FINAL EVALUATION Teacher Candidate’s Name: ___________________________ID#____________Date_________ Certification area: ________Childhood and Early Childhood_____________________________________ Cooperating Teacher: _______________________________________ Field Supervisor: __________________________________________ School: _____________________________District:______________________ Grade: ___________ Please indicate the level for each element. For example: Level 1 – EMERGING ELEMENTS 1. OBJECTIVE Candidate develops rudimentary knowledge in an attempt to address some of the components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. Level 2 – DEVELOPING Level 3 – MEETING EXPECTATIONS Level 4 – EXCEEDING EXPECTATIONS Candidate shows growing confidence but does not yet demonstrate the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. Candidate consistently and independently demonstrates the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities. Candidate consistently exceeds expectations when addressing all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities. N/A Performance Scale: Level 1 – Emerging: Candidate meets minimum program criteria Level 2 – Developing: Candidate meets some program criteria Level 3 – Meeting Expectations: Candidate meets program criteria with competency Level 4 – Exceeding Expectations: Candidate meets program criteria with a high level of competency or exceeds expectations N/A: Candidate did not address the element at the time of assessment 1 STUDENT TEACHING FINAL EVALUATION ELEMENTS Level 1 – EMERGING INSTRUCTIONAL PLANNING 1. OBJECTIVE Candidate develops rudimentary knowledge in an attempt to address some of the components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. 2. STANDARDS AND INDICATORS Candidate demonstrates rudimentary knowledge of the NY State and Common Core Standards and appropriate indicators. 3. INSTRUCTIONAL RESOURCES Candidate demonstrates rudimentary planning for use of instructional resources with heavy reliance on textbook. Technology is used inappropriately or not at all. 4. INSTRUCTIONAL STRATEGIES Candidate demonstrates rudimentary planning of instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate plans for strategies that do not promote students’ development of critical thinking, problem, solving, and performance skills. Level 2 – DEVELOPING Candidate shows growing confidence but does not yet demonstrate the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. Candidate shows growing confidence and in-depth understanding but does not yet demonstrate the ability to address the NY State & Common Core Standards and appropriate indicators. Candidate demonstrates basic plans for use of resources to support learning. Technology is used but makes little contribution to learning. Candidate demonstrates a basic understanding of instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate plans for some instructional strategies to promote students’ development of critical thinking, problem, solving, and performance skills. Level 3 – MEETING EXPECTATIONS Level 4 – EXCEEDING EXPECTATIONS Candidate consistently and independently demonstrates the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities. Candidate consistently and independently demonstrates the ability to address the NY State and Common Core Standards and appropriate indicators. Candidate consistently exceeds expectations when addressing all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities. Candidate consistently plans to use appropriate resources to implement instruction and support student learning. Technology is used appropriately to enhance learning. Most resources are aligned with learning goals. Candidate consistently exceeds expectations in using a variety of appropriate resources to implement instruction and support student learning. Technology is used appropriately to enhance learning. Resources are aligned with learning goals and contribute to active inquiry and collaboration. Candidate consistently exceeds expectations in planning instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate uses a variety of effective instructional strategies to promote diverse students’ development of critical thinking, problem, solving, and performance skills. Candidate consistently demonstrates understanding of instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate plans to use effective instructional strategies to promote students’ development of critical thinking, problem, solving, and performance skills. N/A Candidate consistently exceeds expectations when addressing the NY State and Common Core Standards and appropriate indicators. 2 5. ADAPTATIONS Candidate demonstrates rudimentary knowledge when adapting for the specific needs of unique learners to further support the understanding the concept and application of adaptations. Candidate shows growing confidence but does not yet demonstrate the capability when adapting for the specific needs of unique learners to support further need for assistance. 6. DIFFERENTIATION OF INSTRUCTION Candidate demonstrates rudimentary knowledge of differentiation of instruction based on individual learners and their needs. It is minimally evident and does not meet the needs of all learners. Candidate demonstrates a basic understanding for differentiation of instruction and individual learners and their needs. Differentiation of instruction is generally evident and somewhat meets the needs of all learners. 7. DEVELOPMENTAL PROCEDURES Candidate demonstrates rudimentary knowledge in identifying the appropriate procedures, structure, scope and sequence along with key questions related to this lesson. Candidate shows growing confidence but does not yet demonstrate the capability to identify the appropriate procedure, structure, scope and sequence along with key questions related to this lesson; additional work is needed to design content-appropriate activities related to the instructional objective[s]. 8. REFLECTIVE PRACTICE Candidate demonstrates rudimentary skills of developing reflective practice grounded in theory. Candidate shows growing confidence but does not yet consistently and independently demonstrates reflective practice grounded in theory. Candidate consistently and independently demonstrates reflective practice grounded in theory. 9. MOTIVATION Candidate demonstrates rudimentary knowledge of creating a supportive learning environment, which establishes a positive mental set toward achieving the proposed objective. Candidate shows growing confidence but does not yet demonstrate the ability to create a supportive learning environment, which establishes a positive mental set toward achieving the proposed objective. Candidate consistently and independently demonstrates the ability to create a supportive learning environment which establishes a positive mental set toward achieving the proposed objective; it is indicative of the candidate’s in-depth understanding of the concept. Candidate consistently and independently demonstrates capability when adapting for the specific needs of unique learners. Plans are, therefore, indicative of an in-depth understanding of the concept and application of adaptations. Candidate consistently provides appropriate differentiation of instruction based on knowledge of individual learners and their needs. Differentiation of instruction is realistic and appropriate and meets the needs of all learners. Candidate consistently and independently demonstrates capability when identifying the appropriate procedures, structure, scope and sequence along with key questions related to this lesson. Additionally, they suggest that the candidate has learned to apply concepts to real-life instructional activities which reinforce student learning and promote engagement. The adaptations provided by the candidate demonstrate mastery of the concept of adaptations while concurrently demonstrating a high level of ability to analyze, apply, and assess appropriate adaptations. Candidate provides thoughtful and appropriate differentiation of instruction based on knowledge of individual learners and their needs. Differentiation of instruction is realistic, appropriate and effective, and meets the needs of all learners. Candidate consistently exceeds expectations and demonstrates capability when identifying the appropriate procedures, structures, scope and sequence along with key questions tied to this lesson. Additionally, they suggest that the candidate has mastered the ability to apply concepts to real-life instructional activities which reinforce student learning and promote engagement. Candidate consistently exceeds expectations in demonstrating reflective practice grounded in theory. Candidate’s procedure clearly and consistently establishes a positive mental set toward achieving the proposed objective, and, in so doing, is indicative of mastery of the concept. 3 10. ASSESSMENT ALIGNED WITH OBJECTIVES Candidate demonstrates rudimentary knowledge of appropriate assessments that match the lesson’s objective(s) and standards. 11. INDEPENDENT PRACTICE Candidate demonstrates rudimentary knowledge when identifying appropriate activities for independent practice. Candidate demonstrates rudimentary knowledge by selecting appropriate strategies for intervention and enrichment. 12.FOLLOW UP: ACADEMIC INTERVENTION & ACADEMIC ENRICHMENT INSTRUCTIONAL DELIVERY 13. KNOWLEDGE OF Candidate demonstrates LEARNERS rudimentary, stereotypical or 14. CONTENT 15.QUESTIONING irrelevant knowledge of how learner characteristics (e.g. developmental level, academic learning needs and interests, culture, dis/abilities, prior experiences) affect learning. Learner’s prior knowledge is not considered. Candidate demonstrates rudimentary knowledge of the central concepts, tools, or inquiry, and/or structure of the disciplines. Addresses content inaccurately with limited information of subject content. Candidate minimally employs questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. Candidate shows growing confidence but does not yet demonstrate the ability to use the appropriate assessments that match the lesson’s objective(s) and standards. Candidate shows growing confidence but does not yet demonstrate the ability to identify appropriate activities for independent practice. Candidate shows growing confidence in selecting appropriate strategies for intervention and enrichment. Candidate consistently and independently demonstrates the ability to use appropriate assessments that match the lesson’s objective(s) and standards. Candidate consistently and independently demonstrates the ability to identify appropriate activities for independent practice. Candidate consistently and independently demonstrates the ability to select appropriate strategies for intervention and enrichment. Candidate consistently exceeds expectations when using appropriate assessments that match the lesson’s objective(s) and standards. Candidate demonstrates a basic knowledge of how learner characteristics affect learning. Demonstrates awareness of but is not able to connect teaching with learners’ prior knowledge. Candidate consistently demonstrates an understanding of how learner characteristics affect learning. Connects teaching to learners’ prior knowledge and characteristics. Candidate consistently exceeds expectations in comprehensive understanding of how learner characteristics affect learning. Connects teaching to specific and relevant information of learners’ prior knowledge and characteristics. Candidate demonstrates a basic understanding of the central concepts, tools, or inquiry, and/or structure of the disciplines. Content appears to be mostly accurate and its focus shows some awareness of the big ideas in the discipline. Candidate consistently displays adequate understanding and application of the central concepts, tools of inquiry, and structure of the disciplines. Candidate addresses content accurately and reflects big ideas and/or structure of the discipline. Candidate employs questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. Candidate consistently exceeds expectations in comprehensive understanding and application of the central concepts, tools of inquiry, and structure of the disciplines. Candidate addresses content accurately and reflects big ideas and/or structure of the discipline. Candidate exceeds expectations in employing questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. Candidate occasionally employs questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. Candidate consistently exceeds expectations and demonstrates the ability to identify appropriate activities for independent practice. Candidate consistently exceeds expectations and demonstrates the ability to select appropriate strategies for intervention and enrichment. 4 16. LESSON CLOSURE Candidate provides minimal evidence of lesson closure. Candidate provides closing activities but they are not well developed. Learners are not involved in the activities. Candidate provides closing activities that are relevant to the objectives. Provides an opportunity for a final check for understanding with most learners actively involved. Candidate provides closing activities that are relevant to the objectives. Provides a clear opportunity for a final check for understanding with all learners actively involved. 17. ASSESSMENT DATA Candidate minimally uses multiple and appropriate types of assessment data to identify students’ learning needs. Candidate consistently uses multiple and appropriate types of assessment data to identify students’ learning needs. 18. MODIFICATION OF INSTRUCTION Candidate minimally assesses learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. Candidate shows limited consistency in using multiple and appropriate types of assessment data to identify students’ learning needs. Candidate shows limited consistency in assessing learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. Candidate consistently assesses learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. Candidate consistently and independently uses multiple and appropriate types of assessment data to identify students’ learning needs. Candidate consistently and independently assesses learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. 19. FEEDBACK Candidate minimally provides learners with effective descriptive feedback to guide their progress toward quality work. Candidate consistently provides learners with effective descriptive feedback to guide their progress toward quality work. Candidate consistently and independently provides learners with effective descriptive feedback to guide their progress toward quality work. 20. MONITORING PROGRESS Candidate minimally monitors student learning, and engages learners in examining their own thinking and learning as well as the performance of others. Candidate shows limited consistency in providing learners with effective descriptive feedback to guide their progress toward quality work. Candidate shows limited consistency in monitoring student learning, and engages learners examining their own thinking and learning as well as the performance of others. Candidate consistently monitors student learning, and engages learners in examining their own thinking and learning as well as the performance of others. Candidate consistently and independently monitors student learning, and engages learners in examining their own thinking and learning as well as the performance of others. USE OF ASSESSMENT TEACHING STYLE 5 21. COMMUNICATION Candidate demonstrates rudimentary use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction. Delivers instruction that is NOT clear and understandable. Uses numerous verbal distractors. 22. PACING Candidate minimally paces instruction to assure desired learning outcomes and adjusts pace to meet learner needs. Candidate demonstrates some evidence of using effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction. Candidate inconsistently delivers speech that is loud, clear, and understandable. Uses occasional verbal distractors. Candidate inconsistently paces instruction to assure desired learning outcomes and adjusts pace to meet learner needs. Candidate demonstrates sufficient evidence of using effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction. Candidate delivers speech that is loud, clear, and understandable. Avoids verbal distractors. Candidate consistently paces instruction to assure desired learning outcomes and adjusts pace to meet learner needs. 23. MONITORING Candidate does not or rarely moves about room to address the needs of learners. Candidate moves about the room to generally address the needs of learners. Candidate consistently moves about room to clearly address the needs of learners. 24. CLASSROOM MANAGEMENT Candidate uses limited or ineffective classroom management strategies, with inappropriate setting for a particular learning activity, weak time management, etc. Candidate is minimally aware of learners’ behaviors and activities, and minimally responds to them. Candidate minimally shows poise and confidence. Elements of enthusiasm are minimally evident. Candidate uses some classroom management strategies to promote learning and learner interactions. Candidate is partially aware of learners’ behaviors and activities, and partially responds to them. Candidate uses effective classroom management strategies to promote learning and learner interactions. Candidate is aware of learners’ behaviors and activities, and responds to them appropriately. Candidate generally shows poise and confidence. Elements of enthusiasm are generally evident. Candidate clearly shows poise and confidence. Elements of enthusiasm are evident. 25. TEACHER ENGAGEMENT & ENTHUSIASM Candidate excels in using effective verbal, nonverbal, and media communication techniques, sensitive to cultural and gender differences, to foster active inquiry, collaboration, and supportive interaction. Candidate’s speech delivery is loud, clear, and understandable. Avoids verbal distractors. Candidate exceeds expectations for pacing instruction to assure desired learning outcomes and for adjusting pace to meet learner needs. Candidate consistently exceeds expectations in moving about room to clearly address the needs of learners. Candidate consistently uses a range of effective classroom management strategies to promote positive relationships, cooperation, and purposeful learning in the classroom. Candidate exceeds expectations in awareness of learners’ behaviors and activities, and responds to them appropriately. Candidate consistently exceeds expectations and clearly shows poise and confidence. Elements of enthusiasm are clearly evident. 6 STUDENT TEACHING FINAL EVALUATION SPA COMPETENCIES - CHILDHOOD & EARLY CHILDHOOD EDUCATION ELEMENTS Level 1 – EMERGING Level 2 – DEVELOPING Level 3 – MEETING EXPECTATIONS Level 4 – EXCEEDING EXPECTATIONS N/A ACEI (Association for Childhood Education International) SPA COMPENTENCIES – CHILDHOOD & EARLY CHILDHOOD EDUCATION 26. ENGLISH Candidate demonstrates Candidate demonstrates a Candidate consistently and Candidate consistently exceeds LANGUAGE ARTS rudimentary knowledge of basic knowledge and independently demonstrates expectations in demonstrating use of English language arts competence in use of English knowledge and competence in knowledge and competence in use content and pedagogy to teach language arts content and use of English language arts of English language arts content reading, writing, and oral pedagogy to teach reading, content and pedagogy to teach and pedagogy to teach reading, language. writing, and oral language. reading, writing, and oral writing, and oral language. language. 27. SCIENCE Candidate demonstrates Candidate demonstrates a Candidate consistently and Candidate consistently exceeds rudimentary knowledge and basic knowledge and independently demonstrates expectations in using of science competence in use of science competence in use of science knowledge and competence in content and pedagogy in physical, content and pedagogy in content and pedagogy in use of science content and life, earth/space sciences and physical, life, earth/space physical, life, earth/space pedagogy in physical, life, scientific inquiry. sciences and scientific inquiry. sciences and scientific earth/space sciences and inquiry. scientific inquiry. 28. Candidate demonstrates Candidate demonstrates a Candidate consistently and Candidate consistently exceeds MATHEMATICS rudimentary knowledge in basic knowledge and independently demonstrates expectations in using of use of mathematics content competence in use of knowledge and competence in mathematics content and pedagogy and pedagogy in numbers and mathematics content and use of mathematics content and in numbers and operations, operations, algebra, geometry, pedagogy in numbers and pedagogy in numbers and algebra, geometry, measurement, measurement, data analysis operations, algebra, operations, algebra, geometry, data analysis and probability. and probability. geometry, measurement, data measurement, data analysis and analysis and probability. probability. 29. SOCIAL Candidate demonstrates Candidate demonstrates a Candidate consistently and Candidate consistently exceeds STUDIES rudimentary knowledge in basic knowledge and independently demonstrates expectations in using of social use of social studies content competence in use of social knowledge and competence in studies content and pedagogy in and pedagogy in history, studies content and pedagogy use of social studies content and history, geography, decision geography, decision making, in history, geography, pedagogy in history, geography, making, and citizenship skills. and citizenship skills. decision making, and decision making, and citizenship citizenship skills. skills. 30. THE ARTS, Candidate demonstrates Candidate demonstrates a Candidate consistently and Candidate consistently exceeds HEALTH, AND rudimentary knowledge in basic knowledge and independently demonstrates expectations in using of visual and PHYSICAL use of visual and performing competence in use of visual knowledge and competence in performing arts, health education, EDUCATION arts, health education, and and performing arts, health use of visual and performing arts, and physical activity pedagogical physical activity pedagogical education, and physical health education, and physical applications. applications. activity pedagogical activity pedagogical applications. applications. 31. Candidate minimally Candidate communicates to Candidate consistently and Candidate consistently exceeds COMMUNICATION communicates to all learners all learners using some media independently communicates expectations in communicating using some media communication techniques. effectively to all learners using effectively to all learners using varied media communication varied media communication communication techniques. techniques. techniques. 7 As a Cooperating Teacher working with this teacher candidate, I believe that: _____ 1. The teacher candidate shows evidence of possessing those qualifications and characteristics to become a certified teacher for the above-cited reasons and for these additional reasons: [please be as specific as possible] _____ 2. The teacher candidate is not ready to receive the endorsement of the College to become a certified teacher for the following reasons: [please be as specific as possible] Evaluator’s signature: ___________________________________ Date: _____________ Address where to send credit(s) voucher: (please print) ___________________________________ ___________________________________ ___________________________________ ___________________________________ 8