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CPAST Purdue Consensus - Final

This is the consensus rating determined at a conference between the candidate, mentor and
supervisor.

Student: Elizabeth Anne Tames (etames@purdue.edu)

Course: EDCI 49600 (Section: 001)
Program: EDCI 496 -- Elementary Education Student Teaching
Semester: Spring Year: 2020
Instructor: Roswarski, Gina Renee
Evaluated on 4/23/2020 2:15:33 PM by Gina Renee Roswarski (gkahlerh@purdue.edu)

Criteria Exceeds Expectations Meets Expectations (2) Emerging (1) Does Not Meet
(3) Expectations (0)

Planning for Instruction and Assessment

A. Focus for Learning: Plans align to appropriate Plans align to appropriate Plans align to appropriate Plans do not align to the
Standards and P-12 state learning P-12 state learning P-12 state learning appropriate P-12 state
Objectives /Targets standards standards standards learning standards

AND AND AND/OR AND/OR

Goals are measureable Goals are measureable Some goals are Goals are absent or not
measureable measureable
AND AND
AND/OR AND/OR
Standards, Standards, objectives/
objectives/targets, and targets, and learning Standards, Standards,
learning tasks are tasks are consistently objectives/targets, and objectives/targets, and
consistently aligned with aligned with each other learning tasks, are loosely learning tasks are not
each other or are not consistently aligned with each other
AND aligned with each other
AND AND/OR
Articulates AND/OR
Articulates objectives/targets that Does not articulate
objectives/targets that are appropriate for Articulates some objectives/targets that
are appropriate for learners objectives/targets that are appropriate for
learners and attend to (2 points) are appropriate for learners
appropriate developmental learners
progressions relative to
age and content-area

B. Materials and Uses a variety of Uses a variety of Uses materials and Materials and resources
Resources materials and resources materials and resources resources that align with do not align with
that that some of the objectives/targets
1. Align with all 1. Align with all objectives/targets
objectives/targets objectives/targets
2. Make content relevant 2. Make content relevant
to learners to learners
3. Encourage
individualization of
learning
(3 points)

C. Assessment of P-12 Plans a variety of Plans a variety of Planned assessments Planned assessments
Learning assessments that assessments that 1. Provide opportunities 1. Are not included
1. Provide opportunities 1. Provide opportunities for some learners to OR
for learners of varying for learners to illustrate illustrate competence 2. Do not align with the
abilities to illustrate competence (whole class) (whole class) appropriate P-12 state
competence (whole class) 2. Align with the 2. Align with the learning standards
2. Align with the appropriate P-12 state
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appropriate P-12 state
learning standards
3. Are culturally relevant
and draw from learners’
funds of knowledge
4. Promote learner growth
D. Differentiated Lessons make meaningful
Methods and culturally relevant
connections to
1. Learners’ prior
knowledge
2. Previous lessons
3. Future learning
4. Other disciplines and
real-world experiences
AND
Differentiation of
instruction supports
learner development
AND
Organizes instruction to
ensure content is
comprehensible, relevant,
and challenging for
learners
Instructional Delivery
E. Learning Target and Articulates accurate and
Directions coherent learning targets
AND
Articulates accurate
directions/explanations
throughout the lesson
AND
Sequences learning
experiences appropriately
F. Critical Thinking Engages learners in
critical thinking in local
and/or global contexts that
1. Fosters problem solving
2. Encourages conceptual
connections
3. Challenges
assumptions
G. Checking for Checks for
Understanding and understanding (whole
Adjusting Instruction class/group AND
through Formative individual learners) during
Assessment lessons using formative
assessment
AND
Differentiates through
planned and responsive
adjustments (whole
class/group and individual
learners)
H. Digital Tools and Discusses AND uses a
Resources variety of developmentally
appropriate technologies
(digital tools and
resources) that
1. Are relevant to learning
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learning standards
3. Are culturally relevant
and draw from learners’
funds of knowledge
(2 points)
Lessons make clear and
coherent connections to
1. Learners’ prior
knowledge
2. Previous lessons
3. Future learning
AND
Differentiation of
instruction supports
learner development
AND
Organizes instruction to
ensure content is
comprehensible and
relevant for learners
(2 points)
Articulates an accurate
learning target
AND
Articulates accurate
directions/ explanations
AND
Sequences learning
experiences appropriately
Engages learners in
critical thinking that
1. Fosters problem solving
2. Encourages conceptual
connections
(2 points)
Checks for
understanding (whole
class/group) during
lessons using formative
assessment
AND
Differentiates through
adjustments to instruction
(whole class/group)
(2 points)
Discusses AND uses
developmentally
appropriate technologies
(digital tools and
resources) that
1. Are relevant to learning
appropriate P-12 state
learning standards
Lessons make an attempt Lessons do not build on or
to build on, but are not connect to learners’ prior
completely successful at knowledge
connecting to
1. Learners’ prior AND/OR
knowledge,
2. Previous lessons, OR Explanations given are
future learning illogical or inaccurate as to
how the content connects
AND to previous and future
learning
Differentiation of
instruction is minimal AND/OR
AND Differentiation of
instruction is absent
Organizes instruction to
ensure content is
comprehensible for
learners
Articulates an inaccurate Does not articulate the
learning target learning target
AND/OR OR
Articulates inaccurate Does not articulate
directions/explanations directions/ explanations
(1 point)
Introduces AND/OR Does not introduce
models critical thinking AND/OR model critical
that thinking that
1. Fosters problem solving 1. Fosters problem solving
2. Encourages conceptual 2. Encourages conceptual
connections connections
Inconsistently checks for Does not check for
understanding during understanding during
lessons using formative lessons using formative
assessment assessment
AND OR
Adjusts instruction Does not make any
accordingly, but adjustments based on
adjustments may cause learners’ responses
additional confusion
Discusses One of the following:
developmentally
appropriate technologies A. Does not use
(digital tools and technologies (digital
resources) relevant to tools and resources) to
learning objectives/ engage learners AND
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objectives/ targets of the objectives/ targets of the targets of the lesson Technology is available in
lesson lesson the setting
2. Engage learners in the 2. Engage learners in the AND
demonstration of demonstration of OR
knowledge or skills knowledge or skills Technology is not
3. Extend learners’ available B. Use of technologies is
understanding of concepts not relevant to the learning
(3 points) objectives/ targets of the
lesson

OR

C. Does not discuss

technologies AND
Technology is not
available in the setting

I. Safe and Respectful Actively involves learners Manages a safe and Attempts to manage a Does not manage a safe
Learning Environment to create and manage a respectful learning safe learning learning environment
safe and respectful environment through the environment through the
learning environment use of routines and use of routines and OR
through the use of transitions transitions
routines and transitions Does not establish
AND AND/OR constructive relationships
AND to engage learners
Establishes and promotes Attempts to establish
Establishes and promotes constructive relationships constructive relationships OR
constructive relationships to equitably engage to engage learners
to equitably engage learners Does not use constructive
learners AND/OR strategies to maintain
AND AND learners’ attention
Attempts to use (individual and whole
Uses research-based Uses research-based constructive strategies to group)
strategies to maintain strategies to maintain maintain learners’
learners’ attention learners’ attention attention (individual and
(individual and whole (individual and whole whole group)
group) group)
(2 points)

Assessment
J. Data-Guided Uses data-informed Uses data-informed Uses minimal data to Does not use data to
Instruction decisions (trends and decisions to design design instruction and design instruction and
patterns) to set short and instruction and assessment assessment
long term goals for future assessment
instruction and
assessment AND

AND Uses contemporary tools

for learner data record-
Uses contemporary tools keeping
for learner data record- (2 points)
keeping and analysis

K. Feedback to Learners Provides feedback that Provides feedback that Provides minimal Does not provide
1. Enables learners to 1. Enables learners to feedback that feedback
recognize strengths AND recognize strengths OR 1. Enables learners to
areas for improvement areas for improvement recognize strengths OR OR
2. Is comprehensible 2. Is comprehensible areas for improvement
3. Is descriptive 3. Is descriptive Feedback does not
4. Is individualized OR enable learners to
AND recognize strengths OR
AND Feedback is provided in a areas for improvement
Provides timely feedback somewhat timely fashion
Provides timely feedback, (2 points) OR
guiding learners on how to
use feedback to monitor Feedback is not provided
their own progress in a timely fashion

L. Assessment Evaluates and supports Evaluates and supports Assessment techniques Assessment techniques
Techniques learning through learning through are are
assessment techniques assessment techniques 1. Developmentally 1. Developmentally
that are that are appropriate inappropriate
1. Developmentally 1. Developmentally 2. Formative OR
appropriate appropriate summative OR
2. Formative AND 2. Formative AND

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summative summative
3. Diagnostic (2 points) Not used
4. Varied

Analysis of Teaching
M. Connections to Discusses, provides Discusses and provides Mentions connections to No connections OR
Research and Theory evidence of, and justifies evidence of connections to educational research inaccurate connections to
connections to educational educational research and/or theory educational research
research and/or theory and/or theory and/or theory
(2 points)
AND

Uses research and/or

theory to explain their P-
12 learners’ progress

Professional Dispositions Evaluation

What are dispositions? The habits of professional action and moral commitments that underlie an educator’s performance (InTASC Model
Core Teaching Standards, p. 6.)

What else should a teacher candidate know? It is the student teacher’s responsibility to ask clarifying questions as well as demonstrate the
expected dispositional behaviors. REMEMBER: Only those dispositions observed in student teaching can be measured, therefore it is up to
the student teacher to demonstrate the dispositions.

Professional Commitment and Behaviors

N. Participates in Participates in at least one
Professional professional
Development (PD) development opportunity
(e.g. workshops,
seminars, attending a
professional conference,
joining a professional
organization)
Participates in at least one
professional
development opportunity
(e.g. workshop, seminar,
attending a professional
conference)
AND
Participates in at least one
professional
development opportunity
(e.g. workshop, seminar,
attending a professional
conference)
Does not participate in any
professional
development opportunity
(e.g. workshop, seminar,
attending a professional
conference)

AND Provides evidence of an

Provides evidence of an
increased understanding
of the teaching profession
as a result of the PD
increased understanding
of the teaching profession
as a result of the PD
(2 points)

AND

Reflects on own
professional practice with
evidence of application of
the knowledge acquired
from PD during student
teaching

O. Demonstrates Provides evidence of
Effective communication with
Communication with parents or legal
Parents or Legal guardians in accordance
Guardians with district policies (e.g.,
letter of introduction,
attends parent-teacher
conferences,
communication via email
or online)
Provides evidence of
communication with
parents or legal
guardians in accordance
with district policies (e.g.,
letter of introduction,
attends parent-teacher
conferences,
communication via email
or online)
Provides evidence of Does not provide evidence
communication with of communication with
parents or legal parents or legal
guardians in accordance guardians
with district policies (e.g.,
letter of introduction,
attends parent-teacher
conferences,
communication via email
or online)

AND AND

Provides information Provides information

about P-12 learning to about P-12 learning to
parents or legal parents or legal
guardians to promote guardians to promote
understanding and understanding and
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academic progress academic progress
(2 points)
AND

Interacts with parents or

legal guardians in ways
that improve
understanding and
encourage progress (e.g.
exchange of email, face-
to-face discussion, etc.)

P. Demonstrates Reports on time or early
Punctuality for daily student teaching
AND
Additional teacher
engagements (e.g., IEPs,
teacher committees)
(3 points)
Reports on time for daily Inconsistently reports on
student teaching time for daily student
teaching
AND
AND/OR
Additional teacher
engagements (e.g., IEPs, Additional teacher
teacher committees) engagements (e.g., IEPs,
teacher committees)
Does not report on time
for student teaching
AND/OR
Additional teacher
engagements (e.g., IEPs,
teacher committees)

Q. Meets Deadlines and Meets deadlines and
Obligations obligations established
by the cooperating teacher
and/or supervisor
AND
Informs all
stakeholders(cooperating
teacher, supervisor, and/or
faculty members) of
absences prior to the
absence
AND
Provides clear and
complete directions and
lessons for substitutes/
cooperating teacher
without reminders
(3 points)
Meets deadlines and Most of the time meets
obligations established deadlines and
by the cooperating teacher obligations established
and/or supervisor by the cooperating teacher
and/or supervisor
AND AND
Informs all stakeholders Informs some
(cooperating teacher, stakeholders (cooperating
supervisor, and/or faculty teacher, supervisor, and/or
members) of absences faculty members) of
prior to the absence absences prior to the
absence
AND AND
Provides clear and Provides incomplete
complete directions and directions and lessons for
lessons for substitutes/ substitutes/ cooperating
cooperating teacher teacher
Frequently misses
deadlines or obligations
established by the
cooperating teacher
and/or supervisor
AND/OR
Does not inform
stakeholders (cooperating
teacher, supervisor, and/or
faculty members) of
absences prior to the
absence
AND/OR
Does not provide
directions and lessons for
substitutes/ cooperating
teacher

R. Preparation Prepared to teach on a
daily basis with all
materials (lesson plans,
manipulatives, handouts,
resources, etc.)
Prepared to teach on a Not consistently prepared Not prepared to teach on
daily basis with all to teach on a daily basis a daily basis with all
materials (lesson plans, with all materials (lesson materials (lesson plans,
manipulatives, handouts, plans, manipulatives, manipulatives, handouts,
resources, etc.) handouts, resources, etc.) resources, etc.)

AND AND AND/OR AND/OR

Materials are easily Materials are easily Materials are easily Materials are not
accessible AND organized accessible AND organized accessible OR organized organized NOR easily
(2 points) accessible
AND

Prepared for the

unexpected and flexible

Professional Relationships
S. Collaboration Demonstrates
collaborative
relationships with
cooperating teacher
AND/OR members of the
school community (other
teachers, school
personnel, administrators,
etc.)
Demonstrates Demonstrates Does not demonstrate
collaborative collaborative collaborative
relationships with relationships with relationships with
cooperating teacher cooperating teacher cooperating teacher
AND/OR members of the AND/OR members of the AND/OR members of the
school community (other school community (other school community (other
teachers, school teachers, school teachers, school
personnel, administrators, personnel, administrators, personnel, administrators,
etc.) etc.) etc.)

AND AND

Works with and learns Attempts to work with and

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from colleagues in
planning and
implementing instruction
to meet diverse needs of
learners
T. Advocacy to Meet the Recognizes and
Needs of Learners or for articulates specific areas
the Teaching Profession in need of advocacy,
including the
1. Needs of learners (e.g.
academic, physical, social,
emotional, and cultural
needs; OR adequate
resources, equitable
opportunities)
OR
2. Needs of the teaching
profession (e.g.
technology integration,
research-based practices)
AND
Takes action(s) based
upon identified needs,
while following district
protocols
(3 points)
Critical Thinking and Reflective Practice
U. Responds Positively Is receptive to feedback,
to Feedback and constructive criticism,
Constructive Criticism supervision, and responds
professionally
AND
Incorporates feedback
(e.g., from cooperating
teacher, university
supervisor) to improve
practice
AND
Proactively seeks
opportunities for feedback
from other professionals
What went well? Areas
of strength?
Possible opportunities
for growth:
PD 1. Legal and Ethical Demonstrates academic
Conduct: Candidate integrity (i.e., uses
maintains legal and original work and cites
ethical conduct at all responsibly without
times. reminders
AND (as relevant)
Protects confidentiality
of students’ academic and
personal information (as
relevant to course) without
reminders
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learn from colleagues in
planning and
implementing instruction
(2 points)
Recognizes and
articulates specific areas
in need of advocacy,
including the
1. Needs of learners (e.g.
academic, physical, social,
emotional, and cultural
needs; OR adequate
resources, equitable
opportunities)
OR
2. Needs of the teaching
profession (e.g.
technology integration,
research-based practices)
Is receptive to feedback,
constructive criticism,
supervision, and responds
professionally
AND
Incorporates feedback
(e.g., from cooperating
teacher, university
supervisor) to improve
practice
(2 points)
Purdue Criteria
Demonstrates academic
integrity (i.e., uses
original work and cites
responsibly
AND (as relevant)
Protects confidentiality
of students’ academic and
personal information (as
relevant to course)
AND
Recognizes areas in need
of advocacy, but cannot
articulate the
1. Needs of learners (e.g.
academic, physical, social,
emotional, and cultural
needs; OR adequate
resources, equitable
opportunities)
OR
2. Needs of the teaching
profession (e.g.
technology integration,
research-based practices)
Is receptive to feedback,
constructive criticism,
and supervision
AND/OR
Incorporates feedback
inconsistently
Inconsistently
demonstrates academic
integrity.
AND/OR (as relevant)
Protects confidentiality
of students’ academic and
personal information (as
relevant to course)
AND/OR
Does not recognize areas
in need of advocacy,
including the
1. Needs of learners (e.g.
academic, physical, social,
emotional, and cultural
needs; OR adequate
resources, equitable
opportunities)
OR
2. Needs of the teaching
profession (e.g.
technology integration,
research-based practices)
Is not receptive to
feedback, constructive
criticism, and supervision
AND/OR
Does not incorporate
feedback
Plagiarizes others’ work
AND/OR (as relevant)
Violates the
confidentiality of
students’ academic and
personal information (as
relevant to course)
AND/OR
Disrespects the privacy of
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AND
Respects the privacy of
children, families and
school personnel (as
relevant to course) without
reminders
(3 points)
PD 2. Commitment to Independently and
Student Safety: appropriately addresses
Candidate acts in a safe inappropriate behavior
and responsible and language with
manner, such as any students during field
action that might put experiences.
self and/or others at
physical and/or AND
emotional risk.
Proactively and
independently monitors
and adheres to safety
procedures in campus
and in field experience
settings (e.g., lab safety,
shelter-in-place, fire drill,
medical emergency)
PD 3. Overall Independently,
Assesment Of consistently and
Candidate Dispositions appropriately exhibits the
professional attitudes,
values, and beliefs
expected as educators
interact with students,
families, colleagues, and
communities.
(3 points)
English Language Learners
ELL 1. English Independently applies
Language Development concepts, research, and
(ELD) linguistically-sound
practices to plan English
(per WIDA English language development
Language Development instruction for ELLs
Standards and Model
Performance Indicators) AND
Note: If there are no ELLs Proactively differentiates
in the classroom/setting, English language
and you have confirmed development instruction
this with the school's ELL appropriate to students’
coordinator, then select levels of English language
N/A. proficiency
AND
Consistently uses a
variety of teaching
strategies to develop and
integrate the English
language domains of
listening, speaking,
reading, writing and visual
literacy
ELL 2. Sheltered Consistently applies
Content Area Instruction concepts, research, and
linguistically-sound
practices to plan
(per Indiana Academic sheltered content-area
Standards, or other instruction for ELLs
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Respects the privacy of
children, families and
school personnel (as
relevant to course)
Independently and
appropriately addresses
inappropriate behavior
and language with
students during field
experiences.
AND
Independently monitors
and adheres to safety
procedures in campus
and in field experience
settings (e.g., lab safety,
shelter-in-place, fire drill,
medical emergency)
(2 points)
Inconsistently, but
appropriately exhibits the
professional attitudes,
values, and beliefs
expected as educators
interact with students,
families, colleagues, and
communities.
With prompting, uses
linguistically-sound
practices to plan English
language development
instruction for ELLs
AND
With prompting,
differentiates English
language development
instruction for students at
different levels of English
language proficiency
AND
Inconsistently uses
appropriate teaching
strategies to develop and
integrate the English
language domains of
listening, speaking,
reading, writing and visual
literacy
(2 points)
Inconsistently applies
concepts, research, and
linguistically-sound
practices to plan
sheltered content-area
instruction for ELLs
Respects the privacy of
children, families and
school personnel (as
relevant to course)
With prompting,
appropriately addresses
inappropriate behavior
and language with
students during field
experiences.
AND
With prompting monitors
and adheres to safety
procedures in campus
and in field experience
settings (e.g., lab safety,
shelter-in-place, fire drill,
medical emergency)
Inconsistently and
inappropriately exhibits
most, but not all, of the
professional attitudes,
values, and beliefs
expected as educators
interact with students,
families, colleagues, and
communities.
Recognizes the need to
use linguistically-sound
practices to plan English
language development
instruction for ELLS
AND
Inconsistently uses
appropriate teaching
strategies to develop
students’ English
language domains of
listening, speaking,
reading, writing and visual
literacy
Recognizes the need to
plan content-area
instruction for ELLs
AND
children, families and
school personnel (as
relevant to course
Rarely and/or
inappropriately addresses
inappropriate behavior
and language with
students during field
experiences.
AND/OR
Fails to recognize and
respond appropriate to
potential safety hazards in
campus and field
experience settings (e.g.,
lab safety, shelter-in-
place, fire drill, medical
emergency)
Fails to exhibit a majority
of the professional
attitudes, values, and
beliefs expected as
educators interact with
students, families,
colleagues, and
communities.
Does not plan or provide
English language
development instruction
for ELLs
Does not provide
sheltered content-area
instruction for ELLs or use
ESL or sheltered
instruction strategies
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relevant academic
standards, and WIDA AND
English Language
Development Standards Consistently uses relevant
and Model Performance standards to
Indicators) differentiate content-
area instruction
Note: If there are no ELLs appropriate to students’
in the classroom/setting, levels of English language
and you have confirmed proficiency
this with the school's ELL
coordinator, then select AND
N/A.
Consistently uses a
variety of ESL and
sheltered instruction
strategies to ensure
content-area instruction is
comprehensible and
supports ELL students’
English language
development.
ELL 3. Language and Consistently applies
Content Area concepts, research, and
Assessment linguistically-sound
practices to develop/use
(per WIDA English formative and summative
Language Development language and content-
Standards and Model area assessments that are
Performance Indicators) valid and reliable for ELL
students at different levels
Note: If there are no ELLs of English proficiency
in the classroom/setting,
and you have confirmed AND
this with the school's ELL
coordinator, then select Consistently designs
N/A. formative and
summative language
and content-area
assessment tools to:
1. Identify ELL students’
current level of English
proficiency
2. Plan language
instruction to move ELL
students to higher levels
of English proficiency
3. Plan content-area
instruction to move ELL
students to higher levels
of academic achievement
4. Distinguish between
language challenges and
academic challenges
Total Score: 60 out of 81
Average Score: 2.22
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Inconsistently uses ESL
AND/OR and sheltered
instruction strategies to
Inconsistently uses make content-area
relevant standards to instruction
differentiate content- comprehensible and
area instruction for supportive of English
students at different levels language development.
of English language
proficiency
AND
Inconsistently, uses a
variety of ESL and
sheltered instruction
strategies to make
content-area instruction
comprehensible and
supportive of English
language development
(2 points)
Inconsistently applies Recognizes the need to Does not use the WIDA
concepts, research, and use relevant standards English Language
linguistically-sound and concepts, research, Development Standards
practices to develop/use and linguistically-sound or Model Performance
formative and summative practices to design/use Indicators to design
language and content- formative or summative formative or summative
area assessments for ELL assessments for ELLs to assessments for ELLs
students at different levels
of English proficiency 1. Plan language
instruction
AND
2. Plan content-area
Consistently designs instruction
formative and
summative language
and content-area
assessment tools to:
1. Identify ELL students’
current level of English
proficiency
2. Plan language
instruction to move ELL
students to higher levels
of English proficiency
3. Plan content-area
instruction to move ELL
students to higher levels
of academic achievement
(2 points)
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