CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM
Early Chitdhood/Elementary Education Cooperating Teacher/University Supervisor
Candidate: _Jordan Canty Cooperating Teacher:.W. Anthony School: Whittaker Elementary
: Third Grade/ All Subjects Date: November 9, 2015
x Cooperating Teacher____University Supervisor
ial i-term_x Final
Directions: This form s tobe used as «formative and summative assessment ofthe cancdote’s progress throughout the clinical practice. The candldate should
be sessed thee (3) times: ofter4 weeks, 8 weeks and a the end ofthe placement. Rate the candidate on each ofthe key elements under each standord a5,
{follows: Sale: (1) Uoeceptabe/Developing; (2) Acceptable/Mects (8) Torget/Exceeds. Then give an overol rating Inthe box beside the ADEPT Performance
Standard. An explanation of these rotings Is given onthe reverse side of this form.
‘ADEPT PERFORMANCE STANDARDS RATINGS
[amore
TA Obtains Student information
48, Esablahes appropriate standarde-based learning and developmerial goals
CI identifies and implements instructional uns = ¢LA
1C2 Menifies and implements instructional units = Sings
C3 ents and implements instructional units = Matheraies
1C4_entifies and implements instructional units = social tudes
ICS lentes and integrates Val and Performing ts within atuctional vis
C6 Identifies and integrates Health Education within instructional units
TG Identifies and integrates Physical Education win instructional units
4D; Develops appropriate proceses or evaluating ond recording student progress Bachioveest|
TE. Mans appropriate procedures For managing the lssToor
[Tits 2 SHORT RANGE OF INSTRUCTION
A. Develops Unt Objectives
3B. Develops Instructional Plans
[2e. uses SudentPerommance Das
"APS: PLANNING ASSESSMENTS AND USING DATA
‘3A. Uses a Variety of Assessments
‘3B. Administers a Variety of Assessments
"3C. Uses Assessment Data to Assign Grades
"APS 4: HIGH EXPECTATIONS:
“A, Establishes, Maintains and Communicates High Expectations for Achievement
“%B. Establishes, Maintains and Communicates High Expectations for Participation
"APS: INSTRUCTIONAL STRATEGIES
A, Uses Appropriate Strategies
5B, Uses a Variety of Strategies
‘SC, Uses Strategies Effectively
{APS 6: PROVIDING CONTENT FOR LEARNERS
‘6A, Thorough Command of Discipline
68. Provides Appropriate Content
Be [se content Promotes tearing
APS
(MONITORING, ASSESSING & ENHANCING
BE [ ae mono ag Ferma & formal asses
3b “40 | 78. Uses information to Guide Instruction
3c “0 | 7€. Provides instruction Feedback a
a none PROMOTES EARNING
Te | Ba | Bm Safe Condi Psa Enon 3
To | 3a] 88 Poste afetve imate Gassroom 3 4
Revised Fall 2013 — ACEI/NAEYC 2010 Standards 9ie [34 [86 Genes Cure ofearring :
"ARS S: MANAGING THE GIASSROOM Zz
A. Manages Student Behavior Appropriate 3
38, Mivimum Use of nstructional Time = pa
3G. Maages Non instructional Routines
cnn archi ee
CLAFLIN unzveks SITY
ae LE
Evaluator’ Signature
(hue Huth
SCHOOL OF EDUCATION
PROFESSIONALISM
‘APS i
colleagues, dministrates, and other
Student evented professionals, sueh 95
agencies, businesses, and community
froups to determine the needs of his
5.2
0A. Advocate for
Children
PROFESSIONALISM
[acces | say eee a ree
“Te candidate coliaborates wth
Ealieagues and administrators, but
not other agencies to determine
the needs of his or her stusents
and'1o plan and provide them with
‘he eandate doesnot
collaborate with colleagues,
Sdminictrators or agencies
108, Achieves
Organizational
Goals
that tis possible and appropriate and
aalvely supports the efor of school
‘organizations and exvacuriular
frher students to lan and provide
6e eee the appropriate learning
them tne appropriate amin | UE AHHH earing
experiences and assessments
“The candidate regularly attends and
5.1 continutes tomectings tothe extent | he canaidate attends facultyand | The candidate does not
sade oul meetings, but not other
Schoo oxgprizational meetings or
rtrecurcular ate
6a Shuts tht conte theca
ang and elmer
B.A |s0cacttecive | rrecndestersptenordma | MeGnaaatasealen nodal Tes anc poten ord
|| Communicator: wnitten language are clear, correct, and ————— and written language contain
; Tath argetoudent od coast
GD | Presentation | sppropiateforthetrgeavlence. | TO te retain many stant ear
‘The candidate communicates with ———
5.2. | roc2etecive poretevrdunsonan
parents/guardians on 9 regular bas,
responds appropriately to parental
concerns and uses mor than tees (3)
‘communicator:
Parental
Intermittent bai, responds
appropriately to parental eoncerns,
and uses at east three (3) iferent
‘The candtate does not
commonicate wth
parens/avardans.
poles, and procedures and
Characteristic of professional in terms
of responsibilty, intative ime
‘management appearance, ethical
standards, and quality of work
Professional
Demeanor and
6b | Behavior
6b | Responsiveness | vaiedfomatsto ensure tht ongsing | $e eat tee ier
Communication takes lace.
communication fakes place,
The canddate comphes wih al
5.1. | 100. exhibits professional, school and district ules, | The canddate complies wth ‘Te canadate does nt
adequate professional, school and
Gist rules, policies and
professional demeanor.
‘comply with sect piles
and procedures and/or
tanita professional
‘demeanor.
The candidate isa reflective
practioner who dentifes his or her
professional strengths and weaknesses
and devises plan to address them.
206.1 Active
Learner:
Identification
"The candidate enthies ether he
corner strengths oF weaknesses,
and devises plans to adress the
densified
The candidate doesnot
donut strengths or
“The candidate aggressively seeks out,
participates in ad contributes to
activites that promote collaboration
forhisorher continued professions!
growth,
106.3 Active
Learner:
Collaboration
6c
‘Candidates must receive at least 2.0 overall successful pass this assessment
THE SCORING GUIDE FOR THE ASSESSMENT
Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards
“The candidate seeks ou,
pareipats i, and contributes to
{aetvites for adequate professional
growth
The candidate doesnot
partcspaten acts to
Promote professional
south
OVERALL RATING‘ancidate demonstrates mon ofthe atvibutes of] Condi Gemonstratesal ofthe buts ofthe
standaré, Performance leary indeats that the
‘Canddate demonstrates ined anaunt ale
attributes of te standard, Performance indicates | the stander, Performance indicates thatthe
‘competency has been demonstrated inclasing | commpetency hasbeen mastered, cluding
‘that few competencies have baen demonstrated
‘@amples, extension, of enrichment, examples, extension, nd enrichment
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Early Chldhood/Elementary Education ‘Cooperating Teacher/University Supervisor
cancidate: Jordan Canty Cooperating Teacher: Chedra W. Anthony
schoo: Whittaker Elementary
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