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Key Assessments Computer Science Endorsement Content GPA (Content Knowledge) Professional Portfolio (Clinical Practice) Field Experience Evaluation (Clinical Practice) Dispositions Evaluation (Dispositions) Graduate and Employer Surveys (Institutional Assessment) Portfolio Instructions and Rubric Graduate Performance Assessment Instrument and Rubric (GMAP) Teacher Candidate Performance Assessment and Rubric (MAP) Graduate Dispositions Evaluation Instrument and Rubric Teacher Candidate Dispositions Evaluation Instrument and Rubric Graduate and Employer Surveys Content GPA (Content Knowledge) Graduate Endorsement Candidates' progress will be monitored each semester by their advisors. Candidates must earn a B or higher in the foundational courses, CPSC 6105 and CPSC 6106. Those who do not earn a B or higher in these courses may retake them; otherwise, they will not be able to continue in the program. In CPSC 5157G, CPSC 5135G, and the EDUT courses, candidates must earn a C or higher. Those who do not earn a C or higher may retake the courses; otherwise, they will not be able to continue in the program. To exit the program, candidates must have a minimum 3.0 GPA calculated on all required graduate coursework in the program. Grades of B or better are required in CPSC 6105 and CPSC 6106 and grades of C or better in all other required coursework. Candidates may have no more than two (2) grades of "C" or below in required graduate courses. Undergraduate Endorsement Candidates' progress will be monitored each semester by their advisors. Candidates must earn a C or higher in all courses that are part of this program. Those who do not earn a C or higher in these courses may retake them; otherwise, they will not be able to continue in the program. To exit the program, candidates must have a minimum 2.5 GPA calculated on all undergraduate work attempted and grades of C or better in all required program coursework. Professional Portfolio (Clinical Practice) The portfolio is used to assess candidates’ knowledge of the program objectives and standards. It contains a collection of artifacts representing all program standards, and may include candidate's philosophy of professional practice, work samples, lesson and/or unit plans, field experience logs, and evaluations. Candidates provide written reflection statements under each artifact. The portfolio is initiated at the beginning of the candidate’s program and artifacts are added throughout the entire program in specific courses. Students are required to organize their portfolios according to program standards.

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Page 1: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Key Assessments

Computer Science Endorsement

Content GPA (Content

Knowledge)

Professional Portfolio

(Clinical Practice)

Field Experience Evaluation

(Clinical Practice)

Dispositions Evaluation

(Dispositions)

Graduate and Employer

Surveys (Institutional

Assessment)

Portfolio Instructions and Rubric Graduate Performance

Assessment Instrument and

Rubric (GMAP)

Teacher Candidate

Performance Assessment and

Rubric (MAP)

Graduate Dispositions Evaluation

Instrument and Rubric Teacher Candidate

Dispositions Evaluation

Instrument and Rubric

Graduate and Employer Surveys

Content GPA (Content Knowledge)

Graduate Endorsement

Candidates' progress will be monitored each semester by their advisors. Candidates must earn a B or higher in

the foundational courses, CPSC 6105 and CPSC 6106. Those who do not earn a B or higher in these courses

may retake them; otherwise, they will not be able to continue in the program. In CPSC 5157G, CPSC 5135G,

and the EDUT courses, candidates must earn a C or higher. Those who do not earn a C or higher may retake the

courses; otherwise, they will not be able to continue in the program.

To exit the program, candidates must have a minimum 3.0 GPA calculated on all required graduate coursework

in the program. Grades of B or better are required in CPSC 6105 and CPSC 6106 and grades of C or better in all

other required coursework. Candidates may have no more than two (2) grades of "C" or below in required

graduate courses.

Undergraduate Endorsement

Candidates' progress will be monitored each semester by their advisors. Candidates must earn a C or higher in

all courses that are part of this program. Those who do not earn a C or higher in these courses may retake them;

otherwise, they will not be able to continue in the program.

To exit the program, candidates must have a minimum 2.5 GPA calculated on all undergraduate work attempted

and grades of C or better in all required program coursework.

Professional Portfolio (Clinical Practice)

The portfolio is used to assess candidates’ knowledge of the program objectives and standards. It contains a

collection of artifacts representing all program standards, and may include candidate's philosophy of

professional practice, work samples, lesson and/or unit plans, field experience logs, and evaluations. Candidates

provide written reflection statements under each artifact. The portfolio is initiated at the beginning of the

candidate’s program and artifacts are added throughout the entire program in specific courses. Students are

required to organize their portfolios according to program standards.

Page 2: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Candidates will be made aware of the portfolio requirements for the Computer Science Endorsement program

during advising sessions and in required courses.

Portfolio guidelines and rubric are attached.

Field Experience Evaluation (Clinical Practice)

Graduate Computer Science Endorsement

For candidates in advanced teacher preparation programs, NBPTS Core Propositions were used in the

development of the Graduate Model of Accomplished Practice (GMAP). The GMAP is an assessment

instrument and rubric used to assess the performance of candidates in P-12 classrooms. The GMAP will be used

to evaluate computer science endorsement candidates during their field experience in EDUT 5455.

GMAP Evaluation Instrument and Rubric attached.

Undergraduate Computer Science Endorsement

The Model of Appropriate Practice (MAP) was created for initial teacher candidates. The MAP is based on

Charlotte Danielson’s framework for teaching and puts into practice the principles of the COE Conceptual

Framework. It acknowledges that, with guidance of faculty, teacher candidates must undertake and manage the

process of developing an understanding about teaching and learning for themselves. Through their coursework

and field experiences, teacher candidates should gain competence in engaging students in constructing important

knowledge. The MAP specifies behavior that may result in such effective instruction. Faculty guidance of

candidates using the MAP will include the following:

Instructing Teacher Candidates. The MAP is infused into initial teacher education courses. It outlines

the skills beginning teachers should demonstrate, thus providing an instructional set of guidelines for

faculty. Instructors in EDUC 2130, methods courses, practica, and clinical practice use the four domains

of Planning and Preparation, the Classroom Environment, Instruction, and Professional Responsibilities

as organizing principles for their courses. Teacher candidates learn about the qualities of effective

teachers by exploring the content of these four domains. They also create products based on the

components of each domain.

Mentoring Teacher Candidates. Field experiences are part of teacher candidates’ programs beginning

in EDUC 2130. By specifying effective behaviors and dispositions, the MAP provides guidelines for

mentoring teacher candidates. In methods courses, practica, and clinical practice, teacher candidates

experience at least one full observation cycle (pre-observation conference, observation, post-observation

conference). This leads to identification by the teacher candidate, the university supervisor, and the

cooperating teacher of clearly-defined strengths and areas for improvement. The MAP stresses the use

of evidence from teacher candidates’ planning, teaching, and professional activities to support

suggestions for improvement.

Assessing Teacher Candidates. The MAP provides a structure for teacher candidates’ self assessment

as well as evaluation by faculty and cooperating teachers. Teacher candidates construct portfolios to

show their competence in the four domains of the MAP. In addition, cooperating teachers and faculty

from the College of Education and Health Professions (COEHP), the College of Letters and Sciences,

and the College of Arts collect and submit evidence on teacher candidates’ competence. Documents are

stored in individual candidate folders in the Office of COEHP Services and Field Experiences.

Academic advisors and faculty have access to these folders for use in advising and instructing

candidates. Group and individual evaluation reports are also available to faculty in the College of

Education online database. Program coordinators may develop individual remediation plans, as

necessary.

MAP Evaluation form and rubric attached.

Page 3: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Dispositions Evaluation (Dispositions)

Graduate Computer Science Endorsement

The Graduate Dispositions Evaluation Instrument is used during the field experience to assess candidates’

dispositions. Candidates’ dispositions will be assessed in the EDUT 5125/5455 methods and practicum courses

by university faculty and cooperating teachers. Acceptable ratings (3 or better on a scale of 1-5) on all

components of the instrument will be required for exit from the program. Program advisors will counsel with

any candidates who have unacceptable ratings on any component and develop remediation plans as needed.

Results of dispositions assessments will be shared with computer science program faculty and Program

Advisory Committee members for analysis. Data collected from these evaluations will used to make decisions

regarding candidate performance, program quality, and unit operations.

Graduate Dispositions Assessment and Rubric attached.

Undergraduate Computer Science Endorsement

The Teacher Candidate Disposition Evaluation is an instrument used in the assessment of candidates’

dispositions. A corresponding rubric is used as a guide to evaluate candidates’ dispositions. Candidates’

dispositions will be assessed in the EDUT 5125/5455 methods and practicum courses by university faculty and

cooperating teachers. Candidates demonstrate proficiency by obtaining overall ratings of 3 or better on all

dispositions. Acceptable ratings (3 or better on a scale of 1-5) on all components of the instrument will be

required for exit from the program. Program advisors will counsel with any candidates who have unacceptable

ratings on any component and develop remediation plans as needed.

Results of dispositions assessments will be shared with computer science program faculty and Program

Advisory Committee members for analysis. Data collected from these evaluations will used to make decisions

regarding candidate performance, program quality, and unit operations.

Teacher Candidate Disposition Evaluation instrument and rubric attached.

Graduate and Employer Surveys (Institutional Assessment)

Graduates of the Computer Science Endorsement program will be contacted and asked to complete a brief, web-

based survey designed to elicit candidates’ perceptions of their preparation at CSU. Employers of CSU

graduates will also be contacted and asked to complete a brief web-based survey for each CSU graduate whom

they supervise. The survey asks employers to rate candidates on job performance.

These surveys have been administered by the USG the past two years, and data was then distributed to the

appropriate institutions. The response rate has been very low, so the unit is considering administering its own

surveys. Attached are sample surveys that may be sent out by the College of Education and Health Professions.

Program coordinators, department chairs, faculty, and staff use data from the Graduate and Employer Surveys to

make decisions regarding candidate performance, program quality, and unit operations. Some of the data is

included in the annual program assessment reports submitted to the Office of the Vice President for Academic

Affairs.

Sample Graduate Survey and Employer Survey attached.

Page 4: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Professional Portfolio

Graduate Computer Science Endorsement

Instructions to Candidate:

The portfolio is used to assess your knowledge of the program objectives and standards. It contains a collection

of artifacts (teacher selected and student selected) representing all program standards. You will begin

developing your portfolio in your first course and continue adding artifacts throughout the endorsement

program. You are required to organize your portfolio according to the five overarching program standards (see

table below). The following must be included in your final portfolio to be submitted to your advisor at the end of

the endorsement program:

1. At least two work samples from each of the following courses: CPSC 6105, CPSC 6106, CPSC 5135,

CPSC 5157, and EDUT 5***

2. Your philosophy of computer science teaching and learning

3. Lesson and/or unit plans for computer science lessons you taught during your field experience

4. Field experience log

5. Field experience evaluations

6. Dispositions evaluations

For each artifact, include a written reflection statement listing the standards addressed by the artifact and

describing how the artifact demonstrates that you have acquired the necessary knowledge, skills, and/or

dispositions.

GAPSC Standard ISTE

Standard

Portfolio Artifact

1. Candidates demonstrate proficiency in programming that

requires the use of data abstraction to solve non-trivial

programming problems.

CS-I.A. Work sample from CPSC 6106

1a. Candidates perform laboratory-based activities that

demonstrate programming proficiency in a modern high-

level programming language.

CS-I.A Work sample from CPSC 6106

1b. Candidates demonstrate knowledge of and skill

regarding the syntax and semantics of a high level

programming language, its control structures, and its basic

data representations.

CS-I.A.1 Work sample from CPSC 6106

1c. Candidates demonstrate knowledge of and skill

regarding common data abstraction mechanisms.

CS-I.A.2 Work sample from CPSC 6106

1d. Candidates demonstrate knowledge of and skill

regarding program correctness issues and practices.

CS-I.A.3 Work sample from CPSC 6106

1e. Candidates design, implement, and test programs of

sufficient complexity to demonstrate knowledge and skills.

CS-I.A.4 Work sample from CPSC 6106

2. Candidates demonstrate knowledge of how computer

systems work individually and collectively.

CS-II. Work sample from CPSC 5157G

Work sample from CPSC 6105

2a. The program shall prepare candidates who effectively

use a variety of computing environments.

CS-II.1 Work sample from CPSC 6105

2b. The program shall prepare candidates who describe the

operation of a computer system—CPU and instruction

cycle, peripherals, operating system, network components,

and application—indicating their purposes and interactions

among them.

CS-II.2 Work sample from CPSC 5157G

Work sample from CPSC 6105

Page 5: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

3. Candidates demonstrate an understanding of data and

information representation and organization at a variety of

levels—machine level representation (for program

correctness); data structures (for program implementation);

problem representation (for solution design); files and

databases (for general applications): and interactions among

systems and people (for overall system design and

effectiveness.

CS-III. Work sample from CPSC 5135G

Work sample from CPSC 6105

Work sample from CPSC 6106

3a. Candidates describe how data items are represented at

the machine level.

CS-III.1 Work sample from CPSC 6105

3b. Candidates identify and provide usage examples of the

various data structures and files provided by a

programming language.

CS-III.2 Work sample from CPSC 5135G

Work sample from CPSC 6106

3c. Candidates describe elements (people, hardware,

software, etc.) and their interactions within information

systems (database systems, the Web, etc.).

CS-III.3 Work sample from CPSC 6105

4. Candidates demonstrate skills and understanding relative

to social aspects of computing that are appropriate for

specialists and non-specialists.

CS-IV. Work sample from EDUT 5***

Philosophy of teaching and learning

4a. Candidates demonstrate an understanding of computing

and potential issues and skill at recognizing, researching,

and analyzing issues to reach defensible conclusions.

CS-IV.A.1

CS-IV.A.2

Work sample from EDUT 5125/5455

Philosophy of teaching and learning

4b. Candidates analyze a variety of social issues related to

the use of computers in society.

CS-IV.A.1 Work sample from EDUT 5125/5455

Philosophy of teaching and learning

4c. Candidates demonstrate an understanding of significant

historical events relative to computing.

CS-IV.A.3 Work sample from EDUT 5125/5455

4d. Candidates discuss enrichment activities for secondary

computer science students.

CS-IV.B Work sample from EDUT 5125/5455

5. Candidates demonstrate an understanding of the teaching

tasks and approaches and are able to apply and evaluate

them with respect to the students in their computer science

classes and apply methods and skills appropriate to the

management of the secondary computer science classroom.

CS-V.

CS-VII.

Philosophy of teaching and learning

Lesson and/or unit plans

Field experience log

Field experience evaluations

5a. Candidates identify resources, professional

organizations, strategies, activities, and manipulatives

appropriate to teaching secondary computer science.

CS-V.1 Lesson and/or unit plans

Field experience log

Field experience evaluations

5b. Candidates plan direct instruction involving

simultaneous use of computing facilities by students.

CS-V.1 Lesson and/or unit plans

Field experience log

Field experience evaluations

5c. Candidates plan instruction involving students

independently using computing facilities.

CS-VII.2 Lesson and/or unit plans

Field experience log

Field experience evaluations

Page 6: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Professional Portfolio

Undergraduate Computer Science Endorsement

Instructions to Candidate:

The portfolio is used to assess your knowledge of the program objectives and standards. It contains a collection

of artifacts (teacher selected and student selected) representing all program standards. You will begin

developing your portfolio in your first computer science course and continue adding artifacts throughout the

endorsement program. You are required to organize your portfolio according to the five overarching program

standards (see table below). The following must be included in your final portfolio to be submitted to your

advisor at the end of the endorsement program:

1. At least two work samples from each of the following courses: CPSC 1105, CPSC 1301/1301L, CPSC

1302, CPSC 2105, CPSC 2108, CPSC 2125, CPSC 5135, CPSC 5157, and EDUT 5***

2. Your philosophy of computer science teaching and learning

3. Lesson and/or unit plans for computer science lessons you taught during your field experience in a

computer science class

4. EDUT 5*** Field Experience Log

5. EDUT 5*** Field Experience Evaluations

6. EDUT 5*** Dispositions Evaluations

For each artifact, include a written reflection statement listing the standards addressed by the artifact and

describing how the artifact demonstrates that you have acquired the necessary knowledge, skills, and/or

dispositions.

GAPSC Standard ISTE

Standard

Portfolio Artifact

1. Candidates demonstrate proficiency in programming that

requires the use of data abstraction to solve non-trivial

programming problems.

CS-I.A. Work sample from CPSC

1301/1301L

Work sample from CPSC 1302

Work sample from CPSC 2108

1a. Candidates perform laboratory-based activities that

demonstrate programming proficiency in a modern high-

level programming language.

CS-I.A Work sample from CPSC

1301/1301L

Work sample from CPSC 1302

1b. Candidates demonstrate knowledge of and skill

regarding the syntax and semantics of a high level

programming language, its control structures, and its basic

data representations.

CS-I.A.1 Work sample from CPSC

1301/1301L

Work sample from CPSC 1302

1c. Candidates demonstrate knowledge of and skill

regarding common data abstraction mechanisms.

CS-I.A.2 Work sample from CPSC

1301/1301L

Work sample from CPSC 1302

Work sample from CPSC 2108

1d. Candidates demonstrate knowledge of and skill

regarding program correctness issues and practices.

CS-I.A.3 Work sample from CPSC

1301/1301L

Work sample from CPSC 1302

1e. Candidates design, implement, and test programs of

sufficient complexity to demonstrate knowledge and skills.

CS-I.A.4 Work sample from CPSC

1301/1301L

Work sample from CPSC 1302

Page 7: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

2. Candidates demonstrate knowledge of how computer

systems work individually and collectively.

CS-II. Work sample from CPSC 2105

Work sample from CPSC 5157U

2a. The program shall prepare candidates who effectively

use a variety of computing environments.

CS-II.1 Work sample from CPSC 2105

2b. The program shall prepare candidates who describe the

operation of a computer system—CPU and instruction

cycle, peripherals, operating system, network components,

and application—indicating their purposes and interactions

among them.

CS-II.2 Work sample from CPSC 2105

Work sample from CPSC 5157U

3. Candidates demonstrate an understanding of data and

information representation and organization at a variety of

levels—machine level representation (for program

correctness); data structures (for program implementation);

problem representation (for solution design); files and

databases (for general applications): and interactions among

systems and people (for overall system design and

effectiveness.

CS-III. Work sample from CPSC 2105

Work sample from CPSC 2108

Work sample from CPSC 5135U

3a. Candidates describe how data items are represented at

the machine level.

CS-III.1 Work sample from CPSC 2105

3b. Candidates identify and provide usage examples of the

various data structures and files provided by a

programming language.

CS-III.2 Work sample from CPSC 2108

Work sample from CPSC 5135U

3c. Candidates describe elements (people, hardware,

software, etc.) and their interactions within information

systems (database systems, the Web, etc.).

CS-III.3 Work sample from CPSC 1105

Work sample from CPSC 2125

4. Candidates demonstrate skills and understanding relative

to social aspects of computing that are appropriate for

specialists and non-specialists.

CS-IV. Work sample from CPSC 1105

Work sample from EDUT 5125/5455

Philosophy of teaching and learning

4a. Candidates demonstrate an understanding of computing

and potential issues and skill at recognizing, researching,

and analyzing issues to reach defensible conclusions.

CS-IV.A.1

CS-IV.A.2

Work sample from EDUT 5125/5455

Philosophy of teaching and learning

4b. Candidates analyze a variety of social issues related to

the use of computers in society.

CS-IV.A.1 Work sample from EDUT 5125/5455

Philosophy of teaching and learning

4c. Candidates demonstrate an understanding of significant

historical events relative to computing.

CS-IV.A.3 Work sample from EDUT 5125/5455

4d. Candidates discuss enrichment activities for secondary

computer science students.

CS-IV.B Work sample from EDUT 5125/5455

Page 8: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

5. Candidates demonstrate an understanding of the teaching

tasks and approaches and are able to apply and evaluate

them with respect to the students in their computer science

classes and apply methods and skills appropriate to the

management of the secondary computer science classroom.

CS-V.

CS-VII.

Philosophy of teaching and learning

Lesson and/or unit plans

Field experience log

Field experience evaluations

5a. Candidates identify resources, professional

organizations, strategies, activities, and manipulatives

appropriate to teaching secondary computer science.

CS-V.1 Lesson and/or unit plans

Field experience log

Field experience evaluations

5b. Candidates plan direct instruction involving

simultaneous use of computing facilities by students.

CS-V.1 Lesson and/or unit plans

Field experience log

Field experience evaluations

5c. Candidates plan instruction involving students

independently using computing facilities.

CS-VII.2 Lesson and/or unit plans

Field experience log

Field experience evaluations

Page 9: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Portfolio Rubric

Below Expectations Meets Expectations Exceeds Expectations

1. Candidates demonstrate proficiency

in programming that requires the use of

data abstraction to solve non-trivial

programming problems.

Artifacts demonstrate little or no

evidence of proficiency in

programming requiring the use of

data abstraction to solve non-

trivial programming problems.

Artifacts demonstrate adequate

knowledge and skills in programming

requiring the use of data abstraction to

solve non-trivial programming

problems.

Artifacts demonstrate a high level of

proficiency in programming requiring

the use of data abstraction to solve

non-trivial programming problems.

2. Candidates demonstrate knowledge

of how computer systems work

individually and collectively.

Artifacts demonstrate little or no

evidence of knowledge of how

computer systems work

individually and collectively.

Artifacts demonstrate adequate

knowledge of how computer systems

work individually and collectively.

Artifacts demonstrate a high level of

knowledge of how computer systems

work individually and collectively.

3. Candidates demonstrate an

understanding of data and information

representation and organization at a

variety of levels—machine level

representation (for program

correctness); data structures (for

program implementation); problem

representation (for solution design);

files and databases (for general

applications): and interactions among

systems and people (for overall system

design and effectiveness.

Artifacts demonstrate little or no

evidence of understanding of data

and information representation and

organization.

Artifacts demonstrate good

understanding of data and information

representation and organization at a

variety of levels.

Artifacts demonstrate a deep and

thorough understanding of data and

information representation and

organization at a variety of levels,

4. Candidates demonstrate skills and

understanding relative to social aspects

of computing that are appropriate for

specialists and non-specialists.

Artifacts demonstrate little or no

evidence of skills and

understanding relative to social

aspects of computing.

Artifacts demonstrate adequate skills

and understanding relative to social

aspects of computing.

Artifacts demonstrate excellent skills

and understanding relative to social

aspects of computing.

5. Candidates demonstrate an

understanding of the teaching tasks and

approaches and are able to apply and

evaluate them with respect to the

students in their computer science

classes and apply methods and skills

appropriate to the management of the

secondary computer science classroom.

Artifacts demonstrate little or no

evidence of understanding of and

ability to apply appropriate

teaching tasks and approaches.

Poor management skills and/or

inability to relate teaching

approaches to students.

Artifacts demonstrate understanding of

and ability to apply appropriate

teaching tasks and approaches. Good

management skills are evident and

candidate relates teaching approaches

to students.

Artifacts demonstrate a high level of

proficiency in understanding and

applying appropriate teaching tasks

and approaches. Classroom is well

managed and tasks and approaches are

designed to promote high levels of

student engagement and learning.

Page 10: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

“To achieve excellence by guiding individuals as they develop the proficiency, expertise, and leadership consistent with their professional roles as teachers, counselors, and leaders.”

Columbus State University/College of Education

Observation Report of Graduate Student

Student: _________________________________ Major: _____________________________________ Grade:_____________ Date:__________________

School: __________________________________ Lesson Content: _______________________________ Evaluator: _________________________________

Directions: For each competency, circle the number that describes the level of the teacher’s performance. The following descriptors apply:

1 – Below Expectations 3 – Meets Expectations 5 – Exceeds Expectations NI – Not Indicated/Applicable

Proposition 1:

Commitment to students and learning

1 2 3 4 5 NI

Comments a. Recognizes individual differences in students and adjusts teaching 1 2 3 4 5 NI

b. Treats all students equitably 1 2 3 4 5 NI

c. Designs lesson to match student abilities and foster interest 1 2 3 4 5 NI

d. Provides evidence of teaching to develop multiple domains 1 2 3 4 5 NI

e. Understands how students develop and learn 1 2 3 4 5 NI

Proposition 2:

Knowledge of subjects and how to teach them

1 2 3 4 5 NI

a. Demonstrates depth of knowledge of subject matter 1 2 3 4 5 NI

b. Presents lesson & content so that students learn in a variety of ways 1 2 3 4 5 NI

c. Links content, when appropriate, to other disciplines 1 2 3 4 5 NI

Proposition 3:

Managing and monitoring student learning

1 2 3 4 5 NI

a. Clearly articulates goals for students 1 2 3 4 5 NI

b. Uses multiple methods/strategies to meet goals 1 2 3 4 5 NI

c. Motivates students to be engaged in learning 1 2 3 4 5 NI

d. Creates an effective learning environment 1 2 3 4 5 NI

e. Regularly assesses student progress 1 2 3 4 5 NI

Proposition 4:

Thinking systematically about practice

1 2 3 4 5 NI

a. Reflects on practice and makes difficult choices 1 2 3 4 5 NI

b. Seeks the advice of others to improve practice 1 2 3 4 5 NI

c. Uses research and scholarship to improve practice 1 2 3 4 5 NI

Proposition 5:

Membership in learning communities

1 2 3 4 5 NI

a. Collaborates with other professionals 1 2 3 4 5 NI

b. Collaborates with parents 1 2 3 4 5 NI

c. Uses community resources 1 2 3 4 5 NI

Additional Comments: 8/04

Page 11: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Columbus State University/College of Education

Rubric for Evaluating Graduate Students

On NBPTS Propositions

Proposition 1: Commitment to Students and Learning

Indicators Below Expectations Meets Expectations Exceeds Expectations

a. Recognizes individual

differences in students and

adjusts teaching

Demonstrates partial knowledge of

students’ backgrounds, approaches to

learning, skills, and interests, and

attempts to use this information in

planning for the class as a whole.

Demonstrates good knowledge of

students’ backgrounds, approaches to

learning, skills, and interests; uses

this knowledge to plan for groups of

students; modifies or extends the

lesson for individual students.

Demonstrates thorough knowledge

and understanding of students’

backgrounds, approaches to learning,

skills, and interests; adjusts the lesson

for individual students, resulting in

greater success/learning for all

students.

b. Treats all students

equitably

Most practices and teacher-student

interactions indicate that students are

treated equitably.

Most practices and teacher-student

interactions are appropriate and

respectful of the cultural and

developmental differences among

groups of students.

Practices and interactions

demonstrate genuine caring, fairness,

and respect for all students. There is

no perception of prejudice or

favoritism.

c. Designs lesson to match

student abilities and foster

interest

Most of the elements of the lesson are

suitable for students (including those

with special needs) and engage

students in meaningful learning.

All of the elements of the lesson are

suitable for students (including those

with special needs) and engage them

in meaningful learning.

Learning activities are highly relevant

to students. All materials and

resources engage students in

meaningful learning. There is

evidence of student participation in

selecting or adapting materials.

d. Provides evidence of

teaching to develop

multiple domains

Plans and teaches mainly to develop a

single domain

(ex. cognitive, physical) related to the

content field.

Plans and teaches to foster the

development of multiple domains,

including the social and emotional.

Plans and teaches to foster the

development of multiple domains and

skillfully uses unplanned

opportunities for this purpose.

e. Understands how

students

develop and learn.

At times uses knowledge of students’

cultural backgrounds or multiple

intelligences to nurture learning.

Uses knowledge of cultural

differences and multiple intelligences

to nurture learning.

Draws on knowledge of cultural and

individual differences to nurture

learning; helps to enlarge student

learning and thinking through an

array of strategies.

Page 12: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Proposition 2: Knowledge of Subjects and How to Teach Them

Indicators

Below Expectations Meets Expectations Exceeds Expectations

a. Demonstrates depth of

knowledge of subject

matter

Displays basic content knowledge in

area of expertise, but articulates few

connections with other parts of the

discipline or with other disciplines.

Displays solid content knowledge and

makes connections between the

content and other parts of the

discipline and other disciplines.

Displays extensive knowledge of the

subject matter and its application to

real-world settings.

b. Presents lesson and

content so that students

learn in a variety of ways

Presents the content clearly but with

little variety as to strategies,

grouping, and instructional materials;

may not anticipate student

misconceptions.

Instructional practices reflect current

research on best pedagogical practice

within the discipline, including the

presentation of content in a variety of

ways; anticipates student

misconceptions.

Displays best pedagogical practice

within the discipline and skillfully use

a variety of strategies, groupings and

materials to bring about student

learning; anticipates student

misconceptions.

c. Links content, when

appropriate, to other

disciplines

Articulates few connections with

other disciplines.

Makes connections, when

appropriate, with other disciplines.

Works with colleagues in other

disciplines to plan and implement

integrated lessons.

Page 13: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Proposition 3: Managing and Monitoring Student Learning

Indicators Below Expectations Meets Expectations Exceeds Expectations

a. Clearly articulates goals

for students

Learning objectives/goals are usually

communicated to students.

Learning objectives/goals are clearly

communicated to students with an

emphasis on their significance in the

lesson.

Learning objectives/goals are clearly

communicated to students with an

emphasis on their significance in the

lesson; candidate reinforces the goals at

times throughout the lesson so that

students clearly understand what they

are trying to achieve.

b. Uses multiple methods/

strategies to meet goals

Demonstrates a limited repertoire of

instructional strategies.

Uses a variety of approaches to meet

the needs of students with different

learning styles and for those who

need remediation or enrichment.

Effectively uses an extensive repertoire

of strategies to meet the needs of

students with different learning styles

and for those who need remediation or

enrichment.

c. Motivates students to be

engaged in learning

Uses some strategies to motivate

students to be engaged in learning

(e.g., links content to prior learning,

asks relevant questions, displays

enthusiasm for content).

Uses a variety of strategies to

motivate students to be engaged in

learning; activities and outcomes are

appropriately challenging.

Effectively uses a variety of

motivational strategies so that students

are engaged in learning that is

appropriately challenging; students are

actively involved in adapting activities

to enhance their knowledge.

d. Creates a disciplined

learning environment

Is sometimes effective in leading

discussions and organizing group

work to meet the goals of the lesson;

there may be some distractions and

interruptions to learning.

Effectively leads discussions and

organizes group work to meet goals;

there are few distractions and

interruptions to learning.

Facilitates individual and group

learning by providing scaffolding,

asking high-level questions, and

engaging students in true discussion.

Distractions and interruptions to

learning are rare.

e. Regularly assesses

student progress

Assessments are partially aligned

with instructional goals; may assess

in only one domain. Uses formative

and summative assessments. Uses

data to plan for future instruction to

the class as a whole.

Assessments are aligned with

instructional goals; assesses in

multiple domains. Uses formative

and summative assessments. Uses

data to plan future instruction for

individuals and groups of students.

Assessments are congruent with the

instructional goals, both in content and

process. Candidate uses data to plan

future instruction. Students understand

how they are meeting established goals

and participate in planning the next

steps.

Page 14: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

Proposition 4: Thinking Systematically about Practice

Proposition 5: Membership in Learning Communities

Indicators Below Expectations Meets Expectations Exceeds Expectations

a. Collaborates with other

professionals

Collaborates with other professionals

in a limited way.

Regularly participates in collaborative

activities with other professionals.

Initiates collaborative activities such as

mentoring new teachers, conducting

school projects, co-authoring articles for

publication, and making joint

presentations.

b. Collaborates with

families

Communicates with families and

makes an effort to engage them in

the instructional program.

Communicates frequently with

families and successfully engages

them in the instructional program.

Communicates frequently with families

on both positive and negative aspects of

student progress. Responds to family

concerns with sensitivity. Successfully

engages families in the instructional

program.

c. Uses community

resources

Displays limited use of resources

available through the school, district,

community and professional

associations.

Uses a variety of resources available

through the school, district,

community, and professional

associations.

Skillfully employs school, district,

community, and professional resources

as needed to improve teaching and/or

provide student services.

Indicators Below Expectations Meets Expectations Exceeds Expectations

a. Reflects on practice and

makes difficult choices

Reflections on lessons are generally

accurate; makes global or vague

suggestions as to how to improve

them. Reflection on larger issues

related to teaching is limited.

Reflects accurately on lessons; makes

several specific, accurate suggestions

for improvement. Reflects on larger

issues related to teaching and makes

difficult choices.

Reflections on lessons are thoughtful

and accurate; cites many specific

examples for improving practice and

weighs the relative strengths of each.

Reflects on larger issues related to

teaching, seeks out relevant

information, and makes difficult

choices.

b. Seeks the advice of

others to improve practice

Accepts the advice of colleagues,

administrators and other

professionals to improve practice.

Strives to improve practice by seeking

out the advice of colleagues,

administrators, and other

professionals.

Strives to improve practice by seeking

out the advice of colleagues,

administrators, and other professionals;

systematically focuses on improving

aspects of teaching.

c. Uses research and

scholarship to improve

practice

Occasionally attends conferences,

reads research and other professional

literature, and applies the lessons

learned in limited ways.

Attends conferences, reads research

and other professional literature, and

applies the lessons learned to improve

practice.

Regularly attends conferences, reads

research and professional literature,

conducts action research, and applies

the lessons learned to practice.

Evidence supports that changes have led

to improved student learning.

Page 15: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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COLUMBUS STATE UNIVERSITY

COLLEGE OF EDUCATION

MODEL OF APPROPRIATE PRACTICE (MAP)

Teacher Candidate __________________________School__________________________Grade: ___

Level __________________ Evaluator ___________________________________

Instructions: For each competency, circle the number that describes the teacher candidate’s level of

performance. Please refer to the Model of Appropriate Practice (MAP) for specific elements for each

level of performance. The following descriptors apply:

1 - Below Expectations 3 - Meets Expectations 5 - Exceeds Expectations

DOMAIN RATING

I: Planning and Preparation 1 2 3 4 5 NI

1a: Demonstrates knowledge of content and pedagogy 1 2 3 4 5 NI

1b: Demonstrates knowledge of students 1 2 3 4 5 NI

1c: Selects instructional goals 1 2 3 4 5 NI

1d: Demonstrates knowledge of resources 1 2 3 4 5 NI

1e: Designs coherent instruction 1 2 3 4 5 NI

1f: Assesses student learning 1 2 3 4 5 NI

II: The Classroom Environment 1 2 3 4 5 NI

2a: Creates an environment of respect and rapport 1 2 3 4 5 NI

2b: Establishes a culture for learning 1 2 3 4 5 NI

2c: Manages classroom procedures 1 2 3 4 5 NI

2d: Manages student behavior 1 2 3 4 5 NI

2e: Organizes physical space 1 2 3 4 5 NI

III: Instruction 1 2 3 4 5 NI

3a: Communicates clearly and accurately 1 2 3 4 5 NI

3b: Uses questions and discussion techniques to enhance student learning 1 2 3 4 5 NI

3c: Engages students in learning 1 2 3 4 5 NI

3d: Provides feedback to students 1 2 3 4 5 NI

3e: Demonstrates flexibility and responsiveness 1 2 3 4 5 NI

IV: Professional Responsibilities 1 2 3 4 5 NI

4a: Reflects on teaching 1 2 3 4 5 NI

4b: Maintains accurate records 1 2 3 4 5 NI

4c: Communicates with families 1 2 3 4 5 NI

4d: Contributes to school and district 1 2 3 4 5 NI

4e: Grows and develops professionally 1 2 3 4 5 NI

4f: Shows professionalism 1 2 3 4 5 NI

4g: Demonstrates professional ethics 1 2 3 4 5 NI

PROGRAM-SPECIFIC EXPECTATIONS 1 2 3 4 5 NI

1 2 3 4 5 NI

1 2 3 4 5 NI

1 2 3 4 5 NI

Is the teacher candidate making satisfactory progress? ____ Yes ____ No

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Page 17: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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COLUMBUS STATE UNIVERSITY

COLLEGE OF EDUCATION

MODEL OF APPROPRIATE PRACTICE (MAP)

DOMAIN 1: PLANNING AND PREPARATION

Component 1A: Demonstrating Knowledge of Content and Pedagogy

Component Below Expectations Meets Expectations Exceeds Expectations

Demonstrating

Knowledge of

Content and

Pedagogy

Teacher Candidate

displays little

understanding of the

subject or structure of

the discipline, or of

content-related

pedagogy.

Teacher Candidate’s

content and pedagogical

knowledge represents

basic understanding but

does not extend to

connections with other

disciplines or to

possible student

misconceptions.

Teacher Candidate

demonstrates solid

understanding of the

content and its

prerequisite

relationships and

connections with other

disciplines. Teacher

Candidate’s

instructional practices

reflect current

pedagogical knowledge.

Component Below Expectations Meets Expectations Exceeds Expectations

Knowledge of Content Teacher Candidate

makes significant

content errors or does

not correct content

errors students make.

Teacher Candidate

displays basic content

knowledge in area of

expertise, but cannot

articulate connections

with other parts of the

discipline or with other

disciplines.

Teacher Candidate

displays solid content

knowledge and makes

connections between the

content and other parts

of the discipline and

other disciplines.

Knowledge of

Prerequisite

Relationships

Teacher Candidate

displays little

understanding of

prerequisite knowledge

important for student

learning of the content.

Teacher Candidate

indicates some

awareness of

prerequisite learning,

although such

knowledge may be

limited.

Teacher Candidate’s

plans and practices

reflect understanding of

prerequisite

relationships among

topics and concepts.

Knowledge of Content-

Related Pedagogy

Teacher Candidate

displays little

understanding of

pedagogical issues

involved in student

learning of the content.

Teacher Candidate

displays basic

pedagogical knowledge

but does not anticipate

possible student

misconceptions.

Teacher Candidate’s

instructional practices

reflect current research

on best pedagogical

practice within the

discipline.

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DOMAIN 1: PLANNING AND PREPARATION

Component 1B: Demonstrating Knowledge of Students

Component Below Expectations Meets Expectations Exceeds Expectations

Demonstrating

Knowledge of Students

Teacher Candidate

makes little or no

attempt to acquire

knowledge of students'

backgrounds,

approaches to learning,

skills, or interests, and

does not use such

information in planning.

Teacher Candidate

demonstrates partial

knowledge of students'

backgrounds,

approaches to learning,

skills, and interests, and

attempts to use this

information in planning

for the class as a whole.

Teacher Candidate

demonstrates thorough

knowledge of students'

backgrounds,

approaches to learning,

skills, and interests, and

uses this knowledge to

plan for groups of

students.

Element Below Expectations Meets Expectations Exceeds Expectations

Knowledge of

Characteristics of Age

Group

Teacher Candidate

displays minimal

knowledge of

developmental

characteristics of age

group.

Teacher Candidate

displays generally

accurate knowledge of

developmental

characteristics of age

group.

Teacher Candidate

displays thorough

understanding of typical

developmental

characteristics of age

group as well as

exceptions to general

patterns.

Knowledge of

Students’ Varied

Approaches to

Learning

Teacher Candidate is

unfamiliar with the

different approaches to

learning that students

exhibit, such as learning

styles, modalities, and

multiple intelligences.

Teacher Candidate

displays general

understanding of the

different approaches to

learning that students

exhibit, applying this

understanding in some

lessons.

Teacher Candidate

displays solid

understanding of the

different approaches to

learning that different

groups of students

exhibit, applying this

understanding in most

lessons.

Knowledge of

Students’ Skills and

Knowledge

Teacher Candidate

displays little

knowledge of students’

skills and knowledge

and does not indicate

such knowledge is

valuable.

Teacher Candidate

demonstrates the value

of understanding

students’ skills and

knowledge. Teacher

Candidate displays this

knowledge for the class

as a whole.

Teacher Candidate

displays knowledge of

students’ skills and

knowledge for groups of

students, including

those with special

needs, and demonstrates

the value of this

knowledge.

Knowledge of

Students’ Interests and

Cultural Heritage

Teacher Candidate

displays little

knowledge of students’

interests or cultural

heritage and does not

indicate that such

knowledge is valuable.

Teacher Candidate

demonstrates the value

of understanding

students’ interests or

cultural heritage.

Teacher Candidate

displays this knowledge

for the class as a whole.

Teacher Candidate

displays knowledge of

the interests or cultural

heritage of individuals

or groups of students

and demonstrates the

value of this knowledge.

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DOMAIN 1: PLANNING AND PREPARATION

Component 1C: Selecting Instructional Goals

Component Below Expectations Meets Expectations Exceeds Expectations

Selecting Instructional

Goals

Teacher Candidate's

goals represent trivial

learning, are unsuitable

for students, or are

stated only as

instructional activities,

and they do not present

viable methods of

assessment.

Teacher Candidate's

goals are of moderate

value or suitability for

students in the class,

consisting of a

combination of goals

and activities, some of

which permit viable

methods of assessment.

Teacher Candidate's

goals represent valuable

learning and are suitable

for most students in the

class. They reflect

opportunities for

integration and permit

viable methods of

assessment.

Element Below Expectations Meets Expectations Exceeds Expectations

Value Goals are not valuable

or consistent with

curriculum, framework,

or standards (e.g.

QCCs), and represent

low expectations or no

conceptual

understanding for

students. Goals do not

reflect important

learning.

Goals are moderately

valuable and are

somewhat consistent

with curriculum,

framework, or standards

(e.g. QCCs), in either

their expectations or

conceptual

understanding for

students and in

importance of learning.

Goals are valuable and

are consistent with

curriculum, framework,

or standards (e.g.

QCCs), in their

expectations, conceptual

understanding, and

importance of learning.

Clarity Goals either are not

clear or are stated as

student activities. Goals

do not permit viable

methods of assessment.

Goals are moderately

clear or include a

combination of goals

and activities. Some

goals may not permit

viable methods of

assessment.

Goals are clear and

permit viable methods

of assessment.

Suitability for Diverse

Students

Goals are not suitable

for the class.

Most of the goals are

suitable for most

students in the class,

including those with

special needs.

All the goals are

suitable for most

students in the class,

including those with

special needs.

Balance Goals reflect only one

type of learning and one

discipline or strand.

Goals reflect several

types of learning but no

effort at coordination or

integration.

Goals reflect several

different types of

learning and

opportunities for

integration.

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DOMAIN 1: PLANNING AND PREPARATION

Component 1D: Demonstrating Knowledge of Resources

Component Below Expectations Meets Expectations Exceeds Expectations

Demonstrating

Knowledge of

Resources

Teacher Candidate is

unaware of resources

available through the

school, district,

Columbus State

University, professional

organizations, the

Internet, or the

community, either for

teaching or for students

who need them.

Teacher Candidate

displays limited

knowledge and use of

resources available

through the school,

district, Columbus State

University, professional

organizations, the

Internet, or the

community, either for

teaching or for students

who need them.

Teacher Candidate is

fully aware of and

accesses resources

available through the

school, district,

Columbus State

University, professional

organizations, the

Internet, or the

community, either for

teaching or for students

who need them.

Element Below Expectations Meets Expectations Exceeds Expectations

Resources for

Teaching

Teacher Candidate does

not use resources

available through the

school, district,

Columbus State

University, professional

organizations, the

Internet, and the

community.

Teacher Candidate

displays limited use of

resources available

through the school,

district, Columbus State

University, professional

organizations, the

Internet, and the

community.

Teacher Candidate uses

a variety of resources

available through the

school, district,

Columbus State

University, professional

organizations, the

Internet, and the

community.

Resources for Students Teacher Candidate does

not use resources

available to assist

students who need them.

Teacher Candidate

displays limited

awareness of resources

for students available

through the school or

district and exhibits

understanding of the

referral process (e.g.

SST, 504).

Teacher Candidate uses

a variety of resources

for students available

through the school or

district and knows how

to gain access to them.

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DOMAIN 1: PLANNING AND PREPARATION

Component 1E: Designing Coherent Instruction

Component Below Expectations Meets Expectations Exceeds Expectations

Designing Coherent

Instruction

The various elements of

the instructional design

do not support the stated

instructional goals or

engage students in

meaningful learning,

and the lesson or unit

has no defined structure.

Most of the elements of

the instructional design

support the stated

instructional goals and

engage students in

meaningful learning.

The lesson or unit has a

recognizable structure.

All of the elements of

the instructional design

support the stated

instructional goals.

Most students are

engaged in meaningful

learning. The lesson or

unit has a clearly

defined structure.

Element Below Expectations Meets Expectations Exceeds Expectations

Learning Activities Learning activities are

not suitable to students

or instructional goals.

They do not follow an

organized progression

and do not reflect recent

professional research.

Most of the learning

activities are suitable to

students or instructional

goals. Progression of

activities in the unit may

be uneven. Some

activities reflect recent

professional research.

All of the learning

activities are suitable to

most students and

instructional goals.

Progression of activities

in the unit is fairly even,

and most activities

reflect recent

professional research.

Instructional

Materials and

Resources

Materials and resources

do not support the

instructional goals or

engage students in

meaningful learning.

Most of the materials

and resources support

the instructional goals

and engage students

(including those with

special needs) in

meaningful learning.

All materials and

resources support the

instructional goals, and

engage students

(including those with

special needs) in

meaningful learning.

Instructional Groups Instructional groups do

not support the

instructional goals and

offer no variety.

Instructional groups

usually are consistent in

suitability to the

instructional goals but

may offer minimal

variety.

Instructional groups are

varied, as appropriate to

the different

instructional goals.

Lesson and Unit

Structure

The lesson or unit has

no clearly defined

structure, or the

structure is chaotic.

Time allocations are

unrealistic.

The lesson or unit has a

recognizable structure,

although the structure

may not be uniformly

maintained throughout.

Most time allocations

are reasonable.

The lesson or unit has a

clearly defined structure

that activities are

organized around. Time

allocations are

reasonable.

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DOMAIN 1: PLANNING AND PREPARATION

1F: Assessing Student Learning

Component Below Expectations Meets Expectations Exceeds Expectations

Assessing Student

Learning

Teacher Candidate’s

approach to assessing

student learning

contains no clear criteria

or standards, and lacks

congruence with the

instructional goals.

Teacher has no plans to

use assessment results

in designing future

instruction.

Teacher Candidate’s

plan for student

assessment is partially

aligned with the

instructional goals.

Most criteria and

standards are clear and

understood by students.

Teacher Candidate uses

the assessment to plan

for future instruction to

the class as a whole.

Teacher Candidate’s

plan for student

assessment is aligned

with the instructional

goals with clear

assessment criteria and

standards that have been

communicated to

students. Teacher

Candidate uses the

assessment to plan for

groups of students or

individuals.

Element Below Expectations Meets Expectations Exceeds Expectations

Congruence with

Instructional Goals

Content and methods of

assessment lack

congruence with

instructional goals.

Most of the instructional

goals are appropriately

assessed.

All of the instructional

goals are appropriately

assessed.

Criteria and

Standards

The proposed approach

contains no clear criteria

or standards.

Assessment criteria and

standards have been

developed, but they may

not be clear or have not

been clearly

communicated to

students.

Assessment criteria and

standards are clear and

have been clearly

communicated to

students.

Use for Planning Teacher Candidate has

no plan to use

assessment results in

designing future

instruction.

Teacher Candidate uses

assessment results to

plan for the class as a

whole.

Teacher Candidate uses

assessment results to

plan for individuals and

groups of students.

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DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2A: Creating an Environment of Respect and Rapport

Component Below Expectations Meets Expectations Exceeds Expectations

Creating an

Environment of

Respect and Rapport

Classroom interactions,

between the teacher and

students and/or among

students, are negative or

inappropriate, and are

characterized by

sarcasm, put-downs, and

conflict.

Classroom interactions

are generally

appropriate and free

from conflict.

Classroom interactions

reflect general warmth

and caring and are

respectful of the cultural

and developmental

differences among

groups of students.

Element Below Expectations Meets Expectations Exceeds Expectations

Teacher Interaction

with Students

Teacher-student

interactions are

negative, demeaning,

sarcastic, or

inappropriate to the age

or culture of the

students. Students

exhibit disrespect for

teacher.

Most teacher-student

interactions are

appropriate and

respectful but may

reflect occasional

inconsistencies.

Teacher-student

interactions are

appropriate and

respectful of the cultural

and developmental

differences among

groups of students.

Student Interaction Student interactions are

characterized by

conflict, sarcasm, or

put-downs.

Students do not

demonstrate negative

behavior toward one

another.

Student interactions are

generally polite and

respectful.

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DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2B: Establishing a Culture for Learning

Component Below Expectations Meets Expectations Exceeds Expectations

Establishing a Culture

for Learning

The classroom does not

represent a culture for

learning and is

characterized by low

teacher commitment to

the subject, low

expectations for student

achievement, and little

pride in student work.

The classroom

environment represents

a culture for learning

with modest or

inconsistent student

commitment to the

subject, modest

expectations for student

work, and moderate

pride in student work.

The classroom

environment represents

a genuine culture for

learning with

commitment to the

subject on the part of

the teacher and students,

high expectations for

student achievement,

and general student

pride in their work.

Element Below Expectations Meets Expectations Exceeds Expectations

Importance of the

Content

Teacher Candidate

conveys a negative

attitude toward the

content, suggesting that

the content is not

important or is

mandated by others.

Teacher Candidate

communicates the

importance of the work

but with little

enthusiasm.

Teacher Candidate

conveys enthusiasm for

the subject.

Student Pride in Work Teacher Candidate does

not motivate students to

produce high quality

work.

Teacher Candidate

attempts to motivate

students to produce high

quality work but follows

through inconsistently.

Teacher Candidate

motivates most students

to produce high quality

work.

Expectations for

Learning and

Achievement

Instructional goals and

activities, interactions,

and the classroom

environment convey

low expectations for

student achievement.

Instructional goals and

activities, interactions,

and the classroom

environment convey

modest or inconsistent

expectations for student

achievement.

Instructional goals and

activities, interactions,

and the classroom

environment convey

high expectations for

student achievement.

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DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2C: Managing Classroom Procedures

Component Below Expectations Meets Expectations Exceeds Expectations

Managing Classroom

Procedures

Classroom routines and

procedures are either

nonexistent or

inefficient, resulting in

the loss of much

instructional time.

Classroom routines and

procedures have been

established but function

with inconsistent

efficiency.

Classroom routines and

procedures have been

established and function

smoothly, with little loss

of instructional time.

Element Below Expectations Meets Expectations Exceeds Expectations

Management of

Instructional Groups

Many groups are not

productively engaged in

learning.

Most groups are

productively engaged in

learning.

All students within

groups are productively

engaged in learning.

Management of

Transitions

Much time is lost during

transitions.

Transitions are usually

efficient, resulting in

limited loss of

instructional time.

Transitions occur

smoothly, resulting in

maximum use of

instructional time.

Management of

Materials and Supplies

Materials are handled

inefficiently resulting in

loss of instructional

time.

Routines for handling

materials and supplies

function moderately

well.

Routines for handling

materials and supplies

occur smoothly, with

almost no loss of

instructional time.

Performance of Non-

Instructional Duties

Considerable

instructional time is lost

in performing

noninstructional duties.

Routines for performing

noninstructional duties

are fairly efficient.

Efficient routines for

performing

noninstructional duties

are in place.

Supervision of

Volunteers and

Paraprofessionals

Volunteers and

paraprofessionals have

no clearly defined duties

or do nothing most of

the time.

Volunteers and

paraprofessionals are

productively engaged

during portions of class

time but require

frequent supervision.

Volunteers and

paraprofessionals are

productively and

independently engaged

during most of the class.

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DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2D: Managing Student Behavior

Component Below Expectations Meets Expectations Exceeds Expectations

Managing Student

Behavior

Student behavior is

poor, with no clear

expectations, no

monitoring of student

behavior, and

inappropriate response

to student misbehavior.

Teacher Candidate

makes an effort to

establish standards of

conduct for students,

monitor student

behavior, and respond to

student misbehavior, but

these efforts are not

always successful.

Teacher Candidate is

aware of student

behavior, has

established clear

standards of conduct,

and responds to student

misbehavior in ways

that are appropriate and

respectful of students.

Element Below Expectations Meets Expectations Exceeds Expectations

Expectations No standards of conduct

appear to have been

established, or students

are confused as to what

the standards are.

Standards of conduct

appear to have been

established for most

situations, and most

students seem to

understand them.

Standards of conduct

are clear to all students.

Monitoring of Student

Behavior

Student behavior is not

monitored, and Teacher

Candidate is unaware of

what students are doing.

Teacher Candidate is

generally aware of

student behavior but

may miss the activities

of some students.

Teacher Candidate is

alert to student behavior

at all times and uses

preventive strategies.

Response to Student

Misbehavior

Teacher Candidate does

not respond

appropriately to

misbehavior (the

response is inconsistent,

overly repressible, does

not respect the student's

dignity, or misbehavior

is ignored).

Teacher Candidate

responds to student

misbehavior with

uneven results or only

minor misbehavior

occurs.

Teacher Candidate’s

response to misbehavior

is appropriate,

successful, and

respectful of the

student's dignity.

Page 27: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2E: Organizing Physical Space

Component Below Expectations Meets Expectations Exceeds Expectations

Organizing Physical

Space

Teacher Candidate

makes poor use of the

physical environment,

resulting in unsafe or

inaccessible conditions

for some students. There

is a serious mismatch

between use of

furniture/equipment and

the lesson activities.

Teacher Candidate’s

physical environment is

safe, and essential

learning is accessible to

all students. The use of

furniture/equipment

supports the learning

activities.

Teacher Candidate’s

physical environment is

safe, and learning is

accessible to all

students. Teacher

Candidate uses physical

resources well and

furniture/equipment are

a resource for learning.

Element Below Expectations Meets Expectations Exceeds Expectations

Learning

Environment

The learning

environment is unsafe,

and/or the

furniture/equipment is

not suited to the lesson

activities.

The learning

environment is safe, and

furniture/equipment is

adjusted for a lesson, or

if necessary, a lesson is

adjusted to the

furniture/equipment.

The learning

environment is safe, and

the furniture/equipment

arrangement is a

resource for learning

activities.

Accessibility to

Learning and Use of

Physical Resources

Teacher Candidate uses

physical resources

poorly, or learning is

not accessible to some

students.

Teacher Candidate uses

physical resources

adequately, and

essential learning is

accessible to most

students.

Teacher Candidate uses

physical resources

skillfully, and all

learning is accessible to

all students.

Page 28: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 3: INSTRUCTION

Component 3A: Communicating Clearly and Accurately

Component Below Expectations Meets Expectations Exceeds Expectations

Communicating

Clearly and

Accurately

Teacher Candidate’s

oral and written

communication contain

errors or are unclear or

inappropriate to

students.

Teacher Candidate’s

oral and written

communication contain

no errors but may not be

completely appropriate

or may require further

explanations to avoid

confusion.

Teacher Candidate

communicates clearly

and accurately to

students, both orally and

in writing.

Element Below Expectations Meets Expectations Exceeds Expectations

Communicating

Learning Objectives

Learning

objectives/goals are not

communicated to

students.

Learning

objectives/goals are

usually communicated

to students.

Learning objectives are

always clearly

communicated to

students with an

emphasis on their

significance in the

lesson.

Directions and

Procedures

Teacher Candidate’s

directions and

procedures are

confusing, inadequate,

or excessively detailed.

Teacher Candidate’s

directions and

procedures are clear to

most students and

contain an appropriate

level of detail. In

addition, Teacher

Candidate clarifies any

misunderstandings that

may have occurred.

Teacher Candidate’s

directions and

procedures are clear to

students and contain an

appropriate level of

detail. In addition,

Teacher Candidate

anticipates possible

student

misunderstandings.

Oral and Written

Language

Teacher Candidate’s

spoken language is

inaudible, or written

language is illegible.

Spoken or written

language may contain

many grammar and

syntax errors.

Vocabulary may be

inappropriate, vague, or

used incorrectly, leaving

students confused.

Teacher Candidate’s

spoken language is

audible, and written

language is legible.

Vocabulary is generally

correct but limited or

may not be appropriate

to all students’ ages or

backgrounds. Teacher

Candidate uses Standard

English appropriately

and consistently.

Teacher Candidate’s

spoken and written

language is clear and

correct. Vocabulary is

appropriate to students'

age and interest, and in

some cases, enriches the

lesson.

Page 29: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 3: INSTRUCTION

Component 3B: Using Questioning and Discussion Techniques

Component Below Expectations Meets Expectations Exceeds Expectations

Using Questioning and

Discussion Techniques

Teacher Candidate

makes poor use of

questioning and

discussion techniques,

with low-level

questions, little true

discussion, and limited

student participation.

Teacher Candidate’s use

of questioning and

discussion techniques is

uneven, with some high-

level questions, attempts

at true discussion, and

moderate student

participation.

Teacher Candidate’s use

of questioning and

discussion techniques

reflects high-level

questions, true

discussion, and full

participation by all

students.

Element Below Expectations Meets Expectations Exceeds Expectations

Quality of Questions Teacher Candidate's

questions are of poor

quality and are

ineffective in

accomplishing

instructional objectives

(vaguely worded, low-

level, yes/no response,

or does not ask

questions).

Teacher Candidate's

questions are usually

effective in

accomplishing

instructional objectives.

They may be a

combination of high and

low quality. Teacher

Candidate usually

provides adequate time

for response.

Most of Teacher

Candidate's questions

are of high quality and

are congruent with

lesson objectives.

Teacher Candidate

provides adequate time

for response. Questions

asked elicit a variety of

student responses.

Discussion Techniques Interaction between

Teacher Candidate and

students is

predominantly recitation

style, with Teacher

Candidate mediating all

questions and answers.

Few students participate

actively.

Teacher Candidate

attempts to engage

many students in a true

discussion. Teacher-

student and student-

student dialogues occur.

Classroom interaction

represents true

discussion, with

Teacher Candidate

acting as a facilitator.

Most students

participate actively.

Student Participation Only a few students

participate in the

discussion.

Teacher Candidate

attempts to engage all

students in the

discussion but with

limited success.

Teacher Candidate

successfully engages all

students in the

discussion.

Page 30: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 3: INSTRUCTION

Component 3C: Engaging Students in Learning

Component Below Expectations Meets Expectations Exceeds Expectations

Engaging Students in

Learning

Students are not

engaged in significant

learning as a result of

inappropriate activities

or materials, poor

presentation of content,

or lack or lesson

structure.

Students are usually

effectively engaged in

significant learning.

Students are effectively

engaged throughout the

lesson with appropriate

materials and activities,

instructive presentation

of content, and suitable

structure and pacing of

the lesson.

Element Below Expectations Meets Expectations Exceeds Expectations

Presentation of

Content

Presentation of content

is inappropriate and

unclear, or Teacher

Candidate uses poor

examples and analogies.

Some content is

presented skillfully with

good examples; other

portions are difficult to

follow.

Presentation of content

is appropriate and

skillful and links well

with students'

knowledge and

experience.

Activities and

Assignments

Activities and

assignments are

inappropriate for

students and do not

support the learning

objectives. Students are

not engaged.

Most activities and

assignments are

appropriate for students,

support the learning

objectives, and engage

students.

All activities and

assignments are

generally appropriate

for students and achieve

the learning objectives.

Almost all students are

engaged in them.

Grouping of Students Instructional groups are

inappropriate to the

students or to the

instructional goals.

Instructional groups are

usually appropriate to

the students and are

moderately successful in

advancing instructional

goals of a lesson.

Instructional groups are

productive and fully

appropriate to the

students and to the

instructional goals of a

lesson.

Instructional

Materials and

Resources

Instructional materials

and resources are

unsuitable to the

instructional goals or do

not engage students.

Instructional materials

and resources usually

are suitable to the

instructional goals and

usually engage students.

Instructional materials

and resources are

suitable to the

instructional goals and

engage students.

Structure and Pacing The lesson has no

clearly defined

structure, or the pacing

of the lesson is too slow

or rushed, or both.

The lesson usually has a

recognizable structure.

Pacing of the lesson is

generally appropriate.

The lesson has a clearly

defined structure around

which the activities are

organized. Pacing of the

lesson is appropriate for

most students.

Page 31: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 3: INSTRUCTION

Component 3D: Providing Feedback to Students

Component Below Expectations Meets Expectations Exceeds Expectations

Providing Feedback to

Students

Teacher Candidate’s

feedback to students is

of poor quality and is

not given in a timely

manner. The quantity

and frequency of

feedback do not

facilitate students’

improvement.

Teacher Candidate’s

feedback to students is

usually of high quality

and usually is timely.

Feedback is given

frequently and in

appropriate quantity.

Teacher Candidate’s

feedback to students is

timely, of consistently

high quality, and is

given frequently with

consideration of

individual student

improvement.

Element Below Expectations Meets Expectations Exceeds Expectations

Quality: Accurate,

Substantive,

Constructive, and

Specific

Feedback is either not

provided or is

ineffective.

Feedback is usually

consistent and is

effective.

Feedback is

consistently high

quality.

Timeliness

Feedback is not

provided in a timely

manner.

Feedback is usually

provided in a timely

manner.

Feedback is consistently

provided in a timely

manner.

Quantity/

Frequency

The quantity and

frequency of feedback is

limited, or no feedback

is given.

Feedback is given

frequently and in

appropriate quantity.

Feedback is given

frequently, in

appropriate quantity,

and with consideration

for individual student

needs.

Page 32: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 3: INSTRUCTION

Component 3E: Demonstrating Flexibility and Responsiveness

Component Below Expectations Meets Expectations Exceeds Expectations

Demonstrating

Flexibility and

Responsiveness

Teacher Candidate

adheres to the

instructional plan in

spite of evidence of

poor student

understanding or of

students’ lack of

interest, and fails to

respond to student

questions. Teacher

Candidate assumes no

responsibility for

students’ failure to

understand.

Teacher Candidate

demonstrates moderate

flexibility and

responsiveness to

students’ needs and

interests during the

lesson, and seeks to

ensure the success of all

students.

Teacher Candidate

seeks ways to ensure

successful learning for

all students, making

adjustments as needed

to instruction plan and

responding to student

interests and questions.

Element Below Expectations Meets Expectations Exceeds Expectations

Lesson Adjustment Teacher Candidate

adheres rigidly to an

instructional plan, even

when a change will

clearly improve student

learning outcomes.

Teacher Candidate

adjusts an instructional

plan with mixed results.

Teacher Candidate

makes an adjustment to

an instructional plan,

and the adjustment

improves student

learning.

Response to Students Teacher Candidate

ignores or brushes aside

students' questions or

interests.

Teacher Candidate

attempts to

accommodate students'

questions or interests,

taking advantage of

spontaneous

opportunities for

learning (i.e. teachable

moments).

Teacher Candidate

successfully

accommodates students'

questions or interests,

taking advantage of

spontaneous

opportunities for

learning.

Persistence When a student has

difficulty learning,

Teacher Candidate

either gives up or

blames the student or

the environment for the

student's lack of

success.

Teacher Candidate

accepts responsibility

for the success of all

students but

demonstrates a limited

repertoire of

instructional strategies.

Teacher Candidate

persists in seeking

approaches for students

who have difficulty

learning, utilizing an

extensive repertoire of

instructional strategies.

Page 33: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4A: Reflecting on Teaching

Component Below Expectations Meets Expectations Exceeds Expectations

Reflecting on Teaching Teacher Candidate does

not reflect accurately on

the lesson or propose

ideas as to how it might

be improved.

Teacher Candidate’s

reflection on the lesson

is generally accurate,

and Teacher Candidate

makes global

suggestions as to how it

might be improved.

Teacher Candidate

reflects accurately on

the lesson, citing

general characteristics

and several specific

suggestions about how

it might be improved.

Element Below Expectations Meets Expectations Exceeds Expectations

Accuracy Teacher Candidate does

not know if a lesson was

effective or achieved its

goals, or profoundly

misjudges the success of

a lesson.

Teacher Candidate has a

generally accurate

impression of a lesson's

effectiveness and the

extent to which it

achieved instructional

goals. Teacher

Candidate can cite

general references to

support the judgment.

Teacher Candidate

makes an accurate

assessment of a lesson's

effectiveness and the

extent to which it

achieved its goals and

can cite several specific

examples to support the

judgment.

Use in Future

Teaching

Teacher Candidate has

no suggestions for how

a lesson may be

improved.

Teacher Candidate

makes general

suggestions about how a

lesson may be

improved, including at

least a few specific

examples.

Teacher Candidate

makes specific and

insightful suggestions of

how a lesson may be

improved.

Page 34: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4B: Maintaining Accurate Records

Component Below Expectations Meets Expectations Exceeds Expectations

Maintaining Accurate

Records

Teacher Candidate has

no system or an

ineffective system of

maintaining records.

Teacher Candidate’s

system for maintaining

records is usually

effective.

Teacher Candidate’s

system for maintaining

records is efficient and

effective.

Element Below Expectations Meets Expectations Exceeds Expectations

Student Completion of

Assignments

Teacher Candidate has

no

system for maintaining

information on student

completion of

assignments or the

system is ineffective.

Teacher Candidate’s

system for maintaining

information on student

completion of

assignments is usually

effective.

Teacher Candidate’s

system for maintaining

information on student

completion of

assignments is effective.

Student Progress in

Learning

Teacher Candidate has

no system for

maintaining information

on student progress in

learning, or the system

is ineffective.

Teacher Candidate’s

system for maintaining

information on student

progress in learning is

usually effective.

Teacher Candidate’s

system for maintaining

information on student

progress in learning is

effective.

Noninstructional

Records

Teacher Candidate has

no system for

noninstructional records

or the system is

inefficient.

Teacher Candidate’s

system for maintaining

noninstructional records

is usually effective.

Teacher Candidate’s

system for maintaining

noninstructional

activities is effective.

Page 35: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4C: Communicating with Families

Component Below Expectations Meets Expectations Exceeds Expectations

Communicating with

Families

Teacher Candidate

provides little or no

information to families

and makes no attempt to

engage them in the

instructional program.

Teacher Candidate

complies with school

procedures for

communicating with

families and makes an

effort to engage families

in the instructional

program.

Teacher Candidate

communicates

frequently with families

and successfully

engages them in the

instructional program.

Element Below Expectations Meets Expectations Exceeds Expectations

Information About the

Instructional Program

Teacher Candidate

provides little

information about the

instructional program to

families.

Teacher Candidate

participates in the

school's activities for

parent communication

but offers little

additional information.

Teacher Candidate

provides frequent

information to parents,

as appropriate, about the

instructional program.

Information About

Individual Students

Teacher Candidate

provides minimal

information to parents

and does not respond or

responds insensitively to

parent concerns about

students.

Teacher Candidate

adheres to the school's

required procedures for

communicating to

parents. Responses to

parent concerns are

minimal.

Teacher Candidate

communicates with

parents about students'

progress on a regular

basis and is available as

needed to respond to

parent concerns.

Engagement of

Families in the

Instructional Program

Teacher Candidate

makes no attempt to

engage families in the

instructional program,

or such attempts are

inappropriate.

Teacher Candidate

makes modest attempts

to engage families in the

instructional program.

Teacher Candidate’s

efforts to engage

families in the

instructional program

are frequent and

successful.

Page 36: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4D: Contributing to the School

Component Below Expectations Meets Expectations Exceeds Expectations

Contributing to the

School

Teacher Candidate’s

relationships with

cooperating teacher,

university supervisor,

other teacher

candidates, and other

school/university

personnel are negative

or self-serving. Teacher

Candidate avoids

involvement in school

events.

Teacher Candidate’s

relations with

cooperating teacher,

university supervisor,

other teacher

candidates, and other

school/university

personnel are cordial.

Teacher Candidate

participates in school

events when specifically

requested.

Teacher Candidate

maintains positive

relationships with

cooperating teacher,

university supervisor,

other teacher

candidates, and other

school/university

personnel. Teacher

Candidate participates

actively in school

events.

Element Below Expectations Meets Expectations Exceeds Expectations

Relationship

with

Colleagues

Teacher Candidate’s

relationships with

cooperating teacher,

university supervisor, other

teacher candidates, and

other school/university

personnel are negative or

self-serving.

Teacher Candidate

maintains cordial

relationships with

cooperating teacher,

university supervisor, other

teacher candidates, and

other school/university

personnel to fulfill the

duties that the school

requires.

Support and cooperation

characterize relationships

with cooperating teacher,

university supervisor, other

teacher candidates, and

other school/university

personnel.

Service to

the School

Teacher Candidate avoids

becoming involved in

school events.

Teacher Candidate

participates in school events

when specifically asked.

Teacher Candidate

volunteers to participate in

school events.

Page 37: Key Assessments Computer Science Endorsement · 2. Your philosophy of computer science teaching and learning 3. Lesson and/or unit plans for computer science lessons you taught during

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DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4E: Growing and Developing Professionally

Component Below Expectations Meets Expectations Exceeds Expectations

Growing and

Developing

Professionally

Teacher Candidate does

not engage in

professional

development activities

or act upon feedback in

order to improve

instructional skills, even

when improvement is

clearly needed.

Teacher Candidate

participates limitedly in

professional

development activities

and attempts to improve

based on feedback.

Teacher Candidate

seeks ways to improve

instructional skills

through professional

development and

feedback.

Element Below Expectations Meets Expectations Exceeds Expectations

Enhancement of

Content Knowledge

and Pedagogical Skill

Teacher Candidate

engages in no

professional

development activities

to enhance knowledge

or skill.

Teacher Candidate

participates in

professional

development activities

to a limited extent.

Teacher Candidate

seeks out opportunities

for professional

development to enhance

content knowledge and

pedagogical skill.

Response to Feedback Teacher Candidate

resists or does not

respond to feedback

from university

supervisor and/or

cooperating teacher.

Teacher Candidate

accepts feedback from

university supervisor

and/or cooperating

teacher and attempts to

improve the suggested

areas.

Teacher Candidate

seeks feedback from

university supervisor

and/or cooperating

teacher and makes

genuine and successful

efforts to follow

suggestions for

improvement.

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38 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

Component 4F: Showing Professionalism

Component Below Expectations Meets Expectations Exceeds Expectations

Showing Professionalism Teacher Candidate displays

unprofessional behavior

with regard to appearance,

punctuality, and maintaining

confidentiality.

Teacher Candidate displays

professional behavior with

regard to appearance,

punctuality, and maintaining

confidentiality.

Teacher Candidate is a role

model of professionalism.

Element Below Expectations Meets Expectations Exceeds Expectations

Professional Dress Appearance and attire are

often inappropriate.

Appearance and attire are

appropriate.

Teacher Candidate is a role

model of professionalism

through personal appearance

and presentation.

Punctuality and Reliability Teacher Candidate does not

consistently adhere to

schedules or deadlines in

carrying out assigned or

assumed responsibilities.

Teacher Candidate is

frequently tardy or absent.

Teacher Candidate usually

adheres to schedules or

deadlines in carrying out

assigned or assumed

responsibilities. Teacher

Candidate is rarely tardy or

absent.

Teacher Candidate always

adheres to schedules or

deadlines in carrying out

assigned or assumed

responsibilities. Teacher

Candidate is always present

and on time, often arriving

early and staying late to

attend to teaching

responsibilities.

Confidentiality Teacher Candidate does not

maintain confidentiality of

records. Teacher Candidate

participates in gossip about

students, university

supervisor, other teacher

candidates, or school

personnel or does not

respect confidentiality of

professional correspondence

or conversations.

Teacher Candidate

maintains confidentiality of

student records and of

professional correspondence

and conversations.

Teacher Candidate

maintains confidentiality of

student records and of

professional correspondence

and conversations, and does

not tolerate abuses of such

confidentiality by others.

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39

COLUMBUS STATE UNIVERSITY

College of Education

Graduate Disposition Evaluation

“To achieve excellence by guiding individuals as they become professionals…”

Student:________________________ Major:__________________ Instructor: _________________________________

Date: ___________ Course: __________________________________ #Absences: ______ # Tardies:_______

Is a conference needed? ___ Yes ___ No If yes, who should be involved: ____________________________

Instructions: For each competency, check the box that describes the graduate student’s level of performance relative to

their standing in the M.Ed. or Ed.S. programs. Please refer to the Rubric for the Evaluation of Dispositions for specific

elements for each level of performance.

DISPOSITION Below

Expectations

Meets

Expectations

Exemplary N/A

Displays maturity when seeking solutions to problems and

implementing suggestions (Professionalism)

Demonstrates professional responsibility in carrying out his/her

assigned duties (Professionalism)

Demonstrates acceptable professional appearance and maintains

appropriate cleanliness (Professionalism)

Reflects sound judgment and appropriate self-control, especially in

relating to and safe-guarding students (Professionalism, Teaching)

Interacts appropriately and positively with others, while

appreciating and valuing human diversity (Professionalism,

Teaching)

Demonstrates the belief that all students can learn

(Professionalism, Teaching)

Displays enthusiasm for the discipline(s) he or she teaches and

understands the importance of developing relevant connections to

everyday life

(Professionalism, Teaching)

Demonstrates interest and involvement in professional

organizations

(Professionalism, Scholarship)

Demonstrates a belief in the value of using research-based

strategies in teaching (Professionalism, Teaching, Scholarship)

Engages in reflection and self assessment and demonstrates a

commitment to lifelong learning (Professionalism, Teaching,

Scholarship)

Comments (Required for any dispositions rated “below expectations”):

______________________________________ _________ _____________________________________________

Instructor’s Signature Date Graduate Student’s Signature Date

(Signature acknowledges review of form, not necessarily concurrence)

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Graduate Dispositions Rubric

Disposition Below Expectations Meets Expectations Exemplary

Displays maturity when

seeking solutions to

problems and implementing

suggestions

(Professionalism)

Enlists participation of

inappropriate personnel to

seek solutions on his/her

behalf; Fails to identify the

appropriate personnel with

whom to address the

problem; Focuses on

blaming others rather than

seeking solutions; Does

not demonstrate discretion

when discussing problems;

Is not receptive to

constructive comments

and shows no sign of

implementing change.

If unable to resolve

problems independently,

enlists the help of faculty

or staff to identify the

appropriate personnel to

assist him/her; Follows

through with that person

to seek a resolution; Uses

discretion in discussing

the problem; Focuses on

solutions rather than

assigning blame; Is

receptive to constructive

comments and

implements changes.

Seeks solutions independently

and/or identifies the faculty or

staff member who can assist;

Addresses the problem with the

appropriate person and is

prepared with any necessary

documentation; Uses discretion

by discussing the problem with

only the appropriate person(s);

Focuses on solutions rather than

assigning blame, accepting

personal responsibility for

problems when appropriate; Is

receptive to constructive

comments, implements

changes, and seeks feedback

from others.

Demonstrates professional

responsibility in carrying out

his/her assigned duties

(Professionalism)

Does not maintain

confidentiality of records,

professional

correspondence, or

conversations; Participates

in gossip about P-12

students, faculty, or school

personnel; Seldom

displays a thorough

preparation of academic

materials; Does not

consistently abide by

deadlines for assignments;

Has exhibited behaviors of

dishonesty.

Maintains confidentiality

of P-12 student records,

professional

correspondence, and

conversations; Refrains

from gossiping;

Consistently displays a

thorough preparation of

academic materials;

Consistently abides by

deadlines for

assignments; Consistently

demonstrates behaviors

of honesty and integrity.

Maintains confidentiality of P-

12 student records, professional

correspondence, and

conversations, and does not

tolerate gossiping or abuse of

confidentiality of others;

Always displays a thorough

preparation of academic

materials and goes beyond

required criteria; Always abides

by deadlines for assignments;

Always demonstrates behaviors

that exemplify honesty and

integrity, documenting these

thoroughly.

Demonstrates acceptable

professional appearance and

maintains appropriate

cleanliness

(Professionalism)

Appearance, attire and/or

cleanliness are often

inappropriate.

Appearance, attire, and

cleanliness are

appropriate.

Is a role model of

professionalism through

personal appearance, attire, and

cleanliness.

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Reflects sound judgment and

appropriate self-control,

especially in relating to and

self-guarding students

(Professionalism, Teaching)

Uses objectionable

language; Reveals

inappropriate sensitive and

personal information about

himself/herself in the

classroom setting; Is

unable to control his/her

emotions and temper; May

use put-downs.

Uses no objectionable

language; Reveals

general personal

information; Models

appropriate emotional

and behavioral responses;

Never loses his/her

temper.

Always models language that is

exemplary and deals

individually with P-12 students

who exhibit inappropriate

language; Maintains a warm,

but professional attitude with

students; Guides the behavior

of students in a caring and

gentle way. Models appropriate

emotional and behavioral

responses in difficult situations.

Interacts appropriately and

positively with others, while

appreciating and valuing

human diversity

(Professionalism, Teaching)

Interactions with peers,

colleagues, or authority

figures are at times

negative, demeaning,

sarcastic, combative, or

inappropriate. At times

treats others rudely and

with disrespect. Words or

actions are insulting and

show contempt for others.

Communicates an inability

or unwillingness to work

with some students,

parents or other school or

university personnel.

Interactions with peers,

colleagues, or authority

figures are appropriate

and positive. Treats

others with courtesy and

respect. Words and

actions are polite and

professional. Works

harmoniously and

effectively with diverse

individuals.

Interactions with peers,

colleagues, or authority figures

are appropriate, positive, and

respectful of differing opinions.

Treats other with courtesy,

respect, and open-mindedness.

Listens to and shows interest in

the ideas and opinions of

others. Seeks opportunities to

include or show appreciation

for those who may be excluded.

Demonstrates concern for

students by engaging in service

activities benefiting the

profession and the community

(e.g., mentoring, tutoring).

Demonstrates the belief that

all students can learn

(Professionalism, Teaching)

Does not set and convey

high standards for all

students; displays

inequitable treatment of

learners; does not persist

in helping all learners

achieve success.

Sets and conveys high

standards for all students

and persists in helping

those students achieve

success; displays

equitable treatment of

learners.

Always sets and conveys high

standards for all students and

persists in helping those

students achieve success;

displays equitable treatment of

learners.

Displays enthusiasm for the

discipline(s) he or she

teaches and understands the

importance of developing

relevant connections to

everyday life

(Professionalism, Teaching)

Demonstrates no

enthusiasm for teaching

and there is little attempt

to place discipline content

in the context of everyday

life.

Demonstrates enthusiasm

for teaching and attempts

to make discipline

content relevant to

student’s everyday life.

Exudes enthusiasm and

consistently develops and

integrates dynamic, skills based

and student centered instruction

that allows students to apply

knowledge in the context of

everyday life.

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Demonstrates interest

and involvement in

professional

organizations

(Professionalism,

Scholarship)

Teacher is not a member of any

professional organizations and

shows little interest or benefit

in attaining membership.

Teacher is a member of a

professional organization and

participates in the

organization to some degree.

Teacher is highly active in

professional organizations

and views professional

organizations as a valuable

medium through which ideas

and information can be freely

and consistently shared.

Demonstrate a belief

in the value of using

research-based

strategies in teaching

(Professionalism,

Teaching, and

Scholarship)

Does not demonstrate a belief

in the importance of research-

based strategies in education or

does not demonstrate the use of

these strategies in planning,

teaching, and assessment

Demonstrates a belief in the

importance of research-based

strategies in education and as

a result demonstrates

knowledge of strategies and

uses these strategies in

planning, teaching, and

assessment.

Demonstrates a belief in the

importance of research-based

strategies in education and as

a result demonstrates expert

knowledge of strategies and

consistently uses these

strategies in planning,

teaching, and assessment.

Engages in reflection

and self assessment

and demonstrates a

commitment to life-

long learning

(Professionalism,

Teaching, and

Scholarship)

Does not reflect upon or revise

teaching practices. Teacher

does not seek out or participate

in continuing education or staff

development activities.

Reflects upon and revises

teaching practices. Teacher

seeks out and participates in

some continuing education

and staff development

activities.

Reflects upon and revises

teaching practices and

expertly applies revised

practices in the classroom.

Teacher consistently seeks

out and participates in various

continuing education and

staff development activities

that directly develop the

teacher’s expertise in

teaching.

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COLUMBUS STATE UNIVERSITY

College of Education and Health Professions

Teacher Candidate Disposition Evaluation

“To achieve excellence by guiding individuals as they become professionals…”

Student: ________________________ Major: __________________ Instructor: ________________________________

Date: ___________Course: __________________________________ #Absences: ______ # Tardies: ______

Is a conference needed? ___ Yes ___ No If yes, who should be involved: _____________________________________

Instructions: For each competency, circle the number that describes the teacher candidate’s level of performance. Please

refer to the Rubric for the Evaluation of Dispositions for specific elements for each level of performance. The

following descriptors apply:

1 - Below Expectations 3 - Meets Expectations 5 – Exceeds Expectations

DISPOSITION RATING

Exhibits sound judgment and moral reasoning, especially in relating to and

safe-guarding students

1 2 3 4 5 NA

Interacts appropriately and positively with others

1 2 3 4 5 NA

Treats others with courtesy, respect and open-mindedness

1 2 3 4 5 NA

Displays the ability to work with diverse individuals

1 2 3 4 5 NA

Displays maturity and independence by following appropriate protocol when

seeking solutions to problems

1 2 3 4 5 NA

Accepts and uses constructive criticism (feedback)

1 2 3 4 5 NA

Demonstrates enthusiasm, confidence, and initiative

1 2 3 4 5 NA

Demonstrates appropriate self-monitoring and control of emotions and behavior

1 2 3 4 5 NA

Demonstrates acceptable professional appearance and uses appropriate hygiene

1 2 3 4 5 NA

Maintains confidentiality of records, correspondence and conversations

1 2 3 4 5 NA

Prepares thoroughly and consistently

1 2 3 4 5 NA

Meets deadlines

1 2 3 4 5 NA

Exhibits a strict code of honesty related to tests and assignments

1 2 3 4 5 NA

Comments: (Required for any dispositions rated lower than “3”)

______________________________________ _________ _____________________________________________

Signature of Instructor Date Teacher Candidate’s Signature Date

(Signature acknowledges review of form, not necessarily concurrence)

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44 College of Education and Health Professions

Rubric for the Evaluation of Dispositions of Teacher Candidates

Disposition Below Expectations Meets Expectations Exceeds Expectations

Exhibits sound judgment

and moral reasoning,

especially in relating to

and safe-guarding

students

Uses objectionable

language; relates to P-12

students as peers; leaves

the classroom without a

qualified person in charge.

Uses no objectionable

language; relates to P-12

students in an adult and

professional manner;

never leaves the classroom

without a qualified adult in

charge.

Always models language that is

exemplary and deals

individually with P-12 students

who exhibit inappropriate

language; maintains a warm but

professional attitude with

students; maintains control and

assumes responsibility for

classroom environment at all

times.

Interacts appropriately

and positively with others

Interactions with peers,

colleagues, or authority

figures are at times

negative, demeaning,

sarcastic, combative, or

inappropriate.

Interactions with peers,

colleagues, or authority

figures are appropriate and

positive.

Interactions with peers,

colleagues, or authority figures

are appropriate, positive, and

respectful of differing opinions.

Treats others with

courtesy, respect and

open-mindedness

At times treats others

rudely and with disrespect.

Words or actions are

insulting or show

contempt for others

Treats others with courtesy

and respect. Words and

actions are polite and

professional.

Treats others with courtesy,

respect and open-mindedness.

Listens to and shows interest in

the ideas and opinions of

others.

Displays the ability to

work with diverse

individuals

Communicates an inability

or unwillingness to work

with some students, other

teacher candidates, or

teachers.

Works harmoniously and

effectively with diverse

individuals.

Displays the ability to work

with diverse individuals and

may seek opportunities to

include or show appreciation

for those excluded.

Displays maturity and

independence by

following appropriate

protocol when seeking

solutions to problems

Enlists participation of

family members or other

individuals to seek

solutions on his/her behalf;

fails to identify the

appropriate personnel with

whom to address the

problem; focuses on

blaming others rather than

seeking solutions.

If unable to resolve

problem independently,

enlists the help of faculty

or staff in identifying the

appropriate person to

assist; follows through

with that person to seek a

resolution; uses discretion

in discussing the problem;

focuses on seeking

solutions rather than

assigning blame.

Seeks solutions independently

and/or identifies the faculty or

staff member who can assist;

addresses the problem with the

appropriate person and is

prepared with any necessary

documentation; uses discretion

in discussing the problem;

focuses on seeking solutions

rather than assigning blame.

Accepts and uses

constructive criticism

(feedback)

Is not receptive to

constructive comments

and shows no sign of

implementing change.

Is receptive to constructive

comments and implements

changes.

Is receptive to constructive

comments, implements

changes, and seeks feedback

from others.

Demonstrates enthusiasm,

confidence, and initiative

Lacks enthusiasm and

confidence in teaching and

does not take initiative.

Exhibits enthusiasm and

confidence in teaching and

takes initiative.

Is enthusiastic, confident, and

takes initiative beyond what is

expected.

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45

Disposition Below Expectations Meets Expectations Exceeds Expectations

Demonstrates appropriate

self-monitoring and

control of emotions and

behavior

At times visibly

demonstrates a lack of

emotional control; may

become upset, use put-

downs or display anger.

Models appropriate

emotional and behavioral

responses.

Models appropriate emotional

and behavioral responses in

difficult situations.

Demonstrates acceptable

professional appearance

and uses appropriate

hygiene

Appearance, attire and/or

hygiene are often

inappropriate.

Appearance, attire, and

hygiene are appropriate.

Is a role model of

professionalism through

personal appearance, attire, and

hygiene.

Maintains confidentiality

of records,

correspondence and

conversations

Does not maintain

confidentiality of records;

participates in gossip

about P-12 students,

faculty, other teacher

candidates, or school

personnel; does not respect

confidentiality of

professional

correspondence or

conversations.

Maintains confidentiality

of P-12 student records

and of professional

correspondence and

conversations; refrains

from gossiping.

Maintains confidentiality of

P-12 student records and of

professional correspondence

and conversations, and does not

tolerate gossiping or abuses of

confidentiality by others.

Prepares thoroughly and

consistently

Seldom displays a

thorough preparation of

academic materials.

Consistently displays a

thorough preparation of

academic materials.

Always displays a thorough

preparation of academic

materials and goes beyond

required criteria.

Meets deadlines Does not consistently

abide by deadlines for

assignments, including

projects and presentations.

Consistently abides by

deadlines for assignments,

including projects and

presentations.

Always abides by deadlines for

assignments including projects

and presentations.

Exhibits a strict code of

honesty related to tests

and assignments

Has knowingly

plagiarized, cheated on a

test, copied another’s work

or allowed someone to

copy.

Consistently demonstrates

behaviors that exemplify

honesty and integrity.

Documents thoroughly.

Always demonstrates behaviors

that exemplify honesty and

integrity. Documents

thoroughly.

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College of Education and Health Professions

Graduate Survey

Thank you for agreeing to complete this confidential survey. Your answers will help us evaluate the

current teacher education programs at Columbus State University and will also help us plan for the

future direction of the College of Education and Health Professions.

This survey can be completed in 10-17 minutes.

1. For security purposes please provide the last four digits of your social security number:

2. Year of Graduation:

3. Please select your major:

4. Please select highest Level of Degree you have earned at Columbus State University :

5. Type of Program:

6. Are you currently teaching or working in field? Yes No

7. Present Employment:

8. I have a thorough understanding of how to teach or perform my professional duties.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

9. I have in-depth understanding of my subject matter.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

10. I am able to integrate technology appropriately.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

11. I am able to develop or encourage meaningful learning experiences that facilitate learning:

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

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47

12. I know how students learn and how to make ideas accessible to learners:

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

13. I collect and analyze data related to my work, reflect on the data, and use information to improve my

performance.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

14. My attitudes and dispositions are a strength in the workplace and I realize when they may need to be

adjusted.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

15. I am able to accurately assess and analyze student learning, make appropriate adjustments to instruction,

monitor learning, and have a positive effect on learning.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

16. I reflect on my teaching/professional responsibilities within the context of student learning.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

17. I am able to adapt instruction/professional duties and services appropriately for a diverse population of

students.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

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48

18. My field experiences and internship/student teaching experiences allowed me to use information

technology to support teaching and learning.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

19. The evaluation criteria used by cooperating teachers and university supervisors/other internship

supervisors were clear and known to me.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

20. My field experiences and internships/student teaching provided sufficient opportunities for me to develop

and demonstrate knowledge, skills and dispositions appropriate for my work.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

21. I participated in field experiences or internships/student teaching that included students from diverse

backgrounds, including students with special needs.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

22. The faculty I had at Columbus State University had a thorough understanding of the content they taught.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

23. The faculty I had at Columbus State University had high standards for student learning.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

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49

24. The faculty I had at Columbus State University assessed my performance in meaningful ways.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

25. The faculty I had at Columbus State University encouraged my development of reflection, critical

thinking, problem solving, and professional dispositions through their teaching.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

26. The faculty I had at Columbus State University used a variety of instructional strategies that reflected an

understanding of different learning styles.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

27. The faculty I had at Columbus State University integrated technology throughout their teaching.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

28. Overall, my educational experience at Columbus State University thoroughly prepared me for my

teaching/professional responsibilities.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

29. I consider the following to be strengths of my professional preparation at Columbus State University….

30. I suggest the following methods for improvement…

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50

College of Education and Health Professions

Principal/Supervisor Survey

Thank you for agreeing to complete this confidential survey. Please remember you are answering

questions only about your Teachers, Counselors, and/or Educational Leaders who graduated from

Columbus State University. This survey should only take a few minutes to complete and will be used

to help us evaluate the current programs at Columbus State University in the College of Education.

Instructions: Please remember you need to complete one survey for each person who graduated

from CSU within the last two years.

Demographic Information

Specific teaching field/area of employment .

(Examples: MG Science, HS History, Special Education - MR)

Is this person working in-field? Yes No

Is this individual a participant in the Georgia Teacher Alternative Preparation Program (GA TAPP)?

Yes No

If no, what program did he/she complete at CSU?

Please select highest Level of Degree he/she has earned at CSU.

This person is in his/her ___ year of employment.

Name of School:

School System:

Overall Program 1. How well does his/her job performance meet with your expectations?

Exceeds Expectations

Meets Expectations

Neutral

Below Expectations

N/A

2. How does his/her job performance compare to others you supervise?

Excellent

Good

Average

Poor

Undecided

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51

3. How well prepared is this individual to perform specialized skills needed to work in this position?

Exceeds Expectations

Meets Expectations

Neutral

Below Expectations

N/A

General Evaluation

1. Content Pedagogy: Rate individual's preparation in understanding central concepts, tools of inquiry,

structures of the discipline, and the ability to create appropriate experiences that can make these aspects

meaningful.

Well Prepared

Prepared

Somewhat Prepared

Poorly Prepared

Undecided

Not Applicable

2. Diversity: Rate the individual's preparation in understanding how students differ in the approaches to

learning and the ability to create instructional opportunities that meet students needs.

Well Prepared

Prepared

Somewhat Prepared

Poorly Prepared

Undecided

Not Applicable

3. Communication: Rate the individual's preparation in using effective verbal and nonverbal

communication techniques to foster active inquiry, collaboration, and the ability to interact appropriately

and positively with others.

Well Prepared

Prepared

Somewhat Prepared

Poorly Prepared

Undecided

Not Applicable

4. Technology: Rate the individual's preparation in using different types of media to support, plan and

deliver instruction.

Well Prepared

Prepared

Somewhat Prepared

Poorly Prepared

Undecided

Not Applicable

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52

5. Professionalism: Rate the individual's preparation in understanding and exhibiting acceptable

professional qualities related to appearance, attire, accountability, and collegiality.

Well Prepared

Prepared

Somewhat Prepared

Poorly Prepared

Undecided

Not Applicable

6. Student Learning: The Teacher/Counselor/Educational leader has a positive impact on student learning.

Strongly Agree

Agree

Neutral or N/A

Disagree

Strongly Disagree

7. Based upon your observations of the individual's work are there any areas you would identify as

strengths in the preparation of CSU graduates?

8. What is one constructive suggestion you have for improving the preparation of CSU graduates to work

in this field?