tpp teaching practice instrument evaluation...intasc 2,4,5,6 do you recommend? yes, but with...

5.2.1a

Are the scoring explanations clear? Level 1: Emerging, Level 2: Developing ...

Value Percent Count Percent1 Yes 91.67% 11 91.67%

2 No 8.33% 1 8.33%

Total 100.00% 12 100.00%

What would you change about the scoring explanations? Please explain: (Level 1: Emerging, Level 2:...

Evaluate your experience using or evaluating this observation instrument moving the bar...

Slide the emoticon bar to represent your experience using or evaluating this observation

Are the scoring explanations clear? (Level 1: Emerging, Level 2: Developing, Level 3: Competent,

Level 4: Exemplary)

What would you change about the scoring explanations? Please explain: (Level

1: Emerging, Level 2: Developing, Level 3: Competent, Level 4: Exemplary)

TPP Teaching Practice Instrument Evaluation

Value PercentResponde

ntsPercent

1 1 0.00% 0.00%

2 2 0.00% 0.00%

3 3 0.00% 0.00%

4 4 40.00% 4 40.00%

5 5 60.00% 6 60.00%

Evaluate your experience using or evaluating this observation instrument moving the bar...

Value PercentResponde

ntsPercent

1 1 0.00% 0.00%

2 2 0.00% 0.00%

3 3 0.00% 0.00%

4 4 40.00% 4 40.00%

5 5 60.00% 6 60.00%

Slide the emoticon bar to represent your experience using or evaluating this observation

5.2.1a

Count

1. Designs instruction to address learners’ development,

individual strengths, prior knowledge, and experience.

InTASC 1, 2, 4

Do you recommend? Yes7



InTASC 1, 2, 4

Do you recommend? Yes, but with modifications3



InTASC 1, 2, 4

Do you recommend? No

0

2. Uses resources effectively, including appropriate technology.

InTASC 3, 4, 5, 6, 8Do you recommend? Yes

7


InTASC 3, 4, 5, 6, 8Do you recommend? Yes, but with modifications

3

After reading each criterion and corresponding levels in the rubric, indicate whether you believe that the criterion clearly explains

what it is supposed to measure. Please mark Yes if you accept the criterion and the rubric levels as presented; Yes, but with

modifications if you accept the criterion with some changes, or No if you do not accept the criterion. Please write comments or

suggestions if you mark Yes, but with modifications and explain your reasons if you mark No .

Evaluate all the criteria.

Your feedback is very important for improving the formation of future teachers.

TPP Teaching Practice Instrument Evaluation


InTASC 3, 4, 5, 6, 8Do you recommend? No

0

3. Creates a safe, positive learning environment based on

respect, positive social interaction, active engagement in

learning, and self-motivation.

InTASC 3,6

Do you recommend? Yes

7




InTASC 3,6

Do you recommend? Yes, but with modifications

3




InTASC 3,6


0

4. Communicates behavioral expectations to students.

InTASC 3Do you recommend? Yes

8


InTASC 3Do you recommend? Yes, but with modifications

2


InTASC 3Do you recommend? No

0

5. Employs effective management strategies and maintains

consistent standards for behavior in the learning environment.

InTASC 3


5



InTASC 3


5



InTASC 3


0

6. Creates instructional plans which incorporate

critical/creative thinking, problem solving, and collaboration.

InTASC 7,8


7



InTASC 7,8


3



InTASC 7,8


0

7. Creates and utilizes instructional plans which incorporate


InTASC 7,8


4



InTASC 7,8


6



InTASC 7,8


0

8. Creates learning experiences which help construct accurate

conceptual understanding, content knowledge, and academic

language in the content area.

InTASC 4,7,8


7




InTASC 4,7,8


3




InTASC 4,7,8


0

9. Implements learning experiences which help construct

accurate conceptual understanding, content knowledge, and

academic language.

InTASC 4,7,8


6



academic language.

InTASC 4,7,8


4



academic language.

InTASC 4,7,8


0

10. Aligns instructional procedures and assessments with

identified learning objectives.

InTASC 4, 6,7,8


7



InTASC 4, 6,7,8




InTASC 4, 6,7,8


0

11. Designs lesson plans with sequential instruction which

supports learners in meeting curriculum goals, the standards

and grade level expectations.

InTASC 4,5,7


6




InTASC 4,5,7


4




InTASC 4,5,7


0

12. Implements lesson plans with sequential instruction which



InTASC 4,5,7


6




InTASC 4,5,7


4




InTASC 4,5,7


0

13. Develops and uses learning experiences that support

literacy (reading, writing, speaking, listening).

InTASC 5,7,8


6



InTASC 5,7,8




InTASC 5,7,8


0

14. Uses a variety of instructional strategies appropriate for

meeting the needs of all students.

InTASC 4,5,7




InTASC 4,5,7




InTASC 4,5,7


0

15. Provides clear, accurate lessons.

InTASC 4,5,8Do you recommend? Yes

5


InTASC 4,5,8Do you recommend? Yes, but with modifications

5


InTASC 4,5,8Do you recommend? No

0

16. Provides lessons that make connections to learners’ prior

knowledge and experiences.

InTASC 2,4,5,6


6



InTASC 2,4,5,6


4



InTASC 2,4,5,6


0

17. Engages learners by means of inquiry methods.

InTASC 4,5,7,8Do you recommend? Yes

6


InTASC 4,5,7,8Do you recommend? Yes, but with modifications

3


InTASC 4,5,7,8Do you recommend? No

0

18. Engages learners by means of applying their content

knowledge to real world problems.

InTASC 4,5,7,8


5



InTASC 4,5,7,8




InTASC 4,5,7,8


0

19. Models critical/creative thinking, problem solving abilities,

and collaboration.

InTASC 3,5,6,8



and collaboration.

InTASC 3,5,6,8


3


and collaboration.

InTASC 3,5,6,8


0

20. Uses multiple methods of assessment to monitor progress;

creates opportunities for students to demonstrate

understanding in diverse ways.

InTASC 5,6,8


6




InTASC 5,6,8


3




InTASC 5,6,8


0

21. Communicates clear expectations for tasks and offers

opportunities for students to monitor their own learning.

InTASC 6,7,8




InTASC 6,7,8


3



InTASC 6,7,8

Do you recommend? No0

22. Adapts the lesson according to assessment of learning and

provides feedback to students.

InTASC 1,6,7,8


6



InTASC 1,6,7,8




InTASC 1,6,7,8


0

23. Uses comments from professionals and assessments of

student learning to evaluate and improve his/her teaching

practice.

InTASC 9,10


6



practice.

InTASC 9,10


3



practice.

InTASC 9,10


0

24. Self-evaluates the effects of his/her choices and actions on

others.

InTASC 9,10



others.

InTASC 9,10



others.

InTASC 9,10


0

25. Recommends, models, and teaches safe, legal, and ethical

conduct that includes using information and technology.

InTASC 9


6



InTASC 9


3



InTASC 9


0

26. Collaborates with others to reflect on lesson planning and

improving lessons.

InTASC 9,10



improving lessons.

InTASC 9,10



improving lessons.

InTASC 9,10


27. Collects and evaluates evidence to measure student

learning.

InTASC 6,7,9



learning.

InTASC 6,7,9


3


learning.

InTASC 6,7,9


28. Projects a professional, responsible, and ethical image in

conduct, dress, document preparation, and participation in

PPM and practice center professional activities.

InTASC 6,7,9


5




InTASC 6,7,9


4




InTASC 6,7,9


0

Additional Comments

This is better than previous one that was very long. This

instrument shorter and more manageable.

Aligns better with InTASC.

There are some that appear repetitive for example to work on

"creating" and "implementing" plans

Observation Instrument for Teaching Practice Improvement

Candidate:

Subject: Grade:

Semester: Academic Year:

Practice Center: Level:

School District: Date:

University Supervisor: Cooperating Teacher:

Choose One

Performance Level 1 (Emerging) 2 (Developing) 3 (Competent) 4 (Exemplary)

The teacher candidate:

1. Designs instruction toaddress learners’development, individualstrengths, priorknowledge, andexperience.

InTASC 1b, 1i, 2c, 7nPRDES 1.13, 1.14, 3.12CAEP 1.1, 1.3, 1.4, 2.3ISTE 2cUPRM TPP 3



I.The Learner and Learning: Learner DevelopmentMark a performance level for each criterion (put an X under the corresponding performance level: 1, 2, 3 or 4)

Creates written lesson plansthat may be minimal or plansmay fail to address thereadiness or background ofstudents.

Creates written lesson plansthat may not clearly address thereadiness and background ofindividual students or the classas a whole.

Creates written lesson plansthat address the cognitive,linguistic, and affectivereadiness of student groups.

Creates written lesson plansthat differentiate for thecognitive, linguistic, andaffective readiness of individualstudents.

University Supervisor Cooperating Teacher

Traducido y adaptado con el permiso del Utah Valley University - School of Education (2014)


2. Uses resourceseffectively, includingappropriate technology.

InTASC 1j, 4g, 5c, 5l, 7kPRDES 4.13, 7.1, 7.13CAEP 1.1, 1.3, 1.4, 2.3ISTE 2aUPRM TPP 5



3. Creates a safe,positive learningenvironment based onrespect, positive socialinteraction, activeengagement inlearning, and self-motivation.

II. Learning Environment

Uses verbal and non-verbalinteractions that are notpositive, respectful, supportive,or motivating. Provides noopportunities for active learningexperiences or for students towork in groups. Students are notrequired to assumeresponsibility for their ownlearning.

Uses verbal and non-verbalinteractions that may not bepositive, respectful andsupportive. Provides fewopportunities for activelearning; provides limitedopportunities for students towork together. Usesinstructional strategies that relyheavily on external studentmotivation.

Uses verbal and non-verbalinteractions that are generallypositive, supportive, andrespectful. Providesopportunities active learninggroup work, and for students toasume responsibility for theirown learning.

Uses verbal and non-verbalinteractions that are all positive,supportive, and respectful.Provides multiple opportunitiesfor active learning; createsopportunities for students towork in groups and assumeresponsibility for their ownlearning. Employs approachesthat rely heavily on internalstudent motivation.

Plans instruction that fails toutilize available classroomresources; use of availabletechnology is missing frominstruction; studentindependence in the access anduse of resources is notencouraged.

Plans instruction to utilizeavailable classroom texts; usestechnology with support;occasionally encourages studentindependence in the access anduse of discipline appropriateresources.

Plans instruction to utilize anarray of available resourcesappropriate for the level and thediscipline; regularly encouragesstudent independence in theaccess and use of resources,including peer tutoring.

Plans instruction to utilize awide array of available,appropriate resources beyonddistrict-provided materials;encourages studentindependence in the access anduse of resources, including peertutoring.



InTASC 3a, 3f, 3kPRDES 3.20, 4.4CAEP 1.1, 2.3ISTE 3b 3cUPRM TPP 6



4. Communicatesbehavioral expectationsto learners.

InTASC 3kPRDES 4.8, 4.10CAEP 1.1, 1.3, 1.4, 2.3ISTE 4a 4bUPRM TPP 9



Uses verbal and non-verbalinteractions that are notpositive, respectful, supportive,or motivating. Provides noopportunities for active learningexperiences or for students towork in groups. Students are notrequired to assumeresponsibility for their ownlearning.

Uses verbal and non-verbalinteractions that may not bepositive, respectful andsupportive. Provides fewopportunities for activelearning; provides limitedopportunities for students towork together. Usesinstructional strategies that relyheavily on external studentmotivation.

Uses verbal and non-verbalinteractions that are generallypositive, supportive, andrespectful. Providesopportunities active learninggroup work, and for students toasume responsibility for theirown learning.

Uses verbal and non-verbalinteractions that are all positive,supportive, and respectful.Provides multiple opportunitiesfor active learning; createsopportunities for students towork in groups and assumeresponsibility for their ownlearning. Employs approachesthat rely heavily on internalstudent motivation.

Provides little or no explanationof behavior expectations tostudents, or establishes nopositive relationship. Mayexpress frustration or negativelyinfluence student behavior. Useslittle or no eye contact duringinstruction.

Provides shallow, incomplete, orunclear explanations ofacceptable behaviors.Reinforcement of appropriatebehavior is inconsistent. Usessome eye contact to engagestudents.

Clearly communicatesbehavioral expectations; modelsand reinforces appropriatebehaviors. Uses consistent eyecontact toengage students and check forstudent understanding.

Clearly communicates precisebehavioral expectationsdeveloped in collaboration withstudents; consistently modelsand reinforces appropriatebehaviors. Uses eye contact toengage student learning,communicate understanding,and monitor learning.



5. Employs effectivemanagement strategiesand maintainsconsistent standards forbehavior in the learningenvironment.

InTASC 3.d, 3h, 3k, 3nPRDES 4.2, 4.3, 4.7CAEP 1.1, 1.3, 1.4, 2.3ISTE 4a 4bUPRM TPP 9



Does not create instructionalplans which incorporatecritical/creative thinking,problem solving, orcollaboration.

Creates instructional planswhich include some minimalintegration of critical/ creativethinking, problem solving andstudent collaboration.

Creates instructional planswhich integrate critical/creativethinking, problem solving, andstudent collaboration butimplementation in teaching maybe limited.

6. Creates instructionalplans which incorporatecritical/creativethinking, problemsolving, andcollaboration.

III. Instructional Practice

Creates instructional planswhich appropriately integratecritical/creative thinking,problem solving and studentcollaboration as a means topromote and extend studentlearning.

Demonstrates littleunderstanding of managementstrategies, whether withindividuals, small groups, or theentire class. Behavioralstandards are not apparent.

Demonstrates inconsistent useof classroom managementstrategies; behavioralexpectations may not be clearlystated or consistentlyreinforced.

Demonstrates an appropriateuse of multiple managementstrategies to maintain consistentstandards of behavior.Establishes positive rapport withstudents, using clarity andpatience to guide studentstoward independence and self-control.

Demonstrates a keen awarenessof the classroom environmentand employs a range of effectivebehavioral strategies tomaintain a high standard ofbehavior and student self-regulation. Engages in positiveinteractions with the students,and integrates behavioralstrategies with the learningenvironment.



InTASC 4j, 4n, 4o, 4p,5m, 5oPRDES 1.11CAEP 1.1, 1.3, 1.4, 2.3ISTE 1a, 1bUPRM TPP 1, 4

Nivel de desempeño 1 (Emerging) 2 (Developing) 3 (Competent) 4 (Exemplary)


InTASC 5a, 5b, 5d, 5f, 8iPRDES 1.11, 3.18, 8.11CAEP 1.1, 1.3, 1.4, 2.3ISTE 1a, 1bUPRM TPP 1, 4



Does not create instructionalplans which incorporatecritical/creative thinking,problem solving, orcollaboration.

Creates instructional planswhich include some minimalintegration of critical/ creativethinking, problem solving andstudent collaboration.

Creates instructional planswhich integrate critical/creativethinking, problem solving, andstudent collaboration butimplementation in teaching maybe limited.

7. Implementsinstructional planswhich incorporatecritical/creativethinking, problemsolving, andcollaboration.

Creates instructional planswhich appropriately integratecritical/creative thinking,problem solving and studentcollaboration as a means topromote and extend studentlearning.

Does not implementinstructional plans whichincorporate critical/creativethinking, problem solving, orcollaboration.

Implements instructional planswhich include some minimalintegration of critical/ creativethinking, problem solving andstudent collaboration.

Implements instructional planswhich integrate critical/creativethinking, problem solving, andstudent collaboration butimplementation in teaching maybe limited.

Implements instructional planswhich appropriately integratecritical/creative thinking,problem solving and studentcollaboration as a means topromote and extend studentlearning.



8. Creates learningexperiences which helpbuild accurateconceptualunderstanding, contentknowledge, andacademic language.

InTASC 4a, 4l, 4k, 4n, 8ePRDES 1.14, 3.17, 3.21,8.7CAEP 1.1, 1.3, 1.4, 2.3ISTE 1a, 1b, 1cUPRM TPP 1, 4



Creates learning experienceswhich do not guide studentsthrough a logical learningprogression, build on priorknowledge, or makeconnections.

Creates learning experienceswhich provide only minimalguidance through a logicallearning progression.

Creates learning experienceswhich guide students throughlogical learning progressions,causes them to reflect on priorknowledge, and helps studentsmake connectionsbetween prior experience andcontent.

Creates learning experienceswhich provide students withmultiple representations,guidance through learningprogression, and recognition ofcommon misconceptions.Lesson implementationstimulates reflection of priorknowledge, builds connectionsbetween prior experiences andcontent and helps studentsmaster the academic languageof the content area.



9. Implements learningexperiences which helpbuild accurateconceptualunderstanding, contentknowledge, andacademic language.

InTASC 4a, 4b, 4c, 4d,4h, 8ePRDES 1.14, 3.17, 3.218.7CAEP 1.1, 1.3, 1.4, 2.3ISTE 1a, 1b, 1cUPRM TPP 1, 4



Implements learningexperiences which guidestudents through logicallearning progressions, causesthem to reflect on priorknowledge, and helps studentsmake connections betweenprior experience and content.

Implements learningexperiences which providestudents with multiplerepresentations, guidancethrough learning progression,and recognition of commonmisconceptions. Lessonimplementation stimulatesreflection of prior knowledge,builds connections betweenprior experiences and contentand helps students master theacademic language of thecontent area.

Implements learningexperiences which do not guidestudents through a logicallearning progression, build onprior knowledge, or makeconnections.

Implements learningexperiences which provide onlyminimal guidance through alogical learning progression.



10. Aligns instructionalprocedures andassessments withidentified learningobjectives.

InTASC 1a, 6b, 6r, 7aPRDES 3.1, 3.19CAEP 1.1, 1.2, 1.3, 1.4,2.3ISTE 2aUPRM TPP 2



11. Designs sequentialinstruction whichsupports learners inmeeting curriculumgoals.

Designs lesson activities andassessments that do not align ina meaningful way either witheach other or with the identifiedlearning objectives for thelessons.

Designs lesson activities andassessments that closely alignwith each other and supportlearning for the identifiedobjectives for the lessons.

Designs and implements lessonsthat include step-by-stepdescriptions of procedures thatare built around statecurriculum goals.

Articulates curriculum goals tostudents; involves students increating scaffolded learningplans to address these goals.

Designs sequential instruction inwhich the procedures do notbuild towards understanding ofstate curriculum goals.

Designs disorganized sequentialinstruction that is only looselyconnected to state curriculumgoals.

Designs sequential instructionthat includes step-by-stepdescriptions of procedures thatare built around statecurriculum goals.

Designs sequential instructionwhich articulate curriculumgoals to students; involvesstudents in creating scaffoldedlearning plans to address thesegoals.



InTASC 1b, 4n, 6b, 7c, 7gPRDES 1.3, 1.15CAEP 1.1, 1.2, 1.3, 1.42.3ISTE 2aUPRM TPP 2

Nivel de desempeño 1 (Emerging) 2 (Developing) 3 (Competent) 4 (Exemplary)


12. Implementssequential instructionwhich supports learnersin meeting curriculumgoals.

InTASC 4a, 7c, 7gPRDES 1.3, 1.15CAEP 1.1, 1.2, 1.3, 1.42.3ISTE 2aUPRM TPP 2



Designs sequential instruction inwhich the procedures do notbuild towards understanding ofstate curriculum goals.

Designs disorganized sequentialinstruction that is only looselyconnected to state curriculumgoals.

Designs sequential instructionthat includes step-by-stepdescriptions of procedures thatare built around statecurriculum goals.

Designs sequential instructionwhich articulate curriculumgoals to students; involvesstudents in creating scaffoldedlearning plans to address thesegoals.

Implements sequentialinstruction in which theprocedures do not buildtowards understanding of statecurriculum goals.

Implements disorganizedsequential instruction that areonly loosely connected to statecurriculum goals.

Implements sequentialinstruction that include step-by-step descriptions of proceduresthat are built around statecurriculum goals.

Implements sequentialinstruction that articulatescurriculum goals clearly tostudents; involves students increating scaffolded learningplans to address these goals.



13. Develops and useslearning experiencesthat support literacy(reading, writing,speaking, listening).

InTASC 7l, 8h, 8m, 8qPRDES 8.6, 8.7CAEP 1.1, 1.3, 2.3ISTE 2aUPRM TPP 2



14. Uses a variety ofappropriateinstructional strategiesto meet the needs of alllearners.

Uses a limited range ofinstructional models andstrategies with little attention towhether these are appropriateor helpful in conveying contentor addressing student needs.

May attempt to use a range ofinstructional models andstrategies, but may fail toaddress subject matter contentessential to student learning.

Uses instructional models,strategies and resources thatsupport student learning andmeet subject matterrequirements

Uses multiple instructionalmodels, strategies and resourcesto support and expand studentlearning.Appropriate and resourcefuladaptations are made tocommunicate contentrequirements and address thediverse learning needs ofstudents.

Uses few supportive learningexperiences to developdisciplinary literacy, with littleconsideration of the needs ofstudents in this area.

Uses multiple learningexperiences to supportdisciplinary literacy; mayattempt to assist students in thiscontent area.

Uses appropriate instructionalstrategies and resources tosupport the development ofclass and individual students’disciplinary vocabulary andliteracy skills.

Uses instructional strategies andresources to appropriatelysequence, present, model,monitor and adjust learningexperiences that providemultiple opportunities forstudents to build anddemonstrate the range of theirskills and disciplinary reasoning.



InTASC 2g, 2.l, 7b, 8a,8k, 8lPRDES 2.12, 3.3, 3.7,5.15, 5.17, 5.18CAEP 1.1, 1.2, 1.3, 1.42.3ISTE 2aUPRM TPP 2



15. Provides clear,accurate lessons.

InTASC 8iPRDES 3.14, 3.17, 3.18,8.11, 8.13CAEP 1.1, 1.3, 2.3ISTE 2aUPRM TPP 2



Uses a limited range ofinstructional models andstrategies with little attention towhether these are appropriateor helpful in conveying contentor addressing student needs.

May attempt to use a range ofinstructional models andstrategies, but may fail toaddress subject matter contentessential to student learning.

Uses instructional models,strategies and resources thatsupport student learning andmeet subject matterrequirements

Uses multiple instructionalmodels, strategies and resourcesto support and expand studentlearning.Appropriate and resourcefuladaptations are made tocommunicate contentrequirements and address thediverse learning needs ofstudents.

Implements instruction that isdifficult to understand or lacksclear and/or accurate information.Provides few or nodemonstrations, modeling,prompts, questions, retelling,and/or “think aloud” strategies.

Implements instruction that isclear but not always accurate, orinstruction is accurate but notalways clear. Age-appropriatewords are inconsistently used;demonstrations are not alwayscomplete and/or lack appropriatesequencing. Prompts, questions,retelling and/or “think aloud” areminimal.

Implements instruction that isdescribed in clear words everyonecan understand, is accurate, and iswell organized. Instruction may ormay not use appropriatedemonstrations, prompts,questions, retelling, and/or “thinkaloud” to support and scaffoldlearning outcomes appropriate forthe age and discipline.

Implements instruction that isdescribed in clear words everyonecan understand, is accurate, and iswell organized. Instruction usesappropriate demonstrations,prompts, questions, retelling,and/or “think aloud” to supportand scaffold learning outcomes forindividual disciplinary progress.Request for clarification isroutinely embedded.



16. Provides instructionthat makes connectionsto learners’ priorknowledge andexperiences.

InTASC 1f, 2c, 2j, 3.f, 4d,4e, 4k, 4mPRDES 3.4, 3.15, 5.14CAEP 1.1, 1.3, 2.3ISTE 2aUPRM TPP 2



17. Engages learnersthrough inquirymethods.

InTASC 4c, 4j, 5m, 8i, 8jPRDES 1.10, 8.13CAEP 1.1, 1.3, 2.3ISTE 2aUPRM TPP 2

Relies heavily on directinstruction strategies only; doesnot attempt to engage studentsin inquiry processes

Attempts to use inquirymethods and strategies, but failsto fully engage students in theinquiry process.

Plans and models inquirymethods and strategies thatengage students in the inquiryprocess.

Plans for and uses multipleinquiry strategies to engage,support, and expand studentlearning with the inquiryprocess.

Does not help students makeconnections to their priorknowledge or experience.

Attempts to use contentknowledge to activate students’prior knowledge or help themmake connections to theirprevious experience, but noteffectively.

Uses background knowledge inthe content to help studentsmake connections to their priorknowledge or experience.

Uses understanding of contentto evaluate students’background knowledge and/ormisconceptions; considerscurriculum goals and thestudents’ needs in selectingappropriate tasks; scaffoldsinstruction according tostudents’ needs, and linkscontent knowledge to students’background knowledge andexperience.





18. Engages learners inapplying contentknowledge to realworld problems.

InTASC 5a, 5b, 5d, 5q, 7h8lPRDES 1.9, 1.16, 3.18CAEP 1.1, 1.2, 1.3, 1.4,2.3ISTE 2aUPRM TPP 2



19. Modelscritical/creativethinking, problemsolving skills, andcollaboration.

Designs learning activities withno attempt to connectinstructional content to relevantreal world problems or studentneeds, and makes no attempt toengage students in applyingskills to real world contexts.

Pays little attention to whetherinstructional content isapplicable to real worldproblems and student needs, orfails to engage students inmaking those applications.

Makes a conscious effort toincorporate instructionalcontent that is applicable to realworld problems and addressesstudent needs, and helpsstudents make connections tothese problems.

Incorporates instructionalcontent that is relevant andapplicable to real worldproblems, and ensures studentshave opportunities to suggestand attempt real worldapplications as well as applyskills in real world contexts.

Targets lower order thinkingskills only; models anauthoritarian approach toproblem solving.

Models thinking skills inclassroom activities, but at alower level; recall thinking isgenerally targeted; problemsolving involves Littlecollaborative activity.

Models critical and creativethinking skills through the use ofprobing questioning andcollaborative problem solving inthe classroom.

Models high levels of critical andcreative thinking throughprovocative questioning andcollaborative problem solvingand negotiation with studentsand colleagues.



InTASC 3a, 3o, 3q, 4b, 5f,5m, 5o, 8fPRDES 1.11, 2.12, 3.17CAEP 1.1, 1.2, 1.4, 2.3ISTE 2aUPRM TPP 2



20. Uses multiplemethods of assessmentto monitor progress;creates opportunitiesfor students todemonstrateunderstanding indiverse ways.

InTASC 1a, 6a, 6b, 6g,6k, 6l, 7d, 7lPRDES 6.7, 6.8, 6.15,6.17CAEP 1.1, 1.2, 2.3ISTE 2dUPRM TPP 7



21. Providesopportunities forstudents to monitortheir own learning.

Fails to monitor studentprogress toward learningobjectives; does not provideopportunities for students todemonstrate understanding indiverse ways.

Provides diagnostic, formative,and summative assessmentsthat are not always aligned withlearning objectives; offers somediversity in assessmentopportunities.

Uses constant, but repetitive,diagnostic , formative, andsummative assessments tomonitor progress towardlearning objectives and adaptinstruction; uses a variety ofassessment tools.

Uses constant and varieddiagnostic, formative, andsummative assessments tomonitor student progresstoward learning objectives andto guide instruction;differentiates assessmentopportunities to addressstudents’ needs and strengths.

Is ambiguous aboutexpectations for tasks. Studentassignments allow little roomfor revision and improvement.

States expectations for tasks.Students are given projects thatallow for revision andimprovement, but are notguided in how to revise andimprove work.

Communicates clearexpectations for tasks; modelsexamples of quality work. Givesfeedback about how studentsmay revise and improve theirwork and encourages self-evaluation.

Clearly explains and modelsexamples of quality work whilecommunicating expectations fortasks; demonstrates how tomonitor and improve learning.Students are required to self-evaluate and to set goals basedon assessment results.

Targets lower order thinkingskills only; models anauthoritarian approach toproblem solving.

Models thinking skills inclassroom activities, but at alower level; recall thinking isgenerally targeted; problemsolving involves Littlecollaborative activity.

Models critical and creativethinking skills through the use ofprobing questioning andcollaborative problem solving inthe classroom.

Models high levels of critical andcreative thinking throughprovocative questioning andcollaborative problem solvingand negotiation with studentsand colleagues.



InTASC 6d, 6f, 6m, 6s,8e, 10dPRDES 6.10CAEP 1.1, 1.2, 2.3ISTE 2dUPRM TPP 7



22. Adapts instructionaccording toassessment of learningand provides feedbackto students

InTASC 1a, 7d, 7l, 7q, 8b,8sPRDES 4.9, 6.17CAEP 1.1, 1.2, 1.4, 2.3ISTE 2dUPRM TPP 7



IV. Professional Responsibility (evaluated by observation and interview)

Does not attempt to useassessment data to informinstruction; provides little or nofeedback to students.

Collects assessment data butmakes minimal effort to usesuch data in future planning;provides feedback that isineffective in leading studentstoward quality work.

Uses assessment data to guideplanning, but may not considerindividual students’ needs;provides specific and timelyfeedback.

Effectively uses assessment datato guide planning by identifyingeach student’s learning needsand developing differentiatedlearning experiences; providestimely, effective, and descriptivefeedback to guide studentstowards quality work.

Is ambiguous aboutexpectations for tasks. Studentassignments allow little roomfor revision and improvement.

States expectations for tasks.Students are given projects thatallow for revision andimprovement, but are notguided in how to revise andimprove work.

Communicates clearexpectations for tasks; modelsexamples of quality work. Givesfeedback about how studentsmay revise and improve theirwork and encourages self-evaluation.

Clearly explains and modelsexamples of quality work whilecommunicating expectations fortasks; demonstrates how tomonitor and improve learning.Students are required to self-evaluate and to set goals basedon assessment results.



23. Uses feedback fromprofessionals andassessments of studentlearning to evaluateand improve his/herteaching practice.

InTASC 9c, 9l, 10bPRDES 4.9, 6.14, 10.1,11.1, 11.8, 11.19CAEP 1.1, 1.2, 2.3ISTE 5a, 5b, 5c, 5dUPRM TPP 10



24. Self-evaluates theeffects of his/herchoices and actions onothers.

InTASC 9a, 9g, 9kPRDES 11.6, 11.7, 11.8,11.9CAEP 1.1, 1.2, 2.3ISTE 5a, 5b, 5c, 5dUPRM TPP 10

Does not seek, discuss, orimplement relevant feedbackand advice from professionalsources (cooperating teacher,content area colleagues,university professors andsupervisors) to improvepractice.

Does not seek, discuss, orimplement relevant professionalfeedback onimproving instructional practiceunless directed to do so.

Seeks, discusses, andimplements relevant feedbackand advice from a variety ofprofessional sources to improveinstructional practice.

Demonstrates self-direction inconsistently seeking, discussing,and implementing relevantfeedback and advice from avariety of professional sourcesto improve instructionalpractice.

Provides no evidence thatpersonal reflections identifyingstrengths and areas forimprovement are being used toguide instruction and professionalbehaviors.

Provides little evidence thatpersonal reflections identifyingstrengths and areas forimprovement are being used toguide instruction and professionalbehaviors.

Provides evidence that personalreflections identifying strengthsand areas for improvement arebeing used to guide instructionand professional behaviors.

Provides substantial evidence thatpersonal reflections identifyingstrengths and areas forimprovement are being used toguide instruction and professionalbehaviors.





25. Advocates, models,and teaches safe, legal,and ethical behaviorincluding the use ofinformation andtechnology

InTASC 3g, 3m, 3n, 9f, 9j,9oPRDES 10.4, 10.8, 10.13CAEP 1.1, 1.5ISTE 4a, 4b, 5a, 5b, 5c,5dUPRM TPP 10



26. Collaborates withothers to reflect on,plan, and improveinstruction

Does not interact withcolleagues, or does not seek outopportunities to share, supportand assist others. Does not usefeedback from others toimprove instruction.

Works with others only whendirected to do so, and issupportive of others on aminimal level. May accept ideasand feedback from colleagues toimprove practice.

Collaborates with colleaguesand peers is willing to work tocreate a positive learningatmosphere. Accepts and usesinput from others to improveinstruction.

Actively and regularlycollaborates with colleagues(cooperative teacher in practice)and peers (in the seminar),helping to create a positive,progressive, and professionallearning environment.Demonstrates respect andappreciation for others’contributions, and incorporatessuggestions into instructionalpractices

Demonstrates inappropriatelegal and ethical behavior;struggles to understand,advocate, teach or modelappropriate behaviors.Demonstrates little recognitionof the legal use of technologicalresources; may make illegalcopies of software or fails toreference materials correctly.

Does not clearly model legal andethical behavior in theclassroom; does not consistentlyunderstand, advocate, or teachappropriate behaviors. Does notcorrectly implement the legaluse of technological resources.

Addresses safe, legal and ethicalbehavior and advocates,teaches, and models suchbehaviors in the classroom. Isknowledgeable abouttechnology resources and thelegal use of these resources.

Models behavior that is abovereproach in safe, legal, andethical aspects; understands,advocates, and teaches suchbehaviors in the classroom.Emphasizes the appropriate useof technology resourcesaccording to law.



InTASC 7a, 7e, 7m, 7o,9c, 9d, 10bPRDES 3.10, 3.11, 6.18,9.16CAEP 1.1, 1.2, 2.3ISTE 4a, 4b, 5a, 5b, 5c,5dUPRM TPP 10



27. Collects andevaluates evidence tomeasure studentlearning.

InTASC 1a, 6a, 6c, 6o, 6tPRDES 6.13, 6.14, 6.15CAEP 1.1, 1.2, 2.3ISTE 4a, 4b, 5a, 5b, 5c,5dUPRM TPP 10



Does not interact withcolleagues, or does not seek outopportunities to share, supportand assist others. Does not usefeedback from others toimprove instruction.

Works with others only whendirected to do so, and issupportive of others on aminimal level. May accept ideasand feedback from colleagues toimprove practice.

Collaborates with colleaguesand peers is willing to work tocreate a positive learningatmosphere. Accepts and usesinput from others to improveinstruction.

Actively and regularlycollaborates with colleagues(cooperative teacher in practice)and peers (in the seminar),helping to create a positive,progressive, and professionallearning environment.Demonstrates respect andappreciation for others’contributions, and incorporatessuggestions into instructionalpractices

Does not collect evidence oflearning or uses only minimalmeasures of student recall toevaluate student learning.

Uses inconsistent proceduresto collect and interpretevidence of student learning;relies chiefly on measures ofsimple recall to assess learning.

Establishes a procedure forcollecting evidence of studentlearning; uses multiplemeasures to evaluate studentunderstanding.

Establishes a procedure forconsistent evaluation ofmultiple and varied measures ofstudent learning; reflects onevidence collected as measuresof student understanding.



28. Projects aprofessional,responsible, and ethicalimage in behavior,dress, documentpreparation, andparticipation in PPMand practice centerprofessional activities.

InTASC 9o, 10f, 10sPRDES 3.8, 9.9, 11.14CAEP 1.1, 2.3ISTE 4a, 4b, 5a, 5b, 5c,5dUPRM TPP 10

Needs to make significantadjustments to achieve aprofessional, responsible andethical image in various aspectsof behavior, dress, documentpreparation, and/orparticipation in PPM andpractice center professionalactivities.

Needs to make minoradjustments to achieve aprofessional, responsible, ethicalimage at all official activitieswith respect to his or herbehavior and mode of dress atofficial activities. Teachercandidate may need helppreparing and organizingdocuments, or participation inPPM and practice centerprofessional activities.

Usually projects a professional,responsible, and ethical image inbehavior and dress at officialactivities. Teacher candidate isusually responsible, hasdocuments prepared andorganized, and participatesregularly in PPM and practicecenter professional activities.

Always projects a professional,responsible, and ethical image inbehavior and dress at officialactivities. Teacher is alwaysresponsible, has documents well-prepared and organized, andparticipates in PPM and practicecenter professional activities.


tpp teaching practice instrument evaluation...intasc 2,4,5,6 do you recommend? yes, but with...

Documents