part 1: elementary assessment (acei spa … · consider when you have obseved the area being taught...

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Part 1: Elementary Assessment (ACEI SPA Standards) INDIANA UNIVERSITY - PURDUE UNIVERSITY Educational Studies Department Elementary Student Teaching FINAL Evaluation As part of understanding what knowledge, skills, and dispositions our students possess, we are asking you to complete an end-of-clinical evaluation. This tool is comprised of three different parts. The first part is based on the Association for Childhood Education International (ACEI) standards for beginning teachers. The second part contains knowledge and skills as outlined by InTASC and CAEP, our accreditating body. The last part asks to you to consider the dispositions that are valued by the faculty at IPFW. In other words, these dispositions align with our Conceptual Framework. You will also be asked to provide a narrative summary of the Student Teacher's performance. Thank you in advance for the time you put into this evaluation -- it is very important to us and the Student Teacher. The results of this evaluation are collected by IPFW and will be forwarded to the e-mails listed below: Qualtrics Survey Software https://purdue.qualtrics.com/ControlPanel/Ajax.php?action=GetSurveyPr... 1 of 25 8/15/17, 11:09 AM

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Part 1: Elementary Assessment (ACEI SPA Standards)

INDIANA UNIVERSITY - PURDUE UNIVERSITY

Educational Studies Department

Elementary Student Teaching FINAL Evaluation

As part of understanding what knowledge, skills, and dispositions our students possess, we are asking you

to complete an end-of-clinical evaluation. This tool is comprised of three different parts. The first part is

based on the Association for Childhood Education International (ACEI) standards for beginning teachers.

The second part contains knowledge and skills as outlined by InTASC and CAEP, our accreditating body.

The last part asks to you to consider the dispositions that are valued by the faculty at IPFW. In other words,

these dispositions align with our Conceptual Framework. You will also be asked to provide a narrative

summary of the Student Teacher's performance. Thank you in advance for the time you put into this

evaluation -- it is very important to us and the Student Teacher.

The results of this evaluation are collected by IPFW and will be forwarded to the e-mails

listed below:

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Evaluation Information:

Person filling out the survey. I am the ...

Number of students:

College of Education and Public Policy

Elementary FINAL Evaluation

Date of Evaluationmm/dd/yyyyTeacher CandidateNameTeacher CandidateEmail

School

Grade Level

University SupervisorNameUniversity SupervisorEmailCooperating TeacherNameCooperating TeacherEmail

Cooperating Teacher

IPFW University Supervisor

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ACEI 1.0 - Development, Learning, and Motivation

ACEI 1.0 - Development, Learning, and Motivation

Comments for ACEI Standard 1:

In this section, you MUST evaluate performance in each of the content areas below.

Consider when you have obseved the area being taught independently or when one or

more were integrated into a single curricular experience.

TARGETDrew on prior knowledge ofeach child to plan curricular

experience(s) that challengedand extended developmentand learning. Experiences

motivated each child,regardless of developmental

levels, to demonstrate masteryof understanding for and makemeaningful connections to the

content.

ACCEPTABLEDrew on prior knowledge toplan curricular experience(s)

that were achievable andmeaningful for children. Select

children were challenged tomaster understanding of and

make connections to thecontent.

UNACCEPTABLE

Did not or is only beginning todemonstrate an ability to plancurriculum that is achievable

and challenging for children atvarious developmental levels.

TARGET

Used developmental, family,and cultural knowledge to

proactively create/support asafe, positive, encouraging and

nurturing environment. Usethat context to integrate variedopportunities for teaching andpracticing social and emotional

regulation skills. Supportspositive behaviors through the

use of intrinsic motivationtechniques without relying on

rewards or punishments;intervenes in negative studentbehaviors (e.g., name-calling,

exclusion).

ACCEPTABLE

Used knowledge of childdevelopment and/or family

culture to model and supportappropriate, positive behaviors

in students. Explicitly taughtsocial or emotional regulationskills. Intervened in negative

student behaviors.

UNACCEPTABLE

Did not actively teach missingsocial or emotional regulationskills. Intervened in negativestudent behaviors but relied

primarily on rewards orpunishments to stop behavior.

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ACEI 2.0 - Curriculum<

2.1 English Language Arts/ Reading

TARGET

Implemented strategies basedon scientifically-based reading

research with fidelity duringlesson.

Built on students’ priorunderstandings of the fiveessential components ofreading (e.g., phonemic

awareness, fluency).

Balanced the mechanicalconventions and the meaning-based qualities of language.

Created space in environmentfor learners to:

● engage with and conversearound high quality literature.● engage in inquiry using highquality texts including access

to electronic sources.● produce texts (e.g., skits,

music compositions, journals,electronic texts) that reflect and

support their learning andexpand their expressive

abilities.

Promotes a critical stancetoward the analysis and

interpretation of texts thatencourages multiple

perspectives.

ACCEPTABLE

Implemented strategies basedon scientifically-based readingstrategies inconsistently during

lesson.

Built on some students’ priorunderstandings of the fiveessential components of

reading.

Favored one aspect more thananother (e.g., mechanical

conventions vs meaning-basedqualities), but not to thedetriment of the other.

Created space in environmentfor learners to:

● engage with and conversearound high quality literature.

● use high quality textsincluding access to electronic

sources to answer simplequestions posed by teacher

and/or children.● produce texts that

communicate what they havelearned.

Invites children to investigatean issue/tell a story from a

perspective different from thatof the author of the text.

UNACCEPTABLE

Unclear if or how scientifically-based reading researchimpacted selection or

implementation of teachingstrategies.

Taught according to curriculumguide, ignoring the ically-based

researcearch researc areasthat you observed thecandidate teaching or

intergrating into thstudents’prior understandings of the five

essential components ofreading.

Favored one aspect to thedetriment of the other such that

children’s learning suffered.

Created space in environmentfor learners to:

● engage in question/answersessions with teacher about

literature. ● read texts.

● produce reports over whatread.

Reads text from theperspective of the author.

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2.2 Science

TARGET

Used open-ended inquiryprocesses for children to

investigate their own questionsrelated to scientific concepts or

principles.

Children were supported inconsidering the personal and

social applications of theirresults.

ACCEPTABLE

Used inquiry processes (e.g.,structured or guided

investigations) for children toinvestigate important scientific

concepts or principles.

Focused lesson on assistingchildren with building

understanding of personal andsocial applications in science.

UNACCEPTABLE

Used direct instructiontechniques to tell children

about scientific concepts orprinciples. Children spent

majority of time listening and/orcompleting worksheet(s).

Children were not supported inconsidering the personal

and/or social applications ofscience.

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2.3 Mathematics

TARGET

Demonstrated mathematicalfluency by having a number ofways to present and engage

students in thinking about mathconcepts.

Balanced and linkedconceptual understanding and

computational proficiency.

Facilitated students' focus onand use of problem solvingstrategies for mathematical

learning. Assisted students inmonitoring and reflecting onthe process of mathematical

problem solving.

Supported students’investigations of mathematical

conjectures, student proofs,and the selection and use of

various types of reasoning andproof.

Provide an environment, thatneeds minimal teacher

prompting, in which studentsautomatically are able to :

● use mathematical languageto organize and communicatemathematical thinking orally

and in writing.● make connections withinmathematics and to real-life

contexts.● use appropriate technological

tools, such as calculator,spreadsheets, geometry and/or

presentation software.

ACCEPTABLE

Demonstrated mathematicalfluency by having a number ofways to present math concepts

to students.

Favored one aspect more thananother (e.g., conceptual

understanding vscomputational proficiency), but

not to the detriment of theother.

Posed problems for children tosolve that link to their life

experiences. Taught childrenself-monitoring techniques for

problem-solving process.

Created space in learningenvironment for students to:● organize and communicate

mathematical thinking inwriting.

● talk in pairs, small groups, oras a large group about

answers to problems with thegoal of highlighting reasoning

and proof.● make connections within

mathematics.● use math or technology tools

appropriately to buildunderstanding.

UNACCEPTABLE

Used one method to present orthink about mathematicalconcepts. Relied on that

strategy to the exclusion ofothers that would benefit some

students.

Favored computationalproficiency to the detriment of

children’s conceptual learning.

Viewed mathematical learningas skill-and-drill, not as

interesting problems to solve.

Created space in learningenvironment for students to:● communicate answers to

others with the goal of comingto consensus.

● uses calculators in a way thatthat focuses just on the

answers and not a deeperunderstanding.

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2.4 Social Studies

TARGET

Used knowledge of socialstudies to provide students

integrated learning experiencefrom more than one of theacademic fields of social

studies.

Engaged students in researchusing a variety of sources,analyzing different points of

view, and applying theirthinking (individually and

collaboratively) to real worldsituations.

Encouraged the acquisition ofknowledge, skills and

dispositions necessary to beinformed, caring andresponsible citizens.

ACCEPTABLE

Used knowledge of socialstudies to help students learnconcepts from one academic

field within social studies.

Encouraged students to buildknowledge through researching

specific sources, examiningdata, and formulating oraland/or written arguments.

UNACCEPTABLE

Focused on isolated facts. May have provided

misinformation to or supportedmisconceptions of students.

Encouraged students tomemorize information providedrather than engage in inquiry.

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2.5 The Arts

2.6 Health Education

TARGET

Worked alone or with visualarts/ music specialists to

integrate art/music with othercontent areas in learning

experiences.

Used visual arts/music as theprimary media for students to

communicate what theylearned in other disciplines.

Provided exemplary works ofarts from a variety of cultural

and historical periods to makeconnections between the arts

and other disciplines.

Encouraged students in studyof, participation in, and

appreciation of traditional andtechnology-based toolsassociated with visual

arts/music.

ACCEPTABLE

Planned visual art or musiclearning experience that

integrated concepts within thatone discipline.

Supported students’ use oftraditional tools for

communication in visual arts/music.

Acquainted students withexemplary arts from a variety

of cultures and historicalperiods.

Encouraged students in studyof, participation in, and

appreciation of traditional toolsassociated with visual

arts/music.

UNACCEPTABLE

Visual art or music experiencefocused on one concept in

isolation.

Supported students in usingpaper-pencil methods forcommunicating what theylearned, rather than using

visual arts/music as acommunication tool.

Introduce a variety of art formsrepresenting an array of

quality.

Encouraged students toparticipate in using traditionaltools associated with visual

arts/music.

TARGET

Used inquiry to foster students’understanding of the benefits

of a healthy lifestyle, as well asthe dangers of diseases and

activities that may contribute todisease.

Addressed health-relatedissues in ways that helped

children recognize potentiallydangerous situations, clarify

misconceptions, and findreliable sources of information.

ACCEPTABLE

Used structured or guidedinvestigations to teach students

the major health issuesaffecting children and imparted

information on these issuessensitively.

Provided problems to solve toclarify misconceptions forchildren and helped them

recognize potentiallydangerous situations.

UNACCEPTABLE

Relied on direct instruction forsharing information on the

major health issues affectingchildren. May have imparted

misinformation or reactedinsensitively to student

concerns.

Encouraged students tomemorize information providedrather than engage in inquiry.

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2.7 Physical Education

Comments for ACEI Standard 2:

ACEI 3.0 - Instruction

TARGET

Created experiences to helpchildren understand the

intrinsic value and benefitsassociated with physical

activity.

Responded to signs ofstudents’ need for physicalmovement with meaningful

movement experience.

ACCEPTABLE

Communicated using a varietyof methods the intrinsic valueand benefits associated with

physical activity.

Demonstrated understandingthat physical inactivity is amajor health risk factor by

providing regular opportunitiesfor physical movement (beyond

PE class or recess).

UNACCEPTABLE

Used direct instruction to tellchildren the benefits of physical

activity.

Children remained inactiveduring most of the learning

experience.

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ACEI 3.1 Integrating and applying knowledge for instruction

TARGET

Used a variety of instructionalapproaches, including the

effective use of technology, tofoster students’ appreciationand engagement in subject

matter content.

Built effective learningexperiences that were

engaging and meaningful forstudents.

Assisted students in applyingthe knowledge, skills, and

ideas to their lives and to otherreal world situations.

Utilized informational resources(e.g., print and electronic)beyond the classroom toensure that students are

competent and confident usersof technology and other

resources.

ACCEPTABLE

Planned for active involvementso that students are engagedin learning the subject matter

content.

Instruction reflectedappropriate subject matter

content and/or and curriculumgoals.

Helped students realize howknowledge, skills, and ideas

relate to their lives and to otherreal world situations.

Utilized resources (e.g., printand electronic) within the

classroom or school to benefitstudents.

UNACCEPTABLE

Did not actively engagestudents in learning the subject

matter content.

Missed opportunities to linkrelevant resources or

resources were not used in away that benefitted the

students.

Did not create learningexperiences that encouragedthe application of knowledge,skills, tools, and ideas acrossfields of knowledge or to real

world situations.

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ACEI 3.2 Adaptations to Diverse Students

TARGET

Differentiated instruction toindividual students’characteristics (e.g.,

developmental characteristics,interests, learning styles, andmodalities) and community’scharacteristics (e.g., cultures,income levels) with subject

matter content and curriculumgoals. Anticipated student

misunderstandings and pre-emptively addressed them.

Planned, implemented, andassessed instruction tasks and

activities appropriate to theneeds of students who areculturally diverse or have

exceptional needs using bestpractices and current research.

Applied knowledge of therichness of contributions fromdiverse cultures to the content

studied in the elementaryclassroom. Used culturally-

relevant resources in thelearning experiences from thecommunity (e.g., invited family

members to share artifacts,experiences).

ACCEPTABLE

Created instruction that wasresponsive to individual

children’s characteristics (e.g.,developmental levels, interests,learning styles, and modalities)

as well as the community’scharacteristics.

Sought guidance from teacheror specialists, before or duringexperience, on how to addressstudents’ exceptional learning

needs.

Planned instruction andassessed learning so that thediverse developmental andlearning characteristics of

children were accommodated.

Planned learning experiencesthat integrated knowledge of

contributions from diversecultures into the content.

UNACCEPTABLE

Ignored the students’characteristics (e.g.,

development levels, interests,learning styles, or modalities)

and/or the community’scharacteristics.

Recognized students whosedevelopment or learning is

atypical. May or may not haveresponded to the needs with a

successful adaptation orfollowed IEP’s for individual

students.

Approached teaching in a waythat was not sensitive to

children’s needs.

Created learning experiencesthat reflected the dominantculture of the classroom,

school, or the perspective ofthe teacher.

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ACEI 3.3 Critical thinking and problem solving

TARGET

Evaluated the effectiveness ofthe instructional materials,technology, and teaching

strategies for promoting criticalthinking and problem solving,during the learning activity.

Made necessary modificationsto improve the students’ criticalthinking and problem solving

skills.

Developed critical thinking andproblem solving skills by usingan effective combination of wait

time and a variety of open-ended questions (e.g., theory-

building, comparative, andchallenging). Responded

effectively to students whenthey posed their own open-

ended questions.

ACCEPTABLE

Used a variety of instructionalmaterials, technologicalresources, and multipleteaching and learning

strategies to enhance students’development of critical thinking,

problem solving, andperformance skills.

Used mostly open-endedquestions, although they maybe of a limited scope and/or

variety, to facilitate K-6students’ critical thinking and

problem solving. Wait time wasappropriate for promoting

critical thinking and problemsolving.

UNACCEPTABLE

Focused instruction onproviding information that did

not require children to usecritical thinking or problem

solving skills.

Used primarily close-ended,evaluative questions duringlearning experience, and/or

ineffective wait time, thus notfacilitating the development ofcritical thinking and problem

solving.

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ACEI 3.4 Active engagement in learning

TARGET

Used a variety of effectiveclassroom management

strategies to keep studentsengaged in purposeful learningactivities and create classroom

procedures.

Taught routines, transitions,and procedures and then

expected students to monitortheir own learning, motivation,

and interactions with peersduring those times.

Fostered students’responsibility for themselves

and one another, participatingin decision-making, working

collaboratively andindependently, while engaged

in learning activities.

ACCEPTABLE

Demonstrated knowledge andunderstanding of the principles

of effective classroommanagement.

Encouraged students toassume

responsibility for themselvesand one another, participate in

decision making, workcollaboratively and

independently, and engage inpurposeful learning activitiescreate an effective learning

environment.

UNACCEPTABLE

Practiced ineffective ortheoretically outdated

classroom managementstrategies.

Encouraged students to bedependent on the teacher by

being overly controlling ofbehaviors OR failed to set or

enforce reasonableexpectations for student

behavior or procedures forroutines.

May have created a climate ofcompetition or exclusion,

marginalizing some studentsbased on their personal

characteristics or skills (e.g.,emotional regulation).

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ACEI 3.5 Comm. to foster learning

Comments for ACEI Standard 3:

TARGET

Used knowledge of languagedevelopment, cultural and

gender effects oncommunication, and the role ofverbal and nonverbal languageto communicate effectively with

all students.

Consistently used activeinquiry strategies in the

classroom to engage studentsin extensive, integratedlearning opportunities.

Facilitated students’ oral andwritten discourse a6d

proficiency in classroomcollaboration and supportive

interactions with each other tosupport learning.

ACCEPTABLE

Used knowledge of languagedevelopment, cultural and

gender effects oncommunication, or the role of

verbal and nonverbal languageto communicate effectively in

some situations.

Presented curriculum andmodeled communication

strategies to help studentslearn active inquiry strategies.

Modeled appropriate oral andwritten discourse between

her/himself and students aswell as encouraged the

students’ use of discourseamong themselves to extend

learning.

UNACCEPTABLE

Demonstrated a lack of abilityto effectively modify

communication strategies tobenefit the learner.

Occasionally modeledcommunication strategies thathelped students participate in

and learn active inquirystrategies.

Ineffectively used oral and/orwritten discourse betweenher/himself and students to

support learning OR modeledinappropriate strategies.

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ACEI 4.0 - Assessment

ACEI 4.0 Assessment for instruction

Comments for ACEI Standard 4:

TARGET

Carefully selected formal andinformal assessment tools to

reflect the diversity of studentsor modified them for learnerswith special needs or English

as a new language.

Used assessment data ofstudent development and

learning to design andimplement instruction that metindividual student needs and

interests.

Gathered assessment dataduring and after instruction to:● monitor and promote learningfor each student, such as the

need for re-teaching oradaptations to strengthen

instruction for each student;and

● monitor her/his own teachingstrategies and behavior interms of improving student

success.

ACCEPTABLE

Selected assessment tools thataccommodated the diversecharacteristics of students.

Administered assessments(i.e., formal and informal) to

inform and to make decisionsabout objectives, materials,

and the effectiveness ofteaching strategies.

Gathered assessment data to:● monitor learning for groups ofstudents, such as the need forre-teaching or adaptations tostrengthen instruction; and

● monitor her/his own teachingstrategies.

UNACCEPTABLE

Used assessment tools exactlyas designed.

Data gathered providedevidence of diverse learning

needs, but instruction was notmodified for individual learners.

Failed to utilize assessmentdata gathered to determine:● what was taught, materials

used, or instructionalstrategies;

● monitor student learning;and/or

● effectiveness of teachingstrategies.

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ACEI 5.0 - Professionalism

ACEI 5.1 Evaluation of professional decisions

ACEI 5.2 Collaborative relationships

Comments for ACEI Standard 5:

TARGET

Conducted professional inquiryinto personal practice to

evaluate the effects of her/hisdecisions and actions on

students, parents, and otherprofessionals.

Experimented with, analyzed,and revised practice based onresults of inquiry (e.g., current

research).

Demonstrated a commitment toapplying the professionalcodes of ethical conduct.

ACCEPTABLE

Used classroom observation,information about students,and research as sources forevaluating the outcomes of

teaching and learning and as abasis for developing an

improvement plan based onthe results.

Demonstrated understandingof the professional codes of

ethical conduct.

UNACCEPTABLE

Provided inconsistent evidenceof reflecting on practice in lightof research on teaching and

resources available forprofessional learning OR did

not follow through withstrategies for improving

practice.

Demonstrated a lack ofunderstanding of the

professional code of ethicalconduct.

TARGET

Provided evidence of howshe/he established andmaintained a positive,

collaborative relationship withfamilies to continuously

promote the intellectual, social,emotional, and physical growth

of their children.

Provided evidence of howshe/he developed collaborativerelationships with colleagues

and, when appropriate,community specialists to

support students’ learning andwell-being.

ACCEPTABLE

Explained strategies used tobuild relationships with families

in order to encourageintellectual, social, emotional,and physical growth of their

children.

Identified the appropriatecolleagues and specialistswithin the school to support

students’ learning andwellbeing.

UNACCEPTABLE

Did not convey the importanceof involving families as partners

in supporting the school bothinside and outside the

classroom.

Provided evidence of one-waycommunication strategies (e.g.,

newsletters) to communicatewith families in order to support

the students’ development.

Worked in isolation in anattempt to solve problems,

rather than collaborating withothers.

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** You have completed Part 1. Please verify your responses before hitting the

button below to continue to Parts 2 and 3.**

Part 2 - Unit-wide Assessment (CAEP/InTASC Stnds)

Learners & Learning

The candidate regularly assesses development and learning of each student and uses that

information to scaffold to next levels.

InTASC #1

CAEP 1.1

TargetCandidate regularly assesseslearning (e.g., performance,

abilities, and skills) ofindividuals and the group. Dataare used to design responsivecurriculum and instruction to

scaffold the next level oflearning.

AcceptableCandidate assesses, albeit

inconsistently, learning (e.g.,performance, abilities, andskills) of individuals and the

group. Data are used to designresponsive curriculum and

instruction to meet learners’needs.

UnacceptableCandidate infrequentlyassesses learning forindividuals and group.

Curriculum and instruction areselected without reference to

learning characteristics.

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Content Knowledge

Candidate uses interactive technology efficiently and effectively to achieve content-specific

learning goals.

InTASC #5

CAEP 1.5

Content Knowledge

Candidate engages students in making meaning of the content by examining it through

diverse perspectives and personal responses.

InTASC #4

CAEP 1.1

TargetCandidate engages students inuse of and critical analysis of

different media andcommunication technologies intheir content area to achievespecific learning goals. The

media are used in such a waythat students are helped to

reflect on the content of theirlearning.

AcceptableCandidate engages students in

use and critical analysis ofdifferent media and

communication technologiesthat are applicable and

connected to the specificlearning goals for the content

area.

UnacceptableCandidate uses different media

and communicationtechnologies that are generic in

nature (i.e., not connecteddirectly to the specific contentarea) or have limited utility for

enriching learning in thecontent area. Students are not

encouraged to respondcritically to the technology

selected.

TargetCandidate engages students in

discovering meaning of thecontent by questioning and

analyzing ideas from diverseperspectives in content texts,

materials, performances,and/or labs. Students are

challenged to connect theirpersonal responses to otherlarger meanings and criticalstances in the content area.

AcceptableCandidate engages students in

making meaning of contenttexts, materials, performances,

or labs by providing diversematerials and opportunities for

personal response.

UnacceptableCandidate provides content

text, materials, performances,and/or labs from limited

perspectives, thus restrictingthe students’ ability to engage

in making meaning. Or,candidates might over-

emphasize students’ personalresponses to the content.

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Instructional Practice

Candidate uses both formative and summative assessment to document learning.

InTASC #6

CAEP 1.1

Instructional Practice

The candidate selects learning experiences that reflect curriculum goals and content

standards while being relevant to learners.

InTASC #7

CAEP 1.1

TargetCandidate balances the use of

formative and summativeassessments, as appropriate,

to support, verify, anddocument learning.

AcceptableCandidate uses both formativeand summative assessments

to document learning.

UnacceptableCandidate relies significantlyon one assessment method

over the other. Data are usedto demonstrate what studentsdo not know or are unable to

do.

TargetCandidate creates learning

experiences that aremeaningful to learners due tostudents’ contextual variables

and prior knowledge. Theexperiences also align tocurriculum and content

standards

AcceptableCandidate selects learning

experiences based onstudents’ prior knowledge. The

experiences also reflectcurriculum and content

standards, yet sometimes notdirectly.

UnacceptableCandidate follows curriculum

guides or sequence withminimal consideration to how

meaningful experiences are forlearners or for addressing

content standards.

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Instructional Practice

Candidates use technology to support student learning through gathering, interpreting,

evaluating, and applying information.

InTASC #8

CAEP 1.1

Professional Responsibility

The candidate uses a variety of self-assessment strategies to analyze and reflect on

his/her practice.

InTASC #9

CAEP 3.6

TargetTechnology tools are used to

access, interpret, evaluate, andapply information. Candidate

uses the technology to engagethe students in higher orderthinking skills. In addition,

technology is age appropriate,and builds student creativity,

communication, and/orcollaboration skills.

AcceptableTechnology is used to access,interpret, evaluate, and applyinformation. In addition, it is

age appropriate and supportsstudent learning.

UnacceptableTechnology use focuses on

accessing information orrepeating information, rather

than supporting studentlearning. The approach mayalso lack engagement or be

age inappropriate.

TargetCandidate creates a plan forreflecting on practices duringand after instruction. The datagathered via the strategies areanalyzed and used to make a

variety of adaptations/adjustments (e.g.,

organizational, instructional,materials, etc.) that benefit the

students.

AcceptableCandidate creates a plan forreflecting on practice after

instruction occurs. The datagathered via the strategies are

analyzed and used to makeimprovements to future

instructional plans.

UnacceptableCandidate reflects on practicein an unplanned, unsystematicway or only when prompted by

someone to do so.Experiences are reflected on in

a holistic manner withoutreference to specific data. Inaddition, the candidate maylack links between changesmade and data collected.

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Professional Responsibility

The candidate understands laws related to learners’ rights and teacher responsibilities.

InTASC #9

CAEP 3.6

Professional Responsibility

The candidate demonstrates professional ethics and respect for others in the use of

technology (e.g., learning management system, social media).

InTASC #9

CAEP 1.5

** You have now completed Parts 1 and 2. Please verify your answers before hitting

the button below to continue to Part 3.**

Part 3: Unit-wide Disposition Assessment (CAEP/InTASC Stnds)

College of Education and Public Policy

Disposition Assessment

TargetCandidate understands and

appropriately applieseducational laws, especially

confidentiality, requirements forreporting child abuse and

neglect and discrimination/harassment/bullying.

AcceptableCandidate demonstrates a firmunderstanding of educational

laws, especially confidentiality,requirements for reporting child

abuse and neglect anddiscrimination/harassment

/bullying.

UnacceptableCandidate demonstrates

misunderstandings or gaps inknowledge concerning

educational laws, especiallyconfidentiality, requirements for

reporting child abuse andneglect and/or discrimination/

harassment/bullying.

TargetCandidate explicitly teaches

and supports students’application of digital citizenship

characteristics.Whennecessary, family members are

notified in advance ofclassroom activities.

AcceptableCandidate follows

characteristics of digitalcitizenship when developinglesson plans that incorporate

technology. Reminders orprompts for students are

outlined. When necessary,family members are notified in

advance of classroomactivities.

UnacceptableCandidate does not

acknowledge, support, orfollow components of digital

citizenship for self orstudents. Family members are

not notified in advance ofclassroom activities when it

was necessary.

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Indicator 1: DEMOCRACY & COMMUNITY: Builds a community based on belief that each

child/adolescent (c/a) can learn to high levels.

InTASC #2

CAEP 3.3

Indicator 2: DEMOCRACY & COMMUNITY: Values diversity and uses it to create inclusive

classroom.

InTASC # 2

CAEP 3.3

TargetCommunicates through wordsand actions that each c/a can

learn to high levels.Communicates faith in values,

strengths, and competencies ofeach c/a and family.Communicates high

expectations through designand delivery of challenging

curriculum and assessmentsthat foster high-level skills for

each c/a.

ACCEPTABLECommunicates through wordsand actions that each c/a can

learn to high levels.Communicates positive

perspectives about c/a andfamilies. Supplements

prescribed curriculum withenrichment experiences that

reflect some c/a's lives outsideof school.

UNACCEPTABLECommunicates through wordsand actions that some (not all)

c/a can learn to high levels.Communicates negative

perspectives about a c/a orfamilies. Sets minimalexpectations for c/a

performance. Seeks minimalinformation about c/a’s livesoutside of school, usually in

response to a problem.

TARGETValue in culturally responsivepractices is evident in delivery

of instruction, such ascooperative learning,

storytelling, and acceptance ofcode-switching in oral and

written discourse. Inconjunction with c/a, identifiesbiases in curricular materials,pedagogical practices, andassessments, and makesappropriate adjustments.

ACCEPTABLESupplements prescribed

curriculum through integrationof multicultural literature and

content. Engages c/a indialogue to find out their

perceptions andunderstandings about the world

and their place in it. Buildsmultiple perspectives intoclassroom activities and

assignments.

UNACCEPTABLEDisplays a negative attitude

towards diversity OR displays asuperficial understanding of it.Perspective of dominant groupdictates classroom materials,activities, and assignments.

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Indicator 3: HABITS OF MIND: Relentless in belief about the importance of teachers

using critical thinking, reflection, and professional development to grow as a teacher.

InTASC # 9

Indicator 4: HABITS OF MIND: Committed to designing meaningful, intellectually engaging

curriculum.

InTASC # 7

CAEP 3.3

TARGETIndependently reflects on

effectiveness of teaching byasking critical questions.Approaches professional

growth from a critical thinking,inquiry perspective. Seeks outopportunities within learning

environment to grow as aprofessional.

ACCEPTABLEMakes changes to practices in

response to feedback.Participates in professionaldevelopment opportunities,

including professional learningcommunities, scholarly

endeavors, and/or teacherresearch.

UNACCEPTABLEOverly dependent on feedback

from others OR disregardsfeedback provided. Actively

avoids engaging intellectuallyin professional development

opportunities

TARGETMakes c/a’s habits of mindvisible through inquiries orinvestigations (critiquing,questioning, analyzing,

evaluating). Ties togethermultiple concepts so that

similarities and differences areunderstood by c/a.

ACCEPTABLECreates a context that is

supportive in developing c/a’shabits of mind. Encourages

multiple pathways for solvingproblems. Judiciously utilizes

worksheets or tests.

UNACCEPTABLEEngages in behaviors that

result in intellectualdependency of c/a, for

example, show, tell, anddemonstrate. Teaches one wayto solve a problem and accepts

only that method. Followsteaching manual, curriculumguides, or colleagues without

evaluating potentialengagement levels by c/a’s.

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Indicator 5: ADVOCACY:

Willingness to engage ethical responsibilities to help each child learn.

InTASC # 9

CAEP 3.3

Indicator 6: ADVOCACY: Persistent in advocating for and promoting the profession.

InTASC # 10

CAEP 3.3

COMMENTS - FOR FINAL EVALUATION ONLY:

This is the most important part of the rating of the student teacher. This narrative

summary should be reasonably detailed, complete, and accurate, including reference to

specific examples of the student teacher’s skills. It should address the student teacher's

abilities and readiness to be a first-year teacher. The summary should include your

recommendation of the student teacher’s potential as a member of the profession. Please

remember that many times candidates are required to include this as part of their job

application packet.

TARGETCreates innovative solutions toissues of classroom complexity

and learning environments.Collaborates with multiple

stakeholders before developinga plan for success for a c/a.

Consistently uses ethicalguidelines to inform decision

making.

ACCEPTABLEGenerates standard, technical,

or traditional solutions toissues. Coordinates actions

with colleagues to meetstudents' learning needs. Uses

ethical guidelines, albeitinconsistently, in decision

making.

UNACCEPTABLERelies on others to identify

issues and/or solutions.Important educationaldecisions are made

independently withoutcommunicating with families or

colleagues. Violates ethicalguidelines such as

confidentiality when makingdecisions.

TARGETAdvocates for the mission of

the school through involvementin events that extend beyond

the school day. OR Engages inpublic pedagogy on

educational issues or theteaching profession.

ACCEPTABLEProjects positive view of

profession to others. Whenappropriate, reframes negativecomments about c/a, families,colleagues, or the profession.

UNACCEPTABLEInitiates or adds to negativity

about c/a, families, colleagues,or profession, projecting a

negative view of the professionto others.

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Final Recommendation

Recommend for licensing

Recommend for licensing with reservations

I do not recommend for licensing

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