: a UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM ‘Copperating Teacher/University Supervisor le Level, Math, Art, English and Music Education Candidates ‘Cooperating Tex School GradeSubject: Directions: This orm i tobe used asa formative and summative assessment ofthe candidate's progress throughout the clinical practice. The eandiate should ‘be assessed three (3) mes: after 4 weeks, 8 weeks and atthe end of he placement. Rate the candidate on each ofthe key elements under each standard as Sollows: Scale: (1) UnacceptableDeveloping; (2) AcceptableMect; (3) Targe/Exceeds. Them glve an overall rating in the box beside the ADEPT ‘Performance Standard. ‘An explanation ofthese ratings i given on the reverse side ofthis form. "ADEPT PERFORMANCE STANDARDS "APS, LONG RANGE PLANNING. TA. Obtains Student information TB, Esablises standards-based Teaoing and developmenial goal IC] Wenlfes and implements instructions unis 1D: Develops appropiate for evaluating and recording Se TE, Plans appropriate procedures fo the assroom TAPS 2: SHORT RANGE OF INSTRUCTION "2A. Develops Unt Objectives "2B. Develops instructional Plas 2C_Uses Student Performance Dat TAPS 3: PLANNING ASSESSMENTS AND USING DATA 3A Uses Variety of Assessments r "3B._Administers a Variety of Assessthens |= 3C_Uses Assessment Data to Assign Grades "APS 4: HIGH EXPECTATIONS, “A. Establishes, Maintain and Communicates High Expectations for Achieveneat “7B Eaablies, Waains and Commanenes Hi iains Tor Parcipation TAPS 5: INSTRUCTIONAL STRATEGIES “SA. Uses Appropriate State 'SB_Uses a Vast of SC._Uses Strategies Eectivel "APS 6: PROVIDING CONTENT FOR LEARNERS. “GA. Thorough Command of Discipline (65. Provides Content 6C_Coatent Promotes Learning SI "APS 7: MONITORING, ASSESSING & ENHANCING "TA. Monitors Using Formal & Informal Assessment "7B_Uses Information 19 Guide Instruction 7G Provides instruction Feedback “APS 6: ENVIRONMENT PROMOTES LEARNING BA, Safe & Conducive Physical Enviroament ‘SB Positive Affective Climate in Classroom. C_Crates Culture of Leaning "APS: MANAGING THE CLASSROOM 3A. Student Behavior Appropritl 9B, Maximum Use of lasructional Time '9C_Manages Non-insructonal Rowines Candine’s Signature 44 ate 2117] 15, Evaluators Signature “Candidate demonstrates aTimited amount ofthe | Candidate demonstates mos ofthe tributes ofthe | Candidate demonstas al of he atbutes of he attributes ofthe standard Performance indicates that | standard Performance indicates thatthe competency | standard, Performance clearly indicates thatthe {ew competencies have been demonstated ‘ns been demonstrated including examples, ‘competency has been mastered, inclufing examples, ‘extension, or enrichment extension, and enrichment ‘SCHOOL OF EDUCATION, (CLAFLIN UNIVERSITY at . ids, e nach nk arts - Rand’ i amd wits on CaF pan macd ally ect me. Kran. | at eG up ” closure. 4 fabds fromthe Cuban CrisisPROFESSIONALISM APS 10: PROFESSIONALISM [entries] Target (3) ‘Acceptable (2) Unacceptable (4) | raring | Coleg ese ed or | Tse colar ith sudent-orented professionals, such as | oleagues and adminstrsors, bot 10A, Advocate for J gece busine, and sanmuniy | Setter apace dene the Children _70up, to determine the needs of his or | PCS OF iS with the ‘her students to plan and provide them — | Pim ane os leaeg an A ithe apropiate aming ree experiences and assessments._ and eeeeeoncats, “The candidate regularly attends and ‘ont fo meting oe extent ‘10B, Achieves ‘that itis possible and appropriate, and fahren ene fre ‘The candidate does not attend Orgeneonal | tive tps afoot | Bete cin baste | gs orp Gale xpmzatons and cic | ae | any exanuriar etiies. ‘ctvities that contribute tothe overall | avurroular activities, Ieaning wd developmen of srs, 10C.1 Effective ‘The candidate's spoken word and ‘The candidate's spoken word and | The candidate's spoken word . ‘wit language ae appropiate or Communicator: | writen anging ae dear, care ond. | ten langage aprons fr | oj yrten language cota Presentation | soon ortbetegt cnince | SE main ay tot or 5 The endl eens Wi Te edicts ih nn 10.2 Esfective J pareosigurdians on regular bass, | Ferien bass, responds ‘The candidate doesnot peramanieaters a ae appropriately to parental concerns, |} communicate with Parental coneens andes ret ee) | SEE Lat reeg) acer | peels ‘Responsiveness _ Ho saoure that ongoing | formats to ensure that ong ormmnton eps Seas eon tonang The andi pl witha top, exniits | protesoa scl nd cts, | Th cane complies wih 10D shits | Pic and process's Segoe pote sche and [rence ete otecalintems | dsc respond Demenser and of responsibility, initiative, time procedures, and exhibits Behavior ‘management, appearance, ethical ‘professional demeanor. Sandra gai wok ie andineoerchoste seni es cs oEtacive | Pecrertis aie iorte | he aoayis reese od 3 ns fessional strengths and weaknesses | devises plans to address the entiation | Bofsomlsmnategd wees | dei A Sot ree Darien nd conto | Sari, ncn his of her continued professional aor arategnte geil OVERALL RATING ale THE SCORING GUIDE FOR THE ASSESSMENT. 13? Tandidate demonstrates a inated amount ofthe | Candidate demonsvaiss mow ofthe airbus ofthe | Candidate emonsvucs all ofthe atuibucs of he states ofthe standard Performance indicates that | standard Performance indicates thatthe competency | standard, Performance clearly indicates tha the few competencies have been demonstrated. ‘hasbeen demonstrated including examples, ‘competency has been mastered, including examples, ‘extension, or earichment ‘extension, and enrichment‘Teaching area Specific Questions: (Middle Level Education) Rate the candidates on each content standard using the following scale: ‘Seale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target ‘Young Adolescent Development: Candidates understand the major concepts, principles, theorles, and research elated to young adolescent development, and they provide opportunities that support student development earning (e.g., Establish close, mutualy respectful relationships with all young adolescents that support their intellectual, ethical, and social growth; Create learning opportunities that reflect an understanding of the development of all young adolescent learners; Create positive, productive learning environments where developmental differences are respected and supported, and individual potential is encouraged; Make decisions about curriculum and resources that reflect an understanding of young adolescent development; Use developmentally responsive instructional strategies; Use multiple Assessments that are developmentally appropriate for young adolescent learners; Engage young adolescents in activities related to their interpersonal, community, and societal responsibilities; Create and maintain supportive leaning environments that promote the healthy development of all young adolescents; Deal effectively with societal changes, including the portrait of young adolescents in the media, which impact the healthy development of young adolescent Respond positively to the diversity found in young adolescents and use that diversity in planning and implementing ‘curriculum and instruction). ie hy and School i Candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components (e.,, Apply their knowledge of the philosophical foundations of middle level education when making decisions about curriculum and instruction; Work successfully within developmentally responsive structures to maximize student learning; Articulate and apply their Jkmowledge of the philosophical foundations of middle level education in their classrooms, schools, and communi Implement developmentally responsive practices and components that reflect the philosophical foundations of middle level education.) ga rrical f Candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice (¢.g., Successfully implement the curriculum for which they are responsible in ways that help all young adolescents learn; Use current knowledge and standards from multiple subject areas in planning, integrating, and ‘implementing curriculum; Incorporate the ideas, interests, and experiences of all young adolescents in curriculum; Develop ‘and teach an integrated curriculum; Teach curriculum in ways that encourage all young adolescents to observe, question, and interpret knowledge and ideas from diverse perspectives; Provide all young adolescents with multiple opportunities to Team in integrated ways; Participate in varied professional roles within the total school curriculum (e.g., advisory program, ‘co-curricular activities); Use multiple assessment strategies that effectively measure student mastery of the curriculum; Incorporates technology in planning, integrating, implementing and assessing curriculum and student learning; Articulate curriculum to various stakeholder groups). ‘Middle Level Teaching Fields: Candidates understand and use the central concepts, took of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all ‘young adolescents’ competence in subject matter and skills (c.g, Use their depth and breadth of content knowledge in ‘ways that maximize student learning; Use effective content specific teaching and assessment strategies; Engage all young adolescents in content that incorporates their ideas, interests, and experiences; Teach in ways that help all young adolescents understand the integrated nature of knowledge; Integrate state-ofthe-art technologies and literacy skills into teaching content to all young adolescents; Engage in activities designed to extend knowledge in ther teaching fields). ‘Middle Level Instruction and Assessment: Candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents (e.g., Use a variety of teaching/learning strategies and resources that motivate ‘young adolescents to learn; Create learning experiences that encourage exploration and problem solving so all young adolescents can be actively engaged in learning; Plan effective instruction individually and with colleagues; Provide all young adolescents with opportunities to engage in independent and collaborative inquiry; Participate in professional evelopment activities that increase their knowledge of effective teaching/learning strategies; Establish equitable, caring, ‘and productive learning environments for all young adolescents; Employ fair, effective, developmentally responsive classroom management techniques; Implement a variety of developmentally responsive assessment measures (e.g. portfolios, authentic assessments, student self-evaluation); Maintain useful records and create an effective plan for ‘evaluation of student work and achievement; Communicate assessment information knowledgeably and responsibly to students, families, educators, community members, and other appropriate audiences).‘Teaching Content Ares Specific Questions: (Middle Level Education) Rate the candidates on each content standard using the following scele: Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (6) Target ‘English Language Arts—The candidate demonstrates a high level of competence in use of English Ianguage arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, ‘viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. perspectives, the history and nature of science, discovery of new knowledge to build a base for Science—The candidate Knows, understands, and uses fundamental concepts in the subject matter of sclence—including physical, life, and earth and space sciences— as well, as concepts in science and technology, science in personal and social ‘the unifying concepts of science, and the inquiry processes scientists use in scientific and technological literacy. Mathematics —The candidate knows, understands, and uses the major concepts, procedures, and reasoning processes of ‘mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of pattems, quantities, and spatial. world. ‘Comments: (Use an attached page if necessary) ‘Social Studies—The candidate knows, understands, and uses the major concepts and modes of Inquiry fom the social studies—the integrated study of history, geography, the social sciences, and other related areas —to promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent ‘Moderately Acceptable Unacceptable (1) 2) Acceptable (3) Highly Acceptable (4) _Target (5) ‘Candidate demonstrates | Candidate demonstrates | Candidate demonstrates | Candidate demonstrates | Candidate demonstrates a limited amount of the | some ofthe attributes of } most ofthe attributes of | most ofthe attributes of ‘| all ofthe attributes of attributes of the the standard. the standard. the standard. the standard. standard. Performance | Performance indicates | Performance indicates | Performance indicates | Performance clearly indicates that few ‘thatthe competency has | that the competency has | that the competency has | indicates that the competencies have been | been demonstrated. been demonstrated been mastered including | competency has been demonstrated. including examples, _| examples, extension, or | mastered, including ‘extension, or enrichment. examples, extension, enrichment. and enrichment.