CLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM Middle Level Byeation Cooperating Teacher/University Supervisor Candidate: Sel: ‘Completed by: Cooperating Tencher —_y/”_ University Supervitor Att Midterm 7 Finat Divestions: This form is 0 be sed as a formative and sunmutive aressinent of the cantldate’s progress throughout the cial practice. The eanddate shoul! be assess three 3) mes: after 4 weeks, 8 weeks aud atthe endef the placement. Rate the candidate on each of the hy elements under each statind a follows: Scale: (2) CnaccepableDevelping; 2) AcceptableMoets; (5) TargevBxcects, Then give an overall rating tn the box beside the ADEPT ‘Performonce Standard. An explanation of these raings is given on the reverse side of hs form. | STANDARDS, "ADEPT PERFORMANCE STANDARDS RATINGS. t TEST TONG RANGE EARRING Th Obaie Sar aoe eS 1 ais pri nad ag dil a TC Miter apt inetd 1D. Deco rare ae aban a TERT 3B Te Fa nae gala emg ts oo TES MAOH RANGE OPROTRTCTOR 1A Des Ut Ober 30 Dalgs ict Ps Se tay Set Forme Da ‘APS FANNING ASESSENTEAND USNC DAT I 3A. Ue a Vref Aree — 3B. Administers a Variety of Assessmenis _quechipning 5, eta amen Daa gr ra HO Sa nC ERPECTETONS z aA. Els ad Compan ip Estas Tor Acorn 3 Fo ee ee suntstocae ae 4 | TAPS INSTRUCTIONAL STRATEGIES ae SA Use Appropate Sao SH os a VatayaSuasues Guaabindig | ubalOS, Dip Lacan Daa Uses Steps lee zZ TAPS 6: PROVIDING CONTENT FOR LEARNERS z les “6A, Thorough Command of Discipline Z J si Provides Appropriae Content i {60 Contet Promotes Learning “APS 7; MONITORING, ASSESSING & ENHANCING Ze 7A. Monitors Using Formal & Informal Assessments "75_Use information to Gude Insvction Provides Inston Feetiack ‘APS 8: ENVIRONMENT PROMOPISL.CARNING RA. Sale & Conducive Piysial Environment ‘8. Positive Afetive Climate in Classroom 3 z C_Crestes Culture of Leas Zz "APS 9: MANAGING THE CLASSROOM ‘A, Manages Suet Behavior Aopriatly 91. Maximum Use of lsructiona Time [9c Manages Now-nsruionl Routines Candidate's Signature pate 3-4-No — brataors signature PPLE Behe 4 | | “Candie dernonsttes a inited noun ofthe | Caldas demanstrstes ost oft avibues ofthe] Candidate demonstales lof abate of tre ‘tributes ofthe standard Performance indicates that | standard. Peformance ndates that the competency | standard, Perfomance clely inde thal the Few competences have been demonstate Ins been demonsttedincadiog examples, ‘competency hes been mastered cluding examples, extension, o enrichment. extension, and ervichnent, CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION Détente _ Detné Vary vrtiondine tlarn,..PROFESSIONALISM ‘APS 10: PROFESSIONALISM Leen ee [earns | Tie candi oolsborss air calles, edison cher A to at eden pened poesia ah | ototier ani todtemine te. | The ade dos not * neds ofhis or estat ad to} ealabrate Wa calles, peau tn determin he nec of | Ha ad provide hem withthe | adinisttars or agensies. Fersnin tpl an pois then wah sora eng propre amin xpress experiences und assesses, "The candidate egal attends end contest meeting othe extent 108. Achieves | that its posible and appropriate, nd Organizational J sively supports te efor of schoo! Goals ‘organizations and extacurcular ‘tos hat eonebut to the overall learning and development of students 10C.1 Effective | the candidate's spoken word end "The candidat tends fast and grade level meetings, bu nother school ogaizationl mosings or cetacarcuar avis “The cane doesnot tend ‘meeting or partiepates in any extacarcul xis, Ths candidate's spoken Wo wD | Gps an aidars pone word Communicator: J writen language ae clear covet, nd] wile mess ae poroprts Fr | a yen language contais Presentation appropriate fo the target endicnce. {io tere mtones snd cons of lesan Seon “The candida commie ‘The candid communicates with 10C.2 Erect] parea/gsarins on aretarbais, | Peenlgurans onan Communicator: | enema on areata | frien bss, repos ‘he canine docs not os ‘egondsamopricy © paral | propio petal enon, | communi wih aces, ss ses atest te (@) differen] parentsfaudins, Responsiveness | vid format tense hat onging ates he ommunizaten aks pas. format fo ensure hat ongoing emmncaon ep. The dias compli wit a sehiits | orton acho and ditt ts, | The cant compli with Percent | pales and procedures a's stewie prion achoaland | THE =wWlide dos ot ‘haaclristc ofa professional in terms | district cules, ptices and orm with schoo ois Dameanor and | SFresporsbiy, nitive, ne | peed exe © rectus anor etbit Behavior management, appearance, ethicel professional demesne, ‘professional demeanor, stds and uly of wk Te candi arene Tie cca te cH private hinortae | err ana oestnses nd | Te ala dosnt Pression rr ard wens] devs plat bes the ate toddeviesaplntosdinssthen | Mente “Tho candidat agrerivey ss ot pitcitsin and contrite 0 fetes that promote colatration oe Hvortercontmc poesinal got ‘many blatant eo, ‘The candidate dos not Professional “The cai sso eee parca cratibwes to | Tecan doesnt Etnies eqs tod | a pan “Candidates must receive atleast 2.0 overall fo successful pass this assessment 10 THE SCORING GUIDE FOR THE ASSESSMENT 2 See “Candidate demnsitcs ated amount ofthe] Candidate demos ow ofthe abu ofthe Candidate demonstrator al of ie whats of We ‘tuiuts ofthe staedac,Perermance indiewes tat | standard, Peformance indicates that the competency | standard. Performance carly indises that the ‘ew compesncies have ben denonstaed. Is been demonstrated inluding examples, ‘sompetenc his been mastered including examples, extension, or enrichment extension, and enrichment. |Content Sj ic Questions: Instrui Use the scoring rubric below to score the attached content rubric. Unaceeptable(f) | Moderately Acceptable(@)| Acceptable 8) ‘Highly Acceptable (4) Target (S) Candidate damonstraies | Candidate demonstrates | Candidate demonstrates | Candidate demonsirates | Candidate demonstrates ‘limited amount ofthe | some of the attbutes of | most of theaitbutes of | most ofthe atributes of | al ofthe aributes ofthe tributes of the standard, | the standard. the standard, the standard. standard. Peformance Pesformance indicates | Performance indicates | Performance indicates | cleuty indiates thatthe thatthe competency has | that the competency has | thatthe competeney has | competency has been have been demonstrated, | been demonsrated, been demonstrate been mastered including} mastered, including including examples, | examples, extension, or | examples, extension, and extension, or enrichment, | enrichment. corichment. Content Specific Questions: (Middle School hid sou Houed Middle. — swe abecdl Dh ome Fede ‘Administrator Grade Level: 4Z_ Univ. Supervisor Rate the candidates on each content standard using the following scale: Seale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Aceeptable (S) Target ‘AMLE Strvdara | Component Understands the major concepts, principles, and theories of y eal, physical, social, emotional, and moral ‘aloTesoent development ‘Understands the range of individual differences ofall young adolescents and the implications ofthese diffézences for teaching and leaning ‘Knows a varity of teashing/earming sategios tat take Into consideration and capitalize upon the developmental characteristics ofall young adolescents Understands the imp! ‘of young adolescent development for school organization and components of successfil middle level programs and schools Understands issues of young adolescent heath and sexuality ‘Understands the interelationships among the characteristics and needs of all young adolescents Taderstands thatthe development ofall young adolescenis occurs the content oF classrooms Hailes, par gFOUPS, ‘communities and society Is knowledgeable about how the media portrays young adolescents and comprehend the implications ofthese portraits ‘Understands that middle level iculum shouldbe relevant, challenging, integrative, and exploratory Tderstands the nredisep planning cusiculum inary nature of knowledge and how to make conncalons among subject areas whei Possessesn depth and breadth of content knowledge Trfnowledgeabie about local, site, and national middle lovel curioulum standards and of ways to assess the sdent ‘knowledge reflected in those standards Is fuent inthe integration of technology in curriculum planning. Knows how to incorporate all young adolesconis’ ideas, interests, and experiences into currieulum [Understands multiple assessment stratogies that effectively measure student mastery of the curriculum Understands tho integrated role that technology plays in a variety of student assessment measures ‘nderstands ther roles in the total school Guriculam (@, advisory program, co-curricular actvilies and other programs) ‘Knows how to assess and select curriculum materials that eve academically challenging and personally motivating Tor L young adolescents HEE ‘Understands the ky concepts within the eitical knowledge base and know how to design assessments thet targets them Lahn Rr irs hx Gy b> onbon Fos Se Be gs wasn 8Comments: (Use an attached page if necessary.) Evaluator Signature b Candidate SignaturCLAFLIN UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM ide Level Baveaton ae ee ae consi: Zilliard conminetee: Ms, Santin ya Mac che Bron Sree Be aie Completed by: Cooperating Teacher University Supervisor Jota Mid-term ‘Directions: This form sto be red asa formative and snmomatveaxsssnent of the candidate's progress throughout the linia! practice. The candidate howd | De assessed thre (3) times: after d weeks, 8 wecks and af the end oft placement. Rate te candidate on ech ofthe key elements under each standard as | follows: Scate: (I) UnacaptaleDeveloping (2) AcceptableMees; (8) TargevBcceeds. Then give an overall rating tn the Box besde the ADEPT | Peformance Standard An explanation ofthese ratings is given onthe reverse se of ths form. | “ADEPT PERFORMANCE STANDARDS RATINGS [aks 1: LONG RANGE PLANNING 2 TA Oblaing Scent Information TR, Esablisies appropcae sind bed Teaming ne fovlopmenal goal a TCT Rents end implements strutonal unis 1D: Develops appropriate processes fr evlusting abd eeording Hodes prog W ahicveneal_ TE Pans approprie procedures for manaung te clasicow TAPS 2: SHORTRANGE QR INSTRUCTION” 2A Develops Uait Objectives z 2B, Develops tnstuational Pais 3 2. Uses Sent Psfomases Dal 3 [APS 32 PLANNING ASSESSMENISAND USING DATA = ‘A. Uoes a Vaney of Assessments 5 Admins a Variety of Assesses =z 5C. Uses Assesment Daiato Assign Grade TAPS HIGH EXPECTATIONS Tee “ik Eanes, Mats and Conmoniat Fgh Expeaaion Ta ASSCYoneaT 3 aa, in ae Cora eas ih pant i ana “APS 5: INSTRUCTIONAL STRATEGIES : 3A. Uses Aparna Stele = = 3B Uses a Vary of Saepes 5C_Uses Steps ete "ARS" 6s PROVIDING CONTENT FOR LEARNER GA Tough Conmmnd of Daca =z Ga. ProwdesAppropte Coen &._Conen Promotes Lexing PST MONITORING, ASSTSONG @TNMANCING z “TA. Masitas Using For 6 lafmal Assesses Z [73 oes nomatoa to Gude instucton Provider Inrcion Fea 2 [PARS 5 HWVIRONMENT PROMOTES LEARNING. = = TEA Sn Condcie Py! Envir BD Posie Afectve Clean Casroan 30a Cute of earn _ [SEE APS oa MANAGING TUR CLASSROOMETT SA Manage Suen Beto Apps SH Mixinim Useothistustion Tine SC Mnages Non sruigna:Reis pue Alb] lb. Ryaletor Sian Canis deren a Unedanvatatbe | Coats deyotv ars nest of teas of be] Candin ements a fe abuso Oe tributes ofthe standard. Performance indicates Unt | standard, Performance indicates that te competency | standard. Performance cleat ingiats thatthe (ae ea EC Ea ‘ut Tew competencies hae been demonstrated hharbeen demonstited nding examples, capes) artra mater cng camps, extension, o eich. xenon, and enrichment CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATIONPROFESSIONALISM Target (3) il __ [Unacceptable Gy: Spe caciize labo vin wi | Tecate cotabrt wih —— colleagues aa adinistratocs, but 104, Advocate for | seca bse coeonmay | tuteberapactste emia ti | Te cabiae doent 10h. Aan seein baci wsoment) | Neneh tear an | eon hcl fins erie Hemet | pap aogpesetm the | ses as with he appr ening Spree ening expres Setor ieseamen | meson a sss easter conan betag weoreat 105, Achives_ | Satitspoutic anderen: na | Tecate ety nd | se anit dest ated Organizational | sciveyloppos e efbre otscout | ade fevel meting, bat note | es aria in Gants ‘remax yenacutonat ae ii at cost te ocal icing nd develope ost OCA Ktfective | The candidate's spoken word ant Communicator: — | writen language ae clon, cect, sod Presentation sppropit fer he age audience. Shoo gonzon] mectings ‘stracuatcular active. “The capa’ spoken word nd waiten langage contin many Blatant errs “The candies spoken word and ‘writen language ae appropriate For the target diene and consist of| les than $e “The caida communica Witt pacatsfguerdians on an toca pmeve | Benitcommiats it | C2 Rifective | pavntlevrdans onaregnarbas, | Communicator: | Fpontsspmepeyteprnad”| Omir bas emponds,| || Thm cnt dos et | Srer ‘ston porns peel | sppopatly tpl ences, | connate with : faim seeatuce@) citron | pacatlgurdas. Responsiveness | veil omatstcmre toning | SOUS ata i Communication aks place, uty o enor tht ogni eeremnieton i ples Tree compin wit a . role schol and ditt ts, | The anid complis wih | Peas | pics, nt prosedes and adequate ptesioml school and | Teeandlatedocnt, | Det ae id ‘characteristic of a professionel in terms | district rules, policies and ee acannk meanorand of esponsibiy, inn, ie procedres, and exhibits a Seirniee Steet aes ‘management, appearance, ethical ‘professional demeanor, Reet i andy ad gait of Wark Som aaive 7 | Me endaets areecive The cai aie ches : tractor sito ene iorber__ | rer sung of weakness, a eee professional strengths and weaknesses | devises plans to address the Tieaditication _and devises a plan to adress them. identified. The sans apestly es Oye ciao 1083 Active participates in and contbutes to ‘The candidate seri ut, ‘The candidate does net Learner: tives that promos ellboratin for | Faas in ond ont © | puticipte in acvites to Collaboration hiseber coed poten Sonne promote profesional growth, ‘The candle docs nt Sent strengths or sven OVERALL RATING "Candidates mast receive al least 0 overall fo successful pass this assessment, THE SCORING GUIDE FOR THE ASSESSMENT “Candidate demonstrates aimed emourtofthe —] Candidate demnourtates most ofthe abuts of Go | Cavdldas ceronstates al of te fru of the ‘thy ofthe standard Performance india tat | standard, Performance toeates hath competency | standard, Perfrmance clearly indicates hath {ew competences have been demonsiated. fas been demonstved icuding examples, competency hasbeen ineseed neon examples, extnsion, or enrichment feeniog, and eschment | | | jContent Specific Questions: Instructions ‘Use the scoring rubric below to score the attached content rubric, Unacceptable (t) | Moderately Acceptable 2) } Acceptable 3) Highly Acceptable (4) ‘Target (5) Gaadidnte Cemonstates | Candidate demonstrates | Candidate demonstrates | Candidate domonstratos | Candidate demonstrates ‘limited amovntof the | some ofthe ateibutos of | most of theatibutes of | most of the attributes of | al of the attributes ofthe atibutes ofthe standard. | the standard, the standard the standard standerd, Performance ‘Performance indicates | Performance indicstes | Performance indicates | Performance indicates | clearly indicates thatthe ‘that few competencies | thatthe competency has | that the competency has | that the competency has | competency has been Ihave been demonstrated. | been demonstrate. ‘been demonstrated been mastered including | mastered, including including exsmples, | examples, extension, or | examples, extension, and extension, or enrichment. | enrichment cnvichment Content Specific Questions: (Middle School) contitwe JaQuez Gilliacd seroor Howacd Middle. Shel’ sunec: Mathe maties catuaor Ms. Marcia Wright’ creer —_@ 7% owe A= SZ 20/6. Completed by: Coop. Teacher “Univ, Supervisor ___.. Administrator Rate the candidates on each content standard using the following scale: Scale: (1) Unacceptable (2) Moderately Acceptable (3) Acceptable (4) Highly Acceptable (5) z poe Abceneable (Sp Saree AMEE | Component Score Understands the major concepts principles, and theories of young adolescsnt dovelopanent~ intellectual, physic, social, motional, and moral ‘Understand the range of individual differences ofall young adolescents and the implications of these differences for teaching and leering ‘Knows a variety of taching/learing Salegics that ake Tato consideraion apd capitalize upon the developmental characteristics ofall young adolescents ‘Understands the implications of young adolescent development for school organization and components of success smile level programs and schools ‘Understands isues of young adolescent health and sexuality ‘Understands the interelationships among the characteristics and neads ofall young adolescents ‘Understands that the development of all young adolescents occurs in the context of clssooms, families, pex groups, communities and society 1s knowledgeable about how the media portrays young adolescents and comprehend th implications of these portraits “Understands hat middle level curriculum should be relevant, challenging, integrative, and exploratory ‘Understands the tnterdisciplinary nature of Rnowledge and how To make conncclons song siljeat areas Wien planing curiclum Posseases a depth and breadth of content knowledge Te knowledgeable about loa, stats, and national middle Teel curriculum standards and of ways to assess the stadent knowledge reflected in those standards 1s flucat ia the integration of technology in eurciculum planning, ‘Knows how to incorporate all young adolescents’ ideas interests, andl experiences into curriculum ‘Unaderstands multiple assessment strategies that effectively measure soudent mastery ofthe euticulumn &Felorjo, x bs} ‘Understand the integrated role that technology plays ina vaity of student assessment measures jes and other ‘Understands thelr roles i ho toil schoo! corioolum (eg, advisory program, o-aurriular acl programs) ‘Knows how fo assess and select cunToulum materials that are ecadeinically challenging and personally motivating for nang adolescents * ‘Understands the key concepts within the critical knowledge base and know how to design assessments that tergets themComments: (Use an attached page ifnecessary.) Evaluator Signature: a Candidate Signature: ( Jalsa fo