NICHOLLS STATE UNIVERSITY
Middle/Secondary Social Studies Evaluation
Student Teacher
Supervising Teacher(s)
University Coordinator
School
Grade/Subject
Evaluation Dates:
First
Second
INSTRUCTIONS FOR USING THIS EVALUATION: Please circle the appropriate description for each domain component for midsemester and at the end of the semester.
The rating used in this instrument is based on a three point scale. It will provide opportunities for further in-depth studies of student
teacher performance. A major reason is that the criteria used herein now directly conforms to the LOUISIANA ASSESSMENT FOR
FIRST YEAR TEACHERS.
Items marked “Unacceptable” should be qualified under the remarks section. Strengths and areas for improvement should also
be identified under the remarks section. PLEASE DO NOT LEAVE THE REMARKS SECTION BLANK. Please attach additional
sheets if needed or use the back of the form.
SPACES ARE PROVIDED FOR SIGNATURES BY THE STUDENT TEACHER, SUPERVISING TEACHER, SUPERVISING
PRINCIPAL, UNIVERSITY COORDINATOR AND COORDINATOR OF STUDENT TEACHING. Signatures must be provided at
mid-semester and at the end of the semester.
“Responsible Leaders Engaging in Professional Practice”
RESPONSIBLE LEADERS:
Take responsibility for their own professional development;
Engage in reflective inquiry and use data to adjust instruction;
Engage in leadership in both the school and the community;
Inquire into and serve the profession;
Inquire into and contribute to current research and scholarship;
Engage in ethical behaviors.
RESPONSIBLE LEADERS:
Teach from the local ecology
(culture, community, & environment);
Demonstrate responsibility for inquiring into the local ecology;
Use local knowledge to transform the learning of all students;
Demonstrate responsibility for serving the needs of
students and the community.
RESPONSIBLE LEADERS:
Transform the lives of all students by creating positive
learning environments;
Use the curriculum to advocate for social change;
Use technology to improve the lives of all students;
Advocate for students in both the school and the community;
Teach for the success of all students.
RESPONSIBLE LEADERS:
Demonstrate an openness to change;
Inquire into the relationship between cultural differences and learning;
Inquire into the learning needs of students;
Inquire into innovative teaching practices that meet the needs of all students;
Collaborate with all parties who have an interest in
student success;
Teach students how to use technology to improve their learning.
1
MID-SEMESTER AND FINAL EVALUATION
The Student Teacher Final Evaluation Form follows the Louisiana Components of Effective Teaching (LCET) document, and includes
the same components identified by the State Department of Education for Level 1 certification during the first year teaching
evaluation. The components of LCET include planning, management, instruction, professionalism, and school improvement. The
evaluation is completed for each candidate by the university coordinator at mid-term and at the end of the semester. Data collected at
mid-term is used only for candidate feedback.
Directions: Circle the description which best evaluates the extent to which competency is attained.
Domain 1 - Planning - The teacher candidate plans accurate and developmentally appropriate lessons in accordance with the
Nicholls State University Conceptual Framework
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate specifies learner The candidate infrequently
1. The candidate specifies learner
specifies learner outcomes in outcomes in clear, concise
specifies learner outcomes
outcomes in clear, concise
clear, concise objectives
objectives
in clear, concise objectives
objectives
LA-NISU-PLO.2
The candidate consistently
The candidate includes
The candidate infrequently
2. The candidate includes
includes activities that
activities that develop and
includes activities that
activities that develop and assess
develop and assess the
assess the objectives
develop and assess the
the objectives
LA-NISU-PLO.2
objectives
objectives
The candidate consistently
The candidate identifies and
The candidate infrequently
3. The candidate identifies and
identifies and plans for
plans for individual differences identifies and plans for
plans for individual differences
LA-NISU-PLO.2 LA-NISU-PLO.4
individual differences
individual differences
LA-NISU-PLO.6
The candidate consistently
The candidate identifies
The candidate infrequently
4. The candidate identifies
identifies materials that are
materials that are developed
identifies materials that are
materials that are developed from
developed from the local
from the local ecology, other
developed from the local
the local ecology, other than
ecology, other than standard than standard classroom
ecology, other than standard
standard classroom material, as
classroom material, as needed material, as needed for the
classroom material, as
needed for the lesson
LA-NISU-PLO.2 LA-NISU-PLO.6
for the lesson
lesson
needed for the lesson
The candidate consistently
The candidate plans for method The candidate infrequently
5. The candidate plans for method
plans for method (s) of
(s) of evaluation to measure
plans for method (s) of
(s) of evaluation to measure
learner outcomes LA-NISU-PLO.2
evaluation to measure learner learner outcomes
evaluation to measure
outcomes
learner outcomes
The candidate consistently
The candidate assists in IEP,
The candidate infrequently
6. The candidate assists in IEP,
assists in IEP, ITP and/or
ITP and/or IFSP development assists in IEP, ITP and/or
ITP and/or IFSP development
IFSP development (for special (for special education teachers IFSP development (for
(for special education teachers
education teachers only)
only)
special education teachers
only)
LA-NISU-PLO.2 LA-NISU-PLO.3
only)
LA-NISU-PLO.4
Remarks:
Mid-Semester:
Final:
Domain II - Management -- Component A - The teacher candidate maintains an environment conducive to learning.
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate organizes space, The candidate infrequently
1. The candidate organizes space,
organizes space, materials,
materials, and/or equipment to organizes space, materials,
materials, and/or equipment to
2
facilitate learning LA-NISUPLO.2
2. The candidate promotes a
positive learning climate LANISU-PLO.1 LA-NISU-PLO.2
LA-NISU-PLO.3 LA-NISUPLO.4
Target (3 pts)
and/or equipment to facilitate
learning
The candidate consistently
promotes a positive learning
climate
Acceptable (2 pts)
facilitate learning
The candidate promotes a
positive learning climate
Unacceptable (1 pt)
and/or equipment to
facilitate learning
The candidate infrequently
promotes a positive learning
climate
Remarks:
Mid-Semester:
Final:
Domain II - Management -- Component B: The teacher candidate maximizes the amount of time available for instruction
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate manages
The candidate infrequently
1. The candidate manages
manages routines and
routines and transitions in a
manages routines and
routines and transitions in a
transitions in a timely manner timely manner
transitions in a timely
timely manner
LA-NISU-PLO.2
manner
The candidate consistently
The candidate manages and/or The candidate infrequently
2. The candidate manages and/or
manages and/or adjusts
adjusts allotted time for
manages and/or adjusts
adjusts allotted time for activities
allotted time for activities
activities planned
allotted time for activities
planned
LA-NISU-PLO.2
planned
planned
Remarks:
Mid-Semester:
Final:
Domain II - Management -- Component C: The teacher candidate manages learner behavior to provide productive learning
opportunities
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate establishes
The candidate infrequently
1. The candidate establishes
establishes expectations for
expectations for learner
establishes expectations for
expectations for learner behavior
LA-NISU-PLO.2
learner behavior
behavior
learner behavior
The candidate consistently
The candidate uses monitoring The candidate infrequently
2. The candidate uses monitoring
uses monitoring techniques to techniques to facilitate learning uses monitoring techniques
techniques to facilitate learning
LA-NISU-PLO.2
facilitate learning
to facilitate learning
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component A: The teacher candidate delivers instruction effectively
3
1. The candidate uses technique(s)
which develop(s) lesson
objective(s) LA-NISU-PLO.2
2. The candidate sequences
lessons to promote learning
LA-NISU-PLO.2
3. The candidate uses available
teaching material(s) to achieve
lesson objective(s)
LA-NISU-PLO.2
4. The candidate adjusts lesson
when appropriate using reflective
practice
LA-NISU-PLO.2 LA-NISU-PLO.5
5. The candidate integrates
technology into instruction
LA-NISU-PLO.2 NCSS.1.1
Target (3 pts)
The candidate consistently
uses technique(s) which
develop(s) lesson objective(s)
The candidate consistently
sequences lessons to promote
learning
The candidate consistently
uses available teaching
material(s) to achieve lesson
objective(s)
The candidate consistently
adjusts lesson when
appropriate using reflective
practice
The candidate consistently
integrates technology into
instruction
Acceptable (2 pts)
The candidate uses
technique(s) which develop(s)
lesson objective(s)
The candidate sequences
lessons to promote learning
Unacceptable (1 pt)
The candidate infrequently
uses technique(s) which
develop(s) lesson objective(s)
The candidate infrequently
sequences lessons to promote
learning
The candidate uses available The candidate infrequently
teaching material(s) to achieve uses available teaching
lesson objective(s)
material(s) to achieve lesson
objective(s)
The candidate adjusts lesson The candidate infrequently
when appropriate using
adjusts lesson when
reflective practice
appropriate using reflective
practice
The candidate integrates
The candidate infrequently
technology into instruction
integrates technology into
instruction
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component B: The teacher candidate presents appropriate content
Target (3 pts)
Acceptable (2 pts)
The candidate consistently
The candidate presents content
1. The candidate presents content
presents content at a
at a developmentally
at a developmentally appropriate
developmentally appropriate appropriate level
level
LA-NISU-PLO.2 LA-NISU-PLO.4
level
The candidate consistently
The candidate presents
2. The candidate presents
presents accurate subject
accurate subject matter
accurate subject matter
LA-NISU-PLO.2
matter
The candidate consistently
The candidate relates relevant
3. The candidate relates relevant
relates relevant examples,
examples, unexpected
examples, unexpected situations,
unexpected situations, or
situations, or current events to
or current events to the content
LA-NISU-PLO.2 LA-NISU-PLO.5
current events to the content the content
NCSS.1.3
Unacceptable (1 pt)
The candidate infrequently
presents content at a
developmentally appropriate
level
The candidate infrequently
presents accurate subject
matter
The candidate infrequently
relates relevant examples,
unexpected situations, or
current events to the content
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component C: The teacher candidate provides opportunities for student involvement in the
learning process
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate accommodates The candidate infrequently
1. The candidate accommodates
accommodates individual
individual differences by
accommodates individual
individual differences by
4
demonstrating openness to diverse
academic and socio-cultural
behaviors LA-NISU-PLO.1 LANISU-PLO.2 LA-NISU-PLO.4 LANISU-PLO.6
2. The candidate works for the
academic excellence of all
students from diverse cultural,
social, and intellectual
backgrounds.
LA-NISU-PLO.2 LA-NISU-PLO.3
LA-NISU-PLO.4 LA-NISU-PLO.6
NCSS.1.1
3. The candidate demonstrates
ability to communicate effectively
with students
LA-NISU-PLO.2
4. The candidate stimulates and
encourages higher order thinking
at the appropriate developmental
levels
LA-NISU-PLO.2 LA-NISU-PLO.4
5. The candidate encourages
student participation
LA-NISU-PLO.2
Target (3 pts)
Acceptable (2 pts)
differences by demonstrating demonstrating openness to
openness to diverse academic diverse academic and socioand socio-cultural behaviors cultural behaviors
Unacceptable (1 pt)
differences by demonstrating
openness to diverse academic
and socio-cultural behaviors
The candidate consistently
works for the academic
excellence of all students from
diverse cultural, social, and
intellectual backgrounds.
The candidate works for the
academic excellence of all
students from diverse cultural,
social, and intellectual
backgrounds.
The candidate infrequently
works for the academic
excellence of all students
from diverse cultural, social,
and intellectual backgrounds.
The candidate consistently
demonstrates ability to
communicate effectively with
students
The candidate consistently
stimulates and encourages
higher order thinking at the
appropriate developmental
levels
The candidate consistently
encourages student
participation
The candidate demonstrates
ability to communicate
effectively with students
The candidate infrequently
demonstrates ability to
communicate effectively with
students
The candidate stimulates and The candidate infrequently
encourages higher order
stimulates and encourages
thinking at the appropriate
higher order thinking at the
developmental levels
appropriate developmental
levels
The candidate encourages
The candidate infrequently
student participation
encourages student
participation
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component D: The teacher candidate assesses student progress effectively
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate monitors
The candidate infrequently
1. The candidate monitors
monitors ongoing
ongoing performance of
monitors ongoing
ongoing performance of students
LA-NISU-PLO.2
performance of students
students
performance of students
The candidate consistently
The candidate uses
The candidate infrequently
2. The candidate uses appropriate
uses appropriate and effective appropriate and effective
uses appropriate and effective
and effective technique(s)
LA-NISU-PLO.2
technique(s)
technique(s)
technique(s)
The candidate consistently
The candidate provides timely The candidate infrequently
3. The candidate provides timely
provides timely feedback to feedback to students regarding provides timely feedback to
feedback to students regarding
students regarding their
their progress
students regarding their
their progress
LA-NISU-PLO.2
progress
progress
The candidate consistently
The candidate produces
The candidate infrequently
4. The candidate produces
produces evidence of student evidence of student academic produces evidence of student
evidence of student academic
academic growth under
growth under his/her
academic growth under
growth under his/her instruction
LA-NISU-PLO.2
his/her instruction
instruction
his/her instruction
Remarks:
Mid-Semester:
5
Final:
Domain IV - Professionalism -- Component A: The teacher candidate plans for professional development.
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate conducts
The candidate infrequently
1. The candidate conducts
conducts themselves in an
themselves in an ethical, just, conducts themselves in an
themselves in an ethical, just,
ethical, just, legal, and
legal, and professional way
ethical, just, legal, and
legal, and professional way
LA-NISU-PLO.2
professional way
professional way
The candidate consistently
The candidate works
The candidate infrequently
2. The candidate works
works productively thereby
productively thereby serving works productively thereby
productively thereby serving the
serving the community by
the community by promoting serving the community by
community by promoting social
promoting social justice
social justice
promoting social justice
justice
LA-NISU-PLO.2
The candidate consistently
The candidate improves
The candidate infrequently
3. The candidate improves student
improves student behavior
student behavior and
improves student behavior
behavior and academic growth by
and academic growth by
academic growth by
and academic growth by
becoming cultural-curriculum
becoming cultural-curriculum becoming cultural-curriculum becoming cultural-curriculum
agents who serve the community
LA-NISU-PLO.2
agents who serve the
agents who serve the
agents who serve the
community
community
community
The candidate consistently
The candidate seeks
The candidate infrequently
4. The candidate seeks
seeks professional
professional improvement
seeks professional
professional improvement
LA-NISU-PLO.2 LA-NISU-PLO.5
improvement
improvement
The candidate consistently
The candidate works
The candidate infrequently
5. The candidate works
works cooperatively with
cooperatively with teachers, works cooperatively with
cooperatively with teachers,
teachers, administrators,
administrators, parents, other teachers, administrators,
administrators, parents, other
parents, other school
school personnel, and
parents, other school
school personnel, and community
LA-NISU-PLO.1 LA-NISU-PLO.2
personnel, and community
community
personnel, and community
LA-NISU-PLO.3
Remarks:
Mid-Semester:
Final:
Domain V - School Improvement -- Component A: The teacher creates partnership with parents/caregivers and colleagues.
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently
The candidate provides clear The candidate infrequently
1. The candidate provides clear
provides clear and timely
and timely information to
provides clear and timely
and timely information to
information to
parents/caregivers and
information to
parents/caregivers and colleagues
parents/caregivers and
colleagues regarding
parents/caregivers and
regarding classroom expectations,
colleagues regarding
classroom expectations,
colleagues regarding
student progress, and ways they
classroom expectations,
student progress, and ways
classroom expectations,
can assist learning
LA-NISU-PLO.1 LA-NISU-PLO.2
student progress, and ways
they can assist learning
student progress, and ways
LA-NISU-PLO.3 LA-NISU-PLO.6
they can assist learning
they can assist learning
The candidate consistently
The candidate encourages
The candidate infrequently
2. The candidate encourages
encourages parents/caregivers parents/caregivers to become encourages
parents/caregivers to become
to become active partners in active partners in their
parents/caregivers to become
active partners in their children's
their children's education and children's education and to
active partners in their
education and to become involved
to become involved in school become involved in school
children's education and to
in school and classroom LAand classroom
and classroom
become involved in school
NISU-PLO.1 LA-NISU-PLO.2
6
Target (3 pts)
LA-NISU-PLO.3
3. The candidate seeks community
involvement in instructional
program LA-NISU-PLO.1 LANISU-PLO.2 LA-NISU-PLO.3
Acceptable (2 pts)
The candidate consistently
The candidate seeks
seeks community involvement community involvement in
in instructional program
instructional program
Unacceptable (1 pt)
and classroom
The candidate infrequently
seeks community
involvement in instructional
program
Remarks:
Mid-Semester:
Final:
Domain VI - Dispositions
1. The candidate demonstrates
enthusiasm for teaching and
learning LA-NISU-PLO.2
2. The candidate demonstrates
initiative LA-NISU-PLO.2
3. The candidate conveys
confidence and professionalism
when interacting with students,
peers, and/or professionals in
small and large group situations
LA-NISU-PLO.1 LA-NISUPLO.2 LA-NISU-PLO.3
4. The candidate meets
assignment due dates LA-NISUPLO.2
5. The candidate's dress and
grooming are appropriate LANISU-PLO.2
6. The candidate is punctual and
attends regularly LA-NISUPLO.2
7. The candidate demonstrates
good judgment and discretion
when interacting with peers and
professionals LA-NISU-PLO.1
LA-NISU-PLO.2
8. The candidate interacts
positively with learners, including
those from diverse backgrounds
LA-NISU-PLO.2 LA-NISUPLO.4 LA-NISU-PLO.6
Target (3 pts)
The candidate consistently
demonstrates enthusiasm for
teaching and learning
The candidate consistently
demonstrates initiative
The candidate consistently
conveys confidence and
professionalism when
interacting with students,
peers, and/or professionals in
small and large group
situations
The candidate consistently
meets assignment due dates
Acceptable (2 pts)
The candidate demonstrates
enthusiasm for teaching and
learning
The candidate demonstrates
initiative
The candidate conveys
confidence and
professionalism when
interacting with students,
peers, and/or professionals in
small and large group
situations
The candidate meets
assignment due dates
The candidate's dress and
grooming are consistently
appropriate
The candidate is consistently
punctual and attends regularly
The candidate's dress and
grooming are appropriate
Unacceptable (1 pt)
The candidate infrequently
demonstrates enthusiasm for
teaching and learning
The candidate infrequently
demonstrates initiative
The candidate infrequently
conveys confidence and
professionalism when
interacting with students,
peers, and/or professionals in
small and large group
situations
The candidate infrequently
meets assignment due dates
The candidate's dress and
grooming are infrequently
appropriate
The candidate is punctual and The candidate is infrequently
attends regularly
punctual or does not attend
regularly
The candidate consistently
The candidate demonstrates The candidate infrequently
demonstrates good judgment good judgment and discretion demonstrates good judgment
and discretion when
when interacting with peers
and discretion when
interacting with peers and
and professionals
interacting with peers and
professionals
professionals
The candidate consistently
The candidate interacts
The candidate infrequently
interacts positively with
positively with learners,
interacts positively with
learners, including those from including those from diverse learners, including those from
diverse backgrounds
backgrounds
diverse backgrounds
Remarks:
Mid-Semester:
7
Final:
Domain VII - NCSS Themes
1. Culture and Cultural Diversity:
Candidate’s teaching of content
for the Theme of Cultural and
Cultural Diversity is accurate,
and demonstrates awareness of
how to apply these concepts
within Social Studies LA-NISUPLO.2 NCSS.1.1
2. Time, Continuity, and Change:
Candidate’s teaching of content
for the Theme of Time,
Continuity, and Change is
accurate, and demonstrates
awareness of how to apply these
concepts within Social Studies.
LA-NISU-PLO.2 NCSS.1.2
3. People, Places, and
Environments: Candidate’s
teaching of content for the Theme
of People, Places, and
Environments is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. LA-NISU-PLO.2
NCSS.1.3
4. Individual Development and
Identity: Candidate’s teaching of
content for the Theme of
Individual Development and
Identity is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. LA-NISU-PLO.2
NCSS.1.4
5. Individuals, Groups, and
Institutions: Candidate’s teaching
of content for the Theme of
Individuals, Groups, and
Institutions is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. LA-NISU-PLO.2
NCSS.1.5
6. Power, Authority, and
Target (3 pts)
Candidate’s teaching of
content for the Theme of
Cultural and Cultural Diversity
is highly accurate, and
demonstrates awareness of
how to apply these concepts
critically within Social Studies.
Acceptable (2 pts)
Candidate’s teaching of
content for the Theme of
Cultural and Cultural
Diversity is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies
Unacceptable (1 pt)
Candidate’s teaching of
content for the Theme of
Cultural and Cultural
Diversity is not accurate, and
is not able to demonstrate
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of Time,
Continuity, and Change is
highly accurate, and
demonstrates awareness of
how to apply these concepts
critically within Social Studies.
Candidate’s teaching of
content for the Theme of
Time, Continuity, and
Change is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Time, Continuity, and Change
is not accurate, and is not able
to demonstrate how to apply
these concepts within Social
Studies.
Candidate’s teaching of
content for the Theme of
People, Places, and
Environments is highly
accurate, and demonstrates
awareness of how to apply
these concepts critically within
Social Studies.
Candidate’s teaching of
content for the Theme of
People, Places, and
Environments is accurate,
and demonstrates awareness
of how to apply these
concepts within Social
Studies.
Candidate’s teaching of
content for the Theme of
People, Places, and
Environments is not accurate,
and is not able to demonstrate
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Individual Development and
Identity s highly accurate, and
demonstrates awareness of
how to apply these concepts
critically within Social Studies.
Candidate’s teaching of
content for the Theme of
Individual Development and
Identity is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Individual Development and
Identity is not accurate, and is
not able to demonstrate how
to apply these concepts within
Social Studies.
Candidate’s teaching of
content for the Theme of
Individuals, Groups, and
Institutions is highly accurate,
and demonstrates awareness of
how to apply these concepts
critically within Social Studies.
Candidate’s teaching of
content for the Theme of
Individuals, Groups, and
Institutions is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Individuals, Groups, and
Institutions is not accurate,
and is not able to demonstrate
how to apply these concepts
within Social Studies.
Candidate’s teaching of
Candidate’s teaching of
Candidate’s teaching of
8
Governance: Candidate’s
teaching of content for the Theme
of Power, Authority, and
Governance is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. LA-NISU-PLO.2
NCSS.1.6
7. Production, Distribution, and
Consumption: Candidate’s
teaching of content for the Theme
of Production, Distribution, and
Consumption is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. LA-NISU-PLO.2
NCSS.1.7
8. Science, Technology, and
Society: Candidate’s teaching of
content for the Theme of Science,
Technology, and Society is
accurate, and demonstrates
awareness of how to apply these
concepts within Social Studies.
LA-NISU-PLO.2 NCSS.1.8
9. Global Connections:
Candidate’s teaching of content
for the Theme of Global
Connections is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. (1.000, 50%) LA-NISUPLO.2 NCSS.1.9
10. Civic Ideals and Practices:
Candidate’s teaching of content
for the Theme of Civic Ideals and
Practices is accurate, and
demonstrates awareness of how to
apply these concepts within Social
Studies. (1.000, 50%) LA-NISUPLO.2 NCSS.1.10.
Target (3 pts)
content for the Theme of
Power, Authority, and
Governance is highly accurate,
and demonstrates awareness of
how to apply these concepts
critically within Social Studies.
Acceptable (2 pts)
content for the Theme of
Power, Authority, and
Governance is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies.
Unacceptable (1 pt)
content for the Theme of
Power, Authority, and
Governance is not accurate,
and is not able to demonstrate
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Production, Distribution, and
Consumption is highly
accurate, and demonstrates
awareness of how to apply
these concepts critically within
Social Studies.
Candidate’s teaching of
content for the Theme of
Production, Distribution, and
Consumption is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Production, Distribution, and
Consumption is not accurate,
and is not able to demonstrate
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Science, Technology, and
Society is highly accurate, and
demonstrates awareness of
how to apply these concepts
critically within Social Studies.
Candidate’s teaching of
content for the Theme of
Science, Technology, and
Society is accurate, and
demonstrates awareness of
how to apply these concepts
within Social Studies.
Candidate’s teaching of
content for the Theme of
Science, Technology, and
Society is not accurate, and is
not able to demonstrate how
to apply these concepts within
Social Studies.
Candidate’s teaching of
content for the Theme of
Global Connections is highly
accurate, and demonstrates
awareness of how to apply
these concepts critically within
Social Studies.
Candidate’s teaching of
content for the Theme of
Global Connections is
accurate, and demonstrates
awareness of how to apply
these concepts within Social
Studies.
Candidate’s teaching of
content for the Theme of
Global Connections is not
accurate, and is not able to
demonstrate how to apply
these concepts within Social
Studies.
Candidate’s teaching of
content for the Theme of Civic
Ideals and Practices is highly
accurate, and demonstrates
awareness of how to apply
these concepts critically within
Social Studies.
Candidate’s teaching of
content for the Theme of
Civic Ideals and Practices is
accurate, and demonstrates
awareness of how to apply
these concepts within Social
Studies.
Candidate’s teaching of
content for the Theme of
Civic Ideals and Practices is
not accurate, and is not able to
demonstrate how to apply
these concepts within Social
Studies.
Remarks:
Mid-Semester:
Final:
9
MID-SEMESTER FORMATIVE EVALUATION
Supervising Teachers: Please place your signature either in the “Satisfactory” or “Unsatisfactory” blank in addition to the
Signature section.
_____________________________________________
(SATISFACTORY)
_________________________________________
(UNSATISFACTORY)
____________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
(please attach additional sheets if necessary)
SIGNATURES
___
Student Teacher
Supervising Teacher
Supervising Principal
_______
_____
University Coordinator
Coordinator of Student Teaching
FINAL SUMMATIVE EVALUATION
_____________________________________________
(SATISFACTORY)
_________________________________________
(UNSATISFACTORY)
____________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
(please attach additional sheets if necessary)
SIGNATURES
___
Student Teacher
Supervising Teacher
Supervising Principal
_______
University Coordinator
_____
Coordinator of Student Teaching
10