COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
Course Prefix and Number: SSE 5946
Course Title: Social Studies Education Practicum (3)
Instructor
Barbara Cruz
Course Prerequisites (if any): 5331 Foundations, Curriculum & Instruction in Social Studies
Education
Completion of the required State of Florida Background Check
Course Description
The course is a practicum course in which pre-service teachers apply the knowledge, skills, and
dispositions learned in prerequisite program courses to teach the social studies themes adopted
by the National Council for the Social Studies.
Course Goals & Objectives:
Goal 1: The demonstration of the understanding of the Social Studies Education Standards
from State and National Accrediting and Professional Societies. NCATE 1B,CF2,SAC 1
THROUGH 6.5
1.1 Students will be able to explain the NCSS Themes.
1.2 Students will be able to organize social studies content using various methods based on
their understanding of the Social Studies Themes.
Goal 2: The demonstration of the planning and teaching skills that will enable students to
effectively teach middle and high school students the Social Studies Themes. ALL
STANDARDS ACCOMPLISHED
2.1 Students will develop lesson plans based on the Social Studies Themes and the
knowledge of effective methods gained in prior SSE courses.
2.2 Students will teach in middle and high school settings under the examination of clinical
faculty.
Standards Accomplished
FDOE Accomplished Practices
2e. Models clear, acceptable oral and written communication skills
3a. Delivers engaging and challenging lessons
3a. Delivers engaging and challenging lessons.
3c. Identify gaps in students’ subject matter knowledge.
3d. Modify instruction to respond to preconceptions or misconceptions
3i. Support, encourage, and provide immediate and specific feedback to students to
promote student achievement
3j. Utilize student feedback to monitor instructional needs and to adjust instruction.
5a. Designs purposeful professional goals to strengthen the effectiveness of instruction
based on students’ needs.
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5b. Examines and uses data-informed research to improve instruction and student
achievement.
5c. Uses a variety of data, independently, and in collaboration with colleagues, to
evaluate learning outcomes, adjust planning and continuously improve the effectiveness
of the lessons
5e. Engages in targeted professional growth opportunities and reflective practices.
5f. Implements knowledge and skills learned in professional development in the teaching
and learning process
NCATE Standards
1b Pedagogical Content Knowledge: understand relationship of content and content
specific pedagogy; facilitate student learning through presentation of content in clear and
meaningful ways
1b Pedagogical Content Knowledge: understand relationship of content and content
specific pedagogy; have broad knowledge of instructional strategies.
1b Pedagogical Content Knowledge facilitate student learning through presentation of
content in clear and meaningful ways
1c Professional and Pedagogical Knowledge: …reflect on their practice; incorporate new
information into practice as appropriate
1c: Professional and Pedagogical Knowledge: able to analyze educational research
findings and incorporate new information into practice as appropriate
1d Student Learning: assess and analyze student learning, make appropriate adjustments
to instruction
1d Student Learning: …develop meaningful learning experience.
NCATE Advanced Teacher Preparation Standards
3.b DESIGN, IMPLEMENTATION, AND EVALUATION OF FIELD EXPERIENCES
AND CLINICAL PRACTICE
Candidates in advanced programs for teachers participate in field experiences that require
them to apply course work in classroom settings, analyze P–12 student learning, and
reflect on their practice in the context of theories on teaching and learning. Candidates in
programs for other school professionals participate in field experiences and clinical
practice that require them to engage in structured activities related to the roles for which
they are preparing. These activities involve the analysis of data, the use of technology and
current research, and the application of knowledge related to students, families, and
communities.
4a. DESIGN, IMPLEMENTATION, AND EVALUATION OF CURRICULUM AND
EXPERIENCES
Candidates are aware of different learning styles and adapt instruction or services
appropriately for all students, including linguistically and culturally diverse students and
students with exceptionalities. Candidates connect lessons, instruction, or services to
students’ experiences and cultures. They communicate with students and families in ways
that demonstrate sensitivity to cultural and gender differences. Candidates incorporate
multiple perspectives in the subject matter being taught or services being provided. They
develop a classroom and school climate that values diversity. Candidates demonstrate
classroom behaviors that are consistent with the ideas of fairness and the belief that all
students can learn.
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COEDU Conceptual Framework \
2. Content and Professional Knowledge: Demonstrate expertise in a common
professional knowledge base and content specific bases of their fields and integrate
content and professional knowledge into teaching (making real world applications of
content accessible to variety of learners)
6 Student Learning & Development: Provide instruction, services, programs that
contribute to positive learning outcomes; able to modify and adapt instruction, service.
based upon continuous assessment and monitoring of learner progress and analysis of
assessment data to achieve positive outcomes
4: Reflection, Analysis, Inquiry: Integrate reflection, analysis and systematic inquiry in
their professional practice. Active engagement in inquiry fosters habits of …commitment
to lifelong learning;
FDOE Subject Area Competencies
1.1 through 6.4
6.5 Identify appropriate strategies, methods, tools, and technologies for the teaching of
social science.
Content Outline:
This is a field based course where students prepare lesson plans and teach the 10 NCSS Themes
under the mentorship of a cooperating middle or high social studies school teacher at area middle
and high schools.
Microteaches will be completed under the auspices of a clinical faculty member at a middle or
high school in which the student must demonstrate a command of lesson planning skills, a
variety of instructional strategies, leadership/management of the classroom setting, and a
professional disposition as judged by a clinical faculty member. The final microteach must also
be video-taped and critiqued by the student before submission to the course instructor.
Assessment: Observation in a clinical setting
Lesson Plans will be submitted to the course instructor that reflect the kind of detailed and
thorough research and organization of concepts, strategies, and materials (handouts, overhead
transparencies, primary documents, tests, rubrics, etc.) that the Social Sciences Education
program has determined are crucial to the success of new teachers.
Evaluation of Student Outcomes:
Assignment
Critical Task
Microteaches
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Standards Met
FEAPS
Criterion #2. The Learning Environment: E. Models clear, acceptable oral
and written communication skills
Criterion #3. Instructional Delivery and Facilitation: A, Delivers engaging
and challenging lessons.
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Criterion #3. Instructional Delivery and Facilitation: C. Identify gaps in
students’ subject matter knowledge;
Criterion #3. Instructional Delivery and Facilitation: D. Modify instruction
to respond to preconceptions or misconceptions.
Criterion #3. Instructional Delivery and Facilitation: I. Support,
encourage, and provide immediate and specific feedback to students to
promote student achievement.
Criterion #3. Instructional Delivery and Facilitation: J. Utilize student
feedback to monitor instructional needs and to adjust instruction.
Criterion #5. Continuous Professional Improvement: A. Designs
purposeful professional goals to strengthen the effectiveness of
instruction based on students’ needs
Criterion #5. Continuous Professional Improvement: B. Examines and uses
data-informed research to improve instruction and student achievement.
Criterion #5. Continuous Professional Improvement: C. Uses a variety of
data, independently, and in collaboration with colleagues, to evaluate
learning outcomes, adjust planning and continuously improve the
effectiveness of the lessons.
Criterion #5. Continuous Professional Improvement: E. Engages in targeted
professional growth opportunities and reflective practices.
Criterion #5. Continuous Professional Improvement: F. Implements
knowledge and skills learned in professional development in the
teaching and learning process
Grading Criteria
A. Pedagogical and Content Knowledge. For 80% to 95% of the grade, will be based on
demonstrated content and pedagogical knowledge through lesson planning and micro teaches
1. Each student will produce individual lesson plan(s) based on the NCSS Thematic
Strands that have active learning components, achieve higher order thinking,
incorporate technology resources, and develop formative skills in middle and
secondary school-age students.
2. Students will model effective teaching techniques appropriate to the social studies
while teaching social studies content using the NCSS themes during their micro
teaches.
B. Professional Disposition. For 5 to 20% of the final course grade, will be based on students’
demonstration of the dispositions appropriate to the profession primarily through the subjective
evaluation by the instructor using criteria established by the SSE program.
The grading system to be used is: A, A-, B+, B, B-, C+, C, C- or F.
Due to the special nature of a clinical experience course, student may not receive an I grade.
Textbook(s) and Readings:
Materials from the Prerequisite Courses are used, by Instructor Discretion.
College & University Requirement
The College of Education is dedicated to the ideals of Collaboration, Academic
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Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual
Framework of the College of Education. Competence in these ideals will provide
candidates in educator preparation programs with skills, knowledge, and dispositions to
be successful in the schools of today and tomorrow. For more information on the
Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
Academic Dishonesty:
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the
exact words of a published text or the unattributed borrowing of original ideas by
paraphrase from a published text. On written papers for which the student employs
information gathered from books, articles, or oral sources, each direct quotation, as well
as ideas and facts that are not generally known to the public-at-large, must be attributed
to its author by means of the appropriate citation procedure. Citations may be made in
footnotes or within the body of the text. Plagiarism also consists of passing off as one's
own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and
may include receipt of an "F" with a numerical value of zero on the item submitted, and
the "F" shall be used to determine the final course grade. It is the option of the instructor
to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the
course.”
Detection of Plagiarism:
The University of South Florida has an account with an automated plagiarism detection
service which allows instructors to submit student assignments to be checked for
plagiarism. I reserve the right to 1) request that assignments be submitted to me as
electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to
submit their assignments to SafeAssignment.com through myUSF. Assignments are
compared automatically with a database of journal articles, web articles, and previously
submitted papers. The instructor receives a report showing exactly how a student's paper
was plagiarized.
Web Portal Information:
Every newly enrolled USF student receives an official USF e-mail account that ends with
"mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that
account. Go to the Academic Computing website and select the link "Activating a Student
E-mail Account" for detailed information. Information about the USF Web Portal can be
found at:
http://www.acomp.usf.edu/portal.htm.
USF Policy on Religious Observances:
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Students are expected to attend classes and take examinations as determined by the USF
System. No student shall be compelled to attend class or sit for an examination at a day
or time prohibited by his or her religious belief. However, students should review the
course requirements and meeting days and times to avoid foreseeable conflicts, as
excessive absences in a given term may prevent a student from completing the academic
requirements of a specific course.
Students are expected to notify their instructors at the beginning of each academic term if
they intend to be absent for a class or announced examination, in accordance with this
policy. Students absent for religious reasons, as noticed to the instructor at the beginning
of each academic term, will be given reasonable opportunities to make up any work
missed. In the event that a student is absent for religious reasons on a day when the
instructor collects work for purposes of grading (homework, pop quiz, etc.), the student
shall be given a reasonable opportunity to make up such work or shall not have that work
averaged into the student's grade at the discretion of the instructor..
ADA Statement:
Students with disabilities are responsible for registering with the Office of Student
Disabilities Services in order to receive special accommodations and services. Please
notify the instructor during the first week of classes if a reasonable accommodation for a
disability is needed for this course. A letter from the USF Disability Services Office
must accompany this request.
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ATTACHMENT I
SSE 5946 Practicum (3)
The nature and duration of any field-based experiences.
This course is entirely field-based with students spending multiple days teaching in middle and
senior high schools.
Students teach 5 to 10 times (microteaches) and are expected to use instructional strategies that
address various learning styles, exceptionalities, achievement levels, and other specialized
circumstances
Any experiences that include instruction, observation, practice, and/or competency
demonstration in any of the following: instructional strategies that address various
learning styles, exceptionalities, achievement levels, and other specialized circumstances.
Students are assigned to middle and high schools. They are required to use various strategies
and address the various learning styles, exceptionalities achievement levels and other specialized
circumstances of the typical classroom found in the State of Florida.
Activities that assess the impact on PK-12 student learning.
The microteaches are observed by a practicing teacher who provide feedback on the impact the
lesson had on student learning.
Any components of the course that prepares teacher candidates in the use of technology in
instruction and record-keeping.
Student use of technology in the development of their lesson plans.
All lesson plans are word processed and are often enhanced with technology through handouts
(produced with technology), presentation modes (e.g., PowerPoint), and are supplemented with
research from the WWW and USF’s Virtual Library
How issues of diversity are addressed in this course? Indicate which aspect(s) of the course
(e.g., instructional strategies and/or experiences) provide the teacher candidates the
opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help
all students learn. (“All students” includes students with various learning styles, students
with exceptionalities and different ethnic, racial, gender, language, religious,
socioeconomic, and regional/geographic origins, and achievement levels.)
Teacher candidates conduct their clinical experience (microteaches) in diverse schools with
diverse populations and are expected to successfully teach all students presented to them by the
society at large.
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SSE 4335 / SSE 5946 (Practicum)
MICROTEACH/Demonstration Lesson
Description: Effective teachers capture the interest of students, so that there is not a chance that
students would ask, “Why are we learning this?” Effort has been made to ensure that the content
is relevant and meaningful to students with a variety of activities. Preservice teachers allow for
student choice, and students are constantly “doing” so much so that they really enjoy learning or
do not even realize that they are learning.
Criterion #1: Delivers engaging lessons
Description: The PREintern delivers engaging lessons.
Score
Description
1=Poor
The PREintern fails to deliver engaging lessons.
2=Limited
The PREintern infrequently delivers engaging lessons.
3=Proficient
The PREintern delivers engaging lessons.
4=Strong
The PREintern frequently delivers engaging lessons.
5=Outstanding
The PRREntern routinely delivers engaging lessons.
Linked to standard: AP: 3a. Delivers engaging and challenging lessons.
Linked to standard: NCATE: 1b Pedagogical Content Knowledge: understand
relationship of content and content specific pedagogy; facilitate student learning through
presentation of content in clear and meaningful ways
Linked to standard: COEDU CF: 2. Content and Professional Knowledge: Demonstrate
expertise in a common professional knowledge base and content specific bases of their
fields and integrate content and professional knowledge into teaching (making real world
applications of content accessible to variety of learners)
Criterion #2: Delivers challenging lessons
Description: The PREintern provides knowledge that students will be able to use now and in the
future. They provide for beginning and ending review and ask lower and higher order questions.
Score
Description
1=Poor
The PREintern fails to deliver challenging lessons.
2=Limited
The PREintern infrequently delivers challenging lessons.
3=Proficient
The PREintern delivers challenging lessons.
4=Strong
The PREintern frequently delivers challenging lessons.
5=Outstanding
The PREintern routinely delivers challenging lessons.
Linked to standard: AP: 3a. Delivers engaging and challenging lessons.
Linked to standard: NCATE: 1b Pedagogical Content Knowledge: understand
relationship of content and content specific pedagogy; have broad knowledge of
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instructional strategies.
Linked to standard: COEDU CF: 2. Content and Professional Knowledge: Demonstrate
expertise in a common professional knowledge base and content specific bases of their
fields and integrate content and professional knowledge into teaching (making real world
applications of content accessible to variety of learners)
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Criterion #3: Identify gaps
Description: Effective teachers are able to identify gaps in their students’ subject matter
knowledge. Preservice teachers may choose from, but are not limited to, the following
possibilities:
 Question students for practice/comprehension
 Interpret and uses data for individual diagnosis
 Help student reflect on, assess, and monitor their own work
 Examine errors in reasoning
 Use a variety of formal and informal assessment strategies to guide and adjust instruction
for remediation as well as enrichment
 Provide ongoing, timely, and specific feedback
Question to ponder: What formative assessments or questioning strategies are being used by
the preservice teacher to check for understanding?
Score
Description
The PREintern fails to show evidence of ability to identify gaps in
1=Poor
students’ subject matter knowledge.
The PREintern poorly shows evidence of ability to identify gaps in
2=Limited
students’ subject matter knowledge.
The PREintern shows evidence of ability to identify gaps in students’
3=Proficient
subject matter knowledge.
The PREintern clearly shows evidence of ability to identify gaps in
4=Strong
students’ subject matter knowledge.
The PREintern teacher clearly and effectively shows evidence of ability
5=Outstanding
to identify gaps in students’ subject matter knowledge.
Linked to standard: AP: 3c. Identify gaps in students’ subject matter knowledge.
Linked to standard: NCATE: 1d Student Learning: assess and analyze student learning,
Linked to standard: COEDU CF:6 Student Learning & Development: Provide
instruction, services, programs that contribute to positive learning outcomes; developing and
using assessment as appropriate
Criterion #4: Responds to preconceptions or misconceptions
Description: Effective teachers adjust instruction to meet students’ needs. Preservice teachers
may choose from, but are not limited to, the following possibilities:
 Use a variety of formal and informal assessment strategies to guide and adjust instruction
for remediation as well as enrichment;
 Re-teach at times to ensure understanding of instructional content; and
 Acknowledge, amplify, and/or provide corrective feedback to students in both written
and oral forms.
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Question to ponder: What anticipated student behaviors will be evident during the delivery of
instruction?
Score
Description
Unit Plan fails to demonstrate how instruction is modified to respond to
1=Poor
students’ preconceptions or misconceptions.
Unit Plan poorly demonstrates how instruction is modified to respond
2=Limited
to students’ preconceptions or misconceptions.
Unit Plan demonstrates how instruction is modified to respond to
3=Proficient
students’ preconceptions or misconceptions.
Unit Plan clearly demonstrates how instruction is modified to respond
4=Strong
to students’ preconceptions or misconceptions.
Unit Plan clearly demonstrates numerous ways how instruction is
5=Outstanding
modified to respond to students’ preconceptions or misconceptions.
Linked to standard: AP: 3d. Modify instruction to respond to preconceptions or
misconceptions.
Linked to standard: NCATE: 1d Student Learning: assess and analyze student learning,
make appropriate adjustments to instruction
Linked to standard: COEDU CF:6 Student Learning & Development: Provide
instruction, services, programs that contribute to positive learning outcomes; able to modify
and adapt instruction, service..based upon continuous assessment and monitoring of learner
progress
Criterion #5: Provides feedback
Description: Effective teachers are able to cultivate a climate of trust and teamwork in their
classrooms by celebrating student successes and encouraging students’ desire to receive and
accept constructive feedback on individual work and behavior. Preservice teachers may choose
from, but are not limited to, the following possibilities:
 Give clear academic directions, check for comprehension and provide ongoing and timely
feedback for class work and homework;
 Help students reflect on, assess, and monitor their own work;
 Communicate with and challenge students in a positive and supportive manner;
 Model caring, fairness, equity, courtesy, respect, active listening, and enthusiasm for
learning; and
 Reinforce correct responses and performance from students.
Question to ponder: How does the Preservice teacher provide feedback to the students?
Score
1=Poor
2=Limited
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Description
The PREintern fails to support, encourage, and provide immediate and
specific feedback to students to promote their achievement.
The PREintern poorly supports, encourages, and provides immediate
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and specific feedback to students to promote their achievement.
The PREintern supports, encourages, and provides immediate and
3=Proficient
specific feedback to students to promote their achievement.
The PREintern clearly supports, encourages, and provides immediate
4=Strong
and specific feedback to students to promote their achievement.
The PREintern clearly and effectively supports, encourages, and
5=Outstanding
provides immediate and specific feedback to students to promote their
achievement.
Linked to standard: AP: 3i. Support, encourage, and provide immediate and specific
feedback to students to promote student achievement.
Linked to standard: NCATE: 1d Student Learning: …develop meaningful learning
experiences…
Linked to standard: COEDU CF 6: Student Learning and Development: Provide
instruction, services, programs that contribute to positive learning outcomes; create, enrich,
maintain environments that provide opportunities for positive outcomes for all learners
Criterion #6: Utilizes feedback to monitor instruction
Description: Effective teachers are able to adjust their instruction based on student feedback.
Preservice teachers may choose from, but are not limited to, the following possibilities:
 Use evaluation data and feedback to improve the quality of instruction and increase
teaching effectiveness;
 Recognize the signs of student difficulty with reading and apply appropriate measures to
improve performance;
 Re-teach to insure understanding of instructional content; and
 Notice and react when students are not engaged.
Question to ponder: How does the Preservice teacher modify the lesson based on student
feedback?
Score
Description
The Preservice teacher fails to utilize student feedback to monitor
1=Poor
instructional needs and to adjust instruction.
The Preservice teacher poorly utilizes student feedback to monitor
2=Limited
instructional needs and to adjust instruction.
The Preservice teacher utilizes student feedback to monitor
3=Proficient
instructional needs and to adjust instruction.
The Preservice teacher clearly utilizes student feedback to monitor
4=Strong
instructional needs and to adjust instruction.
The Preservice teacher clearly and effectively utilizes student feedback
5=Outstanding
to monitor instructional needs and to adjust instruction.
Linked to standard: AP: 3j. Utilize student feedback to monitor instructional needs and to
adjust instruction.
Linked to standard: NCATE: 1d Student Learning: assess and analyze student learning,
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make appropriate adjustments to instruction
Linked to standard: COEDU CF:6 Student Learning & Development: Provide
instruction, services, programs that contribute to positive learning outcomes; able to modify
and adapt instruction, service..based upon continuous assessment and monitoring of learner
progress
Criterion #7: Designs purposeful professional goals
Description: Effective teachers reflect on their professional practices and put forth effort to
engage in ongoing professional development. Preservice teachers may choose from, but are not
limited to, the following possibilities:
 Engage in ongoing professional development;
 Reflect on professional practices;
 Provide evidence of professional growth experiences;
 Participate in professional activities;
 Identify specific areas of pedagogical strengths and weaknesses; and
 Reflect on individual lessons and units.
Score
Description
The PREintern fails to design professional goals to strengthen the
1=Poor
effectiveness of instruction based on students’ needs.
The PREintern poorly designs professional goals to strengthen the
2=Limited
effectiveness of instruction based on students’ needs
The PREintern designs purposeful professional goals to strengthen the
3=Proficient
effectiveness of instruction based on students’ needs.
The PREintern frequently designs purposeful professional goals to
4=Strong
strengthen the effectiveness of instruction based on students’ needs.
The PREintern routinely designs purposeful professional goals to
5=Outstanding
strengthen the effectiveness of instruction based on students’ needs.
Linked to standard: AP: 5a. Designs purposeful professional goals to strengthen the
effectiveness of instruction based on students’ needs.
Linked to standard: NCATE:1c Professional and Pedagogical Knowledge: …reflect on
their practice
Linked to standard: COEDU CF 4: Reflection, Analysis, Inquiry: Integrate reflection,
analysis and systematic inquiry in their professional practice.
Criterion #8: Uses a variety of data
Description: The Preservice teacher uses a variety of data, independently, and in collaboration
with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the
effectiveness of lessons.
Score
1=Poor
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Description
The PREintern fails to use a variety of data, independently, and in
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collaboration with colleagues, to evaluate learning outcomes, adjust
planning and continuously improve the effectiveness of lessons.
The PREintern poorly uses a variety of data, independently, and in
2=Limited
collaboration with colleagues, to evaluate learning outcomes, adjust
planning and continuously improve the effectiveness of lessons.
The PREintern uses a variety of data, independently, and in
3=Proficient
collaboration with colleagues, to evaluate learning outcomes, adjust
planning and continuously improve the effectiveness of lessons.
The PREintern frequently uses a variety of data, independently, and in
4=Strong
collaboration with colleagues, to evaluate learning outcomes, adjust
planning and continuously improve the effectiveness of lessons.
The PREintern routinely uses a variety of data, independently, and in
5=Outstanding
collaboration with colleagues, to evaluate learning outcomes, adjust
planning and continuously improve the effectiveness of lessons.
Linked to standard: AP: 5c. Uses a variety of data, independently, and in collaboration with
colleagues, to evaluate learning outcomes, adjust planning and continuously improve the
effectiveness of the lessons;
Linked to standard: NCATE: 1d Student Learning: assess and analyze student learning,
make appropriate adjustments to instruction
Linked to standard: COEDU CF :6 Student Learning & Development: Provide
instruction, services, programs that contribute to positive learning outcomes; able to modify
and adapt instruction, service..based upon continuous assessment and monitoring of learner
progress and analysis of assessment data to achieve positive outcomes
Criterion #9: Targeted professional growth
Description: Effective teachers continuously reflect on their professional practices and put forth
effort to engage in ongoing professional development. Preservice teachers may choose from, but
are not limited to, the following possibilities:
 Seek mentorship for areas of need or interest;
 Share ideas, strategies, and results with colleagues;
 Use evaluation data and feedback to improve quality of instruction and increase teaching
effectiveness; and
 Utilize new ideas, skills or strategies in the classroom.
Score
1=Poor
2=Limited
3=Proficient
4=Strong
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Description
The PREintern fails to engage in targeted professional growth
opportunities and reflective practices.
The PREintern minimally engages in targeted professional growth
opportunities and reflective practices.
The PREintern engages in targeted professional growth opportunities
and reflective practices.
The PREintern frequently engages in targeted professional growth
opportunities and reflective practices.
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The PREintern routinely engages in a variety of targeted professional
growth opportunities and reflective practices.
Linked to standard: AP. 5e. Engages in targeted professional growth opportunities and
reflective practices.
Linked to standard: NCATE:1c Professional and Pedagogical Knowledge: …reflect on
their practice;
Linked to standard: COEDU CF 4: Reflection, Analysis, Inquiry: Integrate reflection,
analysis and systematic inquiry in their professional practice. Active engagement in inquiry
fosters habits of …commitment to lifelong learning;
5=Outstanding
Criterion #10: Implements knowledge and skills
Description: Effective teachers reflect on their professional practices and put forth effort to
implement what they’ve learned in their professional development. Students may choose from,
but are not limited to, the following possibilities:
 Utilize new ideas, skills or strategies in the classroom;
 Seek mentorship for areas of need or interest; and
 Share ideas, strategies, and results with colleagues.
Score
Description
The student fails to implement knowledge and skills learned in
1=Poor
professional development in the teaching and learning process.
The student poorly implements knowledge and skills learned in
2=Limited
professional development in the teaching and learning process.
The student implements knowledge and skills learned in professional
3=Proficient
development in the teaching and learning process.
The student frequently implements knowledge and skills learned in
4=Strong
professional development in the teaching and learning process.
The student routinely implements knowledge and skills learned in
5=Outstanding
professional development in the teaching and learning process.
Linked to standard: AP: 5f. Implements knowledge and skills learned in professional
development in the teaching and learning process.
Linked to standard: NCATE:1c Professional and Pedagogical Knowledge: …reflect on
their practice; incorporate new information into practice as appropriate
Linked to standard: COEDU CF: Reflection, Analysis, Inquiry: Integrate reflection,
analysis and systematic inquiry in their professional practice. Assess own practices and
monitor progress of learners in ways that inform decision making and enhance subsequent
practices
Criteria #11: Oral Communication Skills
Description: When presenting the Unit Plan, be organized, use effective visual aids, and involve
the class when possible. Your presentation should reflect your belief and excitement about the
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Unit Plan; be enthusiastic. Remember to enunciate and project your voice so all can
comfortably hear your delivery
Score
Description
Unit Plan is unclearly presented, demonstrating unacceptable oral
1=Poor
communication skills.
Unit Plan presentation is partially unclear, demonstrating unacceptable
2=Limited
oral communication skills
Unit Plan is clearly presented, demonstrating acceptable oral
3=Proficient
communication skills.
Unit Plan is clearly presented, demonstrating proficient oral
4=Strong
communication skills
Unit Plan is clearly presented, demonstrating exemplary oral
5=Outstanding
communication skills
Linked to standard: AP: 2e. Models clear, acceptable oral and written communication skills;
Linked to standard: NCATE: 1b Pedagogical Content Knowledge facilitate student
learning through presentation of content in clear and meaningful ways
Linked to standard: NCATE Advanced Teacher Preparation:
3.b DESIGN, IMPLEMENTATION, AND EVALUATION OF FIELD EXPERIENCES
AND CLINICAL PRACTICE4a. DESIGN, IMPLEMENTATION, AND EVALUATION
OF CURRICULUM AND EXPERIENCES
Linked to standard: COEDU CF: 2. Content and Professional Knowledge: Demonstrate
expertise in a common professional knowledge base and content specific bases of their
fields and integrate content and professional knowledge into teaching
Criterion #12: Uses data-informed research
Description: The Unit Plan has an overall plan that utilizes data to accomplish the goals of the
teacher and students. Preservice teachers may choose from, but are not limited to, the following
possibilities:
 Reflect on professional practices;
 Provide evidence of professional growth experiences;
 Participate in professional activities;
 Participate in school and/or school or district committees;
 Correlate outcomes, instruction, assessment, and student learning activities;
 Use evaluation data and feedback to improve quality of instruction and increase teaching
effectiveness; and
 Demonstrate a willingness to utilize new ideas, skills or strategies in the classroom.
Score
1=Poor
Document1
Description
Unit Plan fails to show how data-informed research was used to
improve instruction and student achievement.
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Unit Plan poorly shows how data-informed research was used to
improve instruction and student achievement.
Unit Plan shows how data-informed research was used to improve
3=Proficient
instruction and student achievement.
Unit Plan clearly shows how data-informed research was used to
4=Strong
improve instruction and student achievement.
Unit Plan clearly shows how data-informed research was used to
5=Outstanding
improve instruction and student achievement in numerous ways.
Linked to standard: AP 5b. Examines and uses data-informed research to improve
instruction and student achievement.
Linked to standard: NCATE: 1c: Professional and Pedagogical Knowledge : able to
analyze educational research findings and incorporate new information into practice as
appropriate
Linked to standard: COEDU CF: Reflection, Analysis, Inquiry: Integrate reflection,
analysis and systematic inquiry in their professional practice. …are active consumers of
scholarship…analyzing the research relevant to their professional field.
2=Limited
Document1
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