CLAFLIN UNIVERSITY SCHOOL OF EDUCATION | ADEPT EVALUATION FORM Early Childhood/Elementary Education Canaldate:_ Ariel Taylor School Whittaker mentary Grade /Subjece _2" a a Completed by: Cooperating Teacher_Br. A. Jamison University Superior fal ___»_ Mid-term {Cgoperating Teacher/Universty Supervisor ae Final Directions: This form is toe used a a formative and summative assessment ofthe candidate's progress thoughout the cial practice. The eandidote should bo assessed three (3) times: after A weeks, 8 weeks ad ot the end ofthe placement. Rote the candidate on each ofthe hey elements under each tondard as follows: Sale (2) Unaeceptatle/Developng (2) Aceptoble/Meets; (3) Target/Bxceeds. Then gve an overal ating In the box beside the ADEPT Performance Standard. An explanation ofthese ratings is given on the verse side ofthis form. wane [AcE ADEPT PERFORMANCE STANDARDS "APS 1: ONG RANGE PLANNING RATINGS. Tei [ia cat Sader nomen = Se_[ 73218 ealshes appropiate stad bse ming and depres 3 ‘Sa 21 16.1 identifies and implements instructional units ELA zi 3 3.2 [402 Meifes and oleic ons Saenee 3 #33 [1e2 tents andrea nsttctonal unseat 3 aa ict bene andinebent teratoma unts=tael eee = 25, 1C.5_ Identifies and integrates Visual and Performing Arts within Instructional units. EY 26 [4c tenis ant ntsats Heath tien wie staring 2.7 ]1G7 Identifies and integrates Physical Education within instractonal units o Eig | in tects sireritepocsiacoutapadiaonty en igesamam| —F— — | S| 24 [. ar aproprateproeies ar manos Hecanony TAPS 2: SHORT RANGE OF STRUCTION TE] Tae 2h. Delos un objectives : 3 Se__[ 31 28 eves insta Bas : 3 9 Se] 40 “vers Student Perens Daa 3 PSS: PLANNING ASSESSMENTS AND USHIS DATA or TET]. ees Varetyrpesesmene z 3e__[ -40 38 aan Vateyaf Resets 9 ab [40 |" ens semen! Dato gy Ser 3 APSA HIGH EXPECTATIONS a EI CAS ee ee er 7 6 Te —| 34 sles na rd oes igh ies a baton eee APES NSTRUCTIONAL STRATEGIES : mn Sh. Uns Anproptete States : 5 ae] 53 [58 Vara ey of Stes eC) ae Se. Uses Sues Eestieh 3 APS 6 PROVIDING CONTENT FOR EARNERS 5 A, Thorough Command af sine z se [68 vies propre tent [a —Y9 3 6 Content omotes tenn 3 Pres: onrTonn, ASSESSES ERNE 35__[ Aa. Montors Ug oma ra ese z 3b. 40 78._Uses Information to Guide Instruction ao 3 a 9 3c 40 7C_ Provides Instruction Feedback ee TAPS 6 EIRONGTENT PROMGTES ERENING z Ze [734k ie &Conduche Postal eporaest 5 ie_| 24” [6, PoteAfectve Cini Casoor ——19 ie [34 Je Gress Ger otterang 3 APES. MANAGING THe CLASSROOM z Ze_[ 345k Wommes Sunt Schr Repro — : é 25, Matinon sof ton ie 3 q de 3.4] 9C_ Manages Non-jpsteuctional Routines: j ISIE py eeeeeaee z iy Candidate's Signa J YN ote_sjanre vatutor' satu bry Sets Revised Fall 2013 ~ ACEI/NAEYC 4010 Standards |CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION PROFESSIONALISM ‘APS 10: PROFESSIONALISM The candidate clborater wih colleaguos, administrators, nd other student-ortentedproessonas, such as genes, businesses, and community {a70ups, to determine the nace of te Corer students to plan an provide ‘thom withthe appropriate learaing experiences and assessment ‘he candidat olaborates with coleaques and administrators but not other agencies to determine theneeds of his oree stodents and to plan an provide them wth ‘the appropiate lsring cexperences and acsesaments, Fae Accetable (2) | unacceptatte cry [earns | ‘The candidate doesnot collaborate with coleagues, ‘sdimlstrators or egencies 108, Achieves Organizational Goals The enaiate regu attends and contributes to mertings tothe extent that ts possible and appropriate, and Dt supports the forts of school ganizations ana extraeurrcuse acts that contribute tothe overall Icaning and development of students ‘Te candldate attends foculty ad ade love meatings, but not other Schoo reactions meetings or ‘tracurcuar activites. ‘The canddte does ot attend mestings or partipates a any fentracurcuar actives, —|—___— 10C. Effective ‘communieator: Presentation ‘The candidate’ spoken word and ttn onguage are lor, core, and appropriate forthe target aucence The candidates spoken word and unten onguage are appropriate forthe target audience and consist, less than eros The canals spoken wore and witen language contain mony blatant eros 10.2 effective Communicator Parental Responsiveness 400, Exhibits Professionat emeanor and Behavior ‘The candidate communicator with patena/euardians on regular bas, responds appropriately t prental concen, and uses mare than th (2) ‘varied forms to ensure that ongoing emenneation taker pace, The candidate complies witha profesional schoo and disc rues, Pots and procedures andi characteristic ofa profesional in terms cof responsibilty, native, tne ‘management, pearance ethical Standards and qulty of work The caddate communicate ith arents/guatdane on an | Irtormttent bass, responds appropeatly to paretal concerns, and ues at east three (2) ferent formats toenture tat ongoing communication takes place ‘The candidate comps with adequate professional, school and ‘ct rules, pois ae procedures, and eahiis 3 fessonat demeanor ‘The candidate doesnot comemuniate with porent/puardlas, ‘The candidate doesnot camaly vith school polices {and procodurs andor exibita professional demeanor {08.1 Active earner: Identification The cance fa retlecive practioner who denies hs her professional ctrengts and wealeesies re devises a plan to addres thom | The candidate erties etberhe lorhor strengths or weaknesses, and devises plans to acess he ‘dent The candidate doesnot identity strengths or weaknesses, 106.3 Active bearer: Collaboration The candidate appresivay sets ot, partcpatesin and contributes to acts that promote calaberation forhisorher continued professional oath “The candidate seeks out particpates i, and contributes to aces for adequate professional owt ‘The candidate doesnot partispate in aetitis to Promote profesional owt “Candidates must recelve at least 2.0 overall to buccesifal pass this assessment “Canddate damonstates Inutco onaun oT He atubutes ofthe standard, Peformance indicates that few competences have been demonstrated THE SCORING GUIDE FOR THE ASSESSMENT Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards ‘Canldatedemanstates non of he RTDIRaTOF the standard esformance inate that the competency has been demonctate neuding cxarpls, extension or enrichment 123, 93" q) ‘Ganaidate demonstrates allo tneatibutes oF he standard Performance clay ndeates thatthe ‘ompetency has baen mastered including xarples, extension, and enichmentSP1EPUEIS OLOZ IAIWN/I3IY — ETOZ IIed pasinay 5 oT Toes 7 ‘Wanaador aaa aera ua Baunp see suosea 19 ssw) soap, ue suonseuuos “uosesyenusion el aos i Wowauen essen aeppues | Suunpsimuaewoatien | uejuisyweseyaiew | yooss pue Suuosees Buyos wergoud Supnpuy sauna jo Aaien 12585094 a1p'pUED aL muy ‘paveasuowsp a 3 S908 eepipueD ssn aieppues unuausaeBva pu Blpunisapun soars amin sogve a Ammingeos | "aur pamnnourpese | 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