This study explores immersion teacher candidate and student teaching supervisor perspectives on and experiences with the use of an immersion-specific Rubric and accompanying Workbook for assessing and developing preservice teacher performance and practices. Analysis revealed both positive perspectives as well as challenges associated with use of the Rubric and Workbook.
Research on teacher preparation abounds, with studies focusing on student teacher evaluation (e.g., Deering, 2011; Leijen et al., 2017; Merç, 2015) and others emphasizing examination of rubrics for assessing preservice teacher performance (Koh, 2013; Osana & Seymour, 2004; Rikard & Lancaster, 1999). Yet no studies to date have explored the use of rubrics to assess preservice teachers in immersion contexts, even though scholars agree that immersion teaching requires a particular knowledge base and pedagogical skill set (e.g., Cammarata & Tedick, 2012; Day & Shapson, 1996; Lyster, 2007; Tedick & Fortune, 2013). Presenters created and piloted an extensive “Immersion-Specific Formative Assessment of Teaching Rubric” with an accompanying Workbook designed to aid teacher candidates (TCs) in developing their skills and practices related to Rubric categories. This qualitative, descriptive case study (Baxter & Jack, 2008) aimed to explore TCs’ and student teaching supervisors’ experiences with and perspectives on the Rubric and Workbook to investigate whether these tools support TC development of immersion-specific knowledge and skills as well as supervisors’ ability to coach and mentor TCs. Six TCs and three student teaching supervisors in a graduate-level immersion licensure program participated. Data sources included: (1) TC and supervisor audio “diaries” related to Rubric and Workbook use, (2) audio-recordings of post-observation conferences between TCs and supervisors, (3) five written Workbook entries from TCs, and (4) focus groups with study participants. Preliminary analysis indicates that the Rubric and Workbook support the development of TCs’ immersion-specific knowledge and skills and aid supervisors in coaching and mentoring TCs by serving as a reminder and example of research-based practices and a guide to focus reflective conversations. Nevertheless, challenges in use of the Rubric in particular were identified, specifically with respect to its comprehensiveness and conflicts between Rubric expectations and established practices in immersion classrooms where TCs were student teaching.
