CLAFLIN UNIVERSITY Early Childhood/Elementary Education ~ SCHOOL OF EDUCATION ADEPT EVALUATION FORM Cooperating Teacher/Universty Supervisor = Sort lo Fase Yee gO dB Directions: This form iso be used asa formative ond summative assessment o the candidate's progress throughout the cinco practice. The candidate should be asessed three (3 times: after 4 weeks, # weeks and ot the end ofthe placement. Rate the candiate on each ofthe key elements under each standard os | follows: Sole: 1) Uneceeptobe/Developng; (2) Acceptable/teets; (2) Torget/Exceed, Then ge an overall ating In the bor becde the ADEPT Performance Standard. An explanation ofthese rang ls given on the reverseside ofthis form. ! weve ac [ADEPT PERFORMANCE STANDARDS RATINGS ===] APS 1; LONG RANGE PLANNING. cee S Ta | 10 | 1, Obtains Student information ‘Se_| 34] 15. Establishes appropriate standards-based learning and developmantal goals 3 Sa [24 [AC Identifies and implements instructional units -€UA Sa 2.2 | 1C2 Identifies and implements instructional units — Science He ee Sa [23 | 163 Isenties and implements instvuctional units = Matheratles = 3 2.4 [1G Identifies and implements instructional units ~Socal Studies 5 25 1C5 ents and integrates Visual and Performing Arts within indtuatonal en 2 26 [C6 taenuis an integrates Healt Education within instructonel uns 3 2.7 [36.7 Identifies and integrates Physcal Education within instructional units Se__| 40 | 10: Develops appropriate processes for evaluaing and recording students progress Bachievement | __3 33, Se__|_ 34 [1€. Plans approprate procedures for managing the classroom ~_] 28. Develons Uni Objectives TAPS. 2: SHORT RANGE OF INSTRUCTION == jevelops instructional Plans [2C. Uses Studont Performance Data FAPS 3: PLANNING ASSESSMENTS AND USING DATA '3A._Usesa Varety of Assessments 38._Administersa Variety of Assessments '3C. Uses Assessment Data to Assign Grades 7 "APS 4; RIGH EXPECTATIONS. “A. Establishes, Maintains and Communicates High Expectations for Achievernenk 6 Eablahes, Molnaing and Commuriestes High Expectation for Patlipation "APS 5: INSTRUCTIONAL STRATEGIES SA. Uses Appropriate Strategies 50. Uses a Varlety of Strategies 5C. Uses Strategies Eifectively “APS_6: PROVIDING CONTENT FOR LEARNERS EA. Thorough Command of Discipin 6b, Proves Sopronrate Content. MECCA ‘EC. Content Promotes Learning FAPS-7: MONITORING, ASSESSING & ENHANCI 7A. Monitors Using Formal & Informal Assessments 7B, Uses information to Guide Instruction "FC. Provides instruction Feedback [APS 8: ENVIRONMENT PROMOTES LEARNING — ‘A, Safe & Conducive Physical Environment 8. Positive Affective Climate in Classroom C._Creates Culture of tearning ‘9A, Manages Student Behavior Appropriately ‘98. Maximum Use of Instructional Time de [34 9c. Manages Non-nsructionl Rowines 3 fico Le MALE HEM 7Feeree 735) PRR TMCS lL aleate’s Signatur pate 3/4/14 evaluators signatur Revised Fall 2013 — ACEV/NAEYC 2010 StandardsCLAFLIN UNIVERSITY 108. Advocate for children SCHOOL OF EDUCATION PROFESSIONALISM =APS 10: PROFESSIONALISM The candidate olaborates with callesgues, administrators, and other student-ofente professionals, such as agencies, businesses, and community _r0ups to determine the needs of bis or he students to plan and provide ‘them with he appropriate leaming experiences and assssmeats. ~ Acceptable (2) “he candidate calaborates with colleagues and admiisvatrs but not athar agencies to determine the needs ofhisor her stents and o plan and provide them with the appropiate learning experiences and assessments ‘The candate doesnot calaborate with coeagues, doinistratore or agencies 108. 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