CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM [:rly Childhood/Elementary Education Cooperating Teacher/University Supervisor

! Cooperating Teache r: didate: .72 L,Zk.L 4_?

Grade/Subject: 414 4 Date: ____________________ r _________________________________________

*oot:

,,,nIptd Iw Cooneratine Teacher University Suoervisor Initial Mid-term " Final

Directions: This form is to be used as a formative and summative assessment of the candidate's progress throughout the clinical practice. The candidates ould

assessed three (3) times: after 4 weeks, 8 weeks and at the end of the placement. Rate the candidate on each of the key elements under each standard as

follows: Scale: (1) unacceptable/Developing; (2) Acceptable/Meets; (3) Target/Exceeds. Then give an overall rating in the box beside the ADEPT Performance

tandard. An explanation of these ratings is given an the reverse side of this form.

NAEYC ACEI ADEPT PERFORMANCE STANDARDS RATINGS

AIRS 1: LONG RANGE PLANNING

is 1.0 1A. Obtains Student Information

Sc 3.1 lB. Establishes appropriate standards-based learning and developmental goals

5a 2.1 1C.1 Identifies and implements instructional units - ELA

5a 2.2 1C.2 Identifies and implements instructional units - Science 3 5 2.3 1C.3 Identifies and implements instructional units - Mathematics

2.4 1C.4 Identifies and implements instructional units - Social Studies

2.5 1C.5 Identifies and integrates Visual and Performing Arts within instructional units 3 2.6 1C.6 Identifies and integrates Health Education within instructional units

2.7 1C.7 Identifies and integrates Physical Education within instructional units 35 'c 4.0 1D: Develops appropriate processes for evaluating and recording students' progress & achievement - -

3.4 1E. Plans appropriate procedures for managing the classroom

APS 2: SHORT RANGE OF INSTRUCTION

Sb 1.0 2A. Develops Unit Objectives 3 5c 3.1 2B. Develops Instructional Plans 3 5c 4.0 2C. Uses Student Performance Data 1/ YC fJs V€1 LJfL 1. ..'3

APS 3: PLANNING ASSESSMENTS AND USING DATA .

3c 4.0 3A. Uses a Variety of Assessments

4.0 3B. Administers a Variety of Assessments

3b 4.0 3C. Uses Assessment Data to Assign GradesL W -o gee - nc i/p1' L-b2jF

APS4: HIGH EXPECTATIONS / ic 3.4 4A. Establishes, Maintains and Communicates High Expectations for Achievement

3.4 4B. Establishes, Maintains and Communicates High Expectations for Participation

APS 5: INSTRUCTIONAL STRATEGIES 3 lb - 5A. Uses Appropriate Strategies

- 4c 3.2 SB. Uses a Variety of Strategies Ai(o,e +IbIgi. ir'eD /)racP. 'jde razJce Ic 5C. Uses Strategies Effectively

J,

APS 6: PROVIDING CONTENT FOR LEARNERS 2. Jc 6A. Thorough Command of Discipline

6B. Provides Appropriate Content

6C. Content Promotes Learning

APS 7: MONITORING, ASSESSING & ENHANCING 3 3b 4.0 7A. Monitors Using Formal & Informal Assessments prom,J• au -I1ikt&. i,,de1 . iirad 3 3b 4.0 7B. Uses Information to Guide Instruction Pa Mo.,'c qQc4 Ic 4.0 7C. Provides Instruction Feedback LD/ . -

APS8: ENVIRONMENT PROMOTES LEARNING '

• Ic 3.4 8A. Safe & Conducive Physical Environment 3 3.4 8B. Positive Affective Climate in Classroom 3 3.4 8C. Creates Culture of Learning -

APS 9: MANAGING THE CLASSROOM

- Ic 3.4 9A. Manages Student Behavior Appropriately 3 lc 9B. Maximum Use of Instructional Time Cj

3.4 9C. Manages Non-instructional Routines .3

lidate's Signature J4ILL& Date Evaluator's Signature

. - fed Fall 2013 - ACE I/NAEYC 2010 Standards

-55

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1AFLIN UNIVERSITY

SCHOOL OF EDUCATION

PROFESSIONALISM

APS 10: PROFESSIONALISM -, ACEI/ Target (3) Acceptable (2) Unacceptable (1) RATING

..AYEC

5.2 The candidate collaborates with

The candidate collaborates with colleagues, administrators, and other

colleagues and administrators, but student-oriented professionals, such as

not other agencies to determine The candidate does not 10A. Advocate for agencies, businesses, and community

the needs of his or her students collaborate with colleagues, Children groups, to determine the needs of his

and to plan and provide them with administrators or agencies.

be or her students to plan and provide or

the appropriate learning with the appropriate learning

experiences and assessments. experiences and assessments.

The candidate regularly attends and

D. 1 contributes to meetings to the extent

The candidate attends faculty and The candidate does not lOB. Achieves that itis possible and appropriate, and

grade level meetings, but not other attend meetings or Organizational actively supports the efforts of school

school organizational meetings or participates in any Goals organizations and extracurricular

extracurricular activities, extracurricular activities.

iSa activities that contribute to the overall

learning and development of students.

5. 1 1OC.l Effective The candidate's spoken word and The candidate's spoken word and

written language are appropriate The candidate's spoken word

- Communicator: written language are clear, correct, and I for the target audience and consist and written language contain

-Sb Presentation appropriate for the target audience, of less than S errors

many blatant errors.

The candidate communicates with The candidate communicates with

5,2 10C.2 Effective parents/guardians on a regular basis, parents/guardians on an

Communicator: responds appropriately to parental intermittent basis, responds The candidate does not

- - Parental concerns, and uses more than three (3) appropriately to parental concerns, communicate with

and uses at least three (3) different parents/guardians.

6b Responsiveness varied formats to ensure that ongoing formats to ensure that ongoing

communication takes place. communication takes place.

The candidate complies with all

5. 1 10D. Exhibits professional, school and district rules, The candidate complies with The candidate does not

Professional policies, and procedures and is adequate professional, school and comply with school policies

characteristic of a professional in terms district rules, policies and and procedures and/or Demeanor and of responsibility, initiative, time procedures, and exhibits a exhibit a professional

6 b Behavior management, appearance, ethical professional demeanor, demeanor.

__________ standards, and quality of work.

5.1 1OE.l Active The candidate is a reflective The candidate identifies either his

The candidate does not

Learner:

Identification

practitioner who identifies his or her

professional strengths and weaknesses

or her strengths or weaknesses,

and devises plans to address the identify strengths or

weaknesses. 6c and devises a plan to address them, identified.

5.1 10E.3 Active

The candidate aggressively seeks out,

participates in and contributes to The candidate seeks out, The candidate does not

Learner: activities that promote collaboration participates in, and contributes to participate in activities to

6c Collaboration for his or her continued professional activities for adequate professional promote professional

growth. growth. growth.

OVERALL RATING 3 Candidates must receive at least 2.0 overall to successful pass this assessment.

zJ THE SCORING GUIDE FOR THE ASSESSMENT

Unacceptable/Developing (1) Acceptable/Meets (2) Target/Exceeds (3)

Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of Candidate demonstrates all of the attributes of the

attributes of the standard. Performance indicates the standard. Performance indicates that the standard. Performance clearly indicates that the

that few competencies have been demonstrated, competency has been demonstrated including competency has been mastered, including

examples, extension, or enrichment, examples, extension, and enrichment.

kevised Fall 2013 - ACEI/NAEYC 2010 Standards

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