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NCSS Formative Summative Revised 2/7/2018 by K.

Curry

Form Completed by: ____ University Supervisor ____ Cooperating Teacher

COASTAL CAROLINA UNIVERSITY


SPADONI COLLEGE OF EDUCATION
NCSS (Social Studies) Formative and Summative Evaluation
Intern: CCU ID:
School Site: Grade/Subject:
Cooperating Teacher:
University Supervisor:
Milestone: Date:

Please score the teacher candidate using the SCOE and NCSS Conceptual Framework Rubrics, both
are four-point rubrics, which give detailed criteria for each key element in the evaluation and is aligned
with this evaluation. Score levels on the rubrics are as follows:

Score Levels
Unacceptable Developing Proficient Exemplary
1 point 2 points 3 points 4 points
Does not meet Beginning to meet Meets expectations of Far exceeds expectations
expectations of a expectations of a beginning a beginning teacher of a beginning teacher
beginning teacher teacher
Score Requirements
Formative Evaluation
1. Exemplary on a key element requires supporting evidence.
2. Expectation for key elements is developing or proficient.
Unacceptable on a key element requires an improvement plan.

SPA CF SCOE Conceptual Framework Rubric Score

I. Ability to apply content and pedagogical knowledge to the teaching


and learning process
X
NCSS 1, 1.1 Demonstrate a thorough knowledge of subject matter and use such knowledge
4 to create effective learning experiences for students (ADEPT 5ABC, 6ABC)
NCSS 1, 1.2 Understand instructional planning and design plans based on knowledge of
2, 3, 4 subject matter, students, community curriculum goals and standards (ADEPT
1ABCDE, 2ABC, 6ABC)
NCSS 2, 1.3 Use of a variety of instructional strategies to encourage students’ development
3 of critical thinking and problem solving skills (ADEPT 4C, 5B, 8C)
1.4 Manage the classroom to create a positive and safe learning environment
(ADEPT 8ABC, 9ABC)
NCSS 2, 1.5 Understand and use formal and informal assessment strategies to evaluate and
3 monitor student learning and to modify instruction (ADEPT 3ABC, 7ABC)
II. Ability to use technology to improve teaching and learning X
NCSS 2, 2.1 Plan and implement effective learning environments and experiences supported
3 by technology (ADEPT 5AB, 8C)
NCSS 2, 2.2 Apply technology to facilitate effective assessment, evaluation, and productivity
3 practices (ADEPT 1AD, 2C, 3BC)
III. Ability to work with diverse populations X
NCSS 4, 3.1 Demonstrate knowledge of different cultural, emotional, developmental and
5 cognitive needs of students (ADEPT 5ABC, 6ABC, 7ABC, 8ABC)
NCSS 4, 3.2 Evaluate, plan and provide appropriate activities and experiences to meet the
5 needs of culturally and developmentally diverse student populations (ADEPT
3ABC, 5ABC, 6ABC, 7ABC)
IV. Ability to demonstrate professional behavior and dispositions X
NCSS Formative Summative Revised 2/7/2018 by K. Curry

V. Ability to engage in reflective practice to improve teaching and


X
learning
5.1 Analyze personal performance to improve teaching and learning (2C, 3 BC, 10E)
NCSS 3 5.2 Analyze student performance to improve teaching and learning (ADEPT 2C,
3ABC)

Formative:
 Unacceptable requires an automatic improvement plan.
 Developing may require an improvement plan or other assistance as deemed necessary.
NCSS Formative Summative Revised 2/7/2018 by K. Curry

NCSS Specific Standards Rubric – Formative and Summative

Element NCSS Unacceptable Developing Proficient Exemplary


Standard 1 2 3 4
1. Content Element Candidate’s content Candidate’s content Candidate’s content Candidate’s content knowledge
Knowledge in 1a knowledge was not knowledge was knowledge was was demonstrated throughout
subjects taught demonstrated demonstrated throughout demonstrated throughout the internship by use of
during internship. throughout internship internship by the use of the internship by use of appropriate, discipline-specific
by the use of appropriate, discipline- appropriate, discipline- materials, resources, activities,
appropriate resources specific resources. specific materials, and assessments.
or activities. resources, and activities.
2. Pedagogical Element Candidate did not use Candidate used summative Candidate used a variety of Candidate used a variety of
Content Knowledge 2b assessments to assessments to determine assessments, including assessments, including formal,
determine student student understanding of formative and summative informal, formative, and
understanding of the the key concepts and facts assessments, to determine summative assessments, to
key concepts and facts of the discipline. student understanding of determine student
of the discipline. the key concepts and facts understanding of the key
of the discipline. concepts and facts of the
discipline.
3. Understanding of Element Candidate did not plan Candidate planned and Candidate planned and Candidate planned and
the inquiry process 1b; 2c; learning sequences implemented learning implemented learning implemented learning
for the subject 3b that encouraged sequences that encouraged sequences that encouraged sequences that encouraged
taught inquiry in the students to develop students to develop students to develop questions,
discipline. questions and analyze questions, analyze analyze resources appropriate
resources appropriate for resources appropriate for for the discipline, communicate
the discipline. the discipline, and conclusions, and take informed
communicate conclusions. action in their schools or
communities.
4. Understanding Element Candidate did not Candidate included a Candidate included a Candidate included a variety of
disciplinary literacy 1c; 2d; include appropriate variety of sources and variety of sources and sources and evidence
and accepted 3a sources for the evidence appropriate to the evidence appropriate to the appropriate to the discipline in
methods for discipline in their discipline in their discipline in their their instruction and required
communicating instruction. instruction. instruction and required students to locate and analyze
information in the students to analyze appropriate sources and
NCSS Formative Summative Revised 2/7/2018 by K. Curry

subject taught. appropriate sources and evidence as part of research


evidence. projects.
5. Using a variety of Element Candidate did not plan Candidate planned and Candidate planned and Candidate planned and
research-based 2a, 3c, and implement a implemented a variety of implemented a variety of implemented a variety of
practices 5a variety of teaching teaching activities and research-based teaching research-based teaching
activities strategies (i.e. lectures, activities and strategies (i.e. activities and strategies specific
homework, and classwork). using problem-based to the discipline being taught
learning approaches, or (i.e. using Historical Thinking
cooperative learning activities to teach History, or
strategies) using Structured Academic
Controversy to teach
Government)
6. Using a variety of Element Candidate did not plan Candidate planned and Candidate planned and Candidate planned and
assessments, 3c; 3e or implement a variety implemented a variety of implemented a variety of implemented a variety of
including authentic of assessments that formative and summative formative and summative formative and summative
assessments and self- include authentic assessments, including one assessments, including one assessments, including more
assessments assessments or self- authentic (real-world) authentic (real-world) than one authentic (real-world)
assessments. assessment OR self- assessment and self- assessment and self-assessment.
assessment. assessment.
7. Uses a variety of Element Candidate did not plan Candidate planned and Candidate planned and Candidate planned and
discussion strategies 4c or implement implemented one implemented two or more implemented three or more
to allow students to discussions that discussion strategy, (which discussion strategies, discussion strategies, (which
discuss ethical allowed students to could include Socratic (which could include could include Socratic
perspectives explore multiple Seminars, deliberations, Socratic Seminars, Seminars, deliberations, and
ethical perspectives of and small-and whole-group deliberations, and small- small-and whole-group
events and topics. academic debates) that and whole-group academic academic debates) that allowed
allowed students to explore debates) that allowed students to explore at least three
at least two ethical students to explore at least ethical perspectives of events
perspectives of events and two ethical perspectives of and topics.
topics. events and topics.
8. Using technology Element Candidate did not plan Candidate implemented at Candidate planned and Candidate planned and
as an inquiry aid 2e or implement least one assignment that implemented at least one implemented two or more
assignments that required technology. assignment that required assignments that required the
required the the appropriate use of appropriate use of technology
appropriate use of technology as an inquiry as an inquiry aid.
NCSS Formative Summative Revised 2/7/2018 by K. Curry

technology as an aid.
inquiry aid.
9. Using technology Element Candidate did not use Candidate used data from Candidate used data from Candidate used data from
to reflect on teaching 3d data from assessment assessment results to assessment results to assessment results to modify
and make results to modify modify instruction and modify instruction and instruction and reflect on
adjustments instruction and reflect reflect on student learning reflect on student learning student learning almost daily.
on student learning. at least once. weekly.
10. Fostering an Element Candidate did not plan Candidate implemented at Candidate planned and Candidate planned and
environment of 4b or implement least one assignment that implemented assignments implemented assignments that
collaboration assignments that required collaboration that required collaboration required collaboration between
required collaboration between students. between students weekly. students almost daily.
between students.
11. Using culturally Element Candidate did not Candidate demonstrated Candidate demonstrated Candidate demonstrated
responsive teaching 4a demonstrate understanding of their understanding of their understanding of their students
practices understanding of their students and teaching students and teaching and teaching contexts by
students and teaching contexts by planning and contexts by planning and planning and implementing
contexts to plan and implementing relevant and implementing relevant and relevant and responsive
implement responsive responsive pedagogy at responsive pedagogy pedagogy almost daily.
pedagogy. least once. weekly.
12. Professional Element Candidate is not able Candidate is able to Candidate is able to Candidate is able to articulate
practice: 5b to articulate their own articulate their own articulate their own cultural their own cultural backgrounds,
understanding self to cultural backgrounds, cultural backgrounds, and backgrounds, and recognize recognize how they are similar
understand others or recognize how they recognize how they are how they are similar to and to and different from the
are similar to and similar to and different different from the cultural cultural background of their
different from the from the cultural background of their students; and use this
cultural background background of their students, and use this knowledge to meet the diverse
of their students. students, but does not use knowledge to meet the needs of students as well as
this knowledge to meet the diverse needs of students. teach students to recognize and
diverse needs of students. explore issues of equity and
social justice (i.e. leading an
inquiry on gender imbalance in
politics, or looking at historical
housing restrictions to
understand current racial
income imbalances).
NCSS Formative Summative Revised 2/7/2018 by K. Curry

13. Professional Element Candidate does not Candidate serves as an Candidate serves as an Candidate serves as an
practice: being 5c serve as an advocate advocate for learners, the advocate for learners, the advocate for learners, the
active in the for learners, the teaching profession, or teaching profession, or teaching profession, or social
profession teaching profession, social studies by the way social studies; by becoming studies; through leadership in
or social studies. they speak of their involved in school, service activities in their
profession, but is not community, or related school, community, or related
actively involved in the associations. associations.
school or community.