1c: Setting instructional outcomes Most outcomes represent rigorous and important learning in the discipline and are are written in the form of student learning, and suggest viable methods of assessment. Outcomes several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 1d: Demonstrating knowledge of resources The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 1e: Designing coherent instruction Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.
Planning and Preparation Goals: Student Teacher: Cooperating Teacher: University Supervisor: Domain 2 The Classroom Environment 2a: Creating an environment of respect and rapport Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and businesslike, though students may be somewhat cautious about taking intellectual risks. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 2b: Establishing a culture for learning The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.
Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 2e: Organizing physical space The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Classroom Environment Comments: Student Teacher: Cooperating Teacher:
3D Using Assessment in Instruction Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in self-assessment. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 3E Demonstrating Flexibility and Responsiveness The teacher successfully accommodates students' questions and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Instruction Comments: Student Teacher:
Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 4E Growing and Developing Professionally The teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent