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    219 views3 pages

    D III 1a

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    © All Rights Reserved
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    s2016 ‘Secondary Extcaion Practicum Final Evaluation [5] - Stephen E Lucas Secondary Education Practicum Final Evaluation [#45] Jessica Closson Thu 4/21/2016 931 AM TeStephen E Lucas Student Cooperating Teacher Your Email Address Schoo! Grade/Subjects 1. Developmental Characteristics 2. Diversity 3. Learning Environment 4, Behavioral Observations 5. Behavioral Strategies 6. Instructional Communication 7. Directional Communication 8. Effective Questioning and Inquiry 9. Learning Expectations for Students 10. Goals and Objectives Tyler Harr Jessica Closson clossonj@mattoon.k12.il.us Mattoon Middle School Gr.6-8 Band/Music (5) - Exceeds - Candidate demonstrated an in-depth knowledge and Understanding of developmental characteristics of age group/grade level and students with exceptional learning needs. (5) - Exceeds - Candidate demonstrated an in-depth knowledge and Understanding of students’ skills, knowledge, culture, disabilities and learning preferences as exhibited by using various instructional strategies and addressing needs of individuals andor class. (5) - Exceeds - Candidate created a positive atmosphere and clear expectations for student behavior in a variety of observable ways. (5) - Exceeds - Candidate consistently noticed student behavior and Interaction in most situations. (5) - Exceeds - Candidate consistently encouraged appropriate behavior ‘and responded to misbehavior in an appropriate and timely fashion, Reinforcement and consequences were used to promote positive interaction among all learners. (5) - Exceeds - Candidate consistently monitored and adjusted Tesponses/strategies to students’ questions and interests. (5) - Exceeds - Candidate consistently gave clear verbal and written directions and procedures regarding time, materials, technology and space. Anticipated clarification and provided it when necessary. (5) - Exceeds - Candidate consistently facilitated inquiry of student learning through life/experience connections by asking higher-level {questions to find possible solutions to issues/problems and to foster conceptual understanding. (5) - Exceeds - Candidate displayed high expectations for student achievement. (5) - Exceeds - When planning instruction, Candidate's lesson objectives alvays reflected the most important learing/concepts and methods of assessment. Goals and objectives were consistently sequenced, clear, and suitable all students, (5) - Exceeds - Candidate consistently provided variation of instruction/pedagogy/ technology to better meet the needs and leaning styles of the class as a whole or for individual students, Candidate Consistently addressed diverse learning needs/styles (including hps:loutock ctce.comiowar?vienmodel=ReacMessagetom item ID= AAMkADNIZORIMZEyLTESMGQINDESMy IhNmFILTIMMGRHNDHNDKOYORGAA.. 113 ‘Seccndary Eduction Practicum Fira Evaluation [5] - Stephon E Lucas 12. Differentiation of Materials 13. Lesson Organization 14, Management of Materials and Equipment 15. Development and Use of Assessments 16. Student Data and Planning 17. Ethics of Assessment 18. Content Knowledge 19. Written and Oral Communication 20. Record Keeping 21. Appropriate Feedback 22. Reflective Practice and Action 23. Models Professional Practice 24, General Collaboration 25, Collaboration in Teaching 26. Technology for Instruction 27. Responsible Use of Technology differentiation across a range of abilities and preferences). (5) - Exceeds - Materials were well prepared and appropriate for all learning styles and ability levels; use of technology was evident throughout lesson. (5) - Exceeds - Candidate structured lessons with a clear and well- defined structure, winich was appropriate for the time frame/content, ‘Activities and time were fiexible and were based on student needs/ response. Made transitions with no lost learning time, (5) ~ Exceeds - A routine for managing materials was highly effective and Candidate consistently adjusted use of materials/equipment based on student feedback. (5) Exceeds - Candidate consistently constructed and/or selected a variety of assessments (formal, informal, self-assessment) that are appropriate for all students, (S) - Exceeds - Candidate consistently used assessment results to plan/modify lessons and to inform teaching style/lesson delivery. (S) = Exceeds - Candidate consistently considered student diversity in the development and use of assessments. Legal guidelines and confidentiality within the assessment process was evident in all situations. (5) - Exceeds - Candidate displayed exemplary knowledge of the content and not only communicated the importance of the content/stilis being taught but possessed the ability to excite students about the content/lesson. No errors were noted during the lesson presentation(s). (5) - Exceeds - Candidate modeled exemplary use of grammar, vocabulary, and pronunciation when presenting content, communicating with students, and responding to questions. No errors were noted and casual language was avoided. (5) ~ Exceeds - Candidate maintained an exemplary system of record keeping that was effective and was consistently relied upon to inform practice. Consistently organized paperwork and maintained grades satisfactory. (5) - Exceeds - Candidate consistently provided accurate and timely feedback about student progress. (5) - Exceeds - Candidate consistently incorporated the reflective process to improve teaching including taking and adapting suggestions and constructive feedback from others. (5) - Exceeds - Candidate consistently modeled appropriate professional practice and behavior and always behaved responsibly related to ethical, moral or professional expectations. (5) - Candidate initiated collaboration and sought out opportunities to Collaborate with appropriate parties to support teaching and leaming. (5) - Exceeds - Candidate consistently used effective co-planning and co- teaching techniques in active role (with cooperating teacher and/or other staff) to analyze data, plan and deliver instruction for all students. (5) - Exceeds - Candidate displayed a strong understanding of and sought out available instructional technology and/or assistive technology for teaching and learning. (5) - Exceeds - Candidate's use of technology was consistently responsible involving the active and obvious consideration of ethical, social and human issues. nips loutook ofce comiowavewmel= Rearessagettem®itemD=AAMKADN|ZDR/M2ELTESMGOINDESMy thNmFiLTJmMGRANDHNOKOYQBGAA... 23 ‘Secondary Esato Practicum Final Evaluation 5] - Stephon E Lucas zeraction with Students/Others (IWS)

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