‘Teacher Candidate Performance Evaluation ] e (ALSDE Rule 290-3-3-03 Alabama Core Teaching St Tce Kaley Maciotyte & Vallry Groner Elem,labama Core Teaching Standards (2) Learner Differences Ficator Evidence 7 Suggestions Ther Ss Sariccicncc ia fommge rains Set Ateamedede cath eS Target fn Ne | The teacher works with eters to crete environments hat support individual and collaborative learning and that encourage positive soil interaction, active engagement in learning, and set motivation her understands the cenal concepts, tol of inquiry, and structures ofthe disciplines) be she teaches age xcates learning experiences that ake the discipline pessible and meaningfl for arr to assure masey of Tndicator ‘The teacher understand how to connect concept and se | tering perspectives o engage learners in rica hiking | | Creat. and collaborative problem solving related 19 thetic Taal and global sesards) Panning or ost Mhaicator The teacher plans incon that oppor every stein meting rigorous learsing gels by evn open ‘Knowledge of content areas, curriculum, eros-septinary | } shh, pesaggy as wl ole ees and OSU eS mT indicator “The teacher understands and uss variety of instructional strategies to encourage lamers to develop deep ‘understanding of conten is and thee connections, and to bul shill to apply Knowledge in meaningfl ways, SE CES GS Emerging Basic Alatbana Core Teaching Standards (9) Learner Dev Tndicator teacher engages in ongoing professional earing and evidence to continually evaluate hive practice, particularly the effect of hier eoices and tons om ‘thers (lamers, families, the professionals nd the community), and adapts practice o mest the needs of each leamer. Ge ‘The teacher seeks appropriate leadership oes and ‘opportunites to take responsibility Tr student learing, 0 Collaborate with Iearers, fale, colleagues, ote school(ALSDE Rule 2902 ‘Teacher Candidate Performance Evaluation Form 3.03 Alabama Core Teaching Standards) © Judson College Department of Edueation “Teachers wha are prepared for life and learning” “Teacher Candidate Maci ne Sam VO Ley Oe Coopsang Teacher nd Grade Level: Coane Punter: 5 Osean CIB / Ilo Genres Foto Teermnce Bain operating Teacher CIColoe Supervisor [eld Experence (Cte rastce ‘bse Signe Dae 23 |\\o fh rid ne eck Cangas Sign a) . froma A Sompene 2[23)b = Det, er pla ogra am retin, Tere Pe form and to asta ncevloping a plan fr improvement. Any evidence You con provide daring. ee soc hen erect her resare a stp sapsma Core Teaching Standards (2) Learner Differences ‘Tcator | ‘The teacher uses understanding of individual differences and diverse cultures and cmrenities o ensure inclusive | learning envizonmens that enable each lear to meet high standart, Cr RES Un Indeator ae |-The teacher wok with other to rete enviroments at (Cllabaates wi | Sopot iaidol and sabre ming ant | | esi nd se ota Suerte Se ae TEC Alab Indicator ‘The teacher understands the central concepts, tools of ingiry and structures ofthe dicipline(s) he or she teaches and creates leaning experiences that make the diseipline Sessble and meaning for learners to assure mastery of ‘Overall Score for ACTS Standard 4 (crete one ma Core Teaching Standards (3) Co rience ave Several CxamPUS, AN\wo F Fishon tnocfienn_ to Crea wa/nuonfietin eT Indicator “The teacher understands how to connect concept ad se Aiffering perspectives to engage lamers incite thinking, ‘reatvity and collaborative problem solving related Ssuthetc Tal and slbal ees, Alabama Core Teaching Standards (6 Tdieator | The teacher understands and uses multiple methods of sessment o engage lamers in ther Own growth, 9 ‘monitor leamer progress and gid the teaches and eames decision makingNe ae Indicator ‘The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon ‘knowledge of content areas, curiculum, ross-disciplinary skills, and pedagogy, as well as knowledge of leamners and | the community context. COS re GS ro Se “The teacher understands and uses a variety of instructional strategies to encourage lamers to develop deep “understanding of content areas and thet connections, and to bold skis to apply knowledge in meaning ways, apply knowledge afl way ie Se eS ain eS Tndicator ~e teacher engages in ongoing professional learming and es evidence 1 continually evaluate hishr practice, particularly the effets ofhisfher choices and actions on others (learners, families, other professionals, and the community), and adapts practice to moot he needs of each learner. Ce Tadieator ‘The teacher secks appropriate leadership roles and ‘opportunities to take responsiblity for student learning, to collaborate with learners, families, collegues, other school oes and community mbes casa: ar‘Teacher Candidate PerformanceThe teacher uses understanding of individual differences sin! diverse cultures and communities to ens inclusive ‘earning environments that enable each Ieamer to mest high Tdieator ‘The eacher works with ters osteate environments that — vpport individual andcllaoraive leaning, and that ncorage postive sci infraction ative engage mens Tearing, ad sell motivation. ‘Overall Score for ACTS Standard 3 (cise ne) “The teacher understands the ental concepts, to of injiry, and srr ofthe disciplines he rsh eaces and creates learning experiences hat make the dsipine accesible apd neaningul or earnest assure mastery of “The teacher understands how to conmet concepts ad use fering perspectives 6 engage lamers in rita hing “reatys and collaborsive problem solving related > Stents Leal ad glasses. assesment io engage lames in heir ova goth 0 ‘monitor lear popes, and 10 guide the teachers and earners decision makinEvidence Suggestions The teacher ls nsrction that supports every sania tayo alsby drawing upon glenda curriculum, cross-di ell as knowledge ofl ‘knowledge of content are ng Standards (8) Learner Development UIE Tadleior Evidence The teacher understands and uses ary of intron -Kead albed - openp | Heasgario ercunge nee wee wlop ae Becosoy — Vink | Unranked coon nde esa (Sop ‘ull skills to apply knowledge in ncuningful ways CT OEE - sing profesional learning and {pack 0 uses evidence to contin evaluate hive practice ee = atculaly te effects of hier ehojes an actions on ee Pariculany the effet of n S eal. ‘thers (learners, famulies, oer professionals, andthe ‘omit and adapts practice to meet te heeds ofeach Cee fessionals and community member fo ensure leamer (Growth and ta advance the profession. 2