CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Gildhood/Elementary Education ‘Cooperating Teacher/University Supervisor nn en of OL Cooperating Teach Grode/Subject University Supervisor Tis form Isto be used as a formative and summative otsessment of the condidate's progress throughout the clircalprxtice. The condideve should be assesed three (3) times: afters weeks, € weeks ond atthe end ofthe placement. Rate the candidate on each of the ey elements under each stondord of {follows Sete: (1) Uacceptoble/Develping (2) Aceptable/seets; (3) Torget/Exceeds, Then give an overall ating In the box beside the ADEFT Performance Stardré. An exlonation of théte ratings is given onthe reverse sie of hs foc. 1A. Obtalns Student Information 16, Establishes appropriate standards-based Tearing and developmental goals 4IC.1 dentfes and implements Instructional units - ELA, {€.2 Identifies and implements instructional units ~Sclence 1C3 Identifies and implements instructional units Mathematics {C4 Identifies and implements Instructional units ~Socal Studies AC.5 Identifies nd integrates Visual and Performing Arts within instractional units 1C.6 Identifies and integrates Health Education within instructional units AC.7 Identifies and integrates Physical Education within Instructional unite 1D: Develops appropriate processes for evaluating and recording students progress & achievement JE, Plans appropriate procedures for managing the classroom 2A. Develops Unit Objectives 2B. Develops instructional Plans Gea Aono 26. Uses student Performance Data 3A, Uses a Varlely of Assessments 3¢ 38. Adiministers a Variety of Assessmants [vu COIL = see S 3b. 3. Uses Assessment Data to Assign Grades [SRESALHIGH EXDECTA SA. Uses Appropriate Suategies {1c tin coc) 5B,_Uses.a Variety of Strategies t SC, Uses Stategisefecively / i (GA. Thorough Command of Discipline 68, Provides Appropriate Content =z 6C_Conent Promotes Leeming 5 7A, Monitors Uslog Formal & Informal Assessments 78. Uses information to Guide Instruction 7C. Provides instruction Foedback ENVIRONMENT PROMOTES LEARNING == A Safe & Conducive Physieal Environment ‘8. Positive affective Climate in Classroom BC, Croates Culture of Learning ‘9A. Manages Student Sehavlor Appropratel 38, Maximum Use of instructional Time 9C, Manages Non-insteutional Routines 2 tvalustorssiomture LICE of NA Hy Candidate's Signature!) ‘Lf Revised Fall 2013 ~ ACEY/NAEYC 2010 StandardsCLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION PROFESSIONALISM AOA. Advocate for children The candidate calloborotes wath colleagues, aéministator, and other student oriented profesional, such as ‘apencles, businesses ord community _aroups, to determine te needs of ‘orher students to plon ae provide ‘them with he apprepite lacing cxporiences and assessments. ‘The candidate colaborates with celleagues and aémiistatrs, but ‘net other agencies to determine the needs of is orher stents ‘and to plan and provide them ith the appeopeat earning ‘experiencesand assessments. ‘ha candidate doesnot collaborate vith coleagues, minster or agencies. 108, Achieves Organizational Goals The candidate reglariy attends and contributes to mactigs tothe extent Uhatits possible and appropriate, and actively supports the ffrts of school organations and extracurricular ‘acttles that contribute tothe over learing and dovsopmant of students ‘The candiate attends feutyand grade level meatings, but nt other schoo! organizational meetings or ‘onracuriadar aches ‘The candidate doesnot tend moatings oF partipates in any fevacurcuar activites, 10€.1 Effective Communeator: Presentation ‘The canddate's spoken word and wate language are clear, core, and sppropdat forthe target audience. ‘The candidates spoken word and ‘ten anguage ae appropriate forthe target aulence and consist, less than Serer ‘The candidate's spoken word and wrtton language conta ‘any blatant eos 1002 fective Communicator: Parental Responsivencss ‘Te candate communicates with parents/garsans ona regular bal, responds sproprately to parental concen, and uses more than trae (3) ‘aed formats to ensure that ongsing communicatlon takes pace. “The candlate commoner wth parents/guardiansen an Intermittent basis respacds approprintely to parental concerns, and uses at eat three (3) ferent formats o endure that ongoing communication takes place, ‘The candidate doesnot communicate with povents/guardions. 100, Exhibits Professional Demeanor and Behavior "The candidate complies wath ot professona schoo nd disc ules, Poles and procedures ands characteristic ofa profeslonallatorms ‘ofresponity, inate, time management, appearance, etical Standards, nd qualty of wrk ‘he candidate complies with adequate professional, school and disalctrules, poles and procedres, and exh ‘fessional demeanor. ‘The candidate doesnot ‘comaly with school alleles and procedures sndjor ‘exhibits professional demesne. 106.1 Active Learner: Identification The eandldate sa retecive practitioner who Kentfies hs or her professional strengths and weatnesses and devices plan toaddres them. The candldate Waniog ether Rr or hor suengths or weareses, and devises planstoadicess the artis ‘The candidate dees not donut strengths or weakasses 106.3 Active earner: Collaboration The eanlat agressive seeks out parcipatesia and contbutes to activites that promote collaboration forhieorher continued proterional grout, ‘The candlate sees out, Partcpatesin, and contrbutes to {cts for adequate professional row, ‘The candidate doesnot partipate in actos to Promote professional rowth. OVERALL RATING “Candidates must recelve at least 2.0 overall successful pass this assessment, THE SCORING GUIDE FOR THE ASSESSMENT ‘Candidate demonsivates Taitedamount ofthe | Candidate demonsirates mos ofthe atroutes oF ‘the standard Performance indicates thatthe ‘competency hasbeen demonstrated inluing ‘examples, extension or enichment. ‘Gandlaste demonstrates lof the aoutesetthe standard Performance clay ndcates tha the ‘competency hasbeen mastered, icing ‘vampls, extension and envichiment attaibutes of the standard, Performance adzates that few competencies have been demoostated. 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