Professional Documents
Culture Documents
School of Education
Score
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5.
Evidence:
State frameworks and common core guidelines are utilized in all observed lesson and a
familiarity with all concepts is clear.
Curriculum is well and completely organized to facilitate the focus and understanding of
the students.
Domain Score: 18
Score
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Evidence:
Self assessment is encouraged and time is provided for individual work in this area.
Continues to utilize multiple measures to measure knowledge and assess readiness.
Multiple assessments employed where appropriate as well as including the framework
and common core expectations.
Technology utilization has increased as students are introduced to a variety of sources
and information.
Work with explanation of student academic and behavioral development is explained
when requested and input is given to the grading process.
Domain Score: 27
Score
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Evidence:
Developmentally appropriate practices are utilized to involve all students in the learning
experience and to encourage participation.
Though literacy remains the focus of all phases of instruction the students are clearly
involved and eager to participate in every way.
Multiple measure of instructional strategies as well as a variety of technology are utilized
to keep them involved and focused.
Current educational theories and instructional practices are part of the delivery and
expectations for student participation.
All available resources are utilized to encourage focus and participation as well as to help
Domain Score: 29
Score
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5.
Evidence:
Needs of students on all levels is incorporated into the design of the lessons presented as
well as the overall goals and objectives of teaching. Plans are modified as the need is
perceived and student ability levels require.
The major emphasis of this assignment is language arts development as well as
socialization and this is incorporated into all phases of instruction. Plans are
differentiated as assessments indicate and visual/oral assessments require.
Lessons are carefully sequenced incorporating a variety of instructional strategies as well
as addressing learning needs.
All cultural backgrounds are touched in lesson preparation and delivery.
Domain Score: 17
Score
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Establishes rapport with all students and their families needed for
supporting academic and personal success through caring, respect, and
fairness. (TPE 11)
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Evidence:
The lessons are planned carefully so that the students' limited attention span and
instructional needs are addressed. Involvement is key here.
Routine day to day procedures are clear and well established and students respond in a
positive supportive manner.
As their ages show their needs in the area of modifying outbursts this has proven to be a
challenge that the teacher has definitely risen to.
Rapport and respect is in evidence and the teacher is well liked and responded to.
The classroom environment is one of safety and stimulation of the senses.
Domain Score: 35
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Evidence:
Expected behaviors are modeled.
Reflections are well done and clearly elicit input from colleagues and USP.
Professionalism is demonstrated in communication, image, and eager acceptance of
input.
Collegial cooperation is observable in every segment of the assignment as well as in
working in activities outside of the classroom.
Julie is positive and eager to be a teacher.
Domain Score: 35
As she takes over her own classes she can incorporate the skills she learned from both her SSPs into her
own curriculum and lesson planning.
To date she has grasped eagerly all phases of the student teaching assignment, especially in applying
common core standards and state frameworks into her instruction.
Her classroom is a positive nurturing environment where students are comfortable and feel well supported
what ever their cultural or learning backgrounds are.
Assessment total score: 161
Rubric Level: 4