CLAFLIN UNIVERSITY

[:rly Childhood/Elementary Education

SCHOOL OF EDUCATION

ADEPT EVALUATION FORM

Cooperating Teacher/University Supervisor

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r: _________________________________________ Cooperating Teache r Date: Grade/Subject: 414 University Suoervisor Initial Mid-term " Final

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Directions: This form is to be used as a formative and summative assessment of the candidate's progress throughout the clinical practice. The candidates ould assessed three (3) times: after 4 weeks, 8 weeks and at the end of the placement. Rate the candidate on each of the key elements under each standard as
follows: Scale: (1) unacceptable/Developing; (2) Acceptable/Meets; (3) Target/Exceeds. Then give an overall rating in the box beside the ADEPT Performance tandard. An explanation of these ratings is given an the reverse side of this form. NAEYC ACEI

ADEPT PERFORMANCE STANDARDS

AIRS 1: LONG RANGE PLANNING 1A. Obtains Student Information lB. Establishes appropriate standards-based learning and developmental goals 1C.1 Identifies and implements instructional units - ELA 1C.2 Identifies and implements instructional units 1C.3 Identifies and implements instructional units

RATINGS

is Sc 5a 5a 5

1.0 3.1 2.1 2.2 2.3 2.4 2.5 2.6 2.7

- Science - Mathematics

3
3

1C.4 Identifies and implements instructional units - Social Studies 1C.5 Identifies and integrates Visual and Performing Arts within instructional units 1C.6 Identifies and integrates Health Education within instructional units 1C.7 Identifies and integrates Physical Education within instructional units 1D: Develops appropriate processes for evaluating and recording students' progress 1E. Plans appropriate procedures for managing the classroom APS 2: SHORT RANGE OF INSTRUCTION

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1.0 3.1 4.0 4.0 4.0 4.0 3.4 3.4

2A. Develops Unit Objectives 2B. Develops Instructional Plans 2C. Uses Student Performance Data 3A. Uses a Variety of Assessments 3B. Administers a Variety of Assessments 3C. Uses Assessment Data to Assign GradesL W APS4: HIGH EXPECTATIONS 4A. Establishes, Maintains and Communicates High Expectations for Achievement 4B. Establishes, Maintains and Communicates High Expectations for Participation APS 5: INSTRUCTIONAL STRATEGIES

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APS 3: PLANNING ASSESSMENTS AND USING DATA

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5A. Uses Appropriate Strategies 3.2 SB. Uses a Variety of Strategies 5C. Uses Strategies Effectively APS 6: PROVIDING CONTENT FOR LEARNERS 6A. Thorough Command of Discipline 6B. Provides Appropriate Content 6C. Content Promotes Learning APS 7: MONITORING, ASSESSING

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7A. Monitors Using Formal

& ENHANCING & Informal Assessments

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7B. Uses Information to Guide Instruction 7C. Provides Instruction Feedback

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APS8: ENVIRONMENT PROMOTES LEARNING

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3.4 3.4

8A. Safe & Conducive Physical Environment 8B. Positive Affective Climate in Classroom 8C. Creates Culture of Learning APS

9: MANAGING THE CLASSROOM 3

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9A. Manages Student Behavior Appropriately 9B. Maximum Use of Instructional Time 9C. Manages Non-instructional Routines

lidate's Signature

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Date

Evaluator's Signature

. - fed Fall 2013 - ACE I/NAEYC 2010 Standards

1AFLIN UNIVERSITY PROFESSIONALISM

SCHOOL OF EDUCATION

APS 10: PROFESSIONALISM

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Target (3)
The candidate collaborates with colleagues, administrators, and other student-oriented professionals, such as

Acceptable (2)
The candidate collaborates with colleagues and administrators, but not other agencies to determine the needs of his or her students and to plan and provide them with the appropriate learning experiences and assessments.

Unacceptable (1)

RATING

5.2
10A. Advocate for
Children

The candidate does not collaborate with colleagues, administrators or agencies.

agencies, businesses, and community groups, to determine the needs of his or her students to plan and provide with the appropriate learning experiences and assessments. The candidate regularly attends and contributes to meetings to the extent

be

D.

lOB. Achieves

that itis possible and appropriate, and actively supports the efforts of school organizations and extracurricular activities that contribute to the overall learning and development of students.

The candidate attends faculty and grade level meetings, but not other school organizational meetings or extracurricular activities,

The candidate does not attend meetings or participates in any extracurricular activities.

Organizational Goals

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5. 1
-

1OC.l Effective Communicator:

Presentation

The candidate's spoken word and written language are clear, correct, and appropriate for the target audience, The candidate communicates with

-Sb 5,2
- -

The candidate's spoken word and written language are appropriate for the target audience and consist of less than S errors The candidate communicates with parents/guardians on an intermittent basis, responds appropriately to parental concerns, and uses at least three (3) different formats to ensure that ongoing communication takes place.

The candidate's spoken word and written language contain many blatant errors.

10C.2 Effective Communicator:

Parental

6b

Responsiveness

parents/guardians on a regular basis, responds appropriately to parental concerns, and uses more than three (3) varied formats to ensure that ongoing communication takes place. The candidate complies with all

The candidate does not communicate with parents/guardians.

5. 1 6b
__________ 5.1

10D. Exhibits Professional

Demeanor and Behavior

professional, school and district rules, policies, and procedures and is characteristic of a professional in terms of responsibility, initiative, time management, appearance, ethical standards, and quality of work. The candidate is a reflective practitioner who identifies his or her professional strengths and weaknesses and devises a plan to address them, The candidate aggressively seeks out, participates in and contributes to activities that promote collaboration for his or her continued professional growth.

The candidate complies with adequate professional, school and district rules, policies and procedures, and exhibits a professional demeanor, The candidate identifies either his or her strengths or weaknesses, and devises plans to address the identified. The candidate seeks out, participates in, and contributes to activities for adequate professional growth.

The candidate does not comply with school policies and procedures and/or exhibit a professional demeanor.

1OE.l Active
Learner: Identification

The candidate does not identify strengths or weaknesses. The candidate does not participate in activities to promote professional growth.

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5.1 6c

10E.3 Active
Learner:

Collaboration

OVERALL RATING
Candidates must receive at least 2.0 overall to successful pass this assessment.

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THE SCORING GUIDE FOR THE ASSESSMENT

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated,

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment,

Target/Exceeds (3) Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

kevised Fall 2013 - ACEI/NAEYC 2010 Standards

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