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The CitadelZucker Family School of Education

GUIDELINES FOR

STUDENT TEACHING INTERNSHIPS

APPENDICES

Student Teaching Interns Cooperating Teachers

College Supervisors

[Updated 3/15]

The Citadel, Zucker Family School of Education 60

Appendices………………………………………………………………………………

61

Section A. Student Teacher Intern Forms ……………………………............

63

Liability Insurance Waiver Form…………………………………………………………….

64

Schedule for Student Teaching Internship……………………………………………...

65

Physical Education Student Internship Weekly Log …………………………………

66

Secondary Student Teaching Intern’s Weekly Log…………………………………..

67

Rural, Suburban and Urban Observation Guidelines………………………………..

68

Rural, Suburban and Urban Observation Form……………………………………….

69

MAT English Lesson Plan Form and Rubrics……………………………………………

70

MAT Mathematics Lesson Plan Assignment Guidelines…………………………….

76

MAT Mathematics Lesson Plan Form and Rubrics……………………………………

77

Modern Language Lesson Plan Assignment Guidelines…………………………….

81

Modern and Classical Languages Lesson Plan Form and Rubrics……………..

82

Physical Education Elementary Lesson Plan Template……………………………..

87

Physical Education Secondary Lesson Plan Template………………………………

89

Science Lesson Plan Guidelines…………………………………………………………….

95

Science Lesson Plan Form and Rubric……………………………………………………

97

Science Safety Professional Portfolio Assignment for Pre-Service Teacher Candidates………………………………………………………………………………………….

101

Science Safety Lesson Plan Assignment Guidelines and Rubric…………………

102

MAT Social Studies Lesson Plan Assignment Guidelines………………............

104

MAT Social Studies Lesson Plan Form and Rubric……………………………………

105

APS 1: Long-Range Plan Template………………………………………………………..

110

APS 2 & 3: Unit Work Sample Template…………………………………………………

113

APS 2 & 3: Physical Education Unit Plan 116[Updated 3/15]


Format……………………………………..APS 4-9: Reflection on Instruction and Student Learning…………………………

123

APS 10: Fulfilling Professional Responsibilities Worksheet………………………..

124

APS 10: Professional Self-Assessment…………………………………………………….

125

Section B. Cooperating Teacher Forms …………………………………………

126

ADEPT Weekly Student Teaching Intern Evaluation Form………………………..

127

Final Grade Recommendation……………………………………………………………….

128

English Content Area Indicators Evaluation…………………………………………….

129

Mathematics Content Area Indicators Evaluation…………………………………….

134

Physical Education Content Indicators Evaluation……………………………………

135

Science Content Area Indicators Evaluation……………………………………………

140

Social Studies Content Area Indicators Evaluation…………………………………..

141

Topically Common Content Area Indicators to be used for Comparison Across All Teacher Preparation Programs……………………………………………….

142

Section C. College Supervisor Forms…………………………………..............

143

College Supervisor’s Visitation Documentation Form Secondary Education……………………………………………………………………………………………

144

College Supervisor’s Visitation Documentation Form Physical Education……………………………………………………………………………………………

145

Student Teaching Internship Remediation Plan……………………………………….

146

[Updated 3/15]


Section D. Assessments Forms…………………………………………..............

147

Professional Dispositions Score Sheet…………………………………………………….

148

ADEPT APS 1: Long-Range Plan Evaluation and Rubric……………………………

149

ADEPT APS 2 and 3: Short-Range Planning of Instruction Evaluation and Rubric…………………………………………………………………………………………………

151

Rubric for Science Unit Work Sample……………………………………………………..

154

ADEPT APS 4-9 English Observation Form………………………………………………

156

ADEPT APS 4-9 Math Observation Form…………………………………………………

157

ADEPT APS 4-9 Physical Education Observation Form……………………………..

158

ADEPT APS 4-9 Science Observation Form……………………………………………..

160

ADEPT APS 4-9 Social Studies Observation Form…………………………………….

161

PE Teaching Assessment Rubric…………………………………………………………….

162

ADEPT APS 10: Fulfilling Professional Responsibilities Evaluation……………..

166

ADEPT Performance Standards Midterm and Final Evaluation Conference Form…………………………………………………………………………………………………..

167

Student Teaching Internship Consensus Evaluation Summary Sheet…………

170

Portfolio Unit Evaluation Score Sheet……………………………………………………

171

Teacher Education Portfolio Assessment Rubric………………………………………

174

Evaluation of Cooperating Teacher Form………………………………………………..

175

Evaluation of College Supervisor Form……………………………………………………

176

[Updated 3/15]


Section A. Student Teaching Intern Forms/Templates

[Updated 3/15]


The CitadelThe Military College of South Carolina

171 Moultrie StreetCharleston, SC 29409

ZUCKER FAMILY SCHOOL OF EDUCATION PHONE (843) 953-5097

FAX (843) 953-7258

LIABILITY INSURANCE WAIVER

I understand that for my own protection I need to carry Professional Liability Insurance during my teaching internship tenure in the event that there is an accident or injury related to my supervision of students. The School of Education recommends that I select the insurance package through a professional organization. I also have the option of choosing alternative insurance.

I have indicated below my decision regarding Professional Liability Insurance:

_____ I have purchased Professional Liability Insurance through:

Palmetto State Teachers Association

Student-South Carolina Education Association

Other: ________________________________________________

_____ I choose not to purchase liability insurance, and I understand the possible consequences.

_______________________________________ __________________________________Print Name Signature

_________________________________________________________________________Social Security Date

***Note: Form due prior to first day of Teaching/Counseling Field Work Experiences/ Internship.

[Updated 3/15]


The Citadel School of EducationSchedule for Student Teaching Internship

(To be completed, renamed, saved, uploaded in LiveText Portfolio and emailed to college supervisor and Director of Internships & Field Experiences at the beginning of internship.)

Student Teaching Intern:

Phone:

E-Mail Address: School: School Phone: Cooperating Teacher:

College Supervisor:

SCHEDULE OF CLASSES

Teacher Arrival Time:School Begins at:Classes End at:Teacher Departure Time:

Period Begins

PeriodEnds

Room Number

Grade Level(s)

Level of Class

Subject Indicate class you expect toteach first

NOTE:1. Please include lunch, homeroom, and recess periods at the proper place in

the schedule.

[Updated 3/15]


2. Title and save document, email copy to your college supervisor and Ms. Habhegger, and attach a copy to your LiveText Portfolio.

[Updated 3/15]


Physical Education Student Teaching Internship Weekly Logwith Teacher Comments

(To be completed, saved, and attached in LiveText Portfolio in Student Teaching Intern Weekly Log Section.)

Student Teaching Intern’s name: Week #:

School: Dates:

Cooperating Teacher:

MONDAY-

Teacher’s Comments:

TUESDAY-


WEDNESDAY-


THURSDAY-


FRIDAY-


[Updated 3/15]


The Citadel School of EducationSecondary Student Teaching Intern’s Weekly Log

(To be completed, saved, and attached in LiveText Portfolio in Student Teaching Intern Weekly Log Section.)

Student Teaching Intern’s name: Week of:

School:Dates:Cooperating Teacher:

Describe what occurred during the day, including reflective comments.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

[Updated 3/15]


The Citadel School of EducationStudent Teaching Internships

Courses EDUC 520, PHED 499 and HESS 620

Rural, Suburban and Urban Observation Guidelines

Assignment: As part of your internship you will spend TWO days at school other than your assigned placement(s). One day each will be spend at a rural, urban and suburban school. Observations will occur towards the end your internship when you have completed your classroom teaching.

Objective: to gain a better understanding of the similarities and differences between rural, urban and suburban schools through guided observations.

Steps:1) Contact Ms. Habhegger to arrange for a school and date to observe. (Do not wait until the last minute since it takes time to coordinate.)

2) Introduce yourself and sign-in at the school office first, then make arrangements for the three-interviews you will be conducting and the classes you will be observing.

3) Take notes during interviews and observations.4) Complete Rural, Suburban and Urban Observation Form word document, save and

upload to LiveText Portfolio under Observation Report Section.5) Repeat steps 1-4 for each remaining observation.

[Updated 3/15]


The Citadel School of EducationRural, Suburban and Urban Observation Form

(Complete for each school observation and upload into your LiveText Student Teaching Internship Portfolio.)Interns NameType of Observation Rural Suburban

UrbanDate of ObservationName of SchoolDemographics of School (as found on school website in EOC report card)

Name of Administrator Interviewed Position of Administrator How long have you been an administrator? How long have you been at this school? Describe the student body of this school. What do you like about this school? What is the most challenging part of your

job in the specific school?

Name of Counselor Interviewed How long have you been a counselor? How long have you been at this school? How would you describe this school? What do you like most about this school? What challenges are here? What is the most important difference you

feel you are making in the students’ lives?

Name of Teacher Interviewed How long have you been a teacher? How long have you been at this school? Describe what you like best about this

school Describe your biggest challenges. Describe the student body.

List classes observed including grade level.Observation summary of one classroom include: Lesson objectives Teaching strategies Lesson assessment Classroom management techniques

What special education services are available?School Building What is the average number of students in

the rooms you observed? What is the condition of the building? Cafeteria Observation Type of supervision Interaction of students

Describe similarities to your internship school.[Updated 3/15]


Describe differences from your internship school.Would you desire to work in this school? Describe why or why not.

The Citadel Professional Education UnitMAT English Lesson Plan Assignment Guidelines

(Adapted for use for English Instruction by Dr. Kathryn Richardson Jones)

LESSON PLAN ASSIGNMENT GUIDELINESThis assignment will:

Document your ability to plan lessons that demonstrate that you have the content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;

Demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;

Illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and

Demonstrate that you can plan and deliver effective instruction that advances the learning of each student.

To complete this assignment you must: Use The Citadel MAT English Lesson Plan Form to create a complete lesson that

addresses each element of the lesson plan,

Teach the lesson, and

Reflect on the lesson you’ve taught.

[Updated 3/15]


The Citadel Professional Education UnitMAT English Lesson Plan Assignment Guidelines

(Adapted for use for English Instruction by Dr. Kathryn Richardson Jones)

Teacher: Subject:

Learning Goals http://ed.sc.gov/agency/programs-services/190/

Standards SCELA/Common CoreNCTE- 2003 2.5

Benchmark(s)NCTE – 2003 2.1, 2.2, 3.1, 4.4

Indicator(s)NCTE 2003 – 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.5, 4.6, 4.7, 4.8, 4.9

What will students know and be able to do at the end of the lesson?

Student Background Knowledge and ExperienceStudent prior knowledge and skills: Accommodations for Diversity (if applicable):

Instructional ProceduresContent Summary (concepts and essential understandings):

Teaching Methods:

[Updated 3/15]


http://ed.sc.gov/agency/programs-services/190/

Student Grouping: Interdisciplinary Strategies: Reading Strategies:

Resources and Materials NCTE 2003 – 4.1Written Texts: Oral Media: Visual

Media: Technology:

Instructional Activities (Lesson sequence and allotted time) NCTE 2003 – 3.1Opening:

Main Activities:

Closing:

Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) NCTE 2003– 4.10

Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) NCTE 2003 – 4.10

Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) NCTE 2003- 4

[Updated 3/15]


The Citadel MAT English Lesson Plan Rubric A

4 – Exceeds Expectations 3 – Meets Expectations 2 – Developing Competency1 – Unacceptable N/A – Not Applicable

ELA-specific Criteria for Citadel MAT English Lesson Plan Assessment 4 3 2 1 N/A1. Uses knowledge of students' language acquisition and development as a basis for designing appropriate learning activities that promote student learning. (NCTE 3.1.1).2. Uses knowledge of English grammar in teaching students both oral and written forms of the language. (NCTE 3.1.6)3. Engages students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes. (NCTE 3.2.4)4. Engages students in meaningful discussions for the purposes of interpreting and evaluating ideas present through oral, written, and/or visual forms. (NCTE 4.5)5. Uses a wide variety of strategies to teach students to comprehend, interpret, evaluate, and appreciate texts. (NCTE 3.3.3)6. Integrates interdisciplinary teaching strategies and materials into instruction of ELA content to further student learning. (NCTE 4.3)7. Uses a variety of approaches for teaching students how to construct meaning from texts and integrates learning opportunities into classroom experiences that promote composing and responding to such texts. (NCTE 3.3.2)8. Incorporates technology and print/non-print media into his or her own work and instruction. (NCTE 3.63)9. Engages students in critical analysis of different media and communication technologies. (NCTE 4.6)10. Uses major sources of research and theory related to English language arts to support his or her teaching decisions. (NCTE 3.71) 11. Engages students in learning experiences that consistently emphasize varied uses and purposes for language in communication. (NCTE 4.7)12. Makes meaningful and creative connections between ELA curriculum and developments in culture, society, and education. (NCTE 2.5)13. Designs, implements, and assesses instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA. (NCTE 4.1, 4.2, 4.3, 4.4, 4.5, 4.6_14. Engages students in activities that demonstrate the role of arts and humanities in learning. (NCTE 2.6)

_________________________________________________________ Date _______________________ Signature of Assessor

__MAT faculty __ Supervisor __ Cooperating Teacher __ Self

[Updated 3/15]


The Citadel MAT English Lesson Plan Rubric BName ________________________________ Score ___________ Assessor___________________________ Date _____________

4 3 2 1Exceeds Expectations Meets Expectations Developing Unacceptable

Standards, Benchmarks and Indicators - and -

Learning Objectives NCTE-2003.2 NCTE-

2003.2.5

Relevant and carefully selected SC ELA SBl's are identified and clearly aligned with subject, grade, and each other; clearly explains what students should know and be able to do in an observable, measurable manner, and shows connections in subject integration (if appropriate)

Relevant SC ELA Academic SBI's identified andaligned with subject, grade, and each other; partially explains what students should know and be able to do in an observable, measurable manner, or shows connections in subject integration (if appropriate)

SC ELA Academic SBI's are identified, but inappropriately selected or irrelevant or somewhat aligned with each other

Incorrectly identified SC ELA SBI's

Student Background Knowledge and

Experience NCTE-2003.2 NCTE-

2003.2.1 NCTE-2003.2.2 NCTE-2003.3

NCTE-2003.3.lNCTE-2003.4.4

Prior knowledge and needed skills clearly identified for all students and matched with the SBI's; clearly explains how teacher will know if the students have knowledge and skills needed prior to teaching the lesson and clearly explains how teacher uses diverse experiences that students bring to class in planning the lesson

Prior knowledge and needed skills identified for most of the students and matched with the SBl's;clearly explains how teacher will know if the students have knowledge and skills needed prior to teaching the lesson; generally explains how teacher uses the diverse experiences that students bring to class

Prior knowledge and needed skills partially identified for a few children

Omits or minimally completes section

Instructional Content and Instructional

Procedures NCTE-2003.3 NCTE-2003.3.1 NCTE.2003.3.2 NCTE-2003.3 NCTE-2003.3.4 NCTE-2003.3.5 NCTE-

2003.3.6 NCTE-2003.3.7NCTE-2003.4 NCTE-2003.4.1NCTE-

20034.2 NCTE-2003.4.5 NCTE-2003.4.6 NCTE-2003.4.7 NCTE-2003.4.8 NCTE-

2003.4.9

Thorough and detailed, yet concise content summary including all concepts/essential understandings withappropriate methods fully explained with detail, and appropriate student grouping throughout entire lesson

Content summary included with most concepts/essential understandings withappropriate methods partially explained, and appropriate student grouping throughout the entire lesson

Some content summary included with methods explained, or student grouping explained throughout the lesson


Resources and Materials

NCTE·2003.4 NCTE-2003.4.1

Completely identifies resources and materials needed by teachers and students that are aligned with SBI's and instructional activities and that are appropriate for identified methods

Identifies resources and material needed by teachers or students that are aligned with SBI’s or institutional activities and that are appropriate for identified methods

Identifies resources and material needed by teachers or students


Instructional Activities (clearly

Logical lesson sequence explained in significant detail;

Logical lesson sequence explained; includes

Lesson sequence explained;

Omits or minimally

[Updated 3/15]


indicates teaching is involved) NCTE-

2003.3 NCTE-2003.3.1

includes important questions from a variety of levels to ask students; details appropriate, engaging opening, main, and closing activities; and realistically estimates time

important questions from a variety of levels to ask students; lists appropriate opening, main, and dosing activities; and realistically estimates time

includes important questions to ask students; includes opening, main, or closing activities

completes section

Assessment / Evaluation

AdaptationsNCTE-2003.4

NCTE·2003.4.10

Clearly aligned with SBI’s and activities; appropriate to students and instructional activities; and assessment document and assessment criteria are attached (If taught in classroom, data are analyzed and reflection included.)

Aligned with SBI’s or activities; appropriate to students or instructional activities; and assessment document or assessment criteria attached

Flaws in alignment with SBI’s and/or activities; flaws in appropriateness to students or instructional activities; or assessment document or assessment criteria attached


[Updated 3/15]


The Citadel Professional Education UnitMAT English Content Evaluation

(New spring semester 2012)Student Teaching/Internship Final Assessment

Customized for the English Language Arts

This form is to be filled out by the cooperating teacher and college supervisor at the midpoint and at end of each student teaching placement/internship. It reflects professional standards articulated by NCTE and The Citadel MAT English Program. Please use the following performance scale to determine the candidate’s ability to meet the criteria. Comments/Examples should be included for clarification.

Candidate ______________________________________ Grade Level _____________ School __________________________ ______District _________________________Assessor’s Name ______________________________ Position (check one) cooperating teacher supervisor Semester ____________Assessor’s Signature ________________________________ Date ________________

Performance Scale:4—Exceeds Expectations 3—Meets Expectations 2—Developing Competence 1—Unacceptable

4—Exceeds Expectations

3—Meets Expectations

2—Developing Competency

1— Unacceptable

N/A

Inquiry and Intellectual Growth1. Demonstrates knowledge of the English Language Arts, including knowledge of an extensive range of literature as well as print and nonprint media (NCTE 3.5; NCTE 3.6.1 and NCTE 3.6.22. Demonstrates knowledge of and skills in the use of the English language as well as effective critical thinking and skills in reading, writing, speaking, listening, and viewing (NCTE 3.1)3. Promotes the development of multiple literacies and demonstrates knowledge of the role of the arts and humanities in learning (NCTE 2.6)Comments/Examples:

Professionalism4. Develops standards-based instructional plans, reflecting ELA content and pedagogical knowledge* (NCTE 3.2; NCTE 3.3; NCTE 3.4)*knowledge of the practices of oral, visual, and written literacy, & knowledge of reading and composing processes5. Constructs challenging, clear, and compelling learning experiences that assist students in developing habits of critical thinking (NCTE 2.4)6. Provides students with constructive and motivational feedback, including using formal and informal assessments that help students evaluate their ELA processes and products [Updated 3/15]


(NCTE 4.10)

[Updated 3/15]





1— Unacceptable

N/A

7. Integrates technology to enhance learning of the ELA, including helping students compose and respond to film, video, graphic, photographic, audio, and multimedia texts (NCTE 3.6.3)8. Selects, creates, and/or uses developmentally and contextually appropriate learning tools and instructional materials (NCTE 4.1)9. Builds on or supports students’ prior knowledge to make meaning of texts and helps students connect personal responses to larger meanings and critical stances (NCTE 3.3.2; NCTE 4.8)10. Helps students relate ideas to real-world situations and developments in culture, society, and education (NCTE 2.5)11. Seeks and applies feedback on his/her practice (NCTE 2.3)12. Participates collegially in school and professional communities (NCTE 2.3)Comments/Examples:

Appreciation of Human Diversity13. Incorporates and/or supports curricula that integrate diverse cultural perspectives and engages students in meaningful discussions of them for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms (NCTE 2.2; NCTE 4.5)14. Develops classroom and/or school environments that are student-centered and inclusive to all types of individual students (NCTE 2.1)15. Creates education environments/classrooms that are inclusive and culturally responsive, including presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback and reflection (NCTE 4.2)16. Respects varied perspectives within an educational community (NCTE 2.3)Comments/Examples:

Advocacy for Students and Democratic Citizenship17. Helps students develop skills for using language for a variety of purposes directed toward a variety of audiences (NCTE 4.7)18. Creates and maintains safe and democratic learning environments, including helping students monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, [Updated 3/15]


race, language, culture, gender, and ability (NCTE 4.4)Comments/Examples:

[Updated 3/15]


RUBRICInquiry and Intellectual Growth




1— Unacceptable N/A

1. Demonstrates knowledge of the English Language Arts, including knowledge of an extensive range of literature as well as print and nonprint media (NCTE 3.5; NCTE 3.6.1 and NCTE 3.6.2

Shows in-depth knowledge of ELA and uses a wide range of literature and print and nonprint media in a variety of applications that enhance students’ composing processes and learning

Shows sound knowledge of ELA and uses a range of literature and print and nonprint media to enhance students’ composing processes and learning

Shows some knowledge of ELA and uses a limited range of literature and print and nonprint media with some effectiveness

Shows limited knowledge of ELA and does not use a range of literature and print and nonprint media to enhance students’ learning

2. Demonstrates knowledge of and skills in the use of the English language as well as effective critical thinking and skills in reading, writing, speaking, listening, and viewing (NCTE 3.1)

Demonstrates extensive knowledge of the English language and applies theory and practice to help students understand varied language uses

Demonstrates a sound knowledge of the English language and orients practice to help students understand varied language uses

Demonstrates competent knowledge of the English language and addresses varied language uses

Demonstrates an insufficient knowledge of the English language and does not address varied language uses

3. Promotes the development of multiple literacies and demonstrates knowledge of the role of the arts and humanities in learning (NCTE 2.6)

Plans and carries out frequent and extended learning experiences that integrate arts and humanities into students’ daily learning

Consistently engages students in activities that demonstrate the role of arts and humanities in learning

Intermittently engages students in activities that demonstrate the role of arts and humanities in learning

Demonstrates little evidence of engaging students in activities that demonstrate the role of arts and humanities in learning

Professionalism4—Exceeds Expectations




4. Develops standards-based instructional plans, reflecting ELA content and pedagogical knowledge* (NCTE 3.2; NCTE 3.3; NCTE 3.4)*knowledge of the practices of oral, visual, and written literacy, & knowledge of reading and composing processes

Develops innovative strategies that address standards for fostering students’ oral, visual, and written literacy, showing them how to discover meaning from a variety of texts and how to compose texts that clearly convey intended meaning

Incorporates strategies that address standards for fostering students’ oral, visual, and written literacy, showing them how to discover meaning from a variety of texts and how to compose texts that clearly convey intended meaning

Addresses standards for fostering students’ oral, visual, and written literacy, showing them how to discover meaning from a variety of texts and how to compose texts that clearly convey intended meaning

Displays a lack of understanding of standards for fostering students’ oral, visual, and written literacy, of teaching students how to interpret texts, and of teaching them how to compose their own texts

5. Constructs challenging, clear, and compelling learning experiences that assist students in developing habits of critical thinking (NCTE 2.4)

Designs and implements innovative instruction and assessments that help students develop habits of critical thinking

Designs and implements instruction and assessments that help students develop habits of critical thinking

Engages in few practices designed to help students develop habits of critical thinking

Does not engage in practices designed to help students develop habits of critical thinking

6. Provides students with constructive and motivational feedback, including using formal and informal assessments that help students evaluate their ELA processes and

Integrates assessment consistently into instruction using a variety of formal and informal assessment activities and instruments to show students what they can do; interprets

Integrates assessment consistently into instruction using a variety of formal and informal assessment activities and instruments to evaluate student

Uses some formal and informal assessment activities and instruments to evaluate student work and makes attempts to interpret and

Fails to use formal and informal assessment activities and instruments to evaluate student work

[Updated 3/15]


products (NCTE 4.10) individual and group results; teaches students how to evaluate themselves; and explains to students, parents, and administrators how student work is assessed

work and interprets and reports assessment results to students and administrators

report assessment results to students and administrators

[Updated 3/15]






7. Integrates technology to enhance learning of the ELA, including helping students compose and respond to film, video, graphic, photographic, audio, and multimedia texts (NCTE 3.6.3)

Helps students compose and respond to film, video, photographic, audio, and multimedia texts and use technology to enhance their own learning

Incorporates a variety of technological applications and media into instruction to enhance student learning

Incorporates one type of technological application or media into instruction to enhance student learning

Demonstrates little knowledge of how to incorporate technological applications and media into instruction to enhance student learning

8. Selects, creates, and/or uses developmentally and contextually appropriate learning tools and instructional materials (NCTE 4.1)

Understands the purposes and characteristics of different kinds of curricula and selects or creates instructional materials based on current knowledge of student learning in ELA

Selects a variety of learning tools and instructional materials that will foster student learning in ELA

Selects resources appropriate for supporting the teaching of ELA

Shows limited experience in selecting resources for instruction of ELA

9. Builds on or supports students’ prior knowledge to make meaning of texts and helps students connect personal responses to larger meanings and critical stances (NCTE 3.3.2; NCTE 4.8)

Uses a wide range of approaches to help students draw upon their prior knowledge and cultural experiences to make meaning of texts and fosters students’ connecting their personal responses to larger meanings and critical stances

Encourages students to draw upon prior knowledge to interpret texts and to make meaning of texts through personal response

Allows students to draw upon prior knowledge when making meaning of texts and to personally respond to them

Shows a lack of knowledge of how students discover meaning from texts and demonstrates a limited ability to engage students in personal response

10. Helps students relate ideas to real-world situations and developments in culture, society, and education (NCTE 2.5)

Motivates students to make meaningful and creative connections between ELA curriculum and developments in culture, society, and education

Makes meaningful and creative connections between ELA curriculum and developments in culture, society, and education

Makes connections between ELA curriculum and developments in culture, society, and education

Shows a lack of understanding of how ELA curriculum, teachers, students, and education in general are influenced by cultural and social issues

11. Seeks and applies feedback on his/her practice (NCTE 2.3)

Frequently and actively seek feedback from fellow student teachers, faculty, and administrators and uses feedback to improve practice

Seeks feedback from fellow student teachers, faculty, or administratorsand uses feedback to improve practice

Receives feedback well from fellow student teachers, faculty, or administrators and uses feedback to improve practice

Avoids feedback from fellow student teachers, faculty, or administrators and does not use feedback to improve practice

12. Participates collegially in school and professional communities (NCTE 2.3)

Seeks out and actively participates in school and professional communities

Participates in school and professional communities

Has limited participation in school or professional communities

Is not involved in school or professional communities

Appreciation of Human Diversity4—Exceeds Expectations




13. Incorporates and/or supports curricula that integrate diverse cultural perspectives and engages students in meaningful discussions of them for the purposes of interpreting

Uses ELA extensively and creatively to help students become familiar with their own and others’ cultures and show students what speech and behaviors are appropriate for sharing

Uses ELA to help students become familiar with their own and others’ cultures and interpret ideas about those cultures presented in oral, written, and visual forms

Shows some evidence of using ELA for helping students become familiar with their own and others’ cultures and interpret ideas about those

Shows little evidence of using ELA for helping students become familiar with their own and others’ cultures and interpret ideas about those cultures

[Updated 3/15]


and evaluating ideas presented through oral, written, and/or visual forms (NCTE 2.2; NCTE 4.5)

ideas about those cultures presented in oral, written, and visual forms

cultures presented in oral, written, and visual forms

presented in oral, written, and visual forms

[Updated 3/15]






14. Develops classroom and/or school environments that are student-centered and inclusive to all types of individual students (NCTE 2.1)

Creates and sustains a supportive learning environment in which all students can engage in learning

Creates a supportive learning environment in which all students can engage in learning

Demonstrates some evidence of creating a supportive learning environment in which all students can engage in learning

Demonstrates little evidence of creating a supportive learning environment in which all students can engage in learning

15. Creates education environments/classrooms that are inclusive and culturally responsive, including presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback and reflection (NCTE 4.2)

Creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback and reflection

Aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-group, small-group, and individual work

Demonstrates some ability to design instruction to meet the needs of all students and provide for students’ progress and success

Demonstrates limited ability to design instruction to meet the needs of all students and provide for students’ progress and success

16. Respects varied perspectives within an educational community (NCTE 2.3)

Uses the results of reflective practice not only to adapt instruction and behavior to assist all students to learn, but also to design a well-conceived plan for professional development that features collaboration

Demonstrates reflective practice, involvement in professional organizations, and collaboration with both faculty and other student teachers

Demonstrates reflective practice but is not involved in professional organizations or collaboration with faculty or other student teachers

Demonstrates inconsistency in reflective practice and seldom pursues opportunities for professional growth or collaboration

Advocacy for Students and Democratic Citizenship4—Exceeds Expectations



1— Unacceptable

N/A

17. Helps students develop skills for using language for a variety of purposes directed toward a variety of audiences (NCTE 4.7)

Integrates throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication

Engages students in learning experiences that consistently emphasize varied uses and purposes for language in communication

Engages students in learning experiences that sometimes emphasize varied uses and purposes for language in communication

Demonstrates infrequent use of instruction that promotes understanding of varied uses and purposes for language in communication

18. Creates and maintains safe and democratic learning environments, including helping students monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture,

Creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior to demonstrate respect for individual differences of ethnicity, race, language, culture, gender, and ability

Creates and sustains learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability

Addresses issues in which students show disrespect for individual differences of ethnicity, race, language, culture, gender, and ability

Shows a limited ability to promote respect for individual differences of ethnicity, race, language, culture, gender, and ability

[Updated 3/15]


gender, and ability (NCTE 4.4)


MAT Mathematics Lesson Plan Assignment Guidelines(Adapted for use for Mathematics Instruction by Dr. Kathryn Richardson Jones from revised Citadel

form created by Dr. Lauren Rule Maxwell)

This assignment will: Document your ability to plan lessons that demonstrate that you have the content

knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;




To complete this assignment you must: Use The Citadel Mathematics Lesson Plan Form to create a complete lesson that

addresses each element of the lesson plan, Teach the lesson, and Reflect on the lesson you’ve taught.

A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See your course syllabi or Guidelines for Student Teaching Internship Handbook).

For your program completion portfolio, you will need to upload examples of your planning, teaching, and assessing.

[Updated 3/15]



MAT Mathematics Lesson Plan

Teacher: Subject: Grade:

Learning Goals (NCTM 8.4)

National Mathematics Teaching Standards/Common Core

SC Mathematics Standard(s)

Indicator(s)


Student Background Knowledge and Experience (NCTM 7.1)

Student prior knowledge and skills: Accommodations for Diversity (if applicable):

Instructional Procedures (NCTM 8.1 - 8.2)

[Updated 3/15]


Content Summary (include concepts and essential understandings):

Teaching Methods:

Student Grouping:

Resources and Materials (including technology, career connections, and community resources) (NCTM 6.1, 7.6, 8.1, 8.2, 8.9, ISTE-NETS and SC-EED)

Resources: Materials: Technology: Career Connections:

Mathematical Knowledge Addressed in Lesson (NCTM 1 - 6, 16.3)

Instructional Activities (Lesson sequence and allotted time) (NCTM 601, 7.3, 8.3, 8.7, 8.8, 8.9)

Opening:

Main Activities:

Closing:

Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) (NCTM 7.5)

Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) (NCTM 7)

Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) (NCTM 7)

[Updated 3/15]


Rubrics for Assessing the Lesson Plan Assignment and Unit Work SamplesAPS 2- Short-Range Planning-APS 3- Short Range Planning, Development and Use of Assessments

Competent Developing Competence

Unsatisfactory

2A. Section I: Major Unit Objectives

Unit objectives facilitate student achievement of

academic standards and long-range

learning and developmental goals

(NCTM 8.4)(SC-ADEPT- 06.2A)

Unit fulfills the requirements for the content area and grade level and is aligned to State and National Mathematics Standards. Appropriate Objectives for the grade level and Mathematics content area.

Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated.

Student Involvement Objectives require students to be actively involved in the learning process

Matched to Skills Objectives All objectives have been accurately matched with the required skills to master the objective.

Unit is adequate for the content area and/or grade level and shows evidence of aligned to State and National Math Standards.

Objectives are somewhat appropriate for the Math content area and/or the grade level

Observable objectives are stated in the learner outcomes but are not easily measured and/or evaluated

Objectives require students to have some active involvement in the learning process

2 or 3 of the objectives have been accurately matched with the required skills to master the objective.

Unit shows no evidence of alignment to State and National Math Standards and do not appear to be appropriate for content area and/or grade level

Objectives are not appropriate for the Math content area and grade level.

Objectives are not stated in observable learner outcomes and cannot be measured.

Objectives indicate students are passive recipients of knowledge.

One or none of the objectives have been matched with the required skills to master the objective.

2.B. 1 Section II: Unit Plan

Instructional plans include content,

strategies, materials, and resources

appropriate for the students. (NCTM 7.2-3,

8.1-3, 8.7-9)(SC-ADEPT- 06.2B)

Appropriate/Accurate Mathematics Content for the instructional area and grade level is evident.

Content is aligned to State and National Mathematics Standards.

Matching Materials each lesson plan contains a comprehensive materials/resource list.

Logically sequenced strategies including at least 2 instructional strategies per objective.

Logically sequenced strategies provide opportunities for students

Mathematics Content is accurate and somewhat appropriate for the instructional area and/or grade level.

Content demonstrates some alignment to State and National Mathematics Standards.

Each lesson plan contains a materials list.

Each objective contains less than two appropriate instructional strategies that may or may not be logically sequenced.

Lesson plans incorporate limited opportunities for

The Mathematics content is not accurate or appropriate for instructional area and/or grade level.

Content is not aligned to State and National Mathematics Standards.

Materials lists are either not available or are incomplete.

Each objective does not contain appropriate or logically sequenced instructional strategies.

Lesson plans do not incorporate any opportunity for students to

[Updated 3/15]


to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information.

Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language.

Strategies promote active engagement of students through problem solving/

students to reflect on their learning process. The reflection activity is informal.

Lesson plans demonstrate how language and/or content information are used but do not indicate a clear purpose of the information and/or language.

reflect on their learning process.

Lesson plans do not clearly demonstrate the purpose and use of the content information and/or language.

Instructional strategies offer few or no opportunities for the students to be actively involved.

[Updated 3/15]



Unsatisfactory

creativity.

Strategies for collaboration/independent learning and varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

Instructional strategies are creative and offer some opportunities for the students to become actively involved.

Instructional strategies provide minimal opportunities for the teacher to work with the whole class, small groups, and/or individuals including collaboration and independent learning.

Instructional strategies do not provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

2.B.2- Section II: Unit Plan

Incorporation of Technology

(ISTE-NETS 1 and 3 SC-ADEPT- 06.2B)

(NCT M 6.1, 7.6, 8.9)

Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning.

Mathematics and technology related issues are included in the lesson plans and candidates incorporated analysis of their integration of these practices into their lesson plans.

Unit plans demonstrate the use of technology to promote learning.

Plans include evidence of incorporation of Mathematics and technology related issues but not an analysis.

Unit plans lack evidence supporting the use of technology to promote learning.

Plans lack evidence of incorporation of Mathematics and technology related issues.

2.B.3 Section II: Unit Plan Career and Community

Connections (EEDA)

(NCTM 6)

Connections to other content areas, career pathways and community resources. Unit and lesson plans integrate other subject area standards and career pathways into the instructional unit.

Unit and lesson plans could be associated with other content area standards and/or career pathways, but the connections are not clearly explained.

Lesson plans do not integrate other subject area standards or career pathways into the instructional unit.

2C. Section V: Response to Formative Analysis

Student Performance data is used to guide short-range planning

of instruction. (SC ADEPT-06.2.C)

(NCTM 7.5)

Adjustments to Mathematics unit plan were made based on student behavior, progress and performance data and

Reflected on the need to adjust unit plan for future use.

Mathematics Lesson plans partially focuses on the student but fail to take into account all required learner needs.

Mathematics Lesson plans document minimal modifications for specific learning differences among individual students.

Mathematics Lesson plans do not take into account the age or grade level of the student or accommodate for learner needs.

Mathematics Lesson plans do not document modifications for specific learning differences among individual students.

3B. Section IV: Analysis of

Student Performance

At appropriate intervals, student performance data

is gathered and accurately analyzed to

guide instructional planning

(SC-ADEPT- 06.3B)(NCTM 7.5)

Teacher candidate regularly analyzes and uses assessment results to monitor, modify and/or enhance learning throughout the unit.

Teacher candidate occasionally analyzes and uses assessment results to monitor, modify and/or enhance learning.

Teacher candidate does not analyze and/or use assessment results to monitor, modify and/or enhance learning.

3C. Section VI: Summative Feedback

Assessment data used

Made decisions about student performance, progress, and achievement based on alignment with

Made decisions about student performance based on some of the criteria.

Made decisions about student performance based only on assessments.

[Updated 3/15]


to determine grades that accurately reflect student progress and

achievement(SC-ADEPT- 06.3C,NCTM 7.5)

the unit objectives, the assessments, and the ability levels of the students.

Maintained accurate, current, well-organized and confidential records of assessment results.

Maintained records with varying levels of organization and keeping current.

Maintained records in an unorganized, late manner.

The Citadel School of Education

Modern Language Lesson Plan Assignment Guidelines(Adapted for use for Modern Language Instruction by Dr. Kathryn Richardson Jones)






To complete this assignment you must: Use The Citadel Language Lesson Plan format to create a complete lesson that

addresses each element of the lesson plan, Teach the lesson, and Reflect on the lesson you’ve taught.

A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See course syllabi or Guidelines for Student Teaching Internship Handbook.) For your Program Completion Portfolio, you will need to upload examples of your planning, teaching, and assessing.

http://www.ncate.org/LinkClick.aspx?fileticket=%2fudOr9ZQCW0%3d&tabid=676

[Updated 3/15]


http://www.ncate.org/LinkClick.aspx?fileticket=%2FudOr9ZQCW0%3D&tabid=676

THE CITADEL MODERN AND CLASSICAL LANGUAGES LESSON PLAN FORM

Teacher___________________________ Subject ___________________ Grade ________

I. Learning Goals- ACTFL 4.a-bAmerican Council on the Teaching of Foreign Languages Teaching Standard addressed with this lesson:Note: The American Council on the Teaching of Foreign Languages Standards are available at: http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdfhttp://actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf

South Carolina Academic Standard(s) for Modern Languages addressed with this lesson:

Note: South Carolina World Languages Standards are available at: http://ed.sc.gov/agency/programs-services/63/documents/ModernClassicalLanguages2006.pdf

Indicator(s):

What will your students know and be able to do at the end of this lesson?

II. Student Background Knowledge and Experience-ACTFL 3 a-b, 4.c What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson?

How do you know if students have the knowledge and skills they need to be successful?

How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)?

III. Instructional Procedures- ACTFL 4. b-cContent summary, including concepts and essential understandings:

Teaching methods:

Student grouping:

IV. Resources and Materials including Technology and Career Connections and Community Resources- ACTFL 3.b, 4. b-c, ISTE-NETS, and SC-EEDA

V. Addressing the 5 C’s of Foreign Language Learning- ACTFL 2012 1-5 How will you engage your students in each of the following?

Communication-Cultures-Connections-Comparisons-Communities-

VI. Instructional Activities- ACTFL 3.b, 4.b-cLesson sequence, including important questions to ask students Time Allotted:

Opening:[Updated 3/15]


http://actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf

Main activities:

Closing

VII. Assessment/Evaluation ACTFL 5a How will you know if each student has met the learning goals? Attach assessments and assessment criteria.

VIII. Adaptations ACTFL 3.a-b, 4.c Modifications: Note if lesson objective or significant content needs to be changed.

Accommodations: Note if other components of the lesson need to be changed.

Use the chart on the following page to outline specific adaptations.

Student Name

What needs are you addressing for this student in this lesson?Learning GoalsModification to indicator and/or what student will be expected to know or doTeaching MethodsTeaching MaterialsStudent ActivitiesStudent MaterialsAssessment/Evaluation

IX. Reflection (after teaching lesson): ACTFL 3.a-b If you could teach this lesson again, what would you do the same?

What would you do differently?

Which individual or group did particularly well?

How do you account for this performance?

What might you try in the future with this individual or group?

Which individual or group appeared to be having problems?

How do you account for this performance?

What might you try in the future with this individual or group?

[Updated 3/15]


Rubrics for Assessing the Lesson Plan Assignment and Unit Work Samples

APS 2- Short-Range Planning APS 3- Short Range Planning, Development and Use of Assessments


Unsatisfactory




learning and developmental

goals (ACTFL 4-ab) SC-ADEPT- 06.2.A

Unit fulfills the requirements for the content area and grade level is aligned to State and National Modern or Classical Language Standards. Appropriate Objectives for the grade level and Modern and Classical Language content area. Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated. Student Involvement Objectives require students to be actively involved in the learning process. Matched to Skills Objectives All objectives have been accurately matched with the required skills to master the objective.

Unit is adequate for the content area and/or grade level and shows evidence of aligned to State and National Modern or Classical Standards. Objectives are somewhat appropriate for the Modern or Classical Language content area and/or the grade level. Observable objectives are stated in the learner outcomes but are not easily measured and/or evaluated. Objectives require students to have some active involvement in the learning process. 2 or 3 of the objectives have been accurately matched with the required skills to master the objective.

Unit shows no evidence of alignment to State and National Modern or Classical Language Standards and do not appear to be appropriate for content area and/or grade level. Objectives are not appropriate for the Modern or Classical Language content area and grade level. Objectives are not stated in observable learner outcomes and cannot be measured. Objectives indicate students are passive recipients of knowledge. One or none of the objectives have been matched with the required skills to master the objective.

2.B.1 Section II: Unit Plan


strategies, materials and resources

appropriate for the students. (ACTFL 2 a-

b. 4.c) SC-ADEPT-06.2.B

Appropriate/Accurate Modern or Classical Language Content for the instructional area and grade level is evident. Content is aligned to State and National Modern or Classical Language Standards. Matching Materials Each lesson plan contains a comprehensive materials/resource list. Logically sequenced strategies including at least 2 instructional strategies per objective. Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information. Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language. Strategies promote active

Modern or Classical Language Content is accurate and somewhat appropriate for the instructional area and/or grade level. Content demonstrates some alignment to State and National Modern or Classical Language Standards. Each lesson plan contains a materials list. Each objective contains less than two appropriate instructional strategies that may or may not be logically sequenced. Lesson plans incorporate limited opportunities for students to reflect on their learning process. The reflection activity is informal. Lesson plans demonstrate how language and/or content information are used but do not indicate a clear purpose of the information and/or

The Modern or Classical Language content is not accurate or appropriate for instructional area and/or grade level. Content is not aligned to State and National Modern or Classical Language Standards. Materials lists are either not available or are incomplete. Each objective does not contain appropriate or logically sequenced instructional strategies. Lesson plans do not incorporate any opportunity for students to reflect on their learning process. Lesson plans do not clearly demonstrate the purpose and use of the content information and/or language. Instructional strategies offer few or no opportunities for the

[Updated 3/15]


engagement of students through problem solving/ creativity. Strategies for collaboration/independent learning and varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

language.Instructional strategies are creative and offer some opportunities for the students to become actively involved. Instructional strategies provide minimal opportunities for the teacher to work with the whole class, small groups, and/or individuals including collaboration and independent learning.

students to be actively involved. Instructional strategies do not provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

Competent Developing Competence Unsatisfactory



(ISTE-NETS 1 and 3)(ACTFL 3.b, 4. b-c)SC-ADEPT-06.2B

Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning.

Modern or Classical Language and technology related issues are included in the lesson plans and candidates incorporated analysis of their integration of these practices into their lesson plans.

Unit plans demonstrate the use of technology to promote learning.

Plans include evidence of incorporation of Modern or Classical Language and technology related issues but not an analysis.

Unit plans lack evidence supporting the use of technology to promote learning.

Plans lack evidence of incorporation of Modern or Classical Language and technology related issues.


Connections (EEDA)

(ACTFL 2012 1-5)






of instruction. (ACTFL 5a)

(SC ADEPT-06.2.C)

Adjustments to Modern or Classical Language unit plan were made based on student behavior, progress and performance data and

Reflected on the need to adjust unit plan for future use.

Modern or Classical Language Lesson plans partially focus on the student but fail to take into account all required learner needs.

Modern or Classical Language Lesson plans document minimal modifications for specific learning differences among individual students.

Modern or Classical Language Lesson plans do not take into account the age or grade level of the student or accommodate for learner needs.

Modern or Classical Language Lesson plans do not document modifications for specific learning differences among individual students.

3A. Section III: Unit Assessments

A variety of appropriate

assessments are developed/selected and administered.

(ACTFL 5a)(SC-ADEPT-06.3A)

Varied Assessments that provide opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge as well as assess their own learning. Appropriate for students including for the grade level and take into account learning differences within the class.

Assessments provide some opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge as well as assess their own learning. Assessments are appropriated for the grade level but minimally consider learning differences within the

Assessments do not provide opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge or allow students to assess their own learning.

Assessments are often inappropriate for the

[Updated 3/15]


The Assessments demonstrate mastery of stated objectives. Development and use of assessments in the content area is comprehensive and aligned with State and National Modern or Classical Language Standards. Development and use of assessments demonstrates a direct correlation to the varied instructional strategies used. All of the criteria used to assess a unit are appropriate and measurable.

class. Assessments demonstrate mastery of some of the stated objectives. Development and use of assessments in the content area is adequate and aligned with state and National Modern or Classical Language Standards. Development and use of assessments demonstrates some correlation to the varied instructional strategies used. Some of the criteria used to assess a unit are appropriate and measurable.

grade level and do not consider learning differences within the class. Assessments do not demonstrate mastery of stated objectives. Development and use of assessments in the content area is minimal and is not aligned with State and National Modern or Classical Language Standards. Development and use of assessments demonstrates no obvious correlation to the varied instructional strategies used. Criteria used to assess a unit are inappropriate and not measurable.

Competent Developing Competence Unsatisfactory


Student Performance

At appropriate intervals, student

performance data is gathered and

accurately analyzed to guide instructional

planning. (ACTFL 3.a-b, 5.b) SC-ADEPT-

06.3B





Assessment data used to determine grades

that accurately reflect student progress and achievement. (ACTFL 5.c) SC-ADPT-06.3C

Made decisions about student performance, progress, and achievement based on alignment with the unit objectives, the assessments, and the ability levels of the students.

Maintained accurate, current, well-organized and confidential records of assessment results.

Made decisions about student performance based on some of the criteria.

Maintained records with varying levels of organization and keeping current.


Maintained records un an unorganized, late manner.

[Updated 3/15]


The Citadel School of EducationPhysical Education Elementary Lesson Plan Template

Lesson # _____ in unit of _____ lessons Lesson Focus_______________________________ Sub Focus__________________________________

Name ___________________ School ____________________ Date to be taught__________

Grade __________ Unit __________________________ Time ___40 minutes___

EQUIPMENT NEEDED (include numbers of pieces of equipment):

Student Objectives: what you want the students to learnCOGNITIVE OBJECTIVE(S) and NASPE/SC STANDARD NUMBERS/BENCHMARKS:

AFFECTIVE OBJECTIVE(S) and NASPE/SC STANDARD NUMBERS/BENCHMARKS:

PSYCHOMOTOR OBJECTIVE(S) and NASPE/SC STANDARD NUMBERS/BENCHMARKS:

Teacher Objectives:The teacher should do the following: Instructional:

Managerial:

SAFETY CONSIDERATIONS:

ASSESSMENT METHODS/PROCEDURES:Your assessment should be selected to determine if the objectives were met. If you plan to have any kind of rubric or checklist, be sure to include a copy of it.

RESOURCES: Where you got the information for your lesson.

Instructional Plan with Development of ContentYou may need to add rows – depending upon the number of tasks you have.

Assessment: (Rubric, check list, skill test, cognitive test, affective instrument, etc placed here or attached)

[Updated 3/15]


The following “block” form of the lesson plan should be done in landscape format. You may adjust the size of the columns or add another to better correspond to your needs.•The “headings” you place in the “CONTENT” column should reflect the different parts of your lesson which should be connected with smooth

transitions. After the “Set Induction” & preliminary parts, you should all tasks you plan to teach and possible extensions of those tasks. You select the appropriate headings for your lesson.

•The amount of time (minutes) spent on each part should be indicated in the “TIME” column.

•“CLASS ORGANIZATION” should indicate the formations used during that part of the lesson (ex.-scattered, with partners or in two lines, facing partner); you should draw the diagram, if possible.

•The “METHODS, STRATEGIES, PROCEDURES” column should include what you will do as the teacher (example—explain what information you want the learners to have, give directions, give a demonstration or skill(s) to be practiced, etc.) AND what you will have the learners do (ex.-practice skills, ask questions, perform activity taught, etc.).

•The next column should include word or phrase CUES you will use with the students to help them remember what to do, reminder tips you have for yourself or the students, or anything else you need to remind yourself to do or say. (see Chapter 11)

•“REFINMENT” indicates ways to improve the quality of the skill/task (ex.—straight legs, pointed toes, tight body, and more) Give CUES! (see Chapter 11)

•“CHALLENGES/APPLICATIONS/ASSESSMENT” are used to maintain interest, demonstrate use of tasks in authentic setting, and evaluate objectives

•DELETE these comments in red before printing up your lesson plan.CONTENT (Anticipated Progression of Tasks—with what you will say to the students)

TIME (antici-pated)

CLASS ORGANI-ZATIONAL ARRANGEMENT

METHODS, STRATEGIES, PROCEDURES (How task will be communicated/demonstrated, etc.)

TEACHING CUES AND POINTS OF EMPHASIS

REFINEMENT (also include CUES for refinement of tasks)

CHALLENGES/APPLICATIONS/ASSESSMENT

SET INDUCTION• Introduce lesson• Safety information • Warm-ups• Etc.

Task 1 & possible extensionTask 2& possible extensionTask 3& possible extensionConclusion/ClosingAccommodations for different learning rates or special needs:

SELF-EVALUATION OF LESSON AND TEACHING/REFLECTIONS (what was good, what needs to be changed, specific changes to be made):[Updated 3/15]


The Citadel School of EducationPhysical Education Secondary Lesson Plan Template

Please delete anything in red before turning in your unit plan. The information in red is for your understanding of how to use the template to complete your plan.

Lesson # of

Name Date to be Taught: Content: Grade Level: SC Standards: ______

Equipment Needed: (include numbers of pieces of equipment)

Student Prerequisites (include at least 1 for each domain) Identify prerequisite skills (easier skills that students must have already mastered) that are needed for successful participation in lesson activities.

Objectives (Student) Written with Behavior, Condition, Criteria Identify what you want students

Students should be able to: to know and be able to do as a result of participating in this lesson. Make sure objectives are observable and measureable.

1. (Psychomotor): Standards/Benchmarks:

2. (Cognitive): Standards/Benchmarks:

3. (Affective): Standards/Benchmarks:

Objectives (Teacher) Written with Behavior, Condition, CriteriaTeacher should be able to: Teacher objectives should reflect your own needs for

improvement1. Instructional: Address actions that relate directly to the intended lesson outcome

2. Managerial: Address what you will do in terms of arranging and maintaining the learning environment

[Updated 3/15]


3. Resources (at least 2) Where did you get the information you used in planning your lesson?

[Updated 3/15]


Instructional Plan with Development of ContentAnticipated Progressions of Tasks/Other Activities

ApproxTime

ManagementArrangement

Learning Cues & Critical Elements

RefinementTask

ApplicationTask

Write tasks the same way you will present them to students. What will you say?Remember to include:Set Induction:

Howmuchtimewill bespent on each task?

How will people, space and equipment be arranged? You may choose to use a diagram.

Demonstration: Identify critical elements of skill being taught. Include cues to address critical elements.

How will you address the concern for qualitative aspects of performance?

Describe possible ways in which the task may be applied either in a self testing way or a competitive experience with others.

Write cues using boldface type.

Remember to include a lessonClosure:

You may need to add rows – depending upon the number of tasks you have.

[Updated 3/15]


Unit Plan RubricPhysical Education

Revised 9/12

TargetAcceptable

Unacceptable

Candidate name _______________________________________________ Date ___________

Experience (course #, student teaching, etc.) _________________School/Grade:_________________

Rater (Circle one): instructor school-based teacher supervisor Name _____________________

Unacceptable (1) Acceptable (2) Target (3) Score NA

3.5

TC takes a one size fits all approach and fails to provide for student exceptionalities or differences by identifying accommodations and/or modifications to activities.

TC accounts for both high and low performing students by making appropriate accommodations (+, -) and/or modifications for many unit activities.

TC accounts for exceptionalities or differences among students by identifying accommodations and/or modifications for most unit lessons.

3.6

The sequence of unit content may be illogical, with gaps in progressions. Tasks are arranged randomly steps between progressions either too large or too small to facilitate skill.

The sequence of unit content is logical, with few gaps in progressions. Learning/practice tasks are arranged in sequence and progressive steps to facilitate learning.

Unit skills are appropriately sequenced. Learning/practice tasks are appropriately arranged in a progressive sequence to facilitate learning.

TC plans for minimal instruction or instruction occurs only at the beginning of the unit.

TC plans for instructional opportunities throughout the unit. Many instructional details are included during game play.

TC plans for a variety of instructional opportunities throughout the unit. Most instructional details are included throughout all game stages.

3.4TC plans activities that are developmentally inappropriate (too hard or too easy) with limited practice opportunities.

TC plans developmentally appropriate activities with many practice opportunities.

TC plans activities that are developmentally appropriate and organized for maximum practice time.

3.6TC masses skill practice and delegates many days to game play.

TC distributes skill practice throughout the majority of the unit plan.

TC distributes skill practice throughout the unit plan.

5.2TC showed no evidence (or minimal evidence) of planning for formal or informal assessment throughout the block plan.

All lessons include an assessment (either formal or informal) of student performance.

A wide variety of assessments are represented throughout the block plan and lessons include an informal or formal assessment.

TC fails to provide practice opportunities for assessment protocol prior to summative assessment.

Skill/game play assessment protocol appears as practice opportunity or formative assessment several lessons prior to summative assessment.

Skill/game play assessment protocol appears several times as practice opportunity or formative assessment weeks prior to summative assessment.

Unit Assessments 5.1

TC shows little evidence of identifying unit assessments that match/measure the unit goals.

TC plans to use assessments that are appropriate for measuring achievement of the unit goals.

TC identifies three or more assessments appropriate for measuring student achievement of unit goals.

5.1

TC plans for assessment in only one or two domains of learning.

TC plans for the assessment of student achievement in all 3 domains of learning (psychomotor, cognitive, and affective).

TC plans for the assessment of student achievement in all 3 domains of learning (psychomotor, cognitive, and affective)and authentic assessments and opportunity for peer and self-assessment are included.

[Updated 3/15]


Unacceptable (1) Acceptable (2) Target (3) Score NAEquipment

and Resources

Equipment list and resources needed for conduct of unit is incomplete, not all needed materials are identified.

Equipment list and resources needed for unit implementation are complete and clearly identified.

Equipment and resource list provides thorough information needed for unit implementation.

References TC identifies inappropriate web sites or other references not designed for use by physical educators.

TC identifies quality references used for unit construction with complete citation information included.

Two or more appropriate, quality references are identified using proper APA style.

Effective Communica-

tion 4.1

Unit plan contains several grammatical errors and inappropriate language for the age and skill level of the learners.

Unit plan has few mistakes in grammar.

Unit plan is grammatically correct and clearly written. Language (e.g., cues) is appropriate for age group.

4.1 Unit assessment and other materials contain grammatical errors and poor formatting.

Unit assessments and other forms of communication are free of grammatical errors and properly formatted.

Unit assessment and other forms of communication are well written and properly formatted.

Overall Score

0 to 74% of All Applicable Scoring



Circle appropriate column for each element: 1(Unacceptable) or 2 (Acceptable) or 3 (Target):Component Unacceptable (1) Acceptable (2) Target (3) Score NAContextual

InformationAt least two components of the required contextual information (content, grade level, pre-requisite skills for each learning domain) are missing.

All required contextual information (content, grade level, at least 2 pre-requisite skills for each learning domain) is included.

Teacher candidate appropriately identifies content, grade level, and several pre-requisite skills for each learning domain.

Unit Goals3.2

Many unit goals are not performance-based or clearly stated.

Most unit goals are performance-based and clearly stated.

All unit goals are performance-based and clearly stated.

3.1Unit goals do not address achievement in all 6 state/national standards.

Unit goals address achievement in all 6 state/national standards.

There are two or more unit goals aligned to each of the 6 state/national standards.

3.2Many unit goals are not developmentally appropriate for learners and/or length of unit.

Most unit goals are developmentally appropriate for learners and length of unit.

All unit goals are developmentally appropriate for learners and length of unit.

Development-al Analysis

3.6

Developmental analysis of unit skills/tasks is illogically and/or developmentally inappropriate with gaps in progressions.

Developmental analysis of unit skills/tasks is progressive and developmentally appropriate with few gaps in progressions.

Developmental analysis of unit skills/tasks is progressive and appropriate for the developmental level of the learner and for the length of the unit.

4.2Critical elements and/or learning cues are missing, inaccurate or inappropriate for most unit skills and/or game stages.

Critical elements and accurate, age/skill appropriate learning cues are identified for all unit skills, game stages and/or activities.

Critical elements and descriptive learning cues are identified for all unit skills, game stages and/or activities.

3.6

TC fails to identify appropriate self-testing, cooperative or competitive opportunities for applying content.

The application column clearly describes appropriate, self-testing, cooperative or competitive opportunities for applying content.

The application column clearly describes creative self-testing, cooperative or competitive opportunities for applying content. At least two opportunities are provided for application of each skill.

Block Plan

3.3

Learning activities identified in the block plan do not allow for student achievement of unit goals.

Learning activities identified in the block plan allow for student achievement of unit goals.

Learning activities identified in the block plan promote and enhance student achievement of unit goals.

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Lesson Plan Rubric TargetPhysical Education AcceptableRevised 9/12 Unacceptable

Candidate name _______________________________________ Date ___________________

Experience (course #, student teaching, etc.) ______________School/Grade____________________

Rater (Circle one): instructor school-based teacher supervisor Name _____________________

Circle appropriate column for each element: 1(Unacceptable) or 2 (Acceptable) or 3 (Target):Component Unacceptable (1) Acceptable (2) Target (3) Score NAContextual Information

At least two components of the required contextual information (content, grade level, equipment needed, pre-requisite skills for each learning domain) are missing.

All required contextual information (content, grade level, equipment needed with specific numbers and pre-requisite skills for each learning domain) is included.

Teacher candidate appropriately identifies content, grade level, equipment needed with specific numbers and several pre-requisite skills for each learning domain.

Lesson Objectives

3.2

Lesson objectives are not performance-based objectives (not observable and measurable) or clearly stated.

Lesson objectives are performance-based objectives (observable and measurable) and clearly stated.

Lesson objectives are performance-based (observable and measurable) and concise.

3.2The lesson objectives do not include behavior, condition, and criteria components.

Most lesson objectives include behavior, condition, and criteria components.

Lesson objectives explicitly identify a behavior, condition, and criteria.

3.2

Lesson objectives address learning in only one or two domains (psychomotor, cognitive, or affective) of learning.

Lesson objectives address all three domains (psychomotor, cognitive, affective) of learning.

Lesson includes more than one objective in one or more of the three domains (psychomotor, cognitive, affective) of learning.

3.2Two or more lesson objectives are not developmentally appropriate for learners.

Most lesson objectives are developmentally appropriate for learners

All lesson objectives are developmentally appropriate for learners.

3.1

The teacher candidate failed to identify the appropriate South Carolina Academic/National Physical Education Standard.

The teacher candidate correctly identified most of the objectives by the appropriate South Carolina Academic/ National Physical Education Standard.

The teacher candidate correctly identified all of the objectives by the appropriate South Carolina Academic/ National Physical Education Standard.

Teacher Objectives

One or more teacher objectives are not measureable and/or do not address improvement in instruction and management.

Teacher objectives are measureable and reflect teacher candidates need for improvement in areas of instruction and management.

Teacher objectives are concise, measureable and reflect teacher candidates need for improvement in areas of instruction and management.

Resources One or no resources are identified, reference is incomplete.

Two quality resources are identified with complete citation information included.

Two quality resources are identified using APA style.

Instructional Plan with Development

of Content

Set induction is brief or not included in the lesson plan.

Set induction is clearly stated and orients students to what they will be doing and why.

Clearly stated set induction is designed to stimulate student interest and orients the learner to what they will be doing and why.

3.6

The sequence of lesson tasks/activities is illogical and/or developmentally inappropriate with gaps in progressions.

The sequence of lesson tasks/activities is logical and developmentally appropriate with few gaps in progressions.

The sequence of lesson tasks/activities is progressive and appropriate for the developmental level of the learner.

The number of tasks is inappropriate for the time available for the lesson.

The number of tasks is adequate for the time available for the lesson.

There is an optimal number of tasks available for the lesson.

Tasks are written in phrases and therefore not worded in the form

Tasks are written in complete sentences and worded in the form

Tasks information is complete and worded in the form that is used to

[Updated 3/15]


that is used to deliver or present t content of the lesson.

that is used to deliver or present the content of the lesson.

deliver or present the content of the lesson.

Unacceptable (1) Acceptable (2) Target (3) Score NA

3.6 A refinement task is not provided for each extension task.

At least one refinement is given for each extension task.

More than one refinement is provided for each extension task.

4.2Critical elements and/or learning cues are missing from demonstrations and extension tasks.

Critical elements and learning cues are identified for all demonstrations and extension tasks.

Critical elements and learning cues are identified for all demonstrations and extension tasks.

4.2Cues are inaccurate and/or inappropriate for developmental level of learners.

Cues are accurate, age and skill appropriate.

Cues are accurate, age/skill appropriate, and descriptive in nature.

3.6

TC fails to identify appropriate self-testing, cooperative or competitive opportunities for applying content.

The application column clearly describes at least two appropriate, self-testing, cooperative or competitive opportunities for applying content.

The application column clearly describes at least two creative self-testing, cooperative or competitive opportunities for applying content.

3.4Teacher candidate does not identify a managerial arrangement for all demonstrations.

Teacher candidate has a plan for all demonstrations identifying who will be where.

Teacher candidate has a clear plan for demonstrations identifying who will be where so that all can see and hear.

3.5

TC takes a one size fits all approach and fails to design tasks to meet diverse needs.

TC accounts for both high and low performing students by making appropriate accommodations and/or modifications (+,-) for many tasks.

TC accounts for both high and low performing students by making a variety of appropriate accommodations and/or modifications (+,-) for every task.

3.3Planned learning activities are not congruent with lesson objectives.

Activities are designed to allow students to achieve most lesson objectives.

Learning activities are consistently designed to allow students to achieve all lesson objectives.

3.4Teacher candidate plans for few practice opportunities for learners.

Teacher candidate regularly plans for maximum practice opportunities for learners.

Teacher candidate consistently plans for maximum practice opportunities for all learners.

3.3Lesson closure is missing or unrelated to lesson objectives and lacks check for student understanding.

Lesson closure is related to lesson objectives, incorporates review and includes at least two checks for student understanding.

Lesson closure is related to lesson objectives, incorporates review and includes three or more checks for student understanding.

3.7TC does not make appropriate use of technology.

TC applies knowledge of current technology in the development of the lesson plan.

TC plans learning experiences that require appropriate use of current technology to enhance student learning.

3.3Use of technology does not align with lesson objectives.

TC’s use of technology is somewhat aligned with lesson objectives.

TC’s use of technology is aligned with lesson objectives.

Assessment

5.1

No assessment (either formal or informal) is planned for in the lesson.

Lesson includes at least one assessment and several checks for understanding.

Lesson includes an authentic assessment, peer assessment, rubric or checklist, and multiple checks for.

5.1Assessments are not aligned with objectives or are inappropriate for lesson objectives.

Assessments are aligned with objectives and are appropriate measures of objectives.

Assessments are directly aligned with objectives and are appropriate measures of objectives.

Effective Communica-

tion

4.1

Lesson plan and/or other materials contain several grammatical errors and inappropriate language for the age and developmental level of the learners.

Lesson plan and/or other materials have few mistakes in grammar and language is appropriate for the age and developmental level of the learners.

Lesson plan and/other materials are grammatically correct and clearly written in language appropriate for the age and developmental level of the learners.

[Updated 3/15]


4.1Lesson assessment and other materials contain grammatical errors and poor formatting.

Lesson assessment and other forms of communication such as task sheets, are free of grammatical errors and properly formatted.

Lesson assessment and other forms of communication such as task sheets, are well written and properly formatted.

Overall Score 0 to 74% of All Applicable Scoring



SCIENCE LESSON PLAN GUIDELINES(adapted for use for Science Instruction by Dr. Kathryn Richardson Jones

from revised Citadel form created by Dr. Lauren Rule Maxwell)

This assignment will: document your ability to plan lessons that demonstrate that you have the content


demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;

illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and

demonstrate that you can plan and deliver effective instruction that advances the learning of each student.

To complete this assignment you must: use The Citadel Science Lesson Plan format to create a complete lesson that addresses

each element of the lesson plan, teach the lesson, and reflect on the lesson you’ve taught.

A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See course syllabi or Student teaching handbook.)

For your program completion portfolio, you will need to upload examples of your planning, teaching and assessing in the following areas:

Safety. (NSTA 9) - Standard 9. Safety and Welfare. Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they:(a) understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.(b) know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;

[Updated 3/15]


(c) know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;(d) treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.

Nature of Science. (NSTA 2)Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:(a) understand the historical and cultural development of science and the evolution of knowledge in their discipline;(b) understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;(c) engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.

Inquiry. (NSTA 3)Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:(a) understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge;(b) engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

Issues. (NSTA 4)Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they:(a) understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues;(b) engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.

Science in the Community. (NSTA 7, SC-EEDA) Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally

[Updated 3/15]


important issues. To show that they are prepared to relate science to the community, teachers of science must demonstrate that they:(a) identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science;(b) involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.(c) integrate career connections and pathways into their instruction. (SC-EEDA)


MAT Science Lesson Plan


Learning Goals (NSTA 2003 - 1.b)

National Science Teaching Standards/Common Core

SC Science Standard(s)

Indicator(s)


Student Background Knowledge and Experience (NSTA 2003 - 1.a)

Student prior knowledge and skills: Accommodations for Diversity (if applicable):

Instructional Procedures (NSTA 2003 - 2.b)

Content Summary (include concepts and essential understandings):

[Updated 3/15]


Teaching Methods:

Safety Considerations (NSTA 2003 - 1.E and S1-3):

Legal and Ethical (NSTA 2003-S1): Chemical Safety (NSTA 2003-S1): Safety Procedures/Equipment (NSTA 2003 - S1):

Living Organisms (NSTA 2003-S1):

Student Grouping:

Resources and Materials (including technology, career connections, and community resources) (NSTA 2003 - 1.E, 4, 7, ISTE-NETS and SC-EED)

Resources: Materials: Technology: Career Connections:

Science Related Issues Addressed in Lesson (NSTA 2003 - 4.a and b)

Instructional Activities (Lesson sequence and allotted time) (NSTA 2003 - 2.b)

Opening:

Main Activities:

Closing:

Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) (NSTA 2003 - 2.C)

Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) (NSTA 2003 - 1.B)

[Updated 3/15]


Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) (NSTA 2003 - 2.C)

Rubrics for Assessing the Lesson Plan Assignment and Unit Work SamplesAPS 2 - Short-Range Planning – APS 3 –Short Range Planning, Development and Use of

AssessmentsCompetent Developing Competence Unsatisfactory

2A. Section I: Major Unit Objectives Unit objectives facilitate student achievement of academic standards and long-range learning and developmental goals (NSTA 6.a, 6.b) SC-ADEPT – 06.2.A

• Unit fulfills the requirements for the content area and grade level and is aligned to State and National Science Standards. • Appropriate Objectives for the grade level and Science content area. • Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated. • Student Involvement Objectives require students to be actively involved in the learning process. • Matched to Skills Objectives All objectives have been accurately matched with the required skills to master the objective.

• Unit is adequate for the content area and/or grade level and shows evidence of aligned to State and National Science Standards. • Objectives are somewhat appropriate for the Science content area and/or the grade level. • Observable objectives are stated in the learner outcomes but are not easily measured and/or evaluated. • Objectives require students to have some active involvement in the learning process. • 2 or 3 of the objectives have been accurately matched with the required skills to master the objective.

• Unit shows no evidence of alignment to State and National Science Standards and do not appear to be appropriate for content area and/or grade level. • Objectives are not appropriate for the Science content area and grade level. • Objectives are not stated in observable learner outcomes and cannot be measured. • Objectives indicate students are passive recipients of knowledge. • One or none of the objectives have been matched with the required skills to master the objective.

2.B.1 Section II: Unit Plan Instructional plans include content, strategies, materials and resources appropriate for the students. (NSTA 6.b, 7.a, 7.b) SC-ADEPT-06.2.B

• Appropriate/ Accurate Science Content for the instructional area and grade level is evident. • Content is aligned to State and National Science Standards. • Matching Materials Each lesson plan contains a comprehensive materials/ resource list. • Logically sequenced strategies including at least 2 instructional strategies per objective • Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information. • Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language. • Strategies promote active

• Science Content is accurate and somewhat appropriate for the instructional area and/or grade level. • Content demonstrates some alignment to State and National Science Standards.• Each lesson plan contains a materials list. • Each objective contains less than two appropriate instructional strategies that may or may not be logically sequenced. • Lesson plans incorporate limited opportunities for students to reflect on their learning process. The reflection activity is informal • Lesson plans demonstrate how language and/or content information are used but do not indicate a clear purpose of the information and/or language. • Instructional strategies are

• The Science content is not accurate or appropriate for instructional area and/or grade level. • Content is not aligned to State and National Science Standards.• Materials lists are either not available or are incomplete. • Each objective does not contain appropriate or logically sequenced instructional strategies. • Lesson plans do not incorporate any opportunity for students to reflect on their learning process. • Lesson plans do not clearly demonstrate the purpose and use of the content information and/or language. • Instructional strategies offer few or no opportunities for the students to become actively involved.• Instructional strategies do not

[Updated 3/15]


Competent Developing Competence Unsatisfactoryengagement of students through problem solving/ creativity.• Strategies for collaboration/ independent learning/ varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

creative and offer some opportunities for the students to become actively involved .•Instructional strategies provide minimal opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

2.B.2 - Section II: Unit PlanIncorporation of Technology (ISTE-NETS 1 and 3)(NSTA 4, 6, 7.a, 7.b) SC-ADEPT-06.2.B

• Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning.•Science and technology related issues are included in the lesson plans and candidates incorporated analysis of their integration of these practices into their lesson plans.

• Unit plans demonstrate the use of technology to promote learning. • Plans include evidence of incorporation of science and technology related issues but not an analysis.

• Unit plans lack evidence supporting the use of technology to promote learning. • Plans lack evidence of incorporation of science and technology related issues

[Updated 3/15]


2.B.3 Section II: Unit Plan Career and Community Connections (EEDA)(NSTA 6, 7.a, 7.b)

• Connections to other content areas, career pathways and community resources. Unit and lesson plans integrate other subject area standards and career pathways into the instructional unit.

• Unit and lesson plans could be associated with other content area standards and/or career pathways, but the connections are not clearly explained.

• Lesson plans do not integrate other subject area standards or career pathways into the instructional unit.

2C. Section V: Response to Formative Analysis Student performance data is used to guide short-range planning of instruction. (NSTA 6.b, 7.a, 7.b, 8.c)SC-ADEPT-06.2.C

• Adjustments to Science unit plan were made based on student behavior, progress and performance data; and • Reflected on the need to adjust unit plan for future use.

• Science Lesson plans partially focus on the student but fail to take into account all required learner needs. • Science Lesson plans document minimal modifications for specific learning differences among individual students.

• Science Lesson plans do not take into account the age or grade level of the student or accommodate for learner needs. • Science Lesson plans do not document modifications for specific learning differences among individual students.

3B. Section IV: Analysis of Student Performance At appropriate intervals, student performance data is gathered and accurately analyzed to guide instructional planning. (NSTA 8.a, 8.b) SC-ADEPT-06.3.B

• Teacher candidate regularly analyzes and uses assessment results to monitor, modify and/or enhance learning throughout the unit.

• Teacher candidate occasionally analyzes and uses assessment results to monitor, modify and/or enhance learning.

• Teacher candidate does not analyze and/or use assessment results to monitor, modify and/or enhance learning.

3C. Section VI: Summative Feedback Assessment data used to determine grades that accurately reflect student progress and achievement. (NSTA 8.a, 8.b) SC-ADEPT-06.3.C

• Made decisions about student performance, progress, and achievement based on alignment with the unit objectives, the assessments, and the ability levels of the students. • Maintained accurate, current, well-organized and confidential records of assessment results.

• Made decisions about student performance based on some of the criteria. •Maintained records with varying levels of organization and keeping current.

• Made decisions about student performance based only on assessments. •Maintained records in an unorganized, late manner.

[Updated 3/15]


Science Safety Professional Portfolio Assignment for Pre-Service Teacher Candidates

In creating the lab safety portion of your classroom management plan, please review the safety information posted linked to the Council for State Science Supervisor’s Web Page.(Available: http://www.csss-science.org)

Read - Science and Safety, Making the Connection (Available: http://www.csss-science.org/downloads/scisafe.pdf)

Describe how each item is managed or where they are located in the classroom you are assigned to work in. Include modifications you might make if it were your classroom. (See attached NSTA Addendum Rubric) Post the safety information in your LiveText Portfolio - (NSTA 9 a-d):

Appropriated protective equipment for the science laboratory Enforcement of safety procedures All students and teachers know the local of all protective equipment All students read and sign a lab safety contract. (See text materials or use

one provided by a Science Supplier – Upload the contract you choose as part of your safety lesson plan –see below.)

Sufficient, accessible lab stations per number of students in each laboratory All students must wear proper safety goggles whenever chemicals,

glassware, or heat is used Equipment and chemical inventory maintained Chemicals properly arranged by compatibility and securely stored Restricted amounts of chemicals Adequate labeling on equipment, chemicals and hazards Material Safety Data Sheets Unobstructed exits from laboratory Uncluttered laboratories Master shut-off switches for gas, water and electricity Safety Rules and charts posted Records kept on safety training and lab incidents Emergency exit/escape plan posted Live animals and students are protected from one another

Checklist available: http://www.csss-science.org/checklist.shtml

Create a lesson plan for teaching important safety concepts prior to beginning lab activities with your students. Make sure you include supplemental resources such as Power Points, handouts, assessment items, and a Safety Contract for your students and their parents to sign. This safety focused lesson plan will be evaluated using the APS 2 and 3 Planning Form and Rubrics as well as the NSTA Addendum Observation Rubrics.

Verify that your strategies that you use while working with your students includes appropriate safety techniques by including a brief narrative about your pre-lab safety precautions and problems encountered during and after the lab, if any, in your lesson plan form.

[Updated 3/15]


http://www.csss-science.org/checklist.shtml

http://www.csss-science.org/downloads/scisafe.pdf

http://www.csss-science.org/downloads/scisafe.pdf

http://www.csss-science.org/

LESSON PLAN ASSIGNMENT GUIDELINES(adapted for use for Science Instruction by Dr. Kathryn Richardson Jones

from revised Citadel form created by Dr. Lauren Rule Maxwell)

This assignment will: document your ability to plan lessons that demonstrate that you have the

content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;

demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;

illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and

demonstrate that you can plan and deliver effective instruction that advances the learning of each student.

To complete this assignment you must: use The Citadel Science Lesson Plan format to create a complete lesson that

addresses each element of the lesson plan, teach the lesson, and reflect on the lesson you’ve taught.

A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See course syllabi or Student teaching handbook.)

For your program completion portfolio, you will need to upload examples of your planning, teaching and assessing in the following areas:

Safety. (NSTA 9) - Standard 9. Safety and Welfare. Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they:(a) understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.(b) know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;(c) know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;(d) treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.

[Updated 3/15]


Rubric for Evaluating Safety PlanningRating DescriptionEmerging Little or no evidence or evidence of meeting standard below the minimum acceptable

expectations of the program.Basic The candidate exhibits minimum to intermediate performance in relation to essential knowledge,

skills or dispositions required by the standard. Provides basic but substantially convincing evidence of attainment that meets or moderately exceeds minimum expectations.

Professional The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills or dispositions required by the standard. Provides convincing evidence of sound work, usually with multiple examples of achievement that substantially exceed minimum expectations and show excellence in performance.

Standard Emerging (1 point) Basic (2 points) Professional (3 points)S1. The candidate practices legal and ethical responsibilities of science teachers for the welfare of their students. (NSTA 9a)

Has not included plans for the legal and ethical precedents for the welfare of students in the science classroom.

Includes plans for the legal and ethical precedents for the welfare of students in the science classroom.

Includes plans for the legal and ethical precedents for the welfare of students in the science classroom ANDDocuments classroom instruction about reasons for such rules with students.

S2. The candidate practices safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction. (NSTA 9b)

Has not created written plans for procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials. OR MSDS file.

Includes written plans that include procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials. AND Description of how MSDS file are kept for all materials used in the classroom. AND Includes written rules that are clear, explicit and easy to follow.

Includes written plans that include procedures for the safe labeling, handling, storage and disposal of chemicals, and other materials. AND Description of how MSDS file are kept for all materials used in the classroom. AND Rules are clear, explicit and easy to follow. ANDDocuments classroom instruction about the importance and reasons for rules.AND Stays informed of potential hazards and legal concerns. Communicates them to other teachers to maintain a school environment free of potential problems.

S3. Candidate follows emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students. (NSTA 9c)

Does not have written plans to practice or enforce safety procedures in all activities in the classroom. OR Has not written plan for actions to take during an emergency and to prevent or report an emergency.

Has written plans to practice and enforces safety procedures and precautions in all activities in the classroom. AND Includes actions to take during an emergency and to prevent or report an emergency.

Written plans notations related to safety procedures are consistently incorporated into plans so that safety is standard practice in all activities in the classroom. AND Written plans and follow up reflection responses demonstrate that safety is a priority for this teacher candidateAND Written reflection responses include evidence that the candidate takes action to prevent hazards and communicates needs and potential problems to administrators.

S4. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use. (NSTA 9d)

Does not have a written plan to responsibly attend to the safe, proper and ethical treatment of animals.

Has written plans that are detailed and indicate that the candidate is committed to enforcing rules for the safe, proper and ethical treatment of animals.

Written plans are detailed and indicate that the candidate is committed to enforcing rules for the safe, proper and ethical treatment of animals. ANDIncludes documentation that reasons for rules for the safe, proper and ethical treatment of animals has been discussed and enforced with students.

[Updated 3/15]


Revised by Kathryn Richardson Jones, Ed.D. from: NSTA Safety Assessment - Brownstein, Jones, and Meissner, updated by Brownstein, Allan, Crawley, Dykstra, Hagevik, & Veal (2007)

[Updated 3/15]


The Citadel School of Education

MAT Social Studies Lesson Plan Assignment Guidelines(Adapted for use for Social Studies Instruction by Dr. Kathryn Richardson Jones from revised Citadel

form created by Dr. Lauren Rule Maxwell)






To complete this assignment you must: Use The Citadel MAT Social Studies Lesson Plan Form to create a complete lesson

that addresses each element of the lesson plan, Teach the lesson, and Reflect on the lesson you’ve taught.

A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See your course syllabi or Guidelines for Student teaching Internship Handbook).


Learning Goals

Social Studies Teaching Standards/Common Core

Benchmark(s)

Indicator(s)

[Updated 3/15]



Student Background Knowledge and ExperienceStudent prior knowledge and skills: Accommodations for Diversity (if applicable):

Instructional ProceduresContent Summary (include concepts and essential understandings):

Teaching Methods:

Student Grouping:

Resources and Materials (including technology, career connections, and community resources)Resources: Materials: Technology: Career Connections:

Social Studies Thematic Strands addressed in lesson

Instructional Activities (Lesson sequence and allotted time)

Opening:

Main Activities:

Closing:

[Updated 3/15]


Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals)

Adaptations/Accommodations (Include student needs and instructional modifications, if applicable)

Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again)

[Updated 3/15]


Rubrics for Assessing the Lesson Plan Assignment and Unit Work SamplesAPS 2- Short-Range Planning-APS 3- Short Range Planning, Development and Use of Assessments


Unsatisfactory




learning and developmental goals (SC-ADEPT- 06.2A)

Unit fulfills the requirements for the content area and grade level and is aligned to State and National Social Studies Standards. Appropriate Objectives for the grade level and Social Studies content area. Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated. Student Involvement Objectives require students to be actively involved in the learning process

Matched to Skills Objectives All objectives have been accurately matched with the required skills to master the objective.

Unit is adequate for the content area and/or grade level and shows evidence of aligned to State and National Social Studies Standards. Objectives are somewhat appropriate for the Social Studies content area and/or the grade levelObservable objectives are stated in the learner outcomes but are not easily measured and/or evaluatedObjectives require students to have some active involvement in the learning process2 or 3 of the objectives have been accurately matched with the required skills to master the objective.

Unit shows no evidence of alignment to State and National Social Studies Standards and do not appear to be appropriate for content area and/or grade levelObjectives are not appropriate for the Social Studies content area and grade level.Objectives are not stated in observable learner outcomes and cannot be measured. Objectives indicate students are passive recipients of knowledge. One or none of the objectives have been matched with the required skills to master the objective.

2.B. 1 Section II: Unit Plan


strategies, materials, and resources

appropriate for the students.

(SC-ADEPT- 06.2B)

Appropriate/Accurate Social Studies Content for the instructional area and grade level is evident. Content is aligned to State and National Social Studies Standards. Matching Materials each lesson plan contains a comprehensive materials/resource list. Logically sequenced strategies including at least 2 instructional strategies per objective. Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information. Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language. Strategies promote active engagement of students

Social Studies Content is accurate and somewhat appropriate for the instructional area and/or grade level. Content demonstrates some alignment to State and National Social Studies Standards. Each lesson plan contains a materials list. Each objective contains less than two appropriate instructional strategies that may or may not be logically sequenced. Lesson plans incorporate limited opportunities for students to reflect on their learning process. The reflection activity is informal. Lesson plans demonstrate how language and/or content information are used but do not indicate a clear purpose of the information and/or language. Instructional strategies are creative and offer some opportunities for the students to become

The Social Studies content is not accurate or appropriate for instructional area and/or grade level. Content is not aligned to State and National Social Studies Standards.Materials lists are either not available or are incomplete. Each objective does not contain appropriate or logically sequenced instructional strategies. Lesson plans do not incorporate any opportunity for students to reflect on their learning process. Lesson plans do not clearly demonstrate the purpose and use of the content information and/or language. Instructional strategies offer few or no opportunities for the students to be actively involved.

[Updated 3/15]


through problem solving/ creativity.

actively involved.

[Updated 3/15]



Unsatisfactory

Strategies for collaboration/independent learning and varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

Instructional strategies provide minimal opportunities for the teacher to work with the whole class, small groups, and/or individuals including collaboration and independent learning.

Instructional strategies do not provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.



(ISTE-NETS 1 and 3 SC-ADEPT- 06.2B)

Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning. Social Studies and technology related issues are included in the lesson plans and candidates incorporated analysis of their integration of these practices into their lesson plans.

Unit plans demonstrate the use of technology to promote learning. Plans include evidence of incorporation of Social Studies and technology related issues but not an analysis.

Unit plans lack evidence supporting the use of technology to promote learning. Plans lack evidence of incorporation of Social Studies and technology related issues.


Connections (EEDA)






of instruction. (SC ADEPT-06.2.C)

Adjustments to Social Studies unit plan were made based on student behavior, progress and performance data andReflected on the need to adjust unit plan for future use.

Social Studies Lesson plans partially focus on the student but fail to take into account all required learner needs. Social Studies Lesson plans document minimal modifications for specific learning differences among individual students.

Social Studies Lesson plans do not take into account the age or grade level of the student or accommodate for learner needs. Social Studies Lesson plans do not document modifications for specific learning differences among individual students.


Student Performance

At appropriate intervals, student

performance data is gathered and

accurately analyzed to guide instructional

planning(SC-ADEPT- 06.3B)





Made decisions about student performance, progress, and achievement based on alignment with

Made decisions about student performance based on some of the criteria. Maintained records with


[Updated 3/15]


Assessment data used to determine grades

that accurately reflect student progress and

achievement(SC-ADEPT- 06.3C)

the unit objectives, the assessments, and the ability levels of the students. Maintained accurate, current, well-organized and confidential records of assessment results.

varying levels of organization and keeping current.

Maintained records in an unorganized, late manner.

[Updated 3/15]


APS 1. Long-Range Plan(to be completed and attached in your LiveText Portfolio under APS 1)Updated March 2009 by the South Carolina Department of Education

Student Teaching Intern’s Name:

School:

Grade level(s)/Subject area(s):

Section I: Student Information (Key Element 1.A)

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. The student information is to be described in the table below.

Important Student Information (Key Element 1.A)Factor

(e.g., gender, SES, reading levels)

Description(in terms of your students)

Sources(s)(if needed)

Reflect on the student information (Key Element 1.A): (1) Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long- and short-range plans?

Section II: Long-Range Learning and/or Developmental Goals (Key Element 1.B)

Describe the long-range learning/developmental goals that you have established for your students in the subject/course. The long-range learning and/or developmental goals are described in the table

below.Long-Range Learning and/or Developmental Goals

(Key Element 1.B)

[Updated 3/15]


Long-Range Learning and/or Developmental Goals(Key Element 1.B)

Reflect on the long-range learning and/or developmental goals (Key Element 1.B): Of the long-range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

Section III: Instructional Units (Key Element 1.C) Describe the instructional units, in sequence, for this course.

The instructional units are described in the table below.

Unit Topic or Description(Key Element 1.C)

Unit Length(i.e., approximate

number of lessons)

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

Section IV: Assessment of Student Performance (Key Element 1.D) Describe (1) the major course assessments, (2) the evaluation criteria

for the course, (3) the way(s) in which you will report overall student progress and achievement, and (4) your system for maintaining records of student progress and achievement for this course.

[Updated 3/15]


The procedures for determining and reporting overall student progress achievement are described below.

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for the course as well as (b) the reports they receive regarding the student’s overall progress and achievement in the course?

Section V: Classroom Management (Key Element I.E)

Describe how you will communicate to the students and their parents your expectations for student behavior in the classroom.(Check one of the following two options.)

The explanation for student classroom behavior during instruction and during noninstructional routines is described in a separate document. (Note: A copy of this document must be included in the dossier.)

The explanation for student classroom behavior during instruction and during noninstructional routines is described below.

Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

Section VI: Additional Comments (optional)

[Updated 3/15]


APS 2 & 3. Unit Work Sample(To be completed and attached in your LiveText Portfolio under APS 2 & 3)

Updated March 2009 by the South Carolina Department of EducationStudent Teaching Intern’s Name:

School:


Course

Unit title and/or description

Dates of unit from toNumber of lessons in unit

UWS Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit.

The major unit objectives are described in the table below.

Major Unit Objectives (Key Element 2.A)

1.2.3.4.5.

Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance?

UWS Section II: Unit Plan (Key Element 2.B) Describe your instructional plan—that is, the sequence of steps that you

need to follow if your students are to achieve the unit objectives—including the key activities or strategies and resources (e.g., materials, technology). The instructional plan for the unit is described in the table below.

[Updated 3/15]


Instructional Plan for the Unit (Key Element 2.B)

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students?

UWS Section III: Unit Assessments (Key Element 3.A) List the key unit assessments.

Key Unit Assessments (Key Element 3.A)

Type of Assessment(Check one for each assessment)

Teacher-Made(Note: A copy of each

teacher- made assessment must be included in the

dossier.)

Commercially Available

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students?

UWS Section IV: Analysis of Student Performance (Key Element 3.B)

[Updated 3/15]


Describe the way(s) in which you analyzed student performance.

What were your findings? (Check one of the following two options.)

The findings are presented in a separate document. (Note: A copy of this document must be included in the LiveText Student Teaching Internship Portfolio under APS 2 & 3)

The explanation for student classroom behavior during instruction and during noninstructional routines is described below.

Reflect on the analysis of student performance (Key Element 3.B): In what way(s) did this information (a) increase your understanding of individual students’ strengths and weaknesses and (b) determine specific aspects of instruction that need to be modified?

UWS Section V: Response to Formative Analysis (Key Element 2.C) Reflect on the findings of the formative analysis (Key Element 2.C): (1) Did

you need to adjust your unit plan as you progressed through this unit? Why or why not? (2) Do you foresee the need to make adjustments (a) to future unit plans for this group of students and (b) to this unit plan if and when you teacher this unit again to a different group of students? Why or why not?

UWS Section VI: Summative Feedback (Key Element 3.C) Summative results (Key Element 3.C): How did you determine the students’

grades (or other performance indicators) for the unit, and what were the overall results for your students?

Reflect on the summative feedback (Key Element 3.C): Based on overall results, did the students gain from this unit all that

[Updated 3/15]


The CitadelPhysical Education Unit Plan Format

Please delete anything in red before turning in your unit plan. The information in red is for your understanding of how to use the template to complete your plan.

Team Handball Unit Plan (Grades 7th – 8th)

Submitted by: Your Name

Submitted in Partial Fulfillment of the Requirements

for PHED 499 or HESS 620: Student Teaching Internship

HESS Department

The Citadel

[Updated 3/15]


Team HandballPrerequisite Skills

Identify several prerequisites (easier skills that students must have already mastered) that are needed to successfully learn unit skills. Two examples are provided for each domain.

Psychomotor Cognitive Affective

Ability to throw while running

Ability to catch a ball while running

Basic understanding of the purpose of offensive strategies

Basic understanding of the purpose of defensive strategies

Ability to work independently and/or with partner/groups

Willingness to learn and enjoy a new sport

[Updated 3/15]


Team HandballUnit Goals

Identify what students will know and be able to do as a result of participation in this unit. You may need to add more numbers to a column.

Standard 1 Standard 2 Standard 3 The student will…

1. Obtain a level two or higher for the SCPEAP assessment for team handball by the end of the unit.

The student will…

1. Identify offensive and defensive strategies for team handball and explain how to use them effectively in a modified game.

The student will…

1. Identify opportunities for participation in team handball outside of physical education class.

Standard 4 Standard 5 Standard 6 The student will…

1. Implement a plan for maintaining physical fitness outside of the physical education class.

The student will…

1. Practice fair play during skill practice or when participating in a modified game.

The student will…

1. Recognize the benefits from participation in team handball and its contributions to a physically active lifestyle.

[Updated 3/15]


DEVELOPMENTAL ANALYSIS: MIDDLE SCHOOL TEAM HANDBALL

Extension Refinement(*highlight or put cues in bold print

along with the critical elements for each extension task)

Application

Major Task: Passing Game Stage 1 1. Chest Pass Without ball ↑ chest pass to wall with ball ↑ with partner – high and low ↑ increase distance ↑ chest pass with a moving receive ↑ chest pass with moving sender and receiver

2. Bounce Pass Without ball ↑ bounce pass to wall with ball ↑ with partner ↑ increase distance ↑ bounce pass with a moving receive ↑ bounce pass with moving sender and receiver

2 hand grip Ball at the chest height and elbows in Both arms thrust forward Snap wrists Step towards the target (“T double S”- Thrust, Snap, Step) Follow through with thumbs down (Give them 2 thumbs down) Ball should go from chest of passer to chest of receiver (Chest to Chest)

Same mechanics as the chest pass Aim for the waist of the receiver (Hit em in the belt buckle!) Pass should bounce about three quarters of the way between the passer and the target

See how many times out of 5 you can hit the target on the wall from 10 feet away

Wall passing from 20 feet There will be a piece of tape on the floor 15 feet away from the wall. Try to land your pass as close to the tape as possible so it will bounce and hit the wall

[Updated 3/15]


Block Plan - Team Handball

* Page numbers come from Team Handball- Steps to Success Book

Day One— Passing/Catching

Introduce unit with video clip Warm-up: Ball handling drills Wall passing (overhand and wrist passes) Partner passing (above and below the

waist) Running partner passing (lead passing)

pg. 20 Endline Handball pg. 22 Closure

+ increase running speed- stationary passing

Assessment: Teacher observation of performance of critical elements of passing and catching

Day Two— Dribbling/Piston Movement/Side Stepping

Warm-up: football wave drill and partner passing

Dribbling (stationary, walking, running, changing directions, against defender)

Piston movement on air Partner pass and back up pg. 28 Side Stepping in self space Circle Runner Side-stepping drill pg. 31 Closure

+ use running pace- use jogging pace

Assessment: Peer assessment - dribbling

Day Three--

+-

Assessment:

Day Four—

+-

Assessment: Day Five—

+-

Assessment:

Day Six—

+-

Assessment:

Day Seven—

+-

Assessments:

Day Eight—

+-

Assessment:

Day Nine—

+-

Assessment:

Day Ten—

+-

Assessment:

[Updated 3/15]


Assessment Strategy

Students will be assessed throughout this unit, in all three domains of learning, in the following ways:

Psychomotor (Standards 1, 3, 4)

Cognitive (Standard 2) Affective (Standards 5, 6)

SCPEAP assessment Written test Self assessment using rubric

Note: Include copies of all assessments (e.g., rubrics, checklists, quizzes, tests)

Equipment/Resources/References

List all equipment and materials needed to implement this unit. Identify references that were used in constructing the unit.

Equipment:

14 “Supersafe Elite” team handballs (1 for every other student) 14 “gator balls” (1 for every other student) 4 goals - 2 meters by 3 meters 28 Hot Spots 28 Cones Scrimmage vests (2 sets of 14) 2 wall crash mats Floor safety mats (used to cushion falls when learning shooting techniques) Case of white athletic tape (lines, boundaries, targets, etc.) Case of white field paint (grass surfaces) Ball pump and extra needles Tape measure

Resources:“Catch the Action”- Team Handball videoReferences:Clanton, R.E., & Dwight, M.P. (1997). Team handball: Steps to success. Champaign, IL:

Human Kinetics.Fronske, H. (2005). Teaching cues for sports skills for secondary school students. (3rd

ed.). New York: Pearson Benjamin Cummings.

Unit Goals: Unit Work Sample Section I: Major Unit Objectives (Key Element 2.A) The Citadel, Zucker Family School of Education

137

Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance?

Block Plan: Unit Work Sample Section II: Unit Plan (Key Element 2.B)

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students?

Assessment Strategy: Unit Work Sample Section III: Unit Assessments (Key Element 3.A) Reflect on the unit assessments (Key Element 3.A): How did you determine

that your unit assessments are valid and reliable for all students?

Developmental Analysis: Unit Work Sample Section IV: Analysis of Student Performance (Key Element 3.B) Describe the way(s) in which you analyzed student performance. What were your findings? Reflect on the analysis of student performance (Key Element 3.B): In what

way(s) did this information (a) increase your understanding of individual students’ strengths and weaknesses and (b) determine specific aspects of instruction that need to be modified?

Reflection: Unit Work Sample Section V: Response to Formative Analysis (Key Element 2.C) Reflect on the findings of the formative analysis (Key Element 2.C): (1) Did

you need to adjust your unit plan as you progressed through this unit? Why or why not? (2) Do you foresee the need to make adjustments (a) to future unit plans for this group of students and (b) to this unit plan if and when you teacher this unit again to a different group of students? Why or why not?

Overall: UWS Section VI: Summative Feedback (Key Element 3.C) Summative results (Key Element 3.C): How did you determine the students’

grades (or other performance indicators) for the unit, and what were the overall results for your students?

Reflect on the summative feedback (Key Element 3.C): Based on overall results, did the students gain from this unit all that you expected? Why or why not?


Reflection on Instruction and Student LearningAPS 4 - 9


School:


CourseDate of observation

This lesson was part of which unit?

At what approximate point in the unit did this lesson fall?

Beginning Middle End

Instructions: Please reflect on teaching and learning that occurred while you were being observed. Responses to each of the following nine sets of questions should average approximately 100 words or less. Examples may be attached, if appropriate and available.1. What were the objectives of this lesson? How well do you think your students

understood the overall purpose and relevance of the lesson? (APS 4.A–C)2. What effect did your teaching strategies have in terms of promoting student

learning and keeping your students meaningfully engaged? (APS 5.A–C)3. Why was the content of the lesson appropriate for the students, and how

effectively did you organize the content? (APS 6.A–C)4. How did you assess student learning during the lesson? What were the results?

(APS 7.A)5. Did you need to make any adjustments during the lesson? Why or why not? (APS

7.B)6. What types of feedback did or will you provide to the students regarding their

performance, and why? (APS 7.C)7. In what way(s) and to what extent did the classroom environment impact your

instruction and student learning, either positively or negatively? (APS 8.A–C; APS 9.A–C)

8. What decisions did you make regarding subsequent instruction for these students, and why? (APSs 4-9)]

9. What did you learn as a result of teaching this lesson?(APSs 4-9)


The Citadel Professional Education UnitAPS 10: Fulfilling Professional Responsibilities Worksheet

Candidate Name:

Note: Evidence to be provided by student teaching intern and verified by cooperating teacher through weekly evaluations. Include dates when possible.

3 = Competent, 2 = Developing competence 1 = Unsatisfactory

Domain 4: ProfessionalismAPS 10 - Fulfilling Professional Responsibilities

10A You are an advocate for the students. You work effectively with colleagues to help determine and meet individual student needs; and establish appropriate professional relationships with others outside of the school to support the well-being of students.

Evidence:

10B You work to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students. You are an active contributor to school initiatives and support school-related organizations and activities.

Evidence:

10C You are an effective communicator. You use clear and correct oral and written language and communicate effectively and regularly with parents.

Evidence:

10D

You exhibit professional demeanor and behavior. You maintain all required professional credentials; adhere to all Standards of Conduct for South Carolina Educators and maintain ethical standards; and demonstrate self-management skills (e.g., responsibility, initiative, time management, appearance) and a high quality of work (e.g., completing required tasks in an accurate, timely, and effective manner).

Evidence: 10E You are an active learner. You accurately identify your own professional strengths

and weaknesses; set appropriate professional development goals; and regularly seek out, participate in, and contribute to activities that promote collaboration and that support your continued professional growth.

Evidence:


APS 10. Professional Self-Assessment(to be completed and attached in your LiveText Portfolio under APS 10)Updated March 2009 by the South Carolina Department of Education


School:


Date:

Instructions to the student teaching intern: Please reflect on your professional performance (APS 10.E). Responses to each of the following five sets of questions should average approximately 100 words or less.

1. In terms of the ADEPT Performance Standards, what are your professional strengths? How have you built on these strengths so far, and how do you plan to do so in the future?

2. In terms of the ADEPT Performance Standards, what are your professional challenges? How do you plan to address these challenges?

3. Describe your students’ overall progress and achievement. What insights have you gained into ways to improve student progress and achievement?

4. Describe the ways in which you are engaging in professional growth. How do you plan to do so in the future?

5. Based on your professional self-assessment, what do you think would be an important professional goal for you to establish and address, and why?


Section B. Cooperating Teacher Forms


The Citadel Professional Education UnitADEPT Weekly Student Teaching Intern Evaluation Form

Directions: Cooperating teacher completes this form weekly and use it during your weekly formal meeting with your student teaching intern. Provide your student teaching intern with a copy of this form for his or her LiveText Portfolio. This form may be completed on the computer, saved and emailed to your student teaching intern.

Date:

Student Teaching Intern:

Cooperating Teacher:

What successful application of instructional techniques, methods, classroom management, assessment, and/or planning did you observe during the week?

What suggestions do you have for growth/development needed by the intern?

Based on ADEPT APS 10, describe the quality of the intern's participation in non-instructional activities (i.e., lunchroom supervision, chaperoning events, participation in staff meetings, interaction with parents).


The Citadel Professional Education UnitFINAL GRADE RECOMMENDATION

ForStudent Teaching Interns

Due at the Conclusion of the Internship*

Student Teaching Intern: _______________________________________

Cooperating Teacher: __________________________________________

College Supervisor: ____________________________________________

School: _____________________________________________________

Dates of Internship: ___________________________________________

Letter grades possible: A, B, C, or F

Physical Education Interns: ____________Numerical Grade (please consult Physical Education Department)

Please consider the student’s performance in terms of the ADEPT Performance Standards, the Dispositions, and any other data that supports your judgment of a final grade.

Grade for Internship: _______

______________________________________ _____________Cooperating Teacher Signature Date


The Citadel Professional Education Unit

MAT English Content Evaluation(New spring semester 2012)

Student Teaching/Internship Final Assessment—Customized for the English Language Arts

This form is to be filled out by the cooperating teacher and college supervisor at the midpoint and at end of each student teaching placement/internship. It reflects professional standards articulated by NCTE and The Citadel MAT English Program. Please use the following performance scale to determine the candidate’s ability to meet the criteria. Comments/Examples should be included for clarification.

Candidate ______________________________________ Grade Level _____________ School __________________________ ______District _________________________Assessor’s Name ______________________________ Position (check one) cooperating teacher supervisor Semester ____________Assessor’s Signature ________________________________ Date ________________

Performance Scale:4—Exceeds Expectations 3—Meets Expectations 2—Developing Competence 1—Unacceptable




1— Unacceptable

N/A

Inquiry and Intellectual Growth1. Demonstrates knowledge of the English Language Arts, including knowledge of an extensive range of literature as well as print and nonprint media (NCTE 3.5; NCTE 3.6.1 and NCTE 3.6.22. Demonstrates knowledge of and skills in the use of the English language as well as effective critical thinking and skills in reading, writing, speaking, listening, and viewing (NCTE 3.1)3. Promotes the development of multiple literacies and demonstrates knowledge of the role of the arts and humanities in learning (NCTE 2.6)Comments/Examples:

Professionalism4. Develops standards-based instructional plans, reflecting ELA content and pedagogical knowledge* (NCTE 3.2; NCTE 3.3; NCTE 3.4)*knowledge of the practices of oral, visual, and written literacy, & knowledge of reading and composing processes5. Constructs challenging, clear, and compelling learning experiences that assist students in developing habits of critical thinking (NCTE 2.4)


6. Provides students with constructive and motivational feedback, including using formal and informal assessments that help students evaluate their ELA processes and products (NCTE 4.10)





1— Unacceptable

N/A

7. Integrates technology to enhance learning of the ELA, including helping students compose and respond to film, video, graphic, photographic, audio, and multimedia texts (NCTE 3.6.3)8. Selects, creates, and/or uses developmentally and contextually appropriate learning tools and instructional materials (NCTE 4.1)9. Builds on or supports students’ prior knowledge to make meaning of texts and helps students connect personal responses to larger meanings and critical stances (NCTE 3.3.2; NCTE 4.8)10. Helps students relate ideas to real-world situations and developments in culture, society, and education (NCTE 2.5)11. Seeks and applies feedback on his/her practice (NCTE 2.3)12. Participates collegially in school and professional communities (NCTE 2.3)Comments/Examples:

Appreciation of Human Diversity13. Incorporates and/or supports curricula that integrate diverse cultural perspectives and engages students in meaningful discussions of them for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms (NCTE 2.2; NCTE 4.5)14. Develops classroom and/or school environments that are student-centered and inclusive to all types of individual students (NCTE 2.1)15. Creates education environments/classrooms that are inclusive and culturally responsive, including presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback and reflection (NCTE 4.2)16. Respects varied perspectives within an educational community (NCTE 2.3)Comments/Examples:

Advocacy for Students and Democratic Citizenship17. Helps students develop skills for using language for a variety of purposes directed toward a variety of audiences (NCTE 4.7)18. Creates and maintains safe and democratic learning environments, including helping students monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability


(NCTE 4.4)Comments/Examples:

MAT English Content Evaluation Rubric(New spring semester 2012)

Student Teaching/Internship Final Assessment—Customized for the English Language Arts

Inquiry and Intellectual Growth4—Exceeds Expectations



1— UnacceptableN/A

1. Demonstrates knowledge of the English Language Arts, including knowledge of an extensive range of literature as well as print and nonprint media (NCTE 3.5; NCTE 3.6.1 and NCTE 3.6.2

Shows in-depth knowledge of ELA and uses a wide range of literature and print and nonprint media in a variety of applications that enhance students’ composing processes and learning

Shows sound knowledge of ELA and uses a range of literature and print and nonprint media to enhance students’ composing processes and learning

Shows some knowledge of ELA and uses a limited range of literature and print and nonprint media with some effectiveness

Shows limited knowledge of ELA and does not use a range of literature and print and nonprint media to enhance students’ learning

2. Demonstrates knowledge of and skills in the use of the English language as well as effective critical thinking and skills in reading, writing, speaking, listening, and viewing (NCTE 3.1)

Demonstrates extensive knowledge of the English language and applies theory and practice to help students understand varied language uses

Demonstrates a sound knowledge of the English language and orients practice to help students understand varied language uses

Demonstrates competent knowledge of the English language and addresses varied language uses

Demonstrates an insufficient knowledge of the English language and does not address varied language uses

3. Promotes the development of multiple literacies and demonstrates knowledge of the role of the arts and humanities in learning (NCTE 2.6)

Plans and carries out frequent and extended learning experiences that integrate arts and humanities into students’ daily learning

Consistently engages students in activities that demonstrate the role of arts and humanities in learning

Intermittently engages students in activities that demonstrate the role of arts and humanities in learning

Demonstrates little evidence of engaging students in activities that demonstrate the role of arts and humanities in learning

Professionalism4—Exceeds Expectations




4. Develops standards-based instructional plans, reflecting ELA content and pedagogical knowledge* (NCTE 3.2; NCTE 3.3; NCTE 3.4)*knowledge of the practices of oral, visual, and written literacy, & knowledge of reading and composing processes

Develops innovative strategies that address standards for fostering students’ oral, visual, and written literacy, showing them how to discover meaning from a variety of texts and how to compose texts that clearly convey intended meaning

Incorporates strategies that address standards for fostering students’ oral, visual, and written literacy, showing them how to discover meaning from a variety of texts and how to compose texts that clearly convey intended meaning

Addresses standards for fostering students’ oral, visual, and written literacy, showing them how to discover meaning from a variety of texts and how to compose texts that clearly convey intended meaning

Displays a lack of understanding of standards for fostering students’ oral, visual, and written literacy, of teaching students how to interpret texts, and of teaching them how to compose their own texts

5. Constructs challenging, clear, and compelling learning experiences that assist students in developing

Designs and implements innovative instruction and assessments that help students develop habits of critical

Designs and implements instruction and assessments that help students develop habits of critical thinking

Engages in few practices designed to help students develop habits of critical thinking

Does not engage in practices designed to help students develop habits of critical thinking


habits of critical thinking (NCTE 2.4)

thinking

6. Provides students with constructive and motivational feedback, including using formal and informal assessments that help students evaluate their ELA processes and products (NCTE 4.10)

Integrates assessment consistently into instruction using a variety of formal and informal assessment activities and instruments to show students what they can do; interprets individual and group results; teaches students how to evaluate themselves; and explains to students, parents, and administrators how student work is assessed

Integrates assessment consistently into instruction using a variety of formal and informal assessment activities and instruments to evaluate student work and interprets and reports assessment results to students and administrators

Uses some formal and informal assessment activities and instruments to evaluate student work and makes attempts to interpret and report assessment results to students and administrators

Fails to use formal and informal assessment activities and instruments to evaluate student work

7. Integrates technology to enhance learning of the ELA, including helping students compose and respond to film, video, graphic, photographic, audio, and multimedia texts (NCTE 3.6.3)

Helps students compose and respond to film, video, photographic, audio, and multimedia texts and use technology to enhance their own learning

Incorporates a variety of technological applications and media into instruction to enhance student learning

Incorporates one type of technological application or media into instruction to enhance student learning

Demonstrates little knowledge of how to incorporate technological applications and media into instruction to enhance student learning

8. Selects, creates, and/or uses developmentally and contextually appropriate learning tools and instructional materials (NCTE 4.1)

Understands the purposes and characteristics of different kinds of curricula and selects or creates instructional materials based on current knowledge of student learning in ELA

Selects a variety of learning tools and instructional materials that will foster student learning in ELA

Selects resources appropriate for supporting the teaching of ELA

Shows limited experience in selecting resources for instruction of ELA

9. Builds on or supports students’ prior knowledge to make meaning of texts and helps students connect personal responses to larger meanings and critical stances (NCTE 3.3.2; NCTE 4.8)

Uses a wide range of approaches to help students draw upon their prior knowledge and cultural experiences to make meaning of texts and fosters students’ connecting their personal responses to larger meanings and critical stances

Encourages students to draw upon prior knowledge to interpret texts and to make meaning of texts through personal response

Allows students to draw upon prior knowledge when making meaning of texts and to personally respond to them

Shows a lack of knowledge of how students discover meaning from texts and demonstrates a limited ability to engage students in personal response

10. Helps students relate ideas to real-world situations and developments in culture, society, and education (NCTE 2.5)

Motivates students to make meaningful and creative connections between ELA curriculum and developments in culture, society, and education

Makes meaningful and creative connections between ELA curriculum and developments in culture, society, and education

Makes connections between ELA curriculum and developments in culture, society, and education

Shows a lack of understanding of how ELA curriculum, teachers, students, and education in general are influenced by cultural and social issues

11. Seeks and applies feedback on his/her practice (NCTE 2.3)

Frequently and actively seek feedback from fellow student teachers, faculty, and administrators and uses feedback to improve practice

Seeks feedback from fellow student teachers, faculty, or administratorsand uses feedback to improve practice

Receives feedback well from fellow student teachers, faculty, or administrators and uses feedback to improve practice

Avoids feedback from fellow student teachers, faculty, or administrators and does not use feedback to improve practice

12. Participates collegially in school and professional

Seeks out and actively participates in school and professional

Participates in school and professional communities

Has limited participation in school or

Is not involved in school or professional


communities (NCTE 2.3)

communities professional communities

communities

Appreciation of Human Diversity4—Exceeds Expectations




13. Incorporates and/or supports curricula that integrate diverse cultural perspectives and engages students in meaningful discussions of them for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms (NCTE 2.2; NCTE 4.5)

Uses ELA extensively and creatively to help students become familiar with their own and others’ cultures and show students what speech and behaviors are appropriate for sharing ideas about those cultures presented in oral, written, and visual forms

Uses ELA to help students become familiar with their own and others’ cultures and interpret ideas about those cultures presented in oral, written, and visual forms

Shows some evidence of using ELA for helping students become familiar with their own and others’ cultures and interpret ideas about those cultures presented in oral, written, and visual forms

Shows little evidence of using ELA for helping students become familiar with their own and others’ cultures and interpret ideas about those cultures presented in oral, written, and visual forms

14. Develops classroom and/or school environments that are student-centered and inclusive to all types of individual students (NCTE 2.1)

Creates and sustains a supportive learning environment in which all students can engage in learning

Creates a supportive learning environment in which all students can engage in learning

Demonstrates some evidence of creating a supportive learning environment in which all students can engage in learning

Demonstrates little evidence of creating a supportive learning environment in which all students can engage in learning

15. Creates education environments/classrooms that are inclusive and culturally responsive, including presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback and reflection (NCTE 4.2)

Creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and providing students with opportunities for feedback and reflection

Aligns curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-group, small-group, and individual work

Demonstrates some ability to design instruction to meet the needs of all students and provide for students’ progress and success

Demonstrates limited ability to design instruction to meet the needs of all students and provide for students’ progress and success

16. Respects varied perspectives within an educational community (NCTE 2.3)

Uses the results of reflective practice not only to adapt instruction and behavior to assist all students to learn, but also to design a well-conceived plan for professional development that features collaboration

Demonstrates reflective practice, involvement in professional organizations, and collaboration with both faculty and other student teachers

Demonstrates reflective practice but is not involved in professional organizations or collaboration with faculty or other student teachers

Demonstrates inconsistency in reflective practice and seldom pursues opportunities for professional growth or collaboration

Advocacy for Students and Democratic Citizenship4—Exceeds Expectations




17. Helps students develop skills for

Integrates throughout the ELA curriculum learning

Engages students in learning experiences that consistently

Engages students in learning experiences that

Demonstrates infrequent use of instruction that


using language for a variety of purposes directed toward a variety of audiences (NCTE 4.7)

opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication

emphasize varied uses and purposes for language in communication

sometimes emphasize varied uses and purposes for language in communication

promotes understanding of varied uses and purposes for language in communication

18. Creates and maintains safe and democratic learning environments, including helping students monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability (NCTE 4.4)

Creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior to demonstrate respect for individual differences of ethnicity, race, language, culture, gender, and ability

Creates and sustains learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability

Addresses issues in which students show disrespect for individual differences of ethnicity, race, language, culture, gender, and ability

Shows a limited ability to promote respect for individual differences of ethnicity, race, language, culture, gender, and ability


LiveText form completed by Internship Supervising Teacher who is South Carolina Certified in Secondary Mathematics

(Final assessment after 60 days of full time Student Teaching Internship.)

MATH CONTENT INDICATORSEvaluation

1) The candidate provided opportunities for students in problem solving. (NCTM 5.3, 8.8)

□Competent □Developing Competence □Unacceptable

2) The Candidate provided opportunities for students to make and evaluate mathematical conjectures and arguments. (NCTM 3.3, 5.2)


3) The candidate provided opportunities for students to develop and extend their mathematical understanding. (NCTM 8.2, 16.3)


4) The candidate provided opportunities for students to demonstrate an understanding of mathematical relationships across the disciplines and the connection within mathematics. (NCTM 4.1, 5.1)



5) The candidate was able to use their knowledge of student diversity to affirm and support full participation in mathematics by all students. (NCTM 8.1)


6) The candidate used appropriate technology to support the learning of mathematics. (NCTM 6.1)


7) The candidate used formative methods to determine students’ understanding of mathematics to monitor their own effectiveness. (NCTM 7.3)


8) The candidate used formative assessment to monitor student learning and adjusted instructional strategies and activities as needed. (NCTM 16.3)


9) The candidate used summative assessment to determine student achievement and to evaluate the mathematics program. (NCTM 16.3)


The Citadel Professional Education UnitPhysical Education Content Indicators Internship Scoring Rubric

TC = Teacher CandidateScoring: Rarely = less than 49% of the time Usually = 50% - 74% of the time Consistently = 75% of the time or more

Domain 1: Planning Unacceptable Acceptable Target1.A The intern obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning. (NASPE/NCATE 3.1)

Student information is incomplete; TC identifies only one factor (e.g., gender, SES, reading levels). TC is unclear or vague as to why and/or how this information should guide instructional planning.

Student information is complete; TC identifies at least two factors (e.g., gender, SES, reading levels). TC provides a clear explanation as to why and how this information should guide instructional planning.

TC completes student information by identifying at least 3 factors. TC provides a clear and reflective explanation as to why and how this information should guide instructional planning.

1.B The intern establishes appropriate standards-

Many long-range learning goals are not

TC establishes many developmentally

All long-range learning goals are


based long-range learning and developmental goals for all students.(NASPE/NCATE 3.2)

developmentally appropriate or aligned to state or national standards for physical education. Many goals are not performance-based.

appropriate, long-range learning goals that are aligned with the state and or national standards for physical education. Many goals are performance-based.

developmentally appropriate and aligned to state and or national standards for physical education. All long-range learning goals are performance-based

1.C The intern identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals. (NASPE/NCATE 3.3)

Instructional units appear to be randomly selected and sequenced with no demonstration of logic or progression. Unit length is inappropriate for accomplishing long-range goals. TC is unclear as to how the instructional sequence and time were determined.

The selection and sequence of instructional units is logical and progressive. Unit length is appropriate for accomplishing long-range goals. TC clearly identifies how the instructional sequence and time were determined.

The selection and sequence of instructional units is logical, progressive and provides variety. TC provides reflective response to determining instructional sequence and time.

1.D The intern develops appropriate processes for evaluating and recording students’ progress and achievement. (NASPE/NCATE 5.1)

TC fails to identify major course assessments aligned with unit goals. Evaluative criteria are inappropriate or missing. TC is unsure of how student progress will be reported. TC does not identify a specific method for maintaining records of student progress and achievement.

Major course assessments are aligned with unit goals. Evaluative criteria are appropriate. TC describes appropriate method for how student progress will be reported. TC identifies a method for maintaining records of student progress and achievement.

A variety of course assessments are aligned with unit goals. Evaluative criteria are appropriate and specifically stated. TC clearly describes appropriate method for how student progress will be reported. TC identifies a specific method for maintaining records of student progress and achievement.

1.E The intern plans appropriate procedures for managing the classroom. (NASPE/NCATE 3.4)

TC identifies inappropriate or vague plans for communicating expectations for student behavior during instruction and during noninstructional routines. TC identifies no or few considerations in managing the gym to maximize instructional time.

TC identifies appropriate strategies for communicating expectations for student behavior during instruction and during noninstructional routines. TC identifies a few important considerations in managing the gym to maximize instructional time.

TC identifies a variety of appropriate strategies for communicating expectations for student behavior during instruction and during noninstructional routines. TC identifies several important considerations in managing the gym to maximize instructional time.

Domain 1: Planning Unacceptable Acceptable Target2.A The intern develops unit objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals. (NASPE/NCATE 3.2)

Unit objectives are not performance-based and are unrelated to long-range goals.

Most unit objectives are performance-based and allow student progress to be made in achieving long-range goals.

All unit objectives are performance-based and allow student progress to be made in achieving long-range goals.

2.B The intern develops instructional plans that include content, strategies, materials, and

TC plans activities that are developmentally inappropriate (too hard or too easy) with limited

TC plans developmentally appropriate activities with many practice

TC plans activities that are developmentally appropriate and organized for


resources that are appropriate for the particular students. (NASPE/NCATE 3.6)

practice opportunities. TC masses skill practice and delegates many days to game play.TC identifies inappropriate web sites or other references not designed for use by physical educators.

opportunities. TC distributes skill practice throughout the majority of the unit plan.TC identifies quality references used for unit construction with complete citation information included.

maximum practice time. TC distributes skill practice throughout the unit plan. Two or more appropriate, quality references are identified using proper APA style.

2.C The intern routinely uses student performance data to guide short-range planning of instruction. (NASPE/NCATE 5.3)

Lesson objectives are not performance-based objectives (not observable and measurable) or guided by student performance data.

Lesson objectives are performance-based objectives (observable and measurable) and clearly stated. Many lesson objectives reflect student needs based on performance data.

Lesson objectives are performance-based (observable and measurable) and concise. All lesson objectives reflect student needs based on performance data.

3.A The intern develops/selects and administers a variety of appropriate assessments. (NASPE/NCATE 5.1)

TC identifies and administers only one type of assessment (e.g., rubric, rating scale, checklist, journal, project).

TC identifies and administers at least two different types of assessments (e.g., rubric, rating scale, checklist, journal, project) that are appropriate for measuring achievement of the unit goals.

TC identifies three or more different types of assessments (e.g., rubric, rating scale, checklist, journal, project) appropriate for measuring student achievement of unit goals.

3.B At appropriate intervals, the intern gathers and accurately analyzes student performance data and uses this information to guide instructional planning. (NASPE/NCATE 5.2)

TC showed no evidence (or minimal evidence) of implementing formative or summative assessments. No data was gathered.

TC usually administers formative and summative assessments at appropriate times. Assessment data is usually used to inform future instructional planning.

TC consistently administers formative and summative assessments at appropriate times. Assessment data is consistently used to inform future instructional planning.

3.C The intern uses assessment data to assign grades (or other indicators) that accurately reflects student progress and achievement. (NASPE/NCATE 5.1)

TC communicates student progress and achievement that is not based upon student performance on psychomotor, cognitive and/or affective assessments.

TC communicates student progress and achievement based upon student performance on assessments in at least two different domains of learning (psychomotor, cognitive, or affective).

TC communicates student progress and achievement based upon student performance on assessments in all three domains of learning (psychomotor, cognitive, and affective).


Domain 2: Instruction Unacceptable Acceptable Target4.A The intern establishes, communicates, and maintains high expectations for student achievement.(NASPE/NCATE 6.1)

TC expects only some students to demonstrate progress or skilled performance. TC does not hold many, if any, students accountable for productive skill practice.

TC expects all students to demonstrate progress and/or skilled performance. TC usually holds all students accountable for productive skill practice.

TC consistently states and maintains high expectations for student performance.TC consistently holds all students accountable for productive skill practice.

4.B The intern establishes, communicates, and maintains high expectations for student participation. (NASPE/NCATE 6.1)

TC does not hold students accountable for on-task behavior. Many students are not engaged in the activity or physically active.

TC usually holds all students accountable for on-task behavior. Most students are engaged in the activity and physically active.

TC consistently holds all students accountable for on-task behavior. All students are engaged in the activity and physically active.

4.C The intern helps students assume responsibility for their own participation and learning. (NASPE/NCATE 4.6)

TC uses only direct instruction and teacher directed activities and procedures with few opportunities for student choice or decision making.

TC usually uses direct and indirect instruction appropriately. When appropriate, TC usually provides opportunities for student choice and decision making.

TC consistently uses direct and indirect instruction appropriately. When appropriate, TC consistently provides opportunities for student choice and decision making.

5.A The intern uses appropriate instructional strategies. (NASPE/NCATE 4.2)

TC selects and uses instructional strategies that are inappropriate for lesson content and/or experiential level of the learner.

TC usually selects and uses instructional strategies that are appropriate for lesson content and the experiential level of the learner.

TC consistently selects and uses instructional strategies that are appropriate for lesson content and the experiential level of the learner.

5.B The intern uses a variety of instructional strategies. (NASPE/NCATE 4.1)

TC uses only one or two instructional strategies (e.g., demonstration, explanation, questioning, learning cues, direct and indirect instruction).

TC usually uses at least three instructional strategies (e.g., demonstration, questioning, learning cues, direct and indirect instruction).

TC consistently uses a variety of instructional strategies, more than three, (e.g., demonstration, questioning, learning cues, direct and indirect instruction).

5.C The intern uses instructional strategies effectively. (NASPE/NCATE 4.2)

TC implements instructional strategies (e.g., demonstration, explanation, questioning, learning cues, direct and indirect instruction) incorrectly or ineffectively

TC usually implements instructional strategies (e.g., demonstration, explanation, questioning, learning cues, direct and indirect instruction) correctly or effectively.

TC consistently implements instructional strategies (e.g., demonstration, explanation, questioning, learning cues, direct and indirect instruction) correctly or effectively.

6.A The intern demonstrates a thorough command of the discipline that he or she teaches. (NASPE/NCATE 1.1, 1.2, 1.3, 1.5)

TC communicates (verbally and/or through demonstration) information that is insufficient and/or incorrect.

TC usually communicates, both verbally and through demonstration, information that is both adequate and accurate.

TC consistently communicates, both verbally and through demonstration, information that is both adequate and accurate.


6.B The intern provides appropriate content. (NASPE/NCATE 3.3)

TC provides content that is developmentally inappropriate – too easy, too difficult – with limited practice opportunities.

TC usually provides content that is developmentally appropriate for most learners with many practice opportunities.

TC consistently provides content that is developmentally appropriate for all learners and organized for maximum practice time.

6.C The intern structures the content to promote meaningful learning. (NASPE/NCATE 3.6)

TC provides learners with organized physical activity. Tasks are minimal and/or illogically sequenced. Little or no evidence of task progression.

TC usually develops lesson content through learning/practice tasks that are arranged in sequence and progressive steps to facilitate learning; few gaps in progressions.

TC consistently develops lesson content through learning/practice tasks that are appropriately arranged in a progressive sequence to facilitate learning; no gaps in progressions.

7.A The intern continually monitors student learning during instruction by using a variety of informal and formal assessment strategies. (NASPE/NCATE 4.4)

TC uses only one type of assessment, informal (e.g., teacher observation, questioning) or formal (e.g., pencil/paper) when monitoring student learning during instruction/ skill practice

TC usually uses both informal (e.g., teacher observation, questioning) and formal (e.g., pencil/paper) assessment when monitoring student learning during instruction/skill practice

TC consistently uses a variety of both informal (e.g., teacher observation, questioning) and formal (e.g., pencil/paper) assessment when monitoring student learning during instruction/skill practice.

7.B The intern enhances student learning by using information from informal and formal assessments to guide instruction. (NASPE/NCATE 5.2)

TC showed no evidence (or minimal evidence) of implementing informal or formal assessments. No data was gathered.

TC usually administers formative and summative assessments at appropriate times. Assessment data is usually used to inform future instructional planning.

TC consistently administers formative and summative assessments at appropriate times. Assessment data is consistently used to inform future instructional planning.

7.C The intern enhances student learning by providing appropriate instructional feedback to all students. (NASPE/NCATE 4.3)

TC provides only general positive feedback. TC provides no instructional feedback or instructional feedback is limited and is provided to only a few students or a group.

TC usually provides specific congruent feedback to individuals and groups. TC usually uses a variety (e.g., positive, corrective, individual, group) of feedback appropriately.

TC consistently provides specific congruent feedback to individuals and groups. TC consistently uses a variety (e.g., positive, corrective, individual, group) of feedback appropriately

Domain 3: Classroom Environment

Unacceptable Acceptable Target

8.A The intern creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning. (NASPE/NCATE 4.5)

The arrangement of equipment, space, etc. does not provide students with a safe environment. TC fails to check space for hazards or fails to enforce safety rules.

The equipment and spatial arrangements create a safe learning environment. TC checks space for possible hazards and enforces all safety rules.

Equipment and spatial arrangements create a safe learning environment and promotes student learning. TC checks space for possible hazards and anticipates behaviors that might threaten the safety of students.


8.B The intern creates and maintains a positive affective climate in his or her classroom. (NASPE/NCATE 6.4)

TC often uses a negative tone and/or comments during lessons creating a negative affective climate in his or her instructional space.

TC usually uses a positive tone and/or encouraging comments during lessons creating a positive affective climate in his or her instructional space.

TC consistently uses a positive tone and positively phrased comments during lessons creating a positive affective climate in his or her instructional space.

8.C The intern creates and maintains a culture of learning in his or her classroom. (NASPE/NCATE 4.4)

TC merely provides opportunity for physical activity with no opportunity for skill development.

TC communicates the importance of the lesson content and holds learners accountable for progress.

TC communicates the importance of the lesson content and engages all learners in that content.

9.A The intern manages student behavior appropriately. (NASPE/NCATE 4.6)

TC does not address off-task and inappropriate student behavior and/or TC provides inappropriate consequences for undesirable student behavior.

TC usually addresses off-task and inappropriate student behavior. TC usually provides appropriate consequences for undesirable student behavior.

TC consistently addresses off-task and inappropriate student behavior. TC consistently provides appropriate consequences for undesirable student behavior.

Domain 3: Classroom Environment Unacceptable Acceptable Target9.B The intern makes maximal use of instructional time. (NASPE/NCATE 4.5)

TC provides few or limited practice opportunities for learners. Too much time is given to noninstructional routines.

TC usually provides many practice opportunities for learners. Most learners are physically active the majority of the class period.

TC consistently provides maximum practice opportunities for learners. All learners are physically active the majority of the class period.

9.C The intern manages essential noninstructional routines in an efficient manner. (NASPE/NCATE 4.5)

TC uses inappropriate, time consuming methods for many routines (e.g., taking roll, distributing/collecting equipment, transitioning from one activity to another).

TC usually uses appropriate, time efficient methods for routines (e.g., taking roll, distributing/collecting equipment, transitioning from one activity to another).

TC consistently uses appropriate, time efficient methods for routines (e.g., taking roll, distributing/collecting equipment, transitioning from one activity to another).

Domain 4: Professionalism

Unacceptable Acceptable Target

10.A The intern is an advocate for the students. (NASPE/NCATE 6.1)

Does not promote the needs and best interests of students.

Appropriately promotes the needs and best interests of students.

Consistently and appropriately promotes the needs and best interests of students.

10.B The intern works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students. (NASPE/NCATE 6.2)

Does not promote the needs and best interests of the work setting (students, school, district).

Appropriately promotes the needs and best interests of the work setting (students, school, district).

Consistently and appropriately promotes the needs and best interests of the work setting (students, school, district).

10.C The intern is an effective communicator. (NASPE/NCATE 6.4)

Verbal communication and written materials contain several grammatical errors and inappropriate language for the age and skill level of learner.

Verbal communication and written materials have few grammatical errors. Language is appropriate for the age and skill level of learner.

Verbal communication and written materials are free of grammatical errors. Language is clear and appropriate for the age and skill level of learner.

10.D The intern exhibits Demonstrates a pattern of Demonstrates a Demonstrates a pattern The Citadel, Zucker Family School of Education

157

professional demeanor and behavior. (NASPE/NCATE 6.3)

unprofessional behavior such as absence, tardiness, failure to complete tasks, inappropriate dress or personal behavior, violation of confidentiality, or imposition of personal religious or political views

pattern of professional behavior such as promptness, task completion, maintaining confidentiality, and appropriate separation of personal and professional domains.

of professional behavior such as promptness, task completion, maintaining confidentiality, and appropriate separation of personal and professional domains, at all times.

10.E The intern is an active learner. (NASPE/NCATE 6.2)

TC does not participate in or seek opportunities for professional development.

TC does participate in and seek opportunities for professional development.

TC consistently participates in and seeks opportunities for professional development.

The Citadel Professional Education UnitLiveText form completed by Internship Supervising Teacher who is South Carolina Certified in Secondary Science


SCIENCE CONTENT AREA INDICATORSEvaluation

1) Content The candidate was able to structure and interpret the concepts, ideas, and relationships in science needed to advance student learning in the area of licensure, as defined by state and national standards. (NSTA 1a, 1b)


2) Nature of Science The Candidate was able to engage students in activities defining the values, beliefs and assumptions inherent to the creation of scientific explanations. (NSTA 2c)


3) Inquiry The candidate was able to engage students in science inquiry and facilitate understanding of the role inquiry plays in the development of scientific knowledge.(NSTA 3a)


4) Context of Science The candidate was able to relate science to the daily lives and interests of students and to a larger framework of human endeavor and understanding.(NSTA 4b)


5) Skills of Teaching The candidate was able to use diverse and effective actions, strategies and methodologies to teach science. (NSTA 5a)

□Competent □Developing Competence □UnacceptableThe Citadel, Zucker Family School of Education

158

6) Curriculum The candidate was able to develop coherent meaningful goals, plans and materials and find resources appropriate for addressing the needs, abilities and interests of students. (NSTA 6a, 6b)


7) Social Context The candidate was able to relate science to the community and to use human and institutional resources in the community to advance the education of their students in science. (NSTA 4a, 7a)


8) Assessment The candidate was able to use a variety of contemporary assessment strategies to evaluate the intellectual, social and personal development of the learner in all aspects of science. (NSTA 8a)


9) Environment The candidate was able to design and manage safe and supportive learning environments reflecting high expectations for the success of all students. (NSTA 9)



LiveText form completed by Internship Supervising Teacher who is South Carolina Certified in Secondary Social Studies


SOCIAL STUDIES CONTENT AREA INDICATORSEvaluation

1) The candidate displayed an understanding of culture and cultural diversity. (NCSS 1.1)

□Competent □Developing Competence □Unsatisfactory

2) The candidate provided instruction about Time, Continuity, and Change. (NCSS 1.2)


3) The candidate displayed an understanding, and ability to relate knowledge of People, Places, and Environment in instruction. (NCSS 1.3)


4) The candidate displayed and understanding of Individual Development and Identity and incorporated this in instruction. (NCSS 1.4)


5) The candidate displayed an understanding of Individuals, Groups and Institutions and incorporated this in instruction. (NCSS 1.5)



6) The candidate displayed an understanding of Power, Authority and Governance and used

this instruction. (NCSS 1.6)


7) The candidate displayed an understanding or Production, Distribution and Consumption and utilized this in instruction. (NCSS 1.7)


8) The candidate displayed an understanding of Science, Technology and Society and used

this in instruction. (NCSS 1.8)


9) The candidate displayed an understanding of Global Connections and used this in instruction. (NCSS 1.9)



10) The candidate displayed an understanding of Civic Ideals and Practices and used this in instruction. (NCSS 1.10)


The Citadel Professional Education UnitTopically Common Content Area Indicators to be used for Comparison

Across All Teacher Preparation ProgramsThe Teacher Candidate…

English Math Physical Education Science Social Studies

Content KnowledgeItem #1 on all program forms

Demonstrates knowledge of the central concepts and tools of inquiry of the field.





Application of KnowledgeItem #2 on all program forms

Demonstrates and applies structures of the field delineated in professional, state, and institutional standards through inquiry, critical analysis and synthesis.





Integration of Content Knowledge with InstructionForm item numbers:NCTE - #5;NCTM - #5;NASPE- #8;NSTA- #5NCSS - #5

Integrates knowledge of students’ language acquisition and development into instruction and assessment designed to enhance her or his learning.

Provides opportunities for students to develop and extend their mathematical understanding.

Uses and demonstrates an understanding of planning and implementing a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.

Engages students in science inquiry and facilitates understanding of the role inquiry plays in the development of scientific knowledge.

Displays an understanding, and ability to relate knowledge of People, Places, and Environment in instruction.

Strategies for Enhanced Instruction in the Content AreaForm item numbers:NCTE- #8;NCTM- #10;NASPE - #5;NSTA - #7NCSS - #6

Demonstrates knowledge of different composing strategies necessary to generate meaning and understanding.

Uses formative assessment to monitor student learning and adjusted instructional strategies and activities as needed.

Demonstrates an understanding of how individuals differ in their approaches to learning and created appropriate instruction adapted to these differences.

Uses diverse and effective actions, strategies and methodologies to teach science.

Displays an understanding of Individual Development and Identity and incorporates this in instruction.

Environmentthat is Supportive and Conducive to LearningForm item numbers:NCTE - #4;NCTM - #7;NASPE - #6;NSTA - #11NCSS - #7

Creates and sustains an inclusive and supportive learning environment in which all students could engage in learning.

Uses knowledge of student diversity to affirm and support full participation in mathematics by all students.

Uses and demonstrates an understanding of individual and group motivation and behavior to create a safe learning environment that encouraged positive social interaction, active engagement in learning, and self-motivation.

Designs and manages safe and supportive learning environments reflecting high expectations for the success of all students.

Displays an understanding of Individuals, Groups and Institutions and incorporates this in instruction.


Technology Form item numbers:NCTE - #10;NCTM- #8;NASPE - #11;NSTA - #6;NCSS - #10

Demonstrates knowledge of the range and influence of print and nonprint media and technology in his or her teaching.

Uses appropriate technology to support the learning of mathematics.

Uses and demonstrates an understanding of information technology to enhance learning and to enhance personal and professional productivity.

Relates science and technology to the daily lives and interests of students and to a larger framework of human endeavor and understanding.

Displays an understanding of Science, Technology and Society and uses this in instruction.


Section C. College Supervisors Forms


The Citadel Professional Education UnitCOLLEGE SUPERVISOR’S Visitation Documentation Form

Secondary Education

Student Teaching Intern:School:College SupervisorSemester: Beginning: Ending:

ACTIVITY DATE of VisitInitial ConferenceObservation 1Observation 2Observation 3Observation 4Additional ObservationsMidterm Conference

Final Conference

Portfolio Review

_______________________________________ ________________ College Supervisor’s Signature Date Submitted


The Citadel Professional Education UnitCOLLEGE SUPERVISOR’S Visitation Documentation Form

K-12 Physical Education

Student Teaching Intern:School:College SupervisorSemester: Beginning: Ending:

ACTIVITYDATE of Visit Placement 1

DATE of Visit Placement 2

Initial ConferenceMidterm ConferenceObservation 1Observation 2Observation 3Observation 4Additional Observations

Final ConferencePortfolio Review

______________________________________ ________________College Supervisor’s Signature Date Submitted



Student Teaching Internship Remediation Plan

Name _____________________________________ Date ________________________

Objective:

Plan of Action: (Include resources/strategies)

Evidence of Accomplishment:

_______________________________________________ _______________Student Teaching Intern’s Signature Date

_______________________________________________ _______________Cooperating Teacher’s Signature Date

_______________________________________________ _______________College Supervisor’s Signature Date


Section D. Assessment Forms/Rubrics


The Citadel Professional Education UnitProfessional Dispositions Score Sheet

(To be completed on LiveText)

PROFESSIONAL DISPOSITIONS RATINGS

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3 2 1 NR1. Applies reflective practices. CF-2012.2,6,9,10; CF-2006.2,7,10,1,12; NCATE-07.1c,1d,1e,1f,1g, 3c,4d.The candidate: Engages in productive and insightful reflection through discussion and journaling, resulting in personal growth as

a professional educator; Examines a variety of perspectives and experiences to help improve student performance; and Uses reflection to create and/or use alternate strategies that positively impact student learning.2. Demonstrates commitment to a safe, supportive learning environment. CF-2012.8,11; CF-2006.8,9,13; NCATE-2007.1b,1c, 1d,1f,1g,3c,4d. The candidate: Fosters an educational climate where students feel safe and eager to learn; Exhibits the belief that all students can learn by using materials and resources that support students’ needs; Designs experiences that empower all students to be successful as learners; and Encourages students to take pride in their work.3. Demonstrates high values and a caring, fair, honest, responsible, and respectful attitude. CF-2012.12; CF-06.14; NCATE-2007.1b,1c,1e,1f,1g,3c,4d.The candidate: Demonstrates a positive, caring attitude toward students, families, and colleagues; Respects the rights of others; Demonstrates a high level of commitment to the educational profession; Exhibits fairness, civility, diplomacy, tact, and sensitivity toward the feelings and opinions of others; and Displays a high degree of integrity.

4. Establishes rapport with students, families, colleagues, and community. CF-2012.12,14; CF-2006.15; NCATE-2007.1c,1e,1g,3c,4d.The candidate: Builds relationships with students, teachers, colleagues, families, the community, and other school personnel; Makes positive contributions to group interactions through sharing ideas and materials; and Invites and is invited by members of the school or community to engage in collaborative partnerships to improve

student achievement.5. Values diversity and exhibits sensitivity to and respect for cultures. CF-06.8,13; CF-06.16; NCATE-2007.1f,1g,3c,4dThe candidate: Respects students as valued individuals by ensuring their learning needs are addressed through culturally

responsive experiences and environments; and Exhibits, through personal interactions, an understanding of and respect for diversity in the community, schools,

families, and individuals including a variety of cultures, ethnicity, race, exceptionalities, gender, languages, religion, sexual orientation, geographical and socioeconomic backgrounds, and histories.

6. Exhibits prompt regular attendance, wears professional attire, and communicates in standard English. CF-2012.12,15; CF-2006.17; NCATE-2007.1g.The candidate: Demonstrates professional demeanor through conduct, attendance, dress and punctuality; Articulates ideas clearly in speaking and writing; and Applies conventions of standard written and oral English.

Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina University.


The Citadel Professional Education UnitADEPT APS 1 Evaluation (Completed by College Supervisor in LiveText)

Candidate Name: ___________________________________________________________

Evaluator: ____________________________________________ Date: ______________Note: Ratings should be based on the candidate’s ability as compared with other beginning teachers.

3 = Competent 2 = Developing competence 1 = UnsatisfactoryDomain 1: PlanningAPS 1: Long Range Planning – NCATE 1a,1c,1f,1g,3c,4a

1A The intern obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning. Key Elements:

o identifies appropriate student information;o gives a sound explanation of the relevance of the

student information to student learning; ando shows insight into the use of the student

information to guide planning.

Comments:

SC-CIT-CF-2012.2 SC-CIT-CF-2012.7 Rating 3 2 1

1B The intern establishes appropriate standards-based long-range learning and developmental goals for all students. Key Elements:

o identifies long-range goals that are accurate and appropriate; and

o provides a sound explanation to support conclusions regarding the most important goals for all students to achieve.

Comments:

SC-CIT-CF-2012.2 Rating 3 2 1

1C The intern identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals. Key Elements:

o identifies units that are appropriate to the context; and

o presents a sound explanation for the unit sequence and timeline.

Comments:


1D The intern develops appropriate processes for evaluating and recording students’ progress and achievement.Key Elements:

o establishes appropriate course assessments, evaluation criteria for the course, and method(s) of reporting overall progress and achievement;

o describes/maintains an appropriate record-keeping system;

o presents solid evidence for determining the appropriateness of the assessments in terms of measuring student progress and achievement; and

o presents a sound explanation of the methods for communicating the assessment information to students and their parents.

Comments:


1E The intern plans appropriate procedures for managing the classroom. Key Elements:

o presents an appropriate description of the expectations for student behavior during instruction and during non-instructional routines;

Comments:


ando presents a sound explanation of the most

important considerations for maximizing instructional time.


The Citadel – ADEPT Long Range Planning Evaluation – APS 1Aligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and June 2009 SAFE-T Guide for Teachers and Evaluators Revised July 2009


Domain 1: PlanningADEPT APS 1: LONG-RANGE PLAN RUBRIC

(LiveText Form)

ELEMENT Competent (3 pts)Developing Competence

(2 pts)Unsatisfactory

(1 pt)

1.A. Information on students is obtained, analyzed and used to help determine the learning needs of all students and guide instructional planning.NASPE-INI-2008.3.1 SC-CIT-CF-2012.2 SC-CIT-CF-2012.7

• Describes students including knowledge of students’ backgrounds, needs, and ability levels.• Uses student information in long-range planning

• Demonstrates a basic knowledge of students’ backgrounds, needs and ability levels but requires additional information• Uses some of the information on students to guide instruction

• Does not convey an understanding of students’ backgrounds, needs, and ability levels• Lacks evidence of student information used to develop long-range planning

1.B. Appropriate standards-based long-range learning and developmental goals for all students are established.NASPE-INI-2008.3.2 SC-CIT-CF-2012.2

• Identifies and states specific objectives and developmental goals • Identifies South Carolina State Curriculum Standards and/or South Carolina Career Focus Standards where appropriate.

• Identifies some of the appropriate goals and addresses some of the state curriculum standards

• Does not identify goals or address the state curriculum standards

1.C. Instructional unit is identified and sequenced to facilitate the accomplishment of the long-range goals.

NASPE-INI-2008.3.3 SC-CIT-CF-2012.1 SC-CIT-CF-2012.2

• Identified instructional unit is appropriate.• Develops a timeline that is appropriately sequenced and suitable for unit and developmental levels of students• Selects and lists materials and resources that assist in the accomplishment of the long-range instructional goals.

• Provides a list of instructional units addressing some major topics and/or does not provide an appropriate sequence• Provides a timeline for completing the instructional units but may not be appropriate for the content or the students’ ability levels• Provides a list of materials and resources but is incomplete or non-specific

• Does not provide a list of instructional units that address major topics and/or does not provide an appropriate sequence• Does not provide a timeline for completing the instructional units• Does not provide a list of materials and resources and/or a plan for obtaining the materials and resources

1.D. A process is developed for the evaluation and recording of student progress and achievement.


• Identifies types of formal and informal assessments in the long-range plan.• Demonstrates the relationship between evaluation and instruction.• Includes major assessment strategies with criteria for evaluating student progress.• Identifies organization, technology, and maintenance process of student records.

• Provides an evaluation plan but is deficient in identifying major assessment strategies and/or criteria for evaluating student progress• Identifies a process for maintaining records but lacks organization or ease of interpretation

• Does not include major assessment strategies or criteria for evaluating student progress• Does not identify a process for maintaining student records

1.E. Appropriate procedures for managing the classroom have been developed.


• Develops a plan for managing student behavior that is age-appropriate, stated in positive terms, and consistent with school/district policies • Develops a plan for routine communication with parents that includes the nature and frequency of the communication

• Develops a plan for managing student behavior that includes two of the following: age-appropriate, stated in positive terms, consistent with school/district policies• Identifies a plan for communication with parents when the need arises

• Does not develop a plan for managing student behavior and classroom operations• Does not have a plan for communicating with parents


The Citadel Professional Education UnitADEPT APS 2 and 3 Evaluation – UNIT WORK SAMPLE

(Completed by College Supervisor in LiveText)

Candidate Name: ___________________________________________________________

Evaluator: ____________________________________________ Date: ______________

Note: Ratings should be based on the candidate’s ability as compared with other beginning teachers.3 = Competent 2 = Developing competence 1 = Unsatisfactory

Domain 1: Planning

APS 2 -Short-range Planning of Instruction NCATE – 1a,1c,1f,1g.3c,4a

2A The intern develops unit objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals. Key Elements:

o identifies appropriate unit objectives; ando gives a sound explanation of the relevance of these

objectives to student learning needs and interests.

Comments:


2B The intern develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students. Key Elements:

o presents an appropriate, logically sequenced instructional plan for the unit; and

o provides a sound explanation of factors that must be taken into consideration in balancing grade-level standards/ expectations and individual students’ needs, abilities, and developmental levels.

Comments:


2C The intern routinely uses student performance data to guide short-range planning of instruction.Key Elements:

o makes appropriate determinations regarding the need to make adjustments to the instructional plans; and

o presents a solid rationale for making these determinations.

Comments:


APS 3 – Short-range Planning, Development, and Use of Assessments NCATE – 1a,1c,1g,3c

3A The intern develops/selects and administers a variety of appropriate assessments.Key Elements:

o develops and/or selects appropriate key unit assessments; and

o presents sound evidence that these assessments are valid and reliable for all students.

Comments:


3B At appropriate intervals, the intern gathers and accurately analyzes student performance data and uses this information to guide instructional planning.Key Elements:

o provides an appropriate and accurate analysis of student performance, and

o displays sound reasoning in describing the way(s) in which this information was helpful in determining individual students’ strengths and weaknesses as well as aspects of instruction that need to be modified.

Comments:


3C The intern uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.Key Elements:

o uses appropriate methods for determining student grades (or other performance indicators) for the unit,

o appropriately and accurately summarizes overall student performance for the unit, and

o provides a well-thought-out summary of the overall

Comments:


“success” of the unit, based on overall student performance.


The Citadel- Short Range Planning for Instruction and Assessment - APS 2-3 Aligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and June 2009 SAFE-T Guide for Teachers and Evaluators Revised July 2009


Domain 1: PlanningAPS 2 - Short-Range Planning Rubric (Unit Work Sample)

LiveText Form

ELEMENT Competent (3 pts) Developing Competence (2 pts)

Unsatisfactory (1 pt)

2. A. Unit objectives facilitate student achievement of academic standards and long-range learning and developmental goals.NASPE-INI-2008.3.2 SC-CIT-CF-2012.1 SC-CIT-CF-2012.2

• Appropriate Unit: Unit fulfills the requirements for the content area and grade level and is aligned to state standards.• Appropriate Objectives for the grade level and content area.• Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated.• Student Involvement Objectives require students to be actively involved in the learning process.• Matched to Skills Objectives All objectives have been accurately matched with the required skills to master the objective.

• Unit is adequate for the content area and/or grade level and shows evidence of aligned to state standards.• Objectives are somewhat appropriate for the content area and/or the grade level.• Observable objectives are stated in the learner outcomes but are not easily measured and/or evaluated. • Objectives require students to have some active involvement in the learning process.• 2 or 3 of the objectives have been accurately matched with the required skills to master the objective.

• Unit shows no evidence of alignment to standards and do not appear to be appropriate for content area and/or grade level.• Objectives are not appropriate for the content area and grade level.• Objectives are not stated in observable learner outcomes and cannot be measured.• Objectives indicate students are passive recipients of knowledge. • One or none of the objectives have been matched with the required skills to master the objective.

2. B. Instructional plans include content, strategies, materials and resources appropriate for the students.NASPE-INI-2008.3.6 SC-CIT-CF-2012.4 SC-CIT-CF-2012.7

• Appropriate/ Accurate Content for the instructional area and grade level is evident Content is aligned to state standards.• Matching Materials Each lesson plan contains a comprehensive materials/ resource list. • Logically sequenced strategies including at least 2 instructional strategies per objective • Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information.• Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language.• Strategies promote active engagement of students through problem solving/ creativity.• Strategies for collaboration/ independent learning/ varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.• Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning.• Connections to other content areas and career pathways. Unit and lesson plans integrate other subject area standards and career pathways into the instructional

• Content is accurate and somewhat appropriate for the instructional area and/or grade level. Content demonstrates some alignment to state standards • Each lesson plan contains a materials list.• Each objective contains less than two appropriate instructional strategies that may or may not be logically sequenced.• Lesson plans incorporate limited opportunities for students to reflect on their learning process. The reflection activity is informal.• Lesson plans demonstrate how language and/or content information are used but do not indicate a clear purpose of the information and/or language.• Instructional strategies are creative and offer some opportunities for the students to become actively involved.• Instructional strategies provide minimal opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.• Unit plans demonstrate the use of technology to promote learning.• Unit and lesson plans could be associated with other content area standards and/or

• The content is not accurate or appropriate for instructional area and/or grade level. Content is not aligned to state standards.• Materials lists are either not available or are incomplete.• Each objective does not contain appropriate or logically sequenced instructional strategies.• Lesson plans do not incorporate any opportunity for students to reflect on their learning process.• Lesson plans do not clearly demonstrate the purpose and use of the content information and/or language. • Instructional strategies offer few or no opportunities for the students to become actively involved.• Instructional strategies do not provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.• Unit plans lack evidence supporting the use of technology to promote learning.




unit. career pathways, but the connections are not clearly explained.


2. C. Student performance data is used to guide short-range planning of instruction.NASPE-INI-2008.5.3 SC-CIT-CF-2012.9

• Strategies focus on student learning. Lesson plans focus on the needs of students and incorporate strategies for extra practice, challenges, choices for different intelligences and learning modes.• Strategies accommodate for specific learning differences among the students Lesson plans document modifications for specific learning differences among individual students.

• Lesson plans partially focus on the student but fail to take into account all required learner needs.• Lesson plans document minimal modifications for specific learning differences among individual students.

• Lesson plans do not take into account the age or grade level of the student or accommodate for learner needs.• Lesson plans do not document modifications for specific learning differences among individual students.

APS 3 - Short-Range Assessment Rubric (Unit Work Sample)LiveText Form



3. A. A variety of appropriate assessments are developed/selected and administered.NASPE-INI-2008.5.1 SC-CIT-CF-2012.1 SC-CIT-CF-2012.9

• Varied Assessments that provide opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge.• Appropriate for Students including for the grade level and take into account learning differences within the class. • Appropriate for Objectives The assessments demonstrate mastery of stated objectives. • Appropriate for Content Development and use of assessments in the content area is comprehensive and aligned with state standards.• Appropriate for Strategies. Development and use of assessments demonstrates a direct correlation to the varied instructional strategies used. • Appropriate Criteria All of the criteria used to assess a unit are appropriate and measurable

• Assessments provide some opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge. • Assessments are appropriate for the grade level but minimally consider learning differences within the class. • Assessments demonstrate mastery of some of the stated objectives. • Development and use of assessments in the content area is adequate and aligned with state standards. • Development and use of assessments demonstrates some correlation to the varied instructional strategies used. • Some of the criteria used to assess a unit are appropriate and measurable.

• Assessments do not provide opportunities for students to use a variety of intelligences and learning modes to demonstrate their knowledge. • Assessments are often inappropriate for the grade level and do not consider learning differences within the class.• Assessments do not demonstrate mastery of stated objectives. • Development and use of assessments in the content area is minimal and is not aligned with state standards.• Development and use of assessments demonstrates no obvious correlation to the varied instructional strategies used. • Criteria used to assess a unit are inappropriate and not measurable.

3. B. At appropriate intervals, student performance data is

• Analysis of Assessments Results. Teacher candidate regularly analyzes and uses

• Teacher candidate occasionally analyzes and uses assessment results to monitor, modify and/or enhance

• Teacher candidate does not analyze and/or use assessment results to monitor, modify




gathered and accurately analyzes student performance data and to guide instructional planning.NASPE-INI-2008.5.2 SC-CIT-CF-2012.9

assessment results to monitor, modify and/or enhance learning throughout the unit.

learning. and/or enhance learning.

3. C. Assessment data used to determine grades that accurately reflect student progress.NASPE-INI-2008.5.1 SC-CIT-CF-2012.4 SC-CIT-CF-2012.9

• Record Keeping System Teacher candidate consistently utilizes a formal, clearly defined record keeping system for assessment.

• Teacher candidate generally utilizes a formal record keeping system for assessment.

• Teacher candidate does not regularly utilize a formal record keeping system for assessment


Rubric for Science Unit Work Sample APS 2 - Short-Range Planning – APS 3 – Short Range Planning, Development and Use of

Assessments

Element Competent Developing Competence Unsatisfactory2A. Section I: Major Unit Objectives Unit objectives facilitate student achievement of academic standards and long-range learning and developmental goals (NSTA 6.a, 6.b) SC-ADEPT – 06.2.A

• Unit fulfills the requirements for the content area and grade level and is aligned to State and National Science Standards. • Appropriate Objectives for the grade level and Science content area. • Observable Objectives are stated in the learner outcomes and can be easily measured and evaluated. • Student Involvement Objectives require students to be actively involved in the learning process. • Matched to Skills Objectives All objectives have been accurately matched with the required skills to master the objective.

• Unit is adequate for the content area and/or grade level and shows evidence of aligned to State and National Science Standards. • Objectives are somewhat appropriate for the Science content area and/or the grade level. • Observable objectives are stated in the learner outcomes but are not easily measured and/or evaluated. • Objectives require students to have some active involvement in the learning process. • 2 or 3 of the objectives have been accurately matched with the required skills to master the objective.

• Unit shows no evidence of alignment to State and National Science Standards and do not appear to be appropriate for content area and/or grade level. • Objectives are not appropriate for the Science content area and grade level. • Objectives are not stated in observable learner outcomes and cannot be measured. • Objectives indicate students are passive recipients of knowledge. • One or none of the objectives have been matched with the required skills to master the objective.

2.B.1 Section II: Unit Plan Instructional plans include content, strategies, materials and resources appropriate for the students. (NSTA 6.b, 7.a, 7.b) SC-ADEPT-06.2.B

• Appropriate/ Accurate Science Content for the instructional area and grade level is evident. • Content is aligned to State and National Science Standards. • Matching Materials Each lesson plan contains a comprehensive materials/ resource list. • Logically sequenced strategies including at least 2 instructional strategies per objective • Logically sequenced strategies provide opportunities for students to reflect on their learning process. Students communicate in some form about what they learned, how they learned it, and how they plan to use the information. • Logically sequenced strategies promote an understanding of the purpose and use of content information and/or language. • Strategies promote active engagement of students through problem solving/ creativity.• Strategies for collaboration/ independent learning/ varying group sizes. Instructional strategies provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

• Science Content is accurate and somewhat appropriate for the instructional area and/or grade level. • Content demonstrates some alignment to State and National Science Standards.• Each lesson plan contains a materials list. • Each objective contains less than two appropriate instructional strategies that may or may not be logically sequenced. • Lesson plans incorporate limited opportunities for students to reflect on their learning process. The reflection activity is informal • Lesson plans demonstrate how language and/or content information are used but do not indicate a clear purpose of the information and/or language. • Instructional strategies are creative and offer some opportunities for the students to become actively involved .•Instructional strategies provide minimal opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

• The Science content is not accurate or appropriate for instructional area and/or grade level. • Content is not aligned to State and National Science Standards.• Materials lists are either not available or are incomplete. • Each objective does not contain appropriate or logically sequenced instructional strategies. • Lesson plans do not incorporate any opportunity for students to reflect on their learning process. • Lesson plans do not clearly demonstrate the purpose and use of the content information and/or language. • Instructional strategies offer few or no opportunities for the students to become actively involved.• Instructional strategies do not provide opportunities for the teacher to work with whole class, small groups and/or individuals including collaboration and independent learning.

2.B.2 - Section II: Unit Plan Incorporation of Technology

• Incorporation of Technology. Unit plans demonstrate the use of technology in an effective manner to promote learning.

• Unit plans demonstrate the use of technology to promote learning. • Plans include evidence of

• Unit plans lack evidence supporting the use of technology to promote learning.


Element Competent Developing Competence Unsatisfactory(ISTE-NETS 1 and 3) (NSTA 4, 6, 7.a, 7.b) SC-ADEPT-06.2.B

•Science and technology related issues are included in the lesson plans and candidates incorporated analysis of their integration of these practices into their lesson plans.

incorporation of science and technology related issues but not an analysis.

• Plans lack evidence of incorporation of science and technology related issues


Element Competent Developing Competence Unsatisfactory2.B.3 Section II: Unit Plan Career and Community Connections (EEDA) (NSTA 6, 7.a, 7.b)

• Connections to other content areas, career pathways and community resources. Unit and lesson plans integrate other subject area standards and career pathways into the instructional unit.

• Unit and lesson plans could be associated with other content area standards and/or career pathways, but the connections are not clearly explained.


2C. Section V: Response to Formative Analysis Student performance data is used to guide short-range planning of instruction. (NSTA 6.b, 7.a, 7.b, 8.c)SC-ADEPT-06.2.C

• Adjustments to Science unit plan were made based on student behavior, progress and performance data; and • Reflected on the need to adjust unit plan for future use.

• Science Lesson plans partially focus on the student but fail to take into account all required learner needs. • Science Lesson plans document minimal modifications for specific learning differences among individual students.

• Science Lesson plans do not take into account the age or grade level of the student or accommodate for learner needs. • Science Lesson plans do not document modifications for specific learning differences among individual students.

3B. Section IV: Analysis of Student Performance At appropriate intervals, student performance data is gathered and accurately analyzed to guide instructional planning. (NSTA 8.a, 8.b) SC-ADEPT-06.3.B

• Teacher candidate regularly analyzes and uses assessment results to monitor, modify and/or enhance learning throughout the unit.

• Teacher candidate occasionally analyzes and uses assessment results to monitor, modify and/or enhance learning.

• Teacher candidate does not analyze and/or use assessment results to monitor, modify and/or enhance learning.

3C. Section VI: Summative Feedback Assessment data used to determine grades that accurately reflect student progress and achievement. (NSTA 8.a, 8.b) SC-ADEPT-06.3.C

• Made decisions about student performance, progress, and achievement based on alignment with the unit objectives, the assessments, and the ability levels of the students. • Maintained accurate, current, well-organized and confidential records of assessment results.

• Made decisions about student performance based on some of the criteria. •Maintained records with varying levels of organization and keeping current.

• Made decisions about student performance based only on assessments. •Maintained records in an unorganized, late manner.



APS 4-9 English Observation Form (NCTE* Standards)Candidate’s Name: ______________________________________ Evaluator’s Name: ___________________________________________Subject: ____________________________________ Lesson Title: ________________________________ Date: ______________ Time: _____________________Please circle the evaluation and provide comments that include evidence that the candidate has met the standards

and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NCTE – National Council of Teachers of English, CF – Conceptual Framework, NCATE –

National Council on Accreditation of Teacher Educators3 = Competent 2 = Developing competence 1 = Unsatisfactory

Domain 2: Instruction and Domain 3: EnvironmentAPS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NCTE 4.10, 2.1

4AThe intern establishes, communicates, and maintains high expectations for student achievement.

3 2 1Comments:

4BThe intern establishes, communicates, and maintains high expectations for student participation.

3 2 1

4C The intern helps students assume responsibility for their own participation and learning. 3 2 1

APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NCTE 3.2, 3.3, 3.4, 2.4, 3.6.3, 4.1, 3.3.2, 4.8, 2.5

5A The intern uses appropriate instructional strategies. 3 2 1 Comments:

5B The intern uses a variety of instructional strategies. 3 2 1

5C The intern uses instructional strategies effectively. 3 2 1

APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NCTE 3.5, 3.6.1, 3.6.2, 3.1, 2.6, 4.7

6A The intern demonstrates a thorough command of the discipline that he or she teaches. 3 2 1 Comments:

6B The intern provides appropriate content. 3 2 1

6C The intern structures the content to promote meaningful learning. 3 2 1

APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NCTE 4.10, 2.3

7AThe intern continually monitors student learning during instruction by using a variety of informal and formal assessment strategies.

3 2 1Comments:

7BThe intern enhances student learning by using information from informal and formal assessments to guide instruction.

3 2 1

7CThe intern enhances student learning by providing appropriate instructional feedback to all students.

3 2 1

APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NCTE 2.3, 2.2, 2.1, 4.2, 2.3, 4.5, 4.4

8AThe intern creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning.

3 2 1Comments:

8B The intern creates and maintains a positive affective climate in his or her classroom. 3 2 1

8C The intern creates and maintains a culture of learning in his or her classroom. 3 2 1

APS 9 - Managing the Classroom – CF 2012. 2,3,4,6,7,8,9,10,11,13,14; NCATE 1c,1d,1f,3c

9A The intern manages student behavior appropriately. 3 2 1 Comments:

9B The intern makes maximal use of instructional time.

3 2 1


9C The intern manages essential non-instructional routines in an efficient manner. 3 2 1

The Citadel Professional Education UnitAPS 4-9 Math Observation Form (NCTM* Standards)

Candidate’s Name: ______________________________________ Evaluator’s Name: ___________________________________________Subject: ____________________________________ Lesson Title: ________________________________ Date: ______________ Time: _____________________Please circle the evaluation and provide comments that include evidence that the candidate has met the standards

and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NCTM – National Council of Teachers of Mathematics, CF – Conceptual Framework,

NCATE – National Council on Accreditation of Teacher Educators3 = Competent 2 = Developing competence 1 = Unsatisfactory

Domain 2: Instruction and Domain 3: EnvironmentAPS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NCTM 3.3, 5.2


3 2 1Comments:


3 2 1


APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NCTM 5.3, 8.8, 3.3, 5.2, 8.2, 16.3, 4.1, 5.1




APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NCTM 5.3, 8.8, 3.3, 5.2, 8.2, 16.3, 4.1, 5.1




APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NCTM 4,1, 5.1, 6.1, 7.3, 16.3


3 2 1Comments:


3 2 1


3 2 1

APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NCTM 8.1


3 2 1Comments:


8C The intern creates and maintains a culture of 3 2 1


learning in his or her classroom.APS 9 - Managing the Classroom – CF 2012. 2,3,4,6,7,8,9,10,11,13,14; NCATE 1c,1d,1f,3c


9B The intern makes maximal use of instructional time. 3 2 1


The Citadel Professional Education UnitAPS 4-9 Physical Education Observation Form (*NASPE Standards)

Candidate’s Name: ___________________________________ Evaluator’s Name:__________________________________Subject: _________________________________________ Lesson Title: ____________________________Date: __________Time:________________Please circle the evaluation and provide comments that include evidence that the candidate has met the standards and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NASPE– National Association for Sports and Physical Education, NCATE – National Council on Accreditation of Teacher Educators

3 = Competent 2 = Developing competence 1 = UnsatisfactoryDomain 2: Instruction and Domain 3: Environment

APS 4 - Establishing and Maintaining High Expectations for LearnersNASPE/NCATE 1. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning. (6.1, 4.6)

APS4A

NASPE/

NCATE

6.1

The intern establishes, communicates, and maintains high expectations for student achievement.

3 2 1

Comments: 1. NASPE/NCATE Rubric Score 1 2 3

4B 6.1The intern establishes, communicates, and maintains high expectations for student participation.

3 2 1

4C 6.14.6

The intern helps students assume responsibility for their own participation and learning.

3 2 1

APS 5 - Using Instructional Strategies to Facilitate LearningNASPE/NCATE 2. Uses a variety of instructional strategies to actively engage all students. (4.4)

5A 4.4 The intern uses appropriate instructional strategies. 3 2 1 Comments: 2. NASPE/NCATE Rubric Score 1 2 3

5B 4.4 The intern uses a variety of instructional strategies. 3 2 1

5C 4.4 The intern uses instructional strategies effectively. 3 2 1

NASPE/NCATE 3. Develops and uses appropriate demonstrations and explanations that aid student learning. (4.2)

4.2 The TC provides effective demonstrations during instructional episodes. 3 2 1


NASPE/NCATE 4. Develops and uses appropriate instructional cues. (4.2)

4.2 The TC uses learning cues effectively to facilitate learning. 3 2 1


NASPE/NCATE 5. Uses instructional judgment in implementation of lessons. (4.4)

4.4The TC makes appropriate instructional adjustments in response to student performance.

3 2 1Comments: 5. NASPE/NCATE Rubric Score 1 2 3

APS 6 - Providing Content for Learners


NASPE/NCATE 6. Implements effective instruction for students using knowledge of content and appropriate standards.(3.2, 3.3)

6AThe intern demonstrates a thorough command of the discipline that he or she teaches.


6B 3.3 The intern provides appropriate content. 3 2 1

3.2 The TC delivers content aligned with standards. 3 2 1

3.3

The TC delivers lesson content aligned to lesson objectives.

3 2 1

NASPE/NCATE 7. Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. (3.6)

6C 3.6 The intern structures the content to promote meaningful learning. 3 2 1 Comments: 7. NASPE/NCATE Rubric Score 1 2 3

3.6 The TC implements progressive and logically sequenced tasks. 3 2 1

3.6 The TC delivers effective set induction and lesson closure. 3 2 1

NASPE/NCATE 8. Uses appropriate voice tone and inflection to deliver instruction effectively. (4.1)

4.1 The TC delivers instruction with poise and appropriate voice tone. 3 2 1


APS 7 - Monitoring, Assessing, and Enhancing LearningNASPE/NCATE 9. Uses a variety of assessments to demonstrate student learning and to modify instruction as needed. (5.1, 5.2, 5.3)

7A 5.2

The intern continually monitors student learning during instruction by using a variety of informal and formal assessment strategies.

3 2 1


7B5.1, 5.2, 5.3

The intern enhances student learning by using information from informal and formal assessments to guide instruction.

3 2 1

NASPE/NCATE 10. Analyze skills and performance concepts and provide effective instructional feedback for skill acquisition, student learning, and motivation. (4.3)

7C 4.3The intern enhances student learning by providing appropriate instructional feedback to all students.


APS 8 - Maintaining an Environment that Promotes LearningNASPE/NCATE 11. Creates and maintains a positive and safe environment conducive to learning. (4.5)

8A 4.5The intern creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning.


8B 4.5The intern creates and maintains a positive affective climate in his or her classroom.

3 2 1

8C 4.5The intern creates and maintains a culture of learning in his or her classroom.

3 2 1

APS 9 - Managing the ClassroomNASPE/NCATE 12. Establishes and maintains effective rules, procedures, and routines. (4.5)

9A 4.5 The intern manages student behavior appropriately. 3 2 1


9B 4.5 The intern makes maximal use of instructional time. 3 2 1

NASPE/NCATE 13. Provides for smooth transitions between activities. (4.5)9C 4.5 The intern manages essential

non-instructional routines in an 3 2 1 Comments: 13. NASPE/NCATE Rubric Score 1 2 3


efficient manner.

NASPE/NCATE 14. Promotes positive, collaborative peer interactions. (4.6)

4.6The TC uses strategies which require students to work collaboratively and encourages positive peer interactions.

3 2 1


NASPE/NCATE 15. Integrates technology appropriately into teaching and learning. (3.7)

3.7 The TC integrates learning experiences that require student use of technology. 3 2 1

Comments: 15. NASPE/NCATE Rubric Score 1 2 3 NA

The Citadel Professional Education UnitAPS 4-9 Science Observation Form (NSTA* Standards)


and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NSTA– National Science Teachers Association, CF – Conceptual Framework, NCATE –


Domain 2: Instruction and Domain 3: EnvironmentAPS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NSTA 6a, 6b, 9


3 2 1Comments:


3 2 1


APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NSTA 1a, 1b, 2c, 3a, 4b, 5a, 6a, 6b, 4a, 7a




APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NSTA 1a, 1b, 2c, 3a, 4b, 5a, 6a, 6b, 4a, 7a




APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NSTA 5a, 4a, 7a, 8a


3 2 1Comments:


3 2 1


3 2 1

APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NSTA 6a, 6b, 98A The intern creates and maintains the physical 3 2 1 Comments:


environment of his or her classroom as a safe place that is conducive to learning.







The Citadel Professional Education UnitAPS 4-9 Social Studies Observation Form (NCSS* Standards)


and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NCTE – National Council of Teachers of English, CF – Conceptual Framework, NCATE –


Domain 2: Instruction and Domain 3: EnvironmentAPS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NCSS 1.4


3 2 1Comments:


3 2 1


APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NCSS 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10




APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NCSS 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10




APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NCSS 1.4, 1.1


3 2 1Comments:


3 2 1



3 2 1

APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NCSS 1.1


3 2 1Comments:








Teaching Assessment RubricPhysical EducationCandidate name _____________________________________________________________ Date ____________________________________Experience (course #, student teaching, etc.) _____________________________________ School/Grade ______________________________Rater (Circle one): instructor school-based teacher supervisor Name _______________________________________________________________

Identify the appropriate column score for each element: 1(Unacceptable) or 2 (Acceptable) or 3 (Target):Component Unacceptable (1) Acceptable (2) Target (3) Score NA

1. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning. (6.1)

The teacher candidate does not communicate and/or design experiences that encourage student participation and learning in a challenging, yet supportive environment. Students do not recognize their role in the learning environment and the teacher candidate’s expectations for achievement.

The teacher candidate communicates and designs some experiences that encourage student participation and learning in a challenging, yet supportive environment. Students recognize their role in the learning environment and the teacher candidate’s expectations for achievement.

The teacher candidate consistently communicates and designs experiences that require student participation and learning in a challenging, yet supportive environment. Students assume responsibility for their role in the learning environment and the teacher candidate’s expectations for achievement.

2. Uses a variety of instructional strategies to actively engage all students. (4.4)

Rarely demonstrates the use of multiple strategies to engage students in lessons. Only one instructional approach is used in the lesson. TC does not use effective demonstrations or link practice tasks to lesson objectives. TC uses only large group activities that limit the number of practice opportunities for students. TC fails to use small sided games or makes limited use of available equipment. TC has excess wait time during the lesson.

Effectively and frequently employs multiple instructional strategies to engage students. At least three instructional approaches including direct and indirect instructional formats are used in the lesson. TC uses effective demonstrations and links practice tasks directly to lesson objectives. TC uses small sided games to increase practice the number of practice opportunities for students. TC makes effective use of available equipment and space. TC minimizes wait time.

Effectively and consistently employs multiple instructional strategies (more than three) including direct and indirect approaches to engage all students. TC uses multiple demonstrations during the lesson and links all practice tasks to specific lesson objectives. TC consistently uses small or modified games to provide practice opportunities for all students. TC extends tasks up or down to ensure practice opportunities for all skill levels and teaches by invitation.

3. Develops and uses appropriate demonstrations and explanations that aid student learning. (4.2)

TC incorrectly demonstrates the skill and does not identify critical elements of the skill. Explanations are either too long or too short for the developmental levels of students. Demonstrations or explanations are given only once during the lesson.

TC correctly demonstrates the skill or has a student demonstrate the skill. TC identifies critical elements of the skill during the demonstration. Explanations are brief and appropriate for the developmental levels of students. Demonstrations and explanations are repeated at least twice during the lesson.

TC repeatedly demonstrates the skill. Explanations are brief and specific and only identify the most important elements of the skill. Demonstrations are repeated after students have the opportunity to practice the skill. Skill cues are instructional prompts based on the explanation and demonstration of the skill.

4. Develops and uses appropriate instructional cues.

TC provides either too few or too many instructional cues or prompts for the developmental level of students.

TC creates instructional cues or prompts that identify key elements of the skill/strategies. Number of instructional

TC creates innovative instructional cues/prompts to facilitate learning including such things as rhymes or finding ways to

(4.2) Instructional cues are incorrect or do not identify key elements of the skill/strategies.

cues/prompts is appropriate for the developmental level of students. TC repeats the cues/prompts at least three times during the lesson.

make abstract concepts concrete (e.g., summary cues). TC consistently (more than 3) repeats the instructional cues/prompts during the lesson.

Component Unacceptable (1) Acceptable (2) Target (3) Score NA5. Uses instructional judgment in implementation of lessons. (4.4)

Displays minimal instructional judgment in adjusting instruction in response to student needs and/or environmental variables. TC does not demonstrate flexibility in the lesson or with students by remaining on script without regard to student responses. TC does not adjust learning tasks by either refining, or extending task up or down.

Displays some instructional judgment by making appropriate instructional adjustments in response to student performance and/or other variables. TC demonstrates flexibility in the lesson or with students by adjusting the lesson to the changing environment based on student responses. TC demonstrates such behaviors as extending task up or down based on student responses or adding tasks to the lesson.

Displays an outstanding level of instructional judgment by making appropriate instructional adjustments in response to student performance and/or other variables. TC demonstrates flexibility and creativity when adjusting the lesson based on student responses. TC consistently refines or extends task up or down based on student responses. TC adds or subtracts learning experiences based on student responses.

6. Implements effective instruction for students using knowledge of content and appropriate standards. (3.2 & 3.3)

Knowledge of content is minimal and/or instruction is not adequate to meet the standards. Objectives are not directly or indirectly aligned with state/national standards. Objectives are developmentally inappropriate for students’ abilities or skill levels. Tasks in lesson are incongruent with objectives. TC demonstrates weak knowledge of the content by planning inappropriate or poorly aligned learning experiences. Objectives are not measurable and performance-based.

Objective, instruction, and practice tasks can be directly linked to the identified state/national standard. Chosen class content, instructional approach, and learning tasks can be linked to student mastery of state/national standards. Objectives are developmentally appropriate, measurable, and performance-based. Tasks in lesson are congruent with objectives and aligned with state/national standards.

Lesson reflects an in-depth knowledge of the content in the discipline. All objectives are developmentally appropriate, measurable, and performance-based and contain a criterion. Lessons extend the requirements of the standards through instructional and practice tasks. Standards are thoroughly addressed within the lesson and mastery of lesson content has the potential to lead to student achievement of state/national standard. Tasks in lesson are congruent with objectives and TC identifies the state/national standard being addressed.

7. Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. (3.6)

TC does not plan for or is unable to effectively implement a quality set induction. The sequence of lesson tasks may be illogical, with gaps in progressions. Tasks are arranged randomly in the lesson with steps between progressions either too large or too small to facilitate skill development.Application tasks are absent or minimal. Lesson closure is inadequate or not provided.

TC plans and implements a set induction designed to stimulate student interest or relate content to previous learning. The sequence of lesson tasks is logical, with few gaps in progressions. Learning/practice tasks are arranged in sequential and progressive steps to facilitate learning. Opportunities for application (at least 2) of learning are appropriate and logically sequenced. Lesson closure relates to lesson objectives.

TC plans and effectively delivers a set induction which serves to stimulate student interest and relates content to previous learning. Appropriate learning/practice tasks are progressive and allow students to begin and end at different levels based on individual readiness. Progressions include sequential and progressive opportunities for application of learning (2 or more tasks).A quality closure related to lesson objectives which incorporates a check for understanding is provided.

8. Uses appropriate voice tone and inflection to deliver instruction effectively. (4.1)

Delivery of instruction lacks poise and/or appropriate voice tone and inflection. Candidate appears uncomfortable teaching. TC consistently (over 5 times per lesson) makes mistakes in grammar or uses inappropriate language for the

Instruction is generally delivered with poise and appropriate voice tone. Candidate appears comfortable teaching. TC occasionally (less than 3 per lesson) makes a mistake in grammar or diction. TC’s language is appropriate for the age group

Instruction is consistently delivered with poise and appropriate voice tone. Candidate portrays confidence in teaching. TC rarely makes a mistake in grammar or diction. TC’s language is appropriate for the age group and uses no “slang” during the lesson.

age group. TC consistently uses “slang.”

and avoids use of “slang.”

9. Uses a variety of assessments to demonstrate student learning and to modify instruction as needed. (5.1, 5.2, 5.3)

Does not use or makes minimal use of assessment (informal observations as well as planned assessments) during instruction. TC can not demonstrate impact on student learning. TC does not use assessment to inform instruction, provide feedback, or communicate student progress. TC makes no

Uses assessment (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction, provide feedback to students, and to communicate student progress. TC uses a variety of assessments including guided, self and peer assessments. TC checks for understanding

Demonstrates the regular use of a variety of assessment strategies (informal observations as well as planned assessments) to demonstrate student learning, to make modifications during instruction for all students, provide feedback to students, and to communicate student progress. Multiple sources of evidence demonstrate that

Component Unacceptable (1) Acceptable (2) Target (3) Score NAuse of self or peer assessment. TC fails to check for understanding throughout the lesson. TC fails to pre-assess before developing a unit.

throughout the lesson. TC unit plan is based on pre-assessment data. Lesson/unit objectives reflect the results of the pre-assessment. Adjustment to instructional plan reflects TC’s assessment of students before, during and after instruction.

instruction has been modified based on analysis of assessment results. TC makes regular use of self and peer assessment. TC makes numerous checks for understanding during the lesson. TC unit plan is based on pre-assessment data. Lesson/unit objectives reflect the results of the pre-assessment. TC revises lesson/unit objectives based on continuous assessment of student progress. TC continually adjust instructional plan based on assessment of students before, during, and after instruction.

10. Analyze skills and performance concepts and provide effective instructional feedback for skill acquisition, student learning, and motivation. (4.3)

TC provides general feedback on the skill without identifying key elements. Feedback is incongruent with the skill/performance concept being taught. TC cannot specifically identify the performance mistake in the skill/performance concept. TC does not demonstrate the ability to “break” down the skill/performance concept for the student.

TC provides corrective feedback to the group based on an analysis of the skill. TC demonstrates the ability to identify performance mistakes and make corrections. TC demonstrates the ability to “break” down the skill/performance concept based on an analysis of the skill. Feedback is congruent with the skill/performance concept being taught.

TC provides specific, corrective feedback to the group and to individuals. TC demonstrates the ability to identify key performance mistakes and modify the practice condition based on this analysis. TC can “break” down the skill/performance concept based on an analysis of the skill/performance concept. TC develops innovative instructional cues and prompts based on the analysis of the skill.

11. Creates and maintains a positive and safe environment conducive to learning. (4.5)

Does not employ effective management strategies or relies excessively on punitive strategies. Behavior issues are addressed insufficiently or ineffectively. Does not provide students with a physically and psychologically safe environment. TC fails to check space for possible hazards or fails to enforce safety rules.

Positive, proactive strategies are employed to effectively manage the classroom. Behavior issues are immediately efficiently and effectively addressed. Creates a learning environment in which students are physically and psychologically safe. TC checks space for possible hazards and enforces all safety rules.

Consistently employs a variety of positive, proactive approaches to effectively manage the classroom. Little time is needed for classroom management. Creates a learning environment in which students are physically and psychologically safe and students are encouraged to explore their limits. TC checks space for possible hazards and anticipates behaviors that might threaten the safety of students.

12. Establishes and maintains effective rules, procedures, and routines. (4.5)

Does not develop rules, procedures, and routines or has difficulty in implementing classroom rules, procedures, and routines. Managerial routines are not present and no systems are in place for distribution/return of equipment,

Designs and implements classroom rules, procedures, and routines that result in a classroom that has minimal behavioral problems. Managerial routines are present and a system is in place for distribution/return of equipment, attendance, finding a partner

Designs highly effective classroom procedures and routines that result in classroom that runs smoothly and harmoniously. Rules are logical, reasonable, and consistent with clear consequences for discipline issues. Managerial routines are present and innovative such as

attendance, finding a partner or creating a group, and other gymnasium routines. There is not a clear stop and start signal in place. Equipment distribution and return is disorganized (takes over one minute). Students are either too close together or too far apart to perform the learning tasks.

or creating a group, and other gymnasium routines. There is a clear stop and start signal in place. Equipment distribution and return is organized and is achieved in less than one minute. Effective use of space is evident in the lesson (students are neither too far or too close together).

multiple equipment distribution points. Stop and start signals are clear and creative. Equipment distribution and return occurs in less than 30 seconds. Space use is maximized through careful planning with students participating in the organization of the space for their use.

13. Provides for smooth transitions between activities. (4.5)

Does not plan for transitions or is unable to effectively implement planned transitions without behavioral problems. Does not or rarely provides an introduction or lesson closure. Students spend an excessive amount of time (over 30 sec.) in transition from learning tasks to learning tasks.

Uses strategies for transitions that are generally effective in minimizing behavioral problems and in maximizing instructional time. Provides introductions and closures frequently in lessons. Transitions between learning tasks are planned for and executed in under 30 seconds.

Consistently employs very effective strategies for transitions that minimize behavioral problems and maximize instructional time. Consistently provides very effective introductions and closures in lessons. Transitions are linked directly to class objectives, and provide practice/review opportunities for students. Multiple methods for transition are used during the class period.

Component Unacceptable (1) Acceptable (2) Target (3) Score NA14. Promotes positive, collaborative peer interactions. (4.6)

TC makes minimal use of strategies or learning tasks which require students to work collaboratively and/or makes minimal efforts at encouraging positive relationships among students in the classroom. TC allows inappropriate interactions (e.g., trash talking) among students during activity. TC fails to promote personal and social responsibility on the part of students.

TC makes frequent use of strategies or plans learning tasks which require students to work collaboratively and/or makes efforts at encouraging positive relationships among students in the classroom. TC does not permit inappropriate interactions (e.g., trash talking) during activity and rewards students who encourage other students. TC consistently promotes personal and social responsibility on the part of students.

TC uses strategies and learning tasks which require students to work collaboratively and debriefs around the activity on appropriate student interactions. TC consistently provides feedback on student communication with each other. TC plans for and implements practice tasks or activities that promote social and personal responsibility.

15. Integrates technology appropriately into teaching and learning. (3.7)

TC does not integrate learning experiences that involve students in the use of technology in a physical activity setting. Technology use in the classroom is limited to the TC. TC demonstrates limited knowledge of current technology and their applications in a physical activity setting.

TC integrates learning experiences that involve students in the use of technology in a physical activity such as heart monitors, pedometers, Dartfish, etc. TC demonstrates knowledge and use of current technology and applies this knowledge in the development and implementation of lessons in a physical activity setting.

TC integrates learning experiences that require students to use various technologies (heart monitors, pedometers, Dartfish, etc.) in a physical activity setting. TC demonstrates mastery of current technologies and uses the technology to enhance student learning.

Overall Score 0 to 74% of All Applicable Scoring 75 to 89% of All Applicable Scoring 90 to 100% of All Applicable Scoring

The Citadel Professional Education UnitADEPT - APS 10 Evaluation

Candidate Name: ___________________________________________________________

Cooperating Teacher signature: ____________________________________________ Date: ______________

Note: Evidence to be provided by teacher candidate and verified by cooperating teacher. This signed form is to be given to the College Supervisor at the final conference.

3 = Competent – Documented evidence for all 5 areas of ADEPT Performance Standard 10 2 = Developing competence– Documented evidence for 4 areas of ADEPT Performance Standard 10

1 = Unsatisfactory - Documented evidence for 3 or fewer areas of ADEPT Performance Standard 10

Domain 4: ProfessionalismAPS 10 - Fulfilling Professional Responsibilities – NCATE-1c, 1d, 1f, 3c, 4a

10A The intern is an advocate for the students. Key Elements:

o works effectively with colleagues to help determine and meet individual student needs; and

o establishes appropriate professional relationships with others outside of the school to support the well-being of students.

Comments:

CF-2012.14 Rating 3 2 110B The intern works to achieve organizational goals in order

to make the entire school a positive and productive learning environment for the students. Key Elements:

o is an active contributor to school initiatives; ando supports school-related organizations and

activities.

Comments:

CF-2012.11, 13 Rating 3 2 1

10C The intern is an effective communicator.Key Elements:

o uses clear and correct oral and written language; and

o communicates effectively and regularly with parents.

Comments:

CF-2012.11, 13, 14 Rating 3 2 1

10D The intern exhibits professional demeanor and behavior.Key Elements:

o maintains all required professional credentials;o adheres to all Standards of Conduct for South

Carolina Educators and maintains ethical standards; and

o demonstrates self-management skills (e.g., responsibility, initiative, time management, appearance) and a high quality of work (e.g., completing required tasks in an accurate, timely, and effective manner).

Comments:

CF-2012.12, 15 Rating 3 2 1

10E The intern is an active learner.Key Elements:

o accurately identifies his or her own professional strengths and weaknesses;

o sets appropriate professional development goals; and

o regularly seeks out, participates in, and contributes to activities that promote

Comments:

collaboration and that support his or her continued professional growth.

CF-2012.5, 6, 10 Rating 3 2 1

The Citadel - Fulfilling Professional Responsibilities report form – ADEPT 10Aligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and June 2009 SAFE-T Guide for Teachers and Evaluator Revised July 2009

The Citadel Professional Education UnitADEPT Performance Standards Midterm and Final Evaluation Conference

Form Note: This form is to be completed individually and used during midterm and final conferences. Copies of all three sets of forms should be submitted to The Citadel School of Education with the Midterm and

Final Student Teaching Internship Consensus Evaluation Summary Sheets. Candidates should also keep copies of all three sets.

Course: EDUC 499, EDUC 520, PHED 499, HESS 620 Semester/Year_____/_____ midterm finalPerson completing form please check appropriate box:

Teaching Intern (Self-Evaluation) Cooperating Teacher College Supervisor

Date Evaluation Completed: ______________________________________________________Student Teaching Intern: ________________________________________________________Cooperating Teacher: ___________________________________________________________College Supervisor: _____________________________________________________________School: _______________________________________________________________________Courses Taught/Grade Level(s): ___________________________________________________Directions:Evidence is to be collected that supports the development of the student teaching intern’s skills in each of the ten ADEPT Performance Standards (APS). This evidence is based on the ADEPT Performance Standards descriptions, the competent performance descriptions, the ADEPT Evidence Documentation Questions, the Cooperating Teacher’s ADEPT Weekly Student Teacher Evaluation Forms, the Cooperating Teacher’s and College Supervisor’s ADEPT Data Collection Forms, and information from Evaluation Team discussions. Evaluation results must be appropriately documented to protect interns, cooperating teachers and college supervisors of arbitrary decisions. Written documentation also provides the intern with the opportunity to reflect on their performance, and to glean meaningful information to improve or enhance performance. In addition to the written documentation, measurements regarding the intern’s progress for each APS should be indicated by circling the appropriate level. Ratings should be based on the candidate’s ability as compared with other beginning teachers.3 - Competent - Evidence demonstrates meeting or exceeding the standard. 2 - Developing Competence - Evidence demonstrates meeting some of the standard. 1 - Unsatisfactory - Little or no evidence that demonstrates meeting the standard.

The Citadel ADEPT Midterm and Final Evaluation Conference FormAligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and

June 2009 SAFE-T Guide for Teachers and EvaluatorsRevised July 2009

The Citadel Professional Education UnitADEPT Performance Standards Midterm and Final Evaluation

Conference Form Domain 1: Planning

APS 1 – Long Range Planning - CF-2012.1,2,7; CF-2006.1,2,4,8; NCATE-1a,1c,1f,1g,3c,4a1A The intern obtains student information, analyzes this information to

determine the learning needs of all students, and uses this information to guide instructional planning.

3 2 1

1B The intern establishes appropriate standards-based long-range learning and developmental goals for all students.

3 2 1

1C The intern identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals.

3 2 1

1D The intern develops appropriate processes for evaluating and recording students’ progress and achievement.

3 2 1

1E The intern plans appropriate procedures for managing the classroom. 3 2 1CommentAPS 2 –Short Range Planning of Instruction – Unit Work Sample CF-2012.1,2,7; CF-2006.1,2,4,8; NCATE-1a,1c,1f,1g,3c, 4a2A The intern develops unit objectives that facilitate student achievement

of appropriate academic standards and long-range learning and developmental goals.

3 2 1

2B The intern develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students.

3 2 1

2C The intern routinely uses student performance data to guide short-range planning of instruction.

3 2 1

Comments:APS 3 – Short Range Planning, Development, and Use of Assessments - CF-2012.1,4; CF-2006.1,5; NCATE-1a,1c, 1g,3c3A The intern develops/selects and administers a variety of appropriate

assessments.3 2 1

3B At appropriate intervals, the intern gathers and accurately analyzes student performance data and uses this information to guide instructional planning.

3 2 1

3C The intern uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.

3 2 1

Comments: Total - Domain 1: Planning

Domain 2: InstructionAPS 4 - Establishing and Maintaining High Expectations for Learners - CF-2012.2,8; CF-2006.2,4,9; NCATE-1c,1d,1g,3c4A The intern establishes, communicates, and maintains high

expectations for student achievement.3 2 1

4B The intern establishes, communicates, and maintains high expectations for student participation.

3 2 1

4C The intern helps students assume responsibility for their own participation and learning.

3 2 1

Comments:APS 5 - Using Instructional Strategies to Facilitate Learning - CF-2012.2,3,4,7; CF-2006.2,4,5,8; NCATE-1c,1f,1g,3c,4a5A The intern uses appropriate instructional strategies. 3 2 1

5B The intern uses a variety of instructional strategies. 3 2 15C The intern uses instructional strategies effectively. 3 2 1Comments: APS 6 - Providing Content for Learners - CF-2012.1,2,3,7; CF-2006.1,2,3,4,8; NCATE-1a,1c,1f,1g,3c,4a6A The intern demonstrates a thorough command of the discipline that he

or she teaches.3 2 1

6B The intern provides appropriate content. 3 2 16C The intern structures the content to promote meaningful learning. 3 2 1Comments:APS 7 - Monitoring, Assessing, and Enhancing Learning - CF-2012.3,4,9; CF-2006.3,5,10; NCATE-1c,1f,1g,3c7A The intern continually monitors student learning during instruction by

using a variety of informal and formal assessment strategies.3 2 1

7B The intern enhances student learning by using information from informal and formal assessments to guide instruction.

3 2 1

7C The intern enhances student learning by providing appropriate instructional feedback to all students.

3 2 1

Comments:Total - Domain 2: Instruction

Domain 3: Classroom Environment APS 8 - Maintaining an Environment that Promotes Learning - CF-2012.2,8,11,13; CF-2006.2,4,9,13,14,16; NCATE-1a,1c,1d,1f,1g,3c8A The intern creates and maintains the physical environment of his or

her classroom as a safe place that is conducive to learning.3 2 1

8B The intern creates and maintains a positive affective climate in his or her classroom.

3 2 1

8C The intern creates and maintains a culture of learning in his or her classroom.

3 2 1

Comments:APS 9 - Managing the Classroom - CF-2012.4,11,13; CF-2006.5,13,114,16; NCATE-1c,1d,1f, 3c9A The intern manages student behavior appropriately. 3 2 19B The intern makes maximal use of instructional time. 3 2 19C The intern manages essential non-instructional routines in an efficient

manner.3 2 1

Comments:Total - Domain 3: Environment

Domain 4: ProfessionalismAPS 10 - Fulfilling Professional Responsibilities - CF-2012.5,6,10,12,13,14,15; CF-006.6,7,11,12,14,16,15, 17;NCATE-1c,1d,1f,3c,4a10A The intern is an advocate for the students. 3 2 110B The intern works to achieve organizational goals in order to make the

entire school a positive and productive learning environment for the students.

3 2 1

10C The intern is an effective communicator. 3 2 110D The intern exhibits professional demeanor and behavior. 3 2 110E The intern is an active learner. 3 2 1Comments:

Total - Domain 4: Professionalism

The Citadel Professional Education UnitStudent Teaching Internship Consensus Evaluation Summary Sheet

Note: This form should be completed in hard copy and entered by the College Supervisor in LiveText. Candidates should be given a copy of this at the conclusion of each conference.

Student Teaching Intern____________________________________________________

School

Course: EDUC 499, EDUC 520, PHED 499, HESS 620

Semester/Year: / midterm final

Competent Developing Competency

Unsatisfactory Competent Developing Competency

Unsatisfactory

Domain 1: Planning# key elements needed to pass > 10

Domain 2: Instruction# key elements needed to pass > 11

APS 1 APS 4 1A 4A1B 4B1C 4C1D APS 5 1E 5A

APS 2 5B2A 5C2B APS 62C 6A

APS 3 6B3A 6C3B APS 7 3C 7A

Total 7BDomain 3: Classroom Environment

# key elements needed to pass > 4 7CAPS 8 Total

8ADomain 4: Professionalism

# key elements needed to pass > 48B APS 10 8C 10A

APS 9 10B9A 10C9B 10D9C 10E

Total Total

______________________________________ _____________Cooperating Teacher Signature Date

_____________________________________ _____________College Supervisor Signature Date

______________________________________ _____________Student Teaching Intern Signature Date

The Citadel Professional Education UnitUnit Portfolio Assessment Rubric (piloted fall 2012)

(To be completed by college supervisor and one faculty on LiveText at end of the semester)

Unit Portfolio Assessment Rubric

Target (3 pts) Acceptable (2 pts)Needs

Improvement (1 pt)

Content Knowledge. Candidate masters the subject matter of the field of professional study and practice. (1, 6%) CAEP.1.1 NCATE-2007.1a NCATE-2007.1b SC-CIT-CF-2012.1

Candidate demonstrates exemplary content knowledge and application of professional, state and institutional standards for content and pedagogy in the field.

Candidate demonstrates satisfactory knowledge and application of professional, state and institutional standards for content and pedagogy in the field.

Candidate demonstrates minimal knowledge and application of professional, state and institutional standards for content and pedagogy in the field.

Content Knowledge. Candidate develops and describes a philosophy of education and reflects upon its impact in the teaching and learning environment. (1, 6%) CAEP.1.1 NCATE-2007.1a SC-CIT-CF-2012.6

Candidate written philosophy of education is exemplary and reflects upon its impact in the teaching and learning environment.

Candidate written philosophy of education is satisfactory and reflects upon its impact in the teaching and learning environment.

Candidate written philosophy of education is minimal.

Content Knowledge. Candidate applies an understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment. (1, 6%) CAEP.1.2 NCATE-2007.1d SC-CIT-CF-2012.9

Candidate demonstrates exemplary use of research and school-wide or classroom assessment data to improve school/student learning.

Candidate demonstrates satisfactory use of research and school-wide or classroom assessment data to improve school/student learning.

Candidate demonstrates minimal use of research and assessment data to improve school/student learning.

Content Knowledge. Candidate reexamines practice by reflectively and critically asking questions and seeking answers. (1, 6%) CAEP.1.6 NCATE-2007.1c SC-CIT-CF-2012.10

Candidate demonstrates exemplary use of reflective practice and critical analysis to strengthen content and pedagogical knowledge.

Candidate demonstrates satisfactory use of reflective practice to strengthen content and pedagogical knowledge.

Candidate demonstrates minimal use of reflective practice.

Student Learning. Candidate constructs, fosters, and maintains a learner-centered environment in which all learners contribute

Candidate creates and maintains an exemplary learner-centered environment that actively engages

Candidate creates and maintains a satisfactory learner-centered environment that

Candidate creates a learner-centered environment with minimal student engagement.



Improvement (1 pt)

and are actively engaged. (1, 6%) CAEP.1.2 NCATE-2007.1d SC-CIT-CF-2012.8

all students. engages all students.

Student Learning. Candidate is committed to a safe, supportive learning environment. (1, 6%) CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.11

Candidate demonstrates an exemplary commitment to a safe, supportive learning environment that includes meeting the needs of all students in a caring, non-discriminatory, and equitable manner.

Candidate demonstrates a satisfactory commitment to a safe, supportive learning environment.

Candidate demonstrates a minimal commitment to a safe, supportive learning environment.

Student Learning. Candidate utilizes the knowledge gained from developmental and learning theories to establish and implement an education program that is varied, creative, and nurturing. (1, 6%) CAEP.1.1 NCATE-2007.1c SC-CIT-CF-2012.2

Candidate demonstrates exemplary pedagogical knowledge of developmental and learning theories to establish and implement a varied, nurturing, and creative education program.

Candidate demonstrates satisfactory knowledge of developmental and learning theories to establish and implement a varied, creative, and nurturing educational program.

Candidate demonstrates minimal knowledge of developmental and learning theories to establish and implement an education program.

Student Learning. Candidate models instructional and leadership theories of best practice. (1, 6%) CAEP.1.1 NCATE-2007.1c SC-CIT-CF-2012.3

Candidate demonstrates exemplary instructional and leadership approaches and strategies of best practice to support student learning.

Candidate demonstrates satisfactory approaches and strategies of best practice to support student learning.

Candidate demonstrates minimal approaches and strategies of best practice to support student learning.

Student Learning. Candidate integrates appropriate technology to enhance learning. (1, 6%) CAEP.1.4 NCATE-2007.1b NCATE-2007.1d SC-CIT-CF-2012.4

Candidate demonstrates exemplary incorporation of appropriate technology to enhance student learning.

Candidate demonstrates satisfactory incorporation of appropriate technology to enhance student learning.

Candidate demonstrates minimal use of technology to enhance student learning.

Student Learning. Candidate develops and manages meaningful educational experiences that address the needs of all learners with respect for individual and cultural experiences. (1, 6%) CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.7

Candidate develops and manages exemplary educational experiences that incorporate students’ individual and cultural experiences.

Candidate demonstrates satisfactory educational experiences that consider students’ individual and cultural experiences.

Candidate demonstrates minimal educational experiences that consider students’ individual and cultural experiences.

Student Learning. Candidate Candidate Candidate Candidate



Improvement (1 pt)

values diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures. (1, 6%) CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.13

demonstrates exemplary respect for diversity, is supportive of all learners, and serves as an advocate when appropriate.

demonstrates satisfactory respect for diversity and is supportive of all learners.

demonstrates minimal respect for diversity and support of all learners.

Professionalism. Candidate makes a commitment to lifelong learning. (1, 6%) CAEP.1.6 NCATE-2007.1c SC-CIT-CF-2012.5

Candidate demonstrates exemplary commitment to lifelong learning through professional development.

Candidate demonstrates a satisfactory commitment to lifelong learning through professional development.

Candidate demonstrates a minimal commitment to lifelong learning.

Professionalism. Candidate embraces and adheres to appropriate professional codes of ethics. (1, 6%) CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.12

Candidate demonstrates exemplary adherence to a professional code of ethics.

Candidate demonstrates satisfactory adherence to a professional code of ethics

Candidate demonstrates minimal adherence to a professional code of ethics.

Professionalism. Candidate establishes rapport with students, families, colleagues, and communities. (1, 6%) CAEP.1.5 NCATE-2007.1c SC-CIT-CF-2012.14

Candidate demonstrates exemplary engagement with students, families, colleagues, and agencies in the larger community to support students learning and well-being.

Candidate demonstrates satisfactory engagement with students, families, colleagues, and agencies in the larger community.

Candidate demonstrates minimal engagement with students, families, colleagues, and agencies in the larger community.

Professionalism. Candidate meets obligations on time and uses language appropriately. (1, 6%) CAEP.1.1 NCATE-2007.1c SC-CIT-CF-2012.15

Candidate demonstrates exemplary fulfillment of obligations and use of appropriate language.

Candidate demonstrates satisfactory fulfillment of obligations and use of appropriate language.

Candidate demonstrates minimal evidence of meeting obligations on time and/or use of appropriate language.

The Citadel Professional Education UnitTeacher Education Program Portfolio Rubric

Target (3 pts) Acceptable (2 pts) Unacceptable (1 pt)

Documentation All entries and artifacts indicate professional progress; all artifacts reveal a high level of professional knowledge and skill

All required documents are included; some deficiencies of the artifacts and required components are evident

Deficient in one or more area; lacks evidence of professional progress; and /or fails to include required artifacts

Up To Date All entries and artifacts are current and complete indicating a commitment to professional progress

Is maintained generally and contains most of the required entries

Does not contain the required information

Professional Standard

No spelling or grammatical errors; is well-organized; and demonstrates a commitment to quality

Minimal spelling and/or grammatical errors; is organized but needs some improvement

Numerous spelling and/or grammatical errors; lacks organization and coherence

Instructional Planning

Instructional materials are well-planned; all ADEPT standards are met; and there is documentation that instructional plans have been successfully implemented

Instructional materials are generally adequate, but there is evidence of a need for improvement

Instructional materials are inadequate; lesson plans and assessments do not adhere to ADEPT guidelines

Overall Quality All required documents are included; organization is excellent; the overall presentation of information is effective; meets a high professional standard

All required documents are relevant to specific instructional context; is organized, but could be improved in one or more ways

Lacks relevant material and organization; fails to meet the professional standard

The Citadel Professional Education UnitEVALUATION OF COOPERATING TEACHER

(To be completed by Student Teaching Intern on LiveText)

Below is an example of the form that will be completed electronically on LiveText by the student teaching intern at the end of the internship.

Numbers 1-12 request general information. 1. Please choose today’s date2. Please choose your role3. Cooperating Teacher’s First Name4. Cooperating Teacher’s Last Name5. Cooperating Teacher’s School

Name6. Your Citadel ID number7. Please choose your program level

8. Initial – Undergraduates and MATs ……..Advanced – All others

9. Please choose your official enrollment

10.Your present semester11.Please your year in program12.Please choose your course number13.Please choose your course

instructor

Numbers 13-27 are statements regarding the cooperating teacher. Responses are in a drop down box format, using a scale of 5 = strongly agree; 4 = agree; 3 = neither agree or disagree; 2 = disagree; 1 = strongly disagree, and 0 = NA.

13. The cooperating teacher provided orientation to the school building and introduction to school personnel.

14. The cooperating teacher provided orientation to the daily procedures and routines.

15. The cooperating teacher provided time for specific feedback on APS Performance Standards.

16. The cooperating teacher provided time for collaboration and discussion.17. The cooperating teacher provided for a smooth and gradual transition to

teacher roles and responsibilities.18. The cooperating teacher gave guidance in lesson planning as needed or

requested.19. The cooperating teacher provided information about student backgrounds when

requested.20. The cooperating teacher provided guidance in course curricula and State

Curriculum Standards.21. The cooperating teacher allowed opportunities in decision making and problem

solving.22. The cooperating teacher allowed for independence when working with students.23. The cooperating teacher completed formal observations and written feedback.24. The cooperating teacher promoted inclusion in all teacher activities and duties.25. The cooperating teacher modeled a high standard of professionalism. 26. The cooperating teacher provided a supportive environment for the internship

experience.27. OVERALL – the cooperating teacher contributed to my readiness to enter the

teaching profession.28. Additional Comments:

The Citadel Professional Education UnitEVALUATION OF COLLEGE SUPERVISOR (To be completed by Student Teaching Intern on LiveText)

Below is an example of the form that will be completed electronically on LiveText by the student teaching intern at the end of the internship.

Numbers 1-9 request general information.

1. Please choose today’s date2. Please choose your role3. Your Citadel ID number4. Please choose your program level

Initial – Undergraduates and MATs ……..Advanced – All others

5. Please choose your official enrollment

6. Your present semester7. Please your year in program8. Please choose your course number9. Please choose your College Supervisor

(Citadel Professor)This form is your anonymous evaluation of your Citadel professor.

Numbers 10-22 are statements regarding the cooperating teacher. Responses are in a drop down box format, using a scale of 5 = strongly agree; 4 = agree; 3 = neither agree or disagree; 2 = disagree; 1 = strongly disagree, and 0 = NA.

10.The College Supervisor facilitated an understanding of the requirements for the internship experience.

11.The College Supervisor provided guidance on maintaining/completing the portfolio.

12.The College Supervisor visited and observed on a regular and prescribed basis.13.The College Supervisor gave written and oral feedback on classroom

observations.14.The College Supervisor conducted mid-term and final conferences.15.The College Supervisor responded to requests for assistance, promptly.16.The College Supervisor collaborated with the cooperating teacher.17.The College Supervisor demonstrated a commitment to teacher education.18.The College Supervisor respected issues of privacy and confidentiality.19.The College Supervisor adhered to deadlines for completing requirements.20.The College Supervisor demonstrated professional expertise in instruction and

classroom management (ADEPT Performance Standards).21.The College Supervisor modeled a high standard of professionalism.22.OVERALL – the college supervisor contributed to my development as a teacher.23. Additional Comments: