Math 103
MA 103 Project 01 Rubric:
Higher Order Skill
Not
Attempted Emerging Developing
(0)
Mastering
Evaluating evidence provided
Identifying relevant evidence, evaluating evidence credibility, reliability, relevance.
Document C is from a valid source and provides valuable data. It is the most relevant document.
Document B is from a valid source.
It provides an overview of the budget issues, as well as how much funding to cut, which makes it the second most relevant document.
Document D is from a valid source.
It provides an overview of the campus protests over fairness and cuts of allocations to clubs. It is slightly relevant to the task.
Document A provides some background on one of the protesters, and while it gives a sense of the urgency of the response, is not directly relevant.
Analysis/synthesis/conclusion
Analyzes the relevant evidence, synthesizing from multiple sources, and provides a conclusion/response to the prompt(s).
Document C provides the linear relationship between club membership and funding, which is
$20 per member ($5,500 / 275 and
$5,300 / 265). The scatterplot shows this as well, its slope is
$20/member. It also provides the club names.
Document B provides an overview of the budget issues, and the specific amount, $1,500, by which to cut funding. Document D provides background to the funding protests.
It also has a quote that funding is a function of membership.
Document A provides background to the funding protests, but it might
0 1
Mentioned one or more documents.
0
Not attempting a conclusion or for making a conclusion that isn't relevant to the prompt(s).
1
Provides a response to one of the prompts, “fair” or “funding.”
2
Provides responses to both prompts.
2
Evaluated the validity of a single document.
3
Provides responses to both prompts, and one is acceptable
(either the
“fairness” question is answered, possibly mentioning positive association, or a “funding” proposal is made).
4
Provides acceptable responses to both prompts.
3
Evaluated multiple documents, in particular mentioning data in B and
C were from valid sources.
5
As above, but the
$20/member is discussed
(doesn’t have to be considered fair) or the funding proposal is sufficiently detailed, where all the clubs and their new amounts are listed.
6
As above, but the
$20/member is

MA 103 Project 01 Rubric:
Higher Order Skill be a ‘red herring’ if too much attention is paid to it.
0 on conclusion means 0 on acknowledging alternatives.
Presenting/”creating” evidence
A good response will include evidence which has been created, not just restated from the documents. In addition, consideration should be given to the appropriate means for the presentation of this new evidence.
0
Acknowledging alternatives to their conclusion
0 on conclusion means 0 on acknowledging alternatives
Besides presenting a conclusion/response to the prompt(s), is there an acknowledgement of other possibilities?
0
Not
Attempted
(0)
Emerging Developing Mastering
In particular: the “fairness” question is answered, possibly mentioning positive association and a “funding” proposal is made, where a reasonable method for reduction is mentioned. discussed
(doesn’t have to be considered fair) and the funding proposal is sufficiently detailed, where all the clubs and their new amounts are listed.
1
Attempted: graph or table or presented a % decrease.
2
Used a graph or table appropriately, either to convey
“fairness” or to present a new funding proposal or used % decrease appropriately.
1
Mentioned strengths and weaknesses of their conclusion.
2
Mentioned an alternative to their conclusion.
3
Used a graph or table appropriately with LABELS and TITLES , either to convey
“fairness” or to present a new funding proposal or explained how
% decrease was derived, including the
$1,500.
3
Both:
- mentioned strengths and weaknesses of their conclusion
AND
- mentioned an alternative to their conclusion.

MA 103 Project 01 Rubric:
Higher Order Skill
Mechanics/persuasiveness
Exhibiting facility with the English language, especially with grammar and sentence structure. Sound overall organization of the memo.
0
Not
Attempted
(0)
Emerging Developing Mastering
1
Distracting errors, poor sentence structure, poor organization.
2
Few errors, generally wellconstructed sentences, fairto-good
3
Hardly any errors, good sentence structure, good overall

CM365:Organizational Communication – Literature Review Grading Rubric
Student’s Name____________________________________________
Introduction Yes No
Is there a clearly identified topic to be studied?
Is the topic defined?
Is there a question to be answered?
Literature Review
Is the literature divided thematically?
Are there at least two subheadings?
Do the subheadings clearly illuminate the topic under examination?
Are they introduced with good transitions?
Conclusion
Is there some explanation of what has been learned?
Does the student extend the literature?
Style
Margins, Title Page, and Headings correct? Pages numbered?
Good transitions throughout the paper?
Good use of quotations?
Proper citations in text?
Alphabetical & APA style in Reference list?
Spelling
Grammar
Punctuation
Clarity of Writing
For more information about writing for clarity, please see my writing tips web page: http://faculty.juniata.edu/cockett/t eaching/writing.html
Comments

Music
Grading Rubric - Post-Concert Reflections – Dr. Latten
MS 101, MS 110, MS 125, MS 230, ensembles
-10% if turned in 1-7 days late
-20% if turned in 8-14 days late
-30% if turned in more than 14 days late
0-64
Evidence suggests that the writer did not attend the entire concert
Length of paper too brief for this assignment; exhibits none of the standards learned in CWS
Tangential discussions of course topics, or unrelated topics, seem to form a large component of the paper, rather than desired elements
The
“who/what/when/w here” of this concert is not completely described
Grammar, spelling and punctuation are generally poor; incomplete or runon sentences exist
65-76
Evidence suggests that writer may have attended the entire concert
Length of paper too brief for this assignment; exhibits few of the standards learned in CWS
Tangential discussions of course topics, or unrelated topics, too common; desired elements not discussed enough
The
“who/what/when/w here” of this concert is not completely described
Grammar, spelling and punctuation are fair; incomplete or run-on sentences exist
Subject matter and
77-87
Evidence suggests that writer attended the entire concert
Length of paper may be a little too brief for this assignment; exhibits some but not all of the standards learned in CWS
Grammar, spelling and punctuation are good, although a number of small errors exist
The
“who/what/when/w here” are mentioned
Subject matter and use of correct terminology: mainly accurate, although a few errors exist
(possibly in the area of structure, staying on topic, or lack of sentence variety)
Subject matter and use of correct terminology: major inaccuracies throughout the paper. Structure, relevancy of topic, variety are major concerns use of correct terminology: fair, with a number of glaring errors
(possibly in the area of structure, staying on topic, and/or lack of sentence variety)
88-96
Evidence suggests that writer attended the entire concert
Length of paper appropriate; exhibits standards learned in CWS
Tangential discussions, if any, are brief and well placed.
The
“who/what/when/w here” are all clearly described.
Grammar, spelling and punctuation are generally quite good.
Subject matter and use of correct terminology: all good
97-100
Evidence suggests that writer attended the entire concert
Length of paper appropriate; consistently exhibits standards learned in CWS
Tangential discussions, if any, are brief and well placed.
Paper is well organized; topic is developed fully through use of examples and reflective details about the performance.
The
“who/what/when/w here” are all clearly described.
Grammar, spelling and punctuation are excellent
Subject matter and use of correct terminology: all extremely accurate

The papers are to be 1.5 pages long, double spaced, 12point font, 1” margins all around – just like the standards you learned in CWS! Content: Descriptive elements (the who/what/when/where of this particular performance), critical elements (subjective and/or objective observations of the performance), and a comparative analysis (comparing the elements of the performance to the definitions and examples of musical elements discussed in class and the studies of stylistic characteristics we have discussed). In your critiques, write mainly about the music, although tangential discussions of course topics such as audience etiquette, the importance of music education, etc.... may be discussed briefly. Your target audience: readers of a local arts newsletter. For examples of previous papers, see my p-drive or read concert reviews in The New York Times or other newspapers. Due date: Ten days after the performance took place, or reading day – whichever comes first.

English
Writing Rubric
Audience
Uses appropriate diction for intended audience
Uses appropriate tone for intended audience
Provides appropriate content for intended audience
Organization/Development
Opening paragraph introduces argument
Clearly states thesis
Paragraphs follow logical progression
Paragraph topics sufficiently individuated
Uses specific examples to prove general propositions
Supports thesis throughout
Conclusion rounds off paper
Answers prompt directly
Style
Uses a variety of sentence structures
Demonstrates mastery of diction
Has a distinct voice
Grammar
Uses appropriate punctuation
Free from spelling errors
Demonstrates mastery of grammatical conventions
Critical Reading Rubric
Identifies & analyzes thematic concerns of literary texts
Applies variety of critical approaches to literary texts
Understands generic nature of literary texts
Constructs critical/analytical arguments supported by textual evidence
Literary History/Terminology Rubric
Shows familiarity with literary terms of art and genres
Shows familiarity with representative authors of the major literary and historical periods of British and
American literature
Shows familiarity with the cultural characteristics of the major literary and historical periods of British and
American literature
Shows familiarity with the major schools of contemporary literary theory
Psychology Research Methods Grading Rubric (PY309)
Format Content Style
Title Page 3-Running head, title, page #, name included and formatted correctly.
2-one or two errors
1-major errors
Abstract 3-Running head, page #, and formatted correctly.
2-one or two errors
1-major errors
5-At least one sentence summarizing every section included
3-missing information for 1-
2 sections
3-Text reads clearly with good grammar and good flow
2-minor grammar, comprehension, or flow

Format Content
1-missing information for more than 2 sections
Intro
Method
Results
3-Running head, titles, page
#s, and citations are all present and formatted correctly (1-2 minor errors)
2- small number of errors (3-
4)
1-large number of errors (> 4)
3-Headings and citations are all present and formatted correctly
2- small number of errors (1-
3)
1-large number of errors (> 3)
3-Headings and statistics are all formatted correctly (1-2 minor errors)
2- small number of errors (3-
4)
1-large number of errors (> 4)
Discussion 3-Headings, citations, and statistics all appropriately formatted
2-small number of errors (1-
3)
1-large number of errors (> 3)
5Lit review from “big picture” to specifics of your study. Hypotheses are clearly stated and logically flow from lit review.
Importance of problem stated.
3-minor issues with above
1-major issues with above
5-Participants, measures, and procedures are covered in sufficient depth
3-some small amount of incorrect/missing information
1-too much incorrect/missing information
5-All relevant statistics for each hypothesis are present
3-small amount of inappropriate or missing information
1-large amount of inappropriate or missing information
5-Important findings and implications are discussed and relevant findings are connected with previous research.
3-minor issues with above
1-major issues with above
Style issues
1-major grammar, comprehension, and flow issues
3-Text reads clearly with good grammar and good flow
2-minor grammar, comprehension, or flow issues
1-major grammar, comprehension, and flow issues
3-Text reads clearly with good grammar and good flow
2-minor grammar, comprehension, or flow issues
1-major grammar, comprehension, and flow issues
3-Text reads clearly with good grammar and good flow
2-minor grammar, comprehension, or flow issues
1-major grammar, comprehension, and flow issues
3-Text reads clearly with good grammar and good flow
2-minor grammar, comprehension, or flow issues
1-major grammar, comprehension, and flow issues
References 3-All references included with no major errors (1-2 minor errors)
2-small number of errors
Tables &
Figures and/or one missing reference
1-large number of errors and/or more than one missing reference
3-Formatted correctly with no missing information
2-minor issues with above
1-major issues with above
SubTotal: X/24
Total: X/64=
SubTotal: X/25 SubTotal: X/15

Education
The lengthy rubric used in the education department covers the entire program. Thus, while only some areas are assessed within each course, all students are assessed in all areas before graduating.
Student Teaching Evaluation
The Juniata College Education Department
This field experience is an integral component of the teacher education model at Juniata
College. The purpose of this field experience is to provide teacher education candidates with an opportunity to apply multiple theories, concepts, and evidence-based practices in a classroom setting. The Juniata College Student Teaching Evaluation Form is aligned with the Pennsylvania Department of Education PDE – 430 Form that incorporates the
Pennsylvania Department of Education Teaching Competencies into four categories: (I)
Planning and Preparation, (II) Classroom Environment, (III) Instructional Delivery, and (IV)
Professionalism.
__X_ ED 450 Student Teaching
_____ ED 452 Student Teaching for Dual Majors
________________________________ ___________________________
____________________________
Student Teacher/Candidate’s Last Name
Level(s)
First
_Huntingdon Area School District_____ ___________________________
____________________________
District
Teacher
School
School Year: _2010-2011________ Term: _Spring______________
Grade
Cooperating
Directions: Please determine and document the performance of your student teacher by placing the date
(e.g. 10/14/11) within the appropriate box. For the initial mid-semester evaluation, place the date in the box on the left side of the skill. For the end of semester evaluation, place the date in the box on the right side of the skill. The gray areas are to remain blank.
Category I: Planning and Preparation – Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context.
Alignment : 354.33. (1) (i) (A), (B), (C), (G), (H)
Competency A: The student teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches, and can create learning experiences that make these aspects of subject matter meaningful for all students.
Competency B: The student teacher understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social, career, and personal development.
Competency C: The student teacher understands how students differ in their ability and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
Competency G: The student teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Competency H: The student teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Student Teacher/Candidate’s performance appropriately demonstrates:

Knowledge of content

Knowledge of pedagogy
 Knowledge of Pennsylvania’s K-12
Academic Standards

Knowledge of students and how to use this knowledge to impart instruction

Use of resources, materials, or technology available through the school or district

Instructional goals that show a recognizable sequence with adaptations for individual student needs

Assessments of student learning aligned to the instructional goals and adapted as required for student needs

Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals
Performance
1. Development of appropriate instructional plans to accommodate for the diverse needs of all students
2. Understands and identifies the Least
Restrictive
Environment (LRE) for individual students and implements
Individualized
Education Plans
(IEPs)
3. Understanding the use of the academic standards, anchors, and national guidelines
Exceeds
Competency
Student independently demonstrates strength in developing appropriate instructional plans to accommodate for the diverse learning needs of all students
Meets
Competency
Student consistently and effectively develops appropriate instructional plans to accommodate for the diverse learning needs of all students
Emerging
Development
Student intermittently develops appropriate instructional plans to accommodate for the diverse learning needs of all students
Inadequate/
Unacceptable
Student instructional plans rarely include accommodations for the diverse learning needs of all students
Student consistently and effectively demonstrates understanding of the LRE and implements
IEPs
Student intermittently demonstrates understanding of the LRE and implements
IEPs
Student consistently and effectively uses the academic standards, anchors, and national guidelines for instructional planning
Student intermittently uses the academic standards, anchors, or national guidelines for instructional planning
Student
Student rarely rarely planning
understand the LRE or implement IEPs demonstrates an understanding and/or use of the academic standards, anchors, or national guidelines for instructional

Performance
4. Submission of lesson plans and assignments in a timely manner
Exceeds
Competency
5. Development and use of appropriate resources and technology to plan instruction for individual student needs
6. Use of varied strategies to assess understanding during the teaching process and use of assessment information in planning instruction to meet individual student needs
Student independently and appropriately coordinates and integrates multiple resources including technology to develop and plan instruction for individual student needs
Student independently and appropriately uses multiple strategies to assess understanding during the teaching process and uses the information when planning instruction to meet individual student needs
Comments:
Meets
Competency
Student consistently submits lesson plans and assignments in a timely manner.
Student consistently and effectively uses resources and technology to develop and plan instruction for individual student needs
Emerging
Development
Student intermittently submits lesson plans and assignments in a timely manner.
Student intermittently uses resources and/or technology to develop and plan instruction for individual student needs
Inadequate/
Unacceptable
Student rarely submits lesson plans and assignments in a timely manner.
Student rarely uses resources or technology to develop and plan instruction individual student needs
Student consistently and effectively uses strategies to assess understanding during the teaching process and uses the information when planning instruction to meet individual student needs
Student intermittently uses strategies to assess understanding during the teaching process and when planning instruction to meet individual student needs
Student planning instruction to meet individual student needs rarely plans for assessment during the teaching process and when
Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.
Alignment: 354.33. (1)(i)(E), (B)
Competency E: The student teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Competency B: The student teacher understands how all children learn and develop, and can provide
learning opportunities that support their intellectual, social, career, and personal development.

Student Teacher/Candidate’s performance appropriately demonstrates:

Expectations for student achievement with value placed on the quality of student work

Attention to equitable learning opportunities for students

Appropriate interactions between teacher and students and among students

Effective classroom routines and procedures resulting in little or no loss of instructional time

Clear standards of conduct and effective management of student behavior

Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher

Ability to establish and maintain rapport with students
Performance Exceeds
Competency
Meets
Competency
Emerging
Development
Inadequate/Unacceptable
1. Use of scheduling, planning, transitions, and instructional time
2. Implementation of appropriate age and skill level activities according to the stages of learning
(acquisition, fluency, maintenance, generalization, and adaptation)
Student independently and appropriately demonstrates the ability to organize schedules, planning, transitions, and instructional time
Student independently demonstrates the ability to implement appropriate age and skill level activities consistent with the stages of learning and
Student consistently and effectively demonstrates the use of effective scheduling, planning, transitions, and instructional time
Student consistently and stages of learning and theory effectively and skill level activities developmental implements age according to the
Student intermittently demonstrates effective scheduling, planning, and instructional time
Student intermittently implements age and skill level activities according to the stages of learning
Student is rarely organized and prepared
Student rarely implements age and skill level activities according to the stages of learning developmental theory
3. Organization, development and maintenance of the physical learning environment to provide optimal learning opportunities to meet individual student needs
Student consistently and effectively organizes, develops, and maintains the physical learning environment to meet individual student needs and promote optimal learning
Student intermittently organizes, develops, and maintains some of the physical learning environment to meet individual student needs and promote optimal learning
Student learning environment is rarely organized and structured to meet individual student needs and to promote optimal learning

Performance
4. Use of motivational techniques
5. Use of appropriate behavior management strategies
Exceeds
Competency
Student independently and appropriately uses multiple and creative approaches to promote intrinsic motivation in students
Student independently demonstrates ability in using appropriate behavior management strategies that increase his/her students’ selfawareness, self- management, and self-control uses effective uses
Meets
Competency
Student consistently motivational techniques
Student consistently appropriate behavior and group needs and effectively management strategies that meet individual
Emerging
Development
Student intermittently uses motivational techniques
Student intermittently uses appropriate behavior management strategies to meet individual and group needs
Inadequate/Unacceptable
Student demonstrates the use of motivational techniques
Student rarely rarely demonstrates the use of effective and/or appropriate behavior management strategies
6. Relationships with students
Student consistently and effectively maintains appropriate relationships with economically, culturally, and linguistically diverse learners
Student intermittently demonstrates appropriate relationships with economically, culturally, and linguistically diverse learners
Student rarely demonstrates the skills to develop appropriate relationships with economically, culturally, and linguistically diverse learners
Comments:
Category III – Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.
Alignment: 354.33. (1)(i)(D),(F),(G)
Competency D: The student teacher understands and uses a variety of instructional strategies, including interdisciplinary learning experiences, to encourage students’ development of critical thinking, problem solving, and performance skills.
Competency F: The student teacher uses knowledge of effective verbal, nonverbal, and media communication techniques supported by appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Competency G: The student teacher plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals.
Student Teacher/candidate’s performance appropriately demonstrates:


Use of knowledge of content and pedagogical theory through his/her instructional delivery

Instructional goals reflecting Pennsylvania K-12 standards

Communication of procedures and clear explanations of content

Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs

Use of questioning and discussion strategies that encourage many students to participate

Engagement of students in learning and adequate pacing of instruction

Feedback to students on their learning

Use of informal and formal assessments to meet learning goals and to monitor student learning

Flexibility and responsiveness in meeting the learning needs of students

Integration of disciplines within the educational curriculum
Performance Exceeds
Competency
Meets
Competency
Emerging
Development
Inadequate/ Unacceptable
1. Use of content knowledge
Student independently integrates appropriate content to enrich or extend learning
Student consistently demonstrates clear understanding of content and the ability to effectively deliver instruction
Student intermittently recognizes errors that are made when teaching
Student rarely recognizes content errors within lessons
2. Identify and implement methods for ensuring individual academic success in oneto-one, small group, and large group settings
Student independently appropriately a wide variety of methods for ensuring individual academic success in one-to-one, small group, and large group settings
and
uses
Student consistently and ensuring individual academic to-one, small effectively uses methods for success in onegroup, and large group settings
Student intermittently demonstrates the use of limited methods for ensuring individual academic success in oneto-one, small group, and large group settings
Student lesson plans and activities rarely includes methods for ensuring individual academic success in one-to-one, small group, and large group settings
3. Use of questioning strategies and activities to promote problem solving and critical thinking
4.Use of appropriate oral and written communication: articulation, grammar, pronunciation, spelling, and vocabulary
Student independently and appropriately uses a wide variety of questioning strategies and problem solving activities that promote critical thinking
Student consistently and effectively demonstrates the use of questioning strategies and problem solving activities that promote critical thinking
Student consistently and effectively uses appropriate oral and written communication
Student intermittently demonstrates the use of effective questioning strategies and problem solving activities
Student intermittently recognizes errors and is working toward improvement in oral and written communication
Student rarely uses questioning strategies and problem solving activities
Student rarely corrects errors in oral and written communication

Performance
5. Use of verbal and non-verbal feedback to students at all levels to increase awareness in areas of strength as well as areas of concern
Exceeds
Competency
6. Development and implementation of teacher made assessment tools to plan and guide instruction for appropriate age and grade levels
7. Use of the academic standards, anchors, and national guidelines to write instructional goals that identify a clear sequence and show student expectations and adaptations for individual student needs
8. Demonstrate evidence-based co-planning and co-teaching methods that strengthen acquisition of content and skills to meet individual student needs
Meets
Competency
Emerging
Development
Inadequate/ Unacceptable
Student consistently and effectively uses verbal and nonverbal feedback to students at all levels to increase awareness in areas of strength as well as areas of concern
Student consistently and effectively develops and implements teacher made assessment tools to plan and guide instruction for appropriate age and grade levels
Student consistently and effectively uses the academic standards, anchors, and national guidelines to write instructional goals that identify a clear sequence and show student expectations and adaptations for individual student needs
Student consistently and effectively demonstrates evidence-based co-planning and co-teaching methods that strengthen acquisition of content and skills to meet individual student needs
Student intermittently uses verbal or nonverbal feedback to students at all levels to increase awareness in areas of strength as well as areas of concern
Student intermittently uses and implements teacher made assessment tools to plan and guide instruction for appropriate age and grade levels
Student intermittently uses the academic standards, anchors, and national guidelines for instructional planning that identify a clear sequence and show student expectations and adaptations for individual student needs
Student intermittently demonstrates evidence-based co-planning and co-teaching methods that strengthen acquisition of content and skills to meet individual student needs
Student rarely provides feedback to students at all levels to increase awareness in areas of strength as well as areas of concern
Student rarely develops teacher made assessment tools to plan and guide instruction for appropriate age and grade levels
Student rarely uses the academic standards, anchors, and national guidelines to write goals or show student expectations and adaptations for individual student needs
Student rarely demonstrates evidencebased co-planning and coteaching methods that strengthen acquisition of content and skills to meet individual student needs

Comments:
Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.
Alignment: 354.33. (1)(i)(I),(J)
Competency I: The student teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship, and actively seeks out opportunities to grow professionally.
Competency J: The student teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student learning.
Student Teacher/Candidate’s performance appropriately demonstrates:

Knowledge of school and district procedures and regulations related to attendance, punctuality and the like

Knowledge of school or district requirements for maintaining accurate records and communicating with families

Knowledge of school and/or district events

Knowledge of district or college’s professional growth and development opportunities

Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of
Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations

Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administrators

Ability to cultivate professional relationships with school colleagues

Knowledge of Commonwealth requirements for continuing professional development and licensure
Performance
1. Self-reflects, seeks the advice of others, and/or uses educational resources to grow professionally
2. Participates in district/ college professional development events
Exceeds
Competency
Meets
Competency
Student consistently and effectively and uses effectively
selfreflects, seeks the advice of others, educational resources to grow professionally
Student consistently and
attends all district/ college professional development events
Emerging
Development
Student intermittently selfreflects, seeks the advice of others, and/or uses educational resources to grow professionally
Student intermittently attends district/college professional development events
Inadequate/
Unacceptable
Student rarely selfreflects, seeks the advice of others, and/or uses educational resources to grow professionally
Student attends rarely district/college professional development events
3. Cultivates interaction with school personnel in formal and informal situations
Student consistently and effectively interacts appropriately with all school
Student intermittently interacts appropriately with school personnel when approached
Student rarely interacts appropriately with school personnel when approached

Performance
4. Interactions with parents, guardians, family members, school personnel and community resources to advocate for opportunities for the diverse needs of all students
5. Demonstrate an understanding of, and apply FERPA
(Family Education
Right to Privacy
Act) and other privacy laws requiring confidentiality in all educational interactions with students, families, and community.
6. Professional appearance
Exceeds
Competency
Meets
Competency personnel and initiates interaction
Student consistently and effectively interacts with both parents, guardians, family members, school personnel and community resources to advocate for opportunities for the diverse needs of all students
Student consistently and effectively honors confidential information, offering it only when necessary and appropriate
Emerging
Development
Student intermittently interacts with parents, guardians, family members, school personnel and/or community resources to advocate for opportunities for the diverse needs of all students
Inadequate/
Unacceptable
Student rarely interacts with parents, guardians, family members, school personnel and/or community resources to advocate for opportunities for the diverse needs of all students
Student honors rarely confidentiality
7. Demeanor
8. Adherence to school policies and professionalism as outlined in the
Pennsylvania Code of Professional
Practice And
Conduct for
Educators
Student consistently exhibits professional appearance
Student consistently exhibits an appropriate demeanor
Student consistently and effectively adheres to school policies or professionalism as outlined in the
Pennsylvania
Code of
Professional
Practice And
Conduct for
Educators
Student intermittently exhibits professional appearance
Student intermittently exhibits an appropriate demeanor
Student rarely exhibits professional appearance
Student rarely exhibits an appropriate demeanor
Student rarely follows school policies or professionalism as outlined in the
Pennsylvania Code of Professional
Practice And
Conduct for
Educators
Comments:

Social Work
Juniata College
Social Work Program
Summary Assessment of the Social Work Professional Semester Field Placement
The purpose of this summative evaluation is to acquire constructive feedback from agency field instructors regarding pertinent aspects of the Social Work Professional Semester. Many of the items contained in the evaluation are derived from Social Work Program policies concerning the expectations of the Professional
Semester.
Part I: Below are a number of descriptive statements that pertain to the field experience. Using the following code, please provide your honest, candid appraisal for each item in the space that is provided at the beginning of each statement. For each item there is space for you to provide any qualifying observations you may wish to make.
CODE
SA= Strongly agree
A= Agree
D= Disagree
SD= Strongly Disagree
_____ 1. During the first three to four weeks of the field placement at my agency the student intern was provided with a sufficient orientation that enabled him or her to develop a beginning working familiarity with the agency’s policies, procedures, staff and so forth.
Comments: ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____ 2. The field placement at my agency afforded the student intern opportunities to engage in social work problem-solving processes with a range of client systems [i.e., individuals, families, groups, organizations, etc.]
Comments: ____________________________________________________________________
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______ 3. Over the course of the field placement at my agency the student intern took on increasingly greater responsibilities, duties, and challenges that contributed positively to his or her growth as a beginning professional social worker.
Comments: ____________________________________________________________________
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_____ 4. As the on-site agency field instructor I, along with other staff [if applicable], provided the student
access to regular supervision that well supported his or her ongoing professional development
during the semester.

Comments: _____________________________________________________________________
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_____ 5. The Social Work Program Manual, Professional Semester Syllabus, and other supporting documents that were provided to me by the Social Work Program enabled me to be sufficiently familiar with the Social Work Program’s policies, procedures, and field work assignments so as to fulfill my role as field instructor effectively.
Comments: _____________________________________________________________________
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_____ 6. The faculty liaison from the Social Work Program maintained sufficient contact and open
communication with me during the course of the field placement.
Comments: ____________________________________________________________________
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Your feedback concerning the following items is also of great interest to the Social Work Program.
1. Keeping in mind that the primary goal of undergraduate social work education is to prepare generalist practitioners for beginning social work practice, the student that was placed at my agency brought a sufficient social work background to the field placement so as to enable him or her to derive considerable educational and professional development benefits from the field placement over the 14 week semester.
[please check the box that most applies]
 strongly agree  agree  disagree  strongly disagree
2. If you have served as a field instructor to other undergraduate social work programs, please indicate with a
*** which of the following statements best describes how the Juniata Social Work student[s] you supervised compare[s] to those from other programs?
 Not applicable. I have not served as a field instructor for another social work program and have no
basis for comparison.
 Juniata’s social work student[s] impresses me as being better prepared and more able than students
from other undergraduate social work programs with which I have worked.
 Juniata’s Social Work student[s] is [are] very similar to students from other undergraduate social
work programs with which I have worked. They are neither better nor worse in terms of preparation
and ability.
 Juniata social work student[s] is [are] less prepared and less able than students from other
undergraduate social work programs with which I have worked.
Please provide any comments you wish to make to qualify your response: _______________________

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3. My effectiveness as a field instructor to Juniata’s social work students would be enhanced if I were
provided a more structured and in-depth orientation to the Social Work Program and its Professional
Semester field placement.
 strongly agree  agree  disagree  strongly disagree
Please provide any comments you wish to make to qualify your response: ______________________
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4. As a field instructor I would like to have the opportunity to meet jointly with social work faculty and
other field supervisors during the field placement semester to ask questions, discuss concerns, and hear
what other field instructors are doing.
 strongly agree  agree  disagree  strongly disagree
Please provide any comments you may wish to make to qualify your response: ___________________
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5. In the space below please provide any additional suggestions you may have for Juniata’s Social Work
Program that might enhance or improve the quality of field placements for future Juniata social work students at your agency.
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Thank you for your candid and honest appraisal. Please return the completed evaluation to Bob Reilly in the enclosed return envelope or mail it to him at:
Juniata College
Social Work Program
1700 Moore Street
Huntingdon, PA 16652
Attn: Bob Reilly