Los Angeles County Office of Education Designated Subjects Credential Program Supervisor Program Evaluation of Adult Education Teacher Candidate This evaluation tool is based on Category I! Candidate Competencies of the Standards of Quality and Effectiveness for ‘Adult Education Teachers by the Commission on Teacher Credentialing, Adult Education Teacher Candidates wil be evaluated on these standards for the Adult Education Credential Program at least twice a year during their two years of teaching. The supervisor wil provide feedback, guidance, and assistance to the candidate ‘or any stendards in which improvement is indicated. Copies of the evaluation will bo provided to the Designated Subjects Adult Credential Progrem Sponsor for the candidate's fle. AE Teacher Candidate__Mayoral, William, Date Completed: __2/20/19, last Name First Nem Inctructions to Supervisors: Using e checkmark, indicate whether the candidate Exceed, Meet, or Do Not Meet Expectations Standard 5: Foundations $.1 ~ Identify relationships of historical, legal, social, poltical, and economic perspectives of Adult Education to education and society. 2. - Understand how adult education serves students in their roles 2s clizens, workers, Parents, and family and community members, 3. - Describe the local, state, and federal structures of adult educetion and how these structures impact the adut education program, funding sources and structures and the importance of maintaining accurate records, 5, - Understand the role of adult education teachers in promoting adutt education to the community. Standard Meets | Excead Adult Learning Theory 6.1 -Demonsirate knowledge of the principles end practices of andragogy in the classroom, 6.2 Understand a range of appropriate theories for edu learning, including adult developmental stages, brain-based learning, and self-directed learning, 6.3 Access current research regarding adult leaming theories, 5.4 - Articulate @ personal teaching philosophy based on theories of adult learning. 6.5 - Understand the reletionship between adull leaming theories and diverse acut leainer neecs. Standard 7: Interpersonal Relationships and the Learning Environment 1. - Demonstrate strategies to foster serf-esteem and respect, 72. Demonstrate the ability to relate to and communicate effectively with students in a Positive manner. 2. - Demonstrate group facilitation and conflict resolution skills 3. - Analyze students’ background, experiences, languages, skils, and abiltles to bulla & collaborative Ieaming community. Does Not] wests | Exored Standard 8: Curriculum and Instructional Plenning He :8.1 - Develop stendards-aligned, relevant, and sequential curriculum that promotes and reflects ertical thinking, interpersonal skills, and effective corrmunicetion, 8.2 - Plan and adapt high level, challenging and culturally relevant curriculum to students’ learning, physical, mental, or emotional needs. 8.3 - Consider appropriate resources and materials to the leaining goals and objectives of the curriculum, 8.4 - Critically evaluate the objectivity and reliability of sources of information,Standard 9: Using Education Technology in the Classrcom 8.1 Use appropriate technology to promo self-directed, project-besed leaming. 8.2 - Use established onteria to select available education technology resources to support, manage, and enhance student leaning and dosign lessons accordingly. 8.3 - Demonstrate basic operations and troubleshooting techniques to utlize classroom technology devices. end analyze electronic data to improve instructional planning and delivery. = Interact with students using electronic communication and a variety of technology- based collaborative tools. 8.6 - Convey issues of ethics, copyright, privacy, secunty, safety, local and state policies for technology use. 8.7 = Identify appropriate technology resources to assist adults with disabillies, Standard 10. Instructional Practices 10.1 - Identify and analyze personel and institutional bias to increase cultural competence and instructional effectiveness 4102 - Develop outcomes-nased learning objectives based on the learner's needs, intersets and skill levels, including language in cultural contexts and other special needs. 10.3 - Diterentiate instruction, taking into consideration cognitive, physical, social, cultural and emotional characteristics of edutts, 10.4 - Use a variety of systemic instructional strategies to make content comprehensible to English language leamers. 10.5 - Adjust Instruction based on analysis of stucent data, including testing, discussion, inquiry, and examination of student work to improve instruction and increase students! motivation. 108 - Deliver lessons that are based on inst-uciional goes, student performance objectives, appropriate teaching stratagies, relevant classroom materials, and assessment data, 10.7 « Encourage students to identify leaning goals, strategies, and seif-evaluation crlteria, 10.8 - Encourage and suppert students throughout the educationel process, providing guidance as needed. 10.9 - Offer a variety of options for students to demonstrate the leamiing outcomes. 10.10 - Promote leering networks, discussion groups, and study circles among learners. 10.11 - Work collaboratively with students o selact methods, materials, and resources for instruction, 10,12 - Fabiltate the development of self-directed learning 10.19 - Foster an environment that encourages positive student atitudes toward leaming 10.14 - Apply veried strategies that include problem solving. essertial employability sil, and critical thinking skils. Standard 11: Assessing Student Learning 11-1 - Align assessments to curriculum ang instruction. Does not | Meets Meet Coes Not | Meste Mest Does Not | Meets Meet Exceed11.2 - Determine students’ prior knowledge to define a learning sequence that establishes appropriate instructional abjectives, 71.3 - Monitor student progress through varied formal and informal assessments, Inctuding cognitive, affective and psychomotor measures to determine student achievement of the course objectives. 11.4 - Eveluate the effectiveness of instruction and adjust instructional strategies based on student assessment data, 11.5- Keep accurate records of student achievement to provide specific and timely feedback to students,Standard 12: School and Community Resources Bees eee 12.1 - Demonstrate an awareness of student assossmont, placement, and guidanco services and how students can benefit from such services, Excees 12.2- Demonstrate how to access services from appropriate schools, community organizations, and agencies to reduce barriers and improve sludent achievement 123 - Assist students in ientifying personal and career goals in aduk educetion | Standard 13: Professional, Legal and Ethical Responsibility pres et Hee 13.1 - Demonstrate knowledge of federal, state, and cistrit legal and regulatory requirements as well es work site policies. 182. Interact with a professional organization relative to adult education, 13.3 Understand teachor rights and resporsibilties 19.4- Understand the importance of keeping and maintaining accurate records in he classroom. 13.5 - Understand the Importance of maintaining ongoing professional development activities, 19.6 - initiate and maintain communication and relationships with adult education stakeholders. Comments/feedback to the candidate: Date Reviewed with Adult Education Teacher Candidate: 2/22/10 Adult Education Teacher Candidate: \Wilam Mayoral Signature: Supervisor: Esther Lomeli Title: Bell Gardens Adult Administrator Schoo! District: Montebello Unified School District Email: lomel_esther@montetello.k12.ca.us Telephone: (562) 964-9766 Signature, @ thn, LemelLu