= jae CCLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION ADEPT EVALUATION FORM Middle evel Flueaton Cooperating TecherUniersy Saperviaoe Hy a Canidae a Prrtee Cooperating Tener i Sie TN; adie, Seatemubnee LE ‘Completed by: ay Cooperating Teacher ‘University Supervisor ___. Mid-terin _ADEPT PERFORMANCE. a RamNGs, TA Obtains Sadene Information 1B, Esbskes pyeopite standarde-bsed Teaming and developmental goals TCA ents an implements insiesseel nits TD. Deveiops appropiate processes for ‘Saluating and recording stents? Progress & pohevement Te. Pans spproprte procedures for ‘managing the ema "2a, Develops Unie Objectives 2B. Develops insure! Plans PLANNING ASSESSMENTS AND USING Ete 2. . Te EXPECTATIONS Expectations fr “4B. Esablsios, Maintains and Communicates High Expectations for Pas INSTRUCTIONA STRATEGIESTh Uses Aporopie Sexteges csmia | DS SC. Uses Soalege Essie APS G PROVIDING CONTENT FOR LEARNERS, ‘SA Thorowgh aes = 3 pee ae goin Sons 7 “heen porate a a Boe ee Sas ae = ee ee on al oe er ni ca ics ae nee oe 2, ee gee Seas ae = — on ou 3 [fle a aera SE TE SS STE SE ST ST Gi divemit rivnecasoa | set eesti" | era otro eee eee cere eee |e reg | Souris aren GIG w | W fw xamples, conson, or erie extension, ad erie CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION PROF E SsIOALISM APS 10; PROFESSIONALISM J Peeler Target (3) ‘Acceptable (2) | Unacceptable (1) | ravine | Tie canine comonte wih Cele sins nd te Sueno pessoal sachs 10 Advocate for J see, une nd emmy Children ‘pois 1 detemine nets or Sesion oan nd prov tem ‘ithe pproprit ering une an eres ic caste ely sed ents esting he exe 108. Achieves | fits pont aprons, Organizational scuvelyuppors tc ers of cho! Gea ‘ipuiatn and ecco ‘ctv hat oreo Be overall iGsmingan derdonment of ets 0G. Ettectve | The cnihi's chen nod an sae spoken words Te ania’ pen word Communicator: | wiscnangusge eles crac and | "ten ngawe we prot | od ten npg ona Presentation erropreferbetraetsense | Me'gost sii mylar cree “The candizatecollaborster with colleagues and admins, bat tote agencies o determine te] The candidate doesnot eods of his or her students and ta | collaborate with elleazues, Plan and provide them withthe | administrators o agencies. toxoni emne epee “The candidate stnds faculty and syade level meetings, but not ether School organizational mestings ‘traci atin “The candidate docs not ted meeting opartiptes ny extucuiclar activites, The canis poten word and . The canst communicates wih |e sande communis with 100.2 Effective | porensigiarians on a ep basis, parent/guardian onan [ntemtent basi, responds “The candidate doesnot ‘ppropriely 0 pareral eoneems, | communicate with fndures at east tre (3) diferent | parents/guacians amas o rset ongoing| sommunication kes place Communicator: esponts appropriately to paren Parental cancers, and wes mare than thee (3) Responsiveness | vried formats to ensure hat ongoing, ‘omentum aes place “The ce comps wi aT Frotnal school and dst es, | ho andes comps wth Perea | rls an procedures an is opt roth ad Profesional | araseritc of prfesonal in tems] Skt proecor comply wih soaps Demeanorand | efvepersbity native time | Sergi ‘nd proede anor exit Behavior Imamgsner appearence | ese cane 2 pfeil ean tent wd galy foe esate ara SET man | |e, Leer” | tccamginieciie | Snconmo same aenrsncamael _and devises a plan to address them identified. picts unset Twesacie [See [Tecnico Learner: ‘activities that promote collaboration for aap ies Collaboration his or ber continued professional a” prof The candi doesnot “The cand doce not entystengts or —— “Te candidate doesnot patcigte in setiibes rome profesoral growth a eae VERALL RATING [| *Candidates must receive at leat 2.0 overall to successful pass tis assessment. G |W] Ww |G Jw] G [Od THE SCORING GUIDE FOR THE ASSESSMENT Candas demonstatcralimtstamomt ofthe | Candidne demonsrstr mow ofthe arbor ottae | Cendvis demonstateval oe ations oe Saibutes ofthe standard. Psrferance nice that | standard. Porermance infectes thatthe competency | sanded. Performance clearly nicest the few competencies have been donated, fas been demonstrated including example, ‘competency has ben mastered, including examples, extension of erichent ‘extension, ed earicmentContent Specific Questions: Instructions Use the scoring rubric below to score the attached content rubric. nacceptable(t) [Moderately Acceptable @)] Acceptable 3) Highly Acceptable 4) Tat ) Candidate demonsiraies | Candidate demonstrates | Candidate demonstrates | Candidate demonstrates Candidate demonstrates ‘limited amount ofthe | some ofthe atribuees of | most of the attributes of | mast ofthe attributes of | all ofthe atributes of the tributes of the standard. | the standard the standard. the standard standard. Performance Performance indicates | Performance indicates | Performance indicates | Performance indiates | cleariy indicates thatthe that few competencies | thatthe competency has | thatthe competency has | thatthe competency has | competency has been have been demonstrated. | been demonstrated. ‘been demonstrated been mastered including | mastered, including : including examples, | examples, extension, or | examples, extension, and cexension. or enrichment, | enrichment, enrichment Winn So Clack WNiate Scheot evauaer AY a eooers Lung kcln U Doite mt EB Completed by: _// Coop. Teacher Rate the candidates on each content standard using the following scale: ‘Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target, Univ Supervisor _ Administrator AMLE Standard | Component Tradarstands the major concep, principles and theories of young adolescent development ~ intellectual, pysieal, social, emotional, and moral ‘Understands tho range of individual diferencss of al young adolescents and the “implications of these diferences for teaching and learin ‘Knows a variety of teaching/earting Sraiegies hat tke Tio consideration and capitalize upon the developmental characteristics ofall young adolescents Tndetsiands the implications of young adolescent development for school organization and Componcits of successful middle evel programs and schools ‘Understands issues of young adoleseert health and sexuality ‘Understands the interelationships among the characteristics and needs ofall young adolescents ‘Dderstands that the development oF al young adolescents osours in the Sontext of caswroomns, Tamils, post OURS, ‘communities and soviet Ts. knowledgeable aboot how the media portrays young adolescents and comprehend the implications of these portraits ‘Understands that middle level curriculum should be relevant, challenging, integrative, and exploratory ‘Taderstands the inerdisciplinary nature of owledge and how to make canections among subject areas whet planning curriculum Possesses a depth andl breadth of content knowledge Ts knowledgeable about local, sat, and national middle Tevel eunicuTum Standards and of wage Yo aes the Suet knowledge reflected in those sndards Ts fluent in the integration of technology in euriculom planning. ‘Knows how to incorporate all young adolescents” ideas, inerests, and experiences into curriculum | ‘Understands multiple assessment stratoges that ffectively measure student mastery ofthe curriculum ‘Understands the integrated role that technology play ina varity of student assessment measures ‘Uaderstands their roles in the total school curriculum (eg, advisory program, co-curricular acvites and other programs) ‘Knows how To assess and soled curiculum maerals that ae academically challenging and personally motvating Tor OA BlaD RBA PP‘young adolescents x Understands th Key concepts within the erical nowledge bas and know how to design assessments tha args them ‘Comments: (Use an attached page if necessary.) 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