The Guide to Graduate Practicum - Rochester
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The Guide
to Graduate
Practicum
1
Contents
Introduction 3 Professional Behavior
Assessment 15
Practicum
Performance Areas 5 Teacher Candidate
Evaluation 18
Expectations 6 Evaluation Rubric
for Common Areas 19
Policies 9 Procedures for Concerns
During Practicum 25
Recommended Progression 11 FAQs 27
Essential Functions of a
Professional Educator 13
Rev 8/2021
2
Teacher Education at Nazareth College
This Guide to Practicum serves as take on a leadership role—modeling and
a reference for information, policies, and mentoring excellence in teaching and learning.
procedures for teacher candidates, school-based
teacher educators (SBTEs), and college-based A practicum benefits both the SBTE
teacher educators (CBTEs). Our programs and the teacher candidate. Hosting a teacher
are designed to engage teacher candidates candidate allows SBTEs to pause and reflect
in coursework and clinical experiences that on their own practice. With another invested
deepen their understanding of education as educator dedicating time, skill, and energy to
a profession. The teacher candidates who the success of the SBTE’s students, together
participate in the Graduate Practicum currently the teacher candidate and SBTE can create
hold a teaching certification and are adding an collaborative partnerships, co-teaching
additional certification in a new area or changing opportunities, and the ability to conduct
developmental levels. individualized diagnostic student evaluations that
are typically constrained by time and resources.
“Practicum is a personal and professional journey of
reflection and self-discovery as well as socialization into the
field of contemporary education.”
Effective partnerships are essential for
the high quality clinical practices that are central A key to a successful practicum
to the preparation of teacher candidates. High partnership between Nazareth College and SBTEs
quality clinical practices allow teacher candidates is open and thoughtful communication amongst
to develop and apply the knowledge, skills, and the triad of teacher candidate, SBTE, and CBTE.
professional acumen necessary to demonstrate When communication is honest and expectations
positive impact on all P-12 students’ learning and are clear, relationships of trust emerge. Teacher
development. Such an authentic application of candidates are asked to be flexible, responsive,
coursework is where the college and local schools and reflective. SBTEs are asked to observe
come together in a partnership that sustains our the teacher candidate and regularly offer
profession. collaboration and feedback. The CBTE works
closely with the teacher candidate and the
The landscape of our profession is SBTE through regular visits to observe, provide
changing. The standards and expectations of the feedback, and assess the teacher candidate’s
field of education have raised the achievement progress. Nazareth College is grateful to the
bar for P-12 levels of education. So too the teachers in our partnering schools who join us in
standards and expectations have been raised for our efforts to prepare excellent teachers.
pre-service teacher education. No longer are our
partners in public education referred to simply as All teacher candidates from Nazareth
Cooperating Teachers. In their essential role as College who engage in practicum have met
SBTEs the educators who host teacher candidates the pre-requisite coursework and extensive
field placement requirements of their initial
3
certification programs. They come ready to further to make decisions in real time, to bringing to life
enhance and gain competency in the skills required in curricular innovations and modeling teacher-student
a new area of teaching or a new developmental level. interaction, SBTEs provide pivotal vision and voice to
With this in mind, we understand that a practicum is the next generation of educators.
a personal and professional journey of reflection and
self-discovery.
We understand that as mentors and leaders in
their school communities, SBTEs take an active role
in their professional trajectories and we appreciate
the time, effort, dedication, and skill it takes to help
teacher candidates transition into a new area of the
profession. From helping teacher candidates learn
Teacher candidates are evaluated on four major performance areas.
These areas are central to CBTE observations, teacher candidate re-
flective writing, and informal teacher candidate assessments. (Please
see p. 19 for a copy of the Practicum Rubric.
1. An electronic copy of this guide is available on the Office of Clinical Experiences and Partnerships webpage at: https://www2.naz.
edu/school-education/office-clinical-experiences-partnerships.
2. Nazareth College’s Teacher Education Programs and this Guide were developed in accordance with the AAQEP Preparation Stan-
dards and the New York State Education Department Guidelines for field experiences.
4
Planning & Instruction &
Preparation Environment
Teacher candidates with exemplary planning and Teacher candidates with exemplary knowledge of in-
preparation skills are able to incorporate knowledge struction and environment are able to employ a variety
of human growth and development, discipline specific of instructional and assessment strategies, classroom
concepts, tools of inquiry, structures of the discipline, management skills, and knowledge of student behavior
and technology into meaningful segments of learning to successfully create positive learning environments
that are aligned with student learning goals. and implement written curriculum in a meaningful
way.
Performance Areas
Professional Program Specific
Practice Criteria
Teacher candidates that display exemplary professional Teacher candidates with exemplary content area
practice engage in meaningful reflection, respect practices will meet the expectations set out by their
diversity in school environments, demonstrate strong individual programs (please see program specific doc-
oral and written communication skills, demonstrate umentation for these categories).
initiative and responsibility, and are professional and
courteous in their interaction with all members of the
school community.
5
Expectations of
Teacher Candidates
√ Have a positive impact on their P-12 students by focusing on student
learning and assessment by creating lesson plans, actively engaging student
learning, recognizing student assets, evaluating student learning.
√ Recognize that their primary focus during Practicum is the well being and
learning of their students.
√ Communicate in advance anything that will potentially impact their
attendance (e.g. athletic commitments, teacher recruitment day).
√ Establish an atmosphere of respect and understanding with the students in
the classroom.
√ Participate in proactive and ongoing face-to-face and electronic
communication with assigned CBTE and SBTE about their pedagogy,
progress, and concerns.
√ Bring innovative ideas into the teaching space if warranted and appropriate.
√ Value their role as learners who are new to the certification area.
√ Demonstrate the Essential Functions of a Professional Educator.
√ Follow the policies, procedures, time schedules, and obligations of the host
school.
√ Participate in the school community in ways that honor families and respect
community knowledge.
√ Assume the role of professional teacher when in the school building and
classroom.
√ Maintain confidentiality regarding school, classroom, and student
information at all times.
√ Attend classes and maintain commitment to college coursework.
6
Expectations of
School-Based Teacher Educators
√ Orient teacher candidates to school policies, please see “Recommended Progression of
classroom materials, procedures, routines and Teaching Responsibilities” (p. 11).
behavior expectations for students. √ Foster creativity in teacher candidate by
√ Support teacher candidates as an individual with encouraging new ideas.
unique needs and potential. √ Be mindful of teacher candidate’s need for
√ Support teacher candidates as learners and scheduling flexibility in order to attend
understand that: requirements of the Professional Semester.
• ...learning to teach is a developmental √ Refer to this handbook or contact the CBTE
process; for questions relating to expectations, teacher
• ...coursework and clinical experiences candidate performance, and assessment.
alone cannot fully prepare candidates √ Become familiar with teacher candidate
for the challenges of teaching; assessment tool (see Teacher Candidate
• ....teacher candidates’ success Evaluation on p. 18 and Practicum Evaluation
depends in part on your support, Rubric on p. 19).
encouragement, feedback, and √ Complete and discuss teacher candidate
modeling. assessments at the midpoint and at the end of the
Practicum experience.
√ Help teacher candidates feel welcome in the
school or classroom:
• Introduce teacher candidates
to students, other teachers,
administrators, and office and
custodial staff.
• Provide teacher candidates with a
workspace.
√ Participate in proactive and ongoing face-to-face
and electronic communication with the teacher
candidate and the CBTE about the teacher
candidate’s progress.
√ Set aside time for regular dialogue with teacher
candidates and invite teacher candidates to ask
questions.
√ Establish a timeline with teacher candidates to
assume teaching responsibilities. For guidance
7Expectations of College-Based Teacher
Educators
√ Provide teacher candidates with written feedback, progress.
suggestions, and guidance following all formal √ Respond to the needs of teacher candidates and
observations. SBTE’s through visitations, observations, and
√ Assist teacher candidates in self-assessment and reflective seminars.
reflective practice. √ Communicate with school principals and other
√ Participate in proactive and ongoing face-to-face administrators as necessary and appropriate.
and electronic communication with the SBTE and √ Review the Midway Placement Evaluation and the
teacher candidates about the teacher candidate’s End of Placement Evaluation with each teacher
candidate and provide them with a copy for their
records.
“A practicum is not the
final experience in teacher
development. It is one step
along the continuing journey of
professional development.”
8Policies During Practicum
Attendance: Academic Calendar:
Teacher candidates are required to be in attendance at During the Practicum experience, teacher candidates
the host school every day of the Practicum placement are expected to follow the calendar of the host school
in accordance with the host school’s academic district and the individual school(s) to which they are
calendar. assigned. Nazareth’s academic calendar is not followed
(e.g. teacher candidates follow the district’s Spring
However, if an absence is unavoidable due to illness Break rather than Nazareth’s).
or family emergency, the total number of days missed
cannot exceed two days for students registered for
three credit hours.
See Academic Calendar here.
When it is necessary for a teacher candidate to be
absent from school, the candidate must contact the
SBTE and the CBTEs prior to the start of the school
day on the day of the absence.
If the teacher candidate is absent more than the
allotted days, the candidate will be expected to make
up the difference. This may result in the Practicum
experience extending beyond the end of the academic
semester. Potential consequences could include an
Incomplete on the candidate’s academic transcript
and an extension of the time needed to complete
the candidate’s program. The CBTEs will contact the
Program Director and the Office of Clinical Experience
and Partnerships, and the Program Director will
determine the processes for completing the Practicum
experience.
Unavoidable Absence(s) Needed? Substitute Teaching:
Registered for 3 credits? =2 Days
In an emergency, a teacher candidate may assume the
SBTE’s role as long as the district assigns a certified
professional staff member to be responsible for the
classroom. However, if SBTEs know in advance that
they are going to be absent, teacher candidates may
not act as a substitute teacher. The district is required
to make provisions for a substitute teacher in the
classroom.
9Teacher Candidate Transportation of
Accidents While in the Students:
Field: Under no circumstances is a teacher candidate allowed
to transport students.
1. Teacher candidates need to report an accident in
the school to the chief administrative officer of the
school/agency as soon as possible. (Please note: Auto
Office of
accidents that occur during Practicum are the sole Clinical Experiences and
responsibility of the teacher candidate).
Partnerships:
2. Teacher candidates need to follow the procedures as
established by the school district/agency, e.g. complete
585.389.2596
an incident report.
3. Teacher candidates should seek medical services, if
Professional Standards:
needed, as covered by their own insurance. Teacher candidates commit to act, respond, and
communicate only in those ways that honor each
4. Within 24 hours, teacher candidates need to student’s right to safety, confidentiality, and privacy in
notify their CBTE, Program Director, and the Office ALL matters by:
of Clinical Experiences and Partnerships Program
Director to report the accident and any actions that Recognizing that students’ lives extend beyond the
were taken. boundaries of the school, the teacher candidate will
neither discuss nor reveal any information about any
5. The Office of Clinical Experiences and Partnerships student or situations involving students at the school at
Program Director will write a description of the events any time or place, in any medium, or with any person
to be placed in the teacher candidate’s file in the The outside the confines of the school.
Office of Clinical Experiences and Partnerships.
Teacher candidates understand they will be asked
to do instructional planning, reflective writing, and
case studies that will often involve specific references
to a child or SBTE. The teacher candidate will
respect the privacy of these individuals and maintain
confidentiality by using initials or pseudonyms.
10Recommended Progression of
Teacher Candidate Responsibilities
Phasing Out
Practicum Independence
Full Teaching
Sustained Teaching
Initial Teaching
Mini-Teaching
Learning Routines
Time at Placement
11Explanation of Recommended
Progression Categories
Learning Routines
√ Teacher candidate familiarizes with the teaching context and students’ skills and assets.
√ Support individual students and small groups.
√ Teach single lessons after observing SBTE.
√ Co-teach/assist SBTE’s lessons.
Mini-Teaching
√ Apply knowledge of student assets in one-on-one student interactions.
√ Lead transitions/classroom routines.
√ Assume responsibility for single lessons.
Initial Teaching
√ Research and plan with the SBTE for additional lessons.
√ Add 1 or 2 more content area grade levels/courses.
Sustained Teaching
√ Teach continuing lessons and/or units with the collaboration of the SBTE.
√ Co-teaching with the teacher candidate taking the lead.
Full Teaching
√ Independently research, plan, and teach the entire teaching load of the SBTE.
Phasing Out
√ Gradually reduce the primary responsibilities of teaching in the classroom.
√ Transition these responsibilities back to the SBTE.
√ The teacher candidate remains an active part of the classroom.
12Essential Functions
of a Professional Educator
Performing successfully as a teacher candidate program. There can be no exemption for performing
requires a broad array of knowledge, skills and tasks necessary and required during Practicum.
dispositions, including abilities in areas of judgment,
integrity, character, professional attitude, and
demeanor. Admission and retention decisions are Teacher educator programs at Nazareth assume
based not only on satisfactory prior and on-going that teacher candidates can complete the following:
academic achievement, but also on non-academic
factors that serve to ensure that the teacher candidate √ Tasks Requiring Social Skills
can complete the essential functions of the academic √ Tasks Requiring Communication Skills
and field-based program components required for √ Tasks Requiring Cognitive Skills
graduation. √ Other Tasks
Essential functions, as distinguished from
academic standards, refer to those cognitive, physical
“Essential functions refer to those cognitive, physical, and
behavioral abilities that are necessary for satisfactory
completion of all aspects of the teacher education curriculum and
the development of professional attributes.”
and behavioral abilities that are necessary for
satisfactory completion of all aspects of the teacher
education curriculum and the development of
professional attributes. Upon graduation, students
from this program are expected to deliver instruction
in a safe, competent, and ethical manner. This
document delineates the specific demands of this
professional teacher education program so that
students may compare their capabilities with these
requirements.
Teacher candidates are expected to complete
the tasks articulated in this document. When a teacher
candidate desires reasonable accommodation to assist
in completing the field-based and non field-based
coursework of this program, he or she must request
this assistance from the Student Accessibility Services.
This office, in consultation with the Program Director
and other inclusive education faculty members, will
decide whether the student will be able to perform the
essential tasks. Providing reasonable accommodation
does not imply that a student will be exempt from
performing any tasks essential to completion of the
13Tasks Requiring Social Skills Tasks Requiring Cognitive Skills
√ Comprehend, retain, integrate, synthesize, infer,
√ Exhibit the strength, vitality and alertness evaluate and apply written and verbal information
necessary to carry out the expected activities of sufficient to meet curricular and field-based
planning, instructing, and maintaining a safe demands.
classroom environment. √ Solve problems using the ability to evaluate,
√ Demonstrate respect, appropriate affective interpret, reason, analyze, integrate, prioritize and
behaviors and attitudes to all people, including synthesize information.
students, faculty, staff and families without √ Recall previously presented information as well as
showing bias on the grounds of race, age, gender, retain and incorporate new information.
gender identity, sexual orientation, language, √ Concretely demonstrate ability to apply theory to
abilities, class, disease, mental status, lifestyle, practice.
opinions or personal values. √ Handle multiple assignments, conflicting
√ Exercise professional and ethical judgment demands, and/or priorities.
appropriate to the context in which one finds √ Make appropriate multiple decisions in real-time.
oneself in all educational encounters. √ Plan complex sequences of actions.
√ Establishing rapport, and maintaining √ Navigate the daily routines and challenges, known
effective relationships, with students, faculty, and unknown, within a school environment.
administrators and families as appropriate in √ Summarize and interpret the communication of
diverse learning and working environments. others.
√ Adapt to changing and demanding environments √ Identify limits of one’s own knowledge to others;
(which includes maintaining both professional accept constructive criticism, suggestions for
demeanor and emotional health). behavior and/or pedagogy changes by observable
√ Collaborate effectively with others. modifications.
Tasks Requiring Other Tasks
Communication Skills
√ Convey and receive information efficiently, √ Possess the emotional health required for
effectively and professionally through written, demonstration of one’s intellectual and
oral, and electronic (e.g., email, social networking professional abilities, and be able to recognize
sites) means with relevance and cultural emergency situations and take appropriate
sensitivity. actions.
√ Convey and receive verbal, non-verbal, and √ Maintain professional appearance in dress and
written information in a timely manner to and demeanor.
from: students, faculty, administrators, and
families as appropriate.
√ Effectively interpret and assess verbal and non-
verbal communication.
√ Demonstrate respect for confidential matters.
√ Exercise discretion in communication.
14Professional Behavior Assessment
To support each teacher candidate’s professional as well as academic growth throughout their education
program, CBTEs and SBTEs assess each candidate’s professional fit with the role of an educator in
schools and communities. In addition to the Evaluation for Graduate Practicum SBTEs may utilize the
Professional Behaviors Assessment (see below) to bring attention to the teacher candidate’s actions and
language that may not be congruent with the professional standards that Nazareth College teacher
education programs hold.
Professional 4 Exemplary 3 Proficient 2 Developing 1 Not Yet
Behavior For a Teacher For a Teacher For a Teacher Acceptable
Candidate Candidate Candidate For a Teacher
Candidate
Responsibility Demonstrates maturity Demonstrates maturity Demonstrates a degree Lateness and/or
and responsibility in and responsibility in of responsibility in unpreparedness
meeting commitments by meeting commitments by meeting commitments by prevent commitments
being habitually punctual being punctual and being punctual and/or from being met
and prepared with prepared, submitting prepared, submitting adequately;
materials, ideas and assignments and assignments and assignments and
questions; submitting professional materials on professional materials on professional materials
assignments and time, communicating time; makes efforts to are submitted late;
professional materials in clearly about conflicts communicate about Conflicts not clearly
advance or on time, and taking the initiative conflicts. communicated.
communicating clearly to resolve them.
about conflicts with
specific ideas about how
to resolve them.
Initiative Takes the initiative to seek Takes the initiative to Attempts to locate Makes few, if any,
and out resources and seek out resources and resources and efforts to support
Independence information that will information that will information that will his/her own
support professional support professional support professional professional growth;
growth, sharing growth; demonstrates growth; demonstrates a consistently requires
information and resources appropriate level of degree of independence support from others in
with others to support independence with with respect to role and order to satisfy the
their growth; demonstrates respect to role and setting but often requires demands of role and
a level of independence setting. support. setting.
that exceeds expectations
given candidate’s role and
setting.
Attitude Behaviors demonstrate Behaviors demonstrate Language demonstrates Attitude toward
positive attitude toward positive attitude toward positive attitude toward professional
professional professional professional responsibilities and/or
responsibilities as responsibilities as responsibilities; tendency toward
evidenced by a evidenced by an Behaviors demonstrate disengagement in roles
consistently high level of appropriate level of limited engagement or tasks limits
engagement, a engagement, professional and/or lack of attention opportunities for
professional appearance appearance and to professional candidate’s growth.
and demeanor, and a demeanor, and a appearance and
propensity to seek out new willingness to embrace demeanor; may avoid
challenges and new challenges and new challenges and
opportunities for growth. opportunities for growth. opportunities for growth.
***Not (Yet) Applicable is also a choice***
15Professional Behavior Assessment continued…
Professional 4 Exemplary 3 Proficient 2 Developing 1 Not Yet
Behavior For a Teacher For a Teacher For a Teacher Acceptable
Candidate Candidate Candidate For a Teacher
Candidate
Professional Actively seeks and Maintains positive, Makes efforts to Demonstrates
Relationships maintains positive, supportive and maintain professional difficulty in
supportive and cooperative relationships with K-12 maintaining
cooperative professional professional students and staff, relationships with K-
relationships with K-12 relationships with K- colleagues, supervisors 12 students and staff,
students and staff, 12 students and staff, and/or instructors; gives colleagues,
colleagues, supervisors colleagues, limited attention to supervisors and/or
and/or instructors; supervisors and/or protecting instructors;
vigilantly protects instructors; protects confidentiality of compromises the
confidentiality of all confidentiality of all potentially sensitive confidentiality of
potentially sensitive potentially sensitive information. sensitive information.
information. information.
Communication Communicates openly Communicates Attempts to Demonstrates
and clearly with others in openly and clearly communicate with difficulty in
a variety of modes with others in a others in a variety of communicating with
(verbal, written, variety of modes modes (verbal, written, others by relying on
electronic, non-verbal) (verbal, written, electronic, non-verbal); limited modes;
with adeptness at electronic, non- Communication may be Communication is
adjusting communication verbal); confusing or unclear. ineffective and/or
form and style based on Communication is unprofessional;
audience; effective and Communication may
Communication is professional, demonstrate
effective and demonstrating disrespect for others.
professional, respect for others.
demonstrating respect for
others through an ability
to listen carefully and
respond in an
individualized way.
Digital Uses social media and Uses social media Uses social media and Uses social media
Etiquette other means of electronic and other means of other means of and other means of
communication electronic electronic electronic
effectively, carefully and communication communication in a communication in a
responsibly in a way that effectively, carefully way that does not way that does not
meaningfully contributes and responsibly, always differentiate always differentiate
to candidate’s growth as differentiating between personal/social between
a teacher; Candidate between and professional use; personal/social and
represents her/himself personal/social and Candidate represents professional use;
online in a manner that professional use; her/himself online in a Candidate represents
reflects the spirit of Candidate represents manner that reflects the her/himself online in
professionalism captured her/himself online in spirit of professionalism a manner that is in
in all of the previous a manner that reflects captured in all of the conflict with the
categories. the spirit of previous categories. spirit of
professionalism professionalism
captured in all of the captured in all of the
previous categories. previous categories.
***Not (Yet) Applicable is also a choice***
16Professional Behavior Assessment continued…
Professional 4 Exemplary 3 Proficient 2 Developing 1 Not Yet
Behavior For a Teacher For a Teacher For a Teacher Acceptable
Candidate Candidate Candidate For a Teacher
Candidate
Academic Behaviors are Behaviors are Behaviors are Behaviors conflict
Integrity consistently in alignment consistently in consistently in with the Academic
with the Academic alignment with the alignment with the Integrity Policy of the
Integrity Policy of the Academic Integrity Academic Integrity college. Little time
college. Demonstrates a Policy of the college. Policy of the college. and/or effort is evident
sense of ownership over Demonstrates Quality of work often in the quality of work
work produced as investment of time meets expectations, but submitted; Work
evidenced by investment and effort to submit time and effort invested rarely meets
of substantial time and work that is is not always evident in expectations.
effort; Work is consistently of high the quality of work
consistently of high quality that meets or submitted.
quality and consistently exceeds expectations.
exceeds expectations.
Commitment Seeks out opportunities Broadens knowledge Broadens knowledge of Resists developing
to Broad to broaden knowledge of of students’, their students’, their knowledge of
students’, their families’, families’, and families’, and students’, their
Definition of and colleagues’ colleagues’ colleagues’ families’, and
Diversity backgrounds, cultures, backgrounds, cultures, backgrounds, cultures, colleagues’
interests, abilities, and interests, abilities, and interests, abilities, and backgrounds, cultures,
attitudes; Uses attitudes; Uses attitudes; Uses interests, abilities, and
knowledge to develop knowledge to develop knowledge attitudes;
and implement effective and/or implement ineffectively to develop Effectiveness of
learning experiences and effective learning and/or implement learning experiences
positive relationships; experiences and effective learning and relationships are
Demonstrates individual positive relationships; experiences and compromised due to
and cultural sensitivity Demonstrates positive relationships; limited
and inclusiveness individual and cultural Demonstrates implementation of
through his or her sensitivity through his unawareness of knowledge about
language. or her language. individual and cultural diversity; Language
sensitivity through his demonstrates a lack of
or her language. sensitivity.
Feedback Continuously and Reflects on own Attempts to reflect in a Avoids reflection on
And voluntarily reflects on performance and limited way on own own performance and
his/her own performance abilities; Solicits, performance and abilities; Ignores
Reflection and abilities; Solicits, accepts, and integrates abilities; Reluctant to feedback from others.
accepts, and integrates feedback from accept and/or integrate
feedback from others in a others. feedback from others.
way that demonstrates a
positive impact on
his/her teaching and
learning.
Health and Attends actively and Mindful of the health Mindful of the health Gives limited attention
Safety carefully to the health and safety of self and and safety of self and to the health and
and safety of others; others; Uses others; Uses strategies safety of self and
of Self and Uses appropriate appropriate strategies that may not be others; Uses
Others strategies when when responding to appropriate when inappropriate
responding to safety, safety, emotional or responding to safety, strategies when
emotional or emergency emergency situations emotional or responding to safety,
situations. emergency situations. emotional or
emergency situations.
***Not (Yet) Applicable is also a choice***
17Teacher Candidate
Evaluation
As with all teaching and learning, assessment and Teaching, p. 26).
feedback need to take place on an ongoing basis. The
SBTE and CBTE provide ongoing feedback to the The midway and the end of placement evaluations
teacher candidate. Formal evaluation of the teacher are an electronic rubric based on the three common
candidate takes place at the midpoint and the end of performance areas (Planning and Preparation,
the placement. At these times, The Office of Clinical Instruction and Environment, and Professional
Experience and Partnerships will email each SBTE Practice) and an additional program-specific area. The
with an evaluation link to complete the evaluation common performance areas are listed on page 5 and
form appropriate to the candidate’s program. the evaluation rubric is included on pages 19-25. All
assessment reports are reviewed by the CBTE and the
Each member of the student teaching triad--teacher Program Director and filed in the Office of Clinical
candidate, SBTE, and CBTE plays an important role Experiences and Partnerships. The CBTE will review
in the evaluation process. Teacher candidates read, the evaluation with the teacher candidate and provide
understand, and reflect on the student teaching rubric them with a copy.
(see p. 19). The SBTE gives ongoing formative
feedback to the teacher candidate while on-site as well If a teacher candidate receives three or more ratings of
as providing more formal feedback by completing a 2, or any ratings of a 1, on their Midway Placement
the Midway Evaluation for Graduate Practicum at Evaluation for Graduate Practicum, a Mid-Placement
the halfway point of the placement and the End of Growth Plan needs to be developed. This plan is
Placement Evaluation for Graduate Practicum at co-constructed by the teacher candidate and the
the end of the placement. The CBTE observes the CBTE. The process begins with the teacher candidate
teacher candidates’ teaching, engages in discussion and CBTE reviewing the teacher candidate’s Midway
and mentorship activities during a college-based Placement Evaluation for Graduate Practicum and
reflective seminar, and completes a Final Evaluation identifying the areas in need of growth. As a team, the
for Professional Semester. teacher candidate and CBTE will develop and record
specific strategies on the Mid-Placement Growth Plan
If for some reason, the teacher candidate is not that the candidate will utilize to demonstrate growth in
performing at the level expected by the SBTE, it is this area.
imperative that SBTE communicate with both the
teacher candidate and the CBTE about their concerns. If a teacher candidate receives three or more ratings
A teacher candidate who is struggling will be asked to of a 2, or any ratings of a 1, on their End of Placement
develop an action plan to support their professional Evaluation for Graduate Practicum, the placement will
growth (see Procedures for Concerns During Student be deemed unsuccessful.
“The standard for success in the placement is based on our realistically
high expectations for beginning teacher candidates. By the final
evaluation, we expect teacher candidates to achieve 4s and 3s (Exceeds
Expectations and Meets Expectations) on the Practicum Rubric, with
no more than two 2s (Developing) and no 1s (Not Yet Acceptable)”. If a
teacher candidate receives three or more ratings of a 2 or any ratings of a 1
on the final evaluation, the placement will be deemed unsuccessful.
18Evaluation Rubric for Graduate Practicum Common Areas
Planning and Preparation
4: Exceeds Expectations 3: Meets Expectations 2: Approaching Expectations 1: Not Yet Acceptable
for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum
Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate
1. Demonstrates Candidate displays thorough Candidate displays thorough Candidate displays general Candidate displays minimal and/or
knowledge of human understanding of typical understanding of typical understanding of typical inaccurate understanding of typical
growth and developmental characteristics of age developmental characteristics of age developmental characteristics of development characteristics of age
development. group as well as exceptions to group. Lesson plans and curriculum age group and incorporates this group and/or does not incorporate
general patterns. Lesson plans and materials demonstrate knowledge of knowledge in a limited way into knowledge of human growth and
curriculum materials demonstrate human growth and development. their lesson plans. development into their lesson plans.
knowledge of human growth and
development and differentiate for
variations in human growth and
development.
2. Demonstrates the ability Candidate's goals and objectives are Candidate's goals and objectives are Candidate's goals and objectives Candidate's goals and objectives
to articulate rigorous aligned with New York State aligned with New York State sometimes align with New York State lack alignment with New York
student learning goals Standards. Goals and objectives are Standards. Goals and objectives are Standards. Goals and objectives State Standards. Goals and
aligned with New York appropriately challenging and clearly stated and directly linked to attempt to set high standards but may objective are not rigorous and/or do
State Standards. rigorous, clearly stated, and directly instructional strategies and activities lack clear connections to instructional not clearly link with lesson
linked to differentiated instructional occurring in the lesson. activities. activities or assessments.
19
strategies and activities occurring in
the lesson and are aligned with
assessments in the lesson.
3. Demonstrates appropriate Candidate actively seeks out and Candidate is aware of available Candidate has limited awareness of Candidate is unaware of available
use of technology as part of shares technological resources and technological resources and available technology but attempts to technology and does not attempt to
professional practice. demonstrates fluency in technology. demonstrates fluency in technology by incorporate technology into incorporate technology into
Candidate intentionally uses using it to plan instructional instructional goals/objectives in instructional goals/objectives.
technology in order to accomplish goals/objectives, and/or support student order to support student learning or
instructional goals/objectives while engagement and learning. Candidate engagement.
supporting student engagement and uses technology for their own planning
learning. Candidate uses technology and professional growth.
for their own planning, co-planning,
and professional growth.
4. Demonstrates knowledge Candidate demonstrates exemplary Candidate demonstrates appropriate Candidate demonstrates limited Candidate lacks knowledge of
of content areas and uses knowledge of content by creating knowledge of content to create knowledge of content in creating content or demonstrates inaccurate
appropriate content experiences that challenge students to experiences that help students to make experiences for students to make knowledge of content in their attempt
pedagogy. make connections, develop skills, connections, and develop skills and connections, and develop skills and to create learning experiences.
deepen knowledge, and apply a knowledge. knowledge.
critical lens to the discipline.Evaluation Rubric for Graduate Practicum Common Areas
Instruction and Environment
4: Exceeds Expectations 3: Meets Expectations 2: Approaching Expectations 1: Not Yet Acceptable
for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum
Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate
5. Demonstrates varied Candidate consistently uses a variety of Candidate uses appropriate instructional Candidate uses a narrow range of Candidate uses instructional strategies that
instructional strategies to meet the effective instructional strategies that strategies that support students in instructional strategies that support confuse or do not support students'
needs of each learner. support each student in developing deep developing understanding. students in developing understanding. understanding of content.
understanding in authentic ways.
6. Applies an understanding of Candidate consistently uses multiple Candidate uses multiple methods of Candidate uses limited methods of Candidate does not effectively use
assessment methods and analysis methods of assessment to analyze assessment to analyze evidence of student assessment and/or minimally analyzes assessment to analyze student progress or
techniques. evidence of student progress, guide future progress and guide future instructional evidence of student progress to guide future to guide future instructional decision-
instructional decision-making, and further decision-making; recognizes the potential instructional decision-making. making.
their own professional practice; recognizes for bias in assessment and attempts to
the potential for bias in assessment and address it.
actively seeks to address it.
7. Demonstrates ability to address Candidate actively attends to, Candidate attends to and understands the Candidate inconsistently attends to and Candidate shows little or no awareness
varying student needs. understands, and advocates for the needs needs of students with varying abilities understands the needs of students' abilities of varying student learning needs and/or
of students with varying abilities and and language proficiency levels. and language proficiency levels. Candidate language proficiency levels. Candidate
language proficiency levels. Candidate Candidate understands the purpose of and understands the purpose of and attempts to does not recognize the purpose of or
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recognizes the significance of and implements IEPs/504 plans, and supports implement IEPs/504 plans. implement IEPs/504 plans.
consistently implements IEPs/504 plans, opportunities for students to learn
providing opportunities for all students to together.
learn together.
8. Creates and maintains Candidate creates and implements a safe Candidate supports a safe and supportive Candidate inconsistently supports a safe and Candidate does not support a safe and
positive learning and supportive classroom environment with classroom environment. Candidate supportive classroom environment. supportive classroom environment and
environments. attention to cultural sensitivity. Candidate develops respect and rapport. Candidate Candidate develops limited respect and ineffectively uses routines, visuals and
develops mutual respect for and rapport reinforces routines, uses visual, verbal, rapport within the classroom. Candidate verbal/non-verbal cues. Candidate's
among all classroom participants. and non-verbal cues, facilitates minimally uses routines, and visual, verbal or inefficiency prevents successful
Candidate supports routines, uses visual, transitions, and supports student non-verbal cues. Candidate's inconsistency completion of learning tasks.
verbal, and non-verbal cues, effectively completion of learning tasks. may negatively impact students' successful
facilitates transitions, supports student completion of learning tasks.
completion of learning tasks, and promotes
collaboration.
9. Facilitates student Candidate proactively scans and monitors Candidate effectively monitors student Candidate attempts to monitor student Candidate ineffectively monitors student
engagement and promotes all student engagement and adapts to mood, engagement and recognizes the social- engagement and the social-emotional needs engagement and the social-emotional
positive behaviors. energy and social-emotional needs of the emotional needs of the class. Candidate of the class. Candidate may be reactive to needs of the class. Candidate has limited
class. Candidate encourages positive encourages positive behaviors and student behaviors and/or ineffectively awareness of student behaviors.
behaviors and redirects students as needed redirects students as needed when addresses classroom disruptions.
in a patient and positive manner, when engaging with the whole class and while
engaging with the whole class and while working one-on one.
working one-on-one.Evaluation Rubric for Graduate Practicum Common Areas
Professional Practice
4: Exceeds Expectations 3: Meets Expectations 2: Approaching Expectations 1: Not Yet Acceptable
for a Graduate Practicum Teacher for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum
Candidate Teacher Candidate Teacher Candidate Teacher Candidate
10. Demonstrates commitment to Candidate demonstrates respect for and Candidate shows sensitivity and Candidate is developing an awareness of Candidate lacks awareness of privilege
diversity, equity, and inclusion in their commitment to diversity, equity, and inclusion. commitment to diversity, equity, and and respect for a broad definition of and marginalization, and may not
word choices, actions, instructional Candidate demonstrates an awareness of how inclusion. Candidate demonstrates an diversity, equity, and inclusion. Candidate perceive the repercussions of actions
choices, and interactions with others. race, class, gender identity and expression, awareness of how race, class, gender has limited awareness of how race, class, and statements made towards others
sexual orientation, religion, and ability may identity and expression, sexual gender identity and expression, sexual with regard to race, class, gender
privilege some and marginalize others in our orientation, religion, and ability may orientation, religion, and ability may identity and expression, sexual
educational system and can integrate this privilege some and marginalize others privilege some and marginalize others in orientation, religion, and ability.
knowledge into their pedagogy and interactions. in our educational system. Candidate our educational system. Candidate Candidate demonstrates a deficit-based
Candidate applies an asset-based outlook on demonstrates an asset-based outlook inconsistently demonstrates an asset- outlook on students, their families,
students, their families, and communities. on students, their families, and based outlook on students, their families, and/or communities.
communities. and communities.
11. Engages in meaningful Candidate actively engages in critical self- Candidate engages in practical self- Candidate engages in descriptive self- Candidate minimally engages in self-
reflection and professional reflection and meaningful professional learning reflection and professional learning either reflection and professional learning only reflection and resists participating in
learning. both independently and collaboratively. independently or collaboratively. when prompted. Candidate waits to receive professional learning, resulting in no
Candidate seeks out resources and feedback to Candidate seeks out resources and and/or is not receptive to feedback, resulting progression in practice. Ignores or
regularly examine and improve practice, feedback to examine and adjust practice. in minimal adjustments to practice. resists feedback.
particularly the effects of their choices and
actions on others.
12. Demonstrates initiative and Candidate initiates and completes professional Candidate completes professional tasks in a Candidate completes professional tasks with Candidate does not demonstrate initiative
responsibility. tasks in a self-sufficient manner, taking on new self-sufficient manner, taking on new frequent prompting and may resist new and responsibility in the completion of
and more complex roles/challenges over time, roles/challenges over time, and asking roles/challenges. May not ask clarifying professional tasks. Candidate actively resists
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asking clarifying questions as appropriate. clarifying questions as appropriate. questions when needed. new roles/challenges.
Candidate identifies and pro-actively problem
solves issues of concern in the educational
environment
13. Demonstrates ability to Candidate recognizes the importance of the Candidate shows respect to the entire school Candidate is developing their understanding of Candidate struggles to understand the
collaborate with school entire school building team and actively building team and collaborates effectively school building as a team and how to
the school building as a team and their ability
personnel. demonstrates respect for their work; seeks out with school personnel. collaborate effectively with school
and collaborates effectively with all school to collaborate effectively with school personnel.
personnel. personnel.
14. Demonstrates effective written Candidate demonstrates highly effective Candidate demonstrates effective Candidate's written communication is Candidate's written communication may
communication skills. written communication skills that are attuned written communication skills that are generally appropriate for intended audience be inappropriate for the intended
to and crafted for the intended audience and appropriate to the intended purpose and purpose. Candidate's writing contains audience and purpose. Candidate's
purpose. Candidate consistently writes in ways and audience. Candidate writes in some errors that interfere with effective writing contains significant errors that
that clearly communicate and enhance the ways that clearly communicate the communication. impede effective communication.
intended message. intended message.
15. Demonstrates effective oral Candidate consistently models effective oral Candidate generally models effective oral Candidate occasionally demonstrates Candidate frequently demonstrates
communication skills. communication skills. Candidate demonstrates communication skills. Candidate ineffective oral communication skills. ineffective oral communication skills.
inclusive language that is sensitive and demonstrates inclusive language that is Candidate attempts to demonstrate inclusive Candidate does not demonstrate inclusive
appropriate to the environment, context, and appropriate for the environment, context, language that is appropriate for the language that is appropriate for the
students' identities. Candidate's verbal and students' identities. Candidate's verbal environment, context, and students' identities. environment, context, and students'
instructions are clear to students, contain an instructions are usually clear to students Candidate's instructions are sometimes identities. Candidate's instructions are
appropriate level of detail, and anticipate and contain an appropriate level of detail. confusing to students and/or contain an confusing to students and/or contain an
possible student misunderstanding. inappropriate level of detail. inappropriate level of detail.
16. Demonstrates professional Candidate independently and consistently Candidate demonstrates professional Candidate requires occasional support to Candidate demonstrates unprofessional
behaviors. models professional behaviors. behaviors. demonstrate professional behaviors. behaviors.
*See Guide to Student Teaching for
detailed descriptions of expected
professional behaviors and essential
functions.Evaluation Rubric for Graduate Practicum Program Specific Areas
Inclusive Adolescence Education Program
4: Exceeds Expectations 3: Meets Expectations 2: Approaching Expectations 1: Not Yet Acceptable
for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum
Teacher Candidate Teacher Candidate Teacher Candidate Teacher Candidate
17. Candidate demonstrates Candidate consistently Candidate demonstrates the ability Candidate is still developing the Candidate seems unaware of
awareness of the language and demonstrates the ability to to design supports that address the ability to design supports that language and literacy demands
literacy demands associated design supports that address the language demands within specific address the language demands within his/her content area.
with learning in their content language demands within lessons (vocabulary, symbols, within specific lessons
area and is able to support
specific lessons (vocabulary, discourse and/or syntax). (vocabulary, symbols, discourse
language and literacy
development in the content
symbols, discourse and/or and/or syntax).
area. syntax). Language supports are
designed to meet the needs of
students with differing levels of
language proficiency.
18. Candidate develops and Candidate consistently uses Candidate uses appropriate Candidate attempts to make Candidate does not attempt make
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implements individualized appropriate adaptations, adaptations to modify the pace and adaptations and/or modify the appropriate adaptations or modify
adaptations, including assistive including technology, to presentation of instruction for pace and presentation of the pace and presentation of
technology, to support learning modify the pace and students with learning needs. instruction for students with instruction for students with
of general education presentation of instruction for Adaptations support access to the learning needs. However, learning needs.
curriculum and opportunities students with learning needs. curriculum and are based on the modifications are not effective,
for all students to learn
Adaptations enhance access to individual needs of students. limit opportunities to access the
together.
the curriculum and are based on curriculum or unnecessarily
the individual needs of separate.
students.
Candidate works with others to Candidate displays some Candidate does not address the
19. Candidate utilizes a wide Candidate seeks opportunities to address the needs of students with collaborative effort in working needs of student with challenging
repertoire of strategies to work with others to address the challenging behaviors. Candidate with others to meet the needs of behavior. Candidate does not
address challenging behaviors. needs of students with participates in gathering students with challenging understand the functions of
When appropriate, candidate challenging behaviors. information to determine the behavior. Candidate displays challenging behavior presented by
works with others to conduct Participates in gathering functions of challenging behavior some understanding of the students. Candidate does not
Functional Behavioral information to determine the and to design and implement functions of challenging implement behavior plans that are
Assessments (FBAs) and behavior. Candidate implements
functions of challenging behavior positive behavior plans that use in place.
create and implement a
and to design and implement evidence-based practices. behavior plans with support from
positive individual behavior
positive behavior plans that use others.
support plan using evidence-
based practices. evidence-based practices.Evaluation Rubric for Graduate Practicum Program Specific Areas
Inclusive Early Childhood/Inclusive Childhood Education Program
4: Exceeds Expectations 3: Meets Expectations 2: Approaching Expectations 1: Not Yet Acceptable
for a Graduate Practicum for a Graduate Practicum for a Graduate Practicum Teacher for a Graduate Practicum
Teacher Candidate Teacher Candidate Candidate Teacher Candidate
17. Candidate demonstrates Candidate initiates practices to Candidate follows established Candidate is developing an Candidate lacks awareness of
an understanding of ways to utilize the strengths and practices to utilize the strengths awareness of strengths and how to utilize strengths and
communicate and knowledge of families and and knowledge of families and knowledge of families and knowledge of families and
collaborate with families and community to inform community to inform community to inform meaningful community to inform meaningful
community in the early meaningful teaching that meaningful teaching that teaching that promotes student teaching that promotes student
childhood or childhood promotes student success. promotes student success. success. success.
setting.
18. Candidate develops and Candidate consistently uses Candidate uses appropriate Candidate attempts to make Candidate does not attempt to
implements individualized appropriate adaptations, adaptations to modify the pace adaptations and/or modify the pace make appropriate adaptations or
adaptations, including including technology, to modify and presentation of instruction and presentation of instruction for modify the pace and
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assistive technology, to the pace and presentation of for students with learning needs. students with learning needs. presentation of instruction for
support learning of general instruction for students with Adaptations support access to the However, modifications are not students with learning needs.
education curriculum and learning needs. Adaptations curriculum and are based on the effective, limit opportunities to
opportunities for all enhance access to the individual needs of students. access the curriculum or
students to learn together. curriculum and are based on the unnecessarily separate.
individual needs of students.
19. Candidate utilizes a wide Candidate seeks opportunities to Candidate works with others to Candidate displays some Candidate does not address the
repertoire of strategies to work with others to address the address the needs of students with collaborative effort in working with needs of student with
address challenging needs of students with challenging challenging behaviors. Candidate others to meet the needs of students challenging behavior.
behaviors. When behaviors. Participates in participates in gathering with challenging behavior. Candidate does not understand
appropriate, candidate gathering information to information to determine the Candidate displays some the functions of challenging
works with others to conduct determine the functions of functions of challenging behavior understanding of the functions of behavior presented by students.
Functional Behavioral challenging behavior and to and to design and implement challenging behavior. Candidate Candidate does not implement
Assessments (FBAs) and design and implement positive positive behavior plans. implements behavior plans. behavior plans.
create and implement a behavior plans.
positive individual behavior
support plan.You can also read
