Final Evaluation

FINAL EVALUATION

Teacher Candidate’s Name: ______ID#______Date______

Certification area: ______Childhood and Early Childhood______

Cooperating Teacher: ______

Field Supervisor: ______

School: ______District:______Grade: ______

Please indicate the level for each element.

For example:

ELEMENTS / Level 1 –
EMERGING / Level 2 –
DEVELOPING / Level 3 –
MEETING
EXPECTATIONS / Level 4 –
EXCEEDING EXPECTATIONS / N/A
1. OBJECTIVE / Candidate develops rudimentary knowledge in an attempt to address some of the components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. / Candidate shows growing confidence but does not yet demonstrate the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. / Candidate consistently and independently demonstrates the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities. / Candidate consistently exceeds expectations when addressing all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities.

Performance Scale:

Level 1 – Emerging: Candidate meets minimum program criteria

Level 2 – Developing: Candidate meets some program criteria

Level 3 – Meeting Expectations: Candidate meets program criteria with competency

Level 4 – Exceeding Expectations: Candidate meets program criteria with a high level of competency or exceeds expectations

N/A:Candidate did not address the element at the time of assessment

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STUDENT TEACHING FINAL EVALUATION

ELEMENTS / Level 1 –
EMERGING / Level 2 –
DEVELOPING / Level 3 –
MEETING
EXPECTATIONS / Level 4 –
EXCEEDING EXPECTATIONS / N/A
INSTRUCTIONAL PLANNING
1. OBJECTIVE / Candidate develops rudimentary knowledge in an attempt to address some of the components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. / Candidate shows growing confidence but does not yet demonstrate the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective. / Candidate consistently and independently demonstrates the ability to address all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities. / Candidate consistently exceeds expectations when addressing all four components (conditions, performances, product, and criterion) of the Molloy Lesson Plan Objective and the lesson is designed to engage learners in the activities.
2. STANDARDSANDINDICATORS / Candidate demonstrates rudimentary knowledge of the NY State and Common Core Standards and appropriate indicators. / Candidate shows growing confidence and in-depth understanding but does not yet demonstrate the ability to address the NY State & Common Core Standards and appropriate indicators. / Candidate consistently and independently demonstrates the ability to address the NY State and Common Core Standards and appropriate indicators. / Candidate consistently exceeds expectations when addressing the NY State and Common Core Standards and appropriate indicators.
3. INSTRUCTIONAL RESOURCES / Candidate demonstrates rudimentary planning for use of instructionalresources with heavy reliance on textbook. Technology is used inappropriately or not at all. / Candidate demonstrates basic plans for use of resources to support learning. Technology is used but makes little contribution to learning. / Candidate consistently plans to use appropriate resources to implement instruction and support student learning. Technology is used appropriately to enhance learning. Most resources are aligned with learning goals. / Candidate consistently exceeds expectations in using a variety of appropriate resources to implement instruction and support student learning. Technology is used appropriately to enhance learning. Resources are aligned with learning goals and contribute to active inquiry and collaboration.
4. INSTRUCTIONAL STRATEGIES / Candidate demonstrates rudimentary planning of instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate plans for strategies that do not promote students’ development of critical thinking, problem, solving, and performance skills. / Candidate demonstrates a basic understanding of instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate plans for some instructional strategies to promote students’ development of critical thinking, problem, solving, and performance skills. / Candidate consistently demonstrates understanding of instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate plans to use effective instructional strategies to promote students’ development of critical thinking, problem, solving, and performance skills. / Candidate consistently exceeds expectations in planning instructional strategies that are evidenced in the developmental procedures of the lesson. Candidate uses a variety of effective instructional strategies to promote diverse students’ development of critical thinking, problem, solving, and performance skills.
5. ADAPTATIONS / Candidate demonstrates rudimentary knowledge when adapting for the specific needs of unique learners to further support the understanding the concept and application of adaptations. / Candidate shows growing confidence but does not yet demonstrate the capability when adapting for the specific needs of unique learners to support further need for assistance. / Candidate consistently and independently demonstrates capability when adapting for the specific needs of unique learners. Plans are, therefore, indicative of an in-depth understanding of the concept and application of adaptations. / The adaptations provided by the candidate demonstrate mastery of the concept of adaptations while concurrently demonstrating a high level of ability to analyze, apply, and assess appropriate adaptations.
6. DIFFERENTIATION OF INSTRUCTION / Candidate demonstrates rudimentary knowledge of differentiation of instruction based on individual learners and their needs. Itisminimallyevidentanddoes notmeettheneedsofalllearners. / Candidate demonstrates a basic understanding for differentiation of instruction and individual learners and their needs. Differentiation ofinstructionisgenerally evidentandsomewhatmeetstheneedsofalllearners. / Candidate consistently provides appropriate differentiation of instruction based on knowledge of individual learners and their needs. Differentiation
ofinstructionisrealistic and appropriate and meetstheneedsofalllearners. / Candidate provides thoughtful and appropriate differentiation of instruction based on knowledge of individual learners and their needs. Differentiation ofinstructionisrealistic, appropriate and effective, and meetstheneedsofalllearners.
7. DEVELOPMENTAL PROCEDURES / Candidate demonstrates rudimentary knowledge in identifying the appropriate procedures, structure, scope and sequence along with key questions related to this lesson. / Candidate shows growing confidence but does not yet demonstrate the capability to identify the appropriate procedure, structure, scope and sequence along with key questions related to this lesson; additional work is needed to design content-appropriate activities related to the instructional objective[s]. / Candidate consistently and independently demonstrates capability when identifying the appropriate procedures, structure, scope and sequence along with key questions related to this lesson. Additionally, they suggest that the candidate has learned to apply concepts to real-life instructional activities which reinforce student learning and promote engagement. / Candidate consistently exceeds expectations and demonstrates capability when identifying the appropriate procedures, structures, scope and sequence along with key questions tied to this lesson. Additionally, they suggest that the candidate has mastered the ability to apply concepts to real-life instructional activities which reinforce student learning and promote engagement.
8. REFLECTIVE PRACTICE / Candidate demonstrates rudimentary skills of developing reflective practice grounded in theory. / Candidate shows growing confidence but does not yet consistently and independently demonstrates reflective practice grounded in theory. / Candidate consistently and independently demonstrates reflective practice grounded in theory. / Candidate consistently exceeds expectations in demonstrating reflective practice grounded in theory.
9. MOTIVATION / Candidate demonstrates rudimentary knowledge of creating a supportive learning environment, which establishes a positive mental set toward achieving the proposed objective. / Candidate shows growing confidence but does not yet demonstrate the ability to create a supportive learning environment, which establishes a positive mental set toward achieving the proposed objective. / Candidate consistently and independently demonstrates the ability to create a supportive learning environment which establishes a positive mental set toward achieving the proposed objective; it is indicative of the candidate’s in-depth understanding of the concept. / Candidate’s procedure clearly and consistently establishes a positive mental set toward achieving the proposed objective, and, in so doing, is indicative of mastery of the concept.
10. ASSESSMENT ALIGNED WITH OBJECTIVES / Candidate demonstrates rudimentary knowledge of appropriate assessments that match the lesson’s objective(s) and standards. / Candidate shows growing confidence but does not yet demonstrate the ability to use the appropriate assessments that match the lesson’s objective(s) and standards. / Candidate consistently and independently demonstrates the ability to use appropriate assessments that match the lesson’s objective(s) and standards. / Candidate consistently exceeds expectations when using appropriate assessments that match the lesson’s objective(s) and standards.
11. INDEPENDENT PRACTICE / Candidate demonstrates rudimentary knowledge when identifying appropriate activities for independent practice. / Candidate shows growing confidence but does not yet demonstrate the ability to identify appropriate activities for independent practice. / Candidate consistently and independently demonstrates the ability to identify appropriate activities for independent practice. / Candidate consistently exceeds expectations and demonstrates the ability to identify appropriate activities for independent practice.
12.FOLLOW UP: ACADEMIC INTERVENTION & ACADEMIC ENRICHMENT / Candidate demonstrates rudimentary knowledge by selecting appropriate strategies for intervention and enrichment. / Candidate shows growing confidence in selecting appropriate strategies for intervention and enrichment. / Candidate consistently and independently demonstrates the ability to select appropriate strategies for intervention and enrichment. / Candidate consistently exceeds expectations and demonstrates the ability to select appropriate strategies for intervention and enrichment.
INSTRUCTIONAL DELIVERY
13. KNOWLEDGE OF LEARNERS / Candidate demonstrates rudimentary, stereotypical or irrelevant knowledge of how learner characteristics (e.g. developmental level, academic learning needs and interests, culture, dis/abilities, prior experiences) affect learning. Learner’s prior knowledge is not considered. / Candidate demonstrates a basic knowledge of how learner characteristics affect learning. Demonstrates awareness of but is not able to connect teaching with learners’ prior knowledge. / Candidate consistently demonstrates an understanding of how learner characteristics affect learning. Connects teaching to learners’ prior knowledge and characteristics. / Candidate consistently exceeds expectations in comprehensive understanding of how learner characteristics affect learning. Connects teaching to specific and relevant information of learners’ prior knowledge and characteristics.
14. CONTENT / Candidate demonstrates rudimentary knowledge of the central concepts, tools, or inquiry, and/or structure of the disciplines. Addresses content inaccurately with limited information of subject content. / Candidate demonstrates a basic understanding of the central concepts, tools, or inquiry, and/or structure of the disciplines. Content appears to be mostly accurate and its focus shows some awareness of the big ideas in the discipline. / Candidate consistently displays adequate understanding and application of the central concepts, tools of inquiry, and structure of the disciplines. Candidate addresses content accurately and reflects big ideas and/or structure of the discipline. / Candidate consistently exceeds expectations in comprehensive understanding and application of the central concepts, tools of inquiry, and structure of the disciplines. Candidate addresses content accurately and reflects big ideas and/or structure of the discipline.
15.QUESTIONING / Candidate minimally employs questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. / Candidate occasionally employs questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. / Candidate employs questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time. / Candidate exceeds expectations in employing questioning that fosters learner participation, varied and higher order thinking skills, and thoughtful response with appropriate wait time.
16. LESSON CLOSURE / Candidate provides minimalevidenceoflessonclosure. / Candidate provides closing activities but they are not well developed. Learners are not involved in the activities. / Candidate provides closing activities that are relevant to the objectives. Provides an opportunity for a final check for understanding with most learners actively involved. / Candidate provides closing activities that are relevant to the objectives. Provides a clear opportunity for a final check for understanding with all learners actively involved.
USE OF ASSESSMENT
17. ASSESSMENT DATA / Candidate minimally uses multiple and appropriate types of assessment data to identify students’ learning needs. / Candidate shows limited consistency in using multiple and appropriate types of assessment data to identify students’ learning needs. / Candidate consistently uses multiple and appropriate types of assessment data to identify students’ learning needs. / Candidate consistently and independently uses multiple and appropriate types of assessment data to identify students’ learning needs.
18. MODIFICATION OF INSTRUCTION / Candidate minimally assesses learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. / Candidate shows limited consistency in assessing learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. / Candidate consistently assesses learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical. / Candidate consistently and independently assesses learners’ performance in order to design and modify instruction & scaffold learning to meet their various developmental needs, e.g. cognitive, linguistic, social, emotional, and physical.
19. FEEDBACK / Candidate minimally provides learners with effective descriptive feedback to guide their progress toward quality work. / Candidate shows limited consistency in providing learners with effective descriptive feedback to guide their progress toward quality work. / Candidate consistently provides learners with effective descriptive feedback to guide their progress toward quality work. / Candidate consistently and independently provides learners with effective descriptive feedback to guide their progress toward quality work.
20. MONITORING PROGRESS / Candidate minimally monitors student learning, and engages learners in examining their own thinking and learning as well as the performance of others. / Candidate shows limited consistency in monitoring student learning, and engages learners examining their own thinking and learning as well as the performance of others. / Candidate consistently monitors student learning, and engages learners in examining their own thinking and learning as well as the performance of others. / Candidate consistently and independently monitors student learning, and engages learners in examining their own thinking and learning as well as the performance of others.
TEACHING STYLE
21. COMMUNICATION / Candidate demonstrates rudimentary use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction. Delivers instruction that is NOT clear and understandable. Uses numerous verbal distractors. / Candidate demonstrates some evidence of using effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction. Candidate inconsistently delivers speech that is loud, clear, and understandable. Uses occasional verbal distractors. / Candidate demonstrates sufficient evidence of using effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction. Candidate delivers speech that is loud, clear, and understandable. Avoids verbal distractors. / Candidate excels in using effective verbal, nonverbal, and media communication techniques, sensitive to cultural and gender differences, to foster active inquiry, collaboration, and supportive interaction. Candidate’s speech delivery is loud, clear, and understandable. Avoids verbal distractors.
22. PACING / Candidate minimally paces instruction to assure desired learning outcomes and adjusts pace to meet learner needs. / Candidate inconsistently paces instruction to assure desired learning outcomes and adjusts pace to meet learner needs. / Candidate consistently paces instruction to assure desired learning outcomes and adjusts pace to meet learner needs. / Candidate exceeds expectations for pacing instruction to assure desired learning outcomes and for adjusting pace to meet learner needs.
23. MONITORING / Candidate does not or rarely moves about room to addresstheneedsoflearners. / Candidate moves about the room to generally address the needs of learners. / Candidate consistentlymovesaboutroomtoclearlyaddressthe needs of learners. / Candidate consistently exceeds expectations in moving aboutroomtoclearlyaddressthe needs of learners.
24. CLASSROOM MANAGEMENT / Candidate uses limited or ineffective classroom management strategies, with inappropriate setting for a particular learning activity, weak time management, etc.
Candidate is minimally aware of learners’ behaviors and activities, and minimally responds to them. / Candidate uses some classroom management strategies to promote learning and learner interactions. Candidate is partially aware of learners’ behaviors and activities, and partially responds to them. / Candidate uses effective classroom management strategies to promote learning and learner interactions. Candidate is aware of learners’ behaviors and activities, and responds to them appropriately. / Candidate consistently uses a range of effective classroom management strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
Candidate exceeds expectations in awareness of learners’ behaviors and activities, and responds to them appropriately.
25. TEACHER ENGAGEMENT & ENTHUSIASM / Candidate minimallyshowspoiseandconfidence. Elementsofenthusiasmareminimallyevident. / Candidate generally shows poise and confidence. Elements of enthusiasm are generally evident. / Candidateclearlyshowspoiseandconfidence. Elementsofenthusiasmareevident. / Candidate consistently exceeds expectations and clearlyshowspoiseandconfidence. Elementsofenthusiasmareclearlyevident.

STUDENT TEACHING FINAL EVALUATION SPA COMPETENCIES - CHILDHOOD & EARLY CHILDHOOD EDUCATION