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    32 views14 pages

    Old Dominion University 2

    Uploaded by

    api-623541713

    Copyright:

    © All Rights Reserved
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    Old Dominion University Darden College of Education and Professional Studies ‘TEACHER CANDIDATE PROFESSIONAL ATTRIBUTES AND INSTRUCTIONAL DEVELOPMENT SCALES Teacher Candidate: NicoleHe oun an Semester/Vear Fad 2022 UIN: 0115006 Undergraduate — Graduate Post-Baccalaureate D Endorsement Area Student is Seeking: Wialth and PhySical Educaton tinea Faculty: Kiet Borat) Clinical Facuhy Emait: KbaauSAp tps. K1Z.va.us University Supervisor: De Merman Clack — University Supervisor Email: InclarX@ Gd ede Schoo! Division ‘District: Necfaik __ Assigned Schoo! Novae High ‘School __ Signatures (following review ofeach evaluation): Cl Mid-term Evaluation Final Evaluation Teacher Candidate: [Decdlle Hunan ate 0/2022 Cina Roost: Lem Perens So: tol zea University Supervisor, 0 ate DIRECTIONS: The purpose of the Framework for Teaching Evaluation Instrument is to provide the Darden College of Education and Professional Studies, The College of Arts and Letters, and the College of Sciences faculty with specific, relevant information regarding a teacher candidate's progress. It is designed to assess beginning teacher performance on 4 different domains: Planning and Preparation, The Classroom. Environment, Instruction, and Professional Responsibilities. The scale is based on CAEP Standards, INTASC standards, and Virginia Department of Education Guidelines for the Evaluation of Teachers Each area is comprised of specific elements that measure the teacher candidate's performance. The clement are measured with a four (4) point rubric with leveled criteria. For each clement, please rate the behavior the teacher candidate typically displays. The selection “Did Not Observe” is available for the ‘midterm evaluation. For the final evaluation, teacher candidate should not receive any “Did Not Observe.” Please elaborate further in the comment section with additional feedback that will help the teacher candidate continue to progress. If “Does Not Meet Expectations” or “Developing” is selected, you ‘must provide concrete reasons and examples of how or why the student has received the score in the comments atthe end of the section. [additional information isnot provided, the evaluation will be retumed for additional documentation. 50 Old Dominion University 'y Parden Callege of Education and Professional Studies ceeds Expectations | Meets Developing | Docs Not Meet | Did Not feito “Tk eeeaey Expectations | Expectations | Observe ‘a: Demonstrating The teacher displays | Theveacher | The wacher moiegea [Tike Knowledge of extensive knowledge of | pays soit | fame price. the | candidate did Gace the important concepts | mewiedge ot | aging teacher makes | not have the Inthe discipline and | ante errors or | opportunity to | Pedagory how these relat oth vo f Me mporant | mpertant does ot correct | demonsirate Gone anotherand ocsher | SoneeMss it | coneepisio | rrr made by | skills, | lsciplines The teacher | discipline the discipline | Set The demonstrates and bow tout displays | teacher displays tinderstanding of these reco | a lackof he prerequisite cone another. | awareness of | understanding of | Telationshipsamong | The eacher | how thexe prerequisite Topics and conceps and | demonstrates | concepts Knowledge 4 understands the tk 0 | seurate reaetoone | spot necessary cognitive Tending | anouice The | dent earning svuctrestharenure | WNemantew fanmier The | fhe content student understanding. |. ns The teacher The teacher's plans and | refequiste | indi Aiplays ite or practic rellet reiaionsipe | some no understanding | amtenty wn awide | amongtonics. | awarenessof | Srmerange af | rangcoreticive | Thetecher’s | prerequisite | pedagonieal | Pedazosical approaches | plans and learning. Spproaches thedscipline andthe | practice although suitable ability toamicipate | reflect such Student learning studentmisconception. | familianty Knowledge | of thecontent. witha wide | maybe range of inaccurate oF fective incomplete | pedagovical | The teacher's approaches in| plansand thesubject. | practice | reflect a limited range of | pedagogical | approaches othe | discipline orto thestident Fe necearaieg The tacher understands | The teacher | The teacher | The teacher Teacher theacuvenaturcot | understands the | displays displays minimal | candidate dit eter 9 student Tearing and | acive nature of | gererty understanding of | not have the Students acquires information | student learning | S20 how stents | opportunity t9 about levels of and tains tearm—and inte | demonstrate development for information — | K™OwkedBe of | wedge of | sills. teacher aso development for | Heamand of thet | approaches systematically acquires groups of sane | lari Knowledge fom several | students. The | appreachesto | knowlege and sources about individual | teacher also | learning shill, special saudents varied purposefully | knowledge and | needs. and bee pemsceerb an oeke oe] st (Old Dominion University ‘owiedge and skill, XN Darden College of Education and Professional Studiey Tnowiedge oor | sil, special ealral— Titages and Spevataceds-and {several surees | neds and eee TRewicsed carat | about groupsot | interes and | ssn N students sored | cutural one rages cul onde. arscento henge. | Gate ersing, say apply this Kaowlogeans |e sKilgapecial | eto sand Ysuaents but © retand | the cass — whole = oe “Te outcomes | Teacher J Aitoutcomes represent | Most outcomes | Outcomes Tienes | Coaiion a Tghevel tearing in| represent rspeset a oe | ethane he thedscpine They | rigorousand | moderely | e*Petalons or | ag are ler are writen in| important high Stpgur and nat | demonstrate the orm ofstadent | teaming inthe | expecations — | Si thewe | skis. caring, and pert | dacphine and | andigor-Some | Suzomes reflect, stablemethods of | areckw,are | reflect aa tesessment Outcomes | niten inthe | important Jearing in the reflect several diferent | formofstident | fering inthe | discipline. They types of leaming and, | fearing. and | diciphine and | are stated as where appropriate, | suggestviale | consstofa | studetactivitis, scpeset both tmethods of | combination of | fatherthan as soordinaion and grsessment | eutcomesand__| outcomes for ‘negra, Oueomes so bere learning adie. | teen | Outcomes Gprons res Terndidat sent.” |lferenttypes reflect sever | gan nly fearing and | pes of ‘one discipline of opportunities | tearing, bot | Sand and are foe teacherhas | Suitable fr only coordination, | madenoetfon | Some students and they are | atcoordination iterated in| or integration whateverway i | Outcomes, based nee for | ong itr groups | asesmens of cc student lamin, are sublet rmostofthe students inthe cls 1d: Demonstrating The washers “he tcahar | The washer) Theteaheris | Teacher Kaowledge offesurces | koowiotyc of rsouces | displays displayssome | unaware of | candidate did forclasoom we and | avarenessof | avarenessof | rsourestoassst | not have the forextending e's _| resources beyond | resouress beyond | studcat Teaming | opprtnity to fessional ails | those provided | those provided | beyond materals | demonstrate 4 Extmsive including | bythe school or | by the school or | provided by the | skills those avaiable trough | dist nchading | disict for | Schoo or district, the schoo orden | thoseon the | clasoom we | nor the teacher thecommaiy, hough | inert for | and for extending | aware of ‘profesional elasroom use| one's professonal | resources for Sizanzations and | and orextending | skill Put doesnot expanding o's 32 ld Dominion University Darden College of Eaucation and Professional Stulies waive oe ‘a's professional | eck w expand — [ own professional totem skill andsecks | thisknowledge, | sil coutsuch ‘Designing The sequence of lost ofthe | Some of the Teacher Horie fotlows acohcrent | ai ae [activites and | poorly aligned | not have the sequence, is aligned to. | SUMS | materiatsare | with the ‘opportunity to instructional goals, and_| 4884 aligned with te | instructional | demonstrate isdesigned engage | PS instructional | outcomes, do not] skills students nigh evel | structions! — | autcomesand | follow an cognitive activity. These | Oueomes and | represent organized are appropriately fallow an moderate progression, are differentiated for | onganized cognitive hot designed 10 individual eamers. | progression | challenge. but | engage students L Inara goups a | sbleto wih, insctve ried appopeately, | groupsof ferentiation | intellectual with some opportunity ote | fordifferent | activity. and have ihapeemamiy |e. tme |_| dane me eine e| imacinst | slats el groups patally | Instructional asonsble | Supportthe | groups are not time tative, with stable wo the allocations: ‘some variety. The | activities and they represent | lesson or unit has | offer no variety significant | a recognizable cognitive stretre; atthe challenge, with | progression of some Activities is ‘Iferetiation | wneven, with fordittrenr | only some reasonable time eee Mlcatons students and varied use of instetonal us 16 Designing Student Allah astractional | Allthe Assesment | Assessment | Teacher “Asesments ‘outcomes may be insitional Procedures are | procedures are | candidate did asses bythe foutcomes may | Pally noteongrient | not have the saresrcmment | beanecety | consent with | with inrctional | opportunity to cea |tcrareed’ |stats! | oukomesand | demons for assessing student | assessment cae ae at ‘work The plan pn; Assessment | which student 3 Seni esot crt |_| penance wil assessment | standards have | be assesed. The student contribution to | methodologies | beendeveloped, | teacher has no its development rmayhavebeon | butthey are mot | plan to Assessment aap for | clea. The Incorporate methodologies have | groups of teacher's formative ben adapted for stuns appeach to using | assesment in the individ sudenisas | Assessment | formative lesson oF unit theneodhasarsen. | cerinand | asessmenta approach ousing_| sandrds are mentary. eo ining oy 33 ‘01d Dominion Universi” pene formative assessment is wll designed and inl tet 8 ellos cache we oF the assesment information arden Cole ‘clear. The | ‘teacher haw well developed stgy for wsing tomate ‘Sse and has dined eric ppc 1 Be pe ge of kamen same ofthe Jastrctional cutcomnes Upndancla 1ff Lenunn ” Plan wan digeat 74 oP ea luzatu 2 The Classroom | Teacher Environment _ Teacher-student | Patterns of Patterns of aad tie (Classroom are | classroom ‘classroom fered a =i imteractions between interactions, both | interactions, mot cet yc bene _| erty ‘ se ~ and among stems | creat caring | and studentsand | sescher and demonstrate are highly espeettul, | ang respect. Such | among students, | Gents and skills. reflecting genie | teractions ae | are generally | SHOE wart, caring.and | gppoprat tthe | appropiate but | SOME TN sensitivity students} ages, cultures, | may reflect Sei | emt |e | wm Sedeontribneto high | dems. diseegard for | sudents ages. among allmenbes, | amenestudents cultures and | packgrounds etibecis Tenet | Meera, | developmental | ang results an fespectful, and rarely re a ‘students exhibit | demonstrate Letiaapiaaniat ream, | Sain | mee oh Se and are comfortable | ees tne | gece The characterized by ‘twking intellectual msks. | teacher responds | teacher attempts} sarcasm, put- eee ees a eee ores [Sie Semel (iets [ecmeme soo lemme, (Sate, 2h: Establishing « is clasroom cure The elassroom The classroom | The dastooor "I: ae 4 (01d Dominion University Darden College of Education and Profesional Studies earning ice, character shared beletinate? | MRS kaming | chactenzed by | eharacerned by [nar ave BE be ald by as | hile alackaf teacher | opportunity 0 ace eaming. | high expectations | commitment to | oratuent ‘monte \caater conveys "| for both eaming | teaming by the | commento | Ses With expectations for | and hard re iniagrescie | patel work | teacher or tearing. andor nimsweannt™ [sett fr |siieThe | cory mhard | most students. | teacher appears | investment of work: stdents assume | Students tebe only ing | student eery in ‘esponsibility forhigh | understand ther | tough the | the ask t had ality by inating | role as eamers | motions:"and | Hard work and Improvements, making. | and consistenly | students indicate | the precise use of fevisions, adding deta, | expendeffor to | that they are | language are not y Srnctatscee | emeaaeee, | emo oer theirprecise use of | interactions | completion of | valued. Medium Jnmavoge suppor learning, | taskrather than | to low hard work and | the quality of the | expectations for thepreise use of | work The student language teacher conveys | achievement are that student | the orm, with succes isthe | high expectations resulofratuat | for learning Ability rather than | reserved for only Jed work, and | one ortwo refer onlyin | student passing the prevse us of Tangunge High expectations for teaming ae reserved for those studens thought havea natal apinde forthe subject ana Theresia | Some Teak panes Toren || eae!

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