Department of Education
University of South Carolina Beaufort
ELEMENTARY EDUCATION PRACTICUM MIDTERM/FINAL SELF-ASSESSMENT REPORT
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
C
1.
CHECK ONE
Develops learning objectives which are appropriate for the subject and grade level
and are connected appropriately to the standards. (ACEI Standard 1.0 Development,
2.
Learning, and Motivation, ADEPT APS 2.A, APS 6.B; USCB CF F/I-2, F/I-3)
Plans appropriate and logically sequenced lessons. (ACEI Standard 1.0 Development,
Learning, and Motivation, ADEPT APS 2.; USCB CF F/I-2)
3.
Plans developmentally appropriate and differentiated instruction to address
diverse learning needs. (ACEI Standard 1.0 Development, Learning, and Motivation,
ADEPT APS 2.A; USCB CF F/I-2, F/I-5)
4.
Plans appropriate assessment strategies and instruments. (ACEI Standard 1.0
5.
Development, Learning, and Motivation, ADEPT APS 3.A; USCB CF F/I-2, F/I-5)
Plans indicate a respect for cultural and linguistic diversity. (ACEI Standard 1.0
Development, Learning, and Motivation; 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:
PRACTICUM I Fall 2013
1
S
O
N
My rating is based upon the following supportive
evidence:
INSTRUCTION – Domain 2
6.
C
CHECK ONE
Implements effective instruction for students using knowledge of content and
appropriate standards. (ACEI Standard 3.1 Integrating and applying knowledge for
instruction, 3.2 Adaptation to diverse students, 3.3 Development of critical thinking and
problem solving, 3.4 Active engagement in learning, 3.5 Communication to foster
collaboration; 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. (ACEI Standard 3.1 Integrating and applying
knowledge for instruction, 3.2 Adaptation to diverse students, 3.3 Development of critical
thinking and problem solving, 3.4 Active engagement in learning, 3.5 Communication to
foster collaboration, ADEPT APS 4.A., APS 4.B; USCB CF C-1, N-1)
8.
9.
10.
11.
12.
13.
Provides learning experiences that allow students to form connections between the
specific subject area and other disciplines. (ACEI Standard 3.1 Integrating and
applying knowledge for instruction, 3.2 Adaptation to diverse students, 3.3 Development of
critical thinking and problem solving, 3.4 Active engagement in learning, 3.5
Communication to foster collaboration; ADEPT APS 4.C; USCB CF N-3, C/I-3, R-2)
Uses instructional strategies to actively engage students. (ACEI Standard 3.1
Integrating and applying knowledge for instruction, 3.2 Adaptation to diverse students, 3.3
Development of critical thinking and problem solving, 3.4 Active engagement in learning,
3.5 Communication to foster collaboration, ADEPT APS 5.B; USCB CF N-3, F/I-2)
Provides appropriate instructional feedback to all students. (ACEI Standard 3.1
Integrating and applying knowledge for instruction, 3.2 Adaptation to diverse students, 3.3
Development of critical thinking and problem solving, 3.4 Active engagement in learning,
3.5 Communication to foster collaboration, ADEPT APS 7.C; USCB CF C-1, F/I-2)
Uses informal and formal assessments to guide instruction. (ACEI Standard 3.1
Integrating and applying knowledge for instruction, 3.2 Adaptation to diverse students, 3.3
Development of critical thinking and problem solving, 3.4 Active engagement in learning,
3.5 Communication to foster collaboration, ADEPT APS 7.B; USCB CF R-1 F/I-5)
Uses technology* to enhance student learning. ( ADEPT 9.B; USCB CF F/I-2)
Implements strategies that address the needs of diverse learners**. (ACEI Standard
3.2 Adaptation to diverse students, ADEPT APS 6.B; USCB CF F/I-2, F/I-5)
14.
Demonstrates an enthusiastic and positive attitude in the classroom. (ACEI
Standard 3.1 Integrating and applying knowledge for instruction, 3.2 Adaptation to diverse
students, 3.3 Development of critical thinking and problem solving, 3.4 Active engagement
in learning, 3.5 Communication to foster collaboration; ADEPT APS 8.B; USCB CF N-2, C-1)
15.
Uses appropriate voice tone, inflection, and nonverbal communication to manage
instruction effectively. (ACEI Standard 3.1 Integrating and applying knowledge for
instruction, 3.2 Adaptation to diverse students, 3.3 Development of critical thinking and
problem solving, 3.4 Active engagement in learning, 3.5 Communication to foster
collaboration, ADEPT APS 9.A; USCB CF C-1, F/I-4)
PRACTICUM I Fall 2013
2
S
O
N
My rating is based upon the following supportive
evidence:
Describe one strength in the area of instruction:
List at least one goal in the area of instruction to be addressed:
CONTENT – Domain 3
C
CHECK ONE
16.
Demonstrates a thorough command of the content taught. (ACEI Standard 2.1
Reading, Writing, and Oral Language, 2.2 Science, 2.3 Mathematics, 2.4 Social studies ,
17.
18.
19.
ADEPT APS 6.A; USCB CF F/I-2, F/I-3)
Provides appropriate content. (ACEI Standard 2.1 Reading, Writing, and Oral
Language, 2.2 Science, 2.3 Mathematics, 2.4 Social studies, ADEPT APS 6.B, USCB CF F/I-3)
Structures the content to provide meaningful learning. (ACEI Standard 2.1 Reading,
Writing, and Oral Language, 2.2 Science, 2.3 Mathematics, 2.4 Social studies , 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. (ACEI Standard 2.1 Reading, Writing, and Oral Language, 2.2 Science, 2.3
Mathematics, 2.4 Social studies, 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:
PRACTICUM I Fall 2013
3
S
O
N
My rating is based upon the following supportive
evidence:
ENVIRONMENT – Domain 4
C
CHECK ONE
20.
Promotes positive, collaborative peer interactions. (ACEI Standard 3.5 Communication
to foster collaboration, 5.2 Collaboration with families, colleagues, and community
agencies; ADEPT APS 8.C; USCB CF N-1, N-2)
21.
Maintains a positive and safe classroom environment conducive for learning.
(ACEI Standard 1.0 Development, Learning, and Motivation ; ADEPT APS 8.A; USCB CF
F/I-4)
22.
Demonstrates confidence and poise when managing the classroom environment.
23.
(ACEI Standard 1.0 Development, Learning, and Motivation ; ADEPT APS 8; USCB CF F/I-4)
Maintains effective rules, procedures, and routines. (ACEI Standard 1.0
Development, Learning, and Motivation; ADEPT APS 9.A,;USCB CF F/I-4)
24.
Provides for smooth transitions between activities and implements introductions
and closures in lessons. (ACEI Standard 1.0 Development, Learning, and Motivation;
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:
PRACTICUM I Fall 2013
4
S
O
N
My rating is based upon the following supportive
evidence:
PROFESSIONALISM
25.
– Domain 5
C
CHECK ONE
Demonstrates a positive rapport with students, parents, colleagues, administrators,
and supervisors. (ACEI Standard 5.1 Professional growth, reflection, and evaluation, 5.2
Collaboration with families, colleagues, and community agencies; 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. (ACEI Standard 5.1 Professional growth,
reflection, and evaluation, 5.2 Collaboration with families, colleagues, and community
agencies; 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. (ACEI Standard 5.1 Professional
growth, reflection, and evaluation, 5.2 Collaboration with families, colleagues, and
community agencies, 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. (ACEI Standard 5.1 Professional growth, reflection, and
evaluation, 5.2 Collaboration with families, colleagues, and community agencies; ADEPT
APS 10.D; USCB CF R-4)
29.
Is receptive to constructive criticism from cooperating teacher, university
supervisor, and administrators and incorporates feedback. (ACEI Standard 5.1
Professional growth, reflection, and evaluation, 5.2 Collaboration with families, colleagues,
and community agencies; ADEPT APS 10.E; USCB CF R-1)
30.
Demonstrates professional responsibility (e.g. preparedness, responsibility,
initiative, time management). (ACEI Standard 5.1 Professional growth, reflection, and
evaluation, 5.2 Collaboration with families, colleagues, and community agencies; ADEPT
APS 10.D; USCB CF R-2, R-4)
31.
Uses self-reflection to evaluate and improve professional practice.
(ACEI Standard 5.1 Professional growth, reflection, and evaluation, 5.2 Collaboration with
families, colleagues, and community agencies; 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:
PRACTICUM I Fall 2013
5
S
O
N
My rating is based upon the following supportive
evidence:
Additional Elementary Content Knowledge
C
CHECK ONE
32.
Standard 2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high
level of competence in use of English language arts and they know, understand, and use
concepts from reading, language and child development, to teach reading, writing,
speaking, viewing, listening, and thinking skills and to help students successfully apply
their developing skills to many different situations, materials, and ideas; ADEPT APS 6.A,
6.B; USCB CF F/I-3, F/I-2, C-1)
33.
Standard 2.2 Science—Candidates know, understand, and use fundamental concepts of
physical, life, and earth/space sciences. Candidates can design and implement ageappropriate inquiry lessons to teach science, to build student understanding for personal and
social applications, and to convey the nature of science; ADEPT APS 6.A, 6.B; USCB CF F/I-3,
F/I-2, C-1)
34.
Standard 2.3 Mathematics—Candidates know, understand, and use the major concepts
and procedures that define number and operations, algebra, geometry, measurement, and
data analysis and probability. In doing so they consistently engage problem solving,
reasoning and proof, communication, connections, and representation; ADEPT APS 6.A, 6.B;
USCB CF F/I-3, F/I-2, C-1)
35.
Standard 2.4 Social studies—Candidates know, understand, and use the major concepts
and modes of inquiry from the social studies—the integrated study of history, geography,
the social sciences, and other related areas—to promote elementary students’ abilities to
make informed decisions as citizens of a culturally diverse democratic society and
interdependent world; 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:
Overall comments:
PRACTICUM I Fall 2013
6
S
O
N
My rating is based upon the following supportive
evidence:
ELEMENTARY EDUCATION PRACTICUM EVALUATION SCORING RUBRIC
Practicum Assessment Item-Planning
Domain 1
1. Develops learning objectives which are
appropriate for the subject and grade level and
are connected appropriately to the standards.
(ACEI 3.1; ADEPT APS 2.A, APS 6.B; USCB CF F/I-2,
F/I-3)
2. Plans appropriate and logically sequenced
lessons. (ACEI 3.1; ADEPT APS 2.B; USCB CF F/I-2)
3. Plans developmentally appropriate and
differentiated instruction to address diverse
learning needs. (ACEI 3.2, 3.4; ADEPT APS 2.A;
USCB CF F/I-2, F/I-5)
4. Plans appropriate assessment strategies and
instruments. (ACEI 4.0: Assessment; ADEPT APS
3.A; USCB CF F/I-2, F/I-5)
5. Plans indicate a respect for cultural and
linguistic diversity.* (ACEI 3.2; ADEPT APS 2.A;
USCB CF N-3, F/I-2)
Practicum Assessment Item-Instruction
Domain 2
6. Implements effective instruction for students
using knowledge of content and appropriate
standards. (ACEI 2.1, 2.2, 2.3, 2.4; ADEPT APS 5.A;
USCB CF F/I-2, F/I-3)
PRACTICUM I Fall 2013
Consistently
Sometimes (more
often)/Occasionally(less often)
Never
Objectives are appropriate for
subject area/developmental level of
learners and are connected
appropriately to the standards. Most
objectives are measurable and identify
criteria.
Instructional strategies are
congruent with lesson objectives. The
sequence of the lesson(s) is logical,
with few gaps in progressions.
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.
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.
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 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.
Sometimes (more
often)/Occasionally(less often)
Never
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
Most lessons reflect a good
understanding of the content in the
discipline and adequately address the
standards.
7
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. (ACEI 3.5; 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.
(ACEI 3.1; ADEPT APS 4.C; ; USCB CF N-3, C/I-3, R-2)
9. Uses instructional strategies to actively
engage students. (ACEI 3.4; ADEPT APS 5.B; ; USCB
CF N-3, F/I-2)
10. Provides appropriate instructional feedback
to all students. (ACEI 3.5; ADEPT APS 7.C; USCB CF
C-1, F/I-2)
11. Uses informal and formal assessments to
guide instruction. (ACEI 4.0; ADEPT APS 7.B; USCB
CF R-1 F/I-5)
12. Uses technology* to enhance student
learning. (ACEI 3.5; ADEPT 9.B; ; USCB CF F/I-2)
13. Implements strategies that address the
needs of diverse learners**. (ACEI 3.2; ADEPT
APS 6.B; USCB CF F/I-2, F/I-5)
PRACTICUM I Fall 2013
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 effectively and
frequently employs a variety of
instructional strategies to actively
engage students in lessons.
Teacher candidate provides specific,
corrective, and timely instructional
feedback to students related to lesson
objectives. Feedback is based on class
wide and individual responses.
Teacher candidate effectively modifies
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.
Teacher candidate uses digital tools to
support content presentation, engage
students in learning activities, and
facilitate content mastery. Teacher
candidate and students use
technology* to enhance the learning
experience.
Teacher candidate uses 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.
8
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.
Teacher candidate begins to effectively
and frequently employ instructional
strategies to actively engage students in
lessons.
Teacher candidate provides specific
and timely instructional feedback to
students related to lesson objectives.
Feedback is based on class wide and
individual responses.
Teacher candidate attempts 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.
Teacher candidate uses digital tools to
support content presentation, engage
students in learning activities, and
facilitate content mastery. Teacher
candidate or students use technology*
to enhance the learning experience.
Teacher candidate rarely demonstrates
the use of strategies to actively engage
students in lessons.
Teacher candidate uses 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.
Teacher candidate exhibits a “one size
fits all” approach to content
presentation and learning experiences,
ignoring cultural and linguistic
backgrounds.
Teacher candidate provides general
feedback, unrelated to lesson
objectives. For example, the student is
told “it is better” without the teacher
candidate identifying why it was better.
Teacher candidate does not attempt to
modify instruction and/or learning
tasks based on student responses,
informal or formal assessments.
Teacher candidate uses digital tools,
but the use of the digital tools does not
enhance content presentation,
engagement of students or facilitate
content mastery. Only teacher
candidate uses technology*.
14. Demonstrates an enthusiastic and positive
attitude in the classroom. (ADEPT APS 8.B; USCB
CF N-2, C-1)
15. Uses appropriate voice tone, inflection, and
nonverbal communication to manage
instruction effectively. (ACEI 3.5; ADEPT APS 9.A;
USCB CF C-1, F/I-4)
Practicum Assessment Item - Content
Domain 3
16. Demonstrates a thorough command of the
content taught. (ACEI 2.1, 2.2, 2.3, 2.4; ADEPT APS
6.A; USCB CF F/I-2, F/I-3)
17. Provides appropriate content. (ACEI 2.1, 2.2,
2.3, 2.4; ADEPT APS 6.B; , USCB CF F/I-3)
18. Structures the content to provide
meaningful learning. (ACEI 3.1; ADEPT APS 6.B;
USCB CF N-3, F/I-2, F/I-3)
19. Employs literacy strategies that assist
learners in accessing content in their discipline.
(ACEI 2.1; ADEPT APS 6.B; ; USCB CF C-1, F/I-3)
Practicum Assessment Item— Environment
Domain 4
20. Promotes positive, collaborative peer
interactions. (ACEI 3.4; ADEPT APS 8.C; USCB CF
N-1, N-2)
PRACTICUM I Fall 2013
An enthusiastic and positive attitude is
consistently displayed in the
classroom.
Teacher candidate demonstrates
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, TEACHER CANDIDATE
moves throughout the space to
maintain eye contact with students.
An enthusiastic and positive attitude is
developing in the classroom.
An enthusiastic and positive attitude is
not displayed in the classroom.
Teacher candidate demonstrates
effective communication skills by
varying voice inflection and tone,
changing the pacing of the
presentation, and using body language
that encourages student engagement.
Teacher candidate exhibits 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).
Consistently
Sometimes (more
often)/Occasionally(less often)
Never
Teacher candidate’s presentation of
content is consistently clear, precise,
accurate and relevant to learners.
Teacher candidate draws lesson
content from multiple sources and
presents it in innovative ways to
expose students to a variety of
intellectual, social, and/or cultural
perspectives.
Teacher candidate consistently uses
real-life examples to make content
relevant, meaningful, and applicable to
students. The teacher candidate uses
content knowledge to field questions,
address misconceptions, and provide
relevant examples to clarify answers.
Teacher candidate models 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
Teacher candidate makes frequent use
of strategies to encourage students to
work collaboratively and/or makes
9
Teacher candidate’s presentation of
content is generally clear, precise,
accurate and relevant to learners.
Teacher candidate draws lesson
content from a few sources and
presents it in ways to expose students
to a variety of intellectual, social,
and/or cultural perspectives.
Teacher candidate’s presentation of
content has misinformation and lacks
clarity.
Teacher candidate draws 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.
Teacher candidate uses real-life
examples to make content relevant,
meaningful, and applicable to students.
Teacher candidate uses content
knowledge to field questions and
address misconceptions.
Teacher candidate does not attempt to
use real-life examples in presentation
of content. Teacher candidate is unable
to effectively address learner questions
or misunderstandings related to
content.
Teacher candidate models 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.
Teacher candidate’s use of contentspecific literacy strategies is limited or
inappropriate.
Sometimes (more
often)/Occasionally(less often)
Never
Teacher candidate makes some use of
strategies to encourage students to
work collaboratively and/or makes
Teacher candidate makes minimal use
of strategies to encourage students to
work collaboratively and/or makes
21. Maintains a positive and safe classroom
environment conducive for learning. ( ADEPT
APS 8.A; USCB CF N-1, N-2)
22. Demonstrates confidence and poise when
managing the classroom environment. (ADEPT
APS 8.B; USCB CF F/I-4)
23. Maintains effective rules, procedures, and
routines. (ACEI 3.4; ADEPT APS 9.A; USCB CF F/I-4)
24. Provides for smooth transitions between
activities and implements introductions and
closures in lessons. (ADEPT APS 9.C; USCB CF F/I2)
Practicum Assessment Item—
Professionalism Domain 5
25. Demonstrates a positive rapport with
students, parents, colleagues, administrators,
and supervisors. (ACEI 5.2; 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.
(ACEI 3.5; 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.
(ACEI 3.5; ADEPT APS 10.C; USCB CF C-1)
PRACTICUM I Fall 2013
efforts at encouraging positive
relationships among students in the
classroom.
Proactive strategies are employed to
manage a positive and safe classroom
environment. Behavior issues are
effectively addressed.
efforts at encouraging positive
relationships among students in the
classroom
Some strategies are employed to
manage a positive and safe classroom
environment. Some behavior issues
are effectively addressed.
Teacher candidate displays
composure in the face of student
behavior and/or demonstrates an
adequate level of confidence when
interacting with students.
Teacher candidate implements
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.
Teacher candidate generally displays
composure in the face of student
behavior and/or demonstrates an
adequate level of confidence when
interacting with students.
Teacher candidate generally maintains
rules, procedures, and routines.
Consistently
Teacher candidate takes initiative to
establish and maintain rapport with
others in the school environment
(students, parents, colleagues,
administrators, or supervisors).
Handles conflicts in a professional
manner.
Teacher candidate’s verbal
communication integrates
professional vocabulary which is
appropriate for students and
professionals and reflects standard
English conventions.
Teacher candidate’s external written
communication is clear, appropriate
for varied audiences, and reflects
standard English conventions (i.e.,
with no errors in writing mechanics
10
Teacher candidate generally
implements transitions in the
instructional sequence. Usually
provides an introduction or lesson
closure.
minimal efforts at encouraging positive
relationships among students in the
classroom.
Teacher candidate does not employ
effective classroom management
strategies or relies excessively on
punitive strategies. Behavior and
classroom safety issues are not
addressed.
Teacher candidate displays difficulty in
maintaining composure in the face of
student behavior and/or demonstrates a
lack of confidence when interacting
with students.
Teacher candidate does 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.
Sometimes (more
often)/Occasionally(less often)
Never
Teacher candidate attempts to establish
and maintain rapport with others in the
school environment (students, parents,
colleagues, administrators, or
supervisors). Attempts to handle
conflicts in a professional manner.
Teacher candidate displays difficulty in
establishing and maintaining rapport
with others in the school environment
(students, parents, colleagues,
administrators, or supervisors). Does
not handle conflicts in a professional
manner.
Teacher candidate’s verbal
communication is not appropriate for
students and/or professionals and/or
does not reflect standard English
conventions.
Teacher candidate’s verbal
communication is appropriate for
students and professionals and reflects
standard English conventions.
Teacher candidate’s external written
communication is appropriate for
students and professionals and reflects
standard English conventions (i.e., very
few errors in writing mechanics and
Teacher candidate’s external written
communication is not appropriate for
students and/or professionals and/or
does not reflect standard English
conventions (i.e., frequent or
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.***
( ADEPT APS 10.D; USCB CF R-4)
29. Is receptive to constructive criticism from
cooperating teacher, university supervisor, and
administrators and incorporates feedback. (ACEI
5.1; ADEPT APS 10.E; USCB CF R-1)
30. Demonstrates professional responsibility
(e.g. preparedness, responsibility, initiative,
time management) (ACEI 5.1; ADEPT APS 10.D;
USCB CF R-2, R-4)
31. Uses self-reflection to evaluate and
improve professional practice.
(ACEI 5.1; ADEPT APS 10.E; USCB CF R-1)
Practicum Assessment
Item – Elementary Content Knowledge
32Reading, Writing, and Oral Language—
Candidates demonstrate a high level of competence
in use of English language arts and they know,
understand, and use concepts from reading, language
and child development, to teach reading, writing,
speaking, viewing, listening, and thinking skills and
PRACTICUM I Fall 2013
and sentence structure).
sentence structure).
Teacher candidate meets all
requirements at the acceptable level
and acts as an advocate, when
appropriate, when faced with legal
issues with children the teacher
candidate serves.
Teacher candidate conforms to
school/district rules as well as the
Standards of Conduct for South
Carolina Educators. The teacher
candidate observes confidentiality of
student information (FERPA). The
teacher candidate acts appropriately
when faced with legal issues facing the
children he/she serves.
Teacher candidate is receptive to
constructive criticism and often
incorporates appropriate feedback from
others (e.g., planning, instruction,
assessment, management,
communication, and/or dispositions).
Teacher candidate seeks feedback
without prompting and receives
constructive criticism in a mature
manner. Changes in behavior
demonstrate feedback has been
incorporated.
Teacher candidate is consistently
prepared to teach each day and
displays a high degree of planning,
organization, creativity, and
initiative. Plans are prepared in
advance and discussed with
Cooperating teacher.
Teacher candidate comes to the
classroom prepared for each day.
Plans are prepared in advance and
discussed with the Cooperating
teacher. Teacher candidate organizes
materials and activities in advance.
Teacher candidate’s 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.
Teacher candidate’s reflections include
specific statements supported by
evidence (e.g., assessment data,
observation, student behavior) with
suggestions to improve instruction and
student learning.
Consistently
Sometimes (more
often)/Occasionally(less often)
Instruction and plans reflect
knowledge of the Language Arts
content. Standards are addressed within
lessons. Connections between
Language Arts and other disciplines
are made.
11
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.
substantive errors in writing mechanics
and/or sentence structure).
Teacher candidate violates the
school/district rules, Standards of
Conduct for South Carolina Educators,
or FERPA requirements, and/or the
teacher candidate’s lack of actions on
legal issues involves harm to the
children served.
Teacher candidate is argumentative,
oppositional, or 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).
Teacher candidate is not prepared to
teach each day. 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. Lack of preparedness and
initiative negatively impacts student
learning opportunities.
Teacher candidate’s reflections include
general statements not supported by
specific examples and plans for change
are not included.
Never
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.
to help students successfully apply their developing
skills to many different situations, materials, and
ideas (ACEI 2.1; ADEPT APS 6.A, 6.B; USCB CF F/I-3,
F/I-2, C-1)
PRACTICUM I Fall 2013
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33. Science—Candidates know, understand, and use
fundamental concepts of physical, life, and
earth/space sciences. Candidates can design and
implement age-appropriate inquiry lessons to teach
science, to build student understanding for personal
and social applications, and to convey the nature of
science (ACEI 2.2; ADEPT APS 6.A, 6.B; USCB CF F/I-
Instruction and plans reflect
knowledge of the Science content.
Standards are addressed within lessons.
Connections between Science and
other disciplines are made.
Instruction and plans reflect some
understanding of Science content and
minimally address the standards.
Lessons make minimal connections
between Science and other disciplines.
Instruction and plans do not reflect an
understanding of Science content.
Standards are not addressed.
Connections between Sciences and
other disciplines are not made.
Instruction and plans reflect
knowledge of the Mathematics
content. Standards are addressed within
lessons. Connections between
Mathematics and other disciplines are
made.
Instruction and plans reflect some
understanding of Math content and
minimally address the standards.
Lessons make minimal connections
between Mathematics and other
disciplines.
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.
Instruction and plans reflect
knowledge of the Social Studies
content. Standards are addressed within
lessons. Connections between Social
Studies and other disciplines are made.
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.
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.
3, F/I-2, C-1)
34. Mathematics—Candidates know, understand,
and use the major concepts and procedures that
define number and operations, algebra, geometry,
measurement, and data analysis and probability. In
doing so they consistently engage problem solving,
reasoning and proof, communication, connections,
and representation (ACEI 2.3; ADEPT APS 6.A, 6.B;
USCB CF F/I-3, F/I-2, C-1)
35. Social studies—Candidates know, understand,
and use the major concepts and modes of inquiry
from the social studies—the integrated study of
history, geography, the social sciences, and other
related areas—to promote elementary students’
abilities to make informed decisions as citizens of a
culturally diverse democratic society and
interdependent world (ACEI 2.4; ADEPT APS 6.A, 6.B;
USCB CF F/I-3, F/I-2, C-1)
*Diversity refers to “differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual
orientation, and geographic area.” (NCATE Professional Standards, 2002, p.53)
**Examples of appropriate application of technology include: P-12 students using multimedia software to create presentations; P-12 students using spreadsheet/graphing
software to analyze data; P-12 students using digital video to tell a story; P-12 students with special needs/ESOL using assistive technology to meet curricular objectives. Using a
word processor to type lesson plans, showing a video or using the overhead projector, or intern e-mail communication are not considered adequate use of technology for this
indicator.
*** A Does Not Meet Expectations rating on this item may result in failure for the practicum.
Adapted from Winthrop University’s Internship I and II Rubric (2013) & ECED Field Experience and Internship Midterm/Final Evaluation Report (2011)
PRACTICUM I Fall 2013
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