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512812014 CaJ lllUSToois HigherEd
Target (3): The student teacher exhibits knowledge, skills or dispositions that are proven to be appropriate and
effective for PreK-12student learning. The level of proficiency isthat expected of afirst-year beginning teacher.
Acceptable (2): The student teacher is developing the knowledge, skills, or dispositions for effective PreK-12student
learning, but has not yet attained a level of proficiency appropriate for afirst-year beginning teacher.
Unacceptable (1): The student teacher exhibits some knowledge, skills, or dispositions that are inappropriate or
ineffective for PreK-12student learning. Remediation is necessary if the student teacher isto remain in student
teaching.
Not Applicable (NA): The knowledge, skills, or dispositions are not observed. There is no basis for determination.
Tosuccessfully complete the student teaching practicum, at the MCthe student teacher must not earn more than
two (2) 'Unacceptable'ratings in a specific category. For each unacceptable rating, a written plan 0/improvement
must be created, signed by the cooperating teacher, the university supervisor, and the student teacher, and
approved by the Director of Educational Field Experiences (with copies of the improvement plans placed in the
student teacher'S file). During the FC, the student teacher may not earn any unacceptable ratings.
I. Knowledge
Cri erion Performance Rating
Unacceptable Acceptable Target Score
Usesclear oral language to communicate with learners 2
3 . /
3
3 . /
3
3 . /
3
3 . /
3
Total 12.0
Score
Usesclear written language to communicate with learners 2
Demonstrates content knowledge to develop student
knowledge and understanding
1 2
Demonstrates pedagogical knowledge to develop student 1
knowledge and understanding
2
Comments: Emily has terrific verbal and written communication skills. She has excellent
knowledge of child development and pedagogy related to early childhood.
II. Designs and Plans Instruction
Criterion Performance Rating
Unacceptable Acceptable Target Score
3 . /
Guides planning using relevant content standards and
district's academic standards/performance objectives
1 2 3
3 . /
Identifies the skills, concepts, attributes, and/orthinking
processes to be learned
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Connects lesson content to real life situations or past 1 2
3 . /
3
experiences appropriate at the level of the students being
taught
Develops effective tasks for procedural and conceptual 1 2
3 . /
3
knowledge
Incorporates diverse strategies, instructional aids, 1 2
3 . /
3
resources and technology
Specifies strategies for assessing student understanding 1 2
3 . /
3
in lesson plans
Provides opportunities for higher level thinking (i.e., 1 2
3 . /
3
questioning, tasks, etc.)
Provides modifications in lesson plans based on 2
3 . /
3
individual student needs
Total 24.0
Score
Comments: Enily is always thoroughly planned and prepared. Sheworks closely with her
mentor and grade level to make sure that the needs of all of the kindergarten
scholars are addressed.
III. Implements Instruction
C iterion Performance Rating
Unacceptable Acceptable Target Score
Usesavariety of instructional aids, resources, technology, 1 2
3 . /
3
ete. to enhance instruction
Uses avariety of effective teaching strategies to engage 2
3 . /
3
students actively in learning
Maximizes the amount of classtime students are 2
3 . /
3
engaged in learning
Useseffective questioning techniques to engage all 1 2
3 . /
3
learners
Shows energy and enthusiasm toward teaching and 2
3 . /
3
learning
Demonstrates high instructional expectations for others 1 2
3 . /
3
Total 18.0
Score
Comments: Emily creates engaging lessons. She uses avariety of instructional strategies to gain
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512812014 CaJ 1lllISTooIs HigherEd
and keep her students attention. Shevaries instruction to meet the diverse needs
of her kindergarten group. Her joy in working with this grade level is infectious.
IV. Assesses and Manages Student Learning
Criterion Performance Rating
Unacceptable Acceptable Target Score
Promotes student self-assessment 1 2
3 . . /
3
Usesavariety of appropriate formal and informal 1 2
3 . . /
3
assessments aligned with instruction
Usesavariety of appropriate summative and formative 2
3 . . /
3
assessments aligned with instruction
Monitors individual, group, and class learning and adjusts 2
3 . . /
3
instruction based on feedback from students
Adjusts instruction to meet diverse needs of learners 1 2
3 . . /
3
Maintains records of student work and performance, and 1 2
3 . . /
3
uses them to guide instructional decisions
Provides students appropriate feedback on progress on a 1 2
3 . . /
3
regular basis
Total 21.0
Score
Comments: Emily uses avariety of strategies to assessher students including conversation,
thumbs up, thumbs down, turn and talk, etc. Sheeffectively uses data to
determine instruction.
V. Creates and Maintains an Effective Learning Environment
Criterion Performance Rating
Unacceptable Acceptable Target Score
Communicates behavioral expectations that are
conducive to student learning
2
3 . . /
3
3 . . /
3
3 . . /
3
3 . . /
3
Total 12.0
Score
314
1
Displays effective classroom management (e.g.,
procedures, routines, etc.)
2
Provides appropriate and immediate feedback to
students regarding behavior
1 2
Provides a positive and motivating learning environment 2
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512812014 CaIT1J USTooisHigherEd
Comments: Emily effectively uses avariety of strategies to monitor classroom behavior.
Disruptions are minimized due to Emily's consistency.
VI. Professionalism
Criterion Performance Rating
Unacceptable Acceptable Target Score
1 2
3 . /
3
1 2
3 . /
3
2
3 . /
3
Is prepared for class (or appointments)
Is punctual for class (or appointments)
Collaborates with colleagues (e.g.,teachers, staff, student
teachers, etc.) to improve learning experiences for
students
Actively seeks out new information related to his or her 2
3 . /
3
teaching
Seeks help when needed 1 2
3 . /
3
Seeks professional growth opportunities (e.g., such as 1 2
3 . /
3
professional development, mentoring, etc.)
Accepts and acts upon constructive criticism 1 2
3 . /
3
Total 21.0
Score
Comments: Emily has avery collaborative relationship with her mentor. She has been
responsive to suggestions made by both her mentor and university supervisor.
Emily has effectively participated in all aspects of school life at DTM. Emily has been
agreat collaborator with her fellow student teachers in seminar and has taken
advantage of all activities offered to our seminar group.
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