CLAFLIN UNIVERSITY Early Chidhood/elementary Education SCHOOL OF EDUCATIO! IN ADEPT EVALUATION FORM Cooperating exces Sapever Cooperate Teen (rade/Subjec: LZ misam Z Directions: This form is tobe used a a formative and summative assessment ofthe candidate's progress throughout he ciscl practice, The candidate should be essessed thee (3) times: after weeks, 8 weeks anda the end ofthe plecemtent. Rate the condidate on each ofthe key elements under each standard as folows: Sale: (2) Unacceptable /Developng; 2} Aeceptable/tdets (3) Terget/Exceeds. Then give on over ating In the box beside the ADEDT Performance Sendard_ An exploneionof thee ratios ie given onthe reverse side ofthis form. tata Fal Competed by: Cooperating Teschor University Supervisor 1A Obtains Student information 1B. Establishes appropriate tandarde-based learning and developmental goals 4€41 Identities and implements instructional units- ELA C2 Identies and implements Instructional nts ~Sclence C3 identifies and implements Insteetlonal units ~ Mathematie C4 Identlias and implements instrvetional units Social Studies C5 Identifies and inteqrates Val and Perforenng arts within instructional unit C6 Idotiies and integrates Health Education within instructional units ICT Identifies and integrates Physio Education within instructional units 1D: Develops appropriate processes fr evaluating and recording students’ progres: & achievement E. Plans appropriate procedures for managing the casstoom TAPS 2: SHORT RANGE OF INSTRUCTION "2A. Develops Unit Objectives 28. Develops Instructional Plans 2C. Uses Student Performance Data “APS; PLANNING ASSESSMENTS AND USING DATA 2K Usa Vato SesmeNZERMG, dha atau) 38. Admiiters a Variety of Asessments.” Agere EEE 3G. Uses Assessment Dota to Assign Grades_If “APS 4; HIGH EXPECTATIONS “A, Establishes, Maintains and Communicates High Expectations for Aehlevement| 48, Esablshes, Maintains and Communicates High Expectations for aniapaton Hawai He lend "APS Sr INSTRUCTIONAL STRATEGIES ‘SA. Uses Appropriate strategies SB. Uses Variety of Suatexes g 5c. Uses StitegiesEfectively "APS_6: PROVIDING CONTENT FOR LEARNERS ‘A. Thorough Command of Discipline (68, Provides Aporoorite Content 6C- Content Promotes Learning 'APS: MONITORING, ASSESSING & ENHANCING 7A. Monitors Using Formal & Informal Assessments 78, Uses Information to GuldeIstucton TC. Provides instruction Feedback [APS 8: ENVIRONMENT PROMOTES LEARNING BA, Sale & Condusive Physical Environment a Postive Active imate in Classroom AC. Creates Culture of eating 10S9: MANAGING THE CLASSROOM SA, Manages Student Sehavor Appromataly 38 Maximo Use of instructional Tine 9G. Manages Now instructional Routines ate BL Lh>_evauator's signature euoding nince® a Viouad woah fare Been helpfa Revised Fall 2013 ~ ACEI/NAEYC 2010 StandardsCLAFLIN UNIVERSITY 108. Advocate for Children 108. Achieves Organizational Goals SCHOOL OF EDUCATION PROFESSIONALISM ‘APS 10: PROFESSIONALISM "The candaatecaluborstes wR cofleagues, odmininators and other student oriented professionals, suchas agencies, businesses, 2nd community ‘rcups, to determine the needs of his fore students to plan and provide {them withthe appropriate fearing experiences and assessments ‘Acceptable (2) The candidate calaborater with coleagues and administrators, but notother agencies to determine ‘he needs of his or her students and to pln and provide them with th appropriate learning ‘experiences and assessment. Unacceptable (1) | Ratinc ‘The candidate doesnot collaborate vith coleagues, fdminieratoreoragences The eandkate regulary atends and conteibtes to mecings tothe extent ‘that tis posi and appropiate, and actively supports the forts of sehook ‘organizations and exvacurielar fetes that contribute tothe overall leaving and development of students ‘The canldate attends faculty and ‘rade lve meetings, but not other Sheol organizational macings or ‘etrocurrcuar atv, ‘he candidate doesnot attend meetings or partpates in any fentacesar atts, 30C. Effective Communicator: Presentation “The candidat's spoken wore ans writen language are clear, correct, and propriate forthe target audlence. Tha candidates spoten word and wt language are aporopote forthe target audience and consist oftess than Suro. The candidote's spoken word ad wrkten language contain many blatant eros 10.2 Effective ‘Communicator: Parental Responsiveness 100. Exhibits Professional Demeanor and Behavior 106.1 Active Learner: dentiication 108.3 Active Learner: Collaboration “The candidate communicates with parents/qvardions on 2 regular ba, responds appropriately te parental oneetns, and ues more than thee (3) ‘aed formats toencire that ongoing ‘commniction takes place “he candidate communicates with parens/guarénson an Intermittent basis, responds appropriately to parental concerns, and uses at eae tree (2) cert formats to ensure tat ongoing, communeation kes place, ‘The candidate doesnot communicate with patents/guartans. The candliate comes with at professional, seheol and cette, pokes, and procedures and is characteristic ofa professional in terms cf responstilty,Iiitve, time ‘management, appearance, ethical ‘sandard and quay of work, “The candidate ra refiective practioner who identi his orher prefessonal stengths and weaknesses and devises plant address them, The condate agressvel seeks cut participates in and contributes to ctl hat promete calsberaton Forhisor her continued professional growth ‘Tha candidate complies with sdequate professional school aad diet ules, oles ne procedurs, and exhibits a professional demeancr. The candidate Wenilies ethers or her strongth or weaknesses, and dovises plans to adéess the identified The candidate seeks out, participates in, and contibutesto ‘acts for adequate professional growth ‘Candidates must racelve atleast 2.0 overall to successful pare this aszassment, Tanaidate demonsvatera Inner amount of We stteibutes of the standard, Performance indicates ‘nat fow competences have been demonstrated ‘The candldate doesnot comely with eho0l polles and procedures and/or caibita professions! demeanor ‘The eandidate does nck dently strengtis or weakness, The candidate doesnot patcpate in atvtes to promote professions) Brow. THE SCORING GUIDE FOR THE ASSESSMENT Unacceptable/Developing (1) ‘Acceptable/Meets (2) Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards Tanontedemonsvates now ore aTebutes OF the standard Performance indicates thatthe competency hasbeen demonstrated incuding examples, extensor or enrichment. ‘Target/ Exceeds (3) ‘analaste demonstrates a¥ ofthe ater oF he standard Performance clear indicates thatthe competency hasbeen mastore,inctuing ‘amples, exertion, and enichentspaepueas OLOZ DASVN/139V~ ETOT ITed Pes|Aay RX ao SRT ae oi Sa ccceenal exiuesyeraipis | oaaanpaeniee ss9120 ee semnwie enunete pun agers | eT rioires | okoseesemanppee | Rusnpaesmcu on cen i Bujpnppay sjeyanew yo AvapER os = _ “ ssuarorspon spp Tepnpur apie Nason NPE aman| “eemaeupen sie coos | yoomanenpat ‘oetpomon, | Sosunadues og ucravemunp | waacaespayoey ten nease Soossratmpues | pats eseanu | ‘adsense son pe spececpen "UE ssoseleenbue | de seppue Neen OT seoneas | R2AIOWOR pu SURLAEE op oFeg saewree oss. es echt eppng on saaptouy noe 30 onan poe swsues eee aun seme nse sens i sam | teen epuoge sarooen abl oh supnos sesso en ‘en sepgie ‘unsmvnes | Ge sooo a coove Sugun aah ee - : ooa neni ru, al preasoune | aus paisounp | sovaas oames aa prvsinune on mparermesa | assoc pimnne veo Te00s pue euosed ut saves | es/ez a at \Dermmpansun | paeeimpumadacs | joseunergmne! | Adjonoms sue ousoean pease uawea ao aBpqHSOW oeimacesieoe | “WRNERIPaPpomow | sasumedivs es | so yam se —soovans aneéspue ito saqecum nee cenenvoump | Tuoemenrwon wets scam ep 9 Jo saeuootns oa u dos releuepunysem poe spueisopn wos — sanpsenen et | sep amin ets Toostneopue oa. | Suse een oan ine Sup pu semen? | poessvouspamenape | MHPRTA eR ene | yuo Supt “Breads Ayajnas ase sue adendue; ee ‘Buypea, yoeer or wauidoyanap | - veisasesree na Bn pe ‘sere Spee: | &STE expen puna soy dann osm puepoesagun anwer saosdpymou | ames nayostponac Tons etpeporn | Aum “no ova peste Ben, aguaonummemenae |” yooaopnepone soommecuos | Mano aroma ssomrnenpins | hie estoy ie appue | PME eresene aepipues ayy —se adenuey ysy Sug a FRE oe : * = z E siouawosainanos — [rns] cajun/soreneg — BURT 8g ng eas ae Uuonoas Gunes 94 Ut (Y/N) dIqe>IIddy 10N BuDj2eW Aq pa19A09 20U (s)eOAY IUDIUED BIA BIE>!PUt -reBseL (5) pur saiqeadacoy AIyBIH (>) IgeIAaD2V (E) 9}qeIdeDDV AferEIAPO (2) f9}qeId—D7EUN (1) :S- | wiOss BfeDs a1 BUSA prepUerS rUBIUOD BUI UO sexePIpUED OM arEY ‘miepipue> NOLLVDNGA AYVLNINS13/GOOHATIHD ATUVS ~ LNSWSS3SSV 39G7TMON LN3LNODumeuiis 5 2ep)pueD ‘SPJEPUES OTOZ IAIWN/I3DV — ETOZ IIe Pasinay aumeudis sporenqeng PET RF wownsyua pve ost scene ae auyosmoies yo Aen Sapp emoueneseon 2eP FL | acere x spun wepbueS saumseune | suapmsAewvauei 10; 30 fend So vu reemenu | su penne : rwotuioseneea | UEP Ia! sslee sceciaginaiac | stgiemnmanas | Boannee’| yaingmm ue spersnin non ansuayaidwoo aensuowap eee aes ‘awos arensuouiep | Weve J© Bpetmowy Se ee era eee cree peat ‘nse a ai oun ogee ip, suetetuo ames | EBPBIREES FUE | np seme fanan agyeou poof ox arnqunuco en Suonpat ieumew yo | song aeppUED BL ‘sitys 50 eonzeid pue wowidorenop poveraucusp inamucs |" PRESUEUBE Avena, ay “poenstousp Wapnee 10, sapwunaeddo voune ani | een osee ot sora ayn ovvoaeonp enue | 5/9 cipro) : pscworpeme: | imewsetgns one doves slow sassgene sets a nap noon pen 2 1 ozuen an yo afpammens | ™ rps otpanon | uerue> 0 a8poynouy | Sapuareewea os | aya sysn pue ‘spueissepun sou suo: wa peut oma spans | aim ageoon | Ta eUte pent suayasewes aesuoump e : we aiensuowsp youee | sume tooweux | ayepioue> oyi—vorteanpa wareoH Ide mesons ‘een opus | pate moun ‘corotonp ssc 9 Sno oes sinters supa core “pees sun seamen jo anien swopns CeuaUap Rowe smn swppoe at penniounp herb esue ames ve ne : 0 pares sapuaiadwo ‘ainjoseeve on pares | PAS Ou PUR saneayD esse inns on eager ‘paiouanoe : “save oa son pus spuesopun Rare nesanp os pO See eee ee ona spon) os “SOR PURER PE TOS satwe oes bape — ‘asin ones seus cans Erenarnneeed sonsuosjoomens | sopmstepsspsmron wre croniarropmdacs | “etpatersesunaaco | “copen sowed suc ansssipomon | aummeajesaromant | sao sepmost peredowu a3—sopms [enor ‘peutieeisere | pendeyomecis | sucesso uty uo sap pu Keavenestioone reancusp | “srmenpgie> | prumenoriouep | slew oi sen pue spuesopun Saecleampi |___necerappie ona eam) | “ino sees vl ses eos