part 1: elementary assessment (acei spa … · consider when you have obseved the area being taught...
TRANSCRIPT
Part 1: Elementary Assessment (ACEI SPA Standards)
INDIANA UNIVERSITY - PURDUE UNIVERSITY
Educational Studies Department
Elementary Student Teaching FINAL Evaluation
As part of understanding what knowledge, skills, and dispositions our students possess, we are asking you
to complete an end-of-clinical evaluation. This tool is comprised of three different parts. The first part is
based on the Association for Childhood Education International (ACEI) standards for beginning teachers.
The second part contains knowledge and skills as outlined by InTASC and CAEP, our accreditating body.
The last part asks to you to consider the dispositions that are valued by the faculty at IPFW. In other words,
these dispositions align with our Conceptual Framework. You will also be asked to provide a narrative
summary of the Student Teacher's performance. Thank you in advance for the time you put into this
evaluation -- it is very important to us and the Student Teacher.
The results of this evaluation are collected by IPFW and will be forwarded to the e-mails
listed below:
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Evaluation Information:
Person filling out the survey. I am the ...
Number of students:
College of Education and Public Policy
Elementary FINAL Evaluation
Date of Evaluationmm/dd/yyyyTeacher CandidateNameTeacher CandidateEmail
School
Grade Level
University SupervisorNameUniversity SupervisorEmailCooperating TeacherNameCooperating TeacherEmail
Cooperating Teacher
IPFW University Supervisor
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ACEI 1.0 - Development, Learning, and Motivation
ACEI 1.0 - Development, Learning, and Motivation
Comments for ACEI Standard 1:
In this section, you MUST evaluate performance in each of the content areas below.
Consider when you have obseved the area being taught independently or when one or
more were integrated into a single curricular experience.
TARGETDrew on prior knowledge ofeach child to plan curricular
experience(s) that challengedand extended developmentand learning. Experiences
motivated each child,regardless of developmental
levels, to demonstrate masteryof understanding for and makemeaningful connections to the
content.
ACCEPTABLEDrew on prior knowledge toplan curricular experience(s)
that were achievable andmeaningful for children. Select
children were challenged tomaster understanding of and
make connections to thecontent.
UNACCEPTABLE
Did not or is only beginning todemonstrate an ability to plancurriculum that is achievable
and challenging for children atvarious developmental levels.
TARGET
Used developmental, family,and cultural knowledge to
proactively create/support asafe, positive, encouraging and
nurturing environment. Usethat context to integrate variedopportunities for teaching andpracticing social and emotional
regulation skills. Supportspositive behaviors through the
use of intrinsic motivationtechniques without relying on
rewards or punishments;intervenes in negative studentbehaviors (e.g., name-calling,
exclusion).
ACCEPTABLE
Used knowledge of childdevelopment and/or family
culture to model and supportappropriate, positive behaviors
in students. Explicitly taughtsocial or emotional regulationskills. Intervened in negative
student behaviors.
UNACCEPTABLE
Did not actively teach missingsocial or emotional regulationskills. Intervened in negativestudent behaviors but relied
primarily on rewards orpunishments to stop behavior.
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ACEI 2.0 - Curriculum<
2.1 English Language Arts/ Reading
TARGET
Implemented strategies basedon scientifically-based reading
research with fidelity duringlesson.
Built on students’ priorunderstandings of the fiveessential components ofreading (e.g., phonemic
awareness, fluency).
Balanced the mechanicalconventions and the meaning-based qualities of language.
Created space in environmentfor learners to:
● engage with and conversearound high quality literature.● engage in inquiry using highquality texts including access
to electronic sources.● produce texts (e.g., skits,
music compositions, journals,electronic texts) that reflect and
support their learning andexpand their expressive
abilities.
Promotes a critical stancetoward the analysis and
interpretation of texts thatencourages multiple
perspectives.
ACCEPTABLE
Implemented strategies basedon scientifically-based readingstrategies inconsistently during
lesson.
Built on some students’ priorunderstandings of the fiveessential components of
reading.
Favored one aspect more thananother (e.g., mechanical
conventions vs meaning-basedqualities), but not to thedetriment of the other.
Created space in environmentfor learners to:
● engage with and conversearound high quality literature.
● use high quality textsincluding access to electronic
sources to answer simplequestions posed by teacher
and/or children.● produce texts that
communicate what they havelearned.
Invites children to investigatean issue/tell a story from a
perspective different from thatof the author of the text.
UNACCEPTABLE
Unclear if or how scientifically-based reading researchimpacted selection or
implementation of teachingstrategies.
Taught according to curriculumguide, ignoring the ically-based
researcearch researc areasthat you observed thecandidate teaching or
intergrating into thstudents’prior understandings of the five
essential components ofreading.
Favored one aspect to thedetriment of the other such that
children’s learning suffered.
Created space in environmentfor learners to:
● engage in question/answersessions with teacher about
literature. ● read texts.
● produce reports over whatread.
Reads text from theperspective of the author.
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2.2 Science
TARGET
Used open-ended inquiryprocesses for children to
investigate their own questionsrelated to scientific concepts or
principles.
Children were supported inconsidering the personal and
social applications of theirresults.
ACCEPTABLE
Used inquiry processes (e.g.,structured or guided
investigations) for children toinvestigate important scientific
concepts or principles.
Focused lesson on assistingchildren with building
understanding of personal andsocial applications in science.
UNACCEPTABLE
Used direct instructiontechniques to tell children
about scientific concepts orprinciples. Children spent
majority of time listening and/orcompleting worksheet(s).
Children were not supported inconsidering the personal
and/or social applications ofscience.
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2.3 Mathematics
TARGET
Demonstrated mathematicalfluency by having a number ofways to present and engage
students in thinking about mathconcepts.
Balanced and linkedconceptual understanding and
computational proficiency.
Facilitated students' focus onand use of problem solvingstrategies for mathematical
learning. Assisted students inmonitoring and reflecting onthe process of mathematical
problem solving.
Supported students’investigations of mathematical
conjectures, student proofs,and the selection and use of
various types of reasoning andproof.
Provide an environment, thatneeds minimal teacher
prompting, in which studentsautomatically are able to :
● use mathematical languageto organize and communicatemathematical thinking orally
and in writing.● make connections withinmathematics and to real-life
contexts.● use appropriate technological
tools, such as calculator,spreadsheets, geometry and/or
presentation software.
ACCEPTABLE
Demonstrated mathematicalfluency by having a number ofways to present math concepts
to students.
Favored one aspect more thananother (e.g., conceptual
understanding vscomputational proficiency), but
not to the detriment of theother.
Posed problems for children tosolve that link to their life
experiences. Taught childrenself-monitoring techniques for
problem-solving process.
Created space in learningenvironment for students to:● organize and communicate
mathematical thinking inwriting.
● talk in pairs, small groups, oras a large group about
answers to problems with thegoal of highlighting reasoning
and proof.● make connections within
mathematics.● use math or technology tools
appropriately to buildunderstanding.
UNACCEPTABLE
Used one method to present orthink about mathematicalconcepts. Relied on that
strategy to the exclusion ofothers that would benefit some
students.
Favored computationalproficiency to the detriment of
children’s conceptual learning.
Viewed mathematical learningas skill-and-drill, not as
interesting problems to solve.
Created space in learningenvironment for students to:● communicate answers to
others with the goal of comingto consensus.
● uses calculators in a way thatthat focuses just on the
answers and not a deeperunderstanding.
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2.4 Social Studies
TARGET
Used knowledge of socialstudies to provide students
integrated learning experiencefrom more than one of theacademic fields of social
studies.
Engaged students in researchusing a variety of sources,analyzing different points of
view, and applying theirthinking (individually and
collaboratively) to real worldsituations.
Encouraged the acquisition ofknowledge, skills and
dispositions necessary to beinformed, caring andresponsible citizens.
ACCEPTABLE
Used knowledge of socialstudies to help students learnconcepts from one academic
field within social studies.
Encouraged students to buildknowledge through researching
specific sources, examiningdata, and formulating oraland/or written arguments.
UNACCEPTABLE
Focused on isolated facts. May have provided
misinformation to or supportedmisconceptions of students.
Encouraged students tomemorize information providedrather than engage in inquiry.
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2.5 The Arts
2.6 Health Education
TARGET
Worked alone or with visualarts/ music specialists to
integrate art/music with othercontent areas in learning
experiences.
Used visual arts/music as theprimary media for students to
communicate what theylearned in other disciplines.
Provided exemplary works ofarts from a variety of cultural
and historical periods to makeconnections between the arts
and other disciplines.
Encouraged students in studyof, participation in, and
appreciation of traditional andtechnology-based toolsassociated with visual
arts/music.
ACCEPTABLE
Planned visual art or musiclearning experience that
integrated concepts within thatone discipline.
Supported students’ use oftraditional tools for
communication in visual arts/music.
Acquainted students withexemplary arts from a variety
of cultures and historicalperiods.
Encouraged students in studyof, participation in, and
appreciation of traditional toolsassociated with visual
arts/music.
UNACCEPTABLE
Visual art or music experiencefocused on one concept in
isolation.
Supported students in usingpaper-pencil methods forcommunicating what theylearned, rather than using
visual arts/music as acommunication tool.
Introduce a variety of art formsrepresenting an array of
quality.
Encouraged students toparticipate in using traditionaltools associated with visual
arts/music.
TARGET
Used inquiry to foster students’understanding of the benefits
of a healthy lifestyle, as well asthe dangers of diseases and
activities that may contribute todisease.
Addressed health-relatedissues in ways that helped
children recognize potentiallydangerous situations, clarify
misconceptions, and findreliable sources of information.
ACCEPTABLE
Used structured or guidedinvestigations to teach students
the major health issuesaffecting children and imparted
information on these issuessensitively.
Provided problems to solve toclarify misconceptions forchildren and helped them
recognize potentiallydangerous situations.
UNACCEPTABLE
Relied on direct instruction forsharing information on the
major health issues affectingchildren. May have imparted
misinformation or reactedinsensitively to student
concerns.
Encouraged students tomemorize information providedrather than engage in inquiry.
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2.7 Physical Education
Comments for ACEI Standard 2:
ACEI 3.0 - Instruction
TARGET
Created experiences to helpchildren understand the
intrinsic value and benefitsassociated with physical
activity.
Responded to signs ofstudents’ need for physicalmovement with meaningful
movement experience.
ACCEPTABLE
Communicated using a varietyof methods the intrinsic valueand benefits associated with
physical activity.
Demonstrated understandingthat physical inactivity is amajor health risk factor by
providing regular opportunitiesfor physical movement (beyond
PE class or recess).
UNACCEPTABLE
Used direct instruction to tellchildren the benefits of physical
activity.
Children remained inactiveduring most of the learning
experience.
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ACEI 3.1 Integrating and applying knowledge for instruction
TARGET
Used a variety of instructionalapproaches, including the
effective use of technology, tofoster students’ appreciationand engagement in subject
matter content.
Built effective learningexperiences that were
engaging and meaningful forstudents.
Assisted students in applyingthe knowledge, skills, and
ideas to their lives and to otherreal world situations.
Utilized informational resources(e.g., print and electronic)beyond the classroom toensure that students are
competent and confident usersof technology and other
resources.
ACCEPTABLE
Planned for active involvementso that students are engagedin learning the subject matter
content.
Instruction reflectedappropriate subject matter
content and/or and curriculumgoals.
Helped students realize howknowledge, skills, and ideas
relate to their lives and to otherreal world situations.
Utilized resources (e.g., printand electronic) within the
classroom or school to benefitstudents.
UNACCEPTABLE
Did not actively engagestudents in learning the subject
matter content.
Missed opportunities to linkrelevant resources or
resources were not used in away that benefitted the
students.
Did not create learningexperiences that encouragedthe application of knowledge,skills, tools, and ideas acrossfields of knowledge or to real
world situations.
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ACEI 3.2 Adaptations to Diverse Students
TARGET
Differentiated instruction toindividual students’characteristics (e.g.,
developmental characteristics,interests, learning styles, andmodalities) and community’scharacteristics (e.g., cultures,income levels) with subject
matter content and curriculumgoals. Anticipated student
misunderstandings and pre-emptively addressed them.
Planned, implemented, andassessed instruction tasks and
activities appropriate to theneeds of students who areculturally diverse or have
exceptional needs using bestpractices and current research.
Applied knowledge of therichness of contributions fromdiverse cultures to the content
studied in the elementaryclassroom. Used culturally-
relevant resources in thelearning experiences from thecommunity (e.g., invited family
members to share artifacts,experiences).
ACCEPTABLE
Created instruction that wasresponsive to individual
children’s characteristics (e.g.,developmental levels, interests,learning styles, and modalities)
as well as the community’scharacteristics.
Sought guidance from teacheror specialists, before or duringexperience, on how to addressstudents’ exceptional learning
needs.
Planned instruction andassessed learning so that thediverse developmental andlearning characteristics of
children were accommodated.
Planned learning experiencesthat integrated knowledge of
contributions from diversecultures into the content.
UNACCEPTABLE
Ignored the students’characteristics (e.g.,
development levels, interests,learning styles, or modalities)
and/or the community’scharacteristics.
Recognized students whosedevelopment or learning is
atypical. May or may not haveresponded to the needs with a
successful adaptation orfollowed IEP’s for individual
students.
Approached teaching in a waythat was not sensitive to
children’s needs.
Created learning experiencesthat reflected the dominantculture of the classroom,
school, or the perspective ofthe teacher.
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ACEI 3.3 Critical thinking and problem solving
TARGET
Evaluated the effectiveness ofthe instructional materials,technology, and teaching
strategies for promoting criticalthinking and problem solving,during the learning activity.
Made necessary modificationsto improve the students’ criticalthinking and problem solving
skills.
Developed critical thinking andproblem solving skills by usingan effective combination of wait
time and a variety of open-ended questions (e.g., theory-
building, comparative, andchallenging). Responded
effectively to students whenthey posed their own open-
ended questions.
ACCEPTABLE
Used a variety of instructionalmaterials, technologicalresources, and multipleteaching and learning
strategies to enhance students’development of critical thinking,
problem solving, andperformance skills.
Used mostly open-endedquestions, although they maybe of a limited scope and/or
variety, to facilitate K-6students’ critical thinking and
problem solving. Wait time wasappropriate for promoting
critical thinking and problemsolving.
UNACCEPTABLE
Focused instruction onproviding information that did
not require children to usecritical thinking or problem
solving skills.
Used primarily close-ended,evaluative questions duringlearning experience, and/or
ineffective wait time, thus notfacilitating the development ofcritical thinking and problem
solving.
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ACEI 3.4 Active engagement in learning
TARGET
Used a variety of effectiveclassroom management
strategies to keep studentsengaged in purposeful learningactivities and create classroom
procedures.
Taught routines, transitions,and procedures and then
expected students to monitortheir own learning, motivation,
and interactions with peersduring those times.
Fostered students’responsibility for themselves
and one another, participatingin decision-making, working
collaboratively andindependently, while engaged
in learning activities.
ACCEPTABLE
Demonstrated knowledge andunderstanding of the principles
of effective classroommanagement.
Encouraged students toassume
responsibility for themselvesand one another, participate in
decision making, workcollaboratively and
independently, and engage inpurposeful learning activitiescreate an effective learning
environment.
UNACCEPTABLE
Practiced ineffective ortheoretically outdated
classroom managementstrategies.
Encouraged students to bedependent on the teacher by
being overly controlling ofbehaviors OR failed to set or
enforce reasonableexpectations for student
behavior or procedures forroutines.
May have created a climate ofcompetition or exclusion,
marginalizing some studentsbased on their personal
characteristics or skills (e.g.,emotional regulation).
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ACEI 3.5 Comm. to foster learning
Comments for ACEI Standard 3:
TARGET
Used knowledge of languagedevelopment, cultural and
gender effects oncommunication, and the role ofverbal and nonverbal languageto communicate effectively with
all students.
Consistently used activeinquiry strategies in the
classroom to engage studentsin extensive, integratedlearning opportunities.
Facilitated students’ oral andwritten discourse a6d
proficiency in classroomcollaboration and supportive
interactions with each other tosupport learning.
ACCEPTABLE
Used knowledge of languagedevelopment, cultural and
gender effects oncommunication, or the role of
verbal and nonverbal languageto communicate effectively in
some situations.
Presented curriculum andmodeled communication
strategies to help studentslearn active inquiry strategies.
Modeled appropriate oral andwritten discourse between
her/himself and students aswell as encouraged the
students’ use of discourseamong themselves to extend
learning.
UNACCEPTABLE
Demonstrated a lack of abilityto effectively modify
communication strategies tobenefit the learner.
Occasionally modeledcommunication strategies thathelped students participate in
and learn active inquirystrategies.
Ineffectively used oral and/orwritten discourse betweenher/himself and students to
support learning OR modeledinappropriate strategies.
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ACEI 4.0 - Assessment
ACEI 4.0 Assessment for instruction
Comments for ACEI Standard 4:
TARGET
Carefully selected formal andinformal assessment tools to
reflect the diversity of studentsor modified them for learnerswith special needs or English
as a new language.
Used assessment data ofstudent development and
learning to design andimplement instruction that metindividual student needs and
interests.
Gathered assessment dataduring and after instruction to:● monitor and promote learningfor each student, such as the
need for re-teaching oradaptations to strengthen
instruction for each student;and
● monitor her/his own teachingstrategies and behavior interms of improving student
success.
ACCEPTABLE
Selected assessment tools thataccommodated the diversecharacteristics of students.
Administered assessments(i.e., formal and informal) to
inform and to make decisionsabout objectives, materials,
and the effectiveness ofteaching strategies.
Gathered assessment data to:● monitor learning for groups ofstudents, such as the need forre-teaching or adaptations tostrengthen instruction; and
● monitor her/his own teachingstrategies.
UNACCEPTABLE
Used assessment tools exactlyas designed.
Data gathered providedevidence of diverse learning
needs, but instruction was notmodified for individual learners.
Failed to utilize assessmentdata gathered to determine:● what was taught, materials
used, or instructionalstrategies;
● monitor student learning;and/or
● effectiveness of teachingstrategies.
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ACEI 5.0 - Professionalism
ACEI 5.1 Evaluation of professional decisions
ACEI 5.2 Collaborative relationships
Comments for ACEI Standard 5:
TARGET
Conducted professional inquiryinto personal practice to
evaluate the effects of her/hisdecisions and actions on
students, parents, and otherprofessionals.
Experimented with, analyzed,and revised practice based onresults of inquiry (e.g., current
research).
Demonstrated a commitment toapplying the professionalcodes of ethical conduct.
ACCEPTABLE
Used classroom observation,information about students,and research as sources forevaluating the outcomes of
teaching and learning and as abasis for developing an
improvement plan based onthe results.
Demonstrated understandingof the professional codes of
ethical conduct.
UNACCEPTABLE
Provided inconsistent evidenceof reflecting on practice in lightof research on teaching and
resources available forprofessional learning OR did
not follow through withstrategies for improving
practice.
Demonstrated a lack ofunderstanding of the
professional code of ethicalconduct.
TARGET
Provided evidence of howshe/he established andmaintained a positive,
collaborative relationship withfamilies to continuously
promote the intellectual, social,emotional, and physical growth
of their children.
Provided evidence of howshe/he developed collaborativerelationships with colleagues
and, when appropriate,community specialists to
support students’ learning andwell-being.
ACCEPTABLE
Explained strategies used tobuild relationships with families
in order to encourageintellectual, social, emotional,and physical growth of their
children.
Identified the appropriatecolleagues and specialistswithin the school to support
students’ learning andwellbeing.
UNACCEPTABLE
Did not convey the importanceof involving families as partners
in supporting the school bothinside and outside the
classroom.
Provided evidence of one-waycommunication strategies (e.g.,
newsletters) to communicatewith families in order to support
the students’ development.
Worked in isolation in anattempt to solve problems,
rather than collaborating withothers.
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** You have completed Part 1. Please verify your responses before hitting the
button below to continue to Parts 2 and 3.**
Part 2 - Unit-wide Assessment (CAEP/InTASC Stnds)
Learners & Learning
The candidate regularly assesses development and learning of each student and uses that
information to scaffold to next levels.
InTASC #1
CAEP 1.1
TargetCandidate regularly assesseslearning (e.g., performance,
abilities, and skills) ofindividuals and the group. Dataare used to design responsivecurriculum and instruction to
scaffold the next level oflearning.
AcceptableCandidate assesses, albeit
inconsistently, learning (e.g.,performance, abilities, andskills) of individuals and the
group. Data are used to designresponsive curriculum and
instruction to meet learners’needs.
UnacceptableCandidate infrequentlyassesses learning forindividuals and group.
Curriculum and instruction areselected without reference to
learning characteristics.
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Content Knowledge
Candidate uses interactive technology efficiently and effectively to achieve content-specific
learning goals.
InTASC #5
CAEP 1.5
Content Knowledge
Candidate engages students in making meaning of the content by examining it through
diverse perspectives and personal responses.
InTASC #4
CAEP 1.1
TargetCandidate engages students inuse of and critical analysis of
different media andcommunication technologies intheir content area to achievespecific learning goals. The
media are used in such a waythat students are helped to
reflect on the content of theirlearning.
AcceptableCandidate engages students in
use and critical analysis ofdifferent media and
communication technologiesthat are applicable and
connected to the specificlearning goals for the content
area.
UnacceptableCandidate uses different media
and communicationtechnologies that are generic in
nature (i.e., not connecteddirectly to the specific contentarea) or have limited utility for
enriching learning in thecontent area. Students are not
encouraged to respondcritically to the technology
selected.
TargetCandidate engages students in
discovering meaning of thecontent by questioning and
analyzing ideas from diverseperspectives in content texts,
materials, performances,and/or labs. Students are
challenged to connect theirpersonal responses to otherlarger meanings and criticalstances in the content area.
AcceptableCandidate engages students in
making meaning of contenttexts, materials, performances,
or labs by providing diversematerials and opportunities for
personal response.
UnacceptableCandidate provides content
text, materials, performances,and/or labs from limited
perspectives, thus restrictingthe students’ ability to engage
in making meaning. Or,candidates might over-
emphasize students’ personalresponses to the content.
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Instructional Practice
Candidate uses both formative and summative assessment to document learning.
InTASC #6
CAEP 1.1
Instructional Practice
The candidate selects learning experiences that reflect curriculum goals and content
standards while being relevant to learners.
InTASC #7
CAEP 1.1
TargetCandidate balances the use of
formative and summativeassessments, as appropriate,
to support, verify, anddocument learning.
AcceptableCandidate uses both formativeand summative assessments
to document learning.
UnacceptableCandidate relies significantlyon one assessment method
over the other. Data are usedto demonstrate what studentsdo not know or are unable to
do.
TargetCandidate creates learning
experiences that aremeaningful to learners due tostudents’ contextual variables
and prior knowledge. Theexperiences also align tocurriculum and content
standards
AcceptableCandidate selects learning
experiences based onstudents’ prior knowledge. The
experiences also reflectcurriculum and content
standards, yet sometimes notdirectly.
UnacceptableCandidate follows curriculum
guides or sequence withminimal consideration to how
meaningful experiences are forlearners or for addressing
content standards.
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Instructional Practice
Candidates use technology to support student learning through gathering, interpreting,
evaluating, and applying information.
InTASC #8
CAEP 1.1
Professional Responsibility
The candidate uses a variety of self-assessment strategies to analyze and reflect on
his/her practice.
InTASC #9
CAEP 3.6
TargetTechnology tools are used to
access, interpret, evaluate, andapply information. Candidate
uses the technology to engagethe students in higher orderthinking skills. In addition,
technology is age appropriate,and builds student creativity,
communication, and/orcollaboration skills.
AcceptableTechnology is used to access,interpret, evaluate, and applyinformation. In addition, it is
age appropriate and supportsstudent learning.
UnacceptableTechnology use focuses on
accessing information orrepeating information, rather
than supporting studentlearning. The approach mayalso lack engagement or be
age inappropriate.
TargetCandidate creates a plan forreflecting on practices duringand after instruction. The datagathered via the strategies areanalyzed and used to make a
variety of adaptations/adjustments (e.g.,
organizational, instructional,materials, etc.) that benefit the
students.
AcceptableCandidate creates a plan forreflecting on practice after
instruction occurs. The datagathered via the strategies are
analyzed and used to makeimprovements to future
instructional plans.
UnacceptableCandidate reflects on practicein an unplanned, unsystematicway or only when prompted by
someone to do so.Experiences are reflected on in
a holistic manner withoutreference to specific data. Inaddition, the candidate maylack links between changesmade and data collected.
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Professional Responsibility
The candidate understands laws related to learners’ rights and teacher responsibilities.
InTASC #9
CAEP 3.6
Professional Responsibility
The candidate demonstrates professional ethics and respect for others in the use of
technology (e.g., learning management system, social media).
InTASC #9
CAEP 1.5
** You have now completed Parts 1 and 2. Please verify your answers before hitting
the button below to continue to Part 3.**
Part 3: Unit-wide Disposition Assessment (CAEP/InTASC Stnds)
College of Education and Public Policy
Disposition Assessment
TargetCandidate understands and
appropriately applieseducational laws, especially
confidentiality, requirements forreporting child abuse and
neglect and discrimination/harassment/bullying.
AcceptableCandidate demonstrates a firmunderstanding of educational
laws, especially confidentiality,requirements for reporting child
abuse and neglect anddiscrimination/harassment
/bullying.
UnacceptableCandidate demonstrates
misunderstandings or gaps inknowledge concerning
educational laws, especiallyconfidentiality, requirements for
reporting child abuse andneglect and/or discrimination/
harassment/bullying.
TargetCandidate explicitly teaches
and supports students’application of digital citizenship
characteristics.Whennecessary, family members are
notified in advance ofclassroom activities.
AcceptableCandidate follows
characteristics of digitalcitizenship when developinglesson plans that incorporate
technology. Reminders orprompts for students are
outlined. When necessary,family members are notified in
advance of classroomactivities.
UnacceptableCandidate does not
acknowledge, support, orfollow components of digital
citizenship for self orstudents. Family members are
not notified in advance ofclassroom activities when it
was necessary.
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Indicator 1: DEMOCRACY & COMMUNITY: Builds a community based on belief that each
child/adolescent (c/a) can learn to high levels.
InTASC #2
CAEP 3.3
Indicator 2: DEMOCRACY & COMMUNITY: Values diversity and uses it to create inclusive
classroom.
InTASC # 2
CAEP 3.3
TargetCommunicates through wordsand actions that each c/a can
learn to high levels.Communicates faith in values,
strengths, and competencies ofeach c/a and family.Communicates high
expectations through designand delivery of challenging
curriculum and assessmentsthat foster high-level skills for
each c/a.
ACCEPTABLECommunicates through wordsand actions that each c/a can
learn to high levels.Communicates positive
perspectives about c/a andfamilies. Supplements
prescribed curriculum withenrichment experiences that
reflect some c/a's lives outsideof school.
UNACCEPTABLECommunicates through wordsand actions that some (not all)
c/a can learn to high levels.Communicates negative
perspectives about a c/a orfamilies. Sets minimalexpectations for c/a
performance. Seeks minimalinformation about c/a’s livesoutside of school, usually in
response to a problem.
TARGETValue in culturally responsivepractices is evident in delivery
of instruction, such ascooperative learning,
storytelling, and acceptance ofcode-switching in oral and
written discourse. Inconjunction with c/a, identifiesbiases in curricular materials,pedagogical practices, andassessments, and makesappropriate adjustments.
ACCEPTABLESupplements prescribed
curriculum through integrationof multicultural literature and
content. Engages c/a indialogue to find out their
perceptions andunderstandings about the world
and their place in it. Buildsmultiple perspectives intoclassroom activities and
assignments.
UNACCEPTABLEDisplays a negative attitude
towards diversity OR displays asuperficial understanding of it.Perspective of dominant groupdictates classroom materials,activities, and assignments.
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Indicator 3: HABITS OF MIND: Relentless in belief about the importance of teachers
using critical thinking, reflection, and professional development to grow as a teacher.
InTASC # 9
Indicator 4: HABITS OF MIND: Committed to designing meaningful, intellectually engaging
curriculum.
InTASC # 7
CAEP 3.3
TARGETIndependently reflects on
effectiveness of teaching byasking critical questions.Approaches professional
growth from a critical thinking,inquiry perspective. Seeks outopportunities within learning
environment to grow as aprofessional.
ACCEPTABLEMakes changes to practices in
response to feedback.Participates in professionaldevelopment opportunities,
including professional learningcommunities, scholarly
endeavors, and/or teacherresearch.
UNACCEPTABLEOverly dependent on feedback
from others OR disregardsfeedback provided. Actively
avoids engaging intellectuallyin professional development
opportunities
TARGETMakes c/a’s habits of mindvisible through inquiries orinvestigations (critiquing,questioning, analyzing,
evaluating). Ties togethermultiple concepts so that
similarities and differences areunderstood by c/a.
ACCEPTABLECreates a context that is
supportive in developing c/a’shabits of mind. Encourages
multiple pathways for solvingproblems. Judiciously utilizes
worksheets or tests.
UNACCEPTABLEEngages in behaviors that
result in intellectualdependency of c/a, for
example, show, tell, anddemonstrate. Teaches one wayto solve a problem and accepts
only that method. Followsteaching manual, curriculumguides, or colleagues without
evaluating potentialengagement levels by c/a’s.
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Indicator 5: ADVOCACY:
Willingness to engage ethical responsibilities to help each child learn.
InTASC # 9
CAEP 3.3
Indicator 6: ADVOCACY: Persistent in advocating for and promoting the profession.
InTASC # 10
CAEP 3.3
COMMENTS - FOR FINAL EVALUATION ONLY:
This is the most important part of the rating of the student teacher. This narrative
summary should be reasonably detailed, complete, and accurate, including reference to
specific examples of the student teacher’s skills. It should address the student teacher's
abilities and readiness to be a first-year teacher. The summary should include your
recommendation of the student teacher’s potential as a member of the profession. Please
remember that many times candidates are required to include this as part of their job
application packet.
TARGETCreates innovative solutions toissues of classroom complexity
and learning environments.Collaborates with multiple
stakeholders before developinga plan for success for a c/a.
Consistently uses ethicalguidelines to inform decision
making.
ACCEPTABLEGenerates standard, technical,
or traditional solutions toissues. Coordinates actions
with colleagues to meetstudents' learning needs. Uses
ethical guidelines, albeitinconsistently, in decision
making.
UNACCEPTABLERelies on others to identify
issues and/or solutions.Important educationaldecisions are made
independently withoutcommunicating with families or
colleagues. Violates ethicalguidelines such as
confidentiality when makingdecisions.
TARGETAdvocates for the mission of
the school through involvementin events that extend beyond
the school day. OR Engages inpublic pedagogy on
educational issues or theteaching profession.
ACCEPTABLEProjects positive view of
profession to others. Whenappropriate, reframes negativecomments about c/a, families,colleagues, or the profession.
UNACCEPTABLEInitiates or adds to negativity
about c/a, families, colleagues,or profession, projecting a
negative view of the professionto others.
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