ASSESSMENT OF PRACTICUM STUDENT PERFORMANCE – G-CI 251

Practicum Student Taylor Bohannon Date

Grade Level/Subject Area Zoology/10-12

Building Name North High School
Cooperating Teacher's Signature Nissa Marione

The McPherson College Introduction to Education Practicum (G-CI 251) is designed to provide the initial
experience for our students in an actual classroom. At this point in their program they have likely had
only a limited number of education courses and courses in their major area. With that in mind, please
respond to the following questions that relate to some of our specific goals/objectives. For questions 1-6,
please respond by placing an "X" in the column that best indicates the practicum student's level of
performance (according to the rubric below) and provide evidence that may be available. This evaluation
activity is an integral part of our overall Teacher Education Program assessment plan. If you have any
suggestions for revision of this process or form please note them at the end of this document.
Novice Apprentice-Developing Accomplished Exemplary N/A
Candidate
Practitioner
The practicum student does The practicum student appears to The practicum student The practicum
not appear to understand the understand the concepts clearly understands the student has This notation
concepts underlying the underlying the component and concepts underlying demonstrated an may be used if
component and does not attempts to implement its the component and exemplary ability to the particular
apply the component at an elements. Implementation is implements it well. understand and apply component has
acceptable level. intermittent and/ or not entirely this component. not been
successful. addressed.

THE SERVICE-ORIENTED EDUCATOR WILL: N A-D Acc Ex N/A

RECOGNIZE HOW STUDENTS LEARN AND DEVELOP.
Through observation and discussion, the practicum student was able to begin ☐ ☐ ☐ ☒ ☐
identifying and articulating the characteristics of student learning and development
VALUE AND RESPECT STUDENTS' VARIED TALENTS AND ABILITIES.
Through observation and discussion, the practicum student treated all students,
☐ ☐ ☐ ☒ ☐
regardless of gender, ethnic group, socio-economic status, cognitive ability, or
physical/emotional condition with respect and understanding
APPRECIATE THE VALUE OF REFLECTIVE THINKING.
Through observation and discussion, the practicum student reflected on instructional ☐ ☐ ☐ ☒ ☐
and student activities
COMMUNICATE EFFECTIVELY IN BOTH WRITTEN & ORAL FORMATS AND THROUGH THE USE OF
TECHNOLOGY.
☐ ☐ ☐ ☒ ☐
Through observation and discussion, the practicum student was able to demonstrate
appropriate communication skills
ACCEPT RESPONSIBILITY FOR ENGAGING IN AND SUPPORTING PROFESSIONAL PRACTICES FOR SELF AND
COLLEAGUES.
☐ ☐ ☐ ☒ ☐
Through observation and discussion, the practicum student exhibited a professional
appearance and acted in a professional manner
ACQUIRE A BROAD LIBERAL ARTS KNOWLEDGE BASE.
Through observation and discussion, the practicum student exhibited a good general ☐ ☐ ☐ ☒ ☐
knowledge of the liberal arts
PLEASE COMPLETE SECOND PAGE.
Written comments providing evidence and/or suggestions for improving this process:

Taylor was diligent in terms of communication and planning her observations. This was a difficult time to
observe, because of remote teaching, of course, but also because the timing meant we were in the
midst of review and testing. As you would imagine, testing days are not ideal for observation. I think
observations were relatively effective given the means by which instruction is taking place at this time. I
appreciated Taylor’s insightful questions and curiosity in regards to remote teaching strategies and the
challenges faced.