Unit Assessments for the
Teacher Education Program,
Southern Illinois University at Carbondale
1. Assessment of Program Content –
Capstone Portfolio Presentation
2. Assessment of Ability to Plan Instruction –
Evaluations of clinical practice for EDUC313 and
EDUC316
3. Clinical Practice Assessment
(Student Teaching, 16 weeks)
4. Assessment of Candidate’s Impact on Student
Learning – the Student Learning Assessment Module
5. Assessment of Dispositions – Evaluations of clinical
practice for EDUC313 and EDUC401
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 1
Description of assessment #1 for Program Content:
Capstone Portfolio Presentation
The Capstone Portfolio is a digital presentation of the candidate’s beliefs about teaching and
learning—a philosophy-based electronic portfolio. It includes one artifact showing evidence of
the candidate’s performance during Student Teaching related to each (ALL) of the Illinois
Professional Teaching Standards.
The multiple-page website template that candidates complete features a personal introduction
with resume, six pages of belief statements, and a final self-reflection about the candidate’s
developing skills. Each belief statement page begins with a stem candidates complete:
o
o
o
o
o
o
o
“I believe the goal of education . . .”
“I believe the role of the teacher . . .”
“I believe the role of the students . . .”
“I believe the role of parents, community and other professionals . . .”
“I believe learning and instruction . . .”
“I believe assessment . . .”
“I believe that my professional development . . .”
The format of the presentation is a professional interview of 45 minutes, in a room with a Smart
podium for display of the candidate’s portfolio website and artifacts. For each belief statement,
the candidate explains the selection of related Illinois Professional Teaching Standards, using
his or her own words to summarize the meaning of the standard. Then the candidate explains
how the artifact(s) support(s) his or her stated beliefs, and is evidence for his or her
performance on the selected standard(s).
This assessment is aligned to our Conceptual Framework of the Reflective Practitioner because
candidates must explain the effectiveness or value of their artifacts in their professional
development. It is also aligned to program content, because the Capstone presentation
assessors are instructors in the candidate’s specific major, able to judge whether candidates
have applied their program content knowledge to their clinical practice, as presented through
lesson plans, instructional materials, evidence of teaching and of collaboration to provide an
appropriate learning environment, student work samples, and data from assessments.
The rubric for the presentation is holistic. It does not specify particular program content,
because it is a unit assessment used by all programs. However, the candidate will not succeed
in earning a “Proficient” or “Accomplished” ranking unless it is clear, throughout the
presentation, that he or she has mastered, and appropriately applied, pedagogical methods
taught within his or her specific major in the Teacher Education Program.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 2
Teacher Education Program Capstone Portfolio
Capstone Presentation
Developing
Proficient
Accomplished
Most ideas and examples
presented support the
stated values. The teacher
candidate presented
his/her views regarding
the belief statements
addressed in the
presentation: the purpose
of education, the role of
teachers, students,
families & communities,
instruction & learning,
assessment and
professional development.
The teacher candidate
made vague references to
at least some of the
standards; however, the
references did not clearly
support the stated value or
belief.
The teacher candidate
made general references
to artifacts, but only
presented and explained a
few; however, the
references were not clearly
linked to a stated value or
belief.
The teacher candidate's
ideas appear to be a
genuine expression of the
author's thinking and to
reflect a developing level
of critical thought.
The teacher candidate
presented a fairly well
articulated and consistent
set of values regarding the
belief statements
addressed in the
presentation: the purpose
of education, the role of
teachers, students,
families & communities,
instruction & learning,
assessment and
professional development.
The teacher candidate expressed
a strong, coherent set of values
that permeated his/her views
regarding all belief statements
addressed in the presentation: the
purpose of education, the role of
teachers, students, families &
communities, instruction &
learning, assessment and
professional development.
The teacher candidate
made general references
to the standards to
support his/her values and
beliefs about education.
The teacher candidate used
professional terminology from the
standards to support his/her
values and beliefs about
education.
The teacher candidate
made general references
to artifacts to explain and
illustrate his/her beliefs
and presented at least one
artifact for every topic
addressed.
The teacher candidate used
examples from specific displayed
artifacts to explain and illustrate
his/her beliefs related to every
topic.
The teacher candidate's
ideas are well developed
and sincerely expressed,
and involve self-analysis in
all topics addressed.
The teacher candidate's ideas are
well developed, reflecting intense
self-analysis over time, as well as
analysis of contexts and events.
Standards
Values / Beliefs
Unacceptable
While many ideas support
the stated values, others
are in contradiction.
The teacher candidate did
not reference the
standards.
The teacher candidate did
not refer to his/her
artifacts.
Reflection
Artifacts
Content of Presentation
Holistic Content Rubric
The teacher candidate
appears unwilling or
unable to engage in selfanalysis.
Oral Delivery of the TEP Portfolio
The candidate uses appropriate grammar and pronunciation.
Unacceptable
Developing
Proficient
Accomplished
The candidate’s poise (eye contact and voice intonations) indicate he/she is
confident with the content.
Unacceptable
Developing
Proficient
Accomplished
The student effectively maneuvers LiveText (attachments, etc.).
Unacceptable
Developing
Proficient
Accomplished
Overview of the Electronic Portfolio
Artifacts are displayed in a professional manner.
No
Yes
Pseudonyms are used for people and places.
No
Yes
Scanned images are clear and readable.
No
Yes
Commendations / Recommendations _______________________________________________
Passed the Presentation
Remediation Required
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 3
Description of assessment #2 for
Ability to Plan Instruction:
Field evaluations from EDUC313 and EDUC316
Complete field evaluation descriptions, assessment forms, and rubrics, as presented to
candidates and cooperating teachers at the beginning of each of these clinical practicum
experiences, are included on the following pages.
In summary, candidates attend one day per week for an entire semester in a public school
classroom, assigned to a cooperating teacher who is responsible to teach the subject matter
and grade levels of the candidate’s major. This field experience is supervised daily by the
cooperating teacher, who gives the candidate opportunities to teach his/her students lessons as
part of the regular school curriculum. The university Clinical Supervisor observes and evaluates
at least one of these lessons, for which an original formal lesson plan is required. Thus there is
input from two supervisors, in the final field evaluation, of the candidate’s ability to plan and
deliver instruction.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 4
PROFESSIONAL FIELD EXPERIENCES
SOUTHERN ILLINOIS UNIVERSITY CARBONDALE
GENERAL GUIDELINES EDUCATION 313
(Elementary, Secondary and Special Education Majors)
EDUC 313, Introduction to Reflective Teaching Practice, is the first field-based course in
the Teacher Education Program for all majors with the exception of those majoring in
Early Childhood. The focus of EDUC 313 is to provide preservice teachers with the tools
to become reflective professionals competent in both subject matter and pedagogy
through combining a field component with a classroom component. The field component
provides an opportunity for the preservice teacher to participate in the functions of an
actual classroom.
Student’s Responsibilities
EDUC 313 requires 78 clock hours of field experience: one full day or two half days per
week, on a Monday, Tuesday, Wednesday or Thursday, for thirteen weeks. Field
participation begins the second week of the semester. In case of illness or emergency,
the EDUC 313 student should contact the clinical supervisor and cooperating teacher,
preferably BEFORE he or she is expected in the school, so that appropriate adjustment
of plans can be made. An additional week is provided for students to make up
absences, at the cooperating teacher’s convenience.
The EDUC 313 student may assist the teacher with instruction or activities for which the
teacher is primarily responsible. Required and suggested activities are listed on the
second page of these guidelines. When the student teaches a lesson, it is his or her
responsibility to get the lesson plan approved by the cooperating teacher prior to the
day of the lesson, and to provide the cooperating teacher a form for the teacher to
complete written feedback. In addition, the student will be completing course
assignments aligned with their experiences in the field.
Field Supervision
Most EDUC 313 students are just beginning their professional training and will need
close supervision while instructing or managing K-12 students. The EDUC 313 student
should not be left alone with a class or large group. The EDUC 313 student’s
experiences are supervised not only by the cooperating teacher, but also by the clinical
supervisor. The clinical supervisor is expected to observe one lesson and
provide the EDUC 313 student with written feedback. The cooperating teacher should
observe all other lessons, provide the student with frequent oral feedback, and with
written feedback for one formal lesson. Cooperating teachers are also responsible to
review and approve all the student’s lesson plans, to make sure they are appropriate for
the classroom. The cooperating teacher should contact the center coordinator whenever
questions or problems arise.
Course Objectives and Evaluation
EDUC 313 is designed to give preservice teachers the opportunity to meet the following
Illinois Professional Teaching Standards:
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 5






The EDUC 313 student will reflect upon teaching and learning
experiences and continually evaluate how choices and actions affect
students, parents, and other professionals in the learning community, and
actively seek opportunities to grow professionally. (Standard 10)
The EDUC 313 student will be able to construct effective lesson plans and
begin to design instruction based upon knowledge of the discipline,
students, the community, and curriculum goals. (Standards 4, 6)
The EDUC 313 student will maintain a standard of professional conduct.
(Standard 11)
The EDUC 313 student explores collaborative relationships with
professional staff to support student learning and well-being. (Standard 9)
The EDUC 313 student understands that students differ in their
approaches to learning and participates in creating instructional
opportunities that are adapted to diverse learners. (Standards 2, 3)
The EDUC 313 student effectively uses effective written, oral, nonverbal,
and visual communication techniques in the learning community.
(Standard 7)
The final evaluation is online at a password protected site:
http://tep.ehs.siu.edu/tepforms/Menu.php
The clinical supervisor will provide the password toward the end of the semester. The
evaluation should be completed by the cooperating teacher, and shared with the
student on the student’s last day in the classroom. The completed evaluation is signed
by the cooperating teacher, the student, and the clinical supervisor. An ORIGINAL
signed evaluation should be provided to the clinical supervisor with copies given for
cooperating teacher and student.
Revised 06 / 2010
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 6
POSSIBLE FIELD EXPERIENCE ACTIVITIES
EDUC 313
The following activities are suggested as appropriate for participants at this
level of field experience. The first column of blank spaces can be used to establish a
specific date for accomplishing activities at the beginning of the field experience. Once
the participant has completed an activity, it can be noted in the second column. This
section is basically for planning purposes, and other activities deemed appropriate by
the Cooperating Teacher and Clinical Supervisor can be added.
Date Completed
1. Tutor an individual student.
2. Plan for and use a small group instruction practice.
3. Plan, implement, and evaluate one full class presentation.
4. Select and use, in an instructional setting, at least two media resources.
5. Assist the teacher in the preparation of instructional materials for
class use that would involve typing and/or use of duplication equipment.
6. Assist the classroom teacher in evaluating student assignments
and/or evaluations.
7. Observe a teacher-student conference.
8. Observe the classroom teachers.
9. Identify the learning resources available in the school.
10. Create a bulletin board.
11. Check attendance and perform other routine housekeeping duties.
12. Assist the classroom teacher in such activities as hall duty, cafeteria
duty, bus duty, etc.
13. Attend, if possible, a department, faculty, PTA or board meeting.
14. Participate, if possible, in a field trip.
15. Assist, if possible, a member of the professional staff in an extracurricular
activity.
16. Identify the special personnel available in the school, i.e., resource
teacher, psychologist, social worker, etc.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 7
Field Experience Evaluation, Level I / Education 313
Southern Illinois University Carbondale
Name:
Grade Level and/or Subject Matter:
I.D. #:
School:
Semester:
Year:
No. of Weeks:
City:
DIRECTIONS: Please check the category below that matches the progress the student has made toward
meeting each of the following standards:
LEVELS OF PROGRESS
Unacceptable
Poor
Fair
Good
Excellent
Human Development and Learning (IPTS #2)
Diversity/Adaptations for Students (IPTS #3)
Planning for Instruction (IPTS #4)
Instructional Delivery (IPTS #6)
Communication (IPTS #7)
Collaborative Relationships (IPTS #9)
Reflection and Professional Growth (IPTS #10)
Professional Conduct and Leadership (IPTS #11)
Candidate exhibits professionalism (Disposition 1)
Candidate values human diversity (Disposition 2)
Candidate develops professionally (Disposition 3)
Comments:
In your opinion, would it be helpful for this student to receive additional conferencing concerning his/her
continued participation in the teacher education program? Yes / No
If yes, please explain with further comments:
Number of Absences:
COOPERATING TEACHER-SIGNATURE
Make-Ups:
CLINICAL SUPERVISOR-SIGNATURE
Date:
STUDENT –SIGNATURE
The signature of the student acknowledges review of the document; it does not mean agreement with its content.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 8
EDUC 313 Evaluation Rating Descriptors (Rubric)
Reflection and Professional Growth
Excellent – The 313 student demonstrates an understanding of the benefits of
reflecting on classroom observations and on his or her own teaching to gain new
insights about teaching. S/he alters his or her own teaching behaviors and philosophies
as a result of what s/he has learned from the reflection.
Good – The 313 student appears to understand the benefits of reflection and can
usually evaluate his or her own teaching philosophies and behaviors in relation to
what s/he has observed.
Fair – The 313 student completes observation assignments, but is not always able to
relate what was observed to his or her own teaching philosophies and behaviors.
Poor – The 313 student completes observation assignments, but is usually not able to
relate what was observed to his or her own teaching philosophies and behaviors.
Unacceptable – The 313 student fails to demonstrate an understanding of the benefits
that observation and reflection can have on future teaching skills.
Human Development and Learning
Excellent – The 313 student demonstrates an understanding that students learn in a
variety of ways and that, as a teacher, s/he must consider the emotional, physical, and
social needs of the student as well as prior knowledge when designing a lesson. The
313 student confers with the cooperating teacher about the particular group of
students and takes these concepts into consideration when planning lessons.
Good – The 313 student demonstrates an understanding of the differences in student
learning styles and the need to consider cognitive, emotional, physical, and social
needs of students when designing lessons. S/he makes some effort to take these
concepts into consideration when planning lessons.
Fair – The 313 student demonstrates a fair understanding of student learning styles
and the cognitive, emotional, physical, and social needs of students. This is sometimes
reflected in his or her lesson planning.
Poor – The 313 student demonstrates only a vague understanding of the need to
consider student learning styles or the cognitive, emotional, physical, or social needs
of the students when planning lessons. S/he does not attempt to adapt the lessons to
the particular needs of that group of students.
Unacceptable – The 313 student appears to not understand the need to consider
student learning styles or the cognitive, emotional, physical, or social needs of the
student when planning lessons.
Diversity
Excellent – The 313 student recognizes that students are different in many ways and
creates an environment where differences are appreciated and provisions are made to
meet the needs of individual students. The 313 student demonstrates equal
friendliness and helpfulness to all students and encourages all students to approach
him/her for help.
Good – The 313 student recognizes that students are different in many ways and tries
to meet the students’ needs. S/he relates well to all the students and is respectful of
their differences, but does not always understand how to deal with the needs of
particular students.
Fair – The 313 student recognizes that students are different, but does not always
recognize those differences and sometimes does not take the initiative to take student
diversity into consideration when working with the students.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 9
Poor – The 313 student demonstrates uneasiness when working with students with
special needs. S/he may ignore those students’ needs or make the students feel
uncomfortable.
Unacceptable – The 313 student demonstrates an inability to understand student
differences and how to relate to students with special needs. S/he appears to be
insensitive to the students and unwilling to relate to those students as s/he does other
students.
Planning for Instruction
Excellent – The 313 student demonstrates the ability to plan effective, organized
lessons that meet the needs of the students and their learning styles. The 313 student
uses resource materials other than those provided by the cooperating teacher and the
text to enhance the lessons. Plans are submitted on time.
Good – The 313 student is able to plan effective lessons that meet the needs of most
students in the classroom. The 313 student includes some materials in addition to
those provided in the text. Plans are submitted on time.
Fair – The 313 student plans lessons that only include information and materials
found in the text. The 313 student may need some assistance from the cooperating
teacher to plan an effective lesson. Student needs and learning styles are not
considered. Plans may not be submitted on time.
Poor – The 313 student has difficulty planning a complete lesson that includes
student involvement, not just teacher-oriented. Significant assistance from the
cooperating teacher may be needed. Plans may not be submitted on time.
Unacceptable – The 313 student has difficulty planning a lesson based on
information and materials in the text even with advice from the cooperating teacher.
Instructional Delivery
Excellent – The 313 student uses a variety of teaching strategies to meet the needs
and interests of the students and provides opportunities for student involvement. The
313 student uses appropriate grammar and voice inflection. S/he maintains a
professional demeanor during the lesson, displaying a positive attitude toward the
lesson and the students.
Good – The 313 student uses some variety in teaching strategies to enhance the
lesson. A few grammar problems may exist, but the 313 student appears to be
interested and excited about the lesson.
Fair – The 313 student has difficulty in varying the lesson presentation. Some
grammar problems may exist. S/he appears timid during the presentation.
Poor – The 313 student relies completely on the text for teaching strategy ideas.
There may be no opportunity for student involvement. Many grammar problems may
be present.
Unacceptable – The 313 student relies very heavily on notes to remember what to
teach. S/he appears very timid and his or her voice cannot be heard or understood well
by the students. The 313 student displays a negative attitude about the lesson.
Communication
Excellent – The 313 student is consistent in use of correct written, oral, and visual
communication. Students clearly understand the message the 313 student is trying to
convey.
Good – The 313 student is usually accurate in written and oral communication.
However, visual aids are sometimes not clearly constructed. It is sometimes necessary
for the 313 student to explain his or her message a second time.
Fair – The 313 student sometimes makes mistakes in communicating with students,
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 10
resulting in confusion for the students and the necessity of having to re-teach parts of
the lesson.
Poor – The 313 student makes frequent mistakes in written, oral, or visual
communication. Often the message to the students is unclear.
Unacceptable – The 313 student does not demonstrate an understanding of the rules of proper written,
oral, or visual communications.
Collaborative Relationships
Excellent – The 313 student demonstrates an understanding of the benefits of
collaboration among teachers, administrators, and parents. S/he often confers with
his/her cooperating teacher and other professionals about classroom observations,
lessons, and about other teaching behaviors and philosophies. The 313 student may
incorporate involvement of other teachers, classes, or parents in an activity/lesson plan.
Good – The 313 student demonstrates an understanding of the benefits of collaboration
among teachers, administrators, and parents. S/he sometimes confers with his/her
cooperating teacher about classroom observations and about other teaching behaviors
and philosophies.
Fair – The 313 student demonstrates a fair understanding of the benefits of
collaboration among teachers, administrators, and parents. However, s/he only rarely
initiates discussions with the cooperating teacher or other professionals to share ideas
and reflections.
Poor – The 313 student does not initiate discussions with the cooperating teacher or
other professionals to share ideas and reflections.
Unacceptable – The 313 student withdraws from discussions with cooperating teacher
or other professionals concerning the sharing of ideas and reflections.
Professional Conduct and Leadership
Excellent – The 313 student consistently demonstrates an understanding of policies of
the school where s/he is placed and always complies with those rules. S/he always
dresses and conducts him/herself as a professional. The 313 student displays an
appreciation for confidentiality concerning school issues. S/he is always on time for the
scheduled observation. The 313 student demonstrates confidence in the position of
teacher and learner. S/he presents a professional persona that causes him/her to be
viewed by the students as a professional and respected as their instructor. S/he initiates
ideas for lessons and/or activities in the classroom.
Good – The 313 student has a good understanding of the policies of the school and
abides by dress codes and school policies most of the time. S/he displays an
appreciation for confidentiality concerning school issues. S/he is always on time for
the scheduled observation. The 313 student usually appears to be confident in the
position as teacher. S/he relates to the students as their instructor and is usually
viewed by the students as a professional. S/he sometimes initiates ideas for lessons
and/or activities in the classroom.
Fair – The 313 student is inconsistent in abiding by school policies and dress codes.
S/he needs to work more diligently at maintaining confidences with school issues. S/he
is nearly always on time for the scheduled observation. The 313 student sometimes
appears to be unsure of her/himself in the role of teacher. Students seem to question
the 313 student’s authority and leadership role. S/he rarely initiates ideas for lessons
and/or activities in the classroom.
Poor – The 313 student is often non-compliant with dress codes or other school
policies. S/he is often late for the scheduled observation. The 313 student appears to
be unsure of her/his role as a teacher. S/he sometimes relates to the students as a
buddy instead of their teacher.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 11
Unacceptable – The 313 student is often non-compliant with dress codes or other
school policies even after conferences with the cooperating teacher and center
coordinator concerning the issue. S/he is often late for the scheduled observation. The
313 student does not demand respect from the students and, therefore, is viewed by
the students as a visitor, not a leader in the classroom.
Disposition: Exhibits Professionalism
Unacceptable / Unsatisfactory:
May not be depended upon; behavior is not trustworthy, honest or ethical. Exhibits
very little enthusiasm and seems uncommitted to the profession.
Good / Satisfactory:
Dependable and reliable; characterized by honesty, trustworthiness, and ethical
behavior. Exhibits enthusiasm, curiosity and willingness to learn, and satisfactory
commitment to the profession.
Excellent / Exemplary:
Absolutely dependable and reliable; characterized by honesty, trustworthiness, and highly ethical
behavior. Exhibits an exemplary level of enthusiasm, a love of learning, and a strong commitment to the
profession.
Disposition: Values Human Diversity
Unacceptable / Unsatisfactory:
Shows disrespect and lack of sensitivity to the learning needs and abilities of most
individuals, and to their diverse cultures, languages, races, and family compositions.
Good / Satisfactory:
Shows respect and sensitivity to the learning needs and abilities of all individuals, and
to their diverse cultures, languages, races, and family compositions. Strives to
implement best practices to address diverse learning needs and abilities of all
individuals, and to address their diverse cultures, languages, races, and family
compositions. Collaborates with diverse peers, professional colleagues, staff and
families.
Excellent / Exemplary:
Shows exemplary respect and sensitivity to the learning needs and abilities of all
individual, and to their diverse cultures, languages, races, and family compositions.
Consistently strives to implement best practices to address diverse learning needs and
abilities of all individuals, and to address their diverse cultures, languages, races, and
family compositions. Collaborates enthusiastically and effectively with diverse peers,
professional colleagues, staff and families.
Disposition: Develops Professionally
Unacceptable / Unsatisfactory:
Does not seek to acquire knowledge, nor to develop research-based practices in any
aspect of teaching. Seems unwilling or unable to assess own performance.
Good / Satisfactory:
Engages in ongoing acquisition of knowledge and in the development of research-based practices.
Assesses own performance; reflects and acts upon needed improvements.
Excellent / Exemplary:
Readily and consistently engages in ongoing acquisition of knowledge, and in the
development of research-based practices in all aspects of teaching. Continually
assesses own performance; reflects and acts upon needed improvements.
____________________________________________________________
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 12
Professional Field Experiences
Southern Illinois University at Carbondale
General Guidelines
Education 316 Participation
Participant's Role
Education 316 is a pre-student teaching field experience required of all elementary and
secondary education students. In general, the ED 316 student should be guided toward
assisting in instructing and working with the students.
Time Commitment
The off campus portion of Education 316 requires 78 clock hours in the field. A full six
hours must be spent in the school each week. After an on-campus orientation, visits to
an assigned school begin the second week of the semester and end one week before
final exams. Specific arrival and departure times need to be established with the
Cooperating Teacher and Clinical Supervisor. In case of illness, students must contact
both their Cooperating Teacher and Clinical Supervisor. Absences must be made up.
Field Supervision
The Education 316 student is supervised by both the Cooperating Teacher and the
Clinical Supervisor. The coordinator will observe the student in some planned activity in
which he/she is working with students. The Clinical Supervisor will rely upon the teacher
and/or student to make contact when additional assistance is needed.
Activities
Suggested activities are provided on the back as examples. These activities are
considered appropriate at this level of pre-student teaching participation. The
Cooperating Teacher
should hold a conference with the student at the beginning of this field experience and
determine which activities are to be accomplished during the semester.
Evaluation
The Cooperating Teacher should fill out 3 copies of the evaluation form and a
conference with the student and, if possible, the Clinical Supervisor prior to the student's
last week in the school. The evaluation focuses on how well the student demonstrated
specific behaviors in the classroom. In addition, the Cooperating Teacher has the
opportunity to identify the strengths and weaknesses of the student. One copy of the
evaluation is for the student, one for the Cooperating Teacher's records, and the original
should be given to the Clinical Supervisor.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 13
Possible Field Experience Activities
Level II
The following activities are suggested as appropriate for participants at this
level of field experience. The first column of blank spaces can be used to establish a
specific date for accomplishing activities at the beginning of the field experience. Once
the participant has completed an activity, it can be noted in the second column. This
section is basically for planning purposes, and other activities deemed appropriate by
the Cooperating Teacher and Clinical Supervisor can be added.
1. Match names and faces of the students.
2. Identify students with special problems.
3. Examine available instructional materials within the school,
including film and filmstrip catalogues.
4. Examine teacher manuals, the school’s curriculum and commercially published
learning kits/media.
5. Operate AV equipment and other equipment used by the teacher.
6. Assist in preparing instructional materials which would involve typing and/or use of
duplication equipment.
7. Assist in correcting papers and in evaluating student assignments.
8. Assist teacher in developing evaluation instruments for units.
9. Construct the following types of bulletin boards: season or monthly theme, display of
student's work, etc.
10. Perform routine housekeeping duties, take attendance, help with
lunch count, etc.
11. Assist in supervising hall duty, cafeteria duty, bus duty, etc.
12. Attend a department, faculty, PTA or board meeting.
13. Assist in planning and conducting a field trip.
14. Locate principal's office, work room, gym, cafeteria, library,
materials rooms, etc.
15. Locate rules and regulations concerning fire and tornado drills,
playground and hall
rules and supervising, discipline code, dismissal procedures.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 14
Professional Semester Evaluation
Level II/Education 316
FINAL FIELD EVALUATION (Rubric)
Southern Illinois University Carbondale
Standards
Unsatisfactory
0 Points
IPTS 4
Planning for Instruction
The
Developing
6 Points
Proficient
8 Points
Accomplished
10 Points

The candidate
understands instructional
planning and designs
instruction based upon
knowledge of the
discipline, students, the
community, and
curriculum goals.
IPTS 5
Learning Environment
The candidate uses an
understanding of
individual and group
motivation and
to create a learning
environment that
encourages positive
social interaction, active
engagement in learning, and
self-motivation
IPTS 6
Instructional Delivery
The candidate
understands and uses a
variety of instructional
strategies to encourage
students' development of
critical thinking, problem
solving, and performance
skills.
ED 316
student has
difficulty
constructing
effective lesson
plans
and requires lots
of direction from
his/her CT. The
ED 316 student is
unable to adjust
his/her lesson
plans based on
what students do
and/or do not
know.
The ED 316 student
has difficulty taking the
contextual
considerations of
individual student
interests,
instructional materials,
and
student needs into
consideration when
planning instruction.
The ED 316 student
demonstrates the ability
to plan lessons that
meet the needs of the
most students. Lessons
include resources
beyond the text
in an attempt to engage
students and enhance
student learning.
The ED 316 student
plans and implements
creative and innovative
lesson plans that meet
students' diverse
learning styles, needs,
and performance
modes. The ED 316
student uses teaching
resources, materials,
and technology
to enhance learning.
The ED 316
student has limited
knowledge of an
enhanced learning
environment and
is unable to
demonstrate the
ability to provide
an
effective learning
environment for
students in oneon-one, small
group or large
group settings.
The ED 316 student
understands the
importance of a positive
learning environment,
but has some difficulty
managing and
motivating students in a
positive manner.
He/She is ready to
move on to student
teaching, but still
requires
work.
The ED 316 student
has a
good/accurate
understanding of what
constitutes a positive
learning environment
and
is able to effectively
demonstrate this skill
when working with
students.
The
The ED 316
student does not
implement
instructional
variety;
he/she tends to
teach in
the same manner
with little or no
regard for the
students' interest,
previous
knowledge, or
learning styles.
The ED 316 student
has difficulty knowing
how to enhance
learning through a
wide variety of
materials. The ED 316
student relies on the CT
and/or texts for ideas
strategies, and
activities.
The ED 316 student
implements teaching
strategies and materials
to achieve different
instructional purposes
and to meet the
students' needs.
The ED 316 student
uses multiple teaching
and learning strategies
to engage students in
active learning
opportunities to
promote the
development
critical thinking,
problem solving and
encourage
responsibility one's own
learning. Student is
articulate.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
ED 316 student
actively seeks ways to
provide an enhanced
leaming environment
for students in all
situations (one-on-one,
small group, large
group),
The ED 316 stud easily
motivates all students
in
positive manner without
punitive discipline.
Page 15
IPTS 7
Communication
The candidate uses
knowledge of effective
written, verbal, nonverbal,
and visual
communication
techniques to foster
active inquiry,
collaboration and
supportive interaction in
the classroom.
IPTS 11
Professional Conduct
The candidate
understands education as
a profession, maintains
standards of professional
conduct, and provides
leadership to improve
student learning and well
being.
The ED 316
student uses
inappropriate
written,
oral or visual
communication.
The ED 316 student
has an understanding
of correct written, oral,
and visual
communication, but is
inconsistent in this
communication. He/She
is ready to move on to
student teaching, but
still requires
work in this area.
The ED 316 student
has a good/accurate
understanding of
correct written, oral,
and visual
communication, and is
consistent in this
communication.
The ED 316 student is
consistent in his/her
use of correct written,
oral, and visual
communication to
such an extent that it
fosters active inquiry,
collaboration, and
supportive interaction in
the classroom
The ED 316
student often
fails to
demonstrate an
understanding of
this standard
through dress,
conduct, and lack
of displayed
leadership
ability. The student
has not met the
minimum time
in the field and the
time log has not
been validated by
the CT each
week.
The ED 316 student
has an understanding
of this standard, but is
inconsistent in his/her
demonstration of
it. He/She is ready to
move on to student
teaching, but
still requires work in this
area.
The ED 316 student
has a good/accurate
understanding of this
standard, and is
consistent in his/her
demonstration of it.
The ED 316 student
consistently
demonstrates
his/her understanding
of this standard by
his/her dress, conduct
and outstanding
leadership abilities.
Comments:
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 16
Description of assessment #3:
Evaluation of Clinical Practice
The Final Evaluation of Clinical Practice, Professional Semester – EDUC401A or 401B--is
the primary assessment of a candidate’s teaching at the point of exit from the Teacher
Education Program, at the conclusion of the professional semester of daily teaching practice.
The same evaluation form is utilized for every teacher candidate in every major.
Cooperating Teachers are asked to select the levels of performance that, in their judgment, best
describe the teacher candidate, referring to the SIUC Guide to Clinical Practice (rubric) for
behavioral descriptions suggested as evidence for each performance level. The Performance
Categories (or elements) are aligned with the Illinois Professional Teaching Standards and the
standards of INTASC and NCATE. The candidate is also assessed on the professional
dispositions in the SIUC education unit’s Conceptual Framework. Finally, Cooperating Teachers
are asked to describe and evaluate the teacher candidate's strengths and weaknesses, and
his/her overall growth pattern during the professional semester, in a Summary comments field.
The final evaluation is prepared collaboratively by the Cooperating Teacher and the Clinical
Supervisor. The responsibility for the final course grade rests with the latter.
The following pages contain the complete evaluation form and rubric, as presented to
candidates and cooperating teachers at the beginning of clinical practice.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 17
Evaluation of Clinical Practice
Level III: Professional Semester
MID-TERM/FINAL EVALUATION
Name:
Grade Level and/or
Subject Matter: ______________________
I.D. #:
School:
Semester: _______ Year: _______ No. of Weeks: _______
City:
Please check the level of performance which in your judgment best describes the teacher candidate. Refer to the SIUC Field Experience
Guide for behavior descriptions suggested as evidence for each rating level. The Performance Categories are aligned with the Illinois
Professional Teaching Standards and the standards of INTASC and NCATE. This evaluation has been prepared collaboratively by the
Cooperating Teacher and the Clinical Supervisor with the responsibility for the final grade resting with the latter.
Levels of Performance
1. Content Knowledge……………………………………….
Unacceptabl
e
Poor
Fair
Good
Excellent
2. Human Development and Learning …………………..
3. Diversity/Adaptations for Students…………………..
4. Organization and Planning for instruction ………
5. Learning environment/Classroom management
6. Instructional Delivery……………………………………..
7. Communication Skills/Language Usage………….
8. Assessment of pupil progress………………………..
9. Collaborative relationships…………………………….
10. Reflection and Professional growth………………
11. Professional conduct…………………………………..
12. Candidate exhibits professionalism……………….
13. Candidate values human diversity………………….
14. Candidate develops professionally…………………
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 18
SUMMARY STATEMENT: Describe and evaluate the student teacher's strengths and weaknesses, as well as
his/her overall growth pattern during the professional semester.
ADDITIONAL EVIDENCE:
Please comment on how any responsibilities unique to your area of
specialization not covered above were handled by the student teacher. For
example, these might include shop safety, field trips, extracurricular activities,
coaching, etc.
ATTENDANCE PATTERN:
Space for noting punctuality, absenteeism, or health problems if appropriate.
Student Teacher
Cooperating Teacher
Date _____________________________
Clinical Supervisor
The signature of the student acknowledges review of the document; it does not mean agreement with its
content.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 19
Field Experience Guide (Rubric)
EDUC 401A and 401B: Professional Semester
Evaluation of Clinical Practice
BACKGROUND INFORMATION
On the following pages are sample behaviors that have been suggested as evidence of varying
levels of student teaching performance for each of the 14 categories included on the evaluation
form. These listings of performance are not intended to be exhaustive. Obviously, there are
variations in desired performance across subject matter areas and grade levels. Rather, the
intent is to provide the Cooperating Teacher and the Clinical Supervisor a frame of reference for
making discriminatory judgments and assigning appropriate grades for student teaching.
1. CONTENT KNOWLEDGE
Unacceptable: Subject matter competence very inadequate; commonly conveys
misinformation and is unable to add to pupils' subject matter understanding.
Poor: Limited background in assigned area(s); minimal effort made to upgrade subject
matter competence.
Fair: Content background sufficient to handle subject matter taught at this grade level;
seldom extends subject matter beyond that in textbook.
Good: Above average background and command of content; researches areas when
needed.
Excellent: Exceptional background in subject matter; seeks and uses supplementary
information often; facilitates learning experiences that make connections to other content
areas, life and career experiences; promotes student skills in the use of technology
appropriate to the discipline.
2. HUMAN DEVELOPMENT AND LEARNING
Unacceptable: Ignores students' needs when developing goals, objectives and learning
activities; is not able to relate to the students as individuals.
Poor: Marginally recognizes students' needs in instructional planning; has difficulty
establishing a positive working relationship with students.
Fair: Recognizes pupils' needs and interests in instructional planning; teacher-student
relationships tend to be formal and impersonal.
Good: Responds to the needs and interests of students; recognizes students' varying levels
of development and experiences; respectful of students and their problems.
Excellent: Designs instruction that meets learners' current needs in the cognitive, social,
emotional, ethical and physical domains at the appropriate level; uses students' prior
knowledge and experiences to design learning activities; introduces concepts and principles
at different levels of complexity to meet the needs of students with diverse learning needs.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 20
3. DIVERSITY / ADAPTATIONS FOR STUDENTS
Unacceptable: Appears unable to relate to the needs and interests of pupils; tends to be
impatient, disinterested and insensitive to pupils’ personal or learning difficulties.
Poor: Tends to ignore the needs and/or interests of pupils; has difficulty identifying any
particular learning differences or performance modes.
Fair: Recognizes pupils' needs and interests; identifies particular learning differences or
needs, but does not consistently adapt instruction to meet their needs.
Good: Responds to the needs and interests of pupils; is courteous and respectful of pupils
and their problems; makes some adaptations for individual students with particular learning
differences or needs; instruction addresses different performance modes.
Excellent: Facilitates a learning community in which individual differences are respected;
instruction consistently addresses different performance modes; makes appropriate
accommodations and adaptations for individual students with particular learning differences
or needs; is concerned, friendly, approachable and highly interested in pupils' welfare while
maintaining a professional status.
4. ORGANIZATION AND PLANNING FOR INSTRUCTION
Unacceptable: Lesson plan and units are often late and usually require major revisions;
attention to learner characteristics ignored.
Poor: Plans tend to be done at the last minute; planning is vague and without purpose; little
thought given to instructional procedures.
Fair: Plans are usually prepared on time and include goals, procedures and materials;
procedural emphasis on teacher behavior, not pupil involvement.
Good: Plans are prepared regularly; the plans are clear and concise with varied techniques
and materials; instructional procedures designed to include most pupils.
Excellent: Planning is done well in advance, establishes expectations for student learning,
and applies principles of scope and sequence; provision for individual and/or group
differences are evident; creates and selects learning materials and experiences appropriate
for the discipline and curriculum goals; incorporates technology to address student needs.
5. LEARNING ENVIRONMENT/CLASSROOM MANAGEMENT
Unacceptable: Classroom climate distracting with student off task behavior unusually high;
appears oblivious and unable to react to numerous disruptions; classroom control seriously
undermined due to low expectations for student behavior and an apparent lack of any
ground rules; tends to over react and to be inconsistent when disciplining.
Poor: Has difficulty creating a positive classroom climate as a rule; permits distractions and
misbehavior to continue; classroom rules and procedures tend to be vague and known only
to student teacher; expects others to handle discipline problems.
Fair: Able to establish effective learning environments in most situations and classes;
normally responds to classroom management problems but occasionally ignores or
overlooks them; has a general idea of acceptable classroom conduct; tends to over rely on
the use of discipline techniques.
Good: Classroom climate positive with most students on task; capable of handling most
classroom disruptions; guidelines for classroom behavior generally well developed and
accepted by students; uses discipline techniques only as a last resort.
Excellent: Organizes, allocates and manages time, materials, and physical space to provide
a positive learning environment for all pupils; utilizes a variety of strategies to maintain
positive student behavior; clearly communicates expectations and rules to all students; is
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 21
fair, consistent and treats students with respect to administering student discipline; creates
an environment that stimulates curiosity and desire to learn.
6. INSTRUCTIONAL DELIVERY
Unacceptable: Presentations tend to be aimless and disoriented; the pupils tend to be
confused and/or disinterested much of the time.
Poor: Lessons lack clarity and direction; has considerable difficulty in initiating, developing
and bringing closure to lessons.
Fair: Presentations are basically clear but stand as individual entities; little diversity in
instructional strategies.
Good: Presentations fit sequence of instruction well; pupils understand presentations but
goals and objectives are only implied.
Excellent: Uses a variety of teaching and learning strategies to engage students; uses a
variety of instructional technologies to enhance student learning; goals and objectives are
clearly communicated to students; develops a variety of clear, accurate presentations to
assist student learning; monitors and adjusts instruction based on student feedback;
appears eager and excited during the delivery of instruction.
7. COMMUNICATION SKILLS / LANGUAGE USAGE
Unacceptable: Appears to have a limited understanding of the ideas being communicated;
students never clear about how to complete assignments; apparently does not perceive
importance of questions as an instructional technique AND/OR does not provide an
appropriate language model for students at this time.
Poor: Main ideas generally presented in a confusing manner; directions usually unclear;
questions often ambiguous and too difficult for students AND/OR makes frequent errors in
spelling, writing, pronunciation, and speaking; overuses nonstandard English.
Fair: Communication of ideas occasionally hampered by verbiage and lack of examples;
directions require some elaboration for clarity; variety of questions asked adequate but more
care as to their sequencing desirable. Verbal and written skills acceptable; nonstandard
English used occasionally.
Good: Tends to rely on transmitting key ideas verbally although other means used
occasionally; students seldom confused about responsibilities or assignments; use and
quality of questions well integrated with instruction. Able to speak and to write English
appropriately; nonstandard English seldom used.
Excellent: Is able to convey ideas clearly and succinctly in written, verbal, nonverbal and/or
symbolic form; directions are easily followed and succinct; skillfully uses a variety of
communication modes, including effective questions, to challenge individual students and
the total class.
8. ASSESSMENT
Unacceptable: Fails to perceive any relationship between pupil progress and instructional
procedures; pupils receive no feedback on their progress.
Poor: Makes little use of evaluation techniques; instructional decisions tend not to take into
account student progress; pupil progress seldom mentioned.
Fair: Primarily relies on evaluation techniques of Cooperating Teacher; seldom modifies
instruction on basis of pupil performance; pupil progress usually discussed briefly in terms of
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 22
general goals; alters instruction when warranted.
Good: Consistently evaluates pupil's progress in terms of general goals; alters instruction
when warranted; provides systematic feedback to pupils individually and as a group.
Excellent: Uses various evaluation techniques on a continuous basis to determine pupil
progress toward general goals and specific objectives making sure pupils are informed of
their progress; adjusts instructional procedures accordingly; encourages self-evaluation by
pupils.
9. COLLABORATIVE RELATIONSHIPS
Unacceptable: The teacher candidate does not avail himself/herself for discussions with
cooperating teacher or other professionals concerning the sharing of ideas and reflections.
Poor: The teacher candidate does not initiate discussions with the cooperating teacher or
other professionals to share ideas and reflections.
Fair: The teacher candidate demonstrates a minimal understanding of the benefits of
collaboration among teachers, administrators, and parents. However, s/he rarely initiates
discussions with the cooperating teacher or other professionals to share ideas and
reflections.
Good: The teacher candidate demonstrates an understanding of the benefits of
collaboration among teachers, administrators, and parents. S/he sometimes confers with
his/her cooperating teacher about classroom observations and about other teaching
behaviors and philosophies.
Excellent: The teacher candidate demonstrates an understanding of the benefits of
collaboration among teachers, administrators, and parents. S/he often confers with his/her
cooperating teacher and other professionals about classroom observations, lessons, and
about other teaching behaviors and philosophies. The teacher candidate often seeks
involvement of other teachers, classes, or parents in an activity/lesson plan.
10. REFLECTION AND PROFESSIONAL GROWTH
Unacceptable: Refuses to accept constructive criticism; unable to reflect upon instructional
and/or professional behavior in order to improve performance; unconcerned about impact of
teaching style on pupils.
Poor: Reluctant to assess personal performance; progress on overcoming weaknesses in
personal performance is slow; reluctant to pursue opportunities to pursue professional
growth.
Fair: Reflects upon personal performance in general, vague terms; tends to overestimate or
underestimate strengths and weaknesses; pursues only those professional growth
opportunities that are required.
Good: Describes strengths and weaknesses accurately; modifies teaching performance
based upon personal reflection; actively pursues professional growth opportunities.
Excellent: Committed to identifying and improving upon strengths and weaknesses; uses
classroom observation, information about students’ pedagogical knowledge and research as
sources for reflection for professional growth; collaborates with other professionals as
resources for improving professional growth.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 23
11. PROFESSIONAL CONDUCT
Unacceptable: Spends as little time as possible at school; often ignores policies of
Cooperating Teacher, Clinical Supervisor and/or school; unable to complete tasks without
additional help; needs to be reminded constantly to complete routine tasks.
Poor: Routine responsibilities often completed haphazardly; tends to ignore student teaching
guidelines; seldom displays initiative to complete tasks.
Fair: Carries out routine responsibilities satisfactorily; often asks for suggestions to improve
personal performance; makes a reasonable effort to follow through on suggestions of
Cooperating Teacher and Clinical Supervisor.
Good: Requires minimal supervision in completing routine tasks; completes most tasks
independently; cooperates with and is accepted as part of the school community.
Excellent: Follows codes of professional conduct and policies established by school and
profession; initiates educational activities and projects; actively participates in school
functions and/or professional organizations.
12. DISPOSITION: EXHIBITS PROFESSIONALISM
Unacceptable / Unsatisfactory: May not be depended upon; behavior is not trustworthy,
honest or ethical. Exhibits very little enthusiasm and seems uncommitted to the profession.
Good / Satisfactory: Dependable and reliable; characterized by honesty, trustworthiness,
and ethical behavior. Exhibits enthusiasm, curiosity and willingness to learn, and satisfactory
commitment to the profession.
Excellent / Exemplary: Absolutely dependable and reliable; characterized by honesty,
trustworthiness, and highly ethical behavior. Exhibits an exemplary level of enthusiasm, a
love of learning, and a strong commitment to the profession.
13. DISPOSITION: VALUES HUMAN DIVERSITY
Unacceptable / Unsatisfactory: Shows disrespect and lack of sensitivity to the learning
needs and abilities of most individuals, and to their diverse cultures, languages, races, and
family compositions.
Good / Satisfactory: Shows respect and sensitivity to the learning needs and abilities of all
individuals, and to their diverse cultures, languages, races, and family compositions. Strives
to implement best practices to address diverse learning needs and abilities of all individuals,
and to address their diverse cultures, languages, races, and family compositions.
Collaborates with diverse peers, professional colleagues, staff and families.
Excellent / Exemplary: Shows exemplary respect and sensitivity to the learning needs and
abilities of all individual, and to their diverse cultures, languages, races, and family
compositions. Consistently strives to implement best practices to address diverse learning
needs and abilities of all individuals, and to address their diverse cultures, languages, races,
and family compositions. Collaborates enthusiastically and effectively with diverse peers,
professional colleagues, staff and families.
14. DISPOSITION: DEVELOPS PROFESSIONALLY
Unacceptable / Unsatisfactory: Does not seek to acquire knowledge, nor to develop
research-based practices in any aspect of teaching. Seems unwilling or unable to assess
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 24
own performance.
Good / Satisfactory: Engages in ongoing acquisition of knowledge and in the development of
research-based practices. Assesses own performance; reflects and acts upon needed
improvements.
Excellent / Exemplary: Readily and consistently engages in ongoing acquisition of
knowledge, and in the development of research-based practices in all aspects of teaching.
Continually assesses own performance; reflects and acts upon needed improvements.
Web location of these instructions, accessed Sept 8, 2011:
http://web.coehs.siu.edu/public/TEP/pdfs/ct_sec7_8EvaluationBehavior.pdf
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 25
Description of assessment #4 for Candidate’s Impact on
Student Learning:
Student Learning Assessment Module
The Student Learning Assessment Module (SLAM) is a one-to-multiple-week body of
instruction (or unit) in one subject area (or more than one, if integrated curriculum) for one class.
It includes five process steps:
1.
2.
3.
4.
5.
description of the classroom context and students being taught,
plans for instruction and
plans for assessment, both of which are aligned with the learning outcomes desired;
the actual instruction and assessment, and
the reporting and analysis of evidence of student progress toward attainment of the
desired learning outcomes through pre-assessment, formative assessments and
progress monitoring, and post-assessment.
Candidates complete forms for steps 1, 2, 3, and 5, describing their module and its results, as
well as reflecting upon the impact their teaching had upon their students’ learning. Emphasis is
placed on the teacher candidate’s ability to reflect upon student assessment data received
during and at the conclusion of the unit to make adjustments to their instruction and/or
curriculum.
The assessment is evaluated based on the candidate’s oral presentation of the SLAM during his
or her Capstone Portfolio Presentation. Thus the rubric on the following page is actually a
subset of the complex TEP Capstone Portfolio Presentation rubric (page 3 of this document).
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 26
Student Performance
Assessment Cycle
Reflection
Content of Presentation and Artifact
Methods of
Assessment
Assessment Rubric: Student Learning Assessment Module (SLAM)
Unacceptable
Developing
Proficient
Accomplished
The selected methods of
assessment do not match
the learning objectives,
and/or they are
developmentally
inappropriate.
The selected methods of
assessment address the
achievement of at least
some of the learning
objectives, though there
may be more
developmentally
appropriate or content
appropriate means the
candidate did not use.
The candidate clearly
presents results of his or
her students’ performance
on the post-assessment,
compared to some
information about
students’ previous
knowledge, although a
formal pre-assessment
may not have been
administered.
The candidate makes a
general connection
between results and the
instructional methods and
strategies used, and/or
discusses weaknesses in
the design of the module.
The selected methods of
assessment are
developmentally
appropriate for the
students and are valid to
assess the achievement
of the learning objectives.
The selected methods of assessment
are developmentally appropriate for
the students, show adaptations or
accommodations for learners with
special needs and English language
learners, and are valid to assess the
achievement of learning objectives.
The candidate identifies
some factors that
influenced his or her
students’ performance on
the post-assessment,
compared to the preassessment.
The candidate identifies several
factors that influenced his or her
students’ performance on the postassessment, compared to the preassessment.
The candidate gives at
least one specific example
of results that are directly
related to instructional
methods and strategies
used, and discusses
weaknesses in the design
of the module.
The candidate clearly explains which
results are directly related to
instructional methods and strategies
used, and what evidence supports
that connection.
The candidate discusses
only this assessment
module, without
addressing the concept of
assessment in general.
The candidate reflects on
ways to improve future
assessments.
The candidate expresses the value of
assessment as an integral part of the
cycle of planning and instruction, and
reflects on ways to improve future
assessments.
The candidate does not
present results comparing
prior knowledge and postassessment.
The candidate is unclear
or vague in his/her
description of the
assessment cycle and how
it related to his or her
instruction. The candidate
may not have completed
all required components of
the Student Learning
Assessment Module.
The candidate does not
reflect on the meaning or
value of the assessment
module.
Holistic SLAM ranking: U D P A [Note: To be awarded “Accomplished” overall, the
candidate must demonstrate Accomplished performance on at least 3 out of the 4 elements.]
PLEASE NOTE:
The SLAM rubric appears to have separate elements, but these are in the hard copy version
only (reproduced above), for ease of reading, and to assist assessors in making decisions
regarding the overall holistic ranking. We do not have any records for performance on the
"elements" on the left, but only for the holistic performance of candidates on the SLAM.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 27
Description of assessment #5:
Dispositions
The dispositions espoused by Southern Illinois University Carbondale's Teacher Education
Program reflect the values, attitudes and beliefs we believe should be demonstrated by our
candidates whether they be a teacher, administrator or school counselor. These dispositions
were determined through discussions and conversations within our professional community
including university and P-12 faculty and administrators. Ultimately it was decided that the
dispositions expected of our candidates would be viewed through three lenses:
professionalism, diversity and reflection. These dispositions are:
1. The candidate demonstrates professionalism:
· dependability and reliability
· honesty, trustworthiness, ethics
· enthusiasm, love of learning and commitment to the profession
2. The candidate values human diversity:
· shows respect and sensitivity to the learning needs and abilities of all individuals
· shows respect and sensitivity to the diverse cultures, languages, races, and family
· compositions of all individuals
· strives for best practices to address diverse learning needs and abilities of all
· individuals
· strives for best practices to address diverse cultures, languages, races, and family
· compositions of all individuals
· collaborates with diverse peers, professional colleagues, staff and families
3. The candidate develops professionally:
· engages in ongoing acquisition of knowledge
· engages in development of research-based practices
· assesses own performance and reflects on needed improvements
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 28
Dispositions Rubric for Assessment of All Teacher Education Candidates during EDUC313 (first
clinical practicum) and EDUC401 (Student Teaching)
DISPOSITION: EXHIBITS PROFESSIONALISM
Unacceptable / Unsatisfactory: May not be depended upon; behavior is not trustworthy,
honest or ethical. Exhibits very little enthusiasm and seems uncommitted to the profession.
Good / Satisfactory: Dependable and reliable; characterized by honesty, trustworthiness,
and ethical behavior. Exhibits enthusiasm, curiosity and willingness to learn, and satisfactory
commitment to the profession.
Excellent / Exemplary: Absolutely dependable and reliable; characterized by honesty,
trustworthiness, and highly ethical behavior. Exhibits an exemplary level of enthusiasm, a
love of learning, and a strong commitment to the profession.
DISPOSITION: VALUES HUMAN DIVERSITY
Unacceptable / Unsatisfactory: Shows disrespect and lack of sensitivity to the learning
needs and abilities of most individuals, and to their diverse cultures, languages, races, and
family compositions.
Good / Satisfactory: Shows respect and sensitivity to the learning needs and abilities of all
individuals, and to their diverse cultures, languages, races, and family compositions. Strives
to implement best practices to address diverse learning needs and abilities of all individuals,
and to address their diverse cultures, languages, races, and family compositions.
Collaborates with diverse peers, professional colleagues, staff and families.
Excellent / Exemplary: Shows exemplary respect and sensitivity to the learning needs and
abilities of all individual, and to their diverse cultures, languages, races, and family
compositions. Consistently strives to implement best practices to address diverse learning
needs and abilities of all individuals, and to address their diverse cultures, languages, races,
and family compositions. Collaborates enthusiastically and effectively with diverse peers,
professional colleagues, staff and families.
DISPOSITION: DEVELOPS PROFESSIONALLY
Unacceptable / Unsatisfactory: Does not seek to acquire knowledge, nor to develop
research-based practices in any aspect of teaching. Seems unwilling or unable to assess
own performance.
Good / Satisfactory: Engages in ongoing acquisition of knowledge and in the development of
research-based practices. Assesses own performance; reflects and acts upon needed
improvements.
Excellent / Exemplary: Readily and consistently engages in ongoing acquisition of
knowledge, and in the development of research-based practices in all aspects of teaching.
Continually assesses own performance; reflects and acts upon needed improvements.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 29
In addition to the assessment of all candidates, the TEP has a policy for the collection and
distribution of additional data in cases where instructors or cooperating teachers have concerns
about a specific candidate’s dispositions.
Dispositions Policy of the Education Unit at SIUC
The purpose of this policy is provide a unified approach to monitoring, reporting, and acting on our
collective observations of our candidates’ dispositions. The responsibilities of faculty and coordinators,
described here, have been discussed, amended, and approved by the Unit Accreditation Coordinating
Council. Each program will file their Program Policy for action steps with the Director of Teacher
Education. This policy should include the method(s) used for informing students in the program about the
policy, although this information will also be shared with undergraduate candidates enrolled in EDUC 313.
Individual faculty members:
any concerns with teaching dispositions as shown during course or field contact. Print two copies of the
form.
signature, indicating the candidate has read and
understood the concerns.
The Assessment System Coordinator:
a report for each program at the end of each semester and sends all information submitted via
the online form to the Program Coordinators.
the Master report to the Director of Teacher Education and to the NCATE Coordinator.
dispositions reports by major, including feedback on ALL candidates’ dispositions as assessed by their
Clinical Supervisor during the first field practicum and during Student Teaching.
The Program Coordinator for every program in the Unit:
uation
form and report.
Dispositions Evaluations. Every program has a first level (optional action), second level (formal
documentation begins), third level (stronger action taken), and fourth level (strongest action taken) to be
followed consistently in every case.
ed actions, i.e. generates and distributes letters to candidates and
arranges individual follow-up meetings with candidates, as requested or required. (May request the help
of the Office of Teacher Education for the delivery of letters to candidates in field-based, instead of
campus, courses.) Forwards copies of level 3 and level 4 letters to the Director of Teacher Education.
e program and remediation results as a summary (no individual candidate
information) in the ISBE Annual Report.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
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Unit Dispositions Assessment
SAMPLE ONLY – To complete the form, visit
http://tep.ehs.siu.edu/tepforms/Menu.php and log in with program password.
1. The candidate exhibits professionalism. PLEASE CHECK AREAS OF CONCERN.
a. dependability and reliability;
b. honesty, trustworthiness, and ethics;
c. enthusiasm, love of learning and commitment to the profession.
Satisfactory / Unsatisfactory
2. The candidate values human diversity. PLEASE CHECK AREAS OF CONCERN.
a. shows respect and sensitivity to the learning needs and abilities of all
individuals;
b. shows respect and sensitivity to the diverse cultures, languages, races, and
family compositions of all individuals;
c. strives for best practices to address diverse learning needs and abilities of
all individuals;
d. strives for best practices to address diverse cultures, languages, races, and
family compositions of all individuals;
e. collaborates with diverse peers, professional colleagues, staff, and
families.
Satisfactory / Unsatisfactory
3. The candidate develops professionally. PLEASE CHECK AREAS OF CONCERN.
a. engages in ongoing acquisition of knowledge;
b. engages in development of research-based practices;
c. assesses own performance and reflects on needed improvements.
Satisfactory / Unsatisfactory
Specific examples of problem behavior(s) associated with the candidate’s
professionalism, valuing diversity, and/or reflection and professional development:
Assessment of the candidate’s retention in the Program:
Recommend with reservation / Do not recommend
PLEASE NOTE:
This assessment is only submitted when the candidate has exhibited at least one area
of dispositions in which the assessor has concerns due to problem behaviors. If all are
Satisfactory, and the candidate is Recommended for retention, then no form is
submitted.
Southern Illinois University – TEP Assessment Descriptions and Rubrics
Page 31