(EDS 685) Practicum/Graduate Field Experience
Common Course Assessment: Programs Preparing Teachers
(EDG 685) Practicum/Graduate Field Experience
Common Course Assessment: Programs Preparing Teachers
Course Outcomes:
Proposition 1: Commitment to Client and their development – Recognize differences and
adjust practices; Understand how individuals/groups develop and learn; Treat individuals
equitably
Proposition 2: Know subjects/ and how to teach/implement them – Appreciate how
knowledge is created, organized and linked; have specialized knowledge in how to convey
subject; Generate multiple paths to knowledge
Proposition 3: Responsible for Managing Student Learning/Client development – Call on
multiple methods to meet their goals; Orchestrate learning/change in group settings; place
a premium on student engagement/group participation; are mindful of their principal
objectives
Proposition 4: Systematic Thinking about Practice and Experience - Continually make
difficult choices that test their judgment; Seek advise of others, draw on research and
scholarship to improve their practice.
Proposition 5: Members of Learning Communities - Collaborate with other professionals;
work collaboratively with others (parents, peers, supervisors, community, etc.)
Rubrics for Programs Preparing Teachers
NBPTS Proposition 1: Teachers are Committed to Students and Their Learning
Elements
#1
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
A
Recognize
student
differences
and
adjusts
practice.
Displays
extensive
understanding of
student
differences and
makes needed
changes based
on student
interests,
circumstances,
or abilities.
Displays
understanding
of student
differences
and makes
some changes
based on
observation
and
knowledge of
their
students.
Displays limited
understanding
of student
differences;
makes few
changes based
on student
interests,
circumstances,
or abilities.
Does not meet
standard
B
Understan
d how
students
develop
and learn.
Is very effective
in the application
of learning and
assessment
processes in the
actual classroom.
Is effective in
the
application of
learning and
assessment
processes in
Is minimally
effective in the
application of
learning and
assessment
processes in the
Does not meet
standard
the actual
classroom.
actual
classroom.
C
Treat
students
equitably.
Shows very clear
respect for
equity and
differences of
culture and
gender.
Shows respect
for equity and
differences of
culture and
gender.
Shows minimal
respect for
equity and
differences of
culture and
gender.
Does not meet
standard
D
Mission
extends
beyond
developing
cognitive
capacity of
students.
Is very effective
in fostering
student selfesteem,
motivation,
character,
responsibility
and respect.
Fosters
student selfesteem,
motivation,
character,
responsibility
and respect.
Is minimally
effective in
fostering
student selfesteem,
motivation,
character,
responsibility,
and respect.
Does not meet
standard
NBPTS Proposition 2: Teachers Know Their Subjects and How to Teach Them
Elements
#2
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
A
Appreciate
how
knowledge
is created,
organized
and linked.
Places high value
on knowledge
and its
construction,
while also
developing
analytical and
critical capacities
of students.
Places value on
knowledge and
its construction;
sometimes
helps students
develop
analytical and
critical
capacities.
Places limited
value on
knowledge and
its construction;
rarely helps
develop students’
analytical and
critical capacities.
Does not meet
standard
B
Have
specialized
knowledge
in how to
convey the
subject.
Shows extensive
awareness of
difficulties and
preconceptions
students may
bring to a subject
and what
strategies and
materials might
assist.
Shows
awareness of
difficulties and
preconceptions
students may
bring to a
subject and
what strategies
and materials
might assist.
Shows minimal
awareness of
difficulties and
preconceptions
students may
bring to a subject
or what
strategies and
materials might
assist.
Does not meet
standard
C
Generate
multiple
paths to
knowledge.
Has a varied
instructional
repertoire and is
adept at teaching
students to pose
and solve their
own problems.
Has a basic
instructional
repertoire and
sometimes
teaches
students to
pose and solve
their own
problems.
Has a limited
instructional
repertoire and
rarely teaches
students to pose
and solve their
own problems.
Does not meet
standard
NBPTS Proposition 3: Teachers Are Responsible for Managing Student Learning
Elements
#3
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
A
Call on
multiple
methods to
meet
goals.
Very effective in
creating or
altering
instruction to
generate/sustain
interest,
including drawing
on students or
colleagues.
Effective in
creating
instruction to
generate and
sustain
interest; may
also draw on
others’
expertise.
Limited in
instructional
methods that
generate or sustain
interest. Rarely
make use of multiple
methods.
Does not meet
standard
B
Orchestrat
e learning
in group
settings.
Highly adept at
organizing
instruction and
using time
effectively to
meet goals.
Usually
organizes
instruction and
uses time
effectively to
meet goals.
Instruction is
sometimes or often
disorganized and
time is not used
effectively.
Does not meet
standard
C
Place a
premium
on student
engageme
nt.
Creates rich and
engaging
learning
experiences that
allow interaction
between
students and
teachers.
Creates
learning
experiences
that allow
interaction
between
students and
teachers.
Rarely creates
engaging
experiences; rarely
allows interaction
between students,
teachers.
Does not meet
standard
D
Regularly
assess
student
progress.
Uses multiple
methods to
assess individual
and group
progress.
Communicates
student progress
to parents clearly
and often.
Uses traditional
methods to
assess
individual
and/or group
progress.
Communicates
student
progress to
parents.
Uses limited or
ineffective methods
to assess student
progress. Does not
always communicate
student progress to
parents.
Does not meet
standard
E
Are
mindful of
their
principal
objective.
Consistently
motivates,
maintains
student interest
in learning even
in the face of
temporary
failure.
Usually
motivates and
maintains
student
interest in
learning.
Sometimes or often
gives up on
motivating and
maintaining student
interest in learning.
Does not meet
standard
NBPTS Proposition 4: Teachers Think Systematically About Their Practice and
Learn from Experience.
Elements
#4
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
A
Continually
make difficult
choices that
test their
judgment.
Extensive ability
and willingness to
take multiple
perspectives, be
creative, take
risks, and adopt a
problem-solving
approach.
Shows basic
ability and
willingness to
take other
perspectives,
be creative,
and adopt a
problemsolving
orientation.
Not always
able or willing
to take other
perspectives,
take risks, or
adopt a
problemsolving
orientation.
Does not meet
standard
B
Seek advice
of others;
draw on
research and
scholarship to
improve their
practice.
Draws from
personal
experience and is
firmly grounded in
the literature.
Strives to critique
practice, sharpen
judgment, adapt
to new findings,
ideas, theories.
Draws
primarily from
personal
experience in
making
decisions.
Willing to
examine own
practice and
new ideas.
Limited ability
to reflect on
experience in
making
decisions;
limited
willingness to
examine own
practice in the
light of new
ideas.
Does not meet
standard
NBPTS Proposition 5: Teachers Are Members of Learning Communities
Elements
#5
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
A
Contribute to
school
effectiveness
by
collaborating
with other
professionals.
Works extensively
on initiatives such
as policy,
curriculum, staff
development, and
resources.
Works on
school
initiatives
such as
instructional
policy, staff
dev’t,
curriculum,
and
resources.
Limited interest
in working on
school-wide
initiatives.
Does not meet
standard
B
Work
collaboratively
with parents.
Highly effective in
engaging parents
in work of the
school.
Engages
parents in the
work of the
school.
Rarely or never
engages parents
in work of the
school
Does not meet
standard
C
Take
advantage of
community
resources.
Displays broad
understanding and
uses specialized
resources that can
benefit students.
Knows about
and uses
specialized
resources that
can benefit
students.
Limited
awareness and
use of specialized
resources that
can benefit
students.
Does not meet
standard