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

Candidate: rq Cooperating Teacher: _____________________________________

School: &t/I r" ge4m',,, .E/t'ie /2(/1 / Date: - ?- "-/ V"

Completed by: Cooperating Teacher 'V,it /i/I University Supervisor Initial " Mid-term Final

Directions: This form is to be used as a formative and summative 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. Rate 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 3 la 1.0 1A. Obtains Student Information :5 5c 3.1 lB. Establishes appropriate standards-based learning and developmental goals 3 5a 2.1 1C.1 Identifies and implements instructional units - ELA

5a 2.2 1C.2_ Identifies units - Science _and _implements _instructional

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

5c 3.4 1E. Plans appropriate procedures for managing the classroom 1) APS 2: SHORT RANGE OF INSTRUCTION

5b 1.0 2A. Develops Unit Objectives

Sc 3.1 2B. Develops Instructional Plans

Sc 4.0 2C. Uses Student Performance Data

APS 3:_PLANNING ASSESSMENTS AND _USING _DATA 3c 4.0 3A. Uses a Variety of Assessments 9 Oi : / 3 3c 4.0 3B. Administers a Variety of Assessrints 3 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 7 3 ic 3.4 4B. Establishes, Maintains and Communicates High Expectations for Participation

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

4c 3.2 SB. Uses a Variety of Strategies 3 4c 5C. Uses Strategies Effectively

APS_6:_ PROVIDING FOR LEARNERS _CONTENT 3 Sc 6A._ Thorough _Command _of_Discipline

Sc 6B. Provides Appropriate Content (7

Sc 6C. Content Promotes Learning

APS 7: MONITORING, ASSESSING & ENHANCING 3b 4.0 7A. Monitors Using Formal & Informal Assessments 3b 4.0 7B. Uses Information to Guide Instruction

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

lc 3.4 BA._ Safe Conducive _&_ _Physical _Environment

ic 3.4 8B. Positive Affective Climate in Classroom .3 ic 3.4 8C. Creates Culture of Learning 41,

APS 9: MANAGING THE CLASSROOM lc 3.4 9A. Manages Student Behavior Appropriately

ic 9B._ Maximum Instructional _Use _of_ _Time

ic 3.4 9C. Manages Non-instructional Routines t4' 4 /

Candidate's Signature

Date Evaluator's Signature

Revised Fall 2013 - ACE I/NAEYC 2010 Standards

i

1

Acceptable (2)

The candidate collaborates with colleagues and administrators, but

not other agencies to determine the needs of his or her students

and to plan and provide them with

the appropriate learning

experiences and assessments.

Unacceptable (1)

The candidate does not collaborate with colleagues,

administrators or agencies.

RATING

The candidate attends faculty and grade level meetings, but not other school organizational meetings or

extracurricular activities.

The candidate's spoken word and

written language are appropriate

for the target audience and consist

of less than 5 errors.

The candidate communicates with

parents/guardians on an

intermittent basis, responds

appropriately to parental concerns, and uses at least three (3) different formats to ensure that ongoing communication takes place.

The candidate complies with

adequate professional, school and

district rules, policies and procedures, and exhibits a

professional demeanor.

The candidate identifies either his or her strengths or weaknesses, and devises plans to address the identified.

The candidate seeks Out, participates in, and contributes to

activities for adequate professional

growth.

The candidate does not attend meetings or

participates in any extracurricular activities.

The candidate's spoken word

and written language contain

many blatant errors.

The candidate does not communicate with parents/guardians.

The candidate does not

comply with school policies and procedures and/or

exhibit a professional

demeanor.

The candidate does not identify strengths or weaknesses.

The candidate does not participate in activities to

promote professional growth.

3

3

;

LIN UNIVERSITY

SCHOOL OF EDUCATION PROFESSIONALISM

APS 10: PROFESSIONALISM I

'EC

bA. Advocate for

Children

lOB. Achieves

Organizational

Goals

3. 1 10C.1 Effective

Communicator:

6 Presentation

The candidate communicates with 2 10C.2 Effective parents/guardians on a regular basis,

Communicator: responds appropriately to parental

Parental concerns, and uses more than three (3)

5b Responsiveness varied formats to ensure that ongoing

communication takes place.

The candidate complies with all

. 1 100. Exhibits professional, school and district rules,

Professional policies, and procedures and is

- - characteristic of a professional in terms Demeanor and

of responsibility, initiative, time

6b Behavior management, appearance, ethical

standards, and quality of work.

5 1 10E.1 Active The candidate is a reflective practitioner who identifies his or her

6c Learner:

Identification professional strengths and weaknesses and devises a plan to address them.

The candidate aggressively seeks Out,

5. 1 10E.3 Active participates in and contributes to

Learner: activities that promote collaboration

Oc Collaboration for his or her continued professional

Target (3)

The candidate collaborates with

colleagues, administrators, and other student-oriented professionals, such as agencies, businesses, and community

groups, to determine the needs of his

or her students to plan and provide

them with the appropriate learning experiences and assessments.

The candidate regularly attends and

contributes to meetings to the extent that it is possible and appropriate, and

actively supports the efforts of school

organizations and extracurricular

activities that contribute to the overall

learning and development of students.

The candidate's spoken word and

written language are clear, correct, and

appropriate for the target audience.

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

7 /O THE SCORING GUIDE FOR THE ASSESSMENT

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

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

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

- few competencies have been demonstrated. competency has been demonstrated including competency has been mastered, including

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

ed Fall 2013 - ACE I/NAEYC 2010 Standards

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