Inquiry Process Assessment Rubric

Inquiry Seminar III is designed to provide teacher candidates with an opportunity to reconsider, reflect
upon, and represent their own learning experiences (in the Teacher Education Program) in light of a
critical engagement with what it means to be a professional and to be engaged in a profession. Teacher
candidates will be invited to demonstrate:

What does the profession of teaching call forth in me?

1. Where have I come from?

2. What are my educational commitments?
3. What have I learned from this years inquiry process?
4. How will I continue to grow professionally?

Students must provide evidence that they have engaged thoroughly and thoughtfully with the
subject matter of the course. The representation and sharing of professional learning will be
assessed using a class-generated rubric and will be graded as PASS/FAIL.

Not meeting expectations (FAIL) Meeting expectations (PASS)

Student does not demonstrate a growing awareness of Student demonstrates a growing awareness of commitments
commitments and responsibilities to the profession, self and others, and responsibilities to the profession, self and others, and the
and the associated tensions therein associated tensions therein.

Student does not seem to have developed a Professional Identity and does not Student has developed a Professional Identity and has
clarify motivations supporting their teaching beliefs and practice. clarified motivations supporting their teaching beliefs and
practice.

Student has not developed a personal teaching philosophy that
reflects their individual attributes, goals and beliefs and growth.
Student does not identity their beliefs, commitments, ideals about
the purpose of schooling, and about teachers responsibilities to the
development of students.
Student has developed a personal teaching philosophy that
reflects their individual attributes, goals and beliefs and
growth.
Student identities their beliefs, commitments, ideals about the
purpose of schooling, and about teachers responsibilities to
the development of students.

Student is unable to reflect on his or her own learning and
experiences during the past year in their inquiry process.
Student reflects on his or her own learning and experiences
during the past year in their inquiry process.
Student is able to consider the following:
What was your inquiry question?
What did you learn from educational research?
How has your question evolved?

Student does not demonstrate a willingness to identify and address (in Student demonstrates a willingness to identify and address (in
light of their developing knowledge and practice) the tension between light of their developing knowledge and practice) the tension
a system of schooling and an education between a system of schooling and an education

Student does not demonstrate a developing ability to engage thoughtfully in
practice, to raise critical questions and wonder out loud about an
individual and collective professional future.
Student demonstrates a developing ability to engage thoughtfully in
practice, to raise critical questions and wonder out loud about an
individual and collective professional future.
Student is able to consider how they will continue to grow
professionally.
Student is able to articulate their strengths, the areas that need
improving and their future aspirations as a professional