Internship Professional and Pedagogical Knowledge
Rubric # 6
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Course Instructors and Clinical Supervisors
The rubric assesses thirty-seven proficiencies that the AAMU professional teacher educators and school professionals agree
represent the content knowledge and core concepts of the initial programs. The rubric is to be completed by the team, consisting
of the cooperating teacher and the AAMU Instructor/Supervisor. The team members complete the rubric independently of each
other.
Candidate’s Name:
Major:
Banner #:
Name of Course Enrolled: Prefix
Transitions Point (check one):
Name of School:
Subject Areas Observed:
Title
Pre-Entry
Course Number
Entry
Pre-Clinical
GRAD
Clinical
UG
Completion
Grade Level:
Name of Cooperating Teacher:
Name of AAMU Clinical Instructor/Supervisor:
Name of Person Completing the Assessment:
Date:
Signature of Person Completing the Assessment: ________________________________________________________________
Directions: Rate the candidate in terms of how adequately the candidate is prepared to deal with each area listed below.
RATING SCALE:
1 – Unacceptable
This indicates that the clinical performance is not
acceptable. Improvement activities must be
undertaken immediately.
2 – Acceptable
This indicates that the clinical performance sometimes, but
not always, meets expectations. Improvement activities are
required for performance to consistently meet standards.
3 – Good
This indicates that the clinical performance meets and
sometimes exceeds expectations for performance.
Performance can be improved in area(s) indicated, but
current practices are clearly acceptable.
4 – Exemplary
This indicates the clinical performance is outstanding. No
area for improvement is readily identifiable.
NO – Not Observed
This indicates the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Competence Indicator
Ability to use students’ prior knowledge and experiences to introduce new subject-area related content.
AQTS (1)(c)1.(iii)
2. Ability to identify student assumptions and preconceptions about the content of a subject area and to
adjust instruction in consideration of these prior understandings. AQTS (1)(c)1.(iv)
3. Ability to teach explicit cognitive, meta-cognitive, and other learning strategies to support students in
becoming more successful learners. AQTS (2)(c)1.(v)
4. Ability to use knowledge about human learning and development in the design of a learning
environment and learning experiences that will optimize each student’s achievement. AQTS (2)(c)1.(vi)
5. Ability to recognize individual variations in learning and development that exceed the typical range and
use this information to provide appropriate learning experiences. AQTS (2)(c)1.(vii)
6. Ability to plan and implement equitable and effective student access to available technology and other
resources to enhance student learning. AQTS (2)(c)2.(v)
7. Ability to organize, allocate, and manage the resources of time, space, and activities to support the
learning of every student. AQTS (2)(c)2.(viii)
8. Ability to organize, use, and monitor a variety of flexible student groupings and instructional strategies
to support differentiated instruction. AQTS (2)(c)2.(ix)
9. Ability to communicate with parents and/or families to support students’ understanding of appropriate
behavior. AQTS (2)(c)3.(iv)
10. Ability to create learning environments that increase intrinsic motivation and optimize student
engagement and learning. AQTS (2)(c)3.(v)
11. Ability to use individual behavioral support plans to proactively respond to the needs of all students.
AQTS (2)(c)3.(vi)
1.
1
Rating Scale
2
3
4
NO
12. Ability to create a print/language-rich environment that develops/extends students’ desire and ability to
read, write, speak, and listen. AQTS (2)(c)3.(vii)
13. Ability to encourage students to assume increasing responsibility for themselves and to support one
another’s learning. AQTS (2)(c)3.(viii)
14. Ability to select and support the use of instructional and assistive technologies and to integrate these
into a coherent instructional design. AQTS (2)(c)4.(v)
15. Ability to make developmentally appropriate choices in selecting teaching strategies to assist diverse
learners in meeting instructional objectives. AQTS (2)(c)4.(vi)
16. Ability to evaluate, select, and integrate a variety of strategies such as cooperative learning, discussion,
discovery, problem-based learning, and direct instruction into a coherent lesson design.
AQTS (2)(c)4.(vii)
17. Ability to adjust instruction in response to information gathered from ongoing monitoring of
performance via formative assessment. AQTS (2)(c)4.(viii)
18. Ability to model appropriate oral and written communication. AQTS (3)(c)1.(iv)
19. Ability to demonstrate appropriate communication strategies that include questioning and active and
reflective listening. AQTS (3)(c)1.(v)
20. Ability to foster effective verbal and nonverbal communications during ongoing instruction using
assistive technologies as appropriate. AQTS (3)(c)1.(vi)
21. Ability to integrate skill development in oral and written communications into all content areas that one
teaches. AQTS (3)(c)1.(vii)
22. Ability to use effective nonverbal communication and respond appropriately to nonverbal cues from
students. AQTS (3)(c)1.(viii)
23. Ability to integrate reading instruction into all content areas that one teaches. AQTS (3)(c)2.(iii)
24. Ability to develop culturally responsive curriculum and instruction, i.e., model, teach, and integrate
multicultural awareness, acceptance, and appreciation into ongoing instruction. AQTS (4)(c)1.(iv)
25. Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye
contact, interpretation of body language and verbal statements, and acknowledgement of and
responsiveness to different modes of communication and participation. AQTS (4)(c)1.(v)
26. Ability to differentiate between learner difficulties that are related to cognitive or skill development and
those that are related to language learning. AQTS (4)(c)2.(ii)
27. Ability to collaborate with teachers of English language learners and to assist those students with full
integration into the regular classroom. AQTS (4)(c)2.(iii)
28. Ability to help students assess their own learning styles and to build upon identified strengths.
AQTS (4)(c)4.(iii)
29. Ability to design learning experiences that engage all learning styles. AQTS (4)(c)4.(iv)
30. Ability to create a learning community in which individual differences are respected. AQTS (4)(c)5.(iii)
31. Ability to involve parents and/or families as active partners in planning and supporting student learning.
AQTS (5)(c)1.(iv)
32. Ability to communicate and collaborate effectively with colleagues, students, parents, guardians, and
significant agency personnel who are included and valued equally as partners. AQTS (5)(c)1.(ix)
33. Ability to integrate statewide programs and initiatives into the curriculum and instructional processes.
AQTS (5)(c)3.(iii)
34. Ability to communicate with students, parents, and the public about Alabama’s assessment system and
major state educational improvement initiatives. AQTS (5)(c)3.(iv)
35. Ability to use and maintain confidential student information in an ethical and professional manner.
AQTS (5)(c)5.(iii)
36. Ability to access resources to gain information about federal, state, district, and school policies and
procedures. AQTS (5)(c)6.(iii)
37. Ability to keep accurate records including IEP’s, especially records related to federal, state, and district
policies, and other records with legal implications. AQTS (5)(c)6.(iv)
Total Score for Professional and Pedagogical Knowledge Assessment Rubric
out of 148 possible