REFLECTIVE JOURNAL ASSESSMENT - CI 251
Practicum Student ____________________________ Semester/Year _____________
Grade Level/Subject Area_________________________________________________
Building Name__________________________________________________________
Cooperating Teacher ____________________________________________________
This assessment rubric is based on the Observation Guide for Reflective Thinking that the practicum student follows
in developing his/her journal. It is expected that the practicum student will write in the journal each day s/he is in the
assigned classroom. This assessment sheet is to be attached to the reflective journal when it is submitted for scoring. The scored document will be returned to the student to be placed in their teacher education program developmental portfolio.
GOAL #1
THE CANDIDATE HAS
THE KNOWLEDGE
BASES NECESSARY
TO BE AN EFFECTIVE
TEACHER IN HER/HIS
FIELD.
GOAL #2
THE CANDIDATE CAN
APPLY EFFECTIVE
TEACHING
STRATEGIES TO MEET
THE NEEDS OF ALL
LEARNERS.
GOAL #3
THE CANDIDATE
FOSTERS
RELATIONSHIPS AND
COLLABORATES WITH
SCHOOL
CONSTITUENCIES.
Unsatisfactory
Basic
Briefly describes
three or fewer areas
and does not provide any thoughtful
reflection.
Describes 2 or 3 of
the categories reasonably well, but
does not offer much
analysis.
Includes good descriptions and
thoughtful analysis
of 3 of the 4 areas.
Well written descriptions reflecting indepth analysis relating to all four areas
from the Observation Guide.
Briefly describes
four or fewer areas
and does not provide any thoughtful
reflection.
Describes 3 or 4 of
the categories reasonably well, but
does not offer much
analysis.
Includes good descriptions and
thoughtful analysis
of 4 of the 5 areas.
Well written descriptions reflecting indepth thought relating to all five areas
from the Observation Guide.
Briefly describes
two or fewer areas
and does not provide any thoughtful
reflection.
Describes 2 of the
categories reasonably well, but does
not offer much analysis.
Includes good descriptions and
thoughtful analysis
of 2 of the 3 areas.
Well written descriptions reflecting indepth thought relating to all three areas
from the Observation Guide.
(signature of college practicum supervisor)
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Proficient
Distinguished
(date)
OBSERVATION GUIDE FOR REFLECTIVE THINKING AND JOURNAL ENTRIES
Based on the Goals, Objectives, and Dispositions of the Teacher Education Program at McPherson College, the following questions are presented to guide your reflective thinking and journal entries during your practica experiences.
The questions should be regarded only as a guide. The practicum student will likely make additional observations
and record them in his/her journal.
Goal #1- The candidate has the knowledge bases necessary to be an effective teacher in her/his field.
Classroom Environment
 How would you describe the learning environment?
 What types of items are on display in the room?
 How is the room arranged? How is it conducive to
student learning?
 What kinds of materials are being used?
The Teacher
 What evidence is there that the teacher maintains
high expectations?
 How does the teacher exhibit enthusiasm?
 How does the teacher manage the classroom?
 Why are different strategies used?
 What kinds of higher level thinking skills are being
used?
The Learner
 How many students are in the classroom? What is
the age range?
 What special needs students are in the classroom?
How are they included?
 Is developmentally appropriate material being used?
Explain.
 What are the characteristics of the students?
 What kinds of diversity are represented among the
students?
Learning Activities
 What appear to be the outcomes of the lesson being
taught?
 Give an example of connections being made between
various
areas
of
knowledge.
Goal #2 - The Candidate can apply effective teaching
strategies to meet the needs of all learners.
Classroom Environment
 Explain how technology is integrated into the classroom and into lesson plans.
The Teacher
 How does the teacher facilitate learning to ensure
student success? Would you do anything differently?
 What kinds of assessment strategies does the
teacher use? What else might be used?
 What evidence is there of re-teaching when students don't first understand?
 How much time is spent in planning? instruction?
collaboration w/other teachers?
 What strategies work well for this teacher?
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
How often does the teacher change strategies during instruction?
 Does the teacher use structure statements (statements that direct the students' attention to specific
concerns)?
 How does the teacher pace, model, and use questioning behaviors?
 Does the teacher use "wait time" effectively? Explain.
Personnel
 Describe how special education teachers practice
inclusion.
The Learner
 What evidence is there that boys and girls are treated equally?
 What evidence is there that equal treatment is given
to children of different racial or economic backgrounds?
Learning Activities
 How do you know whether or not students understand the purpose of assignments?
 Which learning strategies seem most effective?
 How much of the student's time is spent on task?
 What provisions are made for special needs learners? What else might you do?
 How effective do the assessment strategies seem to
be?
Goal #3 - The candidate fosters relationships and collaborates with school constituencies.
Personnel
 What other persons are part of the classroom environment?
 What roles do these other people play?
 How does the teacher manage paras, aides, and
others in the classroom?
The Teacher
 Is communication with students, parents, and colleagues both proper and effective?
 What various technologies are utilized in communicating with others?
 Are students and/or parents included in setting
classroom standards?
Learning Activities
 What evidence is there of the teacher/school's sensitivity to community and cultural norms