Assessment Title Course Candidate Reflection during Clinical Practice Videotape Self-Reflection Clinical Practice Internship Point of Administration Candidates will videotape approximately 12-15 minutes of a prior to midterm evaluation in clinical practice and will complete a reflection summary for each criteria item found below in the rubric. Purpose of the Assessment The School of Education, Health and Human Performance (EHHP) values the use of reflection to engage in the process of continuous learning. A goal of EHHP teacher preparation programs at CofC is to develop reflective practitioners. The purpose of this experience is to engage candidates in the reflective process. EHHP s teacher preparation program defines reflective practice as a way of studying one s own teaching experiences to improve teaching and to inform future pedagogical practices. Candidates will be able to: (1) Engage in the process of continuous learning (2) Practice becoming reflective practitioners (3) Apply practices to opportunities for growth as an educator. Directions 1. Candidates will videotape approximately 12-15 minutes of a teaching episode where they are taking the lead and/or actively facilitating instruction. Candidates will watch the video while reflecting on their practice and upload it in (TBD) 2. Using the rubric below as a guideline for requirements, candidates will compose and enter reflection summaries on the Videotape Self-Reflection tab in the TK20 binder at https://cofc.tk20.com. 3. After candidates complete the reflection summaries, college supervisors will review the assignment on the Videotape Self-Reflection tab in TK20. 4. Based on each candidate s reflection, college supervisors will use the rubrics below to evaluate the candidate s ability to reflect upon his/her teaching. 5. For the purpose of this assessment, it is important to note that the supervisor is assessing the quality and depth of the candidate s reflection of the, not the content or delivery of the lesson.
Self-Reflection Item Intern Questions for Reflection Summary Context: Provide a brief summary (5-6 sentences) of the context of the. What was the topic and where does this lesson fall within the unit? What was the goal(s) of the lesson? Is there anything you feel that is unique to the lesson and/or class? Student Performance of 1. Analyze SLO(s) Overall: SLO (s). and evaluates the overall the SLO(s) Exemplary (4) Proficient (3) Emerging Unsatisfactory -Provides a SLO(s) with -Analyzes, evaluates the SLO(s) with some N/A - Attempts evaluate the overall SLO (s) with SCTS 4.0 SLO(s) with no Student Performance of SLO(s)- Growth/Progression: and evaluates the of a small group or selected. 2. Select a small group or one and outline that group s or 's during the based on the SLO (s). -Describes a comprehensive outline of the small group s or the SLO(s.) - Provides a. - Provides an outline of a small group s or the SLO(s.) - Analyzes, evaluates the. the growth of the -Provides a limited outline of a small group s or the SLO(s.) - Attempts evaluate the. the growth of the outline of a small group or SLO(s). - No analysis or. - No connections are the growth the with professional
Student Performance of SLO(s) Reflection: Reflects on the insights and the SLO(s) to improve Interaction with Students: and evaluates his/her interaction with s and its effects on 3. Discuss awareness you have SLO (s) that can be applied for future s. 4. Describe how you interacted with s when teaching and how that interaction affected the growth of the the performance of SLO(s) with - Articulates specific changes to implement to improve future practice. - Provides a evaluation of how with s when teaching with -Reflects how that interaction affected learning - Reflects on the the SLO(s) with some -Discusses general -Analyzes, evaluates how with s when teaching with some -Reflects how that interaction affected - Provides SLO(s) with - Provides discussion about -Attempts evaluate how with s when teaching with that interaction best practices and/or the SLO(s) with no discussion about - No connections are evaluation of how with s when teaching with no that interaction affected learning with no examples.
with specific examples. affected learning. Verbal and Nonverbal Communication: and evaluates his/her verbal and and its effects on the lesson and/or s. Strength(s): Reflects on strengths of his/her teaching episode. 5. Discuss your verbal and nonverbal, including "filler" behaviors, words, and/or actions (i.e. 'um', 'like', 'OK'), and describe how it affected the lesson and/or s. 6. Identify strength(s) of your. -Provides a evaluation of his/her with - Reflects how affected the lesson and/or s with specific examples. with multiple and varied -Makes clear - Analyzes, evaluates his/her with some - Reflects how - Reflects on the with some -Attempts evaluate his/her with with -Connections to evaluation of with no the strengths of his/her teaching episode with few to no
Area(s) of Growth: Reflects on areas of his/her future. 7. Identify area(s) of your that you would like to improve upon in the future and outline the next steps for growth. future with multiple and varied - Outlines specific next steps for growth. -Makes clear improve upon in the future with some -Addresses general improve upon in the future with discussion on next -Connections to the future with no discussion on next