observation and evaluation for the internship · 2015. 8. 25. · internship ii • mentor does 6...
TRANSCRIPT
Observation and Evaluation for the Internship
Explanation of what to Expect
Internship I• Mentor does 4 observations (2 before midterm and 2 after) • Supervisor does 2 observations (1 before midterm and 1 after)• One of the supervisor observations has to be unannounced.• A site-based observer will do 2 observations (1 before midterm and 1 after)• All will use the observation record and provide both oral and written feedback.
Internship II• Mentor does 6 observations (3 before midterm and 3 after)• Supervisor does 3 observations (1 or 2 before midterm and 1 or 2 after)• One of the supervisor observations has to be unannounced.• A site-based observer will do 2 observations (1 before midterm and 1 after)• All will use the observation record and provide both oral and written feedback.
ADEPT
• Planning• Instruction• Environment • Professionalism• (SLOs)
Let’s look at the observation form!!
Observation Record – Internship I Winthrop University – Richard W. Riley College of Education
Internship I Intern: Mentor: Observation date:
Announced Unannounced
Observer: Supervisor Mentor Site‐based
Content/Topic: Lesson Approach: Co‐Teaching Solo Teaching
ADEPT Domain (competencies below are required to meet expectations of Internship I)
Evaluative Comments (evaluate the candidate’s performance based upon the criteria of each ADEPT domain for the observation period AND the overall experience thus far)
This Observation
Overall performance in Internship I thus far
Plan
ning
(APS
1,2,3)
Has measurable objectives, aligned with standards
Shows logical progression that addresses objectives
Addresses influence of contextual factors Plans for assessment Plans instructional and non‐instructional
routines Incorporates mentor and supervisor
feedback
Satisfactory Unsatisfactory
Satisfactory Unsatisfactory
Environm
ent (
APS 8,9) Holds students accountable for following
rules and procedures Provides timely and respectful verbal and
non‐verbal feedback Ensures student safety Creates a conducive learning environment
Satisfactory Unsatisfactory
Satisfactory Unsatisfactory
Instruction (APS
4, 5
,7)
Communicates clear expectations for learning
Promotes meaningful learning through engaging experiences
Maintains an appropriate pace and flow Presents lesson procedures and instructional
tasks in a clear and logical manner Integrates technology Attempts to monitor student progress and
adjusts instruction as needed Engages in co‐teaching with mentor
Satisfactory Unsatisfactory
Satisfactory Unsatisfactory
Conten
t (AP
S 6) Presents content without error in both verbal and written format
Provides meaningful, content‐based feedback
Attempts connections with prior learning and/or other content areas
Satisfactory Unsatisfactory
Satisfactory Unsatisfactory
(APS
10) Open to receiving and using constructive
feedback Presents verbal and written communication
with minimal error
Satisfactory Satisfactory
Specific strengths:
Required actions for improvement:
Suggested actions for improvement:
Teacher candidate initials the statements below:
______ I received an explanation of the feedback from this observation during the post‐observation conference.
______ My performance in the experience thus far has been discussed and I understand both my strengths and required actions for improvement.
Date of post‐conference ___________________________ Candidate signature _______________________________ Observer signature ________________________________
Observation Focus
• Establishing and Maintaining High Expectations for Learners communicates for achievement, participation and
behavior helps students assume responsibility
HOW?objectives –clear, concise
AND???
Observation Focus
• Using Instructional Strategies to Facilitate Learningappropriate for grade/developmental levelappropriate for contentvariety of strategies used effectively
How?build on prior learning
AND??
Observation Focus
• Providing Content for Learners thorough command of content by teacher beyond simple presentation logical sequence
How?appropriate examples
AND???
Observation Focus
• Monitoring, Assessing, and Enhancing Learning continuous formal/informal to guide instruction feedback to students
How?effective questioning
AND???
Evaluation Conferences• Go into the conference with pen, paper to
take notes.• Listen to what is being said. • Be prepared to hear negative as well as
positive and USE the feedback.• Ask for suggestions for improvement.• Discuss how to incorporate suggestions.• Keep an open mind!
Richard W. Riley College of Education, Winthrop UniversityMIDDLE LEVEL EDUCATION INTERNSHIP I MIDTERM EVALUATION REPORT
Teacher Candidate Name: WU ID#: Date: School: Grade: Mentor Teacher Name: University Supervisor Name:
EVALUATION OUTCOMES by Domain
Enter Domain Total in appropriate rating column Multiply by
weight factor* Result
(round to nearest integer)
Midterm Grade
Points Letter Grade
Exceeds Meets Below
1 Long-Range Planning
x
0.83 20% Short Range Planning 2 Instruction 1.10 30% 3 Environment 1.70 20% 4 Professionalism 0.74 20% 5 Middle Level Education 0.30 10%
*Note: These weight factors are used to result in the possible points listed in the final column, which represent percentages of the midterm grade. Sum 100%
With my signature below, I attest to attending an introductory meeting, participating in the midterm evaluation conference, and agreeing with the data/ratings presented in the report.
_______________________________________ _________________________________________ __________________________________________ Teacher Candidate Mentor Teacher University Supervisor
OBSERVATIONS Date Final Grade Scale
University Supervisor A 87-100 B 70-86
Mentor Teacher C 53-69 D 35-52
Site-Based Observer Note: At midterm, if two or more Domains
are rated Below Expectations, the highest possible grade is C (regardless of point total).
Domain 2: INSTRUCTION EE 3
ME2
BE 1
SUPPORTING DOCUMENTATION and EVIDENCE (required only if EE, ME, or BE is checked)
9 TC communicates to the students (a) what they are expected to learn (i.e., to know and be able to do) and (b) the overall purpose and relevance (i.e., why they are expected to know and/or be able to do it).
10 TC demonstrates a command of the content taught. 11 TC assesses student learning during instruction by using a
variety of formative assessment strategies.
12 TC uses current and emerging digital tools to enhance student learning.
13 TC provides specific and timely instructional feedback to students pertaining to stated outcomes.
14 TC uses informal and formal assessments to guide instruction and provide feedback to students.
15 TC employs literacy strategies that assist learners in accessing content in their discipline.
16 TC uses appropriate voice tone, inflection, and nonverbal communication to manage instruction effectively.
17 TC implements strategies that address the needs of students from diverse cultural and/or linguistic backgrounds.
Column Totals
E M B Add E + M + B = ____ Domain Total
Domain 2 – Overall Rating: 23-27 Points = Exceeds Expectations 14-22 Points = Meets Expectations 9-13 Points = Below Expectations
Domain Rating (indicate with X)
Overall rating for instruction [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.
Describe at least one instruction strength:
List at least one instruction goal:
Richard W. Riley College of Education, Winthrop UniversityMIDDLE LEVEL EDUCATION INTERNSHIP I FINAL EVALUATION REPORT
Teacher Candidate Name: WU ID#: Date: School: Grade: Mentor Teacher Name: University Supervisor Name:
EVALUATION OUTCOMES by Domain
Enter Domain Total in appropriate rating column Multiply by
weight factor* Result
(round to nearest whole number)
Midterm Grade
Points Letter Grade
out of 100
Final Eval Grade
Points Letter Grade
out of 300
Exceeds Meets Below 1 Short Range Planning
x
10.00 30% 2 Instruction 4.45 40% 3 Environment 3.75 15% 4 Professionalism 0.56 5% 5 Middle Level Education 0.91 10%
*Note: These weight factors are used to result in the possible points listed in the final column, which in turn represent percentages of the final evaluation grade and contribute three times the value of the midterm evaluation to the overall course grade.
Sum 100%
With my signature below, I attest to attending an introductory meeting, participating in the final evaluation conference, and agreeing with the data/ratings presented in the report.
_________________________________________ _________________________________________ __________________________________________ Teacher Candidate Mentor Teacher University Supervisor
OBSERVATIONS Date Final Evaluation Grade Scale Course Grade Scale Course Grade
Points Letter Grade
out of 400
University Supervisor A 256-300 A 342-400 B 208-255 B 277-341
Mentor Teacher C 160-207 C 212-276 D 100-159 D 135-211
Site-Based Observer Note: At final, if any Domain is rated
Below Expectations, the highest possible Final Evaluation Grade is D (regardless of point total).
Note: At final, if any Domain is rated Below Expectations, the highest possible Course Grade is D (regardless of point total).
Questions