FALL Performance Assessment Mentor Teacher and University Supervisor Initiated Teacher Candidate: | Wen. £/, wg hes Date’ 13-72-46 Cooperating “ Teacher: John Ruissrnk Supenisor: Bb Finkbine~ School: Gormss — GradelSubject: | fou A— the appropriate box. Please rate the teacher candidate's performance for each ofthe benchmark indicators using the rating scale shown below by placing a check in HAl/] SECTION I: PERSONAL CHARACTERISTICS. ‘A. Is motivated: [s the teacher candidate internaly motivated and a self-starter? 'B, Portrays enthusiasm: Does the teacher candidate exhibt enthusiasm for, and commitment to, teaching? C._ "Acts ethically and professionally: Does te teacher canddete eal wth students end coleagues in @ professional and ethical manner? Does the teacher candidate dea wit iformaton in @ professional and eticl mannee? SUNITA Nec Shows genuine interest in students: Does the teacher candidate project genuine warmth, concem, and inlerest toward hisher students? E. “ls punctual and dependable: Does the teacher candidate arrive on time at school every day? Does he/she meet appointments during the day? Is the teacher candidate thorough and reliabe in catying out responsibilities? F. ‘Works cooperatively: Does he teacher candidate work cooperatively wih students, parents, colleagues, supervisors, and community members? . Works independently: Is the student able to make decisions independently? Can the leacher candidate see what needs to be done and take care ofthe situation without having fo be told what to do? H. Identifies areas where growth is needed: Does the teacher candidale see hishher own weaknesses and strengths? N "Maintains professional appearance and grooming: Does the teacher candidate come fo school dressed and groomed in professional manner? Const mStanaad any at Sunde at suns net beens SECTION Il: COMMUNICATION "A. “Uses language correctly: Does he teacher candidate use correct grammatical forms, professional vocabulary, and in goneral serve as a role model of Standard English, both verbally and when witing? 3. Uses voice effectively: Does the leacher candidate use hishher voice eflecively? NANA . Communicates well non-verbally: Does the teacher candidate use facil expressions, gestures, and body language effectively? D._ “Exhibits tact and sensitivity: n dealing wih studenis and parens, does the teacher candidate ext care in protecting the dignity and right to privacy of the individual? SN E_ Seeks help when necessary: Has he leacher candidate earned to ask fr, and accept support? F. "Accepts counsel: is te teacher candidate wiling o listen and then apply counsel? ._ “Learns by observing the mentoring teacher: Is the teacher candidate able to perceive and apply the skils demonstrated by the mentor teacher? * Benchmark Indicators should be consistently at standard by final evaluation,‘Alternative examples and explanations: Does the teacher candidate vtlize a variety of examples and explanat that reflect the varied backgrounds and readiness levels ofthe students? “Calling on students: Does the teacher candidate cal on students of diferent SES, genders, ethics, and bles wih similar frequency and similar kinds of questions? “Providing assistance and attention: Does the leacher candidate provide assistance and attention equitably? ‘Does the assistance and attention enable the teacher candidate to accommodate students’ varied physical and learning needs? “High expectations: Does the teacher candidate hold the same high expectations for all studants? Personalized Instruction: Does the teacher candidate's planning and teaching refiect skilful application of ifferentiated instruction and research based models of teaching? “Knows subject matter: Does the teacher candidate demonstrate a mastery ofthe subject? ‘Long-range planning: Does the teacher candidate consult withthe mentor teacher to make lesson plans atleast a week in advance? Prepares adequate lesson plans: Were al esson plans submitted for the mentoring teacher's approval prior to use in he classroom? Did plans meet minimum standards of format and thoroughness as determined by the mentor teacher and university supervisor? (Al plans need to be kept available to view onine or in a binder) Designs alternative instructional activites: Does the teacher candidate design alternative instructional activites fo meet individual student's needs? " ‘thinking, problem solving, and performance skills? “Promotes higher-level thinking: Does the teacher candidate employ instructional strategies for developing crcal “Teaches towards objectives: Does the teacher candidate specify the learning o take pace, key the objectives to the GLEs or CCSS, and maintain instructional momentum toward that goal? ‘Motivates students: Doss the teacher candidate motivate the students and provide sufficient background knowledge upon which to build? SUNENISNI SEN ISNIXA Provides clear, step-by-step development: Does the teacher candidate present material in a clear, sequential manner so tha students are able fo grasp the skils and concepts? Uses instructional materials and technology: Does he teacher candidate make effective use of the smart-board, learning centers, document camera, computer, andlor other aucio-visual and technological to's for instruction? ‘Demonstrates questioning skils: Ar higher-end lower-order questions used effectively? Does the teacher ‘candidate use wait ime and redirection to encourage involvement and thought by all students? Establishes closure: Does the teacher candidate bring the lesson toa logical, summative conclusion? “Makes and monitors assignments: Does the teacher candidate assign appropriate and relevant seatwork and homework to students? Is the qualily and quantly of seatwork and homework effectively monitored”? Y| / | “Evaluates students: Does the teacher candidate make accurate assessments of student progess in the acader disciplines? * Benchmark Indicators should be consistently at standard by final evaluationConstety Sanda ea at Sande tat sanded Wt beard i: | ‘SECTION V: CLASSROOM MANAGEMENT AND SUPERVISION, Vi -& ‘Models and teaches strategies for offective participation in group decision making: Does the teacher candidate teach and model democratic and group decision-making skis and attudes in his/her classroom? ‘Positive classroom atmosphere: Does the teacher candidate practice effective verbal, nonverbal, and media ‘communication that fosters active inquiry, collaboration, and supportive interactions in the classroom? Implements a systematic approach: Does the teacher candidate employ a system of classroom organization and ‘monitoring, making effective use of rules and routines? “Effectively handles disciplinary problems: Does the teacher candidate facilitate individual and group motivation that encourages positive socal interaction, active engagement in learning, and selsmtivation? Handles transitions: Does the teacher cancidate effectively handle the transitions that tke place, such as changing classes, preparing students for recess or re dri, going to the library, and starting class? “Cares for room and equipment: Does the teacher candidate show the proper concem for matera's and equipment? Does heishe fallow correct procedures for use o instructional aids and equipment? Provides out-of-lass supervision: Does the teacher candidate meet hisher obligations in various supervisory roles outside the classroom? H. Involves parents: Does the teacher candidate involve parents inthe earring process anc effectively communicate students! needs and progress? |. Uses community resources: Does the teacher candidate design actives that ubilze home and community / |_____ resources to enhance te schoo program when approprat? ‘J. "Applies knowledge of schoo! law: Does the teacher candidate properly apply principles of school awa they relate to school, home, and community —in management and supervisory decisions? (.e. Office of Professional Practice, Character & Fitness, Child Abuse, Blood Borne Pathogens, etc) ocr Conte Wenbhug ees Dawe yooh LZcr 9 (2-7-1 ip Tae \Uivoey Super setSeuton print, sign, and scan or bring hardcopy to Debbie Smart * Benchmark Indicators should be consistently at standard by final evaluation,