.
#4 /Elements
/ Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
A / Continually make difficult choices that test their judgment. / Extensive ability and willingness to take multiple perspectives, be creative, take risks, and adopt a problem-solving approach. / Shows basic ability and willingness to take other perspectives, be creative, and adopt a problem-solving orientation. / Not always able or willing to take other perspectives, take risks, or adopt a problem-solving orientation. / Does not meet standard
B / Seek advice of others; draw on research and scholarship to improve their practice. / Draws from personal experience and is firmly grounded in the literature.
Strives to critique practice, sharpen judgment, adapt to new findings, ideas, theories. / Draws primarily from personal experience in making decisions.
Willing to examine own practice and new ideas. / Limited ability to reflect on experience in making decisions; limited willingness to examine own practice in the light of new ideas. / Does not meet standard
NBPTS Proposition 5: Teachers Are Members of Learning Communities
#5 /Elements
/ Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
A / Contribute to school effectiveness by collaborating with other professionals. / Works extensively on initiatives such as policy, curriculum, staff development, and resources. / Works on school initiatives such as instructional policy, staff dev’t, curriculum, and resources. / Limited interest in working on school-wide initiatives. / Does not meet standard
B / Work collaboratively with parents. / Highly effective in engaging parents in work of the school. / Engages parents in the work of the school. / Rarely or never engages parents in work of the school / Does not meet standard
C / Take advantage of community resources. / Displays broad understanding and uses specialized resources that can benefit students. / Knows about and uses specialized resources that can benefit students. / Limited awareness and use of specialized resources that can benefit students. / Does not meet standard