Baseline (0 points) ▪ Learning activities do not reflect social, cognitive, emotional, or physical developmental levels ▪ no evidence of learning theory in teaching activities ▪ No evidence in lessons of learning styles, multiple intelligences, and prior experience to enhance learning Inconsistent (1 points) ▪ Learning activities consider social, cognitive, emotional, and physical of students; ▪ Uses learning theories to address child/adolescent development. ▪ Little evidence of learning styles, multiple intelligences, and prior experience in the planning lessons Consistent (2 points) ▪ Learning activities address the social, cognitive, emotional, and physical developmental level of students ▪ theory of learning used in daily teaching activities ▪ Lesson design reflects knowledge of learning styles, multiple intelligences, and prior experience Developing (3 points) ▪ Activities and lessons designed at the social, cognitive, emotional, and physical developmental level of students ▪ Well developed theory of learning in all lessons and activities ▪ Lesson design includes learning styles, multiple intelligences, use of prior real world experiences to enhance instruction Comments: Standard 3—Curriculum Implementation: Baseline (0 points) ▪ Individual student learning needs are not addressed ▪ Lessons do not contain district, state, and national standards Inconsistent (1 point) ▪ Considers diverse student learning needs ▪ Lessons contain district, state, and national standards Consistent (2 points) ▪ Consistent attention to diverse student learning need ▪ Lessons include learning strategies from district, state, and national standards Developing (3 points) ▪ Recognizes needs of diverse learners and creates effective lessons ▪ Lessons developed differentiated strategies from district, state, and national standards Comments: Standard 4—Critical Thinking: Baseline (0 points) Inconsistent (1 point) Consistent (2 points) Developing (3 points)
▪ Appropriate instructional strategies are not included in lessons ▪ Instructional resources are not used to improve student learning ▪ Lessons include some instructional strategies to enhance student engagement ▪ Few instructional resources are used for student learning ▪ Instructional strategies are used to improve student engagement for problem-solving ▪ Uses instructional resources for student learning ▪ Instructional strategies are based on effective communication to improve student engagement in problem-solving ▪ Uses appropriate instructional resources to enhance student learning Comments: Standard 5—Positive Classroom Environment: Baseline (0 points) ▪ No management techniques used to promote learning ▪ No transitions used and inadequate time management of activities Inconsistent (1 point) ▪ Uses a classroom management technique to enhance learning in the classroom ▪ Attempts to manage time, transitions, and activities Consistent (2 points) ▪ Explores individualized classroom management techniques to impact learning ▪ Manages time, transitions, activities, and classroom space to promote student learning Developing (3 points) ▪ Implements combined classroom management techniques, a positive social environment, student engagement, and group & self-motivation ▪ Maximized student learning through time management, space, & transitions Comments: Standard 6—Effective Communication: Baseline (0 points) Inconsistent (1 point) Consistent (2 points) Developing (3 points) ▪ Sensitive to cultural, gender, intellectual, & physical ability
▪ Does not attend or discuss professional development ▪ Actively seeks professional development opportunities Comments: Standard 9—Professional Collaboration: Baseline (0 points) ▪ Minimal effort to work with peers in order to meet student needs ▪ No effort given to work with others to support student learning Inconsistent (1 point) ▪ Does some collegial activities to meet student needs ▪ Will listen to peers in an attempt to support student learning Consistent (2 points) ▪ Collaborates with partners to meet student needs ▪ Attempts to form partnerships to support student learning Developing (3 points) ▪ Actively collaborate with colleagues to meet student needs ▪Purposefully seeks cooperative partnerships to support student learning Comments: Points earned for the INTASC/MoSPE Standards (27 possible total points) A=21-27 B=15-20 C=9-14 Failing=0-8 ______________________________ _____________ ______________________________ _____________ Cooperating Teacher Signature Date Cooperating Teacher Signature Date ______________________________ _____________ ______________________________ _____________ MWSU Supervisor Signature Date MWSU Supervisor Signature Date ____________________________ _____________ ____________________________ _____________ Teacher Candidate Signature Date Teacher Candidate Signature Date