EDF 3201 Field Experience Requirement - Rubric
by Florida Gulf Coast University
Assessment
Task Description
Teacher candidates must spend time in schools during the regular public school day in field experiences for a total of
15 hours. The focus of these experiences will be to create authentic opportunities for teacher candidates:
1) to develop observational skills,
2) to recognize developmental stages and identify developmental delays and difficulties, and
3) to critically reflect on what a beginning teacher needs to know about learners, schools, families, communities, and
culture. These field experiences will provide students with the opportunity to explore different career opportunities in
the education field. All students will have experiences with early childhood, elementary, special education (K-12), and
students whose first language is other than English (ESOL), regardless of their chosen major.
EDF 3201 Field Experience Requirement - Rubric
Identification of Developmental
Stages ACEI-2007.3.5 CEC-INI-2011.3
FEAP.5 FEAP.7 FL-FGCU-COE-2011-DP.6 FLFGCU-COE-2011-KSP.6 INTASC-2010.1
NAEYC-2009.2
Diversity Requirement Verified FLFGCU-COE-2011-DRV.1 FL-FGCU-COE-2011ISL.1
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
Teacher candidates spent time in
public schools during the regular
public school day in field
experiences for a total of 15
hours. Through observations and
hands on experiences each
candidates developed
observational skills, recognized
developmental stages and
identified developmental delays
and difficulties, and critically
reflected on what a beginning
teacher needed to know about
learners, schools, families,
communities, and the different
cultures of public school
students.
There are minor errors in the
work, but the candidate is likely to
self-correct over time.
There is at least one major error
in the work which shows a lack of
understanding of the concept.
Demographic data indicates a
diverse classroom or school
setting that includes students
There are minor errors in the
work, but the candidate is likely to
self-correct over time. There are
There is at least one major error
in the work which shows a lack of
Missing
from varying races, ethnicity,
linguistic backgrounds, and/or
ability levels.
minor errors in the work, but the
candidate is likely to self-correct
over time.
understanding of the concept.
Standards
ACEI-2007.3.5
Communication to foster collaboration—Candidates use their knowledge and understanding of
effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the elementary classroom.
CEC-INI2011.3
Individual Learning Differences
FEAP.7
ACCOMPLISHED PRACTICE #7: Human Development and Learning
FL-FGCU-COE2011-DP.6
Diversity - Believe that all individuals can learn and have a right to the appropriate support needed
to help them achieve.
FL-FGCU-COE2011-DRV.1
Diversity Requirement Verified - Demographic data indicates that the diversity requirement has
been met and verified.
FL-FGCU-COE2011-ISL.1
Impact on Student Learning - Candidate assessed impact on student learning during field
experience.
FL-FGCU-COE2011-KSP.6
Diversity - Recognize and understand the cultural, linguistic, and experiential diversity of local and
global communities and demonstrate the ability to support strengths, accommodate needs and
maximize potential for all individuals.
INTASC2010.1
Learner Development: The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
NAEYC-2009.2
Building Family and Community Relationships: Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and
complex characteristics of children’s families and communities. They use this understanding to
create respectful, reciprocal relationships that support and empower families and to involve all
families in their children’s development and learning.