SCOE Internship Summative Evaluation
UnacceptableDoes not meet expectations of a beginning teacher
(1pt) / Developing
Beginning to meet expectations of a beginning teacher
(2pts) / Proficient
Meets expectations of a beginning teacher
(3pts) / Exemplary
Far exceeds expectations of a beginning teacher
(4pts)
1.1 Demonstrate a thorough knowledge of subject matter and use such knowledge to create effective learning experiences for students
SC-ADEPT-06.5.A, B, C
SC-ADEPT-06.6.A, B, C
SC-COASTAL-CF-07.1.1 / Content is clearly developmentally inappropriate; inaccurate, lacks sequence, no alignment exists between content and standards. / Content is textbook based, developmentally appropriate, sequenced properly, and aligned with objectives. The learning experiences do not vary from traditional teacher-driven experiences. / Content is supplemented with traditional resources, developmentally appropriate, sequenced properly, and aligned with objectives. The learning experiences are varied in their approach and address diversity of learners. / Content is supplemented with a wide variety of resources and technologies, creative,
developmentally appropriate,
sequenced properly, and aligned with objectives. The learning experiences are varied in their approach and address a wide diversity of learners.
1.2 Understand instructional planning and design plans based on knowledge of subject matter, students, community curriculum goals and standards
SC-ADEPT-06.1.A, B, C, D, E
SC-ADEPT-06.2.A, B, C
SC-ADEPT-06.6.A, B, C
SC-COASTAL-CF-07.1.2 / Instructional plans show inadequate understanding of the subject, and/or of SC curriculum goals and standards. / Instructional plans show an adequate understanding of the SC curriculum goals and standards and of the subject matter. An understanding of how these standards and subject matter must be adapted for the particular students and community is NOT apparent. / Instructional plans show an adequate understanding of the SC curriculum goals and standards and of the subject matter. An understanding of how these standards and subject matter must be adapted for the particular students and community is apparent. / Instructional plans show a thorough understanding of the SC curriculum goals and standards and of the subject matter. It is apparent that the candidate understands how these standards and subject matter must be adapted for the particular students and community and that modifications and adaptations are a routine part of the design.
1.3 Use of a variety of instructional strategies to encourage students' development of critical thinking and problem solving skills
SC-ADEPT-06.4.C
SC-ADEPT-06.5.B
SC-ADEPT-06.8.C
SC-COASTAL-CF-07.1.3 / No variety exists in instructional strategies. Only traditional paper and pencil activities are used in fact recall learning. / A limited variety of instructional strategies are used, but the emphasis on critical thinking and problem solving is weak or does not relate to the learning goals / A variety of instructional strategies are used. The emphasis on critical thinking and problem solving is adequate to support and relate to the learning goals. / A wide variety of instructional strategies are employed that are developmentally appropriate for the teaching situation. Modifications have clearly been made to accommodate many diverse learning situations and learners. An emphasis on the development of critical thinking and problem solving is readily apparent and corresponds to each learning goal.
1.4 Manage the classroom to create a positive and safe learning environment
SC-ADEPT-06.8.A, B, C
SC-ADEPT-06.9.A, B, C
SC-COASTAL-CF-07.1.4 / Unable to maintain classroom control so that an unsafe environment exists. / Classroom control is adequate, but difficulties during transition times or atypical scheduling create lapses into off-task behaviors that require interventions by others. / Classroom control is adequate to provide a safe learning environment during all normal parts of the day, including transition times. A positive classroom environment is evident. / Classroom control is apparent at all times, including atypical interruptions. A positive and mutually respectful classroom environment is immediately obvious.
1.5 Understand and use formal and informal assessment strategies to evaluate and monitor student learning and to modify instruction
SC-ADEPT-06.3.A, B, C
SC-ADEPT-06.7.A, B, C
SC-COASTAL-CF-07.1.5 / Assessments do not measure the learning goals that are identified or no assessments are identified at all. / Assessments are confined to formal paper and pencil tests. There is no attempt to modify teaching based on assessments. / Formative and summative assessments are apparent in both informal and formal formats. There is evidence that modifications to teaching, based on assessments, occurs. / Formative and summative assessments are ongoing and in both informal and formal formats. It is clearly apparent that assessments are used to modify instruction and learning activities on a regular basis.
2.1 Plan and implement effective learning environments and experiences supported by technology
SC-ADEPT-06.5.A, B
SC-ADEPT-06.8.C
SC-COASTAL-CF-07.2.1 / There is no evidence that technology is used in the planning or implementation of the learning experiences. / Use of technology is confined to mechanical equipment (overhead projectors) rather than knowledge-based media (films, PowerPoints) or information gathering technology (Internet, databases). Information-gathering technology may be apparent in planning activities. / Some use of knowledge-based media is evident in learning experiences. Information gathering technology is apparent in planning activities. / Extensive use of knowledge-based media is apparent with both the instructor and the pupils. Information-gathering technology is used routinely as a part of normal classroom activities.
2.2 Apply technology to facilitate effective assessment, evaluation, and productivity practices
SC-ADEPT-06.1.A, D
SC-ADEPT-06.2.C
SC-ADEPT-06.3.B, C
SC-COASTAL-CF-07.2.2 / There is no evidence that technology is used in the planning or implementation of the assessments or productivity practices. / Use of technology is confined to mechanical equipment for productivity practices (photocopiers, grading programs). Assessments do not appear to have any technological basis. / Use of technology is confined to mechanical equipment for productivity practices (photocopiers, grading programs). Assessments appear to have limited technological basis (Scantron sheets or online quizzes). / Use of technology is integrated into the entire classroom experience including assessment and reporting of progress (email - newsletters, online class web pages). Assessments have multiple media formats (audio tape, video presentations, online testing).
3.1 Demonstrate knowledge of different cultural, emotional, developmental and cognitive needs of students
SC-ADEPT-06.5.A, B, C
SC-ADEPT-06.6.A, B, C
SC-ADEPT-06.7.A, B, C
SC-ADEPT-06.8.A, B, C
SC-COASTAL-CF-07.3.1 / There is no evidence of an understanding that students have different needs that are related to their levels of development or cognition. No effort has been made to address cultural differences. / There is limited evidence of an understanding that students have different needs that are related to their levels of development and cognition. Some effort has been made to address cultural differences but these efforts are superficial in nature. / There is evidence of a clear understanding that students have different needs that are related to their levels of development and cognition. Learning activities have been modified to address cultural differences for the majority of the students in the classroom. / There is evidence of a clear understanding that students have different needs that are related to their levels of development and cognition. An effort is routinely made to provide support for the emotional needs of the students. Learning activities have been modified to address cultural differences for every student in the classroom.
3.2 Evaluate, plan and provide appropriate activities and experiences to meet the needs of culturally and developmentally diverse student populations
SC-ADEPT-06.3.A, B, C
SC-ADEPT-06.5.A, B, C
SC-ADEPT-06.6.A, B, C
SC-ADEPT-06.7.A, B, C
SC-COASTAL-CF-07.3.2 / There is no evidence of activities or experiences that address the needs of a diverse student population. / There is limited evidence of activities or experiences that address the needs of a developmentally-diverse student population. Some effort has been made to address the cultural differences through learning activities, but those efforts are superficial in nature. / There is clear evidence of activities or experiences that address the needs of a developmentally-diverse student population. Effort has been made to address the cultural differences for the majority of the students in the class. / All activities or experiences address the needs of a developmentally-diverse student population so that every student is engaged in learning that is appropriate for him or her. Substantial effort has been made to address the cultural and linguistic differences for every student in the class.
5.1 Analyze personal performance to improve teaching and learning
SC-ADEPT-06.2.C
SC-ADEPT-06.3.B, C
SC-ADEPT-06.10.E
SC-COASTAL-CF-07.5.1 / There is no evidence of understanding that reflection is needed in order to continue to improve teaching and student learning. / Personal performance is analyzed superficially with little understanding of how teacher modifications can or will impact student learning. / Personal performance is analyzed on a unit or chapter basis based on student performance as a whole. Reflections and modifications are confined to how to re-teach that particular unit or set of lessons rather than how to apply the reflection to future teaching of all subjects and topics. / Personal performance is analyzed on a daily basis based on individual student’s educational needs and performance goals. Reflections and modifications are applied to future teaching of all subjects and topics.
5.2 Analyze student performance to improve teaching and learning
SC-ADEPT-06.2.C
SC-ADEPT-06.3.A, B, C
SC-COASTAL-CF-07.5.2 / There is no evidence that student performance has been analyzed. / Analysis of student performance has been made, but reflection has not tied the results back to modifications that are required or to modifications solely on the part of the student (i.e. “should study more”). / Analysis of student performance has been made as it relates to a unit or set of lessons. The reflection has tied the results back to modifications that are required on the student’s part as well as on the teacher’s part. / Analysis and reflection on student performance are a daily part of the classroom activities. The reflection has tied the results back to modifications that are required on the student’s part as well as on the teacher’s part.
Standards
SC-ADEPT-06.1.A
The teacher obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning.
SC-ADEPT-06.1.B
The teacher establishes appropriate standards-based long-range learning and developmental goals for all students.
SC-ADEPT-06.1.C
The teacher identifies and sequences instructional units in a manner that facilitates the accomplishment of the long-range goals.
SC-ADEPT-06.1.D
The teacher develops appropriate processes for evaluating and recording students’ progress and achievement.
SC-ADEPT-06.1.E
The teacher plans appropriate procedures for managing the classroom.
SC-ADEPT-06.2.A
The teacher develops unit objectives that facilitate student achievement of appropriate academic standards and long-range learning and developmental goals
SC-ADEPT-06.2.B
The teacher develops instructional plans that include content, strategies, materials, and resources that are appropriate for the particular students.
SC-ADEPT-06.2.C
The teacher routinely uses student performance data to guide short-range planning of instruction.
SC-ADEPT-06.3.A
The teacher develops/selects and administers a variety of appropriate assessments.
SC-ADEPT-06.3.B
At appropriate intervals, the teacher gathers and accurately analyzes student performance data and uses this information to guide instructional planning.
SC-ADEPT-06.3.C
The teacher uses assessment data to assign grades (or other indicators) that accurately reflect student progress and achievement.
SC-ADEPT-06.4.A
The teacher establishes, communicates, and maintains high expectations for student achievement.
SC-ADEPT-06.4.B
The teacher establishes, communicates, and maintains high expectations for student behavior and participation.
SC-ADEPT-06.4.C
The teacher helps students assume responsibility for their own behavior and participation and learning.
SC-ADEPT-06.5.A
The teacher uses appropriate instructional strategies.
SC-ADEPT-06.5.B
The teacher uses a variety of instructional strategies.
SC-ADEPT-06.5.C
The teacher uses instructional strategies effectively.
SC-ADEPT-06.6.A
The teacher demonstrates a thorough command of the subject matter that he or she teaches.
SC-ADEPT-06.6.B
The teacher provides appropriate content.
SC-ADEPT-06.6.C
The teacher structures the content to promote meaningful learning.
SC-ADEPT-06.7.A
The teacher continually monitors student learning during instruction by using a variety of informal and formal assessment strategies.
SC-ADEPT-06.7.B
The teacher enhances student learning by using information from informal and formal assessments to guide instruction.
SC-ADEPT-06.7.C
The teacher enhances student learning by providing appropriate instructional feedback to all students.
SC-ADEPT-06.8.A
The teacher creates and maintains a physical environment that provides a safe place that is conducive to learning.
SC-ADEPT-06.8.B
The teacher creates and maintains a positive classroom climate.
SC-ADEPT-06.8.C
The teacher creates and maintains a culture of learning in his or her classroom.
SC-ADEPT-06.9.A
The teacher manages student behavior appropriately.
SC-ADEPT-06.9.B
The teacher makes maximal use of instructional time.
SC-ADEPT-06.9.C
The teacher manages essential non-instructional routines in an efficient manner.
SC-ADEPT-06.10.A
The teacher is an advocate for the students.
SC-ADEPT-06.10.B
The teacher works to achieve organizational goals in order to make the entire school a positive and productive learning environment for the students.
SC-ADEPT-06.10.C
The teacher is an effective communicator.
SC-ADEPT-06.10.D
The teacher exhibits professional demeanor and behavior.
SC-ADEPT-06.10.E
The teacher is an active learner.
SC-COASTAL-CF-07.1
Ability to apply content and pedagogical knowledge to the teaching and learning process
SC-COASTAL-CF-07.1.1
Demonstrate a thorough knowledge of subject matter and use such knowledge to create effective learning experiences for students (ADEPT 5ABC, 6ABC)
SC-COASTAL-CF-07.1.2
Understand instructional planning and design plans based on knowledge of subject matter, students, community curriculum goals and standards (ADEPT 1ABCDE, 2ABC, 6ABC)
SC-COASTAL-CF-07.1.3
Use of a variety of instructional strategies to encourage students' development of critical thinking and problem solving skills (ADEPT 4C, 5B, 8C)
SC-COASTAL-CF-07.1.4
Manage the classroom to create a positive and safe learning environment (ADEPT 8ABC, 9ABC)
SC-COASTAL-CF-07.1.5
Understand and use formal and informal assessment strategies to evaluate and monitor student learning and to modify instruction (ADEPT 3ABC, 7ABC)
SC-COASTAL-CF-07.2
Ability to use technology to improve teaching and learning
SC-COASTAL-CF-07.2.1
Plan and implement effective learning environments and experiences supported by technology (ADEPT 5AB, 8C)
SC-COASTAL-CF-07.2.2
Apply technology to facilitate effective assessment, evaluation, and productivity practices (ADEPT 1AD, 2C, 3BC)
SC-COASTAL-CF-07.3
Ability to work with diverse populations
SC-COASTAL-CF-07.3.1
Demonstrate knowledge of different cultural, emotional, developmental and cognitive needs of students (ADEPT 5ABC, 6ABC, 7ABC, 8ABC)
SC-COASTAL-CF-07.3.2
Evaluate, plan and provide appropriate activities and experiences to meet the needs of culturally and developmentally diverse student populations (ADEPT 3ABC, 5ABC, 6ABC, 7ABC)
SC-COASTAL-CF-07.4
Ability to demonstrate professional behavior and dispositions
SC-COASTAL-CF-07.4.1
Demonstrate a commitment to fair treatment of students based on their educational needs (ADEPT 8B, 9A, 10D)
SC-COASTAL-CF-07.4.2
Demonstrate a belief that all students can learn and convey confidence and caring in their work with students (ADEPT 4ABC, 8BC, 10D)
SC-COASTAL-CF-07.4.3
Demonstrate professional behaviors and a commitment to fulfilling professional responsibilities (ADEPT 10ABCDE)
SC-COASTAL-CF-07.5
Ability to engage in reflective practice to improve teaching and learning
SC-COASTAL-CF-07.5.1
Analyze personal performance to improve teaching and learning (2C, 3 BC, 10E)
SC-COASTAL-CF-07.5.2
Analyze student performance to improve teaching and learning (ADEPT 2C, 3ABC)