CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Chldhood/Elementary. Education ‘Cooperating Teacher/University Supervisor Candidate: _charos Hart Cooperating Teacher:_tatasha Mucay Sthook: _rookdsle Grade/subject:_2"/MMathemstic, Date: 20/28/2035, idtar Fina Completed by: _I0Saxon Cooperating Teacher ___X_ Univesity Supervisor intial Directions: This form iso be wed oso formate and summative ossessment of the condidate’s progress thoughout the cinco proce. The condtdate shoots be cssesed three (3) times: ofter 4 weeks, 8 weeks and ot the end ofthe placement. Rat the condidate on cock ofthe hey elements under eet stondord ot {Jalfous: Seale: (i) Unoceeptable/Devetopng; 2] Aceptcble/Iects; (3) Terget/tsceeds. Then give on overlroting in the hox beside the ADEPY Performance Standard. An explanation ofthese ratings leven on the reverse sie of tl form ace ‘ADEPT PERFORMANCE STANDARDS. TAPS 1: JONG RANGE PLANNING pone eyes ea 20] 1A. Obtains Student information RATINGS AS ‘based learn end developmental goals Se Bi hes appropriate stan Sa 2a ‘and implements instroctional units ELA, Se 22, | 1€2 idantifes and implement instructional units ~ Science z feel Sa 2.3 | 2C3 identifies and implements instrctional units= Mathematics 2.4 — [ACA identifies and implements insirutional units ~ Social Studies — 2.5 [ACS Identifies ond integrates Visual and Performing rts within insttuconal uate 2.6 | 4C.6 identifies and integrates Heath Education within Instructional units 27 [C7 Identifies and integrates Physical Education within instructional units 5 400 _ | 10: Develops appropriate processes for evaluating and recording students” progress @ achievement id | 16. Plans appropiate procedures for managing the anroam ES APS-25 SHORT RANGE OF INSTRUCTION So 2A, Develops Un Objectives i C . Develops instructional Plané eee : sc] 40 | 2c Uses student Perfomance Dat BES A SES [PAPS 3: ‘PLANNING ASSESSMENTS AND USING DATA. = SUEDE SLOT 3A Uses Varley of Azesamets : e 3, Administer a Vanity of Rese : q 2G. Uses Assessment Onto to Auten Grades ri FAPS 4: GH ERPECTATIONS SE 4, Elles, Malntates and Communists High Expectations for Achieverent 48, Establishes, Maintains and Communicates High Expectations for Participation 95 Si. INSTRUCTIONAL STRATEGIES Ts see aan Uses Appropriate Srotepes : $8. aes Vay of Sates e 5 5c. Uses SuateesEecvey ‘APS _6: PROVIDING CONTENT FOR LEARNERS | 5 A. Thorough Commend of Discipline z | 3 [et Provides Aooropriste Contant ie ESR 2 a 6G. Content Promotes Learning : 72057: MONITORING, ASSESSING W ENTANEING. fe 7A. Monitors Usig Formal & informal Asessments = Z 7B, Uses nfrration to Gude istietion é 2 5 76. Proves instruction Feedback [APs 2 ENVIRONMENT PROMOTESTEARNINGEETTT z 1A, Safe &Condueive Physeal Environment 2 3B, Pose Afective Cina in Casroom a i fc teas Ce sting 3 = [APS 9:: MANAGING THE CLASSROOM. gee LS 2K rage ido er par 7 2 Tins Udi : 44 a | gS tb cranmon es [ble fc: arin biViget Revised Fall 2013 - ACEI/NAEYC 2010 StandardsCLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION PROFESSIONALISM “Unacceptable (1). The candidate collaborates wih Colleagues, administers, and other studea-ointed profesional, such #5 430A, Advocate for } agencies, busineses, and commucity children 2/0085, to determine the needs of borer students to plan ad provide ‘them with the apropetelaring cexpotences and assessmen 6e The candidate collborates wth cokeagues and ainitratre, but rnotother agencies to determing theneeds of his or her stodents ‘and to planand previde them wth the appropiate earning cexperences and assessments ‘The candidat dos not “The candidate reglsryatends and 5A ontbutes to meetings tothe extent "1 | roe, achieves | that tis postibie and appropriate, nd Organizational | aetvelysupporsthe efforsef schoo! Goals ‘owgeizations and eatracurtalar 6a setvtes tht contribute tothe overall Tearing a6 development of student, “The canaidate attends facoty and ate level meetings, but not other schol eraniational meetings or cxracuticulr stv. attend meetings or partidpates in any ‘he candidate doesnot cetracariclr ates. 5.1 | zocaettective | the canauate's poten word and ‘communicator: | witen language are clear, correct, nd The candida’ spoken word and vrtenlnguegeare appropriate forthe target audience and consist, many Batant ror. ‘The candidate's spoken word and written language contain 3 communication ake pce ommurienion aes place, Gb _| Presentation | sprog forth target cence.” | th ret ade The codes commana ih The candle commune vith 5.2 | roc2etective | parents/uacdns ona regular basis, | Porents/evarians onan Cormantanee, | Ruwnsienesrsensseeions | rrmmenate panes | Theanine dee et Parental Comers angses more thn three) | SORE Rete pra concerns | commons wh 3 concen, andes more ion twee) | rer ostiec ferent | pormgoreans é 6b | Responsiveness ied f that ongolMé | foemats to ensure that ongoing The candidate comes wiv 5.1 | soo.exhinins | prtesionssetel and at aes, “The candidate complies with The candidate doesnot Bettis that promote coliaboraton forhis or er continue profesional Beouth. earn Collaboration sctvtes for adequate profesional ronan. erowrh, promote prefessoral srccnn: | pokes aa prsedres ane equate peers chalaré_| campy wih school pases Professional | chaacerticafaprofestonalin terms | diet ales, pales and and precedes and/or 3 ee of responsibility, initiative, time ‘procedures, and exhibits 2 ‘exhibit a professional 6b _ | Bekavor Imaragement appeal | prtessons demestor demesne sandr on ay of ork ToetAane | Tecandne ls efecive Te ie ee te 5.4 Ree practitioner who identifies his orher | or her strengths or weaknesses, a te 3 6 - professional strengths and weaknesses | and devises ptanstoaddcessthe | ently strengths or 1C_| Wenttcation | Eidcewese panteodstessthen, | Wen Sanne Te candidate saree sees on Tee cand se ot The cant oe 1 | avesnctive | pariptesinandcontbctes to : bce renee one partpatesin, and cntibtes 0 | pariptein aes to Al ‘Canciate demonsiaies a Tiled amount of he attutes ofthe standard Performance Indicates ‘that few competencies have baen demonstrated. 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