VARI-EPP Student Teacher Form—Consensus Sheet
Midterm
Please print.
Student Teacher:
Cooperating Teacher:
University Supervisor:
Midterm Date:
District:
School:
Grade:
Content:
Domain
Planning for Instruction and Assessment
A. Focus for Learning: Standards and Objectives/Targets
B. Materials and Resources
C. Assessment of P–12 learning
D. Differentiated Methods
Instructional Delivery
E. Learning Target and Directions
F. Critical Thinking
G. Checking for Understanding and Adjusting Instruction through Formative Assessment
H. Digital Tools and Resources
I. Safe and Respectful Learning Environment
Assessment
J. Data-Guided Instruction
K. Feedback to Learners
L. Assessment Techniques
Analysis of Teaching
M. Connections to Research and Theory
Professional Dispositions Form
Professional Commitment & Behaviors
A. Participates in Research and/or Evidence-based Professional Development (PD)
B. Demonstrates Effective Communication with Parents or Legal Guardians
C. Demonstrates Punctuality
D. Meets Deadlines and Obligations
E. Preparation
Professional Relationships
F. Collaboration
G. Advocacy to Meet the Needs of Learners or for the Teaching Profession
Critical Thinking and Reflective Practice
H. Responds Positively to Feedback and Constructive Criticism
Goals to student teacher’s continued growth:
1.
2.
Add addition sheets for additional goals as needed.
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Consensus
BCOE Addendum: Content Knowledge Rubric
Criteria
Exceeds Expectations
3
Content Knowledge (Planning for Instruction)
1. Content
Teacher candidate demonstrates a
Knowledge
comprehensive level of content
in the
knowledge. Instructional sequence is
Teaching
based on an understanding of
Specialty
content knowledge/skills with clear
and meaningful connections to past
and future lessons.
2. Pedagogical
Stated instructional strategies reflect
Content
the pedagogical content knowledge
Knowledge
necessary to present core concepts
and engage students in activities.
Teacher candidate provides
strategies for helping students
engage in discipline-specific inquiry.
3. Academic
Teacher candidate includes content
Language
specific academic language
vocabulary, and function, in
objectives and provides
developmentally appropriate
instructional supports that enable
students to use them.
4. Lesson Plans Teacher candidate develops, submits,
and uses highly detailed daily lesson
plans for all assigned subjects that
include all required components
including any modifications required
by IEPs.
5.
Planning for
Research
Teacher candidate justifies the
selection of specific teaching or
learning strategies supported by
principles from research or theory.
Content Knowledge (Instructional Delivery)
6. Application
Content is appropriate for the
of
curriculum standard and teacher
Knowledge
candidate effectively explains key
content elements/concepts,
consistently relates lesson content to
students’ prior content knowledge
and links new concepts to familiar
concepts. Makes connections to
students’ experiences.
Meets Expectations
2
Emerging
1
Does Not Meet Expectation
0
Teacher candidate demonstrates a
competent level of content
knowledge. Instructional sequence is
based on an understanding of
content knowledge/skills with
connections to past and/or future
lessons.
Stated instructional strategies reflect
the pedagogical content knowledge
necessary to present core concepts
and engage students in activities.
Teacher candidate demonstrates an
acceptable level of content
knowledge. Instructional sequence is
present but candidate has difficulty
making connections to past or future
lessons.
Teacher candidate demonstrates an
incomplete or deficient level of
content knowledge with no
connections to past or future lessons.
Stated instructional strategies reflect
an incomplete understanding of how
to present core concepts or engage
students in activities.
Stated instructional strategies are
inappropriate for presenting core
concepts or engaging students in
activities.
Teacher candidate includes content
specific academic language
vocabulary, and additional language
demand (syntax, discourse, or
function) in objectives; provides
instructional supports.
Teacher candidate includes content
specific academic language
vocabulary in objectives and
provides minimal instructional
supports.
Teacher candidate does not
adequately address academic
language in the lesson plan.
Teacher candidate develops, submits,
and uses daily lesson plans for all
assigned subjects that include all
required components including any
modifications required by IEPs.
Teacher candidate develops, submits,
and uses daily lesson plans for all
assigned subjects including any
modifications required by IEPs.
However, lesson plans do not contain
one or more required components.
Lesson plans are not submitted, do
not appear to be used, or do not
include modifications required by
IEPs.
Teacher candidate makes
appropriate connections to research
or theory demonstrating a clear
understanding of the implications of
the research or theory on
teaching/learning.
Teacher candidate makes superficial
connections to research or theory.
Connections are shallow and do not
demonstrate a clear understanding
of the implications of the research or
theory on teaching/learning.
Teacher candidate makes no
connections to research or theory.
Content is appropriate for the
curriculum standard and teacher
candidate correctly explains key
content elements/concepts,
frequently relates lesson content to
students’ prior content knowledge,
and links new concepts to familiar
concepts.
Content is appropriate for the
curriculum standard, however,
teacher candidate insufficiently
explains key content
elements/concepts and inconsistently
relates lesson content to students’
prior content knowledge and new
concepts to familiar concepts.
Content is not appropriate for the
curriculum standard.
Or, teacher candidate
inappropriately or ineffectively
explains key content
elements/concepts and does not
relate lesson content to students’
prior content knowledge.
Score
ST
Sign and date to indicate that the formal evaluation has taken place between the university supervisor, cooperating teacher and teacher candidate.
Final Date
Cooperating Teacher
University Supervisor
Student Teacher
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Con