Site Supervisor Feedback Form

Dispositions Rubric for COE Graduate Programs

Georgia Southern University
Department of Leadership, Technology, and Human Development
Instructional Technology Program
Candidates Name: __________________________

Course/Semester/Year: ___________

Site Supervisor Contact Information:

Name:

School:

Phone:

E-mail:

Program: Instructional Technology

Course: FRIT 7739 Practicum in Instructional Technology
Evaluation Interval: #2 XX
This instrument is used to rate each element relative to expectation levels of students within their current field experience
program. Please rate the practicum candidate on the following criteria. If you rate the candidate as unacceptable on any of the criteria
please explain the reason for this rating at the bottom of the form. Any comments that could be used to improve the practicum would
also be appreciated! Thank you so much for your time and willingness to work with future instructional technologists.

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Part 1: College of Education Graduate Dispositions

Unacceptable (1)

Acceptable (2)

Target (3)

1. Commitment to the Knowledge, Skills and Dispositions of the Profession

a

Educational decisions not

Uses knowledge specific to the
Regularly applies current research
grounded in relevant research area of specialization to make
and theory related to area of
and/or theory related to area of educational decisions.
specialization to make
specialization.
educational decisions.
Skills used reflect outdated,
Employs skills characteristic of the Demonstrates advanced level of
thats the way weve always area of specialization in
skills characteristic of the area of
done it approaches.
educational practice.
specialization.
No evidence of use of
Demonstrates commitment to
Serves as a leader in the
professional development
activities in support of the
educational setting (i.e. grade
strategies (i.e. use of current education profession, and the
level team, curriculum team, other
literature, participation in
desire to work toward
leadership team, etc) to develop
workshops or conferences) to improvement of the field of
strategies for the unit to explore a
improve professional practice. education.
range of solutions to challenges
within the setting.
Professionalism in decision
Demonstrates professionalism in Consistently demonstrates
making is not evident or
decision making. Shows honesty excellent professionalism in
consistent. Does not
and integrity in work, including decision making. Shows honesty
consistently demonstrate
awareness and avoidance of
and integrity in all work,
honesty and integrity within plagiarism or other cheating.
including awareness and
work (e.g. Plagiarism or other Typically fulfills responsibilities, avoidance of all forms of
cheating). May be disruptive. does not disrupt, interacts
plagiarism or other cheating.
Does not typically do one or constructively, is responsive to
Fulfills responsibilities, does not
more of the following: Fulfill feedback, and demonstrates self disrupt, interacts constructively, is
responsibilities, interact
initiative.
responsive to feedback, and
constructively, respond to
demonstrates self initiative.
feedback, or demonstrate self
initiative.

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Not
Observed

Score

Comments or Examples on Performance for Profession Elements:

Unacceptable (1)

Acceptable (2)

Target (3)

2. Commitment to Diversity
Demonstrates a lack of
Acts in ways that demonstrate
awareness of the range of
awareness of diversity concerns
a issues related to diversity in the appropriate to the area of
area of specialization.
specialization and educational
practice in general.
Attention to diversity is an
Engages in processes which
add on that is not embedded enhance cultural awareness,
within educational practice.
cultural sensitivity, cultural
Behaviors do not demonstrate relevance and cultural
b
knowledge of cultural
responsiveness appropriate to the
awareness or responsiveness area of specialization. (These
relevant to the area of
processes are embedded in
specialization.
candidates educational practice.)
Interactions with learners do Acts to address the diverse needs
not demonstrate attention to theof learners demonstrating a
diversity of learners needs or commitment to the idea that all
c to the notion that all students students can learn.
can learn.

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Demonstrates an advanced level

of knowledge of diversity
concerns related to the area of
specialization and educational
practice.
Serves as a leader in the
educational setting to develop
strategies to address cultural
sensitivity, cultural relevance and
cultural responsiveness.

Interactions with learners

demonstrate a full range of
differentiated instructional
principles demonstrating a strong
commitment to the idea that all
students can learn.

Not
Observed

Score

Comments or Examples on Performance for Diversity Elements:

Unacceptable (1)

Acceptable (2)

Target (3)

3. Commitment to Technology
Fails to use advanced
Uses advanced technology, as
technology available as a
available, appropriate to area of
a
regular part of educational
specialization in educational
practice.
practice.
Narrow focus on the barriers to Demonstrates an awareness of
use of emerging technologies emerging technologies and a
within area of educational
willingness to utilize emerging
b
practice and demonstrates little technologies in educational
knowledge of relevant
practice as appropriate.
emerging technologies.
Comments or Examples on Performance for Technology Elements:

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Demonstrates an advanced level

of knowledge and skill with
available technologies appropriate
to area of specialization.
Serves as a leader in the
educational setting in modeling
the use of appropriate emerging
technologies.

Not
Observed

Score

Unacceptable (1)

Acceptable (2)

Target (3)

4. Commitment to the Practice of Continuous Reflection and Assessment

Reflective practices are
not clearly embedded
a within educational
practice.

Engages in processes of reflection Utilizes systematic reflection

appropriate to the area of
processes such as action research
specialization. (These practices as part of educational practice
are embedded in candidates
within area of specialization.
educational practice.)
Assessments are single
Engages in authentic and reliable Serves as a leader in the
dimensional and do not assessments appropriate to the
educational setting in designing,
b address advanced levels of area of specialization.
developing, and administering a
learner performance.
range of authentic, multidimensional assessments.
Rarely engages in selfEngages in processes of selfDemonstrates advanced skills in
assessment and does not reflection and assessment
systematic self-reflection and
demonstrate personal
appropriate to the area of
assessment, resulting in personal
c growth and change
specialization.
growth and change.
through self-reflection and
assessment within area of
specialization.
Comments or Examples on Performance for Reflection/Assessment Elements:

Part 1: Overall Score out of 3

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Not
Observed

Score

Part 2: Instructional Technology Program Dispositions

Competency
Visionary
Leadership

Standards
Ga PSC
1.000
InTASC #4
InTASC #10

Unacceptable (1)
Does not demonstrate or
articulate a vision for the
effective use of technology in
the teaching and learning
process

Acceptable (2)
Demonstrates a vision
for the effective use of
technology in the
teaching and learning
process

Target (3)
Demonstrates a vision for
the effective use of
technology in the teaching
and learning process which
includes support for
transformational change

Appears to lack sufficient

understanding of how to
meaningfully integrate
technology to improve
teaching, learning, and
assessment

Demonstrates the
successful integration of
technology to improve
teaching, learning, and
assessment

Demonstrates the
successful integration of
technology to improve
teaching, learning, and
assessment and the ability
to assist other educators
with these skills

Does not demonstrate the

ability to create, support, and
manage effective digital
learning environments

Demonstrates the ability

to create, and support
effective digital learning
environments

Demonstrates the ability to

create, and support effective
digital learning
environments, including
the use of adaptive/assistive
technologies to support
student needs; Utilizes
digital tools to
communicate/collaborate
with education stakeholders
at the local level and
beyond

IT-SLO #1e
IT-SLO #3a

Teaching,
Learning, &
Assessment

C.1
C.3
Ga PSC
2.000
InTASC #1
InTASC #4
InTASC #5

Digital
Learning
Environments

C.1
C.3
Ga PSC
3.000
InTASC #1
InTASC #2
InTASC #3
InTASC #4
InTASC #5

includes the use of

adaptive/assistive
technologies to support
individual student needs

IT-SLO #2a
IT-SLO #2b
IT-SLO #2c
IT-SLO #3c
IT-SLO #4c
IT-SLO #4d

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Not Observed

Score

C.1
C.2
C.3

Digital
Citizenship &
Responsibility

Ga PSC
4.0000
InTASC #4
InTASC #5

Does not demonstrate or

articulate digital citizenship
and responsibility central to
the role of an Instructional
Technology Leader

C.1
C.2
C.3

Professional
Learning &
Program
Evaluation

Ga PSC
5.0000
InTASC #4
InTASC #5
InTASC #7

Candidate
Professional
Growth &
Development

InTASC #9
IT-SLO #1d

Models and promotes

strategies for achieving
equitable access to digital
tools for teachers and
students

Models and facilitates

safe, healthy, legal, and
ethical uses of digital
technologies

Models and facilitates safe,

healthy, legal, and ethical
uses of digital technologies
which support diverse
student needs and cultural
understandings
Demonstrates the
knowledge, skills, and
dispositions necessary to
design, develop, and
evaluate programs of
professional learning
informed by an assessment
of needs; incorporating
principles of adult learning
and relevant state and
national professional
learning standards
Demonstrates the
knowledge, skills, and
dispositions to engage in
continuous learning, reflect
on professional practice,
and engage in appropriate
field experiences

Does not demonstrate the

knowledge, skills, and
dispositions necessary to
design, develop, or evaluate
programs of professional
learning

Demonstrates the
knowledge, skills, and
dispositions necessary to
design, develop, and
evaluate programs of
professional learning
informed by an
assessment of needs

Does not demonstrate the

knowledge, skills, or
dispositions for continuous
learning and/or reflection
regarding professional
practice

Demonstrates the
knowledge, skills, and
dispositions to engage in
continuous learning,
reflect on professional
practice, and engage in
appropriate field
experiences

IT-SLO #1d
C.1
C.2
C.3
Ga PSC
6.01
6.02
6.03

Models and promotes

strategies for achieving
equitable access to
digital tools for teachers
and students

Regularly evaluates and

reflects on professional

C.1
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C.4

practice with the goal of

personal improvement as a
model instructional
technologist

Comments or Examples on Performance of Instructional Technology Dispositions

Part 2: Overall Score out of 3

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