TE 462 Math Methods for AYA Methods

Field Experience Assessment by Ohio

Christian University Cooperating Teacher &
University Supervisor
The purpose of this assessment is to monitor our teacher candidate's performance in the
classroom and provide the teacher candidate with feedback about his/her performance. Your
scoring and comments on the following Rating Scale for the Ohio Christian University Teacher
Education Methods student(s) you hosted this semester are important data and are most
appreciated! Please mark the appropriate rating for each of the three (3) categories. **PLEASE,
note the appropriate rating/point range at the beginning of each section. This rating scale will be
completed by BOTH the cooperating teacher and the OCU supervisor as a summative evaluation
using multiple observations of the teacher candidate.
* Required

First Name of OCU Teacher Candidate *

Jonathan(Canaan)

Last Name of OCU Teacher Candidate *

Gardner

Name of OCU or Cooperating Teacher completing this form *

John Drum

School District/Building that OCU Teacher Candidate completed his/her Field

Experience *
New Hope Christian Academy

Grade/Subject *
High School Mathematics

OCU Supervisor *
John Drum

Days Teacher Candidate was Absent *

Cooperating Teachers please check appropriate number; OCU faculty, mark "OCU PROF ONLY."

0
1
2
3
4
5
OCU PROF ONLY
Other:

Days Teacher Candidate was Tardy *

Cooperating Teachers please check appropriate number; OCU faculty, mark "OCU PROF ONLY."

0
1
2
3
4
5
OCU PROF ONLY
Other:

OCU Course #/Title *

Choose course from dropdown below:

TE 426 Math Methods for AYA

Explanation of Scores for Professional Behaviors and Dispositions

4 = ACCOMPLISHED The teacher candidate demonstrates an understanding of the purpose and
value of learning about the students' background experiences, demonstrates familiarity with each
student's background knowledge and experiences, and describes multiple procedures used to
obtain this information; the teacher candidate plans for and can articulate specific strategies,
content, and delivery that will meet the needs of individual students and groups of students. The
teacher candidate explanations are clear, coherent, and precise. The teacher candidate uses
well-timed, individualized, developmentally appropriate strategies and language designed to
actively encourage independent, creative, and critical thinking, including the appropriate use of
questions and discussion techniques. The teacher candidate effectively uses independent,
collaborative, and whole-class instruction to support individual learning goals and provides varied
options for how students will demonstrate mastery. The teacher candidate has positive rapport
with students and demonstrates respect and interest in individual students' experiences, thoughts
and opinions. The teacher candidate meets ethical and professional responsibilities.
3 = SKILLED The teacher candidate demonstrates familiarity with students' background
knowledge and experiences and describes multiple procedure used to obtain this information; the
teacher candidate's instructional plan draws upon an accurate analysis of the students'
development, readiness for learning. preferred learning styles, and backgrounds and prior
experiences. The teacher candidate's expectations are clear and accurate. The teacher candidate
uses developmentally appropriate strategies and language designed to actively encourage
independent, creative, and critical thinking. The teacher candidate effectively addresses
confusion by re-explaining topics when asked and ensuring understanding. The teacher
candidate has a positive rapport with students and demonstrates respect for and interest in all
students. The teacher candidate meets ethical and professional responsibilities with integrity and
honesty.
2= DEVELOPING The teacher candidate demonstrates some familiarity with students'
background knowledge and experiences and describes one procedure used to obtain this
information. The teacher candidate's instructional plan draws upon a partial analysis of students'
development, readiness for learning, preferred learning styles, or backgrounds and prior
experiences and/or the plan inappropriately tailored to the specific population of students in the
classroom. The teacher candidate's explanations are accurate and generally clear but the teacher
candidate may not fully clarify information based on students' questions about content or
instructions for learning activities or the teacher candidate may use some language that is
developmentally inappropriate, leading to confusion and limiting discussion.The lesson is
primarily teacher-directed. The teacher candidate is fair in the treatment of students and
establishes an basic rapport with them. The teacher candidate understands and follows state and
federal regulations at a minimal level.
1= INEFFECTIVE The teacher candidate demonstrates a lack of familiarity with students'
backgrounds and has made no attempt to find this information. The teacher candidate's plan for
instruction does not demonstrate an understanding of students' development, preferred learning
styles and/or student backgrounds/prior experiences. The teacher candidate's explanations are
unclear, incoherent, or inaccurate and are generally ineffective in building students
understanding. The teacher candidate uses language that fails to engage students, is
inappropriate to the content, and/or discourages independent or creative thinking. The lesson is
almost entirely teacher directed. There is little or no evidence of a positive rapport between the
teacher candidate and students. The teacher candidate fails to understand and follow regulations,
policies and agreements of professional code.

IA. Professional Behaviors & Dispositions-OCU Teacher Candidate demonstrates

positive interactions with colleagues and exhibits warmth, caring, respect and
acceptance of all students as individuals. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IA. Professional Behaviors & Dispositions-OCU Teacher Candidate demonstrates

positive interactions with colleagues and exhibits warmth, caring, respect and
acceptance of all students as individuals.
Teacher comments, if desired.

A very respectful person who would rather not talk about an issue than upset someone with a
negative comment.

IB. Professional Behaviors & Dispositions-OCU Teacher Candidate demonstrates

effective oral, written (including lesson plans and materials) and nonverbal
communication in a professional manner. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IB. Professional Behaviors & Dispositions-OCU Teacher Candidate demonstrates

effective oral, written (including lesson plans and materials) and nonverbal
communication in a professional manner.
Teacher comments, if desired.

While he is developing his oral delivery of a lesson he does put together nice presentations of
material to be taught.

IC. Professional Behaviors & Dispositions-OCU Teacher Candidate demonstrates skill

and a commitment to provide a positive impact on learning for all students, including
students from diverse groups. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IC. Professional Behaviors & Dispositions-OCU Teacher Candidate demonstrates skill

and a commitment to provide a positive impact on learning for all students, including
students from diverse groups.
Teacher comments, if desired.

This student has worked with students at the after school tutuoring. He also included a
differentiation category in a lesson plan.

ID. Professional Behaviors & Dispositions-OCU Teacher Candidate accepts

constructive criticism and reacts positively toward improving and progressing in the
learner and learning, content, instructional practice, and professional responsibility. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

ID. Professional Behaviors & Dispositions-OCU Teacher Candidate accepts

constructive criticism and reacts positively toward improving and progressing in the
learner and learning, content, instructional practice, and professional responsibility.
Teacher comments, if desired.

He has discussed his lesson reflection with me as well as heard my input after lessons he has
taught.
IE. Professional Behaviors & Dispositions-OCU Teacher Candidate holds and elicits
high expectations for problem solving and critical thinking through design and
implementation of lessons and interactions with students. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IE. Professional Behaviors & Dispositions-OCU Teacher Candidate holds and elicits
high expectations for problem solving and critical thinking through design and
implementation of lessons and interactions with students.
Teacher comments, if desired.

He has seen the struggle to engage students and has been consistent with following the class
procedures for lesson progression.

IF. Professional Behaviors & Dispositions- OCU Teacher Candidate demonstrates a

deep level of professional responsibility and courtesy, dependable attendance,
punctuality, and accountable communication. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IF. Professional Behaviors & Dispositions- OCU Teacher Candidate demonstrates a

deep level of professional responsibility and courtesy, dependable attendance,
punctuality, and accountable communication.
Teacher comments, if desired

He let me know ahead of time when there was an upcoming class he would have to miss.

Explanation of Scores for Pedagogy and Content Knowledge

4 = ACCOMPLISHED The teacher candidate establishes challenging and measurable goals for
student learning that aligns with the state and national standards and reflect a range of student
learner needs; purposefully plans assessments and differentiates assessment choices to match
the full range of student needs, abilities, learning styles, incorporating a range of appropriate
diagnostic, formative and summative assessments into lesson plans; student learning needs are
accurately identified through an analysis of student data, the teacher candidate uses assessment
data to identify student strengths and areas for student growth; the teacher candidate makes
meaningful connections between lesson content and other disciplines and real-world experiences
and careers as well as prepares opportunities for students to apply learning from different content
areas to solve problems. The teacher candidate develops high-level understanding through
effective uses of varied levels of questions. The teacher candidate matches strategies, materials
and/or pacing to students' individual needs, to make learning accessible and challenging for all
students in the classroom. The teacher candidate effectively uses independent, collaborative, and
whole-class instruction to support individual learning goals and provides varied options for how
students will demonstrate mastery. Instructional materials and resources are aligned to
instructional purposed, are varied and appropriate to ability levels of students, and actively
engage them in ownership of their learning.
3 = SKILLED The teacher candidate demonstrates a focus for student learning, with appropriate
learning objectives that include measurable goal(s) for student learning aligned with state and
national standards; demonstrates an understanding that assessment is a means of evaluating
and supporting student learning through effectively incorporating diagnostic, formative and/or
summative assessments into lesson planning; employs a variety of formal and informal
assessment techniques to collect evidence of students' knowledge and skills and analyzes data
to effectively inform instructional planning and delivery; makes clear and coherent connections
with students' prior knowledge and future learning--both explicitly to students and within the
lesson. The teacher candidate employs effective, purposeful questioning techniques during
instruction. The teacher candidate supports the learning needs of students through a variety of
strategies, materials, and/or pacing that make learning accessible and challenging for the group.
Instructional materials and resources are aligned to the instructional purposes and are
appropriate for students' learning styles and needs, actively engaging students. .
2= DEVELOPING The teacher candidate communicates a focus for student learning, develops
learning objectives that are appropriate for students and reference the state and national
standards but do not include measurable goals; explains the characteristics, uses and limitations
of various diagnostic, formative, and summative assessments but does not consistently
incorporate into lesson planning; uses more than one measure of student performance but does
not appropriately vary assessment approaches, or the teacher candidate may have difficulty
analyzing data to effectively inform instructional planning and delivery; makes an attempt to
connect the lesson to students' prior knowledge, to previous lessons or future learning but is not
completely successful. The teacher candidate attempts to employ purposeful questioning
techniques, but may confuse students with phrasing and timing of the questions. The lesson is
primarily teacher-directed. The teacher candidate relies on a single strategy or alternate set of
materials to make lessons accessible to most students although some students may not be able
to access certain parts of the lesson and/or some might not be challenged. The teacher candidate
uses appropriate instructional materials to support learning goals but may not meet individual
student's learning styles/needs or actively engage them in learning.
1= INEFFECTIVE The teacher candidate does not demonstrate a clear focus for student learning,
learning objectives are too general to guide lesson planning and are inappropriate for the
students, and/or do not reference state and national standards; does not plan for the assessment
of student learning or does not analyze student learning data to inform lesson plans; does not use
or only uses one measure of student performance; lessons do not build on or connect to students'
prior knowledge. The teacher candidate fails to address student confusion or frustration and does
not use effective questioning techniques during the lesson. The lesson is almost entirely teacher
directed. The teacher candidate does not attempt to make the lesson accessible and challenging
for most students, or attempts are developmentally inappropriate. Instructional materials and
resources used for instruction are not relevant to the lesson or are inappropriate for the students.

IIA. Pedagogy & Knowledge - OCU Teacher Candidate demonstrates an accurate

understanding of content knowledge in developmentally appropriate lesson
development, delivery and outcome assessment for all learners that align with CCRS,
Ohio Math, and NCTM standards. *
score from highest=4 to lowest=1
4 ACCOMPLISHED (SEE RATING SCALE ABOVE)
3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIA. Pedagogy & Knowledge - OCU Teacher Candidate demonstrates an accurate

understanding of content knowledge in developmentally appropriate lesson
development, delivery and outcome assessment for all learners that align with CCRS,
Ohio Math, and NCTM standards.
Teacher comments, if desired.

We worked with Ohio Revised Common Core and TMM002 Precalculus for the lessons he taught.
He was familiar with the Ohio standards. We discussed the inclusion of ideas from literacy to
enhance math term learning using a book published by NCTM.

IIB. Pedagogy & Knowledge - OCU Teacher Candidate demonstrates an

understanding and acceptance of diversity in effective lesson development, delivery
and outcome assessment for all learners that align with CCRS, Ohio Math and NCTM
standards. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIB. Pedagogy & Knowledge - OCU Teacher Candidate demonstrates an

understanding and acceptance of diversity in effective lesson development, delivery
and outcome assessment for all learners that align with CCRS, Ohio Math and NCTM
standards.
Teacher comments, if desired.

IIC. Pedagogy & Knowledge - Using research and evidence, OCU Teacher Candidate
demonstrates knowledge of human growth and development and learning theory in
lesson development, delivery and outcome assessment for all learners that align with
CCRS, Ohio Math, and NCTM standards. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED
IIC. Pedagogy & Knowledge - Using research and evidence, OCU Teacher Candidate
demonstrates knowledge of human growth and development and learning theory in
lesson development, delivery and outcome assessment for all learners that align with
CCRS, Ohio Math, and NCTM standards.
Teacher comments, if desired.

We looked at an article on trauma informed interaction with individuals that was a part of the
teacher's professional development.

IID. Pedagogy and Knowledge- OCU Teacher Candidate effectively designs and
facilitates technology in authentic learning activities that are personalized , align with
state and national standards, and accommodate all learners and evaluates student
learning that can be tracked and shared. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IID. Pedagogy and Knowledge- OCU Teacher Candidate effectively designs and
facilitates technology in authentic learning activities that are personalized , align with
state and national standards, and accommodate all learners and evaluates student
learning that can be tracked and shared.
Teacher comments, if desired.

He used the smart projector and created slide shows for his lessons including math comics.

IIE. Pedagogy & Knowledge - OCU Teacher Candidate monitors student learning and
understanding through effective questions, strategies, and formative assessment
appropriate to all learners/settings that align with CCRS, Ohio Math, and NCTM
standards. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIE. Pedagogy & Knowledge - OCU Teacher Candidate monitors student learning and
understanding through effective questions, strategies, and formative assessment
appropriate to all learners/settings that align with CCRS, Ohio Math, and NCTM
standards.
Teacher comments, if desired.

IIF. Pedagogy & Knowledge - OCU Teacher Candidate applies critical thinking and
reflective practice to create, differentiate and maintain effective instruction for all
learners that align with CCRS, Ohio Math, and NCTM standards. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIF. Pedagogy & Knowledge - OCU Teacher Candidate applies critical thinking and
reflective practice to create, differentiate and maintain effective instruction for all
learners that align with CCRS, Ohio Math, and NCTM standards.
Teacher comments, if desired.

He developed ideas of what he was lacking and needed to convey to students in trying to
demonstrate a particular type of geometry proof.

IIG. Pedagogy & Knowledge - OCU Teacher Candidate demonstrates knowledge of

Ohio state standards..This includes the 21st century skills such as: Critical thinking,
problem solving, reasoning, analysis, interpretation and synthesizing information. *
4 ACCOMPLISHED (SEE RATING SCALE ABOVE)
3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIG. Pedagogy & Knowledge - OCU Teacher Candidate demonstrates knowledge of

Ohio state standards..This includes the 21st century skills such as: Critical thinking,
problem solving, reasoning, analysis, interpretation and synthesizing information.
He was already aware of Ohio stardards before, we added TMM002. We did not cover 21st
century standards

Explanation of Scores for Classroom Management

4 = ACCOMPLISHED Transitions are seamless as the teacher candidate effectively maximizes
instructional time and combines independent, collaborative, and whole-class learning situations.
The teacher candidate uses research-based strategies to lessen disruptive behaviors and
reinforce positive behaviors. The teacher candidate continually checks for understanding and
makes adjustments accordingly.
3 = SKILLED Transitions in the lesson are efficient and occur smoothly. Clear expectations of
student behavior are evident and monitoring of student behavior is consistent, appropriate and
effective. The teacher candidate checks for understanding at key moments and makes
adjustments to instruction and responds to misunderstandings by providing additional
clarification.
2= DEVELOPING The teacher candidate transitions between learning activities but occasionally
loses some instruction time in the process. The teacher candidate inconsistently monitors
behavior. The teacher candidate checks for student understanding and makes attempts to adjust
instruction accordingly, but these adjustments cause some additional confusion. The teacher
candidate gives occasional or limited feedback to the students about their performance.
1= INEFFECTIVE There are no evident routines or procedures; students seem unclear about
what they should be doing or are idle. Transitions are inefficient with considerable instructional
time lost. Lessons progress too slowly or too quickly so students are frequently disengaged.
Expectations for behavior are not established or are inappropriate and/or no monitoring of
behavior occurs. The teacher candidate responds to misbehavior inappropriately. The teacher
candidate rarely checks for the students' understanding of the content and fails to make
adjustment in response to student confusion. The teacher candidate persists in using a particular
strategy for responding to misunderstandings even when data suggests the approach is not
succeeding. The teacher candidate does not provide students with feedback about their learning.

IIIA. Management - OCU Teacher Candidate establishes a positive environment, uses

praise selectively and effectively, and implements appropriate motivational strategies
conducive to learning. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIIA. Management - OCU Teacher Candidate establishes a positive environment, uses

praise selectively and effectively, and implements appropriate motivational strategies
conducive to learning.
Teacher comments, if desired.

IIIB. Management - OCU Teacher Candidate demonstrates effective classroom

management skills using research-based interventions. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIIB. Management - OCU Teacher Candidate demonstrates effective classroom

management skills using research-based interventions.
Teacher comments, if desired.

IIIC. Management - OCU Teacher Candidate plans instruction to keep students

constructively occupied with appropriate pacing and structure. *
score from highest=4 to lowest=1
4 ACCOMPLISHED (SEE RATING SCALE ABOVE)
3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIIC. Management - OCU Teacher Candidate plans instruction to keep students

constructively occupied with appropriate pacing and structure.
Teacher comments, if desired.

IIID. Management - OCU Teacher Candidate uses and adapts resources of time,
space and materials appropriately and flexibly according to the setting. *
score from highest=4 to lowest=1

4 ACCOMPLISHED (SEE RATING SCALE ABOVE)

3 SKILLED (SEE RATING SCALE ABOVE)
2 DEVELOPING (SEE RATING SCALE ABOVE)
1 INEFFECTIVE (SEE RATING SCALE ABOVE)
NOT OBSERVED

IIID. Management - OCU Teacher Candidate uses and adapts resources of time,
space and materials appropriately and flexibly according to the setting.
Teacher comments, if desired.

Used the existing smart projector to project and annotate slides.

Total Score for Teacher Candidate *

Check total score in box below

59-68 ACCOMPLISHED-Teacher Candidate shows progress that could lead to teaching

excellence
49-58 SKILLED- Teacher Candidate shows progress that could lead to exceptional progress
33-48 DEVELOPING-Teacher Candidate shows progress that could lead to satisfactory teaching
0-32 INEFFECTIVE Teacher Candidate shows skills with immediate improvement needed

Email address of Teacher completing this form *

jdrum@ohiochristian.edu

Date form was completed *

MM
11

/
DD
25

/
YYYY
2019
Your assessment is invaluable to molding our Teacher Candidates. Thank you for your
time! Please note any additional comments below.
It has been a pleasure to work with him. His interest in the subject is real which will be valuable to
his students.
Submitted 11/25/19, 6:30 PM