CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Midlevel Eduendon Cooperating Teacher/Unlvery Supervisor anciaates_ A. Cooperating tescre: TW 9 fa be denr Lg = Taare, Greases MeSan Gee pate Tapa dy, ‘Completed by: LU) Cooperating Teacher University Supervisor 4Y\A) Initial Mid-term Final "ADEPT PERFORMANCE STANDARDS. [Rarincs ] APS TELONG RANGE PLANNING Th Ooi Salar ieee ts cmon ae enased g saeco Ter aint to ees | ib Deals appropriate late cnomaree ‘cog es! popes 3 aes hae sors faniecke Screen 3 ee ORT mancror Beravetow 2A, erp Un otis AND USING. Data, "APS 4: HIGH EXPECTATIONS, A, Establithes, vains and (Communicates High Expocations fr Achievement 4B. Esablihes, ‘Maintains and (Communicates High Expectation fr Parc “ASS: INSTRUCTIONAL STRATEGIES3K Ue “Appropriate Statezis ‘SB. Uses a Variety of Suaegies ‘SC. Uses Suategice “APS 6 PROVIDING ‘CONTENT FOR LEARNERS, MONITORING, ASSESSING & ENHANCING TA. Monitors Using Formal & Informal. Asiesents "7B. Uses {Guide Iavction 7C. Provides Inseuction Feodbace "APS 5: ENVIRONMENT. PROMOTES LEARNING BA. Safe CConducive Physical Enuieorant 5B, Positive ‘Affective Climate in Ciassoor OA. Manages Stadent Bebavior Appropriately 9B. Maxsmsen Use of asrutionl Tie 8. Manages Noo- insiwtional Routines Candidate demonstates a Tinted sour ofthe | Candidate emonriates mow of te aaibus oF he stributs ofthe standard Performance indicates tht | sundard. Performance indicates that the few competencies have Been demonstrated ‘competency bas been demonstrated incinding ‘competency bas beea mastered nelading examples, teamples, exession,o enschmeat. ‘extension, and enrichment CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION PROF E ssIoContent Specific Questions: Instructions Use the scoring rubric below to score the attached content rubric. ‘Unacceptable (!) | Moderately Acceptable (2) Acceptable (3) Highty Acceptable () “Target (5) Candidate demonstrates | Candidate demonstrates | Candidate demonsiraies | Candidate demonstrates | Candidate demonstrates limited amount ofthe | some ofthe attributes of | most of the attributes of | most ofthe attibutes of | all ofthe attributes ofthe attributes ofthe standard, | the standard, the standard. the standard. standard, Performance Performance indicates | Performance indicates | Performance indicates | Performance indicates | clearly indicates thatthe that few competencies | thatthe competency has | thatthe competency has | that the competency has | competency has been hhave been demonstrated. | been demonstrated. ‘been demonstrated ‘been mastered including | mastered, including including examples, | examples, extension, or | examples, extension, and extension, or enrichment. | enrichment. enrichment Canidae: rs senor \NiWiaan WT. Clerk . Sie Vise Arie thiaaie Sehect vatutor Mlalredee Ligue \ crave Lew: WN = Sts pV ete1D, Qoile Completed by: IML Coop. Teacher Univ, Supervisor Administrator Rate the candidates on each content standard using the following scale: Scale: (1) Unacceptable 2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) Target AMLE Shodiara | Component ‘Understands the major concepis, principles, and tnsores of young adolescent development — intellectual, physical, social, emotional, and moral Understands the range of individual differences oF all young adolesceals and the implications of these differences for teaching snd learning ‘Knows a variety of teaching/learing strategies that take into consideration and capitalize upoa the developmental characteristics ofall young adolescents ‘Understands the implications of young adolescent development for school organization and components of successful ‘mile level programs and schools ‘Understands issues of young adolescent health and sexuality ‘Understands the interelationships among the characteristics and needs of all young adolescents ‘Tnderstands that the development ofall young adolescents occur inthe context of classrooms, families, pom BrOUPS, ‘communities and society Is knowledgeable about how the media portrays young adolescents and comprehend the implications of these portraits ‘Understands that middle level curiculum should be relevant, challenging, integrative, and exploratory ‘Understands te interdiseiplinary nature of knowledge and bow to make connections among subject areas when planning curriculum Possesses a depth and breadth of content knowledge Ts Knowledgeable about local, sate, and national middle level curiculum standards end of ways to assess the stadent Iknowledge reflected in those standards 1s lent in the integration of technology in curriculum planning ‘Knows how to incorporate all young adolescents” ideas, interests, and experiences into curriulum ‘Understands multiple assessment strategies that effectively measure student mastery ofthe curiculum ‘Understands the integrated role that technology plays ina variety of student assessment measures ‘Tnderstands ther roles fa the total school curiculum (@,, advisory program, co-curricular activities and other programs) ‘Kinows how To assess and select curriculum materials hat are academically challenging and personally motivating for PY HOHAPY/O nosy ovo yr om gALISM APS 10: PROFESSIONALISM |_| eiaee) Target (3) ‘Acceptable (2) | Unacceptable (4) Thecus coarser wih ‘The anda collaborates with colleagues, sénnisatr nd eer Sheed profes sch as | covets and ainsi bt OA. Advocate for | agencies, businesses, and community | Ot ctr agencies to determine the] The candidate docs not peuaer business and community | heeds of his cher stents and10 | colaorate with colleagues, Seeertmael perce tame | Plnand provide them withthe | administators or agsaec. oa Lmtd nproprit eaing experiences Soe an encom amemene ‘The candidate regularly atends and contributes to mecings tthe extent 10B. Achieves | tatitispossibloand appropri, and Organizational | acively Supprs the eff of shoo! Goals organizations and extacuricalar Sct tht contribute ft veal leaning and development of student, TOCA effective | Tecandnce wpa wniend | Peemepile wodRE (cates gotea wad Communicator: | writen language are clea, corect and | Wien Inguage ae sppromiat for | ao rite language conan Presentation | wppopsat torte getantence | Cetuertautereaniconsstof | oy aa emes “The candidate communicates wih arcats/guardins oa an fexermient basis responds ‘The candidate doesnot appropriately to parental concerns, | communicate with nd uses a least tree (3) ferent | parent/gurdians, mas to ensure ht ongoing ‘communication takes ple ‘The candidate sends Secu snd rade level meetings, but not oer School organizaomal meetings oF xmiuriculr seve. “The candidate doesnot tend meetings or paripates any exracuriulr activites, “The candidate communicate with 10C2 Effective] parensguarians on a opus hs, Communicator: } responds appropiatly 1 parcaal Parental oncems, acd wes noe han thee (3) Responsiveness | Varma ae tossing ‘ommuniaton tks place Te endian wa Yep. xeubits | Eitintenfpecetees sea, | Tiecmnhe comme wid Profesional | Enwsctaicarsqrzcra incon | Metin ser cb Demeanarand | siropesiy tae tne | Sete cis nd Behavior Shongcoensafenmce cca | POR nd x senda nd yo ok cae Hisctine scenes scien a istiictn "| Sccoenvlindiomens | shermgee wane an | iuaniide kw a ‘professional strengths and weaknesses | devises plans to address the seonareer ‘Identification ‘and devises a plan to ackiress them. identified. ee Tiscanidar epoca mao roracive | scale serene 5 | te cnte eso Tone Tritt jromcte calartn tr | PGi dono | ena Collaboration | his or ker continued profesional Soe exe Promote profesional growh. = ovenatcrarine S| Candidates must receive atleast 2.0 overall to successful pass this assessment. The canidate doesnot comply with school policies nd procedures and/or exhibit ‘a preessonal demeanor ‘The candidate doesnot THE SCORING GUIDE FOR THE ASSESSMENT “Candite demonstuisolniledamouat ofthe] Candidate Gnmonstater mow ofthe aibuts ofthe | Cendiate demonstrates all ofthe atuibutcs oF tae atrbutes ofthe standard. Peformance indicates that | sundae, Performance indicates thatthe competency | standard. Performance clearly indistes tht the ‘ew competencios have boon demonstrated, hasbeen demonstrated including examples, ‘competency hasbeen mastered inlang examples, extension, oF ensichmet. ‘extension, and enrichment.‘young adolescents nds fy cose win isl Inowngs based now tow mdse anscueas hate then | Comments: (Use an attached page if necessary.) : . entnersome Maiadar leita soc