education - oral roberts university · 2019. 10. 20. · problem solving and reasoning: math...
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Education
Report Settings
Statistics Overall Average
List By Criterion
Groups All members of "Education"
Demographic
Filters All Students
Assessment
Instruments
All Instruments in "Education"
and its parent groups
Multiple Score
Option Use all scores
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
4X12 Course
Requirement
Language Arts: Comp 102 -
Reading and Writing in the
Liberal Arts
-- -- -- -- --
1 4 100 4 0 8 3.25 81 3.5 0.83 9 2.56 64 2 0.83
4X12 Course
Requirement
Language Arts: Comp 303 -
Reading and Writing in the
Disciplines
-- -- -- -- --
1 4 100 4 0 8 3.5 88 4 0.71 9 3.22 81 3 0.79
4X12 Course
Requirement
Language Arts: COM 101 - Oral
Communications-- -- -- -- --
1 4 100 4 0 8 3.88 97 4 0.33 9 3.56 89 4 0.5
4X12 Course
Requirement
Language Arts: BLIT 120 - Survey
of the New Testament
-- -- -- -- --
1 4 100 4 0 8 3.88 97 4 0.33 9 3.89 97 4 0.31
4X12 Course
Requirement
Language Arts: Language Arts
Elective-- -- -- -- --
1 4 100 4 0 8 3.63 91 4 0.7 9 3.56 89 4 0.68
4X12 Course
Requirement
Social Studies: Hum 101 -
Humanities-- -- -- -- --
1 4 100 4 0 8 3.75 94 4 0.43 9 3.67 92 4 0.67
4X12 Course
Requirement
Social Studies: Hum - Humanities
Elective-- -- -- -- --
1 3 75 3 0 8 3.88 97 4 0.33 9 3.44 86 4 0.83
4X12 Course
Requirement
Social Studies: Hum - Humanities
Elective-- -- -- -- --
1 3 75 3 0 8 3.25 81 4 0.97 9 3.33 83 4 0.82
4X12 Course
Requirement
Social Studies: Hum - Humanities
Elective-- -- -- -- --
1 3 75 3 0 8 3.75 94 4 0.43 9 3.33 83 3 0.67
4X12 Course
Requirement
Social Studies: His 101 -
American History-- -- -- -- --
1 3 75 3 0 8 3.13 78 3 0.78 9 3.33 83 3 0.67
4X12 Course
Requirement
Social Studies: Gov 101 -
American Government-- -- -- -- --
1 4 100 4 0 8 3 75 3 0.87 9 3.67 92 4 0.67
4X12 Course
Requirement
Science: PSC Laboratory Science
(Physical)-- -- -- -- --
1 4 100 4 0 8 3.38 84 4 0.99 9 3.44 86 4 0.68
4X12 Course
Requirement
Science: PSC Laboratory Science
(Biology)-- -- -- -- --
1 4 100 4 0 8 3.75 94 4 0.43 9 3 75 3 0.67
4X12 Course
Requirement
Science: Science Laboratory
Science Elective-- -- -- -- --
1 4 100 4 0 8 3.75 94 4 0.43 9 3.11 78 3 0.74
4X12 Course
Requirement
Mathematics: MAT 151 - Math
and Society-- -- -- -- --
1 4 100 4 0 8 4 100 4 0 9 3.11 78 3 0.74
4X12 Course
Requirement
Mathematics: MAT 232 -
Elementary Statistics-- -- -- -- --
1 4 100 4 0 8 3 75 3.5 1.12 9 2.89 72 3 1.1
4X12 Course
Requirement
Mathematics: MAT 221 - Math
Concepts I-- -- -- -- --
1 3 75 3 0 8 3.75 94 4 0.66 9 3.44 86 4 0.68
4X12 Course
Requirement
Mathematics: MAT 222 - Math
Concepts II-- -- -- -- --
1 4 100 4 0 8 3.75 94 4 0.43 9 3.11 78 3 0.87
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
4X12 Course
Requirement Mathematics: Math Elective-- -- -- -- --
1 4 100 4 0 8 3.63 91 4 0.7 9 3.11 78 3 0.99
A copy of
subject area
competencies
Copy of Subject Area
Competencies: Met / Not Met 36 4 100 4 0 2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric
Problem Solving and Reasoning:
Math Systems & Number Theory
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric
Algebra, Functions & Analytic
Geometry
-- -- -- -- --
2 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric Geometry and Measurement
-- -- -- -- --
2 1.5 38 1.5 0.5
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric Trigonometry and Calculus
-- -- -- -- --
2 1 25 1 0
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric
Probability, Statistics & Discrete
Math
-- -- -- -- --
2 2 50 2 1
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric Constructed Response
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Advanced Math
OSAT Rubric Total OSAT Score
-- -- -- -- --
2 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Art OSAT Rubric Art Materials and Processes-- -- -- -- --
1 3 75 3 0 1 3 75 3 0-- -- -- -- --
Art OSAT Rubric
Art Elements and Design
Principles-- -- -- -- --
1 3 75 3 0 1 4 100 4 0-- -- -- -- --
Art OSAT Rubric Art and Culture-- -- -- -- --
1 2 50 2 0 1 3 75 3 0-- -- -- -- --
Art OSAT Rubric
Aesthetics and Interdiciplinary
Connections-- -- -- -- --
1 3 75 3 0 1 3 75 3 0-- -- -- -- --
Art OSAT Rubric Constructed Response-- -- -- -- --
1 2 50 2 0 1 3 75 3 0-- -- -- -- --
Art OSAT Rubric
Const. Resp.: Teacher
Assignment Module-- -- -- -- --
1 3 75 3 0 1 4 100 4 0-- -- -- -- --
Art: Crafts 223
Assessment Lesson Plan-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 3 75 3 0
Art: Crafts 223
Assessment Presentation-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
Art: Crafts 223
Assessment
Discription of the Cultural
Influences to the Craft-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
Art: Crafts 223
Assessment Creating the Craft-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 3 75 3 0
Art: Crafts 223
Assessment Visual Aids-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
Art: Crafts 223
Assessment Art Criticism of the Craft-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5 1 3 75 3 0
Art: Crafts 223
Assessment Aesthetics of the Craft-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Art: Crafts 223
Assessment Resources-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 4 100 4 0
Art: Graphic
Design I - Art
218
Concept Development and
Documentation
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Output
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Solution: Principles of Design
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Solution: Elements of Design
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Solution: Typographic Principles
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Solution: Visual Consistency
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Solution: Usability
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Art: Graphic
Design I - Art
218 Solution: Craft
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Audit: Subject
Area Courses Audit: Subject Area Courses 29 3.45 86 4 0.85 39 3.69 92 4 0.61 38 3.61 90 4 0.71 35 3.34 84 4 0.98
Biological
Science OSAT
Rubric Ecology
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Biological
Science OSAT
Rubric Foundations of Science Inquiry
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
1 3 75 3 0
Biological
Science OSAT
Rubric Cell Structure and Function
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 3 75 3 0
Biological
Science OSAT
Rubric
Heredity and Biological
Adaptions
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 3 75 3 0
Biological
Science OSAT
Rubric
Matter, Energy and Organization
in Organisms
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 1 25 1 0
Biological
Science OSAT
Rubric Interdependence of Organisms
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 4 100 4 0
Biological
Science OSAT
Rubric Constructed Response
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 1 25 1 0
Biological
Science OSAT
Rubric Total OSAT Score
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
1 2 50 2 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Candidate e-
Portfolio
Agreement
Form
Candidate Agreement Form:
Met / Not Met 42 3.9 98 4 0.61 80 4 100 4 0 75 3.95 99 4 0.46 54 4 100 4 0
Career
Awareness
Competency
Artifact
Career Awareness Competency:
Met / Not Met 56 3.93 98 4 0.53 5 4 100 4 0
-- -- -- -- -- --
Contexual
information
scoring rubric
Field Exp. Contextual
Information: Specificity 26 1.81 45 2 0.62 3 2 50 2 0
-- -- -- -- -- --
Cognitive
Development
Practicum
Rubric
Examples of Cognitive Dev. in
Children NAEYC 4c
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
Cognitive
Development
Practicum
Rubric
Math, Science, and Social
Studies Concepts and Teaching
Methods NAEYC 5a, 5b
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 0
Cognitive
Development
Practicum
Rubric
Change in Understanding of
Teaching NAEYC 6d
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Cognitive
Development
Practicum
Rubric
Positive Relationships and
Christian Worldview
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
Cognitive
Development
Practicum
Rubric
Classroom Practices to Include in
Your Classroom NAEYC 4d
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Cognitive
Development
Practicum
Rubric
Description and Reflection on
Lesson Taught NAEYC 1c
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
Com Arts:
Debate Plan Debate Plan-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Communication
Arts OSAT
Rubric Elements of Communication
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 0
Communication
Arts OSAT
Rubric
Interpersonal and Public
Communication
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 0
Communication
Arts OSAT
Rubric Group Communication
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Communication
Arts OSAT
Rubric Debate
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 1.5 38 1.5 0.5
Communication
Arts OSAT
Rubric Mass Communication
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 1
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Communication
Arts OSAT
Rubric Oral Interpretation and Drama
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 1
Communication
Arts OSAT
Rubric Total OSAT Score
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 3.5 88 3.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 4 100 4 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 3 75 3 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 3.5 88 3.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 3.5 88 3.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 3.5 88 3.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Art
Education
Performance
Evaluation
Lesson Plan - Content: specific to
DBAE; Art History, Art
Production, Art Criticism, &
Aesthetics
-- -- -- -- -- -- -- -- -- --
2 3 75 3 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 3.5 88 3.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2 50 2 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 3 75 3 1
-- -- -- -- -- -- -- -- -- -- 2 3 75 3 1
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 3 75 3 1
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 2 2.5 62 2.5 0.5
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Planning and implementation of
classroom activities are DAP
based on knowledge and
understanding of young
children’s characteristics and
needs Considers the multiple
influences on development and
learning
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE - Uses
developmental and content
knowledge to integrate
academic knowledge with a
healthy, respectful, supportive,
and challenging learning
environment
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Lessons are planned and
implemented so that all
children, regardless of abilities,
needs, and culture are engaged,
challenged, and able to succeed.
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE - A
variety of methods are used to
produce learning, with a balance
of teacher-led and child-led
learning
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Assessment is embedded in the
lesson (authentic assessment)
and is used to inform practice
throughout the teaching and
learning cycle.
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE - Self-
reflection is evident in how the
ST adjusts curriculum,
expectations, practices, and
behavior.
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
CHILDREN, FAMILY AND
COMMUNITY - Family and
community characteristics have
been considered in both the
lesson and in the interaction
with the children.
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
CHILDREN, FAMILY AND
COMMUNITY - Respectful,
reciprocal relationships have
been established with children
and their families.
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
PROFESSIONALISM - Follows
professional guidelines, engages
in collaboration with other
professionals, and places
children’s needs as their first
consideration
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 3 75 3 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 3 75 3 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 3 75 3 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 4 100 4 0
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 1 4 100 4 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 4 100 4 0
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.79 95 4 0.41
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.75 94 4 0.52
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.58 90 4 0.7
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.83 96 4 0.37
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.96 99 4 0.2
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.92 98 4 0.28
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.79 95 4 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
21 3.76 94 4 0.43
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.6 90 4 0.49
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
22 3.45 86 3.5 0.58
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
21 3.52 88 4 0.66
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.63 91 4 0.56
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.54 89 4 0.64
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.5 88 4 0.58
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.75 94 4 0.52
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.25 81 3 0.66
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.58 90 4 0.49
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.42 85 3.5 0.64
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.71 93 4 0.54
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.5 88 4 0.58
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.63 91 4 0.56
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.5 88 4 0.58
Cooperating
Teacher: Early
Childhood
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
24 3.46 86 4 0.71
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Planning and implementation of
classroom activities are DAP
based on knowledge and
understanding of young
children’s characteristics and
needs Considers the multiple
influences on development and
learning
-- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47 24 3.75 94 4 0.43
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
DEVELOPMENTALLY
APPROPRIATE PRACTICE - Uses
developmental and content
knowledge to integrate
academic knowledge with a
healthy, respectful, supportive,
and challenging learning
environment
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 24 3.67 92 4 0.47
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Lessons are planned and
implemented so that all
children, regardless of abilities,
needs, and culture are engaged,
challenged, and able to succeed.
-- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47 24 3.5 88 4 0.58
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
DEVELOPMENTALLY
APPROPRIATE PRACTICE - A
variety of methods are used to
produce learning, with a balance
of teacher-led and child-led
learning
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 24 3.67 92 4 0.47
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Assessment is embedded in the
lesson (authentic assessment)
and is used to inform practice
throughout the teaching and
learning cycle.
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 24 3.38 84 3 0.63
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
DEVELOPMENTALLY
APPROPRIATE PRACTICE - Self-
reflection is evident in how the
ST adjusts curriculum,
expectations, practices, and
behavior.
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 24 3.63 91 4 0.48
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
CHILDREN, FAMILY AND
COMMUNITY - Family and
community characteristics have
been considered in both the
lesson and in the interaction
with the children.
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 23 3.65 91 4 0.48
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
CHILDREN, FAMILY AND
COMMUNITY - Respectful,
reciprocal relationships have
been established with children
and their families.
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 23 3.7 92 4 0.46
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Performance
Evaluation -
Spring
PROFESSIONALISM - Follows
professional guidelines, engages
in collaboration with other
professionals, and places
children’s needs as their first
consideration
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 24 3.83 96 4 0.37
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.91 98 4 0.28
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.71 93 4 0.62
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.74 93 4 0.44
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.68 92 4 0.63
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
3 3.33 83 4 0.94 34 3.71 93 4 0.67
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.82 96 4 0.38
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.82 96 4 0.38
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.65 91 4 0.64
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
3 3.33 83 4 0.94 33 3.24 81 3 0.82
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 32 3.28 82 3 0.8
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 32 3.19 80 3 0.77
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 29 3.14 78 3 0.82
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 34 3.24 81 3 0.69
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 33 3.39 85 4 0.69
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 33 3.42 86 4 0.65
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 33 3.48 87 4 0.7
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
3 3 75 3 0.82 33 3.09 77 3 0.67
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
3 3.33 83 4 0.94 33 3.48 87 4 0.61
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 33 3.15 79 3 0.66
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 33 3.58 89 4 0.55
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 33 3.12 78 3 0.59
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 33 3.3 83 3 0.63
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47 34 3.24 81 3 0.73
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47 34 3.15 79 3 0.81
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies -
Language: Candidates
understand and apply
knowledge of current theories
and practices that facilitate
second language acquisition and
literacy development in the
classroom.
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies - Culture:
Candidates know and use
teaching strategies that are
developmentally appropriate
and inclusive of various learning
styles and is sensitive to the
needs of diverse cultural groups.
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction -
Candidates know, understand,
and apply concepts, research,
and best practices to plan
standards-based instruction
based on language development
and the Oklahoma core
curriculum that provides for
student
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction -
Candidates follow professional
guidelines, engages in
collaboration with other
professionals, to improve
learning for all ESL students.
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
follow professional guidelines,
engages in collaboration with
other professionals, to improve
learning for all ESL students.
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
pursue personal professional
growth opportunities and serves
as a professional resource to
colleagues.
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
serve as a resource liaison and
advocate for ESL students and
builds partnerships with
students’ families.
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
demonstrate English fluency in
listening, speaking, reading, and
writing the English language.
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - In
Teaching reading, the teacher
candidate teaches, monitors,
reteaches and reassesses
reading performance
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
31 3.39 85 3 0.66
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - The
teacher candidate uses
appropriate teaching instruction
for vocabulary development
(prefixes, suffixes and roots)
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
29 3.28 82 3 0.52
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - The
teacher candidate applies
strategies which contribute to
the development of fluent
reading
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
27 3.48 87 4 0.57
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies -
Teacher candidate prepares
lessons/units with
interdisciplinary concepts
including English, language arts,
science, mathematics, social
studies, the arts, health and/or
physical education
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
32 3.16 79 3 0.71
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - English
language arts – Candidates
demonstrate a high level of
competence in use of English
language arts and they know,
understand, and use concepts
from reading, language and child
development
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
33 3.27 82 3 0.57
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - Science
– Candidates know,
understand, and use
fundamental concepts in the
subject matter of science
–including physical, life, and
earth and space sciences
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3 75 3 0.77
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards -
Mathematics – Candidates
know, understand, and use the
major concepts, procedures, and
reasoning processes of
mathematics that define
number systems and number
sense
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
26 3.27 82 3 0.59
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - Social
studies – Candidates know,
understand, and use the major
concepts and modes of inquiry
from the social studies – the
integrated study of history,
geography, the social sciences,
and other related areas
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
23 3.3 83 3 0.55
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - The arts
– Candidates know,
understand, and use – as
appropriate to their own
understanding and skills – the
content, functions, and
achievements of dance, music,
theater, and the several visual
arts
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
11 2.91 73 3 0.51
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - Health
education – Candidates know,
understand, and use the major
concepts in the subject matter
of health education to create
opportunities for student
development
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
11 3 75 3 0.43
Cooperating
Teacher:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - Physical
education – Candidates know,
understand, and use – as
appropriate to their own
understanding and skills –
human movement and physical
activity as central elements to
foster active, healthy life styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 2.92 73 3 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 3.67 92 4 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 3.67 92 4 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 3 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
5 3.4 85 4 0.8 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 3.67 92 4 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 3 75 3 0.82
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.8 3 3.33 83 4 0.94
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 3 3.33 83 4 0.94
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49 3 3.33 83 3 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49 3 3.33 83 3 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 3 3.67 92 4 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 3.67 92 4 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49 3 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
5 3.2 80 3 0.4 3 4 100 4 0
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of:
and skills in the use of, the
English language
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of the
practices of oral, visual, and
written literacy
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of the
reading processes
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates Knowledge of
different composing processes
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of and
uses for, an extensive range of
literature
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of the
range and influence of print and
non print media and technology
in contemporary culture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Cooperating
Teacher:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of
research theory and findings in
English language arts
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.85 96 4 0.36
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.7 92 4 0.46
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.6 90 4 0.49
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.63 91 4 0.67
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.55 89 4 0.67
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.75 94 4 0.43
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.75 94 4 0.43
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.6 90 4 0.49
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
18 3.44 86 3.5 0.6
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
18 3.39 85 3 0.59
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.45 86 4 0.67
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.16 79 3 0.59
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting - Team
Teaching: shares teaching
responsibility equally
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Multiple
Subjects: instructional time
maximized; makes responsive
adjustments to instruction
based on observation
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting -
Organization and Management
of Flexible Grouping: uses
assessment and observation to
form flexible ability groups;
changes group membership
based on individual strengths
and weaknesses
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Routines:
establishes clear routines;
students know what is expected;
independence is encouraged;
smooth transitions between
learning stations
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Communication - Collaboration:
facilitate communication with
school personnel regarding
integration of individuals with
exceptional learning needs
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Communication - Case
Management: effectively
communicate with
administrators, instructors,
ancillary services, staff and
parents; coordinate delivery of
services based on individual
education plans; maintain
confidential communication
about exceptional l
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3.5 0.83
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Communication - Consultation:
communicate with school
personnel about characteristics
and needs of exceptional
learners; observe, evaluate, and
provide feedback to
paraeducators
-- -- -- -- -- -- -- -- -- --
3 3.33 83 4 0.94
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Classroom
Community: all students
included with respect and
dignity
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Instructional Planning:
purposefully prepare and
organize materials to address
needs of whole group, flexible
small groups and individual
needs of learners; design
learning environments that
promote active participat
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Technology:
appropriately utilizes, integrates
and implements assistive
technology into the educational
program
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Differentiation:
strategically design and
implement instructional
accommodations and
modifications based on student
IEP
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Focus: lessons
identify and address state
instructional standards; design
and implement instruction
based on student IEP
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Individualized Education Plan -
Development of IEP: write
comprehensive individualized
education plans based on formal
and informal assessments,
observation of students, and
input from multidisciplinary
team, including parents
-- -- -- -- -- -- -- -- -- --
3 3.67 92 4 0.47
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Individualized Education Plan -
Behavioral Intervention Plan:
write comprehensive behavioral
intervention plans based on
formal and informal
assessments, observation of
students, and input from
multidisciplinary team, including
parents
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Professional Practice -
Involvement in Professional
Organizations and Activities:
participate in professional
organizations relevant to
individuals with disabilities;
access current information on
exceptionalities
-- -- -- -- -- -- -- -- -- --
1 2 50 2 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Professional Practice - Reflective
Practice: conduct self-
evaluation on instruction; reflect
on instructional practice to
improve instruction and guide
professional growth
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
-- -- -- -- -- -- -- -- -- -- 20 3.25 81 3 0.77
-- -- -- -- -- -- -- -- -- -- 20 3.4 85 3.5 0.66
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.4 85 3.5 0.66
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.37 84 4 0.74
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.1 78 3 0.77
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.35 84 3.5 0.73
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.1 78 3 0.77
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.47 87 4 0.68
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.15 79 3 0.85
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.15 79 3 0.73
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.25 81 3 0.7
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.25 81 3 0.62
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies -
Language: Candidates
demonstrate knowledge,
understanding and application
of the fundamentals of
linguistics are related to the
development of
listening,speaking, reading, and
writing for social and academic
purposes.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.32 83 3 0.73
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies -
Language: Candidates
understand and apply
knowledge of current theories
and practices that facilitate
second language acquisition and
literacy development in the
classroom.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
18 3.33 83 3.5 0.75
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies - Culture:
Candidates design and deliver
instruction that incorporates
student's cultural values and
beliefs and encourages
collaboration in diverse groups.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
18 3.44 86 3.5 0.6
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies- Culture:
Candidates use knowledge of
best practices to plan standards-
based instruction based on
language development and the
Oklahoma core curriculum that
provides for students of varying
educational backgrounds in a
supportive and a
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.32 83 3 0.65
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
TESOL Competencies - Culture:
Candidates know and use
teaching strategies that are
developmentally appropriate
and inclusive of various learning
styles and is sensitive to the
needs of diverse cultural groups.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.25 81 3 0.7
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates design standards-
based ESL and content
instruction in collaboration with
their colleagues/mentor
teacher.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.26 82 3 0.78
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates incorporate
activities, tasks, and
assignments that develop
authentic uses of language as
student learn academic
vocabulary and content
knowledge.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.2 80 3 0.75
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates plan learning
activities that integrate listening,
reading, writing, and speaking
skills.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.35 84 3.5 0.73
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates lesson is presented
in a logically sequenced manner;
allows for/encourages student
interaction and questions; gives
clear directions and
explanations;adjusts for learning
and cultural differe
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.45 86 3.5 0.59
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
follow professional guidelines,
engages in collaboration with
other professionals, to improve
learning for all ESL students.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
17 3.59 90 4 0.6
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
pursue personal professional
growth opportunities and serves
as a professional resource to
colleagues.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
17 3.29 82 3 0.75
Cooperating
Teacher:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
serve as a resource liaison and
advocate for ESL students and
builds partnerships with
students’ families.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
15 3.53 88 4 0.62
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.67 67 3 1.25
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.67 67 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0.82
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Lesson Plan - Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Lesson Plan - Objectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2 50 2 0.82
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Lesson Plan - Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Lesson Plan - Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 1.33 33 1 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2 50 2 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0.82
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 2 50 2 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.67 67 2 0.94
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0.82
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.67 67 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.67 67 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Knowledge:
understands and applies
movement concepts and
principles in the learning process
through locomotor movements,
non-locomotor movements and
manipulative skills.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Fitness: Includes a
fitness activity in the lesson
which includes any or as many
as possible the fitness
components of flexibility,
muscular strength, and
cardiovascular endurance.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Wellness:
incorporates a wellness lifestyle
in the instruction by providing
activities that help deal with
wellness issues such as stress
management, body composition
and designing a personal fitness
program.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Assessment: Is able
to use a variety of assessment
tools to evaluate and/or modify
the learning process including
both psychomotor and cognitive
assessment strategies.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Instruction - Promotes
Participation: Is able to include
appropriate activities that will
promote emphasis on max
participation using a variety of
activities and sports that the
individual will be able to use for
lifelong participation.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.67 67 3 0.47
Cooperating
Teacher: Health
and Physical
Education
Performance
Evaluation
Health - Health Behaviors:
Understands variable that may
influence adopting a healthy
lifestyle and uses decision
making strategies in teaching of
health to the students.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
Cooperating
Teacher: Music
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Music
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.79 95 4 0.41
Cooperating
Teacher: Music
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.71 93 4 0.45
Cooperating
Teacher: Music
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.21 80 3.5 1.01
Cooperating
Teacher: Music
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.43 86 4 0.73
Cooperating
Teacher: Music
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.86 96 4 0.35
Cooperating
Teacher: Music
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.93 98 4 0.26
Cooperating
Teacher: Music
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.5 88 4 0.73
Cooperating
Teacher: Music
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.29 82 4 1.03
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Music
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 3.31 83 4 1.07
Cooperating
Teacher: Music
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 3.31 83 3 0.72
Cooperating
Teacher: Music
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3.25 81 3 0.6
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.29 82 4 1.03
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.64 91 4 0.61
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.5 88 4 0.73
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3.92 98 4 0.28
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.36 84 3.5 0.72
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.71 93 4 0.45
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.29 82 3.5 0.8
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.71 93 4 0.45
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.14 79 3 0.74
Cooperating
Teacher: Music
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 3.62 90 4 0.62
Cooperating
Teacher: Music
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.14 79 3 0.74
Cooperating
Teacher: Music
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.5 88 4 0.73
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Melody: Able to teach
and lead students to sight sing
or sight lead diatonic melodies
using an appropriate and
consistent method at each grade
level.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
11 3.64 91 4 0.48
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Rhythm: Counts
rhythms accurately using a
consistent rhythmic reading
system that is appropriate for
each grade level or ensemble.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.79 95 4 0.41
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Methodologies:
Employs developmentally
appropriate methodologies or
approaches with students
including those with disabilities.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 3.46 87 4 0.63
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Methodologies:
Utilizes appropriate
methodologies that encourages
student self analysis and musical
independence.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
14 3.36 84 3.5 0.72
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Methodologies:
Incorporates the music
education approaches of Carl
Orff, Zoltan Kodaly, or Jaques-
Daicroze within a lesson plan or
unit.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
11 3.55 89 4 0.5
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Piano: Demonstrates
basic piano proficiency through
vocal warm-ups or playing
functional progressions and
simple accompaniments.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
9 3.56 89 4 0.5
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Conducting:
Demonstrates competency in
conducting with appropriate
prepatory beats and clear cut
offs in tempo.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 3.46 87 3 0.5
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Conducting:
Demonstrates competency in
conducting with steady and
appropriate beat patterns as
needed in the music.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3.83 96 4 0.37
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Conducting:
Demonstrates ability to show
musical nuance and dynamics
when conducting.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
10 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Instrumental: Teach
basic fundamentals of
embouchure, hand position and
technique for all band or
orchestra instruments at Grade
6 – 8 Level.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3.5 0.83
Cooperating
Teacher: Music
Education
Performance
Evaluation
Qualities - Vocal: Demonstrates
knowledge of proper breathing
technique, tone production and
strategies for the changing male
and female voice.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
10 3.8 95 4 0.4
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills - Scientific
Language: Pronounces and
spells science terms correctly.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills - Scientific
Skills:
Demonstrates/encourages
proper lab techniques and
equipment usage.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills -
Laboratory Preparation: Plans
for experiences that provide
adequate equipment and
supplies for all students;
Demonstrates skill in preparing
and/or storing chemicals.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills - Scientific
Method: Utilizes inquiry-based
science lessons.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills - Science
relevance: Incorporates
relevance of science topic in
lesson.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills -
Laboratory Safety: Plan includes
safety issues; models and
promotes lab safety.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Science
Education
Performance
Evaluation
Science Content Skills - Waste
Management: Plans for disposal
of lab waste prior to/during the
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.57 89 4 0.49
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.29 82 3 0.7
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.29 82 4 0.88
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.86 96 4 0.35
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.29 82 3 0.7
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.14 79 3 0.83
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.57 89 4 0.49
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.57 89 4 0.49
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Lesson Plan - Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.43 86 3 0.49
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Lesson Plan - Objectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.14 79 3 0.83
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Lesson Plan - Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.71 68 3 0.7
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Lesson Plan - Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 2.67 67 3 0.47
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.86 71 3 0.64
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.14 79 3 0.83
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.86 71 3 0.64
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3.43 86 4 0.73
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.57 64 2 0.73
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.86 71 3 0.64
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.71 68 3 0.7
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 3 75 3 0.53
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.71 68 3 0.7
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.57 64 3 0.49
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.43 61 2 0.49
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
7 2.43 61 2 0.49
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate identifies
one of the 10 Thematic
Standards in the Objectives of
the Lesson Plan
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.33 83 3 0.47
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate
appropriately (School Level)
presents the identified Thematic
Standard to the students
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.17 79 3 0.69
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate provides
proof that they have addressed
various Thematic Standards to
the specific Discipline
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.17 79 3 0.69
Cooperating
Teacher: Social
Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate displays
a highly positive disposition
toward teaching each theme
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.17 79 3 0.69
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting - Team
Teaching: shares teaching
responsibility equally
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Multiple
Subjects: instructional time
maximized; makes responsive
adjustments to instruction
based on observation
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting -
Organization and Management
of Flexible Grouping: uses
assessment and observation to
form flexible ability groups;
changes group membership
based on individual strengths
and weaknesses
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Routines:
establishes clear routines;
students know what is expected;
independence is encouraged;
smooth transitions between
learning stations
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Communication - Collaboration:
facilitate communication with
school personnel regarding
integration of individuals with
exceptional learning needs
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Communication - Case
Management: effectively
communicate with
administrators, instructors,
ancillary services, staff and
parents; coordinate delivery of
services based on individual
education plans; maintain
confidential communication
about exceptional l
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Communication - Consultation:
communicate with school
personnel about characteristics
and needs of exceptional
learners; observe, evaluate, and
provide feedback to
paraeducators
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Classroom
Community: all students
included with respect and
dignity
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Instructional Planning:
purposefully prepare and
organize materials to address
needs of whole group, flexible
small groups and individual
needs of learners; design
learning environments that
promote active participat
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Technology:
appropriately utilizes, integrates
and implements assistive
technology into the educational
program
-- -- -- -- -- --
2 3.5 88 3.5 0.5
Cooperating
Teacher:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Differentiation:
strategically design and
implement instructional
accommodations and
modifications based on student
IEP
-- -- -- -- --
1 4 100 4 0Disposition #1:
Capstone Level Disposition #1: Capstone Level 31 3.68 92 4 0.59 2 4 100 4 0 1 4 100 4 0
Disposition #1:
Entry Level Disposition #1: Entry Level 64 3.14 79 3 0.81 53 2.96 74 3 1.03 82 2.46 62 2 0.94
Disposition #2:
Entry Level Disposition #2: Entry Level 52 3.63 91 4 0.71 50 3.52 88 4 0.81 65 3.72 93 4 0.67 49 3.8 95 4 0.45
Disposition #1:
Intermediate
Level
Disposition #1: Intermediate
Level 33 3.48 87 4 0.7 1 4 100 4 0 2 4 100 4 0
35 3.71 93 4 0.51 40 3.73 93 4 0.59 34 3.74 93 4 0.44
25 3.68 92 4 0.47 38 3.76 94 4 0.48 28 3.68 92 4 0.6
Disposition #2:
Capstone Level Disposition #2: Capstone Level 29 3.59 90 4 0.81
-- -- -- -- --
42 3.79 95 4 0.46 24 3.79 95 4 0.5
Disposition #2:
Intermediate
Level
Disposition #2: Intermediate
Level 32 3.69 92 4 0.53 1 2 50 2 0 1 3 75 3 0
-- -- -- -- --
Disposition #3:
Capstone Level Disposition #3: Capstone Level 26 3.85 96 4 0.36
-- -- -- -- --
38 3.76 94 4 0.53 20 3.85 96 4 0.48
Disposition #5:
Capstone Level Disposition #2: Capstone Level
-- -- -- -- --
20 3.95 99 4 0.22
-- -- -- -- -- -- -- -- -- --
Disposition #6:
Capstone Level Disposition #3: Capstone Level
-- -- -- -- --
22 3.77 94 4 0.52
-- -- -- -- -- -- -- -- -- --
Early
Childhood:
ASRA Parent
Newsletter Quality of Information
-- -- -- -- --
19 3.53 88 4 0.75 16 3.75 94 4 0.56 2 4 100 4 0
Early
Childhood:
ASRA Parent
Newsletter Research Sources
-- -- -- -- --
19 3.95 99 4 0.22 16 4 100 4 0 2 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Early
Childhood:
ASRA Parent
Newsletter Documentation
-- -- -- -- --
19 3.05 76 3 0.22 16 2.81 70 3 0.81 2 3.5 88 3.5 0.5
Early
Childhood:
ASRA Parent
Newsletter Suitable for Intended Audience
-- -- -- -- --
19 0.95 24 1 0.22 16 0.94 23 1 0.24 2 1 25 1 0
Early
Childhood:
ASRA Parent
Newsletter Suggested Book Cirteria:
-- -- -- -- --
19 3.42 86 4 1.27 16 3.63 91 4 0.7 2 4 100 4 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Reggio Emilia Principles
-- -- -- -- --
18 3.94 99 4 0.23 12 3.83 96 4 0.37 2 4 100 4 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Activity One: Materials
-- -- -- -- --
18 0.61 15 1 0.49 12 0.67 17 1 0.47 2 1 25 1 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Activity One: Directions
-- -- -- -- --
18 1.83 46 2 0.37 12 1.83 46 2 0.37 2 2 50 2 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Activity One: Quality of Activity
-- -- -- -- --
18 2.61 65 3 0.59 12 2.83 71 3 0.37 2 3 75 3 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Activity Two: Materials
-- -- -- -- --
18 0.56 14 1 0.5 12 0.75 19 1 0.43 2 1 25 1 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Activity Two: Directions
-- -- -- -- --
18 0.89 22 1 0.31 12 0.75 19 1 0.43 2 0 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Activity Two: Quality of Activity
-- -- -- -- --
18 2.5 62 2.5 0.5 12 2.83 71 3 0.37 2 2 50 2 0
Early
Childhood:
ASRA - Reggio
Emilia Brochure Layout of the Brochure
-- -- -- -- --
18 1.72 43 2 0.45 12 1.75 44 2 0.43 2 1.5 38 1.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Early
Childhood:
Audience
Specific
Articles report direct findings
from research.
-- -- -- -- --
17 3.35 84 4 0.9 18 3.56 89 4 0.76 2 4 100 4 0
Early
Childhood:
Audience
Specific
Cited material supports learning
through developmentally
appropriate means.
-- -- -- -- --
17 3.53 88 4 0.7 18 3.44 86 4 0.76 2 4 100 4 0
Early
Childhood:
Audience
Specific
Information is synthesized by
topics rather than being
reported as article summaries.
-- -- -- -- --
17 1 25 1 0.84 18 1.56 39 2 0.6 2 1 25 1 1
Early
Childhood:
Audience
Specific Suitable for intended audience.
-- -- -- -- --
17 1.88 47 2 0.32 18 1.72 43 2 0.56 2 2 50 2 0
Early
Childhood:
Lesson Plan
with
Modifications Title and grade level included.
-- -- -- -- --
18 0.72 18 1 0.45 20 0.8 20 1 0.4 5 3 75 3 0.63
Early
Childhood:
Lesson Plan
with
Modifications
At least one State Standard each
for math, science, and social
studies at the correct grade
level.
-- -- -- -- --
18 3.72 93 4 0.93 20 3.5 88 4 1.24 5 3.6 90 4 0.49
Early
Childhood:
Lesson Plan
with
Modifications Behavioral Objectives
-- -- -- -- --
18 3.06 76 3 1.08 20 2.55 64 2.5 1.16 5 3.4 85 4 0.8
Early
Childhood:
Lesson Plan
with
Modifications Whole Group Activities
-- -- -- -- --
18 3.11 78 3 0.66 20 2.95 74 3 0.74 5 1.4 35 2 0.8
Early
Childhood:
Lesson Plan
with
Modifications Center Activities:
-- -- -- -- --
18 2.83 71 3 0.69 20 2.75 69 3 0.89 5 3 75 3 0
Early
Childhood:
Lesson Plan
with
Modifications Assessment
-- -- -- -- --
18 2.28 57 2 0.65 20 2.5 62 3 0.81
Early
Childhood:
Lesson Plan
with
Modifications
Modifications, Cultural
Modification, Modifications for
Disability 1 and 2.
-- -- -- -- --
18 2.28 57 2.5 0.93 20 2.2 55 3 1.17
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Early
Childhood:
OSAT Rubric
Language and Literature
Development
-- -- -- -- --
9 2.78 69 3 0.92 7 2 50 1 1.2
Early
Childhood:
OSAT Rubric Learning Across the Curriculum
-- -- -- -- --
9 3.56 89 4 0.5 7 2.86 71 3 0.64
Early
Childhood:
OSAT Rubric
Child Development and Early
Childhood Programs
-- -- -- -- --
9 3.22 81 3 0.63 7 2.43 61 3 0.73
Early
Childhood:
OSAT Rubric Constructed Response
-- -- -- -- --
9 1.44 36 1 0.68 7 1.43 36 1 0.49
Early
Childhood:
OSAT Rubric Total OSAT Score
-- -- -- -- --
9 2.78 69 3 0.42 7 2.14 54 2 0.64
Early
Childhood:
Parent-
Community
Involvement
Plan Areas Addressed
-- -- -- -- --
19 3.95 99 4 0.22 13 3.08 77 4 1.14 20 3.4 85 4 0.86
Early
Childhood:
Parent-
Community
Involvement
Plan Variety of Methods
-- -- -- -- --
19 3.47 87 4 0.6 13 3 75 3 1.11 20 3.4 85 4 0.86
Early
Childhood:
Parent-
Community
Involvement
Plan
Cultural and Individual
Differences
-- -- -- -- --
19 3.58 89 4 0.94 13 2.85 71 3 1.35 20 3.35 84 3 0.65
Early
Childhood:
Parent-
Community
Involvement
Plan
Evidence of Meeting NAEYC
Standards
-- -- -- -- --
19 1 25 1 0 13 1.08 27 1 0.92 20 2.85 71 3 1.28
Early
Childhood:
Parent-
Community
Involvement
Plan
Evidence of Meeting NAEYC
Standards
-- -- -- -- --
19 1 25 1 0 13 1.23 31 1 0.8 20 2.8 70 3 1.25
Early
Childhood:
Parent-
Community
Involvement
Plan
Evidence of Meeting NAEYC
Standards
-- -- -- -- --
19 1 25 1 0 13 0.92 23 1 1 20 2.7 68 3 1.52
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Early
Childhood:
Parent-
Community
Involvement
Plan Description of Methods
-- -- -- -- --
19 1.84 46 2 0.93 13 2.46 62 3 1.6 20 3.5 88 4 0.59
Early
Childhood:
Psychosocial
Case Study Temperament
-- -- -- -- --
18 2.17 54 2 1.07 12 2.5 62 3 1.38 15 2.2 55 2 1.17
Early
Childhood:
Psychosocial
Case Study Other Personality Characteristics
-- -- -- -- --
18 2.22 56 2 1.27 12 2.33 58 2.5 1.25 15 2.53 63 3 1.09
Early
Childhood:
Psychosocial
Case Study
Effect of Cognitive Development
on Psychosocial Development
-- -- -- -- --
18 2.06 51 2 1.22 12 2.67 67 3 1.37 15 2.4 60 2 1.02
Early
Childhood:
Psychosocial
Case Study
Self-Esteem and Moral
Development
-- -- -- -- --
18 1.94 49 2 1.22 12 2.17 54 2.5 1.14 15 2.47 62 3 1.36
Early
Childhood:
Psychosocial
Case Study Pro-social Behavior
-- -- -- -- --
18 2.28 57 3 1.24 12 1.58 40 1 1.26 15 2.33 58 2 0.94
Education:
Contexual
Information Specificity
-- -- -- -- --
125 2.31 58 2 0.95 174 2.57 64 2 1.02 113 2.58 64 2 0.94
Education:
Reflection
Rubric Impact on Student Learning
-- -- -- -- --
78 2.71 68 3 1.05 64 3.33 83 3.5 0.83 61 3.21 80 3 0.75
Education:
Reflection
Rubric Implications for Future Teaching
-- -- -- -- --
78 2.82 71 3 0.96 64 3.33 83 3 0.81 61 2.93 73 3 0.74
Education:
Reflection
Rubric
Implication of a Christian
Worldview in the Learning
Community
-- -- -- -- --
78 2 50 3 1.51 64 2.8 70 3 1.12 61 2.51 63 3 1.1
Education:
Reflection
Rubric
Implications for Professional
Development
-- -- -- -- --
78 2.77 69 3 1.29 64 3.14 79 3 0.95 61 2.95 74 3 0.88
Elementary
Education OSAT
Rubric Subtest
1 Reading
-- -- -- -- --
12 2.33 58 2 0.85 12 2.08 52 2 0.86 13 2.77 69 3 0.8
Elementary
Education OSAT
Rubric Subtest
1 Language Arts
-- -- -- -- --
12 3.08 77 3 0.76 12 2.33 58 2 0.94 13 2.92 73 3 1.21
Elementary
Education OSAT
Rubric Subtest
1 Constructed Response
-- -- -- -- --
12 1.42 35 1 0.49 12 1.58 40 2 0.49 13 1.46 37 1 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Elementary
Education OSAT
Rubric Subtest
1 Total OSAT Score
-- -- -- -- --
12 2.33 58 2 0.62 12 2.33 58 2 0.62 13 2.77 69 3 0.7
Elementary
Education OSAT
Rubric Subtest
2 Social Studies
-- -- -- -- --
14 2.64 66 3 0.97 6 2.83 71 2.5 0.9 9 3.11 78 4 1.2
Elementary
Education OSAT
Rubric Subtest
2 Mathematics
-- -- -- -- --
14 3.79 95 4 0.41 6 3.83 96 4 0.37 9 3.67 92 4 0.47
Elementary
Education OSAT
Rubric Subtest
2 Science
-- -- -- -- --
14 2.5 62 3 0.82 6 2.5 62 3 0.76 9 2.56 64 2 0.68
Elementary
Education OSAT
Rubric Subtest
2 Health and Fitness
-- -- -- -- --
14 3.29 82 4 1.03 6 3.5 88 4 1.12 9 3.44 86 4 0.83
Elementary
Education OSAT
Rubric Subtest
2 Fine Arts
-- -- -- -- --
14 3.29 82 4 1.03 6 3.5 88 4 1.12 9 3.44 86 4 0.83
Elementary
Education OSAT
Rubric Subtest
2 Total OSAT Score
-- -- -- -- --
14 3.14 79 3 0.64 6 3.33 83 3.5 0.75 9 3.22 81 3 0.63
Elementary:
Lesson Plan
Collection
Reading, Writing and Oral
Language
-- -- -- -- --
76 3.96 99 4 0.34 71 3.75 94 4 0.83 150 2.92 73 4 1.44
Elementary:
Lesson Plan
Collection Science
-- -- -- -- --
76 2.18 55 1 1.47 71 1.85 46 1 1.35 150 2.06 52 1 1.43
Elementary:
Lesson Plan
Collection Mathematics
-- -- -- -- --
76 1.83 46 1 1.34 71 1.85 46 1 1.35 150 1.32 33 1 0.93
Elementary:
Lesson Plan
Collection Social studies
-- -- -- -- --
76 2.34 59 1 1.49 71 2.48 62 1 1.5 150 2.26 56 1 1.48
Elementary:
Lesson Plan
Collection Fine Arts
-- -- -- -- --
76 1.79 45 1 1.32 71 1.85 46 1 1.35 150 1.24 31 1 0.81
Elementary:
Lesson Plan
Collection Health education
-- -- -- -- --
76 1.24 31 1 0.81 71 1.76 44 1 1.31 150 1.42 36 1 1.04
Elementary:
Lesson Plan
Collection Physical education
-- -- -- -- --
76 1.2 30 1 0.74 71 1.63 41 1 1.22 150 1.26 32 1 0.84
Elementary:
Lesson Plan
Collection
Standards from at least 2
curricular areas
-- -- -- -- --
76 3.92 98 4 0.48 71 3.62 90 4 1 150 3.58 90 4 1.04
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Elementary:
Lesson Plan
Collection
Type of objective is identified.
(knowledge/skill)
-- -- -- -- --
76 3.96 99 4 0.34 71 3.7 93 4 0.89 150 3.8 95 4 0.75
Elementary:
Lesson Plan
Collection Lesson plan integration -
-- -- -- -- --
76 2.5 62 2 0.7 71 2.77 69 3 1.06 150 2.43 61 2 0.85
Elementary:
Lesson Plan
Collection Lesson plan alignment
-- -- -- -- --
76 3.5 88 4 0.82 71 3.89 97 4 0.4 150 3.53 88 4 0.69
Elementary:
Lesson Plan
Collection Lesson assessments
-- -- -- -- --
76 3.42 86 4 0.8 71 3.69 92 4 0.66 150 3.38 84 4 0.86
Elementary:
Lesson Plan
Collection Lesson plan procedures
-- -- -- -- --
76 3.46 87 4 0.75 71 3.9 98 4 0.3 150 3.61 90 4 0.6
Elementary:
Lesson Plan
Collection
Reflections for professional
growth
-- -- -- -- --
76 3.29 82 4 0.93 71 3.34 83 4 0.92 150 2.83 71 3 1.02
Elementary:
Lesson Plan
Collection
Reflections connect to class
content and research
-- -- -- -- --
76 3.14 79 3 0.9 71 3.31 83 4 0.9 150 2.6 65 2 1.01
Elementary:
Lesson Plan
Collection Technology
-- -- -- -- --
76 2.21 55 1.5 1.31 71 2.03 51 1 1.31 150 1.79 45 1 0.97
Elementary:
Lesson Plan
Collection
Integration and alignment with
PASS
-- -- -- -- --
76 3.51 88 4 0.73 71 3.83 96 4 0.47 150 3.11 78 3 0.84
Elementary:
Lesson Plan
Collection Title I School
-- -- -- -- --
76 2.14 54 1 1.46 71 1.93 48 1 1.39 150 1.96 49 1 1.4
Elementary:
Lesson Plan
Collection Grade Level – 1-2
-- -- -- -- --
76 3.21 80 4 1.32 71 2.99 75 4 1.42 150 2.78 70 4 1.47
Elementary:
Lesson Plan
Collection Grade Level – 3-4
-- -- -- -- --
76 1.79 45 1 1.32 71 1.76 44 1 1.31 150 1.96 49 1 1.4
Elementary:
Lesson Plan
Collection Grade Level – 5-6
-- -- -- -- --
76 1 25 1 0 71 1.25 31 1 0.83 150 1.12 28 1 0.59
Elementary:
Lesson Plan
Collection Grade Level – 7-8
-- -- -- -- --
76 1 25 1 0 71 1.08 27 1 0.5 150 1.02 26 1 0.24
ELL OSAT
Rubric
Language and Language
Learning-- -- -- -- --
1 4 100 4 0 6 2.17 54 2 0.9 4 3.75 94 4 0.43
ELL OSAT
Rubric Culture-- -- -- -- --
1 2 50 2 0 6 2.5 62 2.5 0.5 4 3.25 81 3 0.43
ELL OSAT
Rubric
Planning, Implementing, &
Managing ESL Instruction-- -- -- -- --
1 4 100 4 0 6 2 50 1.5 1.15 4 2.75 69 3 1.3
ELL OSAT
Rubric Assessment-- -- -- -- --
1 3 75 3 0 6 1.67 42 1 0.94 4 2 50 2 0.71
ELL OSAT
Rubric Professionalism-- -- -- -- --
1 2 50 2 0 6 1.67 42 1 0.94 4 3.5 88 4 0.87
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
ELL OSAT
Rubric Constructed Responses-- -- -- -- --
1 2 50 2 0 6 2.33 58 2 0.75 4 2.75 69 3 1.3
ELL OSAT
Rubric Total OSAT Score-- -- -- -- --
1 3 75 3 0 6 2.33 58 2 0.47 4 3.25 81 3.5 0.83
English
Language
Learner
Brochure
Suitable for Intended Audience
NAEYC 2a
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.33 83 3 0.47
English
Language
Learner
Brochure
Respectful Relationship NAEYC
2b
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.83 96 4 0.37
English
Language
Learner
Brochure
Involving Family in Young
Children’s Development and
Learning NAEYC 2c
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.17 79 4 1.46
English
Language
Learner
Brochure
Uses Developmental Knowledge
to Create Healthy, Respectful,
Supportive, and Challenging
Learning Environments for
Young Children NAEYC 1c
Activity 1
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.33 83 4 1.49
English
Language
Learner
Brochure
Uses Developmental Knowledge
to Create Healthy, Respectful,
Supportive, and Challenging
Learning Environments for
Young Children NAEYC 1c
Activity 2
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.17 79 4 1.46
English
Language
Learner
Brochure
Understand Effective Strategies
and Tools for Early Education
NAEYC 5b Activity 1
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.33 83 4 1.49
English
Language
Learner
Brochure
Understand Effective Strategies
and Tools for Early Education
NAEYC 5b Activity 2
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
6 3.33 83 4 1.49
English
Language
Learner: Cross
Cultural Paper Introduction
-- -- -- -- -- -- -- -- -- --
12 3.5 88 4 0.76 3 4 100 4 0
English
Language
Learner: Cross
Cultural Paper Focus on & Theoretical support
-- -- -- -- -- -- -- -- -- --
12 3.08 77 3 0.76 3 3 75 3 0
English
Language
Learner: Cross
Cultural Paper Organization
-- -- -- -- -- -- -- -- -- --
12 3.33 83 3.5 0.75 3 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
English
Language
Learner: Cross
Cultural Paper Grammar and Spelling
-- -- -- -- -- -- -- -- -- --
12 3.08 77 3 0.49 3 4 100 4 0
English
Language
Learner: Cross
Cultural Paper Summation
-- -- -- -- -- -- -- -- -- --
12 2.58 65 2.5 0.86 3 4 100 4 0
English
Language
Learner:
Linguistic
Project Introduction:
-- -- -- -- -- -- -- -- -- --
19 3.11 78 3 0.72 3 4 100 4 0
English
Language
Learner:
Linguistic
Project Sound system & Affixes
-- -- -- -- -- -- -- -- -- --
19 3.79 95 4 0.52 3 3.33 83 3 0.47
English
Language
Learner:
Linguistic
Project Grammatical Concepts
-- -- -- -- -- -- -- -- -- --
19 3.68 92 4 0.92 3 3.33 83 3 0.47
English
Language
Learner:
Linguistic
Project Syntax
-- -- -- -- -- -- -- -- -- --
19 3.53 88 4 0.88 3 3.33 83 3 0.47
English
Language
Learner:
Linguistic
Project Stress and Intonation Patterns
-- -- -- -- -- -- -- -- -- --
19 3.47 87 4 0.94 3 3 75 3 0
English
Language
Learner:
Linguistic
Project Grammar and Spelling
-- -- -- -- -- -- -- -- -- --
19 2.89 72 3 0.85 3 3 75 3 0
English
Language
Learner:
Linguistic
Project Approaches and Activities
-- -- -- -- -- -- -- -- -- --
19 3.26 82 4 1.25 3 3.33 83 4 0.94
English
Language
Learner:
Linguistic
Project Summary Discussion
-- -- -- -- -- -- -- -- -- --
19 2.74 68 3 1.29 3 3.67 92 4 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
English
Language
Learning:
Assessment
Project Issues of Assessment
-- -- -- -- -- -- -- -- -- --
5 2.6 65 3 0.49 3 3.67 92 4 0.47
English
Language
Learning:
Assessment
Project
ELL language
differences/giftedness/ special
need
-- -- -- -- -- -- -- -- -- --
5 1.2 30 1 0.4 3 3.33 83 4 0.94
English
Language
Learning:
Assessment
Project
ELL Assessments, procedures,
and their uses.
-- -- -- -- -- -- -- -- -- --
5 2 50 2 1.1 3 3.33 83 3 0.47
English
Language
Learning:
Assessment
Project Key Assessment Indicators
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 3 3.67 92 4 0.47
English
Language
Learning:
Assessment
Project
Advantages & Limitations of ELL
Assessments.
-- -- -- -- -- -- -- -- -- --
5 1.8 45 1 1.17 3 3 75 3 0
English
Language
Learning:
Assessment
Project National & State requirements:
-- -- -- -- -- -- -- -- -- --
5 1 25 1 0 3 3.67 92 4 0.47
English
Language
Learning:
Assessment
Project ELL skills assessment:
-- -- -- -- -- -- -- -- -- --
5 1.4 35 1 0.49 3 3.67 92 4 0.47
English
Language
Learning:
Assessment
Project
Criterion-referenced
assessments
-- -- -- -- -- -- -- -- -- --
5 2.4 60 2 0.49 3 3.67 92 4 0.47
English
Language
Learning:
Assessment
Project Assessment Design
-- -- -- -- -- -- -- -- -- --
5 2.2 55 2 0.75 3 3.33 83 3 0.47
English
Language
Learning:
Assessment
Project Rubric Design
-- -- -- -- -- -- -- -- -- --
5 2.4 60 3 0.8 3 2.67 67 3 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
English
language
Learning:
Curriculum
Design Project Cover Page
-- -- -- -- -- -- -- -- --
19 3.74 93 4 0.55 3 4 100 4 0
English
language
Learning:
Curriculum
Design Project
Introduction: Teaching
Philosophy ,Curriculum
Approach
-- -- -- -- -- -- -- -- --
19 3.68 92 4 0.65 3 4 100 4 0
English
language
Learning:
Curriculum
Design Project
Teaching Situation and Learner
Profile
-- -- -- -- -- -- -- -- --
19 3.32 83 3 0.73 3 4 100 4 0
English
language
Learning:
Curriculum
Design Project Needs Analysis
-- -- -- -- -- -- -- -- --
19 3.53 88 4 0.68 3 3.33 83 3 0.47
English
language
Learning:
Curriculum
Design Project Goals & Objectives
-- -- -- -- -- -- -- -- --
19 3.37 84 3 0.74 3 4 100 4 0
English
language
Learning:
Curriculum
Design Project
Syllabus Frameworks and course
Content
-- -- -- -- -- -- -- -- --
19 3.37 84 3 0.67 3 3 75 3 0
English
language
Learning:
Curriculum
Design Project Sample lesson plans
-- -- -- -- -- -- -- -- --
19 3.32 83 4 0.92 3 3.67 92 4 0.47
English
language
Learning:
Curriculum
Design Project Testing Plan
-- -- -- -- -- -- -- -- --
19 3.37 84 3 0.67 3 3.33 83 3 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
English
language
Learning:
Curriculum
Design Project Curriculum Evaluation
-- -- -- -- -- -- -- -- --
19 3.32 83 3 0.73 3 4 100 4 0
English
language
Learning:
Curriculum
Design Project Conclusion
-- -- -- -- -- -- -- -- --
19 3.16 79 3 0.81 3 3.67 92 4 0.47
English
Language
Learning:
Thematic Unit Candidate’s Name
-- -- -- -- -- -- -- -- --
8 4 100 4 0
-- -- -- --
English
Language
Learning:
Thematic Unit The Four Language Skills:
-- -- -- -- -- -- -- -- --
8 3.13 78 3 0.6
-- -- -- --
English
Language
Learning:
Thematic Unit
Lesson Materials and
Assessment
-- -- -- -- -- -- -- -- --
8 3.38 84 3 0.48
-- -- -- --
English
Language
Learning:
Thematic Unit Nature and Role of Culture
-- -- -- -- -- -- -- -- --
8 3.13 78 3 0.6
-- -- -- --
English
Language
Learning:
Thematic Unit
Standards-Based /Curriculum
and supporting theories
-- -- -- -- -- -- -- -- --
8 3.63 91 4 0.48
-- -- -- --
English
Language
Learning:
Thematic Unit
Variety (standards-based
strategies/techniques) and
Logic
-- -- -- -- -- -- -- -- --
8 3.75 94 4 0.43
-- -- -- --
English
Language
Learning:
Thematic Unit Assessment Methods
-- -- -- -- -- -- -- -- --
8 2.75 69 3 0.66
-- -- -- --
English
Language
Learning:
Thematic Unit Learning Goals
-- -- -- -- -- -- -- -- --
8 3.63 91 4 0.48
-- -- -- --
English
Language
Learning:
Thematic Unit Knowledge Demonstrated
-- -- -- -- -- -- -- -- -- --
8 2.63 66 3 0.86
-- -- -- --
English
Language
Learning:
Thematic Unit Information Literacy
-- -- -- -- -- -- -- -- -- --
8 3.25 81 3 0.66
-- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
English
Language
Learning:
Thematic Unit Paper Format
-- -- -- -- -- -- -- -- -- --
8 3.13 78 3 0.33
-- -- -- --
English
Language
Learning:
Thematic Unit Creativity
-- -- -- -- -- -- -- -- -- --
8 3 75 3 0.5
-- -- -- --
English
Language
Learning:
Thematic Unit Documentation
-- -- -- -- -- -- -- -- -- --
8 3.13 78 3 0.33
-- -- -- --
English OSAT
Rubric Listening, Viewing, and Speaking-- -- -- -- --
1 2 50 2 0 3 1 25 1 0-- -- -- --
English OSAT
Rubric Writing Process and Applications-- -- -- -- --
1 4 100 4 0 3 3.67 92 4 0.47-- -- -- --
English OSAT
Rubric
Reading Process and
Comprehension-- -- -- -- --
1 3 75 3 0 3 1.67 42 1 0.94-- -- -- --
English OSAT
Rubric Language and Literature-- -- -- -- --
1 1 25 1 0 3 1.67 42 2 0.47-- -- -- --
English OSAT
Rubric Total OSAT Score-- -- -- -- --
1 3 75 3 0 3 2.33 58 2 0.47-- -- -- --
English:
Curriculum Unit
w/lesson Plan
Use of subject matter
knowledge in lesson planning
-- -- -- -- --
3 4 100 4 0 2 4 100 4 0
-- -- -- --
English:
Curriculum Unit
w/lesson Plan
Ability to integrate knowledge
into instruction and assessment
of student learning
-- -- -- -- --
3 3.33 83 3 0.47 2 4 100 4 0
-- -- -- --
English:
Curriculum Unit
w/lesson Plan
Ability to create lessons that
engage students in activities that
provide opportunities for
assessment of student learning
-- -- -- -- --
3 3.33 83 3 0.47 2 3.5 88 3.5 0.5
-- -- -- --
Evidence of
Professional
Development
Plan
Improvement
Evidence of Professional
Development Plan Improvement 28 3.79 95 4 0.56 4 4 100 4 0
-- -- -- -- -- -- -- -- --
Exit Interview
Questionnaire
Exit Interview Questionnaire:
Met / Not Met 2 4 100 4 0 1 4 100 4 0
-- -- -- -- -- -- -- -- --
Field
Experience
Contextual
Information
Scoring Rubric
Field Exp. Contextual
Information: Specificity 69 1.84 46 2 0.6 3 2 50 2 0
-- -- -- -- -- -- -- -- --
Field
Experience
Final Self
Evaluation
Field Experience: Final Self
Evaluation 82 3.06 77 3 0.7 47 3.04 76 3 0.8 70 3.07 77 3 0.9 51 3.12 78 3 0.78
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Field
Experience
Final Teacher
Evaluation
Field Experience: Final Teacher
Evaluation 84 3.56 89 4 0.84 45 3.62 91 4 0.71 63 3.44 86 4 0.96 55 3.6 90 4 0.78
French OSAT
Rubric Listening Comprehension-- -- -- -- -- -- -- -- -- --
1 3 75 3 0-- -- -- --
French OSAT
Rubric Reading and Vocabulary-- -- -- -- -- -- -- -- -- --
1 2 50 2 0-- -- -- --
French OSAT
Rubric Language Structure-- -- -- -- -- -- -- -- -- --
1 4 100 4 0-- -- -- --
French OSAT
Rubric
Cultural Understanding and
Language Acquisition-- -- -- -- -- -- -- -- -- --
1 2 50 2 0-- -- -- --
French OSAT
Rubric Written Expression-- -- -- -- -- -- -- -- -- --
1 1 25 1 0-- -- -- --
French OSAT
Rubric Oral Expression-- -- -- -- -- -- -- -- -- --
1 4 100 4 0-- -- -- --
French OSAT
Rubric Total OSAT Score-- -- -- -- -- -- -- -- -- --
1 3 75 3 0-- -- -- --
HPE:
Involvement in
Professional
Extracurricular
Activity
Verification of Involvement in
Professional Extracurricular
Activity Rubric
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0 1 4 100 4 0
HPE: Motor
Learning Lesson
Plan Instruction
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan
Class Organization and
Classroom Management
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan
Professional Appearance and
Disposition
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan Word Load Distribution
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan Presentation
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan Content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan
Assessment (Skills Test and
Written Exam)
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Motor
Learning Lesson
Plan Lesson Objective(s)
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
HPE: Motor
Learning Lesson
Plan Lesson Plan Components
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
HPE: Motor
Learning Lesson
Plan Lesson Focus Diagrams
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
HPE: Motor
Learning Lesson
Plan Lesson Plan Delineation
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
HPE: Special
Olympics
Participation Volunteered at Special Olympics
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
HPE: Special
Olympics
Participation Description of Experience
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
HPE: Special
Olympics
Participation Effect of the Experience
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
HPE: Special
Olympics
Participation Quality of Work
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Initial Resume Initial Resume: Met / Not Met 23 4 100 4 0 1 4 100 4 0
Institutional
Standards
Rating Form
Institutional Standards Rating
Form: Teacher Candidate Rating 1 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- --
Instrumental/G
eneral Music
OSAT Rubric Music Theory
-- -- -- -- --
1 4 100 4 0 2 2.5 62 2.5 1.5 1 4 100 4 0
Instrumental/G
eneral Music
OSAT Rubric Music Performance
-- -- -- -- --
1 2 50 2 0 2 1.5 38 1.5 0.5 1 2 50 2 0
Instrumental/G
eneral Music
OSAT Rubric Listening Skills
-- -- -- -- --
1 4 100 4 0 2 3 75 3 1 1 4 100 4 0
Instrumental/G
eneral Music
OSAT Rubric Music History and Culture
-- -- -- -- --
1 3 75 3 0 2 3 75 3 0 1 2 50 2 0
Instrumental/G
eneral Music
OSAT Rubric Music and Other Disciplines
-- -- -- -- --
1 1 25 1 0 2 2 50 2 1 1 2 50 2 0
Instrumental/G
eneral Music
OSAT Rubric Constructed Response
-- -- -- -- --
1 4 100 4 0 2 2.5 62 2.5 1.5 1 1 25 1 0
Instrumental/G
eneral Music
OSAT Rubric Total OSAT Score
-- -- -- -- --
1 4 100 4 0 2 2.5 62 2.5 0.5 1 3 75 3 0
Intermediate
Level: Video Intermediate Level Video-- -- -- -- --
36 4 100 4 0 29 4 100 4 0 31 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Math:
Geometry
Proofs
Identify different views of the
proof
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Math:
Geometry
Proofs Identify a change
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Math: Historical
Development
– Final Exam
Historical Development – Final
Exam
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Middle Income
Family
Newsletter
Quality of Information NAEYC
5a, 5b
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Middle Income
Family
Newsletter
Appropriate for Intended
Audience NAEYC 2a
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49
Middle Income
Family
Newsletter
Involving Families in
Children’s Development and
Learning NAEYC 2c
-- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3 75 4 1.55
Middle Income
Family
Newsletter Suggested Book NAEYC 2a
-- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.2 80 4 1.6
Middle Income
Family
Newsletter Informed Advocacy NAEYC 6e
-- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
Mild-Moderate
Disabilities
OSAT Rubric
Understand Students w/ Mild-
Moderate Disabilities
-- -- -- -- --
4 3.25 81 3 0.43 4 2.5 62 3 0.87 1 4 100 4 0
Mild-Moderate
Disabilities
OSAT Rubric
Assess Students and Develop
IEPs
-- -- -- -- --
4 3 75 3 0.71 4 2.25 56 2.5 0.83 1 1 25 1 0
Mild-Moderate
Disabilities
OSAT Rubric
Promoting Student
Development and Learning
-- -- -- -- --
4 3.75 94 4 0.43 4 3.25 81 3.5 0.83 1 1 25 1 0
Mild-Moderate
Disabilities
OSAT Rubric
Working in a Collaborative
Learning Community
-- -- -- -- --
4 2.5 62 2 0.87 4 3.5 88 4 0.87 1 3 75 3 0
Mild-Moderate
Disabilities
OSAT Rubric Total OSAT Score
-- -- -- -- --
4 2.75 69 3 0.43 4 2.25 56 2.5 0.83 1 2 50 2 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Modern
Foreign
Language:
Methods
Lesson Plan Lesson plan integration
-- -- -- -- -- -- -- -- -- --
2 3 75 3 0
-- -- -- -- --
Modern
Foreign
Language:
Methods
Lesson Plan Lesson plan alignment
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Modern
Foreign
Language:
Methods
Lesson Plan Lesson assessments
-- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
-- -- -- -- --
Modern
Foreign
Language:
Methods
Lesson Plan Lesson plan procedures
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Modern
Foreign
Language:
Methods
Lesson Plan
Material and/or human
resources
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- --
Modern
Foreign
Language:
Methods
Lesson Plan Technology
-- -- -- -- -- -- -- -- -- --
2 3 75 3 0
-- -- -- -- --
Modern
Foreign
Language:
Methods
Lesson Plan
Integration and alignment with
PASS
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- --
Music: Applied
Performance
Technique: Posture / Breath
Support Embouch
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0
-- -- -- -- --
Music: Applied
Performance Technique: Tone Quality
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Music: Applied
Performance
Technique: Intonation,Piano
Voicing
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Music: Applied
Performance Technique: Rhythmic Accuracy
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
OGET Rubric
Critical Thinking Skills: Reading
and Comprehension 3 3.67 92 4 0.47
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
OGET Rubric Communication Skills 3 2.67 67 2 0.94 -- -- -- -- -- 1 4 100 4 0 -- -- -- -- --
OGET Rubric Critical Thinking: Mathematics 3 4 100 4 0-- -- -- -- --
1 4 100 4 0-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
OGET Rubric Computation Skills 3 4 100 4 0 -- -- -- -- -- 1 4 100 4 0 -- -- -- -- --
OGET Rubric
Lib. Studies: Sci., Art & Lit., Soc.
Sci. 3 4 100 4 0-- -- -- -- --
1 4 100 4 0-- -- -- -- --
OGET Rubric Critical Thinking Skills: Writing 3 3.67 92 4 0.47-- -- -- -- --
1 4 100 4 0-- -- -- -- --
OGET Test
Score Teacher Candidate Score: OGET 25 2.96 74 3 0.72-- -- -- -- --
1 4 100 4 0-- -- -- -- --
OGET Rubric
Critical Thinking Skills: Reading
and Comprehension
-- -- -- -- --
39 3.23 81 3 0.89 47 3.21 80 4 0.94 40 3.05 76 3 0.97
OGET Rubric Communication Skills -- -- -- -- -- 39 2.74 69 3 1.26 47 3.09 77 3 1.01 40 2.95 74 3 1.09
OGET Rubric Critical Thinking: Mathematics-- -- -- -- --
39 3.56 89 4 0.67 47 3.26 81 3 0.89 40 3.35 84 3.5 0.79
OGET Rubric Computation Skills -- -- -- -- -- 39 3.15 79 4 0.98 47 3.43 86 4 0.87 40 3.15 79 3 0.99
OGET Rubric
Lib. Studies: Sci., Art & Lit., Soc.
Sci.-- -- -- -- --
39 2.79 70 3 0.94 47 2.91 73 3 1.13 40 2.78 69 3 1.17
OGET Rubric Critical Thinking Skills: Writing-- -- -- -- --
39 2.28 57 2 0.75 47 2.64 66 2 0.84 40 2.43 61 2 0.7
OGET Test
Score Teacher Candidate Score: OGET-- -- -- -- --
4 3 75 3 0.71-- -- -- -- -- -- -- -- -- --
OPTE Rubric
Learner and the Learning
Environment-- -- -- -- --
11 3 75 3 0.95 44 3.07 77 3 0.81 20 2.85 71 3 0.85
OPTE Rubric Instruction and Assessment -- -- -- -- -- 11 2.73 68 3 0.86 44 3.05 76 3 0.77 20 3.2 80 3 0.51
OPTE Rubric The Professional Environment-- -- -- -- --
11 3 75 3 0.6 44 2.95 74 3 1 20 3.45 86 4 0.74
OPTE Rubric
Const. Resp.: Critical Analysis
Module-- -- -- -- --
11 1.73 43 1 1.05 44 2.57 64 3 0.96 20 2.55 64 3 0.97
OPTE Rubric
Const. Resp.: Student Inquiry
Module-- -- -- -- --
11 2.55 64 3 1.08 44 2.27 57 2 1.01 20 2.65 66 3 1.06
OPTE Rubric
Const. Resp.: Teacher
Assignment Module-- -- -- -- --
11 2.45 61 3 0.89 44 2.5 62 3 1.03 20 2.8 70 3 1.12
OPTE Test Score OPTE Test Score 24 2.79 70 3 0.64
OSAT Test
Score OSAT Test Score 20 2.65 66 3 0.65 1 3 75 3 0 1 3 75 3 0 1 2 50 2 0
PED Application Met / Not Met 22 4 100 4 0 41 4 100 4 0 37 4 100 4 0 35 4 100 4 0
PED Interview
and Admit. PED Interview 22 3.59 90 4 0.49 37 3.68 92 4 0.47 35 3.54 89 4 0.6 33 3.58 89 4 0.49
PED Interview
and Admit. PED Program Admittance 22 4 100 4 0 37 4 100 4 0 35 4 100 4 0 33 4 100 4 0
PED Interview
and Admit. PED Interview
-- -- -- -- --
5 3.2 80 3 0.75
-- -- -- -- -- -- -- -- -- --
PED Interview
and Admit. PED Program Admittance
-- -- -- -- --
5 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Philosophy of
Discipline Paper
- Scoring Rubric APA Formatting 6 3.17 79 3 0.69 4 3.25 81 3.5 0.83 49 2.61 65 3 0.9 53 2.42 60 2 0.74
Philosophy of
Discipline Paper
- Scoring Rubric Quality of Presentation 6 3.67 92 4 0.47 4 3 75 3 1 49 2.69 67 3 0.91 53 2.19 55 2 0.85
Philosophy of
Discipline Paper
- Scoring Rubric Discussion of Major Theorists 6 3.83 96 4 0.37 4 3 75 3 1
-- -- -- -- -- -- -- -- -- --
Philosophy of
Discipline Paper
- Scoring Rubric Christian Worldview 6 3.67 92 4 0.47 4 2.75 69 2.5 0.83
-- -- -- -- -- -- -- -- -- --
Philosophy of
Discipline Paper
- Scoring Rubric Conclusion 6 3.5 88 4 0.76 4 2.5 62 2 0.87
-- -- -- -- -- -- -- -- -- --
Philosophy of
Discipline Paper
- Scoring Rubric References & Citations 6 3.67 92 4 0.47 4 3.25 81 3.5 0.83
-- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
APA Formatting-Philo of Ed
Paper 35 2.49 62 2 0.77 8 3.13 78 3 0.78-- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
Quality of Presentation-Philo of
Ed Paper 35 2.51 63 2 0.77 8 3.25 81 3.5 0.83-- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric Metaphysics-Philo of Ed Paper 35 2.43 61 2 0.87 8 3.38 84 3.5 0.7 49 2.59 65 2 0.9 53 2.17 54 2 0.72
Philosophy
Paper Rubric Axiology-Philo of Ed Paper 35 2.43 61 2 0.84 8 3.38 84 3.5 0.7 49 2.51 63 2 0.88 53 2.17 54 2 0.75
Philosophy
Paper Rubric Epistemology-Philo of Ed Paper 35 2.46 61 2 0.81 8 3.13 78 3.5 0.93 49 2.57 64 2 0.93 53 2.15 54 2 0.74
Philosophy
Paper Rubric
Christian Worldview-Philo of Ed
Paper 35 2.46 61 2 1 8 3.38 84 3.5 0.7 49 2.94 73 3 0.68 53 2.43 61 2 0.79
Philosophy
Paper Rubric Conclusion-Philo of Ed Paper 35 2 50 2 1.07 8 2.88 72 3 0.78 49 2.14 54 2 0.86 53 1.66 42 2 0.91
Philosophy
Paper Rubric
Biblical References & Citations-
Philo of Ed Paper 35 2.71 68 3 0.85 8 3.25 81 3 0.66 49 3.24 81 3 0.8 53 2.68 67 3 1.02
Philosophy
Paper Rubric
Scholarly References & Citations-
Philo of Ed Paper 35 2.69 67 3 0.78 8 2.88 72 3 1.05 49 3.04 76 3 1.01 53 2.91 73 3 0.78
Philosophy
Paper Rubric
Number of Sources Researched
and Cited-Philo of Ed Paper 35 3.2 80 3 0.92 8 3.38 84 3.5 0.7 49 3.55 89 4 0.76 53 3.51 88 4 0.79
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Philosophy
Paper Rubric
(A.P.A.S.)
APA Formatting-Philo of Ed
Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.)
Quality of Presentation-Philo of
Ed Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.) Metaphysics-Philo of Ed Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.) Axiology-Philo of Ed Paper 2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.) Epistemology-Philo of Ed Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.)
Christian Worldview-Philo of Ed
Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.) Conclusion-Philo of Ed Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.)
Biblical References & Citations-
Philo of Ed Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Philosophy
Paper Rubric
(A.P.A.S.)
Scholarly References & Citations-
Philo of Ed Paper 2 4 100 4 0
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Physical
Education/Heal
th/Safety OSAT
Rubric
Physical Development and
Motor Learning
-- -- -- -- -- -- -- -- -- --
2 1 25 1 0
-- -- -- -- --
Physical
Education/Heal
th/Safety OSAT
Rubric Health-Related Physical Fitness
-- -- -- -- -- -- -- -- -- --
2 2 50 2 1
-- -- -- -- --
Physical
Education/Heal
th/Safety OSAT
Rubric Movement and Sport Activity
-- -- -- -- -- -- -- -- -- --
2 2 50 2 0
-- -- -- -- --
Physical
Education/Heal
th/Safety OSAT
Rubric
Cognitive, Social & Personal
Development
-- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
-- -- -- -- --
Physical
Education/Heal
th/Safety OSAT
Rubric
Professional Knowledge & PE
Program
-- -- -- -- -- -- -- -- -- --
2 2 50 2 0
-- -- -- -- --
Physical
Education/Heal
th/Safety OSAT
Rubric Constructed Response
-- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Physical
Education/Heal
th/Safety OSAT
Rubric Total OSAT Score
-- -- -- -- -- -- -- -- -- --
2 2 50 2 0
-- -- -- -- --
Practicum
Contextual
Information
Scoring Rubric
Practicum Contextual
Information: Specificity 44 2.89 72 3 0.83 2 3 75 3 1
-- -- -- -- --
Practicum Final
Teacher
Evaluation
Practicum: Final Teacher
Evaluation 44 3.93 98 4 0.25 36 3.97 99 4 0.16 51 3.9 98 4 0.36 36 3.97 99 4 0.16
Practicum
Reflection
Rubric
Practicum Reflection:
Interpretation of Student
Learning 52 2.87 72 3 0.79 4 1.25 31 1.5 0.83
Practicum
Reflection
Rubric
Practicum Reflection: Insights on
Best Practices and Assessment 52 2.79 70 3 0.74 4 2.25 56 2 1.09
Practicum
Reflection
Rubric
Practicum Reflection: Alignment
Among Goals, Instruction and
Assessment 52 2.62 65 3 0.84 4 1.75 44 1.5 0.83
Practicum
Reflection
Rubric
Practicum Reflection:
Implication of a Christian
Worldview in the Learning
Community 52 2.88 72 3 0.97 4 1.25 31 1 1.3
Practicum
Reflection
Rubric
Practicum Reflection:
Implications for Future Teaching 52 2.81 70 3 0.96 4 1.5 38 1.5 0.5
Practicum
Reflection
Rubric
Practicum Reflection:
Implications for Professional
Development 4 1.5 38 1.5 1.12
Practicum
Reflection
Rubric
Practicum Reflection:
Implications for Professional
Development 52 2.9 73 3 1.06
Professional
Development
Plan (PDP)
Professional Development Plan
(PDP) 32 3.81 95 4 0.53
Professional
Letter of
Recommendati
on #1
Professional Letter of Rec #1:
Met / Not Met 19 4 100 4 0
Professional
Letter of
Recommendati
on #2
Professional Letter of Rec #2:
Met / Not Met 13 4 100 4 0
Professional
Resume
Professional Resume: Met / Not
Met 23 4 100 4 0 4 4 100 4 0
Reflections on
Growth and
Changes in
Philosophy of
Ed.
What changes have you realized
regarding the nature of the
learner? 22 3.68 92 4 0.55 2 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Reflections on
Growth and
Changes in
Philosophy of
Ed.
What changes have you realized
regarding the role of the
teacher? 22 3.77 94 4 0.42 1 2 50 2 0
Reflections on
Growth and
Changes in
Philosophy of
Ed.
What changes have you realized
regarding your teaching
methods? 22 3.55 89 4 0.58 1 2 50 2 0
Reflections on
Growth and
Changes in
Philosophy of
Ed.
What changes have you realized
regarding your Christian
Worldview? 22 3.45 86 4 0.94 1 2 50 2 0
Residency
Evaluation
Forms
Residency Evaluation Forms:
Met / Not Met 2 4 100 4 0 1 2 50 2 0
Research Paper
Directed to a
Principal Quality of Research NAEYC 5b
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3 75 3 0.82
Research Paper
Directed to a
Principal
Supports Developmentally
Appropriate Practice NAEYC 5b
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3.08 77 3 0.76
Research Paper
Directed to a
Principal
Persuasively Advocates to a
Professional Audience for Young
Children and the Early Childhood
Profession NAEYC 6e
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3.5 88 3.5 0.5
Science:
Methods
Assignment 1-
Safety Module Safety Contract Highlighted
-- -- -- -- --
2 4 100 4 0 3 3.33 83 3 0.47
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module Safety Contract Exam
-- -- -- -- --
2 4 100 4 0 3 3.33 83 3 0.47
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module
List of Safety Items and
Importance
-- -- -- -- --
2 4 100 4 0 3 3.33 83 3 0.47
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module Biological MSDS
-- -- -- -- --
2 4 100 4 0 3 2.67 67 2 0.94
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Science:
Methods
Assignment 1-
Safety Module
Summary of Oklahoma
Requirements for Lab Safety
-- -- -- -- --
2 4 100 4 0 3 2 50 2 1.63
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module
Biological Waste Disposal
Procedures Quiz
-- -- -- -- --
2 4 100 4 0 3 3.33 83 3 0.47
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module
Completed Service Learning
Worksheet and School Site
Participation
-- -- -- -- --
2 4 100 4 0 3 4 100 4 0
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module
Lab Design and Written
Explanation
-- -- -- -- --
2 3 75 3 0 3 3.33 83 3 0.47
-- -- -- -- --
Science:
Methods
Assignment 1-
Safety Module
Personal Plan for the Ethical
Treatment of Animals
-- -- -- -- --
2 3 75 3 0 3 3 75 3 0
-- -- -- -- --
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Year-long calendar for a life
science course
-- -- -- -- --
1 3 75 3 0
-- -- -- --
1 3 75 3 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Calendar with assessments
appropriately spaced
-- -- -- -- --
1 3 75 3 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives Calendar with 180 days of school
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Calendar with appropriate dates
and holidays
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Ten broad science behavioral
objectives in the cognitive
domain
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Ten behavioral objectives in the
cognitive domain are
measurable
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Used performance verbs to
write behavioral objectives
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Five broad science behavioral
objectives in the affective
domain
-- -- -- -- --
1 2 50 2 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Five behavioral objectives in the
affective domain are measurable
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 3 -
Calendar/Objec
tives
Used performance verbs to
write affective objectives
-- -- -- -- --
1 4 100 4 0
-- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 4 -
Unit Plan Daily lesson plans
-- -- -- -- --
1 4 100 4 0
-- -- -- --
2 3.5 88 3.5 0.5
Science:
Methods
Assignment 4 -
Unit Plan Introductory lesson
-- -- -- -- --
1 4 100 4 0
-- -- -- --
2 2.5 62 2.5 0.5
Science:
Methods
Assignment 4 -
Unit Plan Measurable daily objectives
-- -- -- -- --
1 2 50 2 0
-- -- -- --
2 4 100 4 0
Science:
Methods
Assignment 4 -
Unit Plan Daily PASS objectives
-- -- -- -- --
1 4 100 4 0
-- -- -- --
2 4 100 4 0
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Five articles addressing special
needs’ student
accommodations in science
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Modifications to science lessons
for impaired students
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Determining scientific validity
using the nature of science
-- -- -- -- -- -- -- -- -- --
2 3 75 3 0
-- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Building on prior knowledge and
beliefs of students
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Relevance of the Unifying
Concepts in Science
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Connection of the Unifying
Concepts in Science
-- -- -- -- -- -- -- -- -- --
2 3 75 3 1
-- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
One unifying concept explained
socially and historically with
modern relevancy
-- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
-- -- -- -- --
Senior Defense Senior Defense-- -- -- -- -- -- -- -- -- --
23 3.87 97 4 0.34-- -- -- -- --
Science:
Methods
Assignment 4 -
Unit Plan Technology plan
-- -- -- -- --
1 3 75 3 0 2 4 100 4 0
Science:
Methods
Assignment 4 -
Unit Plan
Variety of methods used
including materials
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
2 4 100 4 0
Science:
Methods
Assignment 4 -
Unit Plan Assessment description
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
2 3.5 88 3.5 0.5
Science:
Methods
Assignment 4 -
Unit Plan Spelling and grammar
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
2 4 100 4 0
Science:
Methods
Assignment 5 -
Lab/History A. 1. Illustrative lab lesson plan
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Science:
Methods
Assignment 5 -
Lab/History
A. 2. Investigative lab lesson
plan
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 5 -
Lab/History A. 3. Detailed list of materials
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 3 75 3 0
Science:
Methods
Assignment 5 -
Lab/History
A. 4. Safety plan and disposal
procedures
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
1 3 75 3 0
Science:
Methods
Assignment 5 -
Lab/History A. 5. Plan for field work
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 5 -
Lab/History A. 6. Spelling and grammar
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 5 -
Lab/History
B.1. Explained importance of lab
curricula
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 5 -
Lab/History
B.1. Identified historical
“turning point― and
discussed it
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 4 100 4 0
Science:
Methods
Assignment 5 -
Lab/History B.2. References for lab ideas
-- -- -- -- --
1 4 100 4 0
-- -- -- -- --
1 2 50 2 0
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy A. Wrote clear exam questions
-- -- -- -- --
1 3 75 3 0
-- -- -- -- --
30 3.67 92 4 0.54
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy A. 100 point exam
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy A. Grading key with rubrics
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy
B. Two-dimensional grid showed
alignment of exam questions
with Bloom’s taxonomy
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy
B. Reflection paragraph on
exam’s effectiveness
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy C. Exam modifications
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy C. Two-page written philosophy
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy
C. Written testing policy and
philosophy
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 6 -
Bloom's
Taxonomy Spelling and grammar
-- -- -- -- --
1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Five articles addressing special
needs’ student
accommodations in science
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Modifications to science lessons
for impaired students
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Determining scientific validity
using the nature of science
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Building on prior knowledge and
beliefs of students
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Relevance of the Unifying
Concepts in Science
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
Connection of the Unifying
Concepts in Science
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science:
Methods
Assignment 7 -
Unifying
Concepts in
Science
One unifying concept explained
socially and historically with
modern relevancy
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science: Service
Learning Map of the classroom layout
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Science: Service
Learning
Classroom Standard Safety Items
(or Procedures)
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science: Service
Learning
Answers to handicap
accessibility questions with
evidence to support
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science: Service
Learning
Answers for annual funding
source and amount, and supply
source questions
-- -- -- -- --
1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Science: Service
Learning
Answers from specific questions
posed to either the Biology
teacher (a-c) or the Chemistry/
Physical Science teacher (d-e)
-- -- -- -- --
1 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Science: Service
Learning
School Visit and Evaluation
Participation
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Senior Defense Senior Defense 9 3.78 94 4 0.42 18 4 100 4 0-- -- -- -- -- -- -- -- -- --
Social Studies:
10 Day Unit
Plan
Two week calendar for a social
studies unit of instruction
-- -- -- -- --
2 2.5 62 2.5 1.5 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan
Calendar with assessments
appropriately spaced
-- -- -- -- --
2 2.5 62 2.5 1.5 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan
Five broad social studies
behavioral objectives in the
cognitive domain were covered.
-- -- -- -- --
2 4 100 4 0 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan
Behavioral objectives in the
cognitive domain are
measurable
-- -- -- -- --
2 3 75 3 1 1 4 100 4 0
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Social Studies:
10 Day Unit
Plan
Used performance verbs to
write behavioral objectives
-- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Daily lesson plans
-- -- -- -- --
2 4 100 4 0 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Introductory Lesson
-- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Measurable Daily Objectives
-- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Daily PASS Objectives
-- -- -- -- --
2 3 75 3 1 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Technology Plan
-- -- -- -- --
2 4 100 4 0 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan
Variety of Methods used
including Materials
-- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Assessment Description
-- -- -- -- --
2 3.5 88 3.5 0.5 1 4 100 4 0
-- -- -- -- --
Social Studies:
10 Day Unit
Plan Spelling and Grammar
-- -- -- -- --
2 4 100 4 0 1 4 100 4 0
-- -- -- -- --
Social Studies:
Lesson Plan Culture and Cultural Diversity
-- -- -- -- --
2 4 100 4 0
-- -- -- -- --
Social Studies:
Lesson Plan Time, continuity, and Change
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan People, Places, and Environment
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan
Individual Development and
Identity
-- -- -- -- --
2 3 75 3 0
-- -- -- -- -- -- -- -- -- --
Social Studies:
NCSS Standards NCSS Standards
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 4 100 4 0
Social Studies:
Lesson Plan
Individuals, Groups and
Institutions
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan
Power, Authority, and
Governance
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan
Production, Distribution, and
Consumption
-- -- -- -- --
2 3 75 3 1
-- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Social Studies:
Lesson Plan Science, Technology and Society
-- -- -- -- --
2 3 75 3 1
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Global Connections
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Civic Ideals and Practices
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Lesson plan integration
-- -- -- -- --
2 3 75 3 1
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Lesson plan alignment
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Lesson assessments
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Lesson plan procedures
-- -- -- -- --
2 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan Technology
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Social Studies:
Lesson Plan
Integration and alignment with
PASS
-- -- -- -- --
2 3.5 88 3.5 0.5
-- -- -- -- -- -- -- -- -- --
Social Studies:
NCSS Standards NCSS Standards
-- -- -- -- --
1 4 100 4 0
-- -- -- -- -- -- -- -- -- --
Special
Education:
Behavioral
Intervention
Plan Behavioral Intervention Plan
-- -- -- -- --
6 1 25 1 0 6 1 25 1 0 6 1 25 1 0
Special
Education:
Consideration
for Extended
School Year
Consideration for Extended
School Year
-- -- -- -- --
5 3 75 3 0.63 5 4 100 4 0 5 3.4 85 3 0.49
Special
Education:
Functional
Behavioral
Assessment
Functional Behavioral
Assessment
-- -- -- -- --
6 1 25 1 0 11 1 25 1 0 5 1 25 1 0
Special
Education: IEP -
Multidisciplinar
y Evaluation
Multidisciplinary Evaluation and
Eligibility Group Summary
-- -- -- -- --
5 3.2 80 3 0.75 10 3.9 98 4 0.3 5 3.8 95 4 0.4
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Special
Education: IEP -
Written Notice
to Parents A: Written Notice To Parents
-- -- -- -- --
6 4 100 4 0 7 4 100 4 0 6 4 100 4 0
Special
Education: IEP
Page 1 IEP Page 1
-- -- -- -- --
6 3.67 92 4 0.47 6 4 100 4 0 6 3.5 88 3.5 0.5
Special
Education: IEP
Page 2 IEP Page 2
-- -- -- -- --
5 3.8 95 4 0.4 5 4 100 4 0 6 3.33 83 3 0.47
Special
Education: IEP
Page 3 IEP Page 3
-- -- -- -- --
5 3.8 95 4 0.4 5 4 100 4 0 6 4 100 4 0
Special
Education: IEP
Services Page 4 IEP Services Page 4
-- -- -- -- --
6 3.17 79 3.5 0.9 6 4 100 4 0 6 3.5 88 3.5 0.5
Special
Education: IEP
Signature Page
5 Page 5 Signature Page
-- -- -- -- --
5 3 75 3 0.63 5 4 100 4 0 6 3.83 96 4 0.37
Special
Education:
MEEGS –
Additional
Procedures and
Requirements
Page 1
Page 1: MEEGS – Additional
Procedures and Requirements
-- -- -- -- --
6 3.17 79 3 0.69 5 3.8 95 4 0.4 5 3.8 95 4 0.4
Special
Education:
MEEGS –
Additional
Procedures and
Requirements
Page 2
Page 2: MEEGS Additional
Procedures and Requirements
-- -- -- -- --
5 3.4 85 4 0.8 2 3.5 88 3.5 0.5 5 3.8 95 4 0.4
Special
Education:
Parent
Handbook
Personal Philosophy of Special
Education and Parent
Involvement
-- -- -- -- --
23 3.3 83 3 0.55 5 3.6 90 4 0.49 7 3.29 82 4 0.88
Special
Education:
Parent
Handbook CEC Code of Ethics
-- -- -- -- --
23 4 100 4 0 5 4 100 4 0 7 4 100 4 0
Special
Education:
Parent
Handbook PARENT CONTACT LOG
-- -- -- -- --
23 3.22 80 3 0.59 5 3.4 85 3 0.49 7 3.57 89 4 0.49
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Special
Education:
Parent
Handbook Parent Involvement Letter
-- -- -- -- --
23 3.7 92 4 0.46 5 3.4 85 3 0.49 7 3.14 79 3 0.64
Special
Education:
Parent
Handbook IEP Letter
-- -- -- -- --
23 3.7 92 4 0.46 5 3.6 90 4 0.8 7 2.43 61 3 1.05
Special
Education:
Parent
Handbook
Chart of Etiologies, medical
aspects and medication of
-- -- -- -- --
23 3.48 87 4 0.65 5 3.4 85 4 0.8 7 3.86 96 4 0.35
Special
Education:
Parent
Handbook
A reflection paper based on field
trips or speakers that share their
story dealing with sensory
impairments and physical
and/or health disabilities
-- -- -- -- --
23 3.65 91 4 0.76 5 3.8 95 4 0.4 7 3.43 86 4 0.73
Special
Education:
Parent
Handbook
A chart that provides the
different transitional paths
students can take based on their
disability
-- -- -- -- --
23 3.13 78 3 0.99 5 3.2 80 3 0.75 7 3.14 79 3 0.64
Special
Education:
Parent
Handbook
Seven Artifacts For building
community within the classroom
and with parents.
-- -- -- -- --
23 4 100 4 0 5 4 100 4 0 7 4 100 4 0
Special
Education:
Parent
Handbook
Individual Weekly Reporting
Form
-- -- -- -- --
23 3.87 97 4 0.61 5 3.4 85 4 1.2 7 4 100 4 0
Special
Education:
Parent
Handbook Positive Reinforcement Letter
-- -- -- -- --
23 4 100 4 0 5 3.4 85 4 1.2 7 3.57 89 4 1.05
Special
Education:
Parent
Handbook Review of a Parent Article
-- -- -- -- --
23 3.35 84 3 0.7 5 3.2 80 3 0.75 7 2.57 64 3 0.49
Special
Education:
Parent
Handbook
Review of Parent organizations
and helpful websites
-- -- -- -- --
23 3.74 93 4 0.53 5 3.8 95 4 0.4 7 3.43 86 4 0.73
Special
Education:
Parent
Handbook Classroom Newsletter
-- -- -- -- --
23 4 100 4 0 5 3.8 95 4 0.4 7 2.57 64 3 0.49
Special
Education:
Parent
Handbook
Document on how to deal with
para-educators, volunteers, and
tutors in the classroom
-- -- -- -- --
23 3.22 80 3 0.72 5 3.2 80 3 0.75 7 3.57 89 4 0.73
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Special
Education:
Parent
Handbook Cultural Research Paper
-- -- -- -- --
23 3.87 97 4 0.34 5 3.6 90 4 0.49 7 3 75 3 0.53
Special
Education: Pre-
Referral Pre-Referral document
-- -- -- -- --
4 2.75 69 2.5 0.83 5 3.4 85 4 1.2 2 3.5 88 3.5 0.5
Student
Teacher
Application
Student Teacher Application:
Met / Not Met 7 4 100 4 0
Student
Teaching 1st
Placement:
Coop. Teacher
Evals.
Student Teaching 1st Placement:
Coop. Teacher Eval. #1 28 3.43 86 4 0.82 23 3.48 87 4 0.58 43 3.28 82 3 0.58
Student
Teaching 1st
Placement:
Coop. Teacher
Evals.
Student Teaching 1st Placement:
Coop. Teacher Eval. #2 28 3.61 90 4 0.62 23 3.91 98 4 0.28 43 3.6 90 4 0.53 10 2.9 72 3 0.7
Student
Teaching 1st
Placement:
Final Grade
Student Teaching 1st Placement:
Final Grade 6 3.33 83 3.5 0.75 2 3 75 3 0 43 3.4 85 3 0.62 10 3.3 82 4 0.9
Student
Teaching 1st
Placement: Self-
Evaluation
Student Teaching 1st Placement:
Self-Evaluation 26 3.42 86 3.5 0.63 23 3.26 82 3 0.44 43 3.56 89 4 0.54 8 2.5 62 2.5 0.5
Student
Teaching 1st
Placement:
University Sup.
Evals.
Student Teaching 1st Placement:
University Sup. Eval. #1 24 3.21 80 3 0.58 23 3.39 85 3 0.49 8 2.63 66 3 1.22
Student
Teaching 1st
Placement:
University Sup.
Evals.
Student Teaching 1st Placement:
University Sup. Eval. #2 24 3.67 92 4 0.55 19 3.37 84 3 0.67 47 3.36 84 3 0.6 1 2 50 2 0
Student
Teaching 2nd
Placement:
Contextual
Information
Scoring Rubric
Student Teaching 2nd
Placement: Contextual
Information 24 3.46 86 4 0.87 19 3.58 89 4 0.59 47 3.79 95 4 0.46 13 3.69 92 4 0.61
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Student
Teaching 2nd
Placement:
Coop. Teacher
Evals.
Student Teaching 2nd
Placement: Coop. Teacher Eval.
#1 23 3.35 84 3 0.63 3 4 100 4 0 41 3.34 84 3 0.52 13 3.46 87 4 1.15
Student
Teaching 2nd
Placement:
Coop. Teacher
Evals.
Student Teaching 2nd
Placement: Coop. Teacher Eval.
#2 23 3.61 90 4 0.57 21 3.33 83 3 0.47 41 3.61 90 4 0.54 9 3.11 78 3 0.57
Student
Teaching 2nd
Placement:
Final Grade
Student Teaching 2nd
Placement: Final Grade 7 3.57 89 4 0.49 21 3.57 89 4 0.49 9 3.67 92 4 0.47
Student
Teaching 2nd
Placement: Self-
Evaluation
Student Teaching 2nd
Placement: Self-Evaluation 25 3.36 84 3 0.62
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Student
Teaching 2nd
Placement:
University Sup.
Evals.
Student Teaching 2nd
Placement: University Sup. Eval.
#1 25 3.48 87 4 0.64
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Student
Teaching 2nd
Placement:
University Sup.
Evals.
Student Teaching 2nd
Placement: University Sup. Eval.
#2 25 3.56 89 4 0.64
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Student
Teaching
Admittance
Student Teaching Admittance:
Met / Not Met 1 0 0 9 4 100 4 0 12 4 100 4 0 14 4 100 4 0
Student
Teaching
Reflections:
Summative
Eval. &
Response
Student Teaching Reflections:
Interpretation of Student
Learning 19 3.26 82 4 0.91 1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Student
Teaching
Reflections:
Summative
Eval. &
Response
Student Teaching Reflections:
Insights on Best Practices and
Assessment 19 3.21 80 3 0.83 1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Student
Teaching
Reflections:
Summative
Eval. &
Response
Student Teaching Reflections:
Alignment Among Goals,
Instruction and Assessment 19 3.16 79 3 0.87 1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Student
Teaching
Reflections:
Summative
Eval. &
Response
Student Teaching Reflections:
Implication of a Christian
Worldview in the Learning
Community 19 3.26 82 3 0.96 1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Student
Teaching
Reflections:
Summative
Eval. &
Response
Student Teaching Reflections:
Implications for Future Teaching 19 3.32 83 3 0.8 1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Student
Teaching
Reflections:
Summative
Eval. &
Response
Student Teaching Reflections:
Implications for Professional
Development 19 3.53 88 4 0.99 1 2 50 2 0
-- -- -- -- -- -- -- -- -- --
Test 2
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Test 2
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Test 2
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
Test 2
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
-- -- -- -- --
TEST External Criterion 1 -- -- -- -- -- -- -- -- -- -- 1 4 100 4 0 -- -- -- -- --
Test
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 3 75 3 0
Test
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 4 100 4 0
Test
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 3 75 3 0
Test
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 2 50 2 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Test
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Test
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
1 2 50 2 0 1 3 75 3 0
Test
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 3 75 3 0
Test
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 3 75 3 0
Test
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
1 1 25 1 0 1 4 100 4 0
Test
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- --
1 1 25 1 0 1 4 100 4 0
Test
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
1 0 0 1 4 100 4 0
Test
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
1 0 0 1 4 100 4 0
Test
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
1 0 0 1 3 75 3 0
Test
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Test
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 4 100 4 0
Test
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 4 100 4 0
Test
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Test
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Test
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Test
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 4 100 4 0
Test
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 4 100 4 0
Test
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 1 4 100 4 0
Test
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Test
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Transcript Transcript-Oral Communications 21 3.57 89 4 0.66 35 3.66 91 4 0.58 40 3.5 88 4 0.59 38 3.61 90 4 0.59
Transcript Transcript-English 102 21 3.24 81 3 0.97 35 3.49 87 4 0.73 40 3.18 79 4 1.09 38 3.37 84 4 0.78
Transcript
Transcript-Foundations &
Methods - PED 203/204 21 3.43 86 4 0.73 35 3.63 91 4 0.59 40 3.63 91 4 0.62 38 3.29 82 3 0.65
Transcript
Transcript-Field Experience (PED
111/121) 21 3.52 88 4 0.91 35 3.91 98 4 0.28 40 3.78 94 4 0.42 38 3.74 93 4 0.55
Transcript Transcript-Language Proficiency 21 4 100 4 0 35 3.83 96 4 0.74 40 3.85 96 4 0.53 38 3.79 95 4 0.61
Transcript Transcript-ORU G.P.A. 21 3.33 83 4 0.89 35 3.69 92 4 0.52 40 3.33 83 4 0.82 38 3.42 86 4 0.71
TWS (2011)
Factor 1 - Contexual Information
- Checklist: Candidate Describes
Context Data and Environmental
Factors
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 3.9 98 4 0.53
TWS (2011)
Factor 1 - Contexual Information
- Specificity-- -- -- -- --
7 3.86 96 4 0.35 36 3.75 94 4 0.43 31 3.61 90 4 0.75
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives - Checklist: Unit
goals and unit objectives are
aligned with state, or Common
Core standards
-- -- -- -- -- -- -- -- -- --
36 1 25 1 0 31 3.71 93 4 0.89
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives - Checklist: Unit
goals and unit objectives are
aligned with state, or Common
Core standards
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 3.9 98 4 0.53
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives - Checklist: Unit
objectives are correctly labeled
by domain (cognitive, affective,
psychomotor)
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 4 100 4 0
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives - Checklist: TWS
objectives were identified and
include low, middle and high
objectives
-- -- -- -- --
7 1 25 1 0 36 3.67 92 4 0.53 31 3.77 94 4 0.49
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives - Low Level
-- -- -- -- --
7 4 100 4 0 36 3.58 90 4 0.55 31 3.77 94 4 0.42
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives: Middle Level
-- -- -- -- --
7 3.86 96 4 0.35 36 3.53 88 4 0.64 31 3.71 93 4 0.52
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives: High Level
-- -- -- -- --
7 3.86 96 4 0.35 36 3.5 88 4 0.76 31 3.68 92 4 0.53
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
TWS (2011)
Factor 2 - Unit Learning Goals
and Objectives:
Developmentally Appropriate
-- -- -- -- --
7 3.86 96 4 0.35
TWS (2011)
Factor 3 - Instructional Design -
Checklist: Is Developmentally
Appropriate
-- -- -- -- --
7 4 100 4 0 36 4 100 4 0 31 4 100 4 0
TWS (2011)
Factor 3 - Instructional Desgin -
Checklist: Provides evidence that
Context Information is used in
Instructional Decisions
-- -- -- -- --
7 4 100 4 0 36 3.75 94 4 0.83 31 3.23 81 4 1.31
TWS (2011)
Factor 3 -Instructional Design -
Checklist: Provides Evidence of
Assessments
-- -- -- -- --
7 3.57 89 4 1.05 36 4 100 4 0 31 3.81 95 4 0.74
TWS (2011)
Factor 3 - Instructional Design -
Checklist: Provides Instructional
Design Table
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 4 100 4 0
TWS (2011)
Factor 3 - Instructional Design:
Multiple Learning Strategies
-- -- -- -- --
7 4 100 4 0 36 3.69 92 4 0.52 31 3.45 86 4 0.76
TWS (2011)
Factor 3 - Instructional Design:
Provide and Adapt Instructional
Strategies
-- -- -- -- --
7 3.86 96 4 0.35 36 3.72 93 4 0.51 31 3.26 81 3 0.8
TWS (2011)
Factor 3 - Instructional Design:
Active Inquiry-- -- -- -- --
7 3.57 89 4 0.73 36 3.33 83 3 0.67 31 3.13 78 3 0.94
TWS (2011)
Factor 3: Collaborative
Instructional-- -- -- -- --
7 4 100 4 0 36 3.61 90 4 0.68 31 3.26 81 3 0.8
TWS (2011) Factor 3:Technology -- -- -- -- -- 7 3.71 93 4 0.45 36 3.58 90 4 0.64 31 3.35 84 4 0.82
TWS (2011)
Factor 3: Knowledge of factors in
the students’ environment
outside the school
-- -- -- -- --
7 3.14 79 4 1.36 36 3.47 87 4 1.04 31 3.03 76 4 1.33
TWS (2011)
Factor 3: Alignment of goals and
objectives, activities, and
assessments
-- -- -- -- --
7 4 100 4 0 36 3.81 95 4 0.4 31 3.55 89 4 0.91
TWS (2011) Factor 4: Assessment Plan -- -- -- -- -- 7 3.29 82 4 1.03
TWS (2011) Factor 4: Variety of Assessments-- -- -- -- --
7 3.86 96 4 0.35 36 3.72 93 4 0.51 31 3.65 91 4 0.48
TWS (2011) Factor 4: Assessment Challenge-- -- -- -- --
7 4 100 4 0 36 3.58 90 4 0.64 31 3.52 88 4 0.71
TWS (2011)
Factor 4: Alignment among TWS
objectives, instruction and
assessment
-- -- -- -- --
7 4 100 4 0 36 3.89 97 4 0.31 31 3.81 95 4 0.47
TWS (2011)
Factor 4: Justification of
adaptations-- -- -- -- --
7 3.29 82 4 1.16 36 3.86 97 4 0.54 31 3.71 93 4 0.52
TWS (2011)
Factor 4: Justification of
adaptations-- -- -- -- --
36 3.53 88 4 0.96 31 3.23 81 4 0.94
TWS (2011)
Factor 5: Provides Pre-
Assessments Results Table-- -- -- -- --
7 1 25 1 0-- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
TWS (2011)
Factor 5:Provides graphic
representation of pre-
assessment data
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 4 100 4 0
TWS (2011)
Factor 5: Provides Design of
Instruction Table with
Adjustments
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 4 100 4 0
TWS (2011)
Factor 5: Analysis of Pre-
Assessment Results Data -- -- -- -- --
7 3.43 86 4 0.73 36 1 25 1 0 31 3.87 97 4 0.71
TWS (2011)
Factor 5: Adaptations based on
Pre-Assessment results-- -- -- -- --
7 3.86 96 4 0.35 36 3.5 88 4 0.6 31 3.45 86 4 0.71
TWS (2011)
Factor 5: Adaptations based on
Pre-Assessment results-- -- -- -- --
36 3.61 90 4 0.72 31 3.48 87 4 0.71
TWS (2011)
Factor 6: Includes accurate
calculations of gain scores in a
completed worksheet
-- -- -- -- --
7 1 25 1 0 36 1 25 1 0 31 3.9 98 4 0.53
TWS (2011)
Factor 6: Analysis of Pre/Post-
Assessment Results Data
-- -- -- -- --
7 3.86 96 4 0.35 36 1 25 1 0 31 4 100 4 0
TWS (2011)
Factor 6: Interpretation of
Student Learning-- -- -- -- --
7 4 100 4 0 36 3.61 90 4 0.49 31 3.39 85 4 0.9
TWS (2011)
Factor 6: Insights on Best
Practices and Assessment-- -- -- -- --
7 3.86 96 4 0.35 36 3.75 94 4 0.55 31 3.32 83 4 0.82
TWS (2011)
Factor 6: Alignment Among
Goals, Instruction and
Assessment
-- -- -- -- --
7 3.86 96 4 0.35 36 3.67 92 4 0.71 31 3.52 88 4 0.8
TWS (2011)
Factor 7: Impact on Student
Learning -- -- -- -- --
7 4 100 4 0 36 3.81 95 4 0.46 31 3.61 90 4 0.55
TWS (2011)
Factor 7: Implications for Future
Teaching-- -- -- -- --
7 3.86 96 4 0.35 36 3.67 92 4 0.47 31 3.68 92 4 0.53
TWS (2011)
Factor 7: Implication of a
Christian Worldview in the
Learning Community
-- -- -- -- --
7 3.86 96 4 0.35 36 3.56 89 4 0.8 31 3.29 82 3 0.68
TWS (2011)
Factor 7: Implications for
Professional Development-- -- -- -- --
7 3.14 79 4 1.36 36 3.78 94 4 0.53 31 3.58 90 4 0.79
TWS Factors 1-
7
Factor 1:Class/Classroom
Information 22 1.36 34 1 0.48-- -- -- -- --
3 1 25 1 0-- -- -- -- --
TWS Factors 1-
7
Factor 1:Resources available for
the Classroom 22 1.36 34 1 0.48-- -- -- -- --
3 1 25 1 0-- -- -- -- --
TWS Factors 1-
7 Factor 1:Personnel Resources 22 1.36 34 1 0.48-- -- -- -- --
3 1 25 1 0-- -- -- -- --
TWS Factors 1-
7
Factor 1:Individual Student
Differences 22 1.32 33 1 0.47-- -- -- -- --
3 1 25 1 0-- -- -- -- --
TWS Factors 1-
7
Factor 1:Students in Pull-
out/Supplementary Programs 22 1.36 34 1 0.48
-- -- -- -- --
3 1 25 1 0
-- -- -- -- --
TWS Factors 1-
7
Factor 1:Describe School’s
Immediate Community 22 1.32 33 1 0.47
-- -- -- -- --
3 1 25 1 0
-- -- -- -- --
TWS Factors 1-
7
Factor 1:Describe
developmental characteristics 22 1.27 32 1 0.62
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 1: Contextual Information-
Specificity 22 3.73 93 4 0.45-- -- -- -- --
3 4 100 4 0-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
TWS Factors 1-
7
Factor 2: Objectives and goals
are developmentally appropriate 22 1.36 34 1 0.48
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 2: Objectives are aligned
with national, state and district 22 1.36 34 1 0.48
-- -- -- -- --
3 1 25 1 0
-- -- -- -- --
TWS Factors 1-
7
Factor 2: Content Knowledge
Objectives 22 3.91 98 4 0.42-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7
Factor 2: Skill/ Performance
Objectives 22 3.73 93 4 0.45-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7 Factor 2: Reasoning Objectives 22 3.77 94 4 0.42-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7
Factor 3: Explains and defends
choice of assessment 22 1.27 32 1 0.54
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 3: Uses identical pre-post
assessments 22 1.32 33 1 0.55-- -- -- -- --
3 1.33 33 1 0.47-- -- -- -- --
TWS Factors 1-
7 Factor 3: Assessment Plan 22 3.68 92 4 0.55-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7 Factor 3: Assessment Format 22 3.64 91 4 0.57-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7 Factor 3: Assessment Challenge 22 3.77 94 4 0.52-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7
Factor 4: Graphic representation
of pre-assessment data 22 1.36 34 1 0.57
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 4: Adaptations based on
pre-assessment results 22 3.64 91 4 0.64-- -- -- -- --
3 2.67 67 3 1.25-- -- -- -- --
TWS Factors 1-
7
Factor 5: aligned with unit
learning goals and objectives
and are the stated objectives 22 1.32 33 1 0.55
-- -- -- -- --
3 1.67 42 2 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 5: Developmentally
appropriate 22 1.32 33 1 0.55-- -- -- -- --
3 1.67 42 2 0.47-- -- -- -- --
TWS Factors 1-
7
Factor 5: Evidence that context
data is used in instructional
decisions 22 1.18 30 1 0.57
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 5: Provides Instructional
design table 22 1.32 33 1 0.55-- -- -- -- --
3 1.67 42 2 0.47-- -- -- -- --
TWS Factors 1-
7
Factor 5: Multiple Learning
Strategies 22 3.64 91 4 0.64-- -- -- -- --
3 2.67 67 3 1.25-- -- -- -- --
TWS Factors 1-
7 Factor 5: Active Inquiry 22 3.68 92 4 0.55-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7
Factor 5: Collaborative
instructional groups 22 3.41 85 4 0.98-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7 Factor 5: Motivational elements 22 3.64 91 4 0.57-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
TWS Factors 1-
7 Factor 5: Technology 22 3.45 86 4 0.94-- -- -- -- --
3 2.33 58 2 1.25-- -- -- -- --
TWS Factors 1-
7
Factor 6: Graphics and data that
are easily read and interpreted 22 1.36 34 1 0.48
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
TWS Factors 1-
7
Factor 6: Narrative which
reflects the degree of learning
students and assessment results 22 1.32 33 1 0.55
-- -- -- -- --
3 1.33 33 1 0.47
-- -- -- -- --
TWS Factors 1-
7
Factor 6: Includes accurate
calculations of gain scores 22 1.32 33 1 0.55-- -- -- -- --
3 1.33 33 1 0.47-- -- -- -- --
TWS Factors 1-
7
Factor 6: Covered all objectives
in the instructional timeframe 22 1.27 32 1 0.62
-- -- -- -- --
3 1.67 42 2 0.47
-- -- -- -- --
TWS Factors 1-
7 Factor 6: Evaluation of learning 22 3.55 89 4 0.58-- -- -- -- --
3 2.67 67 3 1.25-- -- -- -- --
TWS Factors 1-
7
Factor 7: Interpretation of
Student Learning 22 3.55 89 4 0.94-- -- -- -- --
3 2.67 67 3 1.25-- -- -- -- --
TWS Factors 1-
7
Factor 7: Insights on Best
Practices and Assessment 22 3.23 81 3 0.9-- -- -- -- --
3 2.67 67 3 1.25-- -- -- -- --
TWS Factors 1-
7
Factor 7: Alignment Among
Goals, Instruction and
Assessment 22 3.45 86 4 0.94
-- -- -- -- --
3 3 75 3 0.82
-- -- -- -- --
TWS Factors 1-
7
Factor 7: Implication of a
Christian Worldview in the
Learning Community 22 3.64 91 4 0.93
-- -- -- -- --
3 3 75 3 0.82
-- -- -- -- --
TWS Factors 1-
7
Factor 7: Implications for Future
Teaching 22 3.64 91 4 0.88-- -- -- -- --
3 2.67 67 3 1.25-- -- -- -- --
TWS Factors 1-
7
Factor 7: Implications for
Professional Development 22 3.45 86 4 0.94-- -- -- -- --
3 3 75 3 0.82-- -- -- -- --
US History/OK
History/Govern
ment/Econ
OSAT Rubric Research Skills
-- -- -- -- --
1 2 50 2 0
-- -- -- -- -- -- -- -- --
US History/OK
History/Govern
ment/Econ
OSAT Rubric US and OK History
-- -- -- -- --
1 3 75 3 0
-- -- -- --
2 3.5 88 3.5 0.5
US History/OK
History/Govern
ment/Econ
OSAT Rubric
Government and Political
Science
-- -- -- -- --
1 3 75 3 0
-- -- -- --
2 3 75 3 0
US History/OK
History/Govern
ment/Econ
OSAT Rubric Economics
-- -- -- -- --
1 2 50 2 0
-- -- -- --
2 3 75 3 1
US History/OK
History/Govern
ment/Econ
OSAT Rubric Constructed Response
-- -- -- -- --
1 2 50 2 0
-- -- -- --
2 1.5 38 1.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
US History/OK
History/Govern
ment/Econ
OSAT Rubric Total OSAT Score
-- -- -- -- --
1 3 75 3 0
-- -- -- --
2 2.5 62 2.5 0.5
University
Supervisor:
Early Childhood
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
9 3.89 97 4 0.31 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
9 4 100 4 0 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --
University
Supervisor:
Early Childhood
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
9 4 100 4 0
-- -- -- -- --
University
Supervisor:
Early Childhood
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
9 4 100 4 0 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
9 4 100 4 0 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
9 4 100 4 0 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Early Childhood
Performance
Evaluation
Lesson Plan - Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
9 3.56 89 4 0.68 1 4 100 4 0
University
Supervisor: Art
Education
Performance
Evaluation
Lesson Plan - Content: specific to
DBAE; Art History, Art
Production, Art Criticism, &
Aesthetics
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Lesson Plan - Objectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
7 4 100 4 0 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Lesson Plan - Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Lesson Plan - Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3.5 0.83 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
8 3.63 91 4 0.48 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
9 3.67 92 4 0.47 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
9 3.89 97 4 0.31 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
9 3.56 89 4 0.5 1 4 100 4 0
University
Supervisor: Art
Education
Performance
Evaluation
Lesson Plan - Art Media: exhibits
knowledge and experience for
drawing, figure drawing, color
and design, painting,
printmaking, sculpture, clay,
applied design, metal, stone,
fiber, papermaking, wood or
mixed media
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
8 3.75 94 4 0.43 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
9 3.56 89 4 0.5 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
9 3.78 94 4 0.42 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
9 4 100 4 0 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
6 3.5 88 3.5 0.5 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
8 3.38 84 3 0.48 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Early Childhood
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
9 3.67 92 4 0.67 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
7 3.57 89 4 0.73 1 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Planning and implementation of
classroom activities are DAP
based on knowledge and
understanding of young
children’s characteristics and
needs Considers the multiple
influences on development and
learning
-- -- -- -- -- -- -- -- -- --
8 3.75 94 4 0.43 11 3.45 86 3 0.5
University
Supervisor:
Early Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE - Uses
developmental and content
knowledge to integrate
academic knowledge with a
healthy, respectful, supportive,
and challenging learning
environment
-- -- -- -- -- -- -- -- -- --
8 3.63 91 4 0.48 11 3.73 93 4 0.45
University
Supervisor:
Early Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Lessons are planned and
implemented so that all
children, regardless of abilities,
needs, and culture are engaged,
challenged, and able to succeed.
-- -- -- -- -- -- -- -- -- --
8 3.63 91 4 0.48 11 3.45 86 3 0.5
University
Supervisor:
Early Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE - A
variety of methods are used to
produce learning, with a balance
of teacher-led and child-led
learning
-- -- -- -- -- -- -- -- -- --
9 3.44 86 3 0.5 11 3.36 84 3 0.64
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Early Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE -
Assessment is embedded in the
lesson (authentic assessment)
and is used to inform practice
throughout the teaching and
learning cycle.
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 9 3.56 89 4 0.5
University
Supervisor:
Early Childhood
Performance
Evaluation
DEVELOPMENTALLY
APPROPRIATE PRACTICE - Self-
reflection is evident in how the
ST adjusts curriculum,
expectations, practices, and
behavior.
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 8 3 75 3 0.71
University
Supervisor:
Early Childhood
Performance
Evaluation
CHILDREN, FAMILY AND
COMMUNITY - Family and
community characteristics have
been considered in both the
lesson and in the interaction
with the children.
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0 4 3.75 94 4 0.43
University
Supervisor:
Early Childhood
Performance
Evaluation
CHILDREN, FAMILY AND
COMMUNITY - Respectful,
reciprocal relationships have
been established with children
and their families.
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 7 4 100 4 0
University
Supervisor:
Early Childhood
Performance
Evaluation
PROFESSIONALISM - Follows
professional guidelines, engages
in collaboration with other
professionals, and places
children’s needs as their first
consideration
-- -- -- -- -- -- -- -- -- --
6 4 100 4 0 10 3.9 98 4 0.3
University
Supervisor:
Elementary
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Elementary
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 3 75 3 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.8 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Elementary
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
4 3 75 3 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
5 3.2 80 3 0.75 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies -
Confidently teaches phonics,
spelling and language
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - In
Teaching reading, the teacher
candidate teaches, monitors,
reteaches and reassesses
reading performance
-- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - The
teacher candidate uses
appropriate teaching instruction
for vocabulary development
(prefixes, suffixes and roots)
-- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies -
Teacher candidate prepares
lessons/units with
interdisciplinary concepts
including English, language arts,
science, mathematics, social
studies, the arts, health and/or
physical education
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 13 3.69 92 4 0.61
University
Supervisor:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - English
language arts – Candidates
demonstrate a high level of
competence in use of English
language arts and they know,
understand, and use concepts
from reading, language and child
development
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 1 4 100 4 0
University
Supervisor:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - Science
– Candidates know,
understand, and use
fundamental concepts in the
subject matter of science
–including physical, life, and
earth and space sciences
-- -- -- -- -- -- -- -- -- --
1 3 75 3 0 8 3.13 78 3 0.6
University
Supervisor:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards -
Mathematics – Candidates
know, understand, and use the
major concepts, procedures, and
reasoning processes of
mathematics that define
number systems and number
sense
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5 6 3.67 92 4 0.75
University
Supervisor:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - The arts
– Candidates know,
understand, and use – as
appropriate to their own
understanding and skills – the
content, functions, and
achievements of dance, music,
theater, and the several visual
arts
-- -- -- -- -- -- -- -- -- --
1 2 50 2 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Elementary
Education
Performance
Evaluation
ACEI Competencies –
Curriculum Standards - The arts
– Candidates know,
understand, and use – as
appropriate to their own
understanding and skills – the
content, functions, and
achievements of dance, music,
theater, and the several visual
arts
-- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 3.73 93 4 0.62
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 4 100 4 0
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 3.64 91 4 0.48
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 4 100 4 0
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3.5 0.83 11 3.73 93 4 0.45
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
4 3.25 81 4 1.3 11 3.91 98 4 0.29
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 3.91 98 4 0.29
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 3.82 95 4 0.39
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
4 3 75 3.5 1.22 10 3.7 92 4 0.46
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
4 2.5 62 2.5 1.12 10 3.7 92 4 0.46
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
4 3.25 81 4 1.3 7 3.14 79 3 0.99
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
4 3.25 81 4 1.3 8 3.25 81 3.5 0.83
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
4 3 75 3.5 1.22 11 3.45 86 3 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3.5 0.83 11 3.91 98 4 0.29
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
4 3 75 3.5 1.22 11 3.64 91 4 0.64
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
3 4 100 4 0 10 3.4 85 3.5 0.66
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 3.55 89 4 0.5
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
4 2.75 69 3 1.09 11 3.18 80 3 0.39
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 11 3.36 84 3 0.64
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 11 3.73 93 4 0.45
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
4 2.75 69 3 0.43 5 3.4 85 4 0.8
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5 11 3.36 84 3 0.48
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 11 3.09 77 3 0.67
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 7 3.57 89 4 0.49
University
Supervisor:
English
Language
Learner
Performance
Evaluation
TESOL Competencies -
Language: Candidates
demonstrate knowledge,
understanding and application
of the fundamentals of
linguistics are related to the
development of
listening,speaking, reading, and
writing for social and academic
purposes.
-- -- -- -- -- -- -- -- -- --
3 3 75 3 0.82 16 3.25 81 3 0.66
University
Supervisor:
English
Language
Learner
Performance
Evaluation
TESOL Competencies -
Language: Candidates
understand and apply
knowledge of current theories
and practices that facilitate
second language acquisition and
literacy development in the
classroom.
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43 20 3.3 82 3.5 0.78
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
TESOL Competencies - Culture:
Candidates design and deliver
instruction that incorporates
student's cultural values and
beliefs and encourages
collaboration in diverse groups.
-- -- -- -- -- -- -- -- -- --
19 3.32 83 3 0.46
University
Supervisor:
English
Language
Learner
Performance
Evaluation
TESOL Competencies- Culture:
Candidates use knowledge of
best practices to plan standards-
based instruction based on
language development and the
Oklahoma core curriculum that
provides for students of varying
educational backgrounds in a
supportive and a
-- -- -- -- -- -- -- -- -- --
20 3.5 88 4 0.74
University
Supervisor:
English
Language
Learner
Performance
Evaluation
TESOL Competencies - Culture:
Candidates know and use
teaching strategies that are
developmentally appropriate
and inclusive of various learning
styles and is sensitive to the
needs of diverse cultural groups.
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43 20 3.6 90 4 0.49
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction -
Candidates know, understand,
and apply concepts, research,
and best practices to plan
standards-based instruction
based on language development
and the Oklahoma core
curriculum that provides for
student
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction -
Candidates follow professional
guidelines, engages in
collaboration with other
professionals, to improve
learning for all ESL students.
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
demonstrate English fluency in
listening, speaking, reading, and
writing the English language.
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
follow professional guidelines,
engages in collaboration with
other professionals, to improve
learning for all ESL students.
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 23 3.65 91 4 0.7
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 23 3.57 89 4 0.58
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 23 3.7 92 4 0.55
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- --
5 3.2 80 4 1.17 22 3.73 93 4 0.54
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 23 3.48 87 4 0.83
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 23 3.74 93 4 0.53
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 23 3.78 95 4 0.51
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 21 3.81 95 4 0.39
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 22 3.59 90 4 0.58
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 22 3.68 92 4 0.47
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 18 2.89 72 3 0.81
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 15 2.93 73 3 0.68
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- --
4 4 100 4 0 22 3.36 84 3 0.64
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 23 3.35 84 3 0.56
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49 23 3.52 88 4 0.58
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 23 3.35 84 3 0.7
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5 17 3.24 81 3 0.73
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 23 3.48 87 4 0.65
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0 23 3.57 89 4 0.58
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 22 3.68 92 4 0.55
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- --
5 3.4 85 4 1.2 14 2.93 73 3 0.59
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4 23 3.3 83 3 0.69
University
Supervisor:
Special
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49 23 3.39 85 4 0.82
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43 16 3.31 83 3.5 0.77
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting - Team
Teaching: shares teaching
responsibility equally
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Multiple
Subjects: instructional time
maximized; makes responsive
adjustments to instruction
based on observation
-- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting -
Organization and Management
of Flexible Grouping: uses
assessment and observation to
form flexible ability groups;
changes group membership
based on individual strengths
and weaknesses
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Routines:
establishes clear routines;
students know what is expected;
independence is encouraged;
smooth transitions between
learning stations
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Communication - Collaboration:
facilitate communication with
school personnel regarding
integration of individuals with
exceptional learning needs
-- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Communication - Case
Management: effectively
communicate with
administrators, instructors,
ancillary services, staff and
parents; coordinate delivery of
services based on individual
education plans; maintain
confidential communication
about exceptional l
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Communication - Consultation:
communicate with school
personnel about characteristics
and needs of exceptional
learners; observe, evaluate, and
provide feedback to
paraeducators
-- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Classroom
Community: all students
included with respect and
dignity
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Instructional Planning:
purposefully prepare and
organize materials to address
needs of whole group, flexible
small groups and individual
needs of learners; design
learning environments that
promote active participat
-- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Technology:
appropriately utilizes, integrates
and implements assistive
technology into the educational
program
-- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Differentiation:
strategically design and
implement instructional
accommodations and
modifications based on student
IEP
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0
-- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Focus: lessons
identify and address state
instructional standards; design
and implement instruction
based on student IEP
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Individualized Education Plan -
Development of IEP: write
comprehensive individualized
education plans based on formal
and informal assessments,
observation of students, and
input from multidisciplinary
team, including parents
-- -- -- -- -- -- -- -- -- --
4 2.75 69 3 0.43
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Individualized Education Plan -
Behavioral Intervention Plan:
write comprehensive behavioral
intervention plans based on
formal and informal
assessments, observation of
students, and input from
multidisciplinary team, including
parents
-- -- -- -- -- -- -- -- -- --
4 2.75 69 3 0.43
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Professional Practice -
Involvement in Professional
Organizations and Activities:
participate in professional
organizations relevant to
individuals with disabilities;
access current information on
exceptionalities
-- -- -- -- -- -- -- -- -- --
4 2.5 62 2.5 0.5
-- -- -- -- --
University
Supervisor:
Special
Education
Performance
Evaluation
Professional Practice - Reflective
Practice: conduct self-
evaluation on instruction; reflect
on instructional practice to
improve instruction and guide
professional growth
-- -- -- -- -- -- -- -- -- --
5 4 100 4 0
-- -- -- -- --
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies -
Confidently teaches phonics,
spelling and language
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - In
Teaching reading, the teacher
candidate teaches, monitors,
reteaches and reassesses
reading performance
-- -- -- -- -- -- -- -- -- --
6 3.5 88 3.5 0.5
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - The
teacher candidate uses
appropriate teaching instruction
for vocabulary development
(prefixes, suffixes and roots)
-- -- -- -- -- -- -- -- -- --
9 3.44 86 4 0.68
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies - The
teacher candidate applies
strategies which contribute to
the development of fluent
reading
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
10 3.8 95 4 0.4
University
Supervisor:
Elementary
Education
Performance
Evaluation
Oklahoma Competencies -
Teacher candidate prepares
lessons/units with
interdisciplinary concepts
including English, language arts,
science, mathematics, social
studies, the arts, health and/or
physical education
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
12 3.75 94 4 0.43
University
Supervisor:
English
Education
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
Lesson Plan - Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Lesson Plan - Objectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Lesson Plan - Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Lesson Plan - Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of:
and skills in the use of, the
English language
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of the
practices of oral, visual, and
written literacy
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of the
reading processes
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates Knowledge of
different composing processes
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Education
Performance
Evaluation
English Education Content Skills -
Demonstrates knowledge of the
range and influence of print and
non print media and technology
in contemporary culture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.95 99 4 0.22
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.95 99 4 0.22
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.85 96 4 0.36
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
13 4 100 4 0
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.75 94 4 0.43
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.9 98 4 0.3
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.9 98 4 0.3
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.55 89 4 0.67
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.74 93 4 0.71
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.79 95 4 0.69
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
18 3.44 86 4 0.83
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.32 83 3 0.8
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3 75 3 1.08
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.55 89 4 0.59
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.5 88 4 0.59
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.85 96 4 0.48
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.7 92 4 0.46
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.45 86 4 0.74
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.65 91 4 0.65
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.75 94 4 0.54
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.16 79 3 0.67
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.3 82 3 0.71
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.65 91 4 0.57
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.65 91 4 0.65
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates design standards-
based ESL and content
instruction in collaboration with
their colleagues/mentor
teacher.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
19 3.79 95 4 0.69
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates incorporate
activities, tasks, and
assignments that develop
authentic uses of language as
student learn academic
vocabulary and content
knowledge.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.7 92 4 0.46
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates plan learning
activities that integrate listening,
reading, writing, and speaking
skills.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.85 96 4 0.36
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
English
Language
Learner
Performance
Evaluation
Planning, Implementation, and
Managing Instruction:
Candidates lesson is presented
in a logically sequenced manner;
allows for/encourages student
interaction and questions; gives
clear directions and
explanations;adjusts for learning
and cultural differe
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
20 3.4 85 3 0.58
University
Supervisor:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
follow professional guidelines,
engages in collaboration with
other professionals, to improve
learning for all ESL students.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
16 3.75 94 4 0.56
University
Supervisor:
English
Language
Learner
Performance
Evaluation
PROFESSIONALISM - Candidates
pursue personal professional
growth opportunities and serves
as a professional resource to
colleagues.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 4 100 4 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3 75 3 0.71
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 2.75 69 3 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.5 88 3.5 0.5
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Lesson Plan - Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Lesson Plan - Objectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Lesson Plan - Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2 50 1 1.41
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Lesson Plan - Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 2 50 2 0.71
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 2.5 62 2.5 1.12
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3 75 3 0.71
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3 75 3 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3 75 3 0.71
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 3 0.94
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 2.75 69 3 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.75 94 4 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Knowledge:
understands and applies
movement concepts and
principles in the learning process
through locomotor movements,
non-locomotor movements and
manipulative skills.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Fitness: Includes a
fitness activity in the lesson
which includes any or as many
as possible the fitness
components of flexibility,
muscular strength, and
cardiovascular endurance.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3 75 3 0.71
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Wellness:
incorporates a wellness lifestyle
in the instruction by providing
activities that help deal with
wellness issues such as stress
management, body composition
and designing a personal fitness
program.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Assessment: Is able
to use a variety of assessment
tools to evaluate and/or modify
the learning process including
both psychomotor and cognitive
assessment strategies.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 2.33 58 2 0.47
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Instruction - Promotes
Participation: Is able to include
appropriate activities that will
promote emphasis on max
participation using a variety of
activities and sports that the
individual will be able to use for
lifelong participation.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 3.25 81 3 0.43
University
Supervisor:
Health and
Physical
Education
Performance
Evaluation
Health - Health Behaviors:
Understands variable that may
influence adopting a healthy
lifestyle and uses decision
making strategies in teaching of
health to the students.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Qualities - Other Disciplines in
Instruction: Integrates
knowledge of other disciplines
into instruction; locates content
area sources that are
appropriate for the level of
instruction and age of students;
reinforces subject area content
in the foreign la
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Modern
Language
Education
Performance
Evaluation
Qualities - Language Acquisition:
demonstrates an understanding
of language acquisition at the
appropriate age level; creates a
classroom learning environment
that supports meaningful
interaction in the target
language; uses the target
language in the cla
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Music
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Music
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.8
University
Supervisor:
Music
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49
University
Supervisor:
Music
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.2 80 3 0.4
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Music
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.6 90 4 0.49
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.4 85 3 0.49
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Melody: Able to teach
and lead students to sight sing
or sight lead diatonic melodies
using an appropriate and
consistent method at each grade
level.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Rhythm: Counts
rhythms accurately using a
consistent rhythmic reading
system that is appropriate for
each grade level or ensemble.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
4 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Methodologies:
Employs developmentally
appropriate methodologies or
approaches with students
including those with disabilities.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Methodologies:
Utilizes appropriate
methodologies that encourages
student self analysis and musical
independence.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Methodologies:
Incorporates the music
education approaches of Carl
Orff, Zoltan Kodaly, or Jaques-
Daicroze within a lesson plan or
unit.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Piano: Demonstrates
basic piano proficiency through
vocal warm-ups or playing
functional progressions and
simple accompaniments.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
3 3.33 83 3 0.47
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Conducting:
Demonstrates competency in
conducting with appropriate
prepatory beats and clear cut
offs in tempo.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.8 95 4 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Conducting:
Demonstrates competency in
conducting with steady and
appropriate beat patterns as
needed in the music.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 4 100 4 0
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Conducting:
Demonstrates ability to show
musical nuance and dynamics
when conducting.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
5 3.2 80 3 0.4
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Instrumental: Teach
basic fundamentals of
embouchure, hand position and
technique for all band or
orchestra instruments at Grade
6 – 8 Level.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Music
Education
Performance
Evaluation
Qualities - Vocal: Demonstrates
knowledge of proper breathing
technique, tone production and
strategies for the changing male
and female voice.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Science
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Science
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
P.A.S.S. objectives for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 2 50 2 0
University
Supervisor:
Science
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Science
Education
Performance
Evaluation
Science Content Skills - Scientific
Language: Pronounces and
spells science terms correctly.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
University
Supervisor:
Science
Education
Performance
Evaluation
Science Content Skills - Scientific
Method: Utilizes inquiry-based
science lessons.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Science
Education
Performance
Evaluation
Science Content Skills - Science
relevance: Incorporates
relevance of science topic in
lesson.
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Personal - Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Personal - Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 1
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Personal - Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Personal - Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Lesson Plan - Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Lesson Plan - Objectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Lesson Plan - Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 1
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 1
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate identifies
one of the 10 Thematic
Standards in the Objectives of
the Lesson Plan
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate
appropriately (School Level)
presents the identified Thematic
Standard to the students
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate provides
proof that they have addressed
various Thematic Standards to
the specific Discipline
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Social Studies
Education
Performance
Evaluation
Qualities - NCSS Expectations:
The Teacher Candidate displays
a highly positive disposition
toward teaching each theme
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Appearance: dresses
appropriately; well groomed;
nice posture
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Demeanor: poise;
patience; enthusiasm; sense of
humor; tact; sensitivity toward
others’ feelings and opinions
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Speech: uses correct
grammar; articulates clearly;
uses appropriate volume
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Personal Attendance: never,
rarely, occasionally, or
frequently absent; on time
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Dependability:
fulfills obligations without
promptings; achieves objectives;
meets deadlines; returns
paperwork promptly
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Relationships:
respects and enjoys students;
relates well with Cooperating
Teacher; has positive interaction
with other
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Respect: creates a
mutual respect between self and
students; displays respect
toward faculty and staff
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Disposition - Response: accepts,
seeks or is unreceptive toward
feedback; implements feedback
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson Plan Format: written in
clear, concise format; contains
all necessary information
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson PlanObjectives: can
identify appropriate district and
state standards for lesson
content
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson Plan Accommodations:
plans for student diversity,
abilities and styles
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Lesson Plan Assessment: plans
for multiple means of
assessment; plans
developmentally- and content-
appropriate assessment
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Introduction:
states or writes objectives at
beginning of lesson; gains
interest/attention of group;
checks for prior knowledge
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Methods:
appropriate to students’
maturity and content presented;
adjusts as needed throughout
lesson
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Presentation:
logically sequenced; allows
for/encourages student
interaction and questions; gives
clear directions and
explanations; adjusts for
learning differences within the
group; uses correct written
mechanics
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Media: utilizes
technology (e.g. – computers,
charts, videos, projectors, etc.)
appropriately to support
objectives
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Transitions: brief;
lengthy; smooth; disruptive
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Knowledge:
current; accurate; limited
to/goes beyond text for
application
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Pacing:
begins/ends lesson on time;
instructional time maximized;
appropriate for learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Materials: relate
closely to objectives; ready for
immediate use; appropriate for
student learning
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Closure: sums up
lesson; provides application to
future learning; engages
learners
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2 50 2 1
University
Supervisor:
Special
Education
Performance
Evaluation
Instruction - Assessment:
monitors for understanding
throughout lesson; adjusts
instruction based on findings
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Management - Monitoring:
aware of activity throughout
room; engages all learners;
moves about room as needed
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Management - Discipline:
corrects with respect; uses
preventative measures;
consistent in behavioral
expectations; is fair; uses
developmentally-appropriate
techniques
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting - Team
Teaching: shares teaching
responsibility equally
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Multiple
Subjects: instructional time
maximized; makes responsive
adjustments to instruction
based on observation
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting -
Organization and Management
of Flexible Grouping: uses
assessment and observation to
form flexible ability groups;
changes group membership
based on individual strengths
and weaknesses
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Setting -
Management of Routines:
establishes clear routines;
students know what is expected;
independence is encouraged;
smooth transitions between
learning stations
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 4 100 4 0
University
Supervisor:
Special
Education
Performance
Evaluation
Communication - Collaboration:
facilitate communication with
school personnel regarding
integration of individuals with
exceptional learning needs
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Communication - Case
Management: effectively
communicate with
administrators, instructors,
ancillary services, staff and
parents; coordinate delivery of
services based on individual
education plans; maintain
confidential communication
about exceptional l
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Communication - Consultation:
communicate with school
personnel about characteristics
and needs of exceptional
learners; observe, evaluate, and
provide feedback to
paraeducators
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Classroom
Community: all students
included with respect and
dignity
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Instructional Planning:
purposefully prepare and
organize materials to address
needs of whole group, flexible
small groups and individual
needs of learners; design
learning environments that
promote active participat
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Technology:
appropriately utilizes, integrates
and implements assistive
technology into the educational
program
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3 75 3 0
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Differentiation:
strategically design and
implement instructional
accommodations and
modifications based on student
IEP
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Instructional Planning and
Delivery - Focus: lessons
identify and address state
instructional standards; design
and implement instruction
based on student IEP
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Individualized Education Plan -
Development of IEP: write
comprehensive individualized
education plans based on formal
and informal assessments,
observation of students, and
input from multidisciplinary
team, including parents
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 2.5 62 2.5 0.5
University
Supervisor:
Special
Education
Performance
Evaluation
Individualized Education Plan -
Behavioral Intervention Plan:
write comprehensive behavioral
intervention plans based on
formal and informal
assessments, observation of
students, and input from
multidisciplinary team, including
parents
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 3 75 3 0
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
University
Supervisor:
Special
Education
Performance
Evaluation
Professional Practice -
Involvement in Professional
Organizations and Activities:
participate in professional
organizations relevant to
individuals with disabilities;
access current information on
exceptionalities
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
1 2 50 2 0
University
Supervisor:
Special
Education
Performance
Evaluation
Professional Practice - Reflective
Practice: conduct self-
evaluation on instruction; reflect
on instructional practice to
improve instruction and guide
professional growth
-- -- -- -- -- -- -- -- -- -- -- -- -- -- --
2 3.5 88 3.5 0.5
Verification of
Involvement in
Extracurricular
Activity
Verific. of Extracurricular
Activity: Teacher Candidate
Performance 31 3.87 97 4 0.71 2 4 100 4 0 1 4 100 4 0
Video #2 Peer
Evaluation Video Clip #2: Peer Evaluation 34 3.79 95 4 0.4 35 3.94 99 4 0.23 35 3.8 95 4 0.4 35 3.69 92 4 0.46
Video Clip -
Capstone Level
Self-Evaluation
& Reflection Video #3: Self-Evaluation 24 3.54 89 4 0.5
Video Clip -
Capstone Level
Self-Evaluation
& Reflection
Video #3: Interpretation of
Student Learning 24 2.83 71 3 1.31
Video Clip -
Capstone Level
Self-Evaluation
& Reflection
Video #3: Insights on Best
Practices and Assessment 24 2.75 69 3 1.27
Video Clip -
Capstone Level
Self-Evaluation
& Reflection
Video #3: Alignment Among
Goals, Instruction and
Assessment 24 2.58 65 3 1.29
Video Clip -
Capstone Level
Self-Evaluation
& Reflection
Video #3: Implication of a
Christian Worldview in the
Learning Community 24 2.04 51 3 1.72
Video Clip -
Capstone Level
Self-Evaluation
& Reflection
Video #3: Implications for Future
Teaching 24 2.92 73 3 1.35
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Video Clip -
Capstone Level
Self-Evaluation
& Reflection
Video #3: Implications for
Professional Development 24 3.08 77 3.5 1.29
Video Clip -
Captsone Level -
Peer Evaluation Video #3 Peer Evaluation 26 3.81 95 4 0.39
Video Clip -
Capstone Level Video Clip #3: Met / Not Met 24 4 100 4 0
Video Clip #1 Video Clip #1: Met / Not Met 20 4 100 4 0 6 4 100 4 0
Video Clip #1
Self-Evaluation
& Reflection Video Clip #1: Self-Evaluation 26 3.04 76 3 0.9 2 3 75 3 0
Video Clip #1
Self-Evaluation
& Reflection Video Clip #1: Reflection 26 3.12 78 3 1.15 2 2 50 2 0
Video Clip #2 Video Clip #2: Met / Not Met 28 4 100 4 0 3 4 100 4 0
Video Clip #2
Self-Evaluation
& Reflection Video #2: Self-Evaluation 30 3.33 83 3 0.7 3 4 100 4 0
Video Clip #2
Self-Evaluation
& Reflection
Video #2: Interpretation of
Student Learning 30 2.57 64 3 1.23 3 3.33 83 3 0.47
Video Clip #2
Self-Evaluation
& Reflection
Video #2: Insights on Best
Practices and Assessment 30 2.77 69 3 0.96 3 3.67 92 4 0.47
Video Clip #2
Self-Evaluation
& Reflection
Video #2: Alignment Among
Goals, Instruction and
Assessment 30 2.03 51 2 1.28 3 2 50 2 0
Video Clip #2
Self-Evaluation
& Reflection
Video #2: Implication of a
Christian Worldview in the
Learning Community 30 1.27 32 1.69 3 0 0
Video Clip #2
Self-Evaluation
& Reflection
Video #2: Implications for Future
Teaching 30 3.07 77 3 1.09 3 3.33 83 3 0.47
Video Clip #2
Self-Evaluation
& Reflection
Video #2 : Implications for
Professional Development 30 3.23 81 4 1.23 3 3.67 92 4 0.47
Education
Aug 1, 2010 to Jul 31, 2011 Aug 1, 2011 to Jul 31, 2012 Aug 1, 2012 to Jul 31, 2013 Aug 1, 2013 to Jul 31, 2014
assessment
instrument
name criterion name n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation n mean mean % median
standard
deviation
Video Clip #2
Self-Evaluation
& Reflection
(old version
6/25/04) Video Clip #2: Self-Evaluation 1 4 100 4 0
Video Clip #2
Self-Evaluation
& Reflection
(old version
6/25/04) Video Clip #2: Reflection 1 4 100 4 0
Vocal/General
Music OSAT
Rubric Music Theory 1 4 100 4 0 3 3 75 3 0
Vocal/General
Music OSAT
Rubric Music Performance 1 3 75 3 0 3 3.33 83 3 0.47
Vocal/General
Music OSAT
Rubric Listening Skills 1 4 100 4 0 3 3.67 92 4 0.47
Vocal/General
Music OSAT
Rubric Music History and Culture 1 1 25 1 0 3 1 25 1 0
Vocal/General
Music OSAT
Rubric Music and Other Disciplines 1 1 25 1 0 3 3 75 3 0
Vocal/General
Music OSAT
Rubric Constructed Response 1 1 25 1 0
Vocal/General
Music OSAT
Rubric Total OSAT Score 1 3 75 3 0
World History
& Geography
OSAT Rubric World History 1 2 50 2 0
World History
& Geography
OSAT Rubric Geography 1 2 50 2 0
World History
& Geography
OSAT Rubric Constructed Response 1 1 25 1 0 3 1.67 42 1 0.94
World History
& Geography
OSAT Rubric Total OSAT Score 1 2 50 2 0 3 2.33 58 2 0.47