2.A.3. Meeting Diverse Needs Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Formative Assessment – completed at 2nd 3-way meeting (check box to indicate level of performance) Dimension 1 - Unsatisfactory 2 - Needs Improvement 3 - Proficient 4 - Exemplary Quality * Scope * Consistency * Evidence for rating: (to be completed by the Program Supervisor and Supervising Practitioner).Minimum required sources of evidence for assessment of this element are listed below. Candidate evidence provided in Evidence Binder may also be considered. Source of Evidence Evidence to Support the Ratings for 2.A.3: Meeting Diverse Needs Announced Observation #2 Measures of Student Learning (If available) Other: Other: Other: 2.B.1: Safe Learning Environment Formative Assessment 1 - Unsatisfactory 2 - Improvement 3 - Proficient 4 - Exemplary
2.B.1. Safe Learning Environment Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element. Formative Assessment – completed at 2nd 3-way meeting (check box to indicate level of performance) Dimension 1 - Unsatisfactory 2 - Improvement 3 - Proficient 4 - Exemplary Quality * Scope * Consistency * Evidence for rating: (to be completed by the Program Supervisor and Supervising Practitioner).Minimum required sources of evidence for assessment of this element are listed Candidate evidence provided in Evidence Binder may also be considered. Source of Evidence Evidence to Support the Ratings for 2.B.1: Safe Learning Environment Unannounced Observation #1 Student Feedback Survey Other: Other: Other: 2.D.2: High Expectations Formative Assessment 1 - Unsatisfactory 2 - Needs Improvement 3 - Proficient 4 - Exemplary individually
1.A.4: Well-Structured Lessons Summative Assessment 1.A.4. Well-Structured Lessons 1 - Unsatisfactory 2 - Improvement 3 - Proficient 4 - Exemplary Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to student’s needs. Is able to model this element. Summative Assessment – completed at 3-way meeting (check box to indicate level of performance) Dimension 1 - Unsatisfactory 2 - Improvement 3 - Proficient 4 - Exemplary Quality * Scope * Consistency * Evidence for rating: (to be completed by the Program Supervisor and Supervising Practitioner).Minimum required sources of evidence for assessment of this element are listed below. Candidate evidence provided in Evidence Binder may also be considered. Source of Evidence Evidence to Support the Ratings for 1.A.4: Well Structured Lessons Announced Observation #1 Unannounced Observation #1 Measures of Student Learning Other: Other: 1.B.2: Adjustment to Practice Summative Assessment 1 - Unsatisfactory 2 - Improvement 3 - Proficient 4 - Exemplary
2.D.2. High Expectations Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. Summative Assessment – completed at final 3-way meeting (check box to indicate level of performance) Dimension 1 - Unsatisfactory 2 - Needs Improvement 3 - Proficient 4 - Exemplary Quality * Scope * Consistency * Evidence for rating: (to be completed by the Program Supervisor and Supervising Practitioner).Minimum required sources of evidence for assessment of this element are listed below. Candidate evidence provided in Evidence Binder may also be considered. Source of Evidence Evidence to Support the Ratings for 2.D.2: High Expectations Announced Observation #1 Student Feedback Survey Other: Other: Other: 4.A.1: Reflective Practice Summative Assessment 1 - Unsatisfactory 2 - Improvement 3 - Proficient 4 - Exemplary