Beruflich Dokumente
Kultur Dokumente
Comments:
Instructional goals Instructional goals Instructional goals are No instructional goals
and objectives are and objectives or the apparent for the are apparent. There
clearly communicated agenda for the lesson lesson but are not is no helpful
in written and oral are clearly communicated. An communication of
Instructional format. Agenda for communicated in agenda is not posted procedures.
Performance: Makes lesson is posted or written and oral or communicated.
learning goals and communicated. format. Procedures Procedures are
instructional Procedures for each for each part of the communicated in a
procedures clear to the part of the lesson are lesson are haphazard fashion or
students appropriately communicated but in such a way that
1/18 (5%)
INTASC-2013.4,
communicated. with a lack of confusion or lac k of
INTASC-2013.3.l Student organization or with a organization occurs.
understanding of lack of assessment of
procedures and student
expectations are understanding.
assessed.
Comments:
The candidate: is The candidate: is The candidate: is The candidate: is not
knowledgeable of knowledgeable of knowledgeable about knowledgeable about
content and content and content but struggles content or makes
communicates the communicates the to communicate in a errors in
content in a content in a developmentally communication
developmentally developmentally appropriate way; content to students;
appropriate way; appropriate way; has does not integrate does not
ensures an little integration of other disciplines into communicate in a
Instructional integration of disciplines; engages the learning activities; developmentally
Performance: Makes disciplines into the students in learning plans lessons appropriate way;
content
content discussion or activities that allow intended to engage does not integrate
comprehensible to activities; effectively students to students in higher other disciplines;
students integrating engages students in participate in inquiry, order skills, but does focuses on lower
various disciplines
learning activities that critical thinking, not facilitate those order knowledge and
within the educational require inquiry, critical problem solving, or skills during the skills; focuses on
curriculum while thinking skills, creativity; focuses on lesson; focuses on lower order
encouraging students
problem solving skills, lower order questions lower order questions questioning; does not
to extend their thinking. and creativity; but does incorporate and deflects or encourage student
1/18 (5%)
INTASC-2013.4
consistently asks some higher order redirects higher order questioning or
higher order questions as follow discussions. elaboration.
questions and up or embraces
encourages students opportunities for
to elaborate on higher order
concise answers; discussion when
encourages students presented.
to ask higher order
questions.
Comments:
13 Jul 2019 Page 5 of 7
The candidate: uses The candidate: uses The candidate: The candidate: does
a variety of a variety of checks for not check for
assessments assessments understanding but is understanding during
including: Formative; including: Formative; not systematic in lessons (no use of
Summative; Summative; approach to formative
Technology; Informal; Technology; Informal; assessment; use of assessment) does
Instructional Formal uses Formal uses formative not adapt
Performance: Checks assessments that are assessments that are assessments is assessments as
student understanding
developmentally developmentally limited; feedback is required; has little or
through a variety of appropriate; appropriate; attempts not timely or no data on which to
means; provides appropriately adapts to adapt assessments descriptive; attempts make adjustments to
feedback to students;
assessments for all as required; feedback to adapt assessments instruction; does not
is flexible and students; provides is timely but not as required; does not attempt to respond to
responsive to student timely and descriptive descriptive (or reflect on data from the needs of
needs by adjusting
feedback to students; vice/versa); reflects assessments to students. No
learning activities as uses data from on data from adjust instruction; feedback is given to
the situation assessments to assessments but does not attempt to students.
demanded
adjust instruction; does not effectively differentiate
1/18 (5%)
INTASC-2013.4 effectively adjust instruction; instructional activities.
differentiates all attempts to
instructional activities differentiate
and assessments for instructional activities
all students. and assessments for
students who
struggle.
Comments:
Candidate plans and Candidate strives to Candidate struggles Candidate allows
facilitates a lesson pace the lesson so to find a pace that content and outside
that is adequately that all students are engages all students influences to drive
Instructional paced and “chunked” engaged and and ensures learning pace. Lesson is not
Performance: so that all students learning. Checks for of all students. Wait “chunked” and too
Engagement of are engaged and understanding but time is much too short much time is spent on
students in learning learning. Appropriate does not effectively for most students to one activity. Wait time
and adequate pacing wait time during adjust pace process content or is not given. No
of instruction instructional activities accordingly. Uses wait complete activity. checks for
1/18 (5%) and questioning. time during Candidate checks for understanding.
INTASC-2013.4 Candidate checks for instructional activities understanding but
understanding and and questioning – but does not attempt to
adjust pace does not give enough adjust pace.
accordingly. time for all students.
Comments:
Candidate reflects Candidate reflects Candidate appears to Candidate does not
daily on student regularly on student reflect regularly but is appear to reflect on a
learning; Reflects on learning; Reflects on not focused on regular basis and has
the evidence the evidence evidence available no basis for change
available with regard available with regard with regard to in future planning or
Professionalism:
to students obtaining to students obtaining obtaining learning instruction.
Reflects on the extent
the learning goals. the learning goals. goals. Reflection is
to which the learning
Reflection alters Reflection does not often on personal
goals were met
1/18 (5%)
future instruction and lead directly to performance or
influences future changes in future student behavior.
learning goals. instruction. Reflection does not
lead to change in
planning or
instruction.
Comments:
13 Jul 2019 Page 6 of 7
Candidate asks for Candidate actively Candidate receives Candidate meets
feedback from other listens to constructive constructive feedback constructive feedback
professionals and feedback and asks without complaint and with negativity and a
invites comments on questions about endeavors to lack of
lesson plans, change & growth incorporate some of professionalism; No
instructional opportunities. the feedback to effect change to
performance, and Reflects on feedback changes in performance with
Professionalism: classroom and incorporates performance. regard to the
Accepts constructive environment issues. selected suggestions constructive feedback
feedback and Actively listens to into future is apparent.
demonstrates a constructive feedback performance.
willingness to grow
and asks questions
professionally about change &
1/18 (5%)
INTASC-2013.3.a
growth opportunities.
Incorporates
constructive feedback
into reflective
practices and
changes performance
based on the
feedback.
Comments:
Candidate Candidate Candidate begins Candidate maintains
demonstrates an demonstrates an with an energetic a low level of energy
enthusiasm for the enthusiasm for the approach but loses demonstrated
content through content through a energy or focus through low volume
volume, tone, selection of volume, throughout the class or monotone;
instructional strategy, tone, instructional period. Choice of candidate interaction
Professionalism:
and choice of strategy, and choice instructional strategy, with students is often
Energetic and
examples & activities. of examples & activities, or examples flat; choice of
enthusiastic about
Candidate maintains activities. Candidate shows a lack of instructional strategy
teaching
a high level of energy strives to maintain a consistency or results is inappropriate for
1/18 (5%)
throughout the class high level of energy in the lack of maintaining student
period. Candidate throughout the class engagement of engagement.
actively encourages period. students.
student participation
and keeps student
engagement high.
Comments:
13 Jul 2019 Page 7 of 7
Consistently Consistently Lacking in consistent Not punctual or
Professional in Professional in Professional dependable;
appearance; appearance; appearance; Not Inappropriately attired
Consistently Punctual Consistently Punctual consistently Punctual or groomed. Not
and dependable; and dependable; and dependable; Not prepared. Candidate
Consistently and Usually prepared for thoroughly or only completes
thoroughly Prepared. allotted time; Takes consistently prepared. assigned tasks as
Takes initiative-takes initiative- Candidate Takes initiative- required; Candidate
on tasks not required takes on tasks not Candidate accepts does not participate
by the program as required by the additional duties (not in professional
part of his/her regular program as part of required) when discussions about
responsibilities within his/her regular asked. Interacts student learning
the classroom. responsibilities within appropriately with issues; Chooses to
Volunteers for after the classroom school administrators, work alone instead of
school activities. Interacts faculty and staff engaging with
Interacts appropriately with exemplifying ethical colleagues.
Professionalism: appropriately with school administrators, conduct- Candidate
Maintains a school administrators, faculty and staff shows lack of
Professional faculty and staff exemplifying ethical understanding of
Disposition and exemplifying ethical conduct- participates ethical approach to
engages in conduct- Initiates in conversations with conversations with
professional conversations with regard to student regard to
activities/conversations. regard to student issues with other confidentiality. Builds
1/18 (5%) issues with other professionals as is relationships with
INTASC-2013.2.f, professionals as is deemed appropriate colleagues to share
INTASC-2013.1.j, deemed appropriate and ethical according teaching insights and
INTASC-2013.10.k,
and ethical according to the laws of coordinate learning
INTASC-2013.10.p,
INTASC-2013.10.s, to the laws of confidentiality and the activities for students-
INTASC-2013.10.r, confidentiality and procedures of the Little attempt to build
INTASC-2013.1.c, the procedures of the school. Builds relationships or work
INTASC-2013.10.m school. Builds relationships with with others.
relationships with colleagues to share
colleagues to share teaching insights and
teaching insights and coordinate learning
coordinate learning activities for students-
activities for students- Attends team/group
Engages in meetings based on
team/group student learning
discussions about issues;
student learning
issues and shares
possible solutions or
approaches. Partners
with colleagues –
both from school and
EUP – to design or
lead learning
Comments:
Overall Performance:
Rate the student
teacher’s performance
holistically based on
the content and
context.
1/18 (5%)
Continue to reflect on your instruction and ask the tough questions: 1.What am I doing in the classroom? 2.Why am I doing this?
3.What is the result? 4.Will I change anything based on the information gathered from answering the first three questions? Answering
Comments:
these questions will provide prompts an opportunity to self-reflect on the improvements that you’ve made, and help you consider
further areas for growth.
0.000 pts