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    Cooperating Teachers Adept

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    Cooperating Teachers Adept

    Copyright:

    © All Rights Reserved
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    Segnala contenuti inappropriati
    25 visualizzazioni12 pagine

    Coop Adept

    Caricato da

    Jordan
    Cooperating Teachers Adept

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF o leggi online su Scribd
    Segnala contenuti inappropriati
    di 12
    ‘a fom boas ea tat nS asa oy exe te hy a ‘The condidate should Be omessed | eames 4 wees, 8 wom oe SF POLE. Kandidote on cach of the hey elements under cach stomdord eae, aa 2) zapLGDIR/ IEEE (3) FOEESERESS: AA EXRIGRGESD Of tse ranmgs x pen on tne reverse Se OF Form. THe Ottains Stadt information oe shes appropiate sind based tearing and developmental gos HC Were an implements wstvonaunts-E1A = JC Mente and implements irtroctona uns — Scene JC Mente and wplerentsirsructonal unis — Mathers 7 Heri! and implement istrectonalunts—Socol Sdies : ee acs and negates inructional nts i isa and Performing Ars 1 eerie andineyatesinstracionel unt in Heath Eostion z TCT Went and iterates instructional nts in Phys ution aoe spropiane processes or eckaing ond recarng SWE” popes Racievement TAPS 4: GH EXPECTATIONS i Eaatnches Maia and Communicates High Expeditions for Acoverent a Estas, Mantins and Cormamicates High Expeiations for Partipation ‘SA. Uses Appropriate Strategies — [5B. Uses a Variety of Siratepies GA. Thorough Command of Dscipine ‘6B. Provides Appropriate Content 1 Content Promotes taming [APS TF. MONITORING, ASSESSING & ENHANCING ZA, Monitors Using Formal &lnformal Assessments TA. Uses information to Guide Instruction 7C. Provides struction Feedback "APS 6: ENVIRONMENT PROMOTES LEARNING [oeps, to determine the needs of is oF ther students to plan and provide them a [— 35 {B) ‘THE SCORING GUIDE FOR THE ASSESSMENT Candidate demonstrates a limited amount of Candidate demonstrates all ofthe attributes the attributes of the standard. Performance of the standard. Performance dearly indicates. Indicates that few competencies have been ‘that the competency has been mastered, demonstrated. Including examples, extension, and cencichment. ony ToeTerdar ueppuTD et seus algrs ey} ul sadeov09 Jewauiepuny sesn pve 'spuersiopun ‘smouy —_yepipuea _aus—eueps oy Aide jay op pur sigs SU Buynoin‘Bupjencs pue Buuers ‘tupeas ‘aqupy "=" sospuedns ‘aun “——"~ anya. “dood "hq ps ORE 9 “abrir IM A wey BT i ~_ my eee \daaoy (€) a}qeidesoy Ajare0pOW (2) aa ‘wore qus1uo> yee u] uosss} U0 ISB9| Ye 40} uLL05 9U0 a19Id uO yeideooeun (1) :$- | wou) 97898 oy) BUsn puepuvas TuEyUED oy) Lo sByEpiPULD ay ee NOLLVING3 AYWLNAWSTA ~ LNSWSS3SSV 39G37MON LN3LNOD oof 5 a.RPIpUCD uuewiny sasn pue ‘spuersiapun “smouy aun myepipue> eu —vopeonpa ye2qthyd RASH ur uojuays ssw saan pue ‘spuersiapun “smouy| —9z sqepipue> ey,—uo}eOnPR YEOH sun st ve ‘mou 0} PUED BY —SOIPME |6/205 suoso4apipueD CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Chidhood/Elementary Education cooperating Teacher/Unlvery Supensor canaaate:_—), Ci coopentratacer Wins. Checlira Anthsivy schoo cera 5 rece Sbect Baal _Z Engst Ant Ole: ok RT completed by: DL cooperting Teacher SZ neat supertoe SLL tit e/a Final rectors: Tis form sto be used asa formative and summative assessment ofthe candidate's progress throughout the clnical practic. The candidate should coccseued tree] tines: after 4 weeks, 8 weeks and atthe end ofthe plocement. Rate the candidate on each ofthe key elements under each stondard a= Jolowss sete: (1) Unaceptaie/Deveoping; (2) Acceptable/Meets; 3) Target/exceeds. Then give an overall rating nthe bo beside the ADEPT Performance ‘Standard. An explanation of these rtins is given on the reverse side ofthis frm. "ADEPT PERFORMANCE STANDARDS RATINGS. [7 | TA, Obtains Student Information {32 [: establishes appropriate standards based learning and developmental goa Se [2144 Identifies and implements instructional units ELA S132] 162 Identifies ane implements instructional units — Science a $e 1733] 13 Iaentfies an implements instructional units= Mathematics Fa Pica teentifies and implements instructional units ~ Social Studies 3 FETS lentifies and integrates Visual and Performing Arts within instructional unis a Fe] C6 lsentifies and integrates Health Education wthin instructional units 3 57 [27 Identifies and integrates Physical education within instructional units 3 S| Tad]: Develops appropriate processes Tor evaluating and recording students’ progress & achievement Be 3.4 | 16, Plans appropriate procedures for managing the classroom Zz ga "APS 2: SHORT RANGE OF INSTRUCTION. Sp] 10] 2A. Develops Unt objectives S Se [3.4 | 28, Develops instuctional Pans “ s 5 Se [40 | 2C_ Uses Student Performance Data | “APS: PLANNING ASSESSMENTS AND USING DATA z [ac] 80 J 3A. Uses a Variety of Assessments c Se [40 28. administers Variety of assessments 4 3b [40 3. Uses assessment Data to Assign Grades = "APS 4: HIGH EXPECTATIONS To] Sa] 4a. Exablshes, Maintains and Communicates High Expectations for Achievement > Fe | aa ab Esaishes, Maimtains and Communicates High Expectations fo Parelpation 2 5 GPSS: INSTRUCTIONAL STRATEGIES = 2 SA, Uses Appropriate Strategies, de [32 5B. Uses a Variety of Strategies = q ac SC_Uses Strategies effectively TADS 6; PROVIDING CONTENT FOR LEARNERS, z Se A, Thorough Command of Discoline = 3e ‘8. Provides Appropriate Content S q Se Content Promotes Learn i TAPS 7 MONITORING, ASSESSING & ENHANCING Sb} 40] 7A. Monitors using Formal & informal assessments Ss 3b. 4.0 | 78. Uses Information to Guide instruction 3 9 3 [40 | 7C. Proviges instruction Feedback 3 TAPS 8: ENVIRONMENT PROMOTES LEARNING a Te [3a [ aA, Safe & conducive Pystal Environment 7 = : Te | 3a] 88. Positive affective Climate in Classroom = Onl ie [34 | ac. creates Cure of earning Si "APS 9; MANAGING THE CLASSROOM Te [34] 9 Manages Student Behavior Appropriately te 938, Maximum Use of instructional Time q Ze | 3a _] 3¢. 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Advocate for children Acceptable (2) ‘The candidate colaborates with colleagues and administrators, but not other agencles o determine the needs oT his or he students 8nd to plan and provide hem with “The candidate doesnot collaborate with caleaeves, 108. Achieves Organizational Goals ‘hat ts possible and appropriate and actively supports the ffs of schoo! organizations and extacurcuat activites that contribute to te overall leacring and devologment of students The candidate regularly attends and) ‘The candidate attends fcaty and rade level meetings, but not other School organizational meetings or centracuriularaetties. ‘The candidate doesnot attend meetings or parccipatesin any nracureule ates, APS 10: PROFESSIONALISM Se] ene | nee) omeane ty [oe] 106.1 Effective Communieator: Presentation The candidate's spokenwordand | \wten language are clear, correct, and Seproprite or the target alec The candidates spoken word and ten anguage ae appropiate forthe target audlence ang consist. oles than enor The candidate's spoken word and written language contain The candidate communicates with parens/guatdans on regular bas, responds appropriately to parental concemns, and uses more than thee 2) 102 effective Communicator: Parental “The candidate communicates wih parents/guardians onan Intermittent basis, responds appropriately o parental concerns, and uses atleast thes (3) ferent The candidate doesnot parensauarsane Gb | aerctrenam__| erin loess mae intern «| tnarce meervie oo e L aes communeaton kes ace The candi compos wha 5.1 | 100. exhibits | professional scoolanddstret ues, | The candidate comptes wth | the anddate doesnot Professional | Potts and procedures ands sequate profesional schol and como wth che! poles Demesrorand | 82ctrisic of professional interms | est ules ples and and procedures anafor jemeanor and of eesponsity, ive, time procedures, ad exh 3 cht a profesor 6b management appearance ethical | profesional demeanor demeanr. Standards, and uaty oor The candidate avetecve The canst Wants thers 08.1 Active The candidate dose aot 2s ae bracitontwholenesnsorher | orhersrnstsor weaknesses, | [Rend on 5 . profesional avenge andweainees | anddeviesploneta assess tne | ani srenets XC_| Hdentneation | na devsesa santo adaress hem. | ene. ae The candate aggressively seeks ov 5.1 | 106.3 Active porapatesin scones gn | Thecanddate sees out The canta doesnot saricatesin,andcontbutesto_| partapatein settles to | | teamer: cms nat prometecolabraton | Parvepees and contributes to | paste nate Callaboration | or hisorher contin profesional Since ed ane growth growth, Brow, THE SCORING GUIDE ‘Unacceptable/Developing (2) Candidate demonstrates = imied srnourt of he _atiibutes ofthe standard. Performance inceatee ‘that few competencies have been demonstrated Canaldate demonstrates ‘competency has beon de oherm) one ema da, .— pul oe fh 1013 ~ ACEI/NAEVC 2010 Standards Revised F: “Candidates must receive atleast 2.0 overalto successful pass this sessment. the standard Performance ndeates that he examples, extension oF enrichment a. TOV anager PN sh caadinm X wareerenst ered encoun rg FOR THE ASSESSMENT Tost of he arbuter oF Standard, Performance ceaty ndeates that the competency has been mastered, ncuding examples, extension, and enrichment. onstrated inluging 1s fabs jean shusladke . Pelesson aren wed | ‘Cnelaate demonstrates of the atrbutes of he | “A hs bea aaene oy hotel. is ards Lene a splepueas OL0Z DAIWN/IIDV — €TOZ Ned PaslAay wow poe suena ayes sepnpu aieppued a4 pseu Aq pasared rou (s)easy auaIuoD au ae>IP UE pancleipntoues eae aapieer, weenie | achie Smehrnpacs este krerened face anemns || acoeremes suweis menu vagy ten opens Gercranerwes | Teigerael| are nee apa ed wwomennoune | owenenimun |” ueaetaary ssdoucs sou oe prebopee ist ania | le eens Sone sees - oom a vexdjousa pu ayes no swownns | aura agen up “sss a8 et eamoet iota Lara: sncsnyely teal “Syeuayew yo Ayaen ey er lope creas : — vse § a sapoereenrs Sennsut sy canyon wont pene Keweteconmy | _eetmoun | Suman Sameer - aaeere eehenperee ed — ioe. vay hura i op sup suse nee ve Anson Soop erermen diogeupoe au Dunant rstoan eye rs stapes vane a sinos ogra | TEE tant 9 9aiBep agerdaa.e ’ adam Aromesmmmcise | senate 19 ay esaenseoup supputd otra es 7 TR a 7 ° : T swouatoeso wana ae eee aq. TOPPA TG nussorenena F JOT oan Hy ates TT THO ETF aeprpwe> CAPO FH Pw Iqevdaooeun (T) :- T wou 2fe2s a4 Buysn prepuers wuaru0s ayn uo sorepipue> ax are NOLLVINGI AUV.LNSW313/GOOHGTHD ATUVS - LN3WSSISSY JDGTIMONY LN3LNOD SplepUFAS O10 IAIVN/IFDV — ETOZ es pasinay TRAST wounp0 pu a sewers oan py cotantsrrsns [5 sireseceannics “SJeHAIEU Yo A1aUseA e sopRioUt +40 Kayes © sasn ayepypuer = -swapnys At ar paretsuoesy | AUIS} Spun oiepipue> ‘w@pmysAvewuousa 0) ay Jo fend say Peete? Tugel ems? | paoueua pu sons vontonpofenstadn sae n | gy phemamosene on shadyosere ay | SH EOHENS Stas esi sien pas snotty svmnesseoioauion |S BR | npr neta waIUS? B19 J0 a8pa%}mouy | -qUaWED XN Jo aBpaYMOLRY “quaqua> 4o aBpaymouy eee nell Se eee snsioentues nensownp | yo caop aes uot seams roman | SePtPue> a—ontonpa esha ‘suossay ayepIpueD ‘Ayaiy e mensuowap “suossay auepipue ———- |. suo aeppueD ete |__seseteenpes “woe ames I ae ‘9x80 ea pope soso ue sur ene nue oe 947008 0 sige en suey 0 stoesd pueuauceronap I " 0 poreaysopubvedunay o1 parejas sapuaradwoy 40 seaue 0 pares = bape spun rmoeoypotoanouy | Sapensaaea oy eee ur simon suossrreppue eee ‘youn weston suynp seine on fen soy epou feu leonas a pve ares esisz Pp aiip aesnre sarapdtes semcwop we avenowop me sues app) qwounpuus “von pos ext oes shaven econ cies seston sama se sursoap ptuoqu ayeu ox zee sonuige swapms kewouoto mowos$ sapnsienrjo sere on esyr 9 pay nadwoy aN sinwe>suoodpyten, |“ notso4e spoyay ‘eeodap gesoot | sums eure tu siowep ue mensougp ‘8 {oleuot3sem pe sos step ‘snowy eppues ats CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION ADEPT EVALUATION FORM Early Childhood/Elementary Education ‘Cooperating Teacher/University Supervisor candidates 2) fey Cooperating Teac scoot AYU HOLE Cf HUE C, Graue/Subject at Completed by Cooperating Teacher Univers Supervisor oat Mian Fal Directions: This form ist be used as a formative and summative assessment of the condidet's progress throughout the cnical practice. The candidate should ‘be assessed thre (3) times: after 4 weeks, 8 weeks and atthe end ofthe plocement. Rote the condidate on each ofthe key elements under each standard as follows: Seole: (1) Unacceptable/Developing; (2) Acceptable/Meets; (3) Target/Exceeds. Then ive an overal rating inthe box beside the ADEPT Performance Standard. An explanetion ofthese rating is gen on the reverse side of this form. [eee [ne [avr PERFORMANCE STANDARDS | nang] a oa One NER NGS Ce] 18. Establishes appropriate standards-based learning and developmental goals 3 1C.1 Identifies and implements instructional units - ELA a eS Mees and agin Yo aa Peoria AUS TEE Maho an ene Neh Caen 1 Dp Ee ask SE a ee Tan ooo pone ciel a = q ee Boise aaaem eR RTE "38. Administers a Variety of Assessments q See area st ape oa fevaiaesenes a: Ease War ond TOTS FEST NER ese nemctoes StoTeaT Seas ovens Se Se eyo se Ea eae TOR ERS tc Thoagh omnes oa Se eon G Coe Seana NSO TROT aac oe sted onde aera #5. pao teas Chas Eee ee cea Eel nisea a ery Se eee ‘9C. Manages Non-instructional Routines Candidate's Signature, Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards CLAFLIN UNIVERSITY SCHOOL OF EDUCATION PROFESSIONALISM ‘APS 10: PROFESSIONALISM “The canaiatecolaborates wah

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