CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Chitdhood/Elementary Education Cooperating Teacher/University Supervisor Candidate: _Jordan Canty Cooperating Teacher:.W. Anthony School: Whittaker Elementary : Third Grade/ All Subjects Date: November 9, 2015 x Cooperating Teacher____University Supervisor ial i-term_x Final Directions: This form s tobe used as «formative and summative assessment ofthe cancdote’s progress throughout the clinical practice. The candldate should be sessed thee (3) times: ofter4 weeks, 8 weeks and a the end ofthe placement. Rate the candidate on each ofthe key elements under each standord a5, {follows: Sale: (1) Uoeceptabe/Developing; (2) Acceptable/Mects (8) Torget/Exceeds. Then give an overol rating Inthe box beside the ADEPT Performance Standard. An explanation of these rotings Is given onthe reverse side of this form. ‘ADEPT PERFORMANCE STANDARDS RATINGS [amore TA Obtains Student information 48, Esablahes appropriate standarde-based learning and developmerial goals CI identifies and implements instructional uns = ¢LA 1C2 Menifies and implements instructional units = Sings C3 ents and implements instructional units = Matheraies 1C4_entifies and implements instructional units = social tudes ICS lentes and integrates Val and Performing ts within atuctional vis C6 Identifies and integrates Health Education within instructional units TG Identifies and integrates Physical Education win instructional units 4D; Develops appropriate proceses or evaluating ond recording student progress Bachioveest| TE. Mans appropriate procedures For managing the lssToor [Tits 2 SHORT RANGE OF INSTRUCTION A. Develops Unt Objectives 3B. Develops Instructional Plans [2e. uses SudentPerommance Das "APS: 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: “A, Establishes, Maintains and Communicates High Expectations for Achievement “%B. Establishes, Maintains and Communicates High Expectations for Participation "APS: INSTRUCTIONAL STRATEGIES A, Uses Appropriate Strategies 5B, Uses a Variety of Strategies ‘SC, Uses Strategies Effectively {APS 6: PROVIDING CONTENT FOR LEARNERS ‘6A, Thorough Command of Discipline 68. Provides Appropriate Content Be [se content Promotes tearing APS (MONITORING, ASSESSING & ENHANCING BE [ ae mono ag Ferma & formal asses 3b “40 | 78. Uses information to Guide Instruction 3c “0 | 7€. Provides instruction Feedback a a none PROMOTES EARNING Te | Ba | Bm Safe Condi Psa Enon 3 To | 3a] 88 Poste afetve imate Gassroom 3 4 Revised Fall 2013 — ACEI/NAEYC 2010 Standards 9ie [34 [86 Genes Cure ofearring : "ARS S: MANAGING THE GIASSROOM Zz A. Manages Student Behavior Appropriate 3 38, Mivimum Use of nstructional Time = pa 3G. Maages Non instructional Routines cnn archi ee CLAFLIN unzveks SITY ae LE Evaluator’ Signature (hue Huth SCHOOL OF EDUCATION PROFESSIONALISM ‘APS i colleagues, dministrates, and other Student evented professionals, sueh 95 agencies, businesses, and community froups to determine the needs of his 5.2 0A. Advocate for Children PROFESSIONALISM [acces | say eee a ree “Te candidate coliaborates wth Ealieagues and administrators, but not other agencies to determine the needs of his or her stusents and'1o plan and provide them with ‘he eandate doesnot collaborate with colleagues, Sdminictrators or agencies 108, Achieves Organizational Goals that tis possible and appropriate and aalvely supports the efor of school ‘organizations and exvacuriular frher students to lan and provide 6e eee the appropriate learning them tne appropriate amin | UE AHHH earing experiences and assessments “The candidate regularly attends and 5.1 continutes tomectings tothe extent | he canaidate attends facultyand | The candidate does not sade oul meetings, but not other Schoo oxgprizational meetings or rtrecurcular ate 6a Shuts tht conte theca ang and elmer B.A |s0cacttecive | rrecndestersptenordma | MeGnaaatasealen nodal Tes anc poten ord || Communicator: wnitten language are clear, correct, and ————— and written language contain ; Tath argetoudent od coast GD | Presentation | sppropiateforthetrgeavlence. | TO te retain many stant ear ‘The candidate communicates with ——— 5.2. | roc2etecive poretevrdunsonan parents/guardians on 9 regular bas, responds appropriately to parental concerns and uses mor than tees (3) ‘communicator: Parental Intermittent bai, responds appropriately to parental eoncerns, and uses at east three (3) iferent ‘The candtate does not commonicate wth parens/avardans. poles, and procedures and Characteristic of professional in terms of responsibilty, intative ime ‘management appearance, ethical standards, and quality of work Professional Demeanor and 6b | Behavior 6b | Responsiveness | vaiedfomatsto ensure tht ongsing | $e eat tee ier Communication takes lace. communication fakes place, The canddate comphes wih al 5.1. | 100. exhibits professional, school and district ules, | The canddate complies wth ‘Te canadate does nt adequate professional, school and Gist rules, policies and professional demeanor. ‘comply with sect piles and procedures and/or tanita professional ‘demeanor. The candidate isa reflective practioner who dentifes his or her professional strengths and weaknesses and devises plan to address them. 206.1 Active Learner: Identification "The candidate enthies ether he corner strengths oF weaknesses, and devises plans to adress the densified The candidate doesnot donut strengths or “The candidate aggressively seeks out, participates in ad contributes to activites that promote collaboration forhisorher continued professions! growth, 106.3 Active Learner: Collaboration 6c ‘Candidates must receive at least 2.0 overall successful pass this assessment THE SCORING GUIDE FOR THE ASSESSMENT Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards “The candidate seeks ou, pareipats i, and contributes to {aetvites for adequate professional growth The candidate doesnot partcspaten acts to Promote professional south OVERALL RATING‘ancidate demonstrates mon ofthe atvibutes of] Condi Gemonstratesal ofthe buts ofthe standaré, Performance leary indeats that the ‘Canddate demonstrates ined anaunt ale attributes of te standard, Performance indicates | the stander, Performance indicates thatthe ‘competency has been demonstrated inclasing | commpetency hasbeen mastered, cluding ‘that few competencies have baen demonstrated ‘@amples, extension, of enrichment, examples, extension, nd enrichment Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards‘Sp1epURIS OTOZ IAIVN/IADV ~ ELOZ Ile Pasinay OT orate ae vo en rowan pues | puesounaaeine seo eee sseveitome genie | Bron moree |, av ammeson rm 20 05 yg aN EE aa Je kouesesapnea | heuer esopnpal eps | ven ssn aeppues pus aeppU ‘ssn teenies ‘Axeqvewsy9 30} 2940 Aen’ seppues oun ‘poveno ey at -pneasouon | 4. 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