Spreadsheet: 3db55337-8cb0-412a-8089-15221b59d69b
Sheet: MAT-French

 | Candidate Learning Outcome Data -  MAT Secondary  - French
 | Purpose - This spreadsheet contains data on teacher candidates Field Experience Evaluation | n=1 | n=1 | n=1 | n=1
 | Form completed by University Supervisor / Cooperating Teacher | Fall 2012 | Sp 2013 | Fall 2013 | Sp 2014
 |  | FEE III | FEE III | FEE III | FEE III
 | Domain 1: Planning and Preparation
 | Component 1.1: Setting Instructional Outcomes ([NAME], 1c)
1.1.1 | Outcomes are interdisciplinary and represent high expectations and rigor. | 4 | 3 | 3 | 4
1.2.1 | Outcomes are clear, measurable, sequenced/scaffolded as appropriate, and written in terms of what students will learn rather than do. | 4 | 4 | 4 | 4
1.3.1 | Outcomes reflect different types of learning for coordination and integration | 4 | 4 | 4 | 4
1.4.1 | Outcomes are based on a compreshensive assessment of student learning and take into account indvidual's needs | 4 | 4 | 4 | 4
 | Mean | 4 | 3.7 | 3.7 | 4
 | Domain 2: The Classroom Environment
 | Component 2.1: Managing Classroom Procedures ([NAME], 2c)
2.1.1 | Students take the initiative to collaborate with classmates and use instructional time productively. | 4 | 3 | 4 | 4
2.1.2 | Transitions are seamless, with students assuming responsibility to ensure their efficient operation | 4 | 3 | 4 | 4
2.1.3 | Routines for handling materials and supplies are seamless | 4 | 4 | 4 | 4
2.1.4 | Systems for performing non-instructional duties are well established | 4 | 4 | 3 | 4
 | Mean | 4 |  | 3.7 | 4
 | Domain 2: Managing Student Behavior
 | Component 2.2: Managing Student Behavior ([NAME], 2c)
2.2.1 | Standards of conduct are clear to all students and are developed with student participation | 4 | 4 | 4 | 4
2.2.2 | Monitoring student bevavior is subtle and preventive. Students monitor their own behavior | 4 | 4 | 4 | 4
2.2.3 | Teacher response to misbehavior is effective and sensative to students needs | 4 | 4 | 4 | 4
 | Mean | 4 | 4 | 4 | 4
 | Domain 3: Instruction
 | Component 3.1: Using Questioning and Discussion Techniques ([NAME], 3b)
3.1.1 | Students initiate and pose higher-order thinking questions. | 4 | 3 | 4 | 4
3.1.2 | Student interactions extend and enrich the discussion with little to no teacher intervention. | 3 | 3 | 3 | 4
3.1.3 | Students invite and respond to comments from peers during discussion. | 4 | 4 | 4 | 4
 | Mean | 3.6 | 3.3 | 3.6 | 4
 | Component 3.2: Engaging Students in Learning ([NAME], 3c)
3.2.1 | All students are engaged intellectually in the lesson. | 4 | 3 | 4 | 4
3.2.2 | Students take initiative to modify a learning task to make it more meaningful or relevant to their needs | 4 | 3 | 4 | 4
3.2.3 | Instruction materials are suitable and students initiate the choice and adaptation of the materials | 4 | 4 | 4 | 4
3.2.4 | [NAME]'s stucture is highly coherent, allowing for reflection and closure | 4 | 4 | 4 | 4
 | Mean | 4 |  | 4 | 4
 | Component 3.3: Using Assessment in Instruction ([NAME], 3d)
3.3.1 | Evidence exists that students contributed to establishing evaluation criteria. | 4 | 3 | 4 | 4
3.3.2 | Teacher's actively and systematically elicits diagnostic information from individual students | 4 | 3 | 4 | 4
3.3.3 | Teacher's feedback to students is timely and consistently high quality | 4 | 4 | 4 | 4
3.3.4 | Students monitor the quality of their own work against assessment criteria | 4 | 4 | 4 | 4
 | Mean | 4 |  | 4 | 4
 | Domain 4: Professionalism
 | Component 4.1: Modeling Professional KSD (partially from [NAME], 4)
4.1.1 | Teacher's system for maintaining assignments is effective and preseted on time | 4 | 3 | 4 | 4
4.1.2 | Teacher seeks feedback and maintains an open mind. Accepts responsibility for actions and maintains a positive attitude | 3 | 4 | 4 | 4
4.1.3 | Teacher is honest and shows high integrity | 4 | 4 | 4 | 4
 | Mean | 3.6 | 3.6 | 4 | 4
 | Content
1 | Language, Linguistics, Comparisons: Demonstrates a high level of proficiency in the target | 4 | 4 | 4 | 4
2 | language; knows the linguistic elements of the target language; knows the similarities and differences between the target language and other languages | 4 | 4 | 4 | 4
3 | Cultures, Literatures, Cross-Disciplinary Concepts: Understands the connections among the perspectives of a culture and its | 4 | 4 | 4 | 4
 | practices and products; recognizes the value and role of the literary and cultural texts
4 | Language Acquisition Theories and Instructional Practices: Demonstrates an understanding of language acquisition at various developmental levels | 4 | 4 | 4 | 4
 | and uses this knowledge
5 | Integration of Standards into Curriculum and Instruction: Demonstrates an understanding of the Standards for Foreign Language Learning; | 4 | 4 | 4 | 4
6 | integrates the standards into curricular planning, teaching approaches, and evaluation of instructional resources | 4 | 4 | 4 | 4
7 | Assessment of standards into Curriculum and Instruction: Demonstrates knowledge of multiple means of assessment, reflects on assessment | 4 | 4 | 4 | 4
 | results and adjusts instruction accordingly, and reports assessment results to all stakeholders
8 | Professionalism: Engages in professional development opportunities and knows the value of foreign language learning to the overall | 4 | 4 | 4 | 4
 | success of all students
 | Mean | 4 | 4 | 4 | 4