National University

School of Education

National University General Education Assessment

and Evaluation of Student Teaching Performance
Assessment # 2
Student Teacher: Daniel Levin

Domain A: Making Subject Matter Comprehensible to Students

DOMAIN A

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

Rubric Scores
Demonstrates knowledge of subject matter content and literacy required for
all students' high achievement of PK-12 academic standards associated with
4
specific Multiple Subject (history/social science, mathematics, science,
health, physical education, a
Organizes curriculum to enable all students to learn and use the knowledge,
skills, and abilities identified in specific Multiple Subject (history/social
4
science, mathematics, science, health, physical education, and visual and
performing arts) or Sing
Organizes curriculum, instructional strategies, resources, and technologies to
4 develop deeper student learning of the PK-12 academic standards. (TPE 1)
(PS-1, 5, 8A/B)
Uses a variety of effective materials, resources, technologies, and literacies
4 to provide all students equitable access and high achievement of the PK-12
academic standards. (TPE 1) (PS-1, 5, 7A/B, 8A/B)
Demonstrates individual, language, and cultural sensitivities when
4
developing, implementing, and assessing subject matter. (TPE 1) (PS-9, 11)

Evidence / Feedback / Next Steps:

Daniel demonstrates a really good understanding of how to work with
students and getting them to acquire the knowledge needed to be
successful. As his lessons are full of high-level thinking strategies that
immerse the students into learning and create a competitive atmosphere. I
like the way he relates to and engages with students and they in turn relate
and engage with him.

I see the evidence in his PowerPoints, assignments and quiz responses from
the students. As the semester has come to a close the students are more
comfortable with sharing their own insights and information and
contributing to the class. Including bringing in prior knowledge.
My feedback would be to be more into the subject (sell it more)
 I see more enthusiasm though. Next steps are to become more confident
and look at how a lesson works into a unit and into the entire semester.

Domain B: Assessing Student Learning

Rubric Scores
Uses multiple measures for progress monitoring throughout instruction to
determine whether all students, including English learners and students with
3
special needs, are understanding content/skills and making progress toward
achievement of state-adopte
Employs ongoing multiple and, where appropriate, differentiated assessment
options to collect evidence of individual and whole class learning, including
3
performance-based real-world applications, questioning strategies, work
samples and products. (TPE
Anticipates, checks for, and addresses common misconceptions and
4
identified misunderstandings. (TPE 2)
Uses a variety of informal and formal, as well as formative and summative
4 assessments, at varying levels of cognitive demand to determine students'
progress and plan instruction. (TPE 3) (PS-6, 8, 12, 13)
Uses formal (including language/CELDT, academic, IEP) and classroom-
based assessment results to design and monitor daily instruction required to
4
meet all students' learning needs and ensure high achievement of PK12
academic standards. (TPE 3) (PS-6, 1
Teaches students how to use self-assessment strategies and provides time for
3
students to practice these strategies. (TPE 3)
Uses a variety of technologies and sources to analyze data as a tool for
4 assessing student learning, informing instruction, managing records, and
providing feedback to students and their parents. (TPE 3) (PS-11)
Explains to students and to their families, student academic and behavioral
strengths, areas for academic growth, promotion and retention policies, and
3
how a grade or progress report is derived and how to help students achieve
the academic curriculum (

Evidence / Feedback / Next Steps:

There are multiple ways in which he assesses the students, through projects, quizzes, tests and
checking for understanding. As the semester drew to a close he has the students present and
work in groups to help enrich their academic language and I can hear really good conversations
from them to each other. He works really well with the students and is able to get them to
achieve.

My evidence is in the projects and quizzes as they have generally done well in each. I can hear
the conversations the students are having with each other and there is significant improvement.

The feedback I would give him is to maybe direct them to a self-evaluation by seeing their
progress of assessments and how that may help them in the future. I witnessed more self-
evaluation along with peer-evaluation.
The next steps are that we’ll see how the students perform on the Unit exam they are about to
take, perhaps he can work on a review day for them. They did really well and to a student
improved so what he was doing must have worked.

Domain C: Engaging and Supporting Students in Learning

Rubric Scores
Connects students' prior knowledge, life experiences, interests, and cultural
4 factors with learning goals, curricular and instructional strategies, and
methods of assessing student learning. (TPE 4) (PS-5)
Uses community resources, student experiences, questions, and applied
learning activities to make instruction relevant, challenge students' ideas,
4
share their viewpoints, work collaboratively and achieve PK12 academic
standards. (TPE 4) (PS-6, 8A/B)
Uses a variety of instructional strategies, technologies, and resources to
model, guide, support and promote all students in problem solving, critical
4
thinking, and self-directed, reflective learning making subject matter
meaningful. (TPE 4) (PS-6, 8A
Teaches students literacy skills needed to comprehend and use a variety of
4
texts and information sources, in the subject(s) taught. (TPE 4) (PS-7A/B)
Uses a variety of instructional strategies, technologies (including assistive),
and resources to respond to students' diverse learning needs (including full
4
range of language and special populations) and promote high achievement of
PK12 academic standa
Provides developmentally appropriate practices supporting all students'
4
emotional, social, physical, and intellectual needs. (TPE 6) (PS-12)
Uses a variety of strategies, technologies, materials, and resources to
differentiate instruction based upon students' culture, level of acculturation,
4
primary language and proficiency levels (CELDT) in English and non-
dominant varieties of English, an
Applies pedagogical theories, principles, and instructional practices for
designing and implementing comprehensive instruction for English learners,
3
including non-dominant varieties of English and advanced learners and for
students with multiple socio-

Evidence / Feedback / Next Steps:

As time has gone on Daniel has had the opportunity to connect the students with prior
knowledge because the subject lead itself to discussion on the development of
societies. The student were able to see the level of development they live in and could
connect it to the economic strategies the country must take in order to maintain its own
level. He continually does a really good job at bringing in examples from their daily
life in his lessons.
 My evidence is in his projects where, multiple times he’s had them look up
information from their community and compare and contrast it to the national average
or to an area they are studying. And, furthermore, the evidence in the improvement of
all the students in the Unit Exam.

My feedback might be to explore this more to really get them engaged about learning
how their area deals with that particular subject. He began to explore a lot more, which
really engaged the students.

Next steps might be to research he community a little more. I would add that he might
be a stronger teacher if he were able to get more individual histories from the students
to bring in their personal beliefs of how their own lives are affected by economic
decisions.

Domain D: Planning Instruction and Designing Learning Experiences for

Students

Rubric Scores
Uses students' academic, social, emotional, cognitive, cultural, and
pedagogical factors in designing a comprehensive program of rigorous
4
instruction, including Reading, Writing, Speaking and Listening, and
Language within discipline-specific standard
Modifies instructional plans based on a full-range of students' academic
knowledge/skills, students' special learning needs, and English learners as
4
well as speakers of non-standard English language abilities (TPE 8) (SP-9,
12, 13)
Designs and articulates short and long-term learning goals to foster student
4 learning based on PK12 academic standards and alignment of the
curriculum. (TPE 9) (PS-1, 3, 5, 8A/B)
Develops/adapts and sequences subject matter, instructional activities,
3 assessment strategies, resources, and materials for achieving high
achievement of PK12 academic standards by all students. (TPE 9) (PS-5)
Develops relevant, differentiated instructional plans by connecting the
3 content to be learned with students' linguistic and cultural backgrounds,
experiences, interests, and developmental learning needs. (TPE 9) (PS-5)

Evidence / Feedback / Next Steps:

He has definitely worked more of this into his lessons. Our population is heavily
Latino and a lot of the students come from Spanish speaking homes. He’s worked hard
on identifying EL students and working with them in such a way as to make them as
comfortable as possible. And, will provide scaffolded lessons when necessary, or
allows them extra time when pertinent.

Evidence: There are a few times he’s had students present their findings and use a
myriad of ways to express their knowledge, like on-line PowerPoints, posters and
small presentations. He has them work in small groups and places different level
students in each group to maximize that groups level and the ability for the students to
 work with one another if they perhaps are not as comfortable working with an adult in
certain circumstances.

Feedback: Keep exploring this area I think it can grow into something strong
Next Steps: Maybe delve into a better way to do this and keep it consistent. Perhaps
create rubrics so students can know exactly what is expected. He began creating
rubrics, which allowed the students to understand what he was requiring and to show
them the areas they most needed to work on.

Domain E: Creating and Maintaining an Effective Environment for Students'

Learning

Rubric Scores
Manages instructional time within the schedule's confines to maximize
4
student achievement of PK12 academic standards. (TPE 10) (PS-5, 6)
Establishes procedures for routine tasks and manage transitions to maximize
4
instructional time. (TPE 10) (PS-5, 6)
Creates and maintains a learning environment fostering students' physical,
3
cognitive, emotional, and social well-being. (TPE 10) (PS-5, 6)
4 Manages disruptive student behavior effectively. (TPE 11)
Establishes rapport with all students and their families needed for supporting
4 academic and personal success through caring, respect, and fairness. (TPE
11)
Promotes sense of community, social development, student collaboration,
4
and group responsibility. (TPE 11)
Establishes, communicates, and maintains clear standards for effective
4
student learning and appropriate classroom behaviors. (TPE 11) (PS- 5, 6)
Plans and implements classroom procedures and routines supporting student
3
learning. (TPE 11)
Creates and maintains a physically, socially, and emotionally safe learning
4 environment promoting inclusiveness, respect, and valuing differences. (TPE
11) (PS-6, 13)
Evaluates the classroom social environment and its relationship to academic
achievement for all students, and makes necessary adjustments based on
4
student learning and behavior as well as consultation with other teachers and
students' families. (TPE 11

Evidence / Feedback / Next Steps:

He is really good at pacing the class; he has about 3 and at times 4 changes during the
lesson, from note taking to group work, individual time and technological help from
videos and interactive PowerPoints. He uses Google classroom as a way for the
students to stay engaged throughout the process, and has continued to improve in this
area especially in the area of peer work where the students seem to be thriving.

My Evidence: His use of technology, time management and a good level of classroom
management, and when he checks for understanding it’s obvious to those who observe
that the students are learning and engaged.

Feedback: Not much, but to keep at it as over time it will definitely become smoother.
 Next steps: Maybe come up with other ways to be interactive. He has become a more
interactive teacher and has a pleasant demeanor with the students as they are working
he moves well around the room and one can see the students genuinely engrossed in
learning.

Domain F: Developing as a Professional Educator

Rubric Scores
Models ethical commitment, values, and practices dedicated to 'all students
4
can learn at high levels'. (TPE 12) (PS-5)
Acknowledges own personal values and biases, recognizes and resists acts of
3 intolerance, and understands the ways these values and biases affect the
teaching and learning of students. (TPE 12) (PS-5, 6)
Works constructively with colleagues, students, their parents, and
4 community members to communicate student progress and promote learning.
(TPE 12) (PS-9, 13)
Demonstrates professionalism by portraying professional image, using
effective communication skills, modeling ethical and moral behaviors,
4
welcoming and accepting constructive criticism in positive ways, and
implements all district, state and federal l
Takes responsibility for student academic learning outcomes and
4 communicates student learning progress consistently and effectively over
time. (TPE 12) (PS 3, 5, 6)
Models a variety of communication and collaboration skills needed to
effectively work with colleagues, students, their parents, and community
4
members and promote equitable learning and healthy learning environments
for all students. (TPE 12) (PS-9, 10
Engages in and promotes appropriate communications with staff, students,
3 and parents via the Internet, telephone, text messages, and social media
networks. (MySpace, Facebook, Twitter etc.) (TPE 12D) (PS-12)
Uses and reflects on multiple sources of information (including student
learning data, principles of human development and learning, relevant
3
theory, and research) in making instructional decisions to promote all
students' learning and for improving pe
Individually and collaboratively with colleagues, examines and reflects on
their teaching practices and professional behaviors in relation to principles of
4
classroom equity, student learning evidence, laws, and the professional
responsibilities. (TP
Uses site-based and community resources to provide integrated support for
3 the social, emotional, health, educational, and language service needs of each
child. (TPE 12) (PS-9, 10)

Evidence / Feedback / Next Steps:

I notice this in the way he carries himself and the way he addresses the students.
Additionally, he has the ability to make the complex simple, which is an immensely
strong and powerful trait. I also see it in the way the students respect him and are fully
immersed into what he’s teaching them and in general conversations. He’s become
 confident in talking to the students and I’m confident he will continue to improve and
become a top notch educator.

My evidence: simply seeing him engage with the students, and his lessons are created
with the idea of all students in mind including EL students as well as RSP students
Feedback: keep working at what he’s doing, only some fine-tuning needs to occur for
him to become a strong teacher.

Next steps: Keep coming up with innovative lessons and get out of your comfort
zone.

Overall assessment and evaluation feedback:

Assessment total score:166 Rubric Level:3.8

Page Break
Developmental Rubric
At the end of 2nd and 4th months of clinical practice, provide a teaching performance score
of 1-4 for each TPE Domain and for each Competency Statement using the drop
down menus.The Sub-Total points will be displayed at the end of each Domain.The Total
Score and corresponding Rubric Level will be displayed on the last page.Candidates must
perform at the APPLYING RUBRIC LEVEL (3) or above at the end of the 4th Month to
successfully complete the Internship Clinical Practice.Rubric Descriptor Levels

(4) Integrating:
The candidate provides clear, consistent, and convincing evidence demonstrating the
competency or competencies. Candidate's practices demonstrate a preponderance of
appropriate, relevant, accurate, and clear or detailed evidence. The evidence is
purposefully connected and reinforced across the TPE Domain. (Point Range: 168-137)

(3) Applying:
The candidate provides clear evidence demonstrating the competency or competencies.
Candidate's practice demonstrates a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain. (Point Range: 136-106)

(2) Emerging:
The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory,
inconsistent, and/or ambiguous evidence. Evidence is weakly connected across this TPE
Domain and may be inconsistent. (Point Range: 105-74)

(1) Beginning:
The candidate provides little or no evidence demonstrating the competency or
competencies. Candidate's practices demonstrate a preponderance of inappropriate,
irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Doma