6/9/2014 TEIIS - University of California, Los Angeles, Graduate School of Education, & Information Studies

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Mentor Candidate Standard Evaluation
University of California, Los Angeles
Graduate School of Education
& Information Studies
Derived from the California Standards for the Teaching Profession, CCTC Competency and Performance
Standards, and aligned with Teacher Performance Expectations.
Section 1 - General Assessment Information
Candidate Name: Daus, Lauren Arzaga
Assessment Term
Final
Section 2 - Assessment
Knowledge, Skills and Practices
Description of scoring criteria:
4 = Consistently uses the knowledge, skill, and/or practice appropriately and competently.
3 = Demonstrates a developing ability to use the knowledge, skill, and/or practice appropriately and
competently.
2 = Demonstrates an awareness of the knowledge, skill, and/or practice and its importance., but not able to
demonstrate competent use.
1 = Shows little or no awareness of knowledge, skills, and/or practices in contexts where there should be
awareness and/or use.
N = Evidence or observation opportunity too limited to evaluate knowledge, skill, and/or practice
Domain A: Making Subject Matter Comprehensible To Students - TPE 1
3 Demonstrates knowledge and command of subject matter content.
3 Organizes curriculum to support student understanding of central themes and concepts of subject
matter.
3 Interrelates ideas and information within and across subject matter areas.
3 Utilizes instructional strategies appropriate to the subject matter and student developmental levels.
Comments:
Not familiar with the content, but currently reviewing it.
Domain B: Assessing Student Learning - TPE 2, 3
2 Aligns assessment activities with learning goals.
3 Collects and uses multiple sources of information to assess student learning.
2 Involves and guides all students in assessing their own learning.
3 Uses assessment to guide planning and instruction.
6/9/2014 TEIIS - University of California, Los Angeles, Graduate School of Education, & Information Studies
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3 Communicates appropriately with students, families, and colleagues about student progress.
Comments:
Domain C: Engaging and Supporting All Students in Learning - TPE 4, TPE 5, TPE 6, TPE 7
3 Connects students' prior knowledge, life experiences, and interests with learning goals.
3 Uses a variety of instructional strategies and resources to respond to the diverse needs of students.
3 Facilitates learning experiences that promote independent and collaborative learning.
4 Engages students in problem solving, critical thinking and other activities that make subject matter
meaningful.
3 Builds on student comments and questions during the lesson.
Comments:
Domain D: Planning Instruction and Designing Learning Experiences for all Students TPE 8, TPE 9
4 Plans instruction that draws on and values the backgrounds, prior knowledge and interests of
students.
2 Establishes and clearly articulates goals for student learning.
3 Develops and sequences instructional activities to facilitate student learning.
2 Modifies instructional plans as appropriate to adjust for student engagement and developmental
levels.
Comments:
Difficulty with modifying for SpEd students.
Domain E: Creating and Maintaining Effective Environments for Student Learning TPE 10, TPE 11
3 Uses instructional time effectively.
4 Creates a physical environment conducive to learning for all students.
4 Establishes a classroom climate that promotes fairness and respect.
4 Promotes social development and group responsibility.
4 Establishes and maintains standards for student behavior.
3 Plans and implements classroom procedures and routines that support student learning.
Comments:
6/9/2014 TEIIS - University of California, Los Angeles, Graduate School of Education, & Information Studies
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Domain: F: Developing as a Professional Educator TPE 12, TPE 13
4 Maintains professional demeanor and uses appropriate language with students and other
professionals in the school setting.
4 Arrives on time and fulfills obligations at the school site.
4 Appears well groomed and in professional attire.
4 Accepts direction as assigned for completing work related to the assumption of teaching
responsibility.
4 Reflects on teaching practice, initiating and accepting ideas for improvement.
Comments: