Candidate Reflection during Clinical Practice

Assessment Title / Videotape Self-Reflection
Course / Clinical Practice Internship
Point of Administration / Candidates will videotape one teaching episode prior to their midterm evaluation in clinical practice and will complete a reflection summary for each criteria item.
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/pedagogical practices.
Candidates will be able to:
(1)Engage in the process of continuous learning
(2)Practice becoming reflective practitioners
(3)Apply professional best practices to opportunities for growth as an educator.
Directions /
  1. Candidates will watch the videotape and reflect on their teaching episode using the reflection rubric.
  2. Candidates will compose and enter a reflection summary addressing each of the criteria below by logging into Qualtrics 360 to access the Videotape Self-Reflection assessment. Candidates must include reference to video evidence to support their reflections.
  3. After candidates complete and submit their reflection in Qualtrics 360, college supervisors will receive an email notification. College supervisors will then login to Qualtrics 360 to view the candidate’s report for the Videotape Self-Reflection.
  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 teaching episode, not the content or delivery of the lesson.

Self-Reflection Item / Intern Questions for Reflection Summary / Above Average (4) / Satisfactory (3) / Below Average (2) / Unsatisfactory (1)
Progression of SLO / 1. Identify the student learning objective(s) (SLO) of the lesson and discuss the progression of the SLO (s) throughout the teaching episode. / -Provides insightful analysis, synthesis and evaluation of the progression of the SLO(s) throughout the teaching episode with concrete examples/evidence. / - Analyzes, synthesizes and evaluates the progression of the SLO(s) throughout the teaching episode with consistent examples/evidence. / - Attempts made to analyze, synthesize and evaluate the progression of the SLO(s) throughout the teaching episode with minimal examples/evidence. / -Little to no analysis, synthesis or evaluation of the progression of the SLO(s) throughout the teaching episode with few to no examples/evidence.
Student Performance of SLO(s) - Overall / 2. Analyze overall student performance of the SLO (s). / -Provides insightful analysis, synthesis and evaluation of the overall student performance of the SLO(s) with concrete examples/evidence.
- Makes clear connections to professional best practices and/or SCTS 4.0. / -Analyzes, synthesizes and evaluates the overall student performance of the SLO(s) with consistent examples/evidence.
- Makes general connections to professional best practices and/or SCTS 4.0, but are sometimes not clear. / - Attempts made to analyze, synthesize and evaluatethe overall student performance of the SLO (s) with minimal examples/evidence.
- Connections to professional best practices and/or SCTS 4.0 are limited or vague. / -Little to no analysis, synthesis or evaluation of the overall student performance of the SLO(s) with few to no examples/evidence.
-Little or no connections are made to professional best practices and/or SCTS 4.0.
Student Performance of SLO(s)-Growth/Progression / 3. Select one student and outline that student's growth/progression during the teaching episode based on the SLO (s). / -Provides a concrete outline of a student’s growth/progression during the teaching episode based on the SLO(s.)
- Provides an insightful analysis, synthesis and evaluation of the student’s growth/progression.
- Makes clear connections to the growth of the student with professional best practices and/or SCTS 4.0. / - Provides a consistent outline of a student’s growth/progression during the teaching episode based on the SLO(s.)
- Analyzes, synthesizes and evaluates the student’s growth/progression.
-Makes general connections to the growth of the student with professional best practices and/or SCTS 4.0, but are sometimes not clear. / -Provides a minimal outline of a student’s growth/progression during the teaching episode based on the SLO(s.)
- Attempts made to analyze, synthesize and evaluate the student’s growth/progression.
- Connections to the growth of the student with professional best practices and/or SCTS 4.0 are limited or vague. / -Provides little to no outline of a student’s growth/progression during the teaching episode based on SLO(s).
- Little analysis, synthesis or evaluation of the student’s growth/progression.
- Little or no connections are made to the growth the student with professional best practices and/or SCTS 4.0.
Student Performance of SLO(s) - Reflection / 4. Discuss insights and awareness you have gained related to student performance of the SLO (s) that can be applied for future teaching episodes. / -Extensively reflects on the insights and awareness he/she gained related to the student performance of SLO(s) with concrete examples/evidence.
- Articulates changes to implement to improve future practice.
- Makes clear connections to professional best practices and/or SCTS 4.0. / -Reflects on the insights and awareness he/she gained related to the student performance of SLO(s) with consistent examples/evidence.
-Discusses general changes to improve future practice.
- Makes general connections to professional best practices and/or SCTS 4.0, but are sometimes not clear. / - Provides limited reflection on the insights and awareness he/she gained related to student performance of SLO(s) with minimal examples/evidence.
- Provides limited discussion about changes to improve future practice.
- Connections to professional best practices and/or SCTS 4.0 are limited or vague. / -Little to no reflection on the insights and awareness he/she gained related to student performance of SLO(s) with few to no examples/evidence.
-Provides little to no discussion about changes to improve future practice.
- Little or no connections are made to professional best practices and/or SCTS 4.0.
Interaction with Students / 5. Describe how you interacted with students when teaching and how that interaction affected student learning. / - Provides insightful analysis, synthesis and evaluation of how he/she interacts with students when teaching with concrete examples/evidence.
-Extensively reflects how that interaction affected student learning.
-Makes clear connections to professional best practices and/or SCTS 4.0. / -Analyzes, synthesizes and evaluates how he/she interacts with students when teaching with consistent examples/evidence.
-Reflects how that interaction affected student learning.
- Makes general connections to professional best practices and/or SCTS 4.0, but are sometimes not clear. / -Attempts made to analyze, synthesize and evaluate how he/she interacts with students when teaching with minimal examples/evidence.
-Provides limited reflection on how that interaction affected student learning.
- Connections to professional best practices and/or SCTS 4.0 are limited or vague. / -Little to no analysis, synthesis or evaluation of how he/she interacts with students when teaching with few to no examples/evidence.
-Provides little to no reflection on how that interaction affected student learning.
-Little or no connections are made to professional best practices and/or SCTS 4.0.
Verbal and Nonverbal Communication / 6. Discuss your verbal and nonverbal communication, including "filler" behaviors, words, and/or actions (i.e. 'um', 'like', 'OK'), and describe how it affected the lesson and/or students. / -Provides insightful analysis, synthesis and evaluation of his/her verbal and non-verbal communication with concrete examples/evidence.
- Extensively reflects how his/her verbal and non-verbal communication affected the lesson and/or students.
- Makes clear connections to professional best practices and/or SCTS 4.0. / - Analyzes, synthesizes and evaluates his/her verbal and non-verbal communication with consistent examples/evidence.
- Reflects how his/her verbal and non-verbal communication affected the lesson. - Makes general connections to professional best practices and/or SCTS 4.0, but are sometimes not clear. / -Attempts made to analyze, synthesize and evaluate his/her verbal and non-verbal communication with minimal examples/evidence.
-Provides limited reflection on how his/her verbal and non-verbal communication affected the lesson.
- Connections to professional best practices and/or SCTS 4.0 are limited or vague. / -Little to no analysis, synthesis or evaluation of his/her verbal and non-verbal communication with few to no examples/evidence.
-Provides little to no reflection on how his/her verbal and non-verbal communication affected the lesson.
-Little or no connections are made to professional best practices and/or SCTS 4.0.
Strength(s) / 7. Identify strength(s) of your teaching episode. / -Extensively reflects on the strengths of his/her teaching episode with concrete examples/evidence.
-Makes clear connections to professional best practices and/or SCTS 4.0. / - Reflects on the strengths of his/her teaching episode with consistent examples/evidence.
-Makes general connections to professional best practices and/or SCTS 4.0, but are sometimes not clear. / -Provides limited reflection on the strengths of his/her teaching episode with minimal examples/evidence.
-Connections to professional best practices and/or SCTS 4.0 are limited or vague. / -Little to no reflection on the strengths of his/her teaching episode with few to no examples/evidence.
-Little or no connections are made to professional best practices and/or SCTS 4.0.
Area(s) of improvement / 8. Identify area(s) of your teaching episode you would like to improve upon in the future and outline specific ways to improve. / -Extensively reflects on the areas of his/her teaching episode that he/she wants to improve upon in the future with concrete examples/evidence.
- Outlines specific ways to improve.
-Makes clear connections to professional best practices and/or SCTS 4.0. / -Reflects on the areas of his/her teaching episode that he/she wants to improve upon in the future with consistent examples/evidence.
-Addresses general ways to improve.
-Makes general connections to professional best practices and/or SCTS 4.0, but are sometimes not clear. / -Provides limited reflection on the areas of his/her teaching episode that he/she wants to improve upon in the future with minimal examples/evidence.
-Provides limited discussion on ways to improve.
-Connections to professional best practices and/or SCTS 4.0 are limited or vague. / -Little to no reflection on the areas of his/her teaching episode that he/she wants to improve upon in the future with few to no examples/evidence.
-Provides little to no discussion on ways to improve.
-Little or no connections are made to professional best practices and/or SCTS 4.0.