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REGENT

SCHOOL OF EDUCATION .NTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX fifl&M2~

Name of Teacher Candidate Endorsement Area ~"T?\ V(^rr\\fv>p \\nCYU S^frfeGrade _S 1 3r<l _ Level Internship Dates: Began Oc.VoDer \1 ; Zti \\ Concluded

School
Evaluator's Name \jrmn x f A \Alr.br=iVef Evaluator's Positio Please rate the teacher candidate's performance according to the following rubric:

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I. I N S T R U C T I O N A L P L A N N I N G AND D F . L I V E U Y
I Uses formal and informal assessment data to make instructional decisions.

2. Plans instruction based on objectives and core curriculum demands 3 Designs instruction that academically addresses learning style and motivation, us u e l l as behavioral and academic needs. 4 Plans instruction based on diagnostic teaching s Designs instruction that includes rev lew. teacher presentation, guided and independent practice, immediate feedback and delaved tcslitvj . Designs and implements instruction that facilitates retention and transfer

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7. involves students with dally visual chartmu of academic and behavioral performance
X Demonstrates effective use of instructional time. 'l l.'scs relevant example and demonstration to illustrate concepts and skills. I d Mokes efficient transitions between instructional activities. 1 1. Sunimari7.es the main points at the end ot the lesson 12. Incorporates all language modes in instructional planning and delivery.

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13 Uses signals, cues, and questioning appropriately.

14 Conducts and uses task analysis. 1 5 Integrates effective social .skills, as well as career and vocational skills with academic curricula I'). !.!ses computer technology when appropriate 17. Uses research-based instructional approaches and techniques.

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omments on effectiveness of overall instruction and use of developinentally appropriate strategies

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SCHOOL OF EDUCATION INTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX M l & M 2

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II. PART A. MANAGEMENT- BEHAVIOR 1. Utilizes a predetermined set of behavior management rules and procedures. 2. Anticipates behavior problems (signals, behavioral indicators) and responds. 3. Designs and implements appropriate behavior intervention plans. 4. Designs and implements .strategies for social skill instruction. 5. Uses knowledge about students to prevent behavior problems.

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Comments on teacher candidate's impact on student discipline:

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Comments on teacher candidate's ability to lead the class:

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51

REGENT .UNIVERSITY,
SCHOOL OF EDUCATION .NTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX M 1 & M 2

INTERN EVALUATION: MIDTERM AND FIiNAL BY CT / US (CONT.)

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I I I . COMMUNICATION I . Uses voice tone and facial expressions for emphasis, management, and expression.

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2. Actively listens and appropriately responds to students, parents, teachers, administrators, and other school personnel.

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3. Collaborates with parents, classroom teachers, and other scnooL'community personnel.

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4. Communicates specific information on student performance to teachers, administrators, parents, and other school professionals.

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5. Chooses language appropriate to learner needs.
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6. B u i l d s an interactive learning community with students

7. Demonstrates ability to problem solve as well as manage resistance and conflict in interactions with students and professionals.

8. Writes appropriate goals and objectives.

9. Understands and respects individual differences

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Comments on teacher candidate's ability to lead the class:

52

& REGENT
SCHOOL OF EDUCATION INTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX Ml&M2

INTERN EVALUATION: MIDTERM AND FINAL BY CT / US (CONT.)

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^SESSMENT_ ___ O 1. Examines student educational files and understands and utilises assessment data. 5 2. Conducts and analyzes functional assessment of behavior. 4

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3. Uses direct observation techniques to gather data and design behavioral interventions.

4. Conducts diagnostic assessment for instructional purposes.

5. Monitors daily academic proaress.

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6. Provides immediate feedback.

7. Sequences, implements, and evaluates individual learning objectives.

8. Critiques daily performance.

9. Keeps anecdotal record of student behavior.

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Comments on teacher candidate's development and implementation of student assessments and evaluations:

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53

l REGENT
SCHOOL OF EDUCATION .NTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX Ml & M2
INTERN EVALUATION: MIDTERM AND FINAL BY CT / US (CONT.)

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V. PROFESSIONAL AM) ETHICAL BEHAVIOR 1. Plans and directs activities of classroom assistants including paraprofcssionals. volunteers, a n d tutor. 2. Modifies performance based on personal and professional critiques. 3. Demonstrates Jlexibility. 4. Demonstrates initiative in planning, management and professional interactions. 5 . Maintains confidentiality. 6. Demonstrates effective collaboration in one-to-one and small group interactions.
7. Fosters trust in relationships with students, families and colleagues. 8. Receives and responds to constructive feedback.

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Comments on teacher candidate's professionalism, attitudes, and demeanor throughout the period of observation: / ,-_ >& . ,

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Summary:

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'Signature of Teacher Candidate)

(Date,) i^ ( Oi I M

54