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Boston College

Lynch School of Education


Office of Practicum Experiences & Teacher Induction
Boston College Pre-Practicum Candidate Assessment of Performance (BC-PCAP)

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.

Develops well-structured and highly


engaging lessons with challenging,
measurable objectives and appropriate
student engagement strategies,
pacing, sequence, activities, materials,
resources, technologies, and grouping
to attend to every students needs. Is
able to model this element.

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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

Uses limited and/or


inappropriate practices
to accommodate
differences.

May use some


appropriate practices to
accommodate
differences, but fails to
address an adequate
range of differences.

Uses appropriate practices,


including tiered instruction
and scaffolds, to
accommodate differences in
learning styles, needs,
interests, and levels of
readiness, including those of
students with disabilities and
English learners.

Uses a varied repertoire of practices to


create structured opportunities for
each student to meet or exceed state
standards/local curriculum and
behavioral expectations. Is able to
model this element.

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Hagen, Fall 2015

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.

May create and maintain


a safe physical
environment but
inconsistently maintains
rituals, routines, and
responses needed to
prevent and/or stop
behaviors that interfere
with all students
learning.

Uses rituals, routines, and


appropriate responses that
create and maintain a safe
physical and intellectual
environment where students
take academic risks and
most behaviors that interfere
with learning are prevented.

Uses rituals, routines, and proactive


responses that create and maintain a
safe physical and intellectual
environment where students take
academic risks and play an active role
individually and collectivelyin
preventing behaviors that interfere
with learning. Is able to model this
element.

Needs Improvement

Proficient

Exemplary

Effectively models and


reinforces ways that
students can master
challenging material through
effective effort, rather than
having to depend on innate
ability.

Effectively models and reinforces ways


that students can consistently master
challenging material through effective
effort. Successfully challenges
students misconceptions about innate
ability. Is able to model this element.

May tell students that


the subject or
assignment is
challenging and that
they need to work hard
but does little to
counteract student
misconceptions about
innate ability.

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.

May reflect on the


effectiveness of lessons/
units and interactions
with students but not
with colleagues and/or
rarely uses insights to
improve practice.

Regularly reflects on the


effectiveness of lessons,
units, and interactions with
students, both individually
and with colleagues, and
uses insights gained to
improve practice and
student learning.

Regularly reflects on the effectiveness


of lessons, units, and interactions with
students, both individually and with
colleagues; and uses and shares with
colleagues, insights gained to improve
practice and student learning. Is able
to model this element.

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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.

Demonstrates sound judgment and


acts appropriately to protect student
confidentiality, rights and safety. Is
able to model this element.

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.

Consistently fulfills all professional


responsibilities to high standards. Is
able to model this element.

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

The candidate does not


take on the role of a
researcher, and
demonstrates little
evidence of inquiring into
their teaching and
instructional decisions.
Minimal, if any, collection
or analysis of data, and
minimal and immature
reflections are made into
his/her teaching.

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.

The candidate takes on the


role of a researcher, by
inquiring into their teaching
and instructional decisions
on a regular basis.
Demonstrates appropriate
skills regarding the
collecting and analyzing of
data, and provides critical
and detailed reflections on
findings for the purpose of
improving pupil learning.

The candidate regularly and


explicitly takes on the role of a
researcher, continually inquiring
into their teaching and
instructional decisions, collecting
and analyzing data, and reflecting
on findings for the purpose of
improving pupil learning.

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Hagen, Fall 2015

5B. Pupil
Learning
Outcomes
Indicator
Element 1.
Data Analysis
to Inform
Practice

Collects data that are


irrelevant, inappropriate,
limited or narrow, and
reports intervention
outcomes in an
incomplete, confusing, or
disorganized manner.
Suggests irrelevant
implications or
recommendations for
practice, and offers
suggestions that are not
logical, are incomplete or
inconsistent with data.

Collects questionable data


that are relevant but lack
validity, and reports
intervention outcomes
inconsistently, through
lacking occasional lapses in
clarity or completeness.
Provides partial or unclear
interpretations of data and
recommendations for
practice.

Collects data that are


relevant and appropriate
measures of pupil
outcomes, and reported
clearly and effectively.
Provides thoughtful
interpretations and
identifies implications and
recommendations for
practice that are
reasonably justifiable,
based on solid analyses.

Collects multiple, relevant and


appropriate measures of pupil
outcomes, which are used to
document, organize, and display
intervention outcomes clearly and
effectively. Provides detailed and
probing interpretations and
identifies implications for practice
that are clearly justifiable, based
on deep and thorough analyses

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

Does not recognize that


his/her own background
and life/school
experiences have been
influenced by multiple
systems of inequality,
and is unaware how these
influences impact his/her
views of education and
teaching as well as
his/her practice.

Recognizes that his/her own


background and life/school
experiences have been
influenced by multiple
systems of inequality, but
this awareness rarely
informs his/her views of
education and teaching as
well as his/her practice.

Recognizes that his/her own


background and life/school
experiences have been
influenced by multiple
systems of inequality, and
this awareness regularly
informs his/her views of
education and teaching as
well as his/her practice.

Recognizes and identifies specific


aspects from his/her own
life/school experiences that have
been influenced by multiple
systems of inequality, and this
awareness & knowledge
consistently and effectively
informs his/her views of
education and teaching as well as
his/her practice.

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

Rarely integrates into


curriculum and instruction
at a developmentally
appropriate level for
students, any ongoing
opportunities to learn about
and examine issues related
to diversity, equity and
social justice, and rarely
challenges and questions
teaching practices and

Routinely integrates into


curriculum and instruction
at a developmentally
appropriate level for
students, ongoing
opportunities to learn about
and examine issues related
to diversity, equity and
social justice, and
frequently challenges and
questions teaching

Consistently integrates into


curriculum and instruction at a
developmentally appropriate
level for students, multiple
ongoing opportunities to learn
about and examine issues related
to diversity, equity and social
justice, and consistently
challenges and questions
teaching practices and school
policies that produce and

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to, or maintain the


existence of inequity in
education.

school policies that produce


and maintain inequalities.

practices and school


policies that produce and
maintain inequalities.

maintain inequalities.

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