Field Experience / Internship

Able to interpret data and draw conclusions.

Draws precise, accurate, and strongly justified conclusions grounded in comprehensive data analysis. Clearly interprets patterns, trends, and relationships across data sources.

Draws accurate and appropriate conclusions from data analysis. Interpretation reflects relevant patterns and supports reasonable conclusions.

Draws partially accurate or weakly supported conclusions from data analysis. Interpretation shows gaps in reasoning or limited connection to the data.

Draws inaccurate, unsupported, or inappropriate conclusions. Misinterprets data or fails to identify meaningful patterns or relationships.

Able to use conclusions to inform decisions or practice.

Effectively applies well-supported conclusions from data to inform decisions or actions. Demonstrates clear alignment between data findings and practice, with decisions reflecting depth of insight.

Applies appropriate conclusions from data to inform decisions or actions. Connections between data findings and practice are evident.

Applies partially supported or unclear conclusions to decisions or actions. Alignment between data findings and practice is limited or inconsistently articulated.

Applies inaccurate or unsupported conclusions, or fails to use data to inform decisions or actions. Practice is not meaningfully connected to data findings.

Creates and sustains environments that support the learning and development of all learners.

Designs and articulates a comprehensive approach to developing supportive school environments that fully address the needs of diverse learners. Identifies and aligns effective, evidence-based strategies that promote inclusion, equity, and positive developmental outcomes.

Describes appropriate approaches to developing supportive school environments that address the needs of diverse learners. Identifies relevant strategies that support inclusion and equitable learning opportunities.

Describes limited or partially appropriate approaches to developing supportive school environments. Strategies for supporting diverse learners are unclear, incomplete, or lack alignment to learner needs.

Describes inappropriate or ineffective approaches to developing supportive school environments. Does not identify strategies that meaningfully support diverse learners.

Demonstrates engagement and leadership in collaborative efforts with stakeholders.

Leads collaborative activities with stakeholders through clear direction, shared decision-making, and sustained engagement. Facilitates progress toward defined goals and supports meaningful stakeholder contributions.

Participates actively in collaborative activities and assumes a leadership role within a defined task or component. Contributes to group processes and supports progress toward shared goals.

Participates in collaborative activities in a limited or inconsistent manner. Engagement in group processes is present but lacks initiative or clear contribution to outcomes.

Does not meaningfully participate in collaborative activities with stakeholders. Lacks engagement or contribution to group efforts.

Selects and implements technology to achieve desired outcomes

Integrates appropriate and innovative technology in ways that clearly enhance and achieve desired outcomes. Technology use is purposeful, well-aligned, and adds measurable value to practice.

Integrates appropriate technology that supports and achieves desired outcomes. Technology use is aligned to purpose and contributes to practice.

Identifies appropriate technology but implementation is incomplete, inaccurate, or weakly aligned to the desired outcome.

Uses technology that is inappropriate for the intended outcome or fails to support the goal. Application reflects misunderstanding of the technology’s purpose or use.

Applies Ethical Standards of Professional Practice

Demonstrates a thorough and integrated application of ethical standards, laws, policies, and professional codes. Decisions and actions consistently reflect sound ethical judgment and professional responsibility.

Demonstrates appropriate application of ethical standards, laws, policies, and professional codes. Actions reflect understanding of professional expectations.

Demonstrates partial or inconsistent application of ethical standards and professional expectations. Understanding of laws or policies is incomplete.

Demonstrates limited or inappropriate application of ethical standards and professional expectations. Actions do not align with established codes, laws, or policies.

Attendance, Timeliness, Engagement, and Professional Conduct

Demonstrates professional reliability and engagement that supports responsibilities and contributes positively to the professional setting. Conduct reflects respect, initiative, and collaboration.

Demonstrates appropriate reliability, engagement, and professional conduct aligned with expectations.

Demonstrates uneven reliability, engagement, or professional conduct. Alignment with expectations is partial or unclear.

Demonstrates inadequate reliability, engagement, or professional conduct. Does not meet expectations for professional responsibility.

Commitment to Self-Reflection and Professional Learning

Engages in meaningful self-reflection and actively uses insights to improve practice. Demonstrates initiative in ongoing professional learning and growth.

Demonstrates reflection on practice and engages in professional learning aligned with expectations.

Demonstrates limited or surface-level reflection. Engagement in professional learning lacks clear connection to improvement.

Demonstrates minimal reflection or engagement in professional learning. Does not use feedback to improve practice.

Written and Oral Communication

Communicates clearly, professionally, and effectively in written and oral formats. Communication is well organized, audience-appropriate, and supports professional goals.

Communicates appropriately in written and oral formats. Communication meets professional expectations and conveys intended meaning.

Communication is uneven or lacks clarity. Organization or delivery limits effectiveness in professional contexts.

Communication is unclear, ineffective, or inappropriate for professional contexts. Does not support understanding or collaboration.

Application of discipline-specific knowledge in authentic settings and demonstrated impact on all learners or services

Implements advanced, discipline-specific practices across clinical contexts and clearly demonstrates measurable positive impact on learning, development, or services using multiple forms of evidence. Practice reflects intentional alignment with learner needs and includes evaluation and refinement based on outcomes.

Implements discipline-specific practices appropriately in authentic clinical settings and provides evidence of positive impact on learning, development, or services. Practice aligns with learner needs and intended outcomes.

Implements some discipline-specific practices, but application shows inaccuracies or weak alignment to context or learner needs. Evidence of impact is limited, unclear, or anecdotal.

Does not demonstrate appropriate implementation of discipline-specific practices in authentic clinical settings. Provides little or no evidence of impact on learning, development, or services.

Growth over time through reflection, integration of theory, data, and practice

Demonstrates substantial growth through deep reflection, integration of theory and data, and application across multiple field experiences to improve practice and learner outcomes.

Demonstrates clear growth by applying theory and field-based learning to inform practice and support student learning using appropriate data and evidence.

Demonstrates emerging growth with limited analysis. Reflections are primarily descriptive with minimal connections among theory, data, and practice.

Demonstrates minimal or unclear growth. Reflections lack evidence of knowledge development or meaningful application to professional practice.

Ability to facilitate learning that results in positive academic and developmental outcomes for diverse learners

Facilitates learning that results in clearly documented, positive academic and developmental outcomes for diverse learners. Uses disaggregated data to guide decisions, adapts strategies to meet varied needs, and engages in critical reflection to support continuous improvement.

Facilitates learning that supports positive academic and developmental outcomes for diverse learners. Uses relevant data and evidence to guide decisions and applies appropriate adaptations for learner diversity.

Facilitates learning with limited or uneven impact on diverse learners. Acknowledges learner differences but shows minimal use of data or targeted strategies to support equitable outcomes.

Demonstrates minimal ability to facilitate learning for diverse learners. Little or no evidence of data use, differentiated supports, or impact on academic or developmental outcomes.