Professional Documents
Culture Documents
IMPORTANT: This document provides Pre-Practicum Teacher Candidates with the rubric which will be used during their Full
Practicum to evaluate their proficiency with the 12 Essential Elements. As you are only in your pre-practicum, this document is
not yet meant to be used as a rubric. Over the course of your Pre-Practicum you will NOT be evaluated on a scale for how well
you demonstrate these 12 Essential Elements. Rather, you will be evaluated on your ability to:
1) Self-reflect honestly and deeply on your current practice
2) Collect and describe concrete evidence that supports your self-reflections, and
3) Make continual improvement in all areas of your teaching
To reiterate, this document should not be used as a rubric to evaluate yourself during any Pre-Practicum. Rather it should be
used as a resource to help you understand how you will be evaluated in the future. Use this document to familiarize yourself with each
of the 12 Essential Elements of teaching and to help guide your completion of the BC PCAP Summary Sheet. Keep in mind too that
this rubric is the same one which veteran teachers will be evaluated with. As a Pre-Practicum Teacher Candidate we expect you to
either be in, or working towards, the Needs Improvement category for most of the Essential Elements.
Standard 1: Curriculum, Planning, Assessment, and Instruction: The teacher candidate promotes the learning and growth of all students by
providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and
growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
1. A.
Curriculum &
Planning
Indicator:
Element 4.
WellStructured
Lessons
Unsatisfactory
Develops lessons with
inappropriate student
engagement
strategies, pacing,
sequence, activities,
materials, resources,
and/or grouping for
the intended outcome
or for the students in
the class.
Needs
Improvement
Develops lessons with
only some elements of
appropriate student
engagement strategies,
pacing, sequence,
activities, materials,
resources, and grouping.
Proficient
Exemplary
Develops well-structured
lessons with challenging,
measurable objectives and
appropriate student
engagement strategies,
pacing, sequence, activities,
materials, resources,
technologies, and grouping.
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Hagen, Fall 2015
1.B
Assessment
Indicator:
Element 2:
Adjustment
to Practice
Unsatisfactory
Makes few
adjustments to
practice based on
formal and informal
assessments.
Needs
Improvement
May organize and analyze
some assessment results
but only occasionally
adjusts practice or
modifies future instruction
based on the findings.
Proficient
Organizes and analyzes
results from a variety of
assessments to determine
progress toward intended
outcomes and uses these
findings to adjust practice
and identify and/or
implement appropriate
differentiated interventions
and enhancements for
students.
Exemplary
Organizes and analyzes results from a
comprehensive system of assessments
to determine progress toward intended
outcomes and frequently uses these
findings to adjust practice and identify
and/or implement appropriate
differentiated interventions and
enhancements for individuals and
groups of students and appropriate
modifications of lessons and units. Is
able to model this element.
Standard 2: Teaching All Students: The teacher candidate promotes the learning and growth of all students through instructional practices that establish
high expectations, create a safe and effective classroom environment, and demonstrates cultural proficiency.
2.B.Instruction
Indicator:
Element 3:
Meeting
Diverse
Needs
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2B. Learning
Environment
Indicator:
Element 1:
Safe Learning
Environment
2.D.
Expectations
Indicator:
Element 2:
High
Expectations
Maintains a physical
environment that is
unsafe or does not
support student
learning. Uses
inappropriate or
ineffective rituals,
routines, and/or
responses to reinforce
positive behavior or
respond to behaviors
that interfere with
students learning.
Unsatisfactory
Gives up on some
students or
communicates that
some cannot master
challenging material.
Needs Improvement
Proficient
Exemplary
Standard 4 Professional Culture: The teacher candidate promotes the learning and growth of all students through ethical, culturally proficient, skilled,
and collaborative practice.
4.A: Reflection
Indicator
Element 1:
Reflective
Practice
Demonstrates limited
reflection on practice
and/or use of insights
gained to improve
practice.
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Hagen, Fall 2015
4.F:
Professional
Responsibilities
Indicator:
Element 1:
Demonstrates poor
judgment and/or
discloses confidential
student information
inappropriately.
Sometimes
demonstrates
questionable judgment
and/or inadvertently
shares confidential
information.
Demonstrates sound
judgment reflecting integrity,
honesty, fairness, and
trustworthiness and protects
student confidentiality
appropriately.
Frequently misses or is
late to assignments,
makes errors in
records, and/or misses
paperwork deadlines;
frequently late or
absent.
Occasionally misses or is
late to assignments,
completes work late,
and/or makes errors in
records.
Consistently fulfills
professional responsibilities;
is consistently punctual and
reliable with paperwork,
duties, and assignments;
and is rarely late or absent
from school.
Judgment
4.F:
Professional
Responsibilities
Indicator:
Element 2:
Reliability
and
Responsibilit
y
Boston College Standard 5: Demonstrates an Inquiry Stance in Daily Practice: The Teacher Candidate demonstrates the role of a teacher as a
reflective and recursive practitioner and collects and reports data on pupil outcomes for the purpose of assessing and teaching and modifying practice.
5A. Inquiry
Indicator
Element 1.
Recursive
Practice
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Demonstrates some
understanding of a teacherresearcher, but fails to
apply this concept to
his/her teaching. Limited
inquiry into his/her
instructional decisions,
based on nonexistent or
inappropriate data.
Reflections are cursory and
provide no evaluation or
synthesis of teaching
practices.
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Hagen, Fall 2015
5B. Pupil
Learning
Outcomes
Indicator
Element 1.
Data Analysis
to Inform
Practice
Standard 6: Promotes and practices principles of social justice teaching: The teacher candidate identifies policies and programs that contribute to
systemic inequities in education, is aware how his or her own background experiences are influenced by these systems, and recognizes a professional
responsibility to promote and practice principles of social justice teaching.
6. A. Social
Justice
Indicator
Element 1:
Positionality
6.A: Social
Justice
Indicator
Element 2:
Agency
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Avoids controversial
issues and questions
related to diversity,
equity, culture, and social
justice as part of
classroom instruction, or
is indifferent to, silent
about, denies or
demonstrates support for
issues of policy and
practice that contribute
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maintain inequalities.
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Hagen, Fall 2015