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iRubric: Practitioner or Family Member Interview rubric

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Practitioner or Family Member Interview Practitioner or Family Member Interview Assignment: You will conduct an interview (minimum of 30 minutes) with a general or special education teacher, speech/language therapist, or other relevant professional with a position similar to the kind of job you want to obtain following graduation. You may also interview an individual with a disability or the family member of an individual with a disability. The purpose of the interview and this assignment is to get a sense of how your selected educator includes and teaches individuals with exceptionalities in his or her classroom, and to gain insight and understanding into how special and general education converge. If you interview an individual with a disability or a family member, it will be to gain insight into how they are included in various educational settings, the workforce, and/or the community. You will be expected to produce a written report (7-10 pages) that contains the questions you asked and a synthesis of the responses (not a transcript). Your primary grade (and the majority of your paper) is based off of your reflection to their responses. Rubric Code: Y4933 Ready to use Public Rubric Subject: Education Type: Assignment Grade Levels: Undergraduate

Practitioner or Family Interview Descriptions Interviewee
	Poor 0 pts	Good 0.5 pts	Excellent 1 pts	Enter Title (N/A)
1. Did the student interview someone in their future field or closely related, or a person/family member with a disability, and their write-up clearly describes the person in terms of where they work, how long they have been teaching, and their experiences with individuals with disabilities. For an individual or family member, it describes the individual, relationship, interactions, etc.	Poor The student did not interview someone in their future field or closely related, or a person/family member with a disability, and their write-up does not describe the person in terms of where they work, how long they have been teaching, and their experiences with individuals with disabilities.	Good The student interviewed someone in their future field or closely related, or a person/family member with a disability, but their write-up does not describe the person in terms of where they work, how long they have been teaching, and their experiences with individuals with disabilities.	Excellent The student interviewed someone in their future field or closely related, or a person/family member with a disability, and their write-up describes the person in terms of where they work, how long they have been teaching, and their experiences with individuals with disabilities.	Enter Title
Questions
	Not present 0 pts	Fair 1 pts	Good 2 pts	Excellent 3 pts
2. Did the student ask relevant questions about teaching/working with or living with/as a person with a disability? *“What is your name? Where do you work? How long have you been a teacher?” do not count as questions. A better example would be “what are some strategies that you have found effective when working with students with disabilities?” (for an SLP) or “what types of things did teachers/coaches do to help you be successful?” (for an individual with a disability)	Not present The student did not ask relevant questions	Fair The student asked 1-5 relevant questions.	Good The student asked 6-9 relevant questions.	Excellent The student asked 10 or more relevant questions.
Analysis and Discussion
	Not present 0 pts	Minimal 3 pts	Detailed Analysis OR Discussion 6 pts	Detailed Analysis and Discussion 10 pts
3. Did the student discuss and analyze the implications of the interviewee’s responses in terms of what it means for you a future teacher/interventionist/community member for individuals with disabilities? We are looking for: “I noticed that the teacher provided different worksheets for each student, which probably has something to do with their IEP goals and individualizing instruction to meet the needs of each student (ANALYSIS OF WHAT YOU OBSERVED). In my future career, I will try to plan my instruction in this way, where I have activities at an appropriate level for each student that target their needs (IMPLICATIONS). You need both parts – an analysis of what you saw and how it connects to what we’ve learned in class AND what it means for you in the future to get full credit.	Not present The student did not analyze and discuss the implications of the interviewee’s responses in terms of what it means for them as a future teacher/interventionist/ community member for individuals with disabilities	Minimal The student briefly analyzed or discussed the implications of the interviewee’s responses in terms of what it means for them as a future teacher/interventionist/ community member for individuals with disabilities. The analysis was at a surface level and did not include depth.	Detailed Analysis OR Discussion The student provided a detailed analysis of the interviewee’s responses in terms of what it means for them as a future teacher/interventionist/community member for individuals with disabilities, but did not discuss any implications.	Detailed Analysis and Discussion The student provided a detailed analysis and discussion of the implications of the interviewee’s responses in terms of what it means for them as a future teacher/interventionist/community member for individuals with disabilities
APA Format
	Did Not Adhere to Guidelines 0 pts	Partially Adhered to Guidelines 0.5 pts	Adhered to APA Guidelines 1 pts	Enter Title (N/A)
4. Does the paper follow APA guidelines for appropriate format, spelling, and mechanics (7-10 double spaced, typed pages with 12 point font, in a Microsoft Word document)?	Did Not Adhere to Guidelines Paper included many grammatical and spelling errors and the format did not adhere to the APA guidelines.	Partially Adhered to Guidelines Paper included frequent grammatical and spelling errors or the format did not adhere to the APA guidelines.	Adhered to APA Guidelines Paper included few, if any grammatical and spelling errors and adhered to the APA guidelines.	Enter Title

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