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CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Middle Level, Math, English, Music & Art Cooperating

Teacher/University Supervisor
Candidate: Jessica Gates School: Sheridan Elementary Mentor Teacher Completed by: Major: Music Education University Supervisor Mentor Teacher: Gwendolyn Smith Date: February 19, 2013 Mid-term Final \ Initial

Grade/Subject: Grade One/ General Music

Directions: T h i s f o r m i s t o b e u s e d a s a f o r m a t i v e a n d s u m m a t i v e a s s e s s m e n t of t h e c a n d i d a t e ' s p r o g r e s s t h r o u g h o u t t h e c l i n i c a l p r a c t i c e . T h e c a n d i d a t e s h o u l d b e assessed elements under each standard three (3) times: asfollows: after 4 weeks, 8 weeks a n d a t t h e e n d o f the placement. (2) A c c e p t a b l e / M e e t s ; Rate thecandidate o n each o fthe k e y Then give a n overall Scale: ( 1 ) Unacceptable/Developing; ( 3 ) Target/Exceeds.

r a t i n g i n t h e box b e s i d e t h e A D E P T P e r f o r m a n c e S t a n d a r d .

An e x p l a n a t i o n of t h e s e r a t i n g s i s g i v e n o n t h e r e v e r s e s i d e o f t h i s f o r m .

ALL*

EACH
NAEYC

ELED Acet 1.0 3.1 4.0 4.0 4.0 4.0

MIDD
AMLE

ART

ENG
NCTE

MATH NCTM

MUS

ADEPT PERFORMANCE STANDARDS APS 2: SHORT RANGE OF INSTRUCTION 2A. Develops Unit Objectives 2B. Develops Instructional Plans 2C. Uses Student Performance Data APS 3: PLANNING ASSESSMENTS AND USING DATA 3A. Uses a Variety of Assessments 3B. Administers a Variety of Assessments 3C. Uses Assessment Data to Assign Grades APS 4: HIGH EXPECTATIONS 4A. Establishes, Maintains and Communicates High Expectations for Achievement 4B. Establishes, Maintains and Communicates High Expectations for Participation APS 5: INSTRUCTIONAL STRATEGIES 5A. Uses Appropriate Strategies 5B. Uses a Variety of Strategies 5C. Uses Strategies Effectively APS 6: PROVIDING CONTENT FOR LEARNERS 6A. Thorough Command of Discipline 6B. Provides Appropriate Content 6C. Content Promotes Learning APS 7: MONITORING, ASSESSING & ENHANCING 2

3.4 3.4

3.2

4.0 4.0 4.0 3.4 3.4 3.4 3.4

7A. Monitors Using Formal & Informal Assessments 7B. Uses Information to Guide Instruction 7C. Provides Instruction Feedback APS 8: ENVIRONMENT PROMOTES LEARNING 8A. Safe & Conducive Physical Environment 8B. Positive Affective Climate in Classroom 8C. Creates Culture of Learning APS 9: MANAGING THE CLASSROOM 9A. Manages Student Behavior Appropriately 9B. Maximum Use of Instructional Time 9C. Manages Non-instructional Routines

Candidate's Signature

Date

MFrhiy

Evaluator's

Sienature^u ^^JafiY.

*ALL - Teacher as Leader (TL); Reflective Practitioner (RF); Teacher as Moral Service Provider (MSP)

CLAFLIN UNIVERSITY

SCHOOL OF EDUCATION

PROFESSIONALISM

ALL

EAC H
NAE\ 'C

ELED
ACEI : ::
3,Z

MIDD
AMLE

ART

ENG
NCTE

MATH
NCTM

MUS

APS 10: PROFESSIONALISM

3
3

5.2 5.1 5.1 5.1

1UA. Advocate Tor Lniluren 10B. Achieves Organizational Goals IOC. Effective Communicator

3 3 3 2

10D. Exhibits Professional Demeanor & Behavior 10E. Active Learner

LONG RANGE P L A N N I N G
ALL EACH
NAEYC

( T o be completed by the University Supervisor)


MATH
NCTM

ELED
ACEI

MIDD
AMLE

AR1

EN G
NCTE

MUS

APS 1: LONG RANGE PLANNING 1A. Description of Students IB. Contextual Factors 2A. Learning and Developmental Goals(each content area) 2B. Learning and Developmental Goals(Diversity) 3A. Units of Instruction 3B. 3C. 3D. 4A. Instructional Materials & Resources(key materials 4B. Instructional Materials & Resources(Technology) 5. Assessment 6. Student Records 7A. Discipline Policy 7B. Procedures for Non-instructional Activities 8A. Parental Communications - Initial Information
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1.0 5.2 1.0 3.2 3.1 2.5 2.6


7 7

3 3

in 3.5 4.0 4.0 3.4 3.4 5.1 K 5


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Reflections

2
Target/Exceeds (3)

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E X P L A N A T I O N S OF R A T I N G S
Unacceptable/Developing (1) Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated. Acceptable/Meets (2) Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

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