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  • Molly Craig Final Eval

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    29 visualizzazioni8 pagine

    Molly Craig Final Eval

    Caricato da

    api-276228656

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF o leggi online su Scribd
    Segnala contenuti inappropriati
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    Butler University Student Teacher (Candidate) Evaluation Student Teacher (candidate) —_{V olly Craig pate_|Z/i1 Zi Cooperating Teacher Lou Ar Keeling senor Wal lace supervisor Hochman 1*Placement_4/“_OR 2" Placement Is this documentation of the Midterm Conference OR Final Conference: inal Conference 3 stot prniag trenton Lice? 2S (not semester) DIRECTIONS ‘© This is an evaluation representing a snapshot of the candidate’s performance at this point in his/her student teaching. ‘This form will become part of the documentation in the student teaching folder. You should provide the candidate with a copy as well. ‘© The assessment form below focuses on ten main areas of effective teaching. Each of the ten areas has also been linked to the Core Values of the Butler University College of Education and the ACEI Standards for elementary education. Please assess your ‘candidate's performance in each area using the scale defined below: 'N/O ~ This is an area that was not observed, is not applicable or should not be assessed at this time, This for use during formative assessment at midterm ONLY and is NOT to be used for final evaluatior )Emerging - The candidate may be showing this skill occasionally but struggles with itor the candidate should have ‘demonstrated the skill, bu did not, Performance is not at the anticipated level for this point in his/her development and still needs much improvement. Intervention is needed. (@yBasie - The candidate performs this skill at an acceptable or basic level for a candidate at this point in higher development but needs to continue to grow in this area @)Competent - The candidate performs this skill competently at this point in his/her development and continues to develop in this area, (@Proficient - The candidate is highly proficient with this skill at this point in his/her development and demonstrates it frequently, understands the purpose behind it and can replicate it with ease. ‘©The Student Teacher (ST), Cooperating Teacher (CT) and University Supervisor (US) should note their scores under each of the indicators in the boxes provided. All parties should then sign the document atthe end of the conference. 1. CONTENT Proficient - 4 Competent-3 | Basic Emerging-1 | Core Value of Teschng, Leering ond Mentoring The candidate Ins he subject mater and fable to each Cleary to others. ACEI ~ 2.1 Reading, | Aecieine end Orat Langs clearly and is able to restate | Connects to oer areas | tnowedge wih Krowiedge but cannot | not carect content concepts in several ways when | of currculumiciscipiines | connections to other | articulate connections | erors students make it |e, (seme [eee |e enirein Oecepeines a1 multiple ways is evident in | students’ lives being | Concepts are q_ {4 sore Prerequisite knowledge and when deserting incision | nderstanding ot | prerequte earning, | prerequsto knowledge, effectively moves from concrete | or secking causes for prerequisite although it may be | important for either or TU us ‘concrete to abstract abstract concepts. ‘move from concrete oe eae TI, DEVELOPMENTALLY APPROPRIATE TEACHING (Core Value of Teaching, Learning and Mentoring: The candidate understands how student this age grow and develop and wes tha knowledge 10 support learning. ACEI 1.0 (Development Learning and Motivation Proficient - 4 ‘Competent - 3 Basic -2 Emerging-1 NO ‘A, Gears instruction so that students are not frustrated by the level of the content, skills, or activities by taking into account the cognitive, social, physical and emotional needs of this age ‘Gandidates language, love! of content and choice of instructional materials displays knowledge o typical

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