Internship Pedagogical Content Knowledge Assessment
Rubric # 7
Alabama A & M University
College of Education, Humanities, and Behavioral Sciences
Assessment Completed by Cooperating Teacher and AAMU Field Experiences Instructors and Clinical Supervisors
The rubric assesses eleven 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 indicate the ability was not observed.
The pre-service candidate demonstrates the ability to perform the following:
Rating Scale
Competence Indicator
1
2
3
1. 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)
2. Ability to select content and appropriately design and develop instructional activities to address the
scope and sequence of the curriculum. AQTS (1)(c)2.(iii)
3. Ability to use questions and questioning to assist all students in developing skills and strategies in
critical and higher order thinking and problem-solving. AQTS (2)(c)4.(ix)
4. Ability to integrate statewide programs and initiatives into the curriculum and instructional processes.
AQTS (5)(c)3.(iii)
5. 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)
6. Ability to stimulate interest in and foster appreciation for the written word, promote reading growth, and
increase the motivation of students to read widely and independently for information and pleasure.
AQTS (3)(c)2.(iv)
7. Ability to solve problems using different strategies to verify and interpret results, and to draw
conclusions. AQTS (3)(c)3.(v)
8. Ability to communicate with others about mathematical concepts, processes, and symbols.
AQTS (3)(c)3.(vi)
9. Ability to use best practices, professional literature, and collegial assistance to improve as a teacher and
a learner. AQTS (5)(c)2.(v)
10. Ability to practice safe, responsible, legal and ethical use of technology and comply with school and
district acceptable-use policies including fair-use and copyright guidelines and internet user protection
policies. AQTS (5)(c)5.(iv)
11. Ability to access school, community, state, and other resources and referral services. AQTS (5)(c)6.(ii)
Total Score for Professional Content Knowledge Rubric
out of 44 possible
4
NO