Early Childhood Practicum Evaluation Scoring Rubric

EARLY CHILDHOOD PRACTICUM EVALUATION SCORING RUBRIC

Practicum Assessment Item-Planning Exceeds Expectations Meets Expectations Does Not Meet Expectations Domain 1 1. Develops learning objectives which are Objectives are appropriate for Some objectives are appropriate for Objectives are inappropriate for the appropriate for the subject and grade level and subject area/developmental level of subject area/developmental level. subject area/developmental level of are connected appropriately to the standards. learners and are connected Some objectives are (a) stated in learners. Objectives are not stated in (NAEYC Standard 5c; ADEPT APS 2.A, APS 6.B; USCB appropriately to the standards. Most measurable terms, (b) include criteria, measurable terms, do not include CF F/I-2, F/I-3) objectives are measurable and identify and (c) are appropriately connected to criteria, and/or are not appropriately criteria. the standards. connected to the standards. 2. Plans appropriate and logically sequenced Instructional strategies are Some instructional strategies match Instructional strategies rarely match lessons. (NAEYC Standard 5c; ADEPT APS 2.B; USCB congruent with lesson objectives. The lesson objectives. Some strategies lesson objectives. The sequence of the CF F/I-2) sequence of the lesson(s) is logical, used in lessons do not fully encompass lesson(s) may be illogical, with gaps in with few gaps in progressions. a logical sequence, allowing gaps in progressions. progressions. 3. Plans developmentally appropriate and Most lessons include instructional Lessons demonstrate adaptations No plan for adaptation for individual differentiated instruction to address diverse adaptations for individual (abilities/needs/interests) for at least differences (abilities/needs/interests) is learning needs. (NAEYC Standard 1a; ADEPT APS differences (all levels). Student needs one student. evidenced in lessons. 2.A; USCB CF F/I-2, F/I-5) (e.g. motivation or interests) are addressed in plans. Candidate can articulate an appropriate rationale for adaptations. 4. Plans appropriate assessment strategies and Appropriate strategies to formally or Some evidence of planning for formal No evidence of planning for formal or instruments. (NAEYC Standard 3b: Assessment; informally assess student learning or informal assessments. Assessments informal assessment. Assessments do ADEPT APS 3.A; USCB CF F/I-2, F/I-5) are used. Assessments used used adequately address some lesson not match the lesson objectives and/or adequately address most lesson objectives and/or standards. standards. objectives and/or standards. 5. Plans indicate a respect for cultural and Cultural and linguistic diversity of the Plans provide some evidence that the Plans do not reflect the cultural and linguistic diversity.* (NAEYC Standard 2a; ADEPT students who may be present in the candidate has considered how the linguistic diversity of the students who APS 2.A; USCB CF N-3, F/I-2) class is addressed through lesson can be modified for the cultural may be present in the classroom. instructional content, strategies, or linguistic diversity of students who and/or materials. may be present in the classroom. Practicum Assessment Item-Instruction Exceeds Expectations Meets Expectations Does Not Meet Expectations Domain 2 6. Implements effective instruction for students Most lessons reflect a good Some lessons reflect an understanding Knowledge of content is minimally using knowledge of content and appropriate understanding of the content in the of the content in the discipline and reflected in the lessons and/or standards. (NAEYC Standard 4c; ADEPT APS 5.A; discipline and adequately address the adequately address the standards instruction is not adequate to meet the USCB CF F/I-2, F/I-3) standards. standards.

1 PRACTICUM I Fall 2013 7. Communicates, and maintains high Teacher candidate consistently Teacher candidate communicates and Teacher candidate does not expectations for student achievement and communicates and designs many designs some experiences that communicate and/or design participation. (NAEYC Standard 4a; ADEPT APS 4.A., experiences that require student encourage student participation in a experiences that encourage student APS 4.B; USCB CF C-1, N-1) participation in a challenging, yet challenging, yet supportive participation in a challenging, yet supportive environment. environment. supportive environment. 8. Provides learning experiences that allow Most lessons contain aspects that Some connections between subject Connections are not made or made students to form connections between the enable students to make connections areas and other disciplines are made. infrequently. specific subject area and other disciplines. with their prior or future learning in (NAEYC Standard 4c; ADEPT APS 4.C; ; USCB CF N-3, other subjects or disciplines. C/I-3, R-2) 9. Uses instructional strategies to actively Teacher candidate effectively and Teacher candidate begins to effectively Teacher candidate rarely demonstrates engage students. (NAEYC 4b; ADEPT APS 5.B; ; frequently employs a variety of and frequently employ instructional the use of strategies to actively engage USCB CF N-3, F/I-2) instructional strategies to actively strategies to actively engage students in students in lessons. engage students in lessons. lessons. 10. Provides appropriate instructional feedback Teacher candidate provides specific, Teacher candidate provides specific Teacher candidate provides general to all students. (NAEYC Standard 3c; ADEPT APS corrective, and timely instructional and timely instructional feedback to feedback, unrelated to lesson 7.C; USCB CF C-1, F/I-2) feedback to students related to lesson students related to lesson objectives. objectives. For example, the student is objectives. Feedback is based on class Feedback is based on class wide and told “it is better” without the teacher wide and individual responses. individual responses. candidate identifying why it was better. 11. Uses informal and formal assessments to Teacher candidate effectively modifies Teacher candidate attempts to modify Teacher candidate does not attempt to guide instruction. (NAEYC Standard 3d: Observing, instruction and/or learning tasks based instruction and/or learning tasks based modify instruction and/or learning Documenting and Assessing, ADEPT APS 7.B; USCB CF on student responses, informal or on student responses, informal or tasks based on student responses, R-1 F/I-5) formal assessments. Modifications may formal assessments. Modifications may informal or formal assessments. include things such as choosing include things such as choosing alternative instructional strategies, re- alternative instructional strategies, re- teaching, modifying instructional teaching, modifying instructional sequence, restating the questions, sequence, restating the questions, providing additional explanation, etc. providing additional explanation, etc. 12. Uses technology* to enhance student Teacher candidate uses digital tools to Teacher candidate uses digital tools to Teacher candidate uses digital tools, learning. (NAEYC Standard 6c; ADEPT 9.B; ; USCB support content presentation, engage support content presentation, engage but the use of the digital tools does not CF F/I-2) students in learning activities, and students in learning activities, and enhance content presentation, facilitate content mastery. Teacher facilitate content mastery. Teacher engagement of students or facilitate candidate and students use candidate or students use technology* content mastery. Only teacher technology* to enhance the learning to enhance the learning experience. candidate uses technology*. experience. 13. Implements strategies that address the Teacher candidate uses of a variety of Teacher candidate uses strategies that Teacher candidate exhibits a “one size needs of diverse learners**. (NAEYC Standard 5c; strategies specific to each lesson that address the needs of students from fits all” approach to content ADEPT APS 6.B; USCB CF F/I-2, F/I-5) address the needs of students from diverse cultural and/or linguistic presentation and learning experiences, diverse cultural and/or linguistic backgrounds including such strategies ignoring cultural and linguistic backgrounds including such strategies as providing examples from different backgrounds. as providing examples from different cultures or using multiple methods for cultures or using multiple methods for presenting content. presenting content. 2 3 PRACTICUM I Fall 2013 14. Demonstrates an enthusiastic and positive An enthusiastic and positive attitude is An enthusiastic and positive attitude is An enthusiastic and positive attitude is attitude in the classroom. (NAEYC Standard 4c: consistently displayed in the developing in the classroom. not displayed in the classroom. Effective Approaches, ADEPT APS 8.B; USCB CF N-2, classroom. C-1) 15. Uses appropriate voice tone, inflection, and Teacher candidate demonstrates Teacher candidate demonstrates Teacher candidate exhibits one or more nonverbal communication to manage effective communication skills by effective communication skills by of the following: (a) a monotone with instruction effectively. (NAEYC Standard 4a; varying voice inflection and tone, varying voice inflection and tone, no changes in inflection or tone, (b) ADEPT APS 9.A; USCB CF C-1, F/I-4) changing the pacing of the changing the pacing of the flat presentation with no changes in presentation, and using body language presentation, and using body language pacing, (c) body language that does not that encourages student engagement. In that encourages student engagement. encourage student engagement, (d) addition, TEACHER CANDIDATE limited eye contact with students, moves throughout the space to and/or (e) limited movement (rooted in maintain eye contact with students. one place). Practicum Assessment Item - Content Exceeds Expectations Meets Expectations Does Not Meet Expectations Domain 3 16. Demonstrates a thorough command of the Teacher candidate’s presentation of Teacher candidate’s presentation of Teacher candidate’s presentation of content taught. (NAEYC Standard 5a; ADEPT APS content is consistently clear, precise, content is generally clear, precise, content has misinformation and lacks 6.A; USCB CF F/I-2, F/I-3) accurate and relevant to learners. accurate and relevant to learners. clarity. 17. Provides appropriate content. (NAEYC Teacher candidate draws lesson Teacher candidate draws lesson Teacher candidate draws lesson Standard 5a; ADEPT APS 6.B; , USCB CF F/I-3) content from multiple sources and content from a few sources and content from one source and does not presents it in innovative ways to presents it in ways to expose students presents it in ways to expose students expose students to a variety of to a variety of intellectual, social, to a variety of intellectual, social, intellectual, social, and/or cultural and/or cultural perspectives. and/or cultural perspectives. perspectives. 18. Structures the content to provide Teacher candidate consistently uses Teacher candidate uses real-life Teacher candidate does not attempt to meaningful learning. (NAEYC Standard 5a; ADEPT real-life examples to make content examples to make content relevant, use real-life examples in presentation APS 6.B; USCB CF N-3, F/I-2, F/I-3) relevant, meaningful, and applicable to meaningful, and applicable to students. of content. Teacher candidate is unable students. The teacher candidate uses Teacher candidate uses content to effectively address learner questions content knowledge to field questions, knowledge to field questions and or misunderstandings related to address misconceptions, and provide address misconceptions. content. relevant examples to clarify answers. 19. Employs literacy strategies that assist Teacher candidate models appropriate Teacher candidate models appropriate Teacher candidate’s use of content- learners in accessing content in their discipline. and varied content-specific literacy content-specific literacy strategies specific literacy strategies is limited or (NAEYC Standard 5a; ADEPT APS 6.B; ; USCB CF C-1, strategies involving print (reading, involving print (reading, writing) and inappropriate. F/I-3) writing) and non-print (speaking, non-print (speaking, listening, viewing, listening, viewing, visually visually representing) to assist learners representing) to assist learners in in accessing content in their discipline. accessing content in their discipline. Practicum Assessment Item— Environment Exceeds Expectations Meets Expectations Does Not Meet Expectations Domain 4 20. Promotes positive, collaborative peer Teacher candidate makes frequent use Teacher candidate makes some use of Teacher candidate makes minimal use interactions. (NAEYC Standard 4a; ADEPT APS 8.C; of strategies to encourage students to strategies to encourage students to of strategies to encourage students to USCB CF N-1, N-2) work collaboratively and/or makes work collaboratively and/or makes work collaboratively and/or makes 4 efforts at encouraging positive efforts at encouraging positive minimal efforts at encouraging positive relationships among students in the relationships among students in the relationships among students in the classroom. classroom classroom. 21. Maintains a positive and safe classroom Proactive strategies are employed to Some strategies are employed to Teacher candidate does not employ environment conducive for learning. (NAEYC manage a positive and safe classroom manage a positive and safe classroom effective classroom management Standard 1c; ADEPT APS 8.A; USCB CF N-1, N-2) environment. Behavior issues are environment. Some behavior issues strategies or relies excessively on effectively addressed. are effectively addressed. punitive strategies. Behavior and classroom safety issues are not addressed. 22. Demonstrates confidence and poise when Teacher candidate displays Teacher candidate generally displays Teacher candidate displays difficulty in managing the classroom environment. (NAEYC composure in the face of student composure in the face of student maintaining composure in the face of Standard 4b; ADEPT APS 8.B; USCB CF F/I-4) behavior and/or demonstrates an behavior and/or demonstrates an student behavior and/or demonstrates a adequate level of confidence when adequate level of confidence when lack of confidence when interacting interacting with students. interacting with students. with students. 23. Maintains effective rules, procedures, and Teacher candidate implements Teacher candidate generally maintains Teacher candidate does not maintain routines. (NAEYC Standard 1c; ADEPT APS 9.A; classroom rules, procedures, and rules, procedures, and routines. rules, procedures, and routines. USCB CF F/I-4) routines that result in a classroom that has minimal behavioral problems. 24. Provides for smooth transitions between Teacher candidate uses strategies for Teacher candidate generally Teacher candidate does not plan for activities and implements introductions and transitions that are effective in implements transitions in the transitions or is unable to effectively closures in lessons. (NAEYC Standard 4b; ADEPT minimizing behavioral problems and instructional sequence. Usually implement planned transitions without APS 9.C; USCB CF F/I-2) in maximizing instructional time. provides an introduction or lesson behavioral problems. Does not or Provides introductions and closures in closure. rarely provides an introduction or lessons. lesson closure. Practicum Assessment Item— Exceeds Expectations Meets Expectations Does Not Meet Expectations Professionalism Domain 5 25. Demonstrates a positive rapport with Teacher candidate takes initiative to Teacher candidate attempts to establish Teacher candidate displays difficulty in students, parents, colleagues, administrators, establish and maintain rapport with and maintain rapport with others in the establishing and maintaining rapport and supervisors. (Standard 4a; ADEPT APS 10.A; others in the school environment school environment (students, parents, with others in the school environment USCB CF N-1, N-2) (students, parents, colleagues, colleagues, administrators, or (students, parents, colleagues, administrators, or supervisors). supervisors). Attempts to handle administrators, or supervisors). Does Handles conflicts in a professional conflicts in a professional manner. not handle conflicts in a professional manner. manner. 26. Demonstrates effective verbal Teacher candidate’s verbal Teacher candidate’s verbal Teacher candidate’s verbal communication that is appropriate for the communication integrates communication is appropriate for communication is not appropriate for intended audiences and uses standard English. professional vocabulary which is students and professionals and reflects students and/or professionals and/or (NAEYC Standard 6c; ADEPT APS 10.C; USCB CF C-1) appropriate for students and standard English conventions. does not reflect standard English professionals and reflects standard conventions. English conventions. 27. Demonstrates effective external written Teacher candidate’s external written Teacher candidate’s external written Teacher candidate’s external written communication that is appropriate for the communication is clear, appropriate communication is appropriate for communication is not appropriate for intended audience and uses standard English. for varied audiences, and reflects students and professionals and reflects students and/or professionals and/or (NAEYC Standard 6b; ADEPT APS 10.C; USCB CF C-1) standard English conventions (i.e., standard English conventions (i.e., very does not reflect standard English 5 PRACTICUM I Fall 2013 with no errors in writing mechanics few errors in writing mechanics and conventions (i.e., frequent or and sentence structure). sentence structure). substantive errors in writing mechanics and/or sentence structure). 28. Adheres to the university and Teacher candidate meets all Teacher candidate conforms to Teacher candidate violates the school/district rules, Standards of Conduct for requirements at the acceptable level school/district rules as well as the school/district rules, Standards of South Carolina Educators, and FERPA and acts as an advocate, when Standards of Conduct for South Conduct for South Carolina requirements and acts appropriately when faced appropriate, when faced with legal Carolina Educators. The teacher Educators, or FERPA requirements, with legal issues with children.*** issues with children the teacher candidate observes confidentiality of and/or the teacher candidate’s lack of (NAEYC Standard 6b; ADEPT APS 10.D; USCB CF R-4) candidate serves. student information (FERPA). The actions on legal issues involves harm teacher candidate acts appropriately to the children served. when faced with legal issues facing the children he/she serves. 29. Is receptive to constructive criticism from Teacher candidate seeks feedback Teacher candidate is receptive to Teacher candidate is argumentative, cooperating teacher, university supervisor, and without prompting and receives constructive criticism and often oppositional, or defensive when administrators and incorporates feedback. constructive criticism in a mature incorporates appropriate feedback from receiving constructive feedback. (NAEYC Standard 6c; ADEPT APS 10.E; USCB CF R-1) manner. Changes in behavior others (e.g., planning, instruction, Teacher candidate makes no attempt to demonstrate feedback has been assessment, management, incorporate appropriate feedback from incorporated. communication, and/or dispositions). others (e.g., planning, instruction, assessment, management, communication, and/or dispositions). 30. Demonstrates professional responsibility Teacher candidate is consistently Teacher candidate comes to the Teacher candidate is not prepared to (e.g. preparedness, responsibility, initiative, prepared to teach each day and classroom prepared for each day. teach each day. Lesson plans may be time management) (NAEYC Standard 5c; ADEPT displays a high degree of planning, Plans are prepared in advance and missing or incomplete; materials may APS 10.D; USCB CF R-2, R-4) organization, creativity, and discussed with the Cooperating not be organized in advance; others initiative. Plans are prepared in teacher. Teacher candidate organizes (assistants or colleagues) may not be advance and discussed with materials and activities in advance. informed of their instructional roles for Cooperating teacher. the lesson. Lack of preparedness and initiative negatively impacts student learning opportunities. 31. Uses self-reflection to evaluate and Teacher candidate’s reflections include Teacher candidate’s reflections include Teacher candidate’s reflections include improve professional practice. specific statements supported by specific statements supported by general statements not supported by (NAEYC Standard 6d; ADEPT APS 10.E; USCB CF R-1) evidence (e.g., assessment data, evidence (e.g., assessment data, specific examples and plans for change observation, student behavior). observation, student behavior) with are not included. Reflections include detailed suggestions to improve instruction and explanation of strategies that will be student learning. used to improve instruction and student learning. Practicum Assessment Exceeds Expectations Meets Expectations Does Not Meet Expectations Item – Early Childhood Content Knowledge 32. Language Arts: Integrates listening, Instruction and plans reflect Instruction and plans reflect some Instruction and plans do not reflect an speaking, reading, and writing across a knowledge of the Language Arts understanding of Language Arts understanding of Language Arts developmental continuum. Uses an integrated content. Standards are addressed within content and minimally address the content. Standards are not adequately

6 approach to include content from other lessons. Connections between standards. Lessons make minimal addressed. Connections between disciplines. (NAEYC Standard 5a; ADEPT APS 6.A, Language Arts and other disciplines connections between Language Arts Language Arts and other disciplines 6.B; USCB CF F/I-3, F/I-2, C-1) are made. and other disciplines. are not made.

7 PRACTICUM I Fall 2013 33. Science: Engages students in simple Instruction and plans reflect Instruction and plans reflect some Instruction and plans do not reflect an investigations, including making predictions, knowledge of the Science content. understanding of Science content and understanding of Science content. gathering and interpreting data, recognizing Standards are addressed within lessons. minimally address the standards. Standards are not addressed. simple problems and drawing conclusions. Connections between Science and Lessons make minimal connections Connections between Sciences and Uses an integrated approach to include content other disciplines are made. between Science and other disciplines. other disciplines are not made. from other disciplines. (NAEYC Standard 5a; ADEPT APS 6.A, 6.B; USCB CF F/I-3, F/I-2, C-1) 34. Mathematics: Engages students in Instruction and plans reflect Instruction and plans reflect some Instruction and plans do not reflect an experiences that include operations, algebra, knowledge of the Mathematics understanding of Math content and understanding of Mathematics content. geometry, measurement, data analysis, and content. Standards are addressed within minimally address the standards. Standards are not adequately probability. Uses an integrated approach to lessons. Connections between Lessons make minimal connections addressed. Connections between include content from other disciplines. (NAEYC Mathematics and other disciplines are between Mathematics and other Mathematics and other disciplines are Standard 5a; ADEPT APS 6.A, 6.B; USCB CF F/I-3, F/I-2, made. disciplines. not made. C-1) 35. Social Studies: Provides experiences in Instruction and plans reflect Instruction and plans reflect some Instruction and plans do not reflect an geography, history, economics, and social knowledge of the Social Studies understanding of Social Studies understanding of Social Studies relations/civics across a developmental content. Standards are addressed within content and minimally address the content. Standards are not adequately continuum. Uses an integrated approach to lessons. Connections between Social standards. Lessons make minimal addressed. Connections between Social include content from other disciplines. (NAEYC Studies and other disciplines are made. connections between Social Studies Studies and other disciplines are not Standard 5a; ADEPT APS 6.A, 6.B; USCB CF F/I-3, F/I-2, and other disciplines. made. C-1)

*Diversity refers to “differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area.” (NCATE Professional Standards, 2002, p.53)

**Examples of appropriate application of technology include: P-12 students using multimedia software to create presentations; P-12 students using spreadsheet/graphing software to analyze data; P-12 students using digital video to tell a story; P-12 students with special needs/ESOL using assistive technology to meet curricular objectives. Using a word processor to type lesson plans, showing a video or using the overhead projector, or intern e-mail communication are not considered adequate use of technology for this indicator.

*** A Does Not Meet Expectations rating on this item may result in failure for the practicum.

Adapted from Winthrop University’s Internship I and II Rubric (2013) & ECED Field Experience and Internship Midterm/Final Evaluation Report (2011)