TEACHER EDUCATION

CLINICAL PRACTICE EVALUATION AND ASSESSEMENT

Student Teaching and Internship
TED 465A

TED 465B

TED 530A

TED 530B

TED 628A

TED 628B

TED 628i

Josephine Valadez
Candidate: ________________________________________________________
ID #: _____________________________
X Intern

Student Teacher

X
Multiple Subject -or-

08/2014-12/2014
Clinical Practice Dates: ________________________________________________

Single Subject (state subject): __________________________________________________

12/19/2014
Initial Assessment Date: _____________

Final Assessment Date: _______________

Tanya Newell
Site Support Provider I: ______________________________________________________________________________
Victor Elementary
View MontessoriPhone: __________________
(760) 843-3303
District: ___________________________________
School:Mtn
________________________
Site Support Provider II: _____________________________________________________________________________
District: ___________________________________ School: ________________________ Phone: __________________
NU Support Provider: ________________________________________________________________________________
Academic Center: ________________ Phone: ______________ Email: _________________________________________

Directions: Consult the Clinical Practice Observations you have completed on this candidate for the specific period o time
covered by this assessment. Compile relevant evidence from those observations in the Evidence sections below. Score each
Descriptor by evaluating the Evidence you have written against the Rubric below, then record the associated score from the
Score Level (1-4) below on the appropriate Initial or Final Descriptor line. Record the sub total after each Domain.
On the last page, record the total of the domain scores and compute that score to a 41 Score Level. You may then assign a
Point Range. Lastly, sign the appropriate assessment and obtain the signatures of the Candidate and Site Support
Provider(s).

ASSESSMENT RUBRIC and SCORE LEVELS

Integrating (4) - The candidate provides clear, consistent, and convincing evidence demonstrating the
competency or competencies. Candidates practices demonstrate a preponderance of appropriate, relevant,
accurate, and clear or detailed evidence. The evidence is purposefully connected and reinforced across this
TPE Domain.
(Point Range: 150184)
Applying (3) - The candidate provides clear evidence demonstrating the competency or competencies.
Candidates practices demonstrate a preponderance of appropriate, relevant, or accurate evidence.
Evidence is connected across this TPE Domain.
(Point Range: 115-149)
Emerging (2) - The candidate provides partial evidence demonstrating the competency or competencies.
Candidates practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or
ambiguous evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent.
(Point Range: 80-114)
Beginning (1) - The candidate provides little or no evidence demonstrating the competency or
competencies. Candidates practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate
or missing evidence. Evidence is unconnected across the TPE Domain.
(Point Range: 79-46

TED Clinical Practice: ASSESSMENT, August 2013

Domain A: Making Subject Matter Comprehensible to Students

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

Rubric Score
Initial
Final

____
3

3
____
3
____
3
____
3
____
15
____

____ 1. Demonstrates knowledge of subject matter content and literacy required for all students high
achievement of PK-12 academic standards associated with specific Multiple Subject (history/social
science, mathematics, science, health, physical education, and visual and performing arts) or Single
Subject content areas. (TPE 1) (PS-1, 5, 7A/B, 8A/B)
____ 2. Organizes curriculum to enable all students to learn and use the knowledge, skills, and abilities
identified in specific Multiple Subject (history/social science, mathematics, science, health, physical
education, and visual and performing arts) or Single Subject content areas. (TPE 1) (PS-8A/B)
____ 3. Organizes curriculum, instructional strategies, resources, and technologies to develop deeper student
learning of the PK-12 academic standards. (TPE 1) (PS-1, 5, 8A/B)
____ 4. Uses a variety of effective materials, resources, technologies, and literacies to provide all students
equitable access and high achievement of the PK-12 academic standards. (TPE 1) (PS-1, 5, 7A/B,
8A/B)
____ 5. Demonstrates individual, language, and cultural sensitivities when developing, implementing, and
assessing subject matter. (TPE 1) (PS-9, 11)
____ Sub-Total Score (Total Possible Points: 20)

Evidence:

Mrs. Valadez effectively plans and implements instruction based upon

the Montessori Method and CA Common Core Standards for kindergarten.
Domain B: Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretations and Use of Assessments

Rubric Score
Initial
Final

3
____

2
____
3
____
3
____
3
____
3
____
3
____
3
____
____
23

____ 6. Uses multiple measures for progress monitoring throughout instruction to determine whether all
students, including English learners and students with special needs, are understanding content/skills
and making progress toward achievement of state-adopted academic standards. (TPE 2) (PS-5, 6, 8, 12,
13)
____ 7. Employs ongoing multiple and, where appropriate, differentiated assessment options to collect evidence
of individual and whole class learning, including performance-based real-world applications,
questioning strategies, work samples and products. (TPE 2) (PS-6, 8, 12, 13)
____ 8. Anticipates, checks for, and addresses common misconceptions and identified misunderstandings. (TPE
2)
____ 9. Uses a variety of informal and formal, as well as formative and summative assessments, at varying
levels of cognitive demand to determine students progress and plan instruction. (TPE 3) (PS-6, 8, 12,
13)
____ 10. Uses formal (including language/CELDT, academic, IEP) and classroom-based assessment results to
design and monitor daily instruction required to meet all students learning needs and ensure high
achievement of PK12 academic standards. (TPE 3) (PS-6, 12)
____ 11. Teaches students how to use self-assessment strategies and provides time for students to practice these
strategies. (TPE 3)
____ 12. Uses a variety of technologies and sources to analyze data as a tool for assessing student learning,
informing instruction, managing records, and providing feedback to students and their parents. (TPE 3)
(PS-11)
____ 13. Explains to students and their families, student academic and behavioral strengths, areas for academic
growth, promotion and retention policies, and how a grade or progress report is derived and how to help
students achieve the academic curriculum (TPE 3)
____ Sub-Total Score (Total Possible Points: 32)

TED Clinical Practice: ASSESSMENT, August 2013

Evidence:

Mrs. Valadez uses both on-going formative assessments and formal

assessments to guide instruction and planning. Learning to differentiate
to meet all student's needs and levels.
Domain C: Engaging and Supporting Students in Learning
TPE 4:
TPE 5:
TPE 6:
TPE 7:

Making Content Accessible

Student Engagement
Developmentally Appropriate Teaching Practices
Teaching English Learners

Rubric Score
Initial
Final

3
____
3
____
3
____
4
____
3
____
3
____
3
____
3
____
25
____

____ 14. Connects students prior knowledge, life experiences, interests, and cultural factors with learning goals,
curricular and instructional strategies, and methods of assessing student learning. (TPE 4) (PS-5)
____ 15. Uses community resources, student experiences, questions, and applied learning activities to make
instruction relevant, challenge students ideas, share their viewpoints, work collaboratively and achieve
PK12 academic standards. (TPE 4) (PS-6, 8A/B)
____ 16. Uses a variety of instructional strategies, technologies, and resources to model, guide, support and
promote all students in problem solving, critical thinking, and self-directed, reflective learning making
subject matter meaningful. (TPE 4) (PS-6, 8A/B)
____ 17. Teaches students literacy skills needed to comprehend and use a variety of texts and information
sources, in the subject(s) taught. (TPE 4) (PS-7A/B)
____ 18. Uses a variety of instructional strategies, technologies (including assistive), and resources to respond to
students diverse learning needs (including full range of language and special populations) and promote
high achievement of PK12 academic standards by all students. (TPE 5) (PS-12, 13)
____ 19. Provides developmentally appropriate practices supporting all students emotional, social, physical, and
intellectual needs. (TPE 6) (PS-12)
____ 20. Uses a variety of strategies, technologies, materials, and resources to differentiate instruction based
upon students culture, level of acculturation, primary language and proficiency levels (CELDT) in
English and non-dominant varieties of English, and advanced learners. (TPE 7) (PS-11)
____ 21. Applies pedagogical theories, principles, and instructional practices for designing and implementing
comprehensive instruction for English learners, including non-dominant varieties of English and
advanced learners and for students with multiple socio-cultural backgrounds. (TPE 7) (PS-11)
____ Sub-Total Score (Total Possible Points: 32)

Evidence:

Uses a variety of strategies to engage students and promote higher

order thinking and reflection. Consistently uses students' prior
knowledge and backgrounds to connect students to content.
Domain D: Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning about Students
TPE 9: Instructional Planning

Rubric Score
Initial
Final

3
____

3
____
3
____

____ 22. Uses students academic, social, emotional, cognitive, cultural, and pedagogical factors in designing a
comprehensive program of rigorous instruction, including Reading, Writing, Speaking and Listening,
and Language within discipline-specific standards to support all students in achieving the PK12
academic standards. (TPE 8/4) (PS-5, 6)
____ 23. Modifies instructional plans based on a full-range of students academic knowledge/skills, students
special learning needs, and English learners as well as speakers of non-standard English language
abilities (TPE 8) (SP-9, 12, 13)
____ 24. Designs and articulates short and long-term learning goals to foster student learning based on PK12
academic standards and alignment of the curriculum. (TPE 9) (PS-1, 3, 5, 8A/B)

TED Clinical Practice: ASSESSMENT, August 2013

3
____
3
____
15
____

____ 25. Develops, adapts, and sequences subject matter, instructional activities, assessment strategies, resources,
and materials for achieving high achievement of PK12 academic standards by all students. (TPE 9)
(PS-5)
____ 26. Develops relevant, differentiated instructional plans by connecting the content to be learned with
students linguistic and cultural backgrounds, experiences, interests, and developmental learning needs.
(TPE 9) (PS-5)
____ Sub-Total Score (Total Possible Points: 20)

Evidence:

Collaborates to plan for short and long-term goals based upon group
and individual needs. Learning to differentiate instruction for EL,
special needs, and struggling students.
Domain E: Creating and Maintaining an Effective Environment for Students Learning
TPE 10: Instructional Time
TPE 11: Social Environment

Rubric Score
Initial
Final

3
____
3
____
3
____
2
____
3
____
3
____
3
____
3
____
3
____
3
____
28
____

____ 27. Manages instructional time within the schedules confines to maximize student achievement of PK12
academic standards. (TPE 10) (PS-5, 6)
____ 28. Establishes procedures for routine tasks and manage transitions to maximize instructional time. (TPE
10) (PS-5, 6)
____ 29. Creates and maintains a learning environment fostering students physical, cognitive, emotional, and
social well-being. (TPE 10) (PS-5, 6)
____ 30. Manages disruptive student behavior effectively. (TPE 11)
____ 31. Establishes rapport with all students and their families needed for supporting academic and personal
success through caring, respect, and fairness. (TPE 11)
____ 32. Promotes sense of community, social development, student collaboration, and group responsibility.
(TPE 11)
____ 33. Establishes, communicates, and maintains clear standards for effective student learning and appropriate
classroom behaviors. (TPE 11) (PS- 5, 6)
____ 34. Plans and implements classroom procedures and routines supporting student learning. (TPE 11)
____ 35. Creates and maintains a physically, socially, and emotionally safe learning environment promoting
inclusiveness, respect, and valuing differences. (TPE 11) (PS-6, 13)
____ 36. Evaluates the classroom social environment and its relationship to academic achievement for all
students, and makes necessary adjustments based on student learning and behavior as well as
consultation with other teachers and students families. (TPE 11) (PS-5, 6)
____ Sub-Total Score (Total Possible Points: 40)

Evidence:

Most instructional time is maximized. Student misbehavior sometimes

interferes with learning. Working on classroom management strategies
to minimize distractions and disruptions so all can learn.
Domain F: Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth

Rubric Score
Initial
Final

3
____
3
____

____ 37. Models ethical commitment, values, and practices dedicated to all students can learn at high levels.
(TPE 12) (PS-5)
____ 38. Acknowledges own personal values and biases, recognizes and resists acts of intolerance, and
understands the ways these values and biases affect the teaching and learning of students. (TPE 12) (PS5, 6)

TED Clinical Practice: ASSESSMENT, August 2013

4
____
4
____
3
____
3
____
4
____
4
____
3
____
4
____
35
____

____ 39. Works constructively with colleagues, students, their parents, and community members to communicate
student progress and promote learning. (TPE 12) (PS-9, 13)
____ 40. Demonstrates professionalism by portraying professional image, using effective communication skills,
modeling ethical and moral behaviors, welcoming and accepting constructive criticism in positive ways,
and implements all district, state and federal laws regarding the education of PK12 students.
____ 41. Takes responsibility for student academic learning outcomes and communicates student learning
progress consistently and effectively over time. (TPE 12) (PS 3, 5, 6)
____ 42. Uses site-based and community resources to provide integrated support for the social, emotional, health,
educational, and language service needs of each child. (TPE 12) (PS-9, 10)
____ 43. Models a variety of communication and collaboration skills needed to effectively work with colleagues,
students, their parents, and community members and promote equitable learning and healthy learning
environments for all students. (TPE 12) (PS-9, 10, 11, 13)
____ 44. Engages in and promotes appropriate communications with staff, students, and parents via the Internet,
telephone, text messages, and social media networks. (MySpace, Facebook, Twitter etc.) (TPE 12) (PS12)
____ 45. Uses and reflects on multiple sources of information (including student learning data, principles of
human development and learning, relevant theory, and research) in making instructional decisions to
promote all students learning and for improving pedagogical practices. (TPE 13) (PS-4, 6)
____ 46. Individually and collaboratively with colleagues, examines and reflects on their teaching practices and
professional behaviors in relation to principles of classroom equity, student learning evidence, laws, and
the professional responsibilities. (TPE 12/13) (PS-5, 6, 13)
____ Sub-Total Score (Total Possible Points: 40)

Evidence:

Actively collaborates with grade-level partner and other teaching staff

to improve instruction and practices. Always professional in dress,
manners, and communication with students, staff, and parents.

Initial Assessment
115-149
141 Rubric Level Score _____
3
Candidates Total Score _____
Score Range _____
Rubric Level/Score Ranges: (4) 150-187; (3) 115-149; (2) 80-114; (1) 4679

Signatures:
Candidate: ____________________________________________________

12/24/2014
Date: ____________________

University Support Provider: _____________________________________

Date: ____________________

Site Support Provider I: __________________________________________

12/19/2014
Date: ____________________

Site Support Provider II: _________________________________________

Date: ____________________

Feedback:

Mrs. Valadez is a engaging, enthusiastic teacher. She has shown that

she is competent in not only teaching the state standards, but the
Montessori curriculum as well.

TED Clinical Practice: ASSESSMENT, August 2013

Final Assessment
Candidates Total Score _____ Rubric Level Score _____ Score Range _____
Rubric Level/Score Ranges: (4) 150-187; (3) 115-149; (2) 80-114; (1) 4679

Recommended Grade (S/U)_____

Signatures:
Candidate: ____________________________________________________

Date: ____________________

University Support Provider: ______________________________________

Date: ____________________

Site Support Provider I: __________________________________________

Date: ____________________

Site Support Provider II: _________________________________________

Date: ____________________

Feedback:

TED Clinical Practice: ASSESSMENT, August 2013