CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Childhood/Elementary Education Cooperating Teacher/University Supervisor

Candidate: Cooperating Teacher- School:

Date: ____________ - ?67C72L44' Grade/Subject: _______________ _____________ _______________ _____________ iA J; 2S1

Completed by: Cooperating Teacher -- University Supervisor Initial Mid-term Final

Directions: This form is to be used as a formative and summotive assessment of the candidate's progress throughout the clinical practice. The candidate should

be assessed three (3) times: after 4 weeks, 8 weeks and at the end of the placement. Rote the candidate on each of the key elements under each standard as

follows: Scale: (1) Unacceptable/Developing; (2) Acceptable/Meets; (3) Target/Exceeds. Then give an overall rating in the box beside the ADEPT Performance

Standard. An explanation of these ratings is given on the reverse side of this form.

NAEYC ACEI ADEPT PERFORMANCE STANDARDS RATINGS APS 1: LONG RANGE PLANNING

la 1.0 1A. Obtains Student Information

5c 3.1 lB. Establishes appropriate standards-based learning and developmental goals

5a 2.1 1C.1_ Identifies - ELA _and _implements _instructional _units

5a 2.2 1C.2 Identifies and implements instructional units-Science

5a 2.3 1C.3 Identifies and implements instructional units - Mathematics

2.4 1C.4 Identifies and implements instructional units - Social Studies

2.5 1C.5 Identifies and integrates Visual and Performing Arts within instructional units

2.6 1C.6 Identifies and integrates Health Education within instructional units

2.7 1C.7 Identifies and integrates Physical Education within instructional units

Sc 4.0 1D: Develops appropriate processes for evaluating and recording students' progress & achievement

Sc 3.4 1E. Plans appropriate procedures for managing the classroom

APS_2:_SHORT RANGE OF INSTRUCTION ç.

5b 1.0 2A. Develops Unit Objectives :3 5c 3.1 2B. Develops Instructional Plans 3 Sc 4.0 2C. Uses Student Performance Data

- - APS 3: PLANNING ASSESSMENTS AND USING DATA

3c 4.0 3A. Uses Variety of Assessments t 3 3c 4.0 3B. Administers a Variety of Assessments

3b 4.0 3C. Uses Assessment Data to Assign Grades

APS 4: HIGH EXPECTATIONS

lc 3.4 4A. Establishes, Maintains and Communicates High Expectations for Achievement

1c 3.4 3.4 4B. Establishes, Maintains and Communicates High Expectations for Participation

APS 5: INSTRUCTIONAL STRATEGIES :3 4b 5A. Uses Appropriate Strategies

4c 3.2 SB. Uses a Variety of Strategies - 'Jic 4c 5C. Uses Strategies Effectively J

APS 6: PROVIDING CONTENT FOR LEARNERS

5c 6A. Thorough Command of Discipline 3 Sc 68. Provides Appropriate Content

5c 6C. Content Promotes Learning

APS 7: MONITORING, ASSESSING & ENHANCING 2. 3b 4.0 7A. Monitors Using Formal & Informal Assessments -jib; p1 3 3b 4.0 7B._ Uses Guide _Information _to_ _Instruction

3c 4.0 7C. Provides Instruction Feedback 1 .3 APS 8: ENVIRONMENT PROMOTES LEARNING a

ic 3.4 8A. Safe & Conducive Physical Environment .3 ic 3.4 88. Positive Affective Climate in Classroom

lc 3.4 8C. Creates Culture of Learning 3 APS 9: MANAGING THE CLASSROOM

ic 3.4 9A. Manages Student Behavior Appropriately 3 lc 913. Maximum Use of Instructional Time 3 lc 3.4 9C. Manages Non-instructional Routines 3

Candidate's Signature '4i.,Li1 j 'ti ' Date Evaluator's Signature

Revised Fall 2013 - ACEI/NAEYC 2010 Standards

33

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11

CLAFLIN UNIVERSITY

SCHOOL OF EDUCATION PROFESSIONALISM

APS 10: PROFESSIONALISM ACEI/

Target (3) I Acceptable (2) Unacceptable (1) RATING NAYEC

5.2 The candidate collaborates with

The candidate collaborates with colleagues, administrators, and other

colleagues and administrators, but

___ bA. Advocate for

Children

student-oriented professionals, such as

agencies, businesses, and community

groups, to determine the needs of his

not other agencies to determine

the needs of his or her students

The candidate does not

collaborate with colleagues,

6e or her students to plan and provide and to plan and provide them with administrators or agencies.

them with the appropriate learning learning the appropriate

experiences and assessments. e experiences and assessments.

The candidate regularly attends and

5.1 lOB. Achieves contributes to meetings to the extent

that it is possible and appropriate, and The candidate attends faculty and The candidate does not

Organizational O

Goals

actively supports the efforts of school

organizations and extracurricular

grade level meetings, but not other

school organizational meetings or

attend meetings or

participates in any

6a activities that contribute to the overall extracurricular activities, extracurricular activities.

learning and development of students.

5.1 lOC.l Effective The candidate's spoken word and The candidate's spoken word and

The candidate's spoken word

Communicator:

Presentation

written language are clear, correct, and

appropriate for the target audience,

written language are appropriate

for the target audience and consist and written language contain

many blatant errors. 6b of less than 5 errors.

The candidate communicates with The candidate communicates with

5.2 10C.2 Effective parents/guardians on a regular basis, parents/guardians on an

Communicator:

Parental

responds appropriately to parental

concerns, and uses more than three (3)

intermittent basis, responds appropriately to parental concerns,

The candidate does not

communicate with

6b Responsiveness varied formats to ensure that ongoing and uses at least three (3) different parents/guardians.

communication takes place. formats to ensure that ongoing

communication takes place.

The candidate complies with all

5.1 10D. Exhibits professional, school and district rules, The candidate complies with The candidate does not

Professional Demeanor and

policies, and procedures and is

characteristic of a professional in terms

adequate professional, school and

district rules, policies and

comply with school policies

and procedures and/or 3 of responsibility, initiative, time procedures, and exhibits a exhibit a professional

6 b Behavior management, appearance, ethical professional demeanor, demeanor.

standards, and quality of work.

5. 1 10E.1 Active The candidate is a reflective The candidate identifies either his The candidate does not

Learner:

Identification

practitioner who identifies his or her

professional strengths and weaknesses

or her strengths or weaknesses,

and devises plans to address the identify strengths or

weaknesses. 6c and devises a plan to address them. identified.

5.1 10E.3 Active The candidate aggressively seeks out,

participates in and contributes to The candidate seeks out, The candidate does not

Learner:

Collaboration

activities that promote collaboration

for his or her continued professional

participates in, and contributes to

activities for adequate professional

participate in activities to

promote professional

6c growth.

growth. growth.

OVERALL RATING 4 *Candidates must receive at least 2.0 overall to successful pass this assessment.

THE SCORING GUIDE FOR THE ASSESSMENT

Unacceptable/Developing (1) Acceptable/Meets (2) Target/Exceeds (3)

Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of Candidate demonstrates all of the attributes of the

attributes of the standard. Performance indicates the standard. Performance indicates that the standard. Performance clearly indicates that the

that few competencies have been demonstrated, competency has been demonstrated including competency has been mastered, including

examples, extension, or enrichment, examples, extension, and enrichment.

19

Revised Fall 2013 - ACEI/NAEYC 2010 Standards

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