Guided Field Experience Worksheet
Your program requires three guided field experiences that will require you to teach lessons to a small or whole group. For each of these lessons, the field experience teacher at your placement site will use the Guided Field Experience Rubric to evaluate your performance on the pre-assessment, instruction, post-assessment, and reflection of the lesson.
Follow the instructions below to ensure you complete all necessary components of the guided field experience.
Site Demographics
Provide the following information about the school and class demographics at your placement site. Write your responses on a separate document.
1. Type of school (public/charter/private)
2. School diversity (predominant demographics, specialized populations served)
3. Title I school? (Y/N)
4. Content area, grade level, and state standards that will be addressed
5. Description of the student diversity in class (special education, remedial education, English language learners, gifted and talented, ethnic or cultural)
6. Description of the grouping strategy based on student information
7. Description of how the site demographics information will influence your approach to teaching this group of children
Guided Field Experience
Complete the following steps and observations. Write your responses on a separate document and submit the file along with your Lesson Plan Template to your course instructor.
Part 1: Pre-Assessment and Data Analysis (Domain 1)
1. Pre-assess students – Speak to your field experience teacher and select one of the following:
a. Create and administer a pre-assessment
b. Administer a teacher-prepared pre-assessment
c. Observe a teacher administering a pre-assessment
d. Collect pre-assessment data from your field experience teacher
2. What assessment was used? Describe the assessment, detailing why it was chosen and how it aligns with the content area standard(s), lesson learning goal(s), and objective(s).
3. How did you or the teacher score the assessment?
4. What does the data tell you?
a. What were the students’ key areas of opportunities and strengths?
b. How can these data inform your future instruction?
c. Provide a graphic representation of the results.
Part 2: Instructional Planning and Lesson Delivery (Domains 2 and 3)
1. Create a lesson to teach to learners in a small-group or whole-group setting (one-on-one instruction may also be an option if group instruction is not available) based on your analysis of the pre-assessment data.
2. Consider the following questions when developing your lesson plan:
a. How will you create a positive and respectful classroom environment? What specific modifications and adjustments will you make to the learning environment to accommodate all students?
b. What are your expectations for student engagement for your lesson?
c. What routines or procedures will you implement to facilitate your lesson delivery?
d. Based on your analysis of pre-assessment data, what instructional strategies will you implement to teach your objectives?
3. Complete the Lesson Plan Template outlining your approach.
a. Consult with your field experience teacher to determine the type of post-assessment you will use and how you will administer it to students.
4. Deliver the lesson based on your completed Lesson Plan Template.
Part 3: Post-Assessment and Data Analysis (Domain 1)
1. After the lesson delivery, administer the post-assessment to determine the extent to which students met the lesson objectives.
2. What assessment was used? How did you or the teacher score the assessment?
3. What does the data tell you?
a. What were the students’ key areas of opportunities and strengths?
b. How did the students perform on the post-assessment in relation to the pre-assessment?
c. How can post-assessment data inform your future instruction?
d. Provide a graphic representation of the results.
Part 4: Reflection (Domain 4)
Record your observations and thoughts on your lesson delivery in an informal anecdotal record or journal. This record does not need to be APA-formatted but will accompany the submission of your paper.
Consider reflective questions like: What went well? What didn’t go well? How did you feel throughout the process? How did the students respond? What could you have done differently?
Write a minimum 700-word reflection of your instructional experience based on these observations. Include the following sections in your paper:
1. Analysis of results
a. Did students master the lesson objective(s)? Why or why not?
b. What explanations do you think may account for the results? How can this explanation be supported by theory or research?
2. Reflective practice
a. What opportunities may I have missed?
b. What would I do differently next time?
3. Educator dispositions
a. Reflect on your planning and lesson delivery and the dispositions of effective educators outlined below. In what areas did you do well, and how can you continue to develop in all areas?
1) Professional competence and responsibility
2) Professional and collaborative relationships (valuing diversity)
3) Critical thinking and reflection

Lesson Plan Template
Subject
Lesson Title
Grade Level
Content Standard(s)
What state standards and/or national standards are being addressed?
Goals/Objectives
What are the SMART goals/objectives that are aligned with the standards for the lesson?
Academic Language
What oral and/or written academic language is used in the lesson?
Prior Knowledge
What content knowledge, skills, and academic experiences related to this topic have students demonstrated prior to this lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Technology
How will technology be used in this lesson (e.g., research, instruction, practice, and/or assessment; and/or any adaptive or interactive devices)?
Instruction (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students do individually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?

Guided Field Experience Rubric
Part 1: Pre-Assessment and Data Analysis (Domain 1)
Criteria 3
Accomplished 2
Emerging 1
Beginning 0
Not Evident Score
Administration of Assessment
Domain 1 Description of assessment demonstrated accurate analysis of alignment with the given content area standard, lesson learning goals, and objectives, with reference to theory and best practice. Description of assessment demonstrated accurate analysis of alignment with the given content area standard, lesson learning goals, and objectives. Description of assessment demonstrated statement of alignment with the given content area standard, lesson learning goals, and objectives, with limited analysis. Description of assessment demonstrated inaccurate and/or incomplete analysis of alignment with the given content area standard, lesson learning goals, and objectives.
Analysis of Assessment Results
Domain 1 Analysis provided an accurate profile of current student learning strengths and opportunities relative to the goals and objectives, with reference to research-based best practice.
Graphic representation of scoring results was accurate and clear. Analysis provided an accurate profile of current student learning strengths and opportunities relative to the goals and objectives.
Graphic representation of scoring results was accurate and clear. Analysis provided a profile of current student learning strengths and opportunities with alignment to the goals and objectives. Some inaccuracies were present.
Graphic representation of scoring results were clear. Analysis provided an inaccurate and/or incomplete profile of current student learning strengths and opportunities with limited or no alignment to the goals and objectives.
Graphic representation of scoring results were inaccurate and/or incomplete.
Analysis of Assessment Results (continued)
Domain 1 Proposed instructional adjustments were appropriate based on the results, the learning objectives, and research-based best practice. Proposed instructional adjustments were appropriate based on the results and learning objectives. Proposed instructional adjustments were appropriate; some were based on the results and learning objectives in a limited way. Proposed instructional adjustments were incomplete and/or ineffective and rarely based on the results and learning objectives.

Part 1 Sub-Score
Part 2: Instructional Planning and Lesson Delivery (Domains 2 & 3)

Criteria 3
Accomplished 2
Emerging 1
Beginning 0
Not Evident Score
Learning Environment
Domain 2 Lesson demonstrated various effective strategies to create a positive and respectful classroom environment, with reference to theory and best practice, and:
• Included evidence of specific modifications and adjustments to the learning environment to accommodate all students
• Provided strong evidence of expectations for and evidence of active student engagement
• Included observable routines and procedures to facilitate effective lesson delivery throughout the lesson Lesson demonstrated various effective strategies to create a positive and respectful classroom environment:
• Included evidence of specific modifications and adjustments to the learning environment to accommodate all students
• Provided consistent evidence of expectations for and evidence of active student engagement throughout the lesson
• Included observable routines and procedures to facilitate effective lesson delivery throughout the lesson Lesson demonstrated more than one, yet few, strategies to create a positive and respectful classroom environment:
• Included few modifications and adjustments to the learning environment to accommodate all students
• Provided some evidence of expectations for and evidence of active student engagement at times
• Included some observable routines and procedures to facilitate effective lesson delivery Lesson demonstrated ineffective strategies to create a positive and respectful classroom environment:
• Lacked evidence of specific modifications and adjustments to the learning environment to accommodate all students
• Provided limited evidence of expectations for and evidence of active student engagement
• Lacked observable routines and procedures to facilitate effective lesson delivery
Instructional Strategies
Domain 3 Lesson was aligned to content standards and included specific, measurable, and observable objectives.
Instructional strategies consistently and accurately addressed student characteristics, classroom factors, varied approaches to learning, and accurate reference to pre-assessment data.
A research/theory-based analysis of how the selected instructional strategies support student learning was included. Lesson was aligned to content standards and included specific, measurable, and observable objectives.
Instructional strategies accurately addressed student characteristics, classroom factors, varied approaches to learning, and accurate reference to pre-assessment data. Lesson demonstrated limited alignment to content standards and included specific, measurable, and observable objectives.
Instructional strategies demonstrated some consideration of student characteristics, classroom factors, varied approaches to learning, and accurate reference to pre-assessment data. Lesson was minimally aligned to content standards and lacked specific, measurable, and observable objectives.
Instructional strategies minimally addressed student characteristics, classroom factors, varied approaches to learning, and included inaccurate reference to pre-assessment data.
Materials and Resources
Domain 3 Materials and resources effectively supported and enhanced the lesson and:
• Were developmentally appropriate
• Were aligned with lesson objectives
• Included effective and various resources, including technology
• Helped students organize their thinking and reach higher learning levels with critical thinking activities, such as graphic organizers, visuals, and other handouts Materials and resources effectively supported the lesson and:
• Were developmentally appropriate
• Were aligned with lesson objectives
• Included effective and various resources, including technology Some materials and resources effectively supported the lesson and:
• Were developmentally appropriate
• Were aligned with lesson objectives
• Included a limited variety of resources, including technology Few materials and resources effectively supported the lesson, and many:
• Were not developmentally appropriate
• Were not aligned with lesson objectives
• Did not include a variety of resources, including technology

Part 2 Sub-Score
Part 3: Post-Assessment and Data Analysis (Domain 1)
Criteria 3
Accomplished 2
Emerging 1
Beginning 0
Not Evident Score
Administration of Assessment
Domain 1 Description of assessment demonstrated accurate analysis of alignment with the given content area standard, lesson learning goals, and objectives, with reference to theory and best practice. Description of assessment demonstrated accurate analysis of alignment with the given content area standard, lesson learning goals, and objectives. Description of assessment demonstrated statement of alignment with the given content area standard, lesson learning goals, and objectives, with limited analysis. Description of assessment demonstrated inaccurate and/or incomplete analysis of alignment with the given content area standard, lesson learning goals, and objectives.
Analysis of Assessment Results
Domain 1 Analysis provided an accurate profile of post-assessment student learning strengths and opportunities in relation to the pre-assessment results and research-based best practice.
Graphic representation of scoring results was accurate and clear. Analysis provided an accurate profile of post-assessment student learning strengths and opportunities in relation to the pre-assessment results.
Graphic representation of scoring results was accurate and clear. Analysis provided a partially inaccurate profile of post-assessment student learning strengths and opportunities in relation to the pre-assessment results.
Graphic representation of scoring results was clear. Analysis provided an inaccurate and/or incomplete profile of post-assessment student learning strengths with limited or no relation to the pre-assessment results.
Graphic representation of scoring results was inaccurate and/or incomplete.

Part 3 Sub-Score
Part 4: Reflection (Domain 4)
Criteria 3
Accomplished 2
Emerging 1
Beginning 0
Not Evident Score
Reflection
Domain 4 Reflection included:
• Accurate description and analysis of student success in meeting learning goals and objectives and plausible explanation to account for results, supported by theory or research
• Specific examples and strategies for redesigning future instruction with an explanation of how these modifications would improve student learning, as supported by theory or research Reflection included:
• Accurate description and analysis of student success in meeting learning goals and objectives and plausible explanation to account for results
• Specific examples and strategies for redesigning future instruction with an explanation of how these modifications would improve student learning Reflection included:
• Description and analysis of student success in meeting learning goals and objectives and explanation that is partially aligned with the results
• Some examples and strategies for redesigning future instruction with limited explanation of how these modifications would improve student learning Reflection included:
• Limited or inaccurate description and analysis of student success in meeting learning goals and objectives and limited or implausible explanation to account for results
• Few examples and strategies for redesigning future instruction with limited explanation of how these modifications would improve student learning
Reflection (continued)
Domain 4 Self-reflection of educator dispositions included:
• Detailed and accurate analysis, supported by research, of personal attributes during planning and lesson delivery in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection
• Thorough description of steps for personal development, as supported by research, in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection Self-reflection of educator dispositions included:
• Detailed and accurate analysis of personal attributes during planning and lesson delivery in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection
• Thorough description of steps for personal development in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection Self-reflection of educator dispositions included:
• Accurate analysis of personal attributes during planning and lesson delivery in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection
• Limited description of steps for personal development in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection Self-reflection of educator dispositions included:
• Limited or inaccurate analysis of personal attributes during planning and lesson delivery in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection
• Few or unsupported steps for personal development in each of the effective educator attributes:
o Professional competence and responsibility
o Professional and collaborative relationships (valuing diversity)
o Critical thinking and reflection

Part 4 Sub-Score
Part 5: Dispositions (Domain 4)
Criteria 3
Accomplished 2
Emerging 1
Beginning 0
Not Evident Score
Professional Competence and Responsibility
Domain 4 Candidate demonstrated exceptional evidence of responsibility to prepare and present effective and appropriate lessons, assess student learning, maintain a safe and respectful classroom environment, and maintain a professional demeanor. Candidate demonstrated evidence of responsibility to prepare and present effective and appropriate lessons, assess student learning, maintain a safe and respectful classroom environment, and maintain a professional demeanor. Candidate occasionally demonstrated evidence of responsibility to prepare and present effective and appropriate lessons, assess student learning, maintain a safe and respectful classroom environment, and maintain a professional demeanor. Candidate rarely demonstrated evidence of responsibility to prepare and present effective and appropriate lessons, assess student learning, maintain a safe and respectful classroom environment, or maintain a professional demeanor.
Ethical and Legal Decision-Making
Domain 4 Candidate showed strong evidence of ethical and legal decision-making, demonstration of integrity, or respect and consideration for others. Candidate showed evidence of ethical and legal decision-making, demonstration of integrity, or respect and consideration for others. Candidate showed some evidence of ethical and legal decision-making, demonstration of integrity, or respect and consideration for others. Candidate showed limited evidence of ethical and legal decision-making, demonstration of integrity, or respect and consideration for others.
Professional and Collaborative Relationships
Domain 4 Candidate demonstrated substantial evidence of the proper, thoughtful, and respectful listening and communication skills essential for effective collaboration. Candidate demonstrated evidence of the proper, thoughtful, and respectful listening and communication skills essential for effective collaboration. Candidate demonstrated moderate evidence of the proper, thoughtful, and respectful listening and communication skills essential for effective collaboration. Candidate demonstrated limited evidence of the proper, thoughtful, and respectful listening and communication skills essential for effective collaboration.
Valuing Diversity
Domain 4 Candidate demonstrated substantial appreciation for diverse contributions of all students, use of resources/materials that reflect diversity, and sensitivity to feelings of others. Candidate demonstrated appreciation for diverse contributions of all students, use of resources/materials that reflect diversity, and sensitivity to feelings of others. Candidate demonstrated some appreciation for diverse contributions of all students, use of resources/materials that reflect diversity, and sensitivity to feelings of others. Candidate demonstrated minimal appreciation for diverse contributions of all students, use of resources/materials that reflect diversity, and minimal sensitivity to the feelings of others.
Critical Thinking and Reflection
Domain 4 Candidate demonstrated strength in asking questions and evaluating, analyzing, and finding new ways to solve problems. Candidate asked questions and evaluated, analyzed, and found new ways to solve problems. Candidate sometimes asked questions and evaluated, analyzed, and found new ways to solve problems. Candidate rarely asked questions or evaluated, analyzed, and found new ways to solve problems.
Self-Reflection
Domain 4 Candidate demonstrated strong evidence of self-reflection and recognition of the importance of continuing professional development. Candidate demonstrated evidence of self-reflection and recognition of the importance of continuing professional development. Candidate demonstrated moderate evidence of self-reflection or recognition of the importance of continuing professional development. Candidate demonstrated limited evidence of self-reflection or recognition of the importance of continuing professional development.

Part 5 Sub-Score