adept evaluation ela
TRANSCRIPT
CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Childhood/Elementary Education Cooperating Teacher/University Supervisor
Candidate: Cooperating Teacher- School:
Date: ____________ - ?67C72L44' Grade/Subject: _______________ _____________ _______________ _____________ iA J; 2S1
Completed by: Cooperating Teacher -- University Supervisor Initial Mid-term Final
Directions: This form is to be used as a formative and summotive assessment of the candidate's progress throughout the clinical practice. The candidate should
be assessed three (3) times: after 4 weeks, 8 weeks and at the end of the placement. Rote the candidate on each of the key elements under each standard as
follows: Scale: (1) Unacceptable/Developing; (2) Acceptable/Meets; (3) Target/Exceeds. Then give an overall rating in the box beside the ADEPT Performance
Standard. An explanation of these ratings is given on the reverse side of this form.
NAEYC ACEI ADEPT PERFORMANCE STANDARDS RATINGS APS 1: LONG RANGE PLANNING
la 1.0 1A. Obtains Student Information
5c 3.1 lB. Establishes appropriate standards-based learning and developmental goals
5a 2.1 1C.1_ Identifies - ELA _and _implements _instructional _units
5a 2.2 1C.2 Identifies and implements instructional units-Science
5a 2.3 1C.3 Identifies and implements instructional units - Mathematics
2.4 1C.4 Identifies and implements instructional units - Social Studies
2.5 1C.5 Identifies and integrates Visual and Performing Arts within instructional units
2.6 1C.6 Identifies and integrates Health Education within instructional units
2.7 1C.7 Identifies and integrates Physical Education within instructional units
Sc 4.0 1D: Develops appropriate processes for evaluating and recording students' progress & achievement
Sc 3.4 1E. Plans appropriate procedures for managing the classroom
APS_2:_SHORT RANGE OF INSTRUCTION ç.
5b 1.0 2A. Develops Unit Objectives :3 5c 3.1 2B. Develops Instructional Plans 3 Sc 4.0 2C. Uses Student Performance Data
- - APS 3: PLANNING ASSESSMENTS AND USING DATA
3c 4.0 3A. Uses Variety of Assessments t 3 3c 4.0 3B. Administers a Variety of Assessments
3b 4.0 3C. Uses Assessment Data to Assign Grades
APS 4: HIGH EXPECTATIONS
lc 3.4 4A. Establishes, Maintains and Communicates High Expectations for Achievement
1c 3.4 3.4 4B. Establishes, Maintains and Communicates High Expectations for Participation
APS 5: INSTRUCTIONAL STRATEGIES :3 4b 5A. Uses Appropriate Strategies
4c 3.2 SB. Uses a Variety of Strategies - 'Jic 4c 5C. Uses Strategies Effectively J
APS 6: PROVIDING CONTENT FOR LEARNERS
5c 6A. Thorough Command of Discipline 3 Sc 68. Provides Appropriate Content
5c 6C. Content Promotes Learning
APS 7: MONITORING, ASSESSING & ENHANCING 2. 3b 4.0 7A. Monitors Using Formal & Informal Assessments -jib; p1 3 3b 4.0 7B._ Uses Guide _Information _to_ _Instruction
3c 4.0 7C. Provides Instruction Feedback 1 .3 APS 8: ENVIRONMENT PROMOTES LEARNING a
ic 3.4 8A. Safe & Conducive Physical Environment .3 ic 3.4 88. Positive Affective Climate in Classroom
lc 3.4 8C. Creates Culture of Learning 3 APS 9: MANAGING THE CLASSROOM
ic 3.4 9A. Manages Student Behavior Appropriately 3 lc 913. Maximum Use of Instructional Time 3 lc 3.4 9C. Manages Non-instructional Routines 3
Candidate's Signature '4i.,Li1 j 'ti ' Date Evaluator's Signature
Revised Fall 2013 - ACEI/NAEYC 2010 Standards
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CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION PROFESSIONALISM
APS 10: PROFESSIONALISM ACEI/
Target (3) I Acceptable (2) Unacceptable (1) RATING NAYEC
5.2 The candidate collaborates with
The candidate collaborates with colleagues, administrators, and other
colleagues and administrators, but
___ bA. Advocate for
Children
student-oriented professionals, such as
agencies, businesses, and community
groups, to determine the needs of his
not other agencies to determine
the needs of his or her students
The candidate does not
collaborate with colleagues,
6e or her students to plan and provide and to plan and provide them with administrators or agencies.
them with the appropriate learning learning the appropriate
experiences and assessments. e experiences and assessments.
The candidate regularly attends and
5.1 lOB. Achieves contributes to meetings to the extent
that it is possible and appropriate, and The candidate attends faculty and The candidate does not
Organizational O
Goals
actively supports the efforts of school
organizations and extracurricular
grade level meetings, but not other
school organizational meetings or
attend meetings or
participates in any
6a activities that contribute to the overall extracurricular activities, extracurricular activities.
learning and development of students.
5.1 lOC.l Effective The candidate's spoken word and The candidate's spoken word and
The candidate's spoken word
Communicator:
Presentation
written language are clear, correct, and
appropriate for the target audience,
written language are appropriate
for the target audience and consist and written language contain
many blatant errors. 6b of less than 5 errors.
The candidate communicates with The candidate communicates with
5.2 10C.2 Effective parents/guardians on a regular basis, parents/guardians on an
Communicator:
Parental
responds appropriately to parental
concerns, and uses more than three (3)
intermittent basis, responds appropriately to parental concerns,
The candidate does not
communicate with
6b Responsiveness varied formats to ensure that ongoing and uses at least three (3) different parents/guardians.
communication takes place. formats to ensure that ongoing
communication takes place.
The candidate complies with all
5.1 10D. Exhibits professional, school and district rules, The candidate complies with The candidate does not
Professional Demeanor and
policies, and procedures and is
characteristic of a professional in terms
adequate professional, school and
district rules, policies and
comply with school policies
and procedures and/or 3 of responsibility, initiative, time procedures, and exhibits a exhibit a professional
6 b Behavior management, appearance, ethical professional demeanor, demeanor.
standards, and quality of work.
5. 1 10E.1 Active The candidate is a reflective The candidate identifies either his The candidate does not
Learner:
Identification
practitioner who identifies his or her
professional strengths and weaknesses
or her strengths or weaknesses,
and devises plans to address the identify strengths or
weaknesses. 6c and devises a plan to address them. identified.
5.1 10E.3 Active The candidate aggressively seeks out,
participates in and contributes to The candidate seeks out, The candidate does not
Learner:
Collaboration
activities that promote collaboration
for his or her continued professional
participates in, and contributes to
activities for adequate professional
participate in activities to
promote professional
6c growth.
growth. growth.
OVERALL RATING 4 *Candidates must receive at least 2.0 overall to successful pass this assessment.
THE SCORING GUIDE FOR THE ASSESSMENT
Unacceptable/Developing (1) Acceptable/Meets (2) Target/Exceeds (3)
Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of Candidate demonstrates all of the attributes of the
attributes of the standard. Performance indicates the standard. Performance indicates that the standard. Performance clearly indicates that the
that few competencies have been demonstrated, competency has been demonstrated including competency has been mastered, including
examples, extension, or enrichment, examples, extension, and enrichment.
19
Revised Fall 2013 - ACEI/NAEYC 2010 Standards
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