Department of Education
University of South Carolina Beaufort
EARLY CHILDHOOD EDUCATION PRACTICUM SELF- ASSESSMENT
ID#:
Grade:
Check appropriate box:
Teacher Candidate:
Cooperating Teacher:
University Supervisor:
Total number of formative observations this evaluation is based on:
Please check appropriate box:
 Midterm
Date:
School:
 Practicum I
 Practicum II
_____ University Supervisor, Cooperating Teacher, or Other
 Final
Directions: Please look at each area and determine whether you do each “consistently”, “sometimes”, “occasionally”, or “never.”
PLANNING – Domain 1
1.
CHECK ONE
Develops learning objectives which are appropriate for the subject and grade level
and are connected appropriately to the standards. (NAEYC Standard 5c: Using Content
2.
Knowledge to Build Meaningful Curriculum, ADEPT APS 2.A, APS 6.B; USCB CF F/I-2, F/I-3)
Plans appropriate and logically sequenced lessons. (NAEYC Standard 5c: Using Content
Knowledge to Build Meaningful Curriculum, ADEPT APS 2.; USCB CF F/I-2)
3.
Plans developmentally appropriate and differentiated instruction to address
diverse learning needs. (NAEYC Standard 1a: Child Development, ADEPT APS 2.A; USCB CF
F/I-2, F/I-5)
4.
5.
Plans appropriate assessment strategies and instruments. (NAEYC Standard 3b:
Observing, Documenting, and Assessing to Support Young Children and Families, ADEPT APS 3.A;
USCB CF F/I-2, F/I-5)
Plans indicate a respect for cultural and linguistic diversity. (NAEYC Standard 2a:
Building Family & Community Relationships; ADEPT APS 2.A; USCB CF N-3, F/I-2)
Describe one strength in the area of planning:
List at least one goal in the area of planning to be addressed:
Fall 2015
C
S
O
N
My rating is based upon the following supportive
evidence:
INSTRUCTION – Domain 2
6.
CHECK ONE
Implements effective instruction for students using knowledge of content and
appropriate standards. (NAEYC Standard 4c: Effective Approaches; ADEPT APS 5.A; USCB
CF F/I-2, F/I-3)
7.
Communicates, and maintains high expectations for student achievement and
participation. Students are given opportunities and support to assume
responsibility for their own learning. (NAEYC Standard 4a: Effective Approaches, ADEPT
APS 4.A., APS 4.B; USCB CF C-1, N-1)
8.
Provides learning experiences that allow students to form connections between the
specific subject area and other disciplines. (NAEYC Standard 4c: Effective Approaches;
ADEPT APS 4.C; USCB CF N-3, C/I-3, R-2)
9.
Uses instructional strategies to actively engage students. (NAEYC Standard 4b:
Effective Approaches, ADEPT APS 5.B; USCB CF N-3, F/I-2)
10.
11.
12.
13.
14.
15.
Provides appropriate instructional feedback to all students. (NAEYC Standard 3c:
Observing, Documenting and Assessing, ADEPT APS 7.C; USCB CF C-1, F/I-2)
Uses informal and formal assessments to guide instruction. (NAEYC Standard 3d:
Observing, Documenting and Assessing, ADEPT APS 7.B; USCB CF R-1 F/I-5)
Uses technology* to enhance student learning. (NAEYC Standard 6c: Becoming a
Professional; ADEPT 9.B; USCB CF F/I-2)
Implements strategies that address the needs of diverse learners**. (NAEYC Standard
5c: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.B; USCB CF F/I-2,
F/I-5)
Demonstrates an enthusiastic and positive attitude in the classroom. (NAEYC
Standard 4c: Effective Approaches; ADEPT APS 8.B; USCB CF N-2, C-1)
Uses appropriate voice tone, inflection, and nonverbal communication to manage
instruction effectively. (NAEYC Standard 4a: Effective Approaches, ADEPT APS 9.A; USCB
CF C-1, F/I-4)
Describe one strength in the area of instruction:
List at least one goal in the area of instruction to be addressed:
Fall 2015
C
S
O
N
My rating is based upon the following supportive
evidence:
CONTENT – Domain 3
C
S
O
C
S
O
N
CHECK ONE
16.
17.
18.
19.
My rating is based upon the following supportive
evidence:
Demonstrates a thorough command of the content taught. (NAEYC Standard 5a:
Meaningful Curriculum, ADEPT APS 6.A; USCB CF F/I-2, F/I-3)
Provides appropriate content. (NAEYC Standard 5a: Meaningful Curriculum, ADEPT APS
6.B, USCB CF F/I-3)
Structures the content to provide meaningful learning. (NAEYC Standard 5a: Meaningful
Curriculum, ADEPT APS 6.B; USCB CF N-3, F/I-2, F/I-3)
Employs literacy strategies that assist learners in accessing content in their
discipline. (NAEYC Standard 5a: Meaningful Curriculum, ADEPT APS 6.B; USCB CF C-1, F/I-3)
Describe one strength in the area of content:
List at least one goal in the area of content to be addressed:
ENVIRONMENT – Domain 4
CHECK ONE
20.
Promotes positive, collaborative peer interactions. (Standard 4a: Effective Approaches;
ADEPT APS 8.C; USCB CF N-1, N-2)
21.
Maintains a positive and safe classroom environment conducive for learning.
(NAEYC Standard 1c: Child development; ADEPT APS 8.A; USCB CF F/I-4)
22.
Demonstrates confidence and poise when managing the classroom environment.
23.
(NAEYC Standard 4b: Effective Approaches; ADEPT APS 8; USCB CF F/I-4)
Maintains effective rules, procedures, and routines. (NAEYC Standard 1c: Child
development; ADEPT APS 9.A,;USCB CF F/I-4)
24.
Provides for smooth transitions between activities and implements introductions
and closures in lessons. (NAEYC Standard 4b: Effective Approaches; ADEPT APS 9.C; USCB
CF F/I-2)
Describe one strength in the area of environment:
List at least one goal in the area of environment to be addressed:
Fall 2015
N
My rating is based upon the following supportive
evidence:
PROFESSIONALISM
25.
– Domain 5
CHECK ONE
Demonstrates a positive rapport with students, parents, colleagues, administrators,
and supervisors. (NAEYC Standard 4a: Effective Approaches; ADEPT APS 10.A; USCB CF N-1,
N-2)
26.
Demonstrates effective verbal communication that is appropriate for the intended
audiences and uses standard English. (NAEYC Standard 6c: Becoming a Professional;
ADEPT APS 10.C; USCB CF C-1)
27.
Demonstrates effective external written communication that is appropriate for the
intended audience and uses standard English. (NAEYC Standard 6b: Becoming a
Professional, ADEPT APS 10; USCB CF C-1)
28.
Adheres to the university and school/district rules, Standards of Conduct for South
Carolina Educators, and FERPA requirements and acts appropriately when faced
with legal issues with children.*** (NAEYC Standard 6b: Becoming a Professional; ADEPT
APS 10.D; USCB CF R-4)
29.
Is receptive to constructive criticism from cooperating teacher, university
supervisor, and administrators and incorporates feedback. (NAEYC Standard 6c:
Becoming a Professional; ADEPT APS 10.E; USCB CF R-1)
30.
Demonstrates professional responsibility (e.g. preparedness, responsibility,
initiative, time management). (NAEYC Standard 5c: Using Content Knowledge to Build
Meaningful Curriculum; ADEPT APS 10.D; USCB CF R-2, R-4)
31.
Uses self-reflection to evaluate and improve professional practice.
(NAEYC Standard 6d: Becoming a Professional; ADEPT APS 10; USCB CF R-1)
Describe one strength in the area of professionalism:
List at least one goal in the area of professionalism to be addressed:
Fall 2015
C
S
O
N
My rating is based upon the following supportive
evidence:
Additional Early Childhood Content Knowledge
32.
CHECK ONE
English Language Arts: Integrates listening, speaking, reading, and writing across
a developmental continuum. Uses an integrated approach to include content from
other disciplines. (NAEYC Standard 5a: Meaningful Curriculum; ADEPT APS 6.A, 6.B; USCB
CF F/I-3, F/I-2, C-1)
33.
Science: Engages students in simple investigations, including making predictions,
gathering and interpreting data, recognizing simple problems and drawing
conclusions. Uses an integrated approach to include content from other
disciplines. (NAEYC Standard 5a: Meaningful Curriculum; ADEPT APS 6.A, 6.B; USCB CF F/I-3,
F/I-2, C-1)
34.
Mathematics: Engages students in experiences that include operations, algebra,
geometry, measurement, data analysis, and probability. Uses an integrated
approach to include content from other disciplines. (NAEYC Standard 5a: Meaningful
Curriculum; ADEPT APS 6.A, 6.B; USCB CF F/I-3, F/I-2, C-1)
35.
Social Studies: Provides experiences in geography, history, economics, and social
relations/civics across a developmental continuum. Uses an integrated approach to
include content from other disciplines. (NAEYC Standard 5a: Meaningful Curriculum;
ADEPT APS 6.A, 6.B; USCB CF F/I-3, F/I-2, C-1)
Describe one strength in the content area:
List at least one goal in the content area to be addressed:
Fall 2015
C
S
O
N
My rating is based upon the following supportive
evidence:
Overall comments:
Based on my work with
domain:
(candidate), it is my assessment that he/she is performing at the following level for each performance
Please place a check () in the appropriate box.
Planning:
 Consistent
 Sometimes
 Occasional
 Never
Instruction:
 Consistent
 Sometimes
 Occasional
 Never
Content Area:
 Consistent
 Sometimes
 Occasional
 Never
Environment:
 Consistent
 Sometimes
 Occasional
 Never
Professionalism:
 Consistent
 Sometimes
 Occasional
 Never
Content Knowledge:
 Consistent
 Sometimes
 Occasional
 Never
My cooperating teacher and I met, and I understand the procedures and requirements of the evaluation report.
____________________________________________
Teacher candidate
____________________________________________
Cooperating teacher
_________________ ___________________________
Date
My cooperating teacher and I met and agree with the data presented in the attached report.
____________________________________________
Teacher candidate
Fall 2015
____________________________________________
Cooperating teacher
____________________________________________
Date
EARLY CHILDHOOD PRACTICUM SELF-ASSESSMENT SCORING RUBRIC
Practicum Assessment Item—Domain 1
1. Develops learning objectives which are
appropriate for the subject and grade level and
are connected appropriately to the standards.
(NAEYC Standard 1: Child development;
Standard 3: Assessment; Standard 4: Teaching
[b-d]; Standard 5: Professionalism, ADEPT
APS 2.A, APS 6.B)
2. Plans appropriate and logically sequenced
lessons. (NAEYC Standard 1: Child
development; Standard 3: Assessment;
Standard 4: Teaching (b-d); Standard 5:
Professionalism, ADEPT APS 2.B)
3. Plans developmentally appropriate and
differentiated instruction to address diverse
learning needs. (NAEYC Standard 1a: Child
Development, ADEPT APS 2.A)
4. Plans appropriate assessment strategies and
instruments. (NAEYC Standard 3:
Assessment, Standard 5: Professionalism,
ADEPT APS 3.A)
5. Plans indicate a respect for cultural and
linguistic diversity.* (NAEYC Standard 1:
Child development, Standard 2: Family &
Community, Standard 3:Assessment, Standard
4: Teaching (b-d), Standard 5: Professionalism,
ADEPT APS 2.A)
Practicum Assessment Item-Instruction
Domain 2
6. Implements effective instruction for students
using knowledge of content and appropriate
standards. (NAEYC Standard 1: Child
development, Standard 3:Assessment, Standard
4: Teaching (b-d), Standard 5: Professionalism,
ADEPT APS 5.A)
Fall 2015
Consistently Exhibit
Objectives are appropriate for
subject area/developmental level of
learners and are connected
appropriately to the standards. Most
objectives are measurable and identify
criteria.
Practicing
Some objectives are appropriate for
subject area/developmental level.
Some objectives are (a) stated in
measurable terms, (b) include criteria,
and (c) are appropriately connected to
the standards.
Need Assistance
Objectives are inappropriate for the
subject area/developmental level of
learners. Objectives are not stated in
measurable terms, do not include
criteria, and/or are not appropriately
connected to the standards.
Instructional strategies are
congruent with lesson objectives. The
sequence of the lesson(s) is logical,
with few gaps in progressions.
Some instructional strategies match
lesson objectives. Some strategies
used in lessons do not fully encompass
a logical sequence, allowing gaps in
progressions.
Lessons demonstrate adaptations
(abilities/needs/interests) for at least
one student.
Instructional strategies rarely match
lesson objectives. The sequence of the
lesson(s) may be illogical, with gaps in
progressions.
Some evidence of planning for formal
or informal assessments. Assessments
used adequately address some lesson
objectives and/or standards.
No evidence of planning for formal or
informal assessment. Assessments do
not match the lesson objectives and/or
standards.
Plans provide some evidence that the
candidate has considered how the
lesson can be modified for the cultural
or linguistic diversity of students who
may be present in the classroom.
Plans do not reflect the cultural and
linguistic diversity of the students who
may be present in the classroom.
Practicing
Need Assistance
Most lessons include instructional
adaptations for individual
differences (all levels). Student needs
(e.g. motivation or interests) are
addressed in plans. Candidate can
articulate an appropriate rationale for
adaptations.
Appropriate strategies to formally or
informally assess student learning
are used. Assessments used
adequately address most lesson
objectives and/or standards.
Cultural and linguistic diversity of the
students who may be present in the
class is addressed through
instructional content, strategies,
and/or materials.
Consistently Exhibit
Most lessons reflect a good
understanding of the content in the
discipline and adequately address the
standards.
Some lessons reflect an understanding
of the content in the discipline and
adequately address the standards
No plan for adaptation for individual
differences (abilities/needs/interests) is
evidenced in lessons.
Knowledge of content is minimally
reflected in the lessons and/or
instruction is not adequate to meet the
standards.
7. Communicates, and maintains high
expectations for student achievement and
participation. (NAEYC Standard 4a: Effective
Approaches, ADEPT APS 4.A., APS 4.B)
8. Provides learning experiences that allow
students to form connections between the
specific subject area and other disciplines.
(NAEYC Standard 1: Child development,
Standard 4: Teaching (b-d), Standard 5:
Professionalism, ADEPT APS 4.C)
9. Uses instructional strategies to actively
engage students. (NAEYC Standard 1: Child
development, Standard 4: Teaching (b-d),
Standard 5: Professionalism, ADEPT APS 5.B)
10. Provides appropriate instructional feedback
to all students. (NAEYC Standard 3c:
Observing, Documenting and Assessing,
ADEPT APS 7.C)
11. Uses informal and formal assessments to
guide instruction. (NAEYC Standard 3d:
Observing, Documenting and Assessing,
ADEPT APS 7.B)
12. Uses technology* to enhance student
learning. (NAEYC Standard 6c: Effective
Approaches, ADEPT 9.B)
13. Implements strategies that address the
needs of diverse learners**. (NAEYC Standard
5c: Using Content Knowledge to Build
Meaningful Curriculum, ADEPT APS 6.B)
14. Demonstrates an enthusiastic and positive
attitude in the classroom ((NAEYC Standard
Fall 2015
Teacher candidate consistently
communicates and designs many
experiences that require student
participation in a challenging, yet
supportive environment.
Most lessons contain aspects that
enable students to make connections
with their prior or future learning in
other subjects or disciplines.
Teacher candidate communicates and
designs some experiences that
encourage student participation in a
challenging, yet supportive
environment.
Some connections between subject
areas and other disciplines are made.
Teacher candidate does not
communicate and/or design
experiences that encourage student
participation in a challenging, yet
supportive environment.
Connections are not made or made
infrequently.
I effectively and frequently employ a
variety of instructional strategies to
actively engage students in lessons.
I begin to effectively and frequently
employ instructional strategies to
actively engage students in lessons.
I rarely demonstrate the use of
strategies to actively engage students in
lessons.
I provide specific, corrective, and
timely instructional feedback to
students related to lesson objectives.
Feedback is based on class wide and
individual responses.
I effectively modify instruction
and/or learning tasks based on student
responses, informal or formal
assessments. Modifications may
include things such as choosing
alternative instructional strategies, reteaching, modifying instructional
sequence, restating the questions,
providing additional explanation, etc.
I use digital tools to support content
presentation, engage students in
learning activities, and facilitate
content mastery. The students and I
use technology* to enhance the
learning experience.
I use of a variety of strategies specific
to each lesson that address the needs
of students from diverse cultural and/or
linguistic backgrounds including such
strategies as providing examples from
different cultures or using multiple
methods for presenting content.
I consistently display an enthusiastic
and positive attitude in the classroom.
I provide specific and timely
instructional feedback to students
related to lesson objectives. Feedback
is based on class wide and individual
responses.
I attempt to modify instruction and/or
learning tasks based on student
responses, informal or formal
assessments. Modifications may
include things such as choosing
alternative instructional strategies, reteaching, modifying instructional
sequence, restating the questions,
providing additional explanation, etc.
I use digital tools to support content
presentation, engage students in
learning activities, and facilitate
content mastery. The students or I use
technology* to enhance the learning
experience.
I use strategies that address the needs
of students from diverse cultural and/or
linguistic backgrounds including such
strategies as providing examples from
different cultures or using multiple
methods for presenting content.
I provide general feedback, unrelated
to lesson objectives. For example, I tell
the student “it is better” without
identifying why it was better.
My enthusiastic and positive attitude is
developing in the classroom.
My enthusiastic and positive attitude is
not displayed in the classroom.
I do not attempt to modify instruction
and/or learning tasks based on student
responses, informal or formal
assessments.
I use digital tools, but the use of the
digital tools does not enhance content
presentation, engagement of students
or facilitate content mastery. Only I use
technology*.
I exhibit a “one size fits all” approach
to content presentation and learning
experiences, ignoring cultural and
linguistic backgrounds.
4c: Effective Approaches, ADEPT APS 8.B)
15. Uses appropriate voice tone, inflection, and
nonverbal communication to manage
instruction effectively. (NAEYC Standard 4a:
Effective Approaches, ADEPT APS 9.A)
Practicum Assessment Item - Content
Domain 3
16. Demonstrates a thorough command of the
content taught. (NAEYC Standard 5b: Using
Content Knowledge to Build Meaningful
Curriculum, ADEPT APS 6.A)
17. Provides appropriate content. (NAEYC
Standard 5b: Using Content Knowledge to
Build Meaningful Curriculum, ADEPT APS
6.B)
18. Structures the content to provide
meaningful learning. (NAEYC Standard 5b:
Using Content Knowledge to Build Meaningful
Curriculum, ADEPT APS 6.B)
19. Employs literacy strategies that assist
learners in accessing content in their discipline.
(NAEYC Standard 5b: Using Content
Knowledge to Build Meaningful Curriculum,
ADEPT APS 6.B)
Practicum Assessment Item— Environment
Domain 4
20. Promotes positive, collaborative peer
interactions. (NAEYC Standard 1: Child
development, Standard 4: Teaching (b & d),
Standard 5: Professionalism, ADEPT APS 8.C)
21. Maintains a positive and safe classroom
environment conducive for learning. (NAEYC
Standard 1: Child development, Standard 4:
Teaching (a, b & d), Standard 5:
Fall 2015
I demonstrate effective communication
skills by varying voice inflection and
tone, changing the pacing of the
presentation, and using body language
that encourages student engagement. In
addition, I move throughout the
space to maintain eye contact with
students.
I demonstrate effective communication
skills by varying voice inflection and
tone, changing the pacing of the
presentation, and using body language
that encourages student engagement.
Consistently Exhibit
Practicing
I exhibit one or more of the following:
(a) a monotone with no changes in
inflection or tone, (b) flat presentation
with no changes in pacing, (c) body
language that does not encourage
student engagement, (d) limited eye
contact with students, and/or (e)
limited movement (rooted in one
place).
Need Assistance
My presentation of content is
consistently clear, precise, accurate
and relevant to learners.
My presentation of content is generally
clear, precise, accurate and relevant to
learners.
My presentation of content has
misinformation and lacks clarity.
I draw lesson content from multiple
sources and present it in innovative
ways to expose students to a variety of
intellectual, social, and/or cultural
perspectives.
I consistently use real-life examples to
make content relevant, meaningful, and
applicable to students. I use content
knowledge to field questions, address
misconceptions, and provide relevant
examples to clarify answers.
I model appropriate and varied
content-specific literacy strategies
involving print (reading, writing) and
non-print (speaking, listening, viewing,
visually representing) to assist learners
in accessing content in their discipline.
Consistently Exhibit
I draw lesson content from a few
sources and present it in ways to
expose students to a variety of
intellectual, social, and/or cultural
perspectives.
I use real-life examples to make
content relevant, meaningful, and
applicable to students. I use content
knowledge to field questions and
address misconceptions.
I draw lesson content from one source
and does not presents it in ways to
expose students to a variety of
intellectual, social, and/or cultural
perspectives.
I do not attempt to use real-life
examples in presentation of content. I
am unable to effectively address
learner questions or misunderstandings
related to content.
I model appropriate content-specific
literacy strategies involving print
(reading, writing) and non-print
(speaking, listening, viewing, visually
representing) to assist learners in
accessing content in their discipline.
Practicing
My use of content-specific literacy
strategies is limited or inappropriate.
I make frequent use of strategies to
encourage students to work
collaboratively and/or make efforts at
encouraging positive relationships
among students in the classroom.
I make some use of strategies to
encourage students to work
collaboratively and/or make efforts at
encouraging positive relationships
among students in the classroom
I employ Proactive strategies to
manage a positive and safe classroom
environment. Behavior issues are
effectively addressed.
I employ some strategies to manage a
positive and safe classroom
environment. Some behavior issues
are effectively addressed.
I make minimal use of strategies to
encourage students to work
collaboratively and/or make minimal
efforts at encouraging positive
relationships among students in the
classroom.
I do not employ effective classroom
management strategies or relies
excessively on punitive strategies.
Behavior and classroom safety issues
Need Assistance
Professionalism, ADEPT APS 8.A)
22. Demonstrates confidence and poise when
managing the classroom environment.
(NAEYC Standard 1: Child development,
Standard 4: Teaching (a, b & d), Standard 5:
Professionalism, ADEPT APS 8.B)
23. Maintains effective rules, procedures, and
routines. (NAEYC Standard 1: Child
development, Standard 4: Teaching (a, b & d),
Standard 5: Professionalism, ADEPT APS 9.A)
24. Provides for smooth transitions between
activities and implements introductions and
closures in lessons. (NAEYC Standard 1:
Child development, Standard 4: Teaching (ad), Standard 5: Professionalism, ADEPT APS
9.C)
Practicum Assessment Item—
Professionalism Domain 5
25. Demonstrates a positive rapport with
students, parents, colleagues, administrators,
and supervisors. (NAEYC Standard 1: Child
development, Standard 2: Family &
Community, Standard 4: Teaching (a),
Standard 5: Professionalism, ADEPT APS
10.A)
26. Demonstrates effective verbal
communication that is appropriate for the
intended audiences and uses Standard English.
(NAEYC Standard 6c: Becoming a
Professional, ADEPT APS 10.C)
27. Demonstrates effective external written
communication that is appropriate for the
intended audience and uses Standard English.
(NAEYC Standard 6b: Becoming a
Professional, ADEPT APS 10.C)
28. Adheres to the university and
school/district rules, Standards of Conduct for
South Carolina Educators, and FERPA
requirements and acts appropriately when faced
with legal issues with children.***
(NAEYC Standard 6b: Becoming a
Professional, ADEPT APS 10.D)
29. Is receptive to constructive criticism from
Fall 2015
I display composure in the face of
student behavior and/or demonstrate an
adequate level of confidence when
interacting with students.
I implement classroom rules,
procedures, and routines that result in a
classroom that has minimal
behavioral problems.
Teacher candidate uses strategies for
transitions that are effective in
minimizing behavioral problems and
in maximizing instructional time.
Provides introductions and closures in
lessons.
Consistently Exhibit
I generally display composure in the
face of student behavior and/or
demonstrate an adequate level of
confidence when interacting with
students.
I generally maintain rules, procedures,
and routines.
Teacher candidate generally
implements transitions in the
instructional sequence. Usually
provides an introduction or lesson
closure.
Practicing
are not addressed.
I display difficulty in maintaining
composure in the face of student
behavior and/or demonstrate a lack of
confidence when interacting with
students.
I do not maintain rules, procedures,
and routines.
Teacher candidate does not plan for
transitions or is unable to effectively
implement planned transitions without
behavioral problems. Does not or
rarely provides an introduction or
lesson closure.
Need Assistance
I takes= initiative to establish and
maintain rapport with others in the
school environment (students, parents,
colleagues, administrators, or
supervisors). I handle conflicts in a
professional manner.
I attempt to establish and maintain
rapport with others in the school
environment (students, parents,
colleagues, administrators, or
supervisors). I attempt to handle
conflicts in a professional manner.
I display difficulty in establishing and
maintaining rapport with others in the
school environment (students, parents,
colleagues, administrators, or
supervisors). I do not handle conflicts
in a professional manner.
My verbal communication integrates
professional vocabulary which is
appropriate for students and
professionals and reflects Standard
English conventions.
My external written communication is
clear, appropriate for varied
audiences, and reflects Standard
English conventions (i.e., with no
errors in writing mechanics and
sentence structure).
My verbal communication is
appropriate for students and
professionals and reflects Standard
English conventions.
My verbal communication is not
appropriate for students and/or
professionals and/or does not reflect
Standard English conventions.
My external written communication is
appropriate for students and
professionals and reflects Standard
English conventions (i.e., very few
errors in writing mechanics and
sentence structure).
I meet all requirements at the
acceptable level and act as an
advocate, when appropriate, when
faced with legal issues with children I
serve.
I conform to school/district rules as
well as the Standards of Conduct for
South Carolina Educators. I observe
confidentiality of student information
(FERPA). I act appropriately when
faced with legal issues facing the
children I serve.
I am receptive to constructive criticism
My external written communication is
not appropriate for students and/or
professionals and/or does not reflect
Standard English conventions (i.e.,
frequent or substantive errors in
writing mechanics and/or sentence
structure).
I violate the school/district rules,
Standards of Conduct for South
Carolina Educators, or FERPA
requirements, and/or my lack of
actions on legal issues involves harm
to the children I serve.
I seek feedback without prompting
I am argumentative, oppositional, or
cooperating teacher, university supervisor, and
administrators and incorporates feedback.
(NAEYC Standard 6c: Becoming a
Professional, ADEPT APS 10.E)
and receive constructive criticism in a
mature manner. Changes in behavior
demonstrate feedback has been
incorporated.
and often incorporate appropriate
feedback from others (e.g., planning,
instruction, assessment, management,
communication, and/or dispositions).
30. Demonstrates professional responsibility
(e.g. preparedness, responsibility, initiative,
time management) (NAEYC Standard 5c:
Using Content Knowledge to Build Meaningful
Curriculum, ADEPT APS 10.D)
I consistently am prepared to teach
each day and display a high degree of
planning, organization, creativity,
and initiative. My plans are prepared
in advance and discussed with my
cooperating teaching teacher.
I come to the classroom prepared for
each day. My plans are prepared in
advance and discussed with the
cooperating teacher. I organize
materials and activities in advance.
31. Uses self-reflection to evaluate and
improve professional practice.
(NAEYC Standard 6d: Becoming a
Professional, ADEPT APS 10.E)
My reflections include specific
statements supported by evidence (e.g.,
assessment data, observation, student
behavior). Reflections include detailed
explanation of strategies that will be
used to improve instruction and student
learning.
Consistently Exhibit
My reflections include specific
statements supported by evidence (e.g.,
assessment data, observation, student
behavior) with suggestions to improve
instruction and student learning.
My instruction and plans reflect
knowledge of the Language Arts
content. Standards are addressed within
lessons. Connections between
Language Arts and other disciplines
are made.
My instruction and plans reflect some
understanding of Language Arts
content and minimally address the
standards. Lessons make minimal
connections between Language Arts
and other disciplines.
My instruction and plans do not reflect
an understanding of Language Arts
content. Standards are not adequately
addressed. Connections between
Language Arts and other disciplines
are not made.
My instruction and plans reflect
knowledge of the Science content.
Standards are addressed within lessons.
Connections between Science and
other disciplines are made.
My instruction and plans reflect some
understanding of Science content and
minimally address the standards.
Lessons make minimal connections
between Science and other disciplines.
My instruction and plans do not reflect
an understanding of Science content.
Standards are not addressed.
Connections between Sciences and
other disciplines are not made.
Practicum Assessment
Item – Early Childhood Content Knowledge
32. Language Arts: Integrates listening,
speaking, reading, and writing across a
developmental continuum. Uses an integrated
approach to include content from other
disciplines. (NAEYC Standard 1: Child
development, Standard 3:Assessment, Standard
4: Teaching (a-c), Standard 5: Professionalism,
ADEPT APS 6)
33. Science: Engages students in simple
investigations, including making predictions,
gathering and interpreting data, recognizing
simple problems and drawing conclusions.
Uses an integrated approach to include content
from other disciplines. (NAEYC Standard 1:
Child development, Standard 3:Assessment,
Standard 4: Teaching (a-c), Standard 5:
Professionalism, ADEPT APS 6)
Fall 2015
Practicing
defensive when receiving constructive
feedback. Teacher candidate makes no
attempt to incorporate appropriate
feedback from others (e.g., planning,
instruction, assessment, management,
communication, and/or dispositions).
I am not prepared to teach each day.
My lesson plans may be missing or
incomplete; materials may not be
organized in advance; others (assistants
or colleagues) may not be informed of
their instructional roles for the lesson.
My lack of preparedness and initiative
negatively impact student learning
opportunities.
My reflections include general
statements not supported by specific
examples and plans for change are not
included.
Need Assistance
34. Mathematics: Engages students in
experiences that include operations, algebra,
geometry, measurement, data analysis, and
probability. Uses an integrated approach to
include content from other disciplines.
(NAEYC Standard 1: Child development,
Standard 3:Assessment, Standard 4: Teaching
(a-d), Standard 5: Professionalism, ADEPT
APS 6)
35. Social Studies: Provides experiences in
geography, history, economics, and social
relations/civics across a developmental
continuum. Uses an integrated approach to
include content from other disciplines.
(NAEYC Standard 1: Child development,
Standard 3:Assessment, Standard 4: Teaching
(a-d), Standard 5: Professionalism, ADEPT
APS 6)
My instruction and plans reflect
knowledge of the Mathematics
content. Standards are addressed within
lessons. Connections between
Mathematics and other disciplines are
made.
My instruction and plans reflect some
understanding of Math content and
minimally address the standards.
Lessons make minimal connections
between Mathematics and other
disciplines.
My instruction and plans do not reflect
an understanding of Mathematics
content. Standards are not adequately
addressed. Connections between
Mathematics and other disciplines are
not made.
My instruction and plans reflect
knowledge of the Social Studies
content. Standards are addressed within
lessons. Connections between Social
Studies and other disciplines are made.
My instruction and plans reflect some
understanding of Social Studies
content and minimally address the
standards. Lessons make minimal
connections between Social Studies
and other disciplines.
My instruction and plans do not reflect
an understanding of Social Studies
content. Standards are not adequately
addressed. Connections between Social
Studies and other disciplines are not
made.
*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 Reflective Self-Assessment (2011)
Fall 2015