Miami University- School of Education, Health, & Society MIDDLE CHILDHOOD EDUCATION MET}IODS BLOCK - FIELD EXPERIENCE EVALUATION

FORM
Evaruation

ror

R,'chq rd Lasf First , *.hool District /- /.,uo .t f 'Ll $choot: 7Z /a-tqn zlq mliale ;ddle Scarot S*euunt #i cko Participating Teacher(s):
Name:

Se fe f S o n

Grade Level: Description of H(PERIENGE

7in

Subject Area(s):

Scic,rtce
METHOT),S BLOCK

TT'DDLE GHILDHOOD EDUCANAN

Typically, Middle Childhood teacher candidates are asked to observe classroom settings and teacher meetings, teach lessons ia each of their content area specialties, complete their field assiglments, and interact with students and teachers in a professional manner. The National Middle Sehool Association (NMSA) requires that Middle Childhood Education teacher candidates have field experiences that specifically and directly address middle level education ofall young adolescents (i.e., shrdents ofdiverse ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, regional or geographic origin, and those with exceptional learning needs). Although all of these descriptors rmy not be representative of any single field placernenq it is the spirit of this statement that is critical. Additional experiences in the building should engage them in the daily class and teacher routine to the
extent that the classroom teacher and school administration permits.

- CONTENT

Description of RATINGS
E = Exemplary Level - The candidate demonstrates dear, consistent evidence above and beyond the requirements. S E Satisf,acrtory Level - The candkJate demonsfates clear, consistent evidence whidr meets all requirements. N = Needs lmprgvement - The candidate demonstrates only limited evidence to meet requiremenb in this area. N/O = Not Observed.

STANDARD

1:

lS WELLGROT NDED IN LIBERAL EDUCATION, CONIENT KNOLWEDGE, AND PROFESSIONAL

KNOWLEDGE
N

Nto

1a. Evidences depth and breadth of academic content knowledge and skills speciftcally needed to teach in the middle school to maximize student

learnino.
1b.

content soeeiffcallv in the middle school (A3) 1c. Makes content knowledge comprehensible to middls school students by
creating leaming opportunities that reflect an understanding of the intellectual, physical, social, emotional, and moral development of all young adolescents. Specifically, the candidate uses developmentally

Demonsfates an understanding of the connections between content previously leamed, curent content, and the dispositions to integrate frrture

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resoonsive instructional sttateoies.

1d. Demonstrates strong written and oral communication skills (e.9. conect qrammar, leqible writino. clear soeech)

STANDARD

2:

APPREGIATES AND UNDERSTANDS DIVERSE LEARNERS, ENVIRONMENTS, AND ORGANIZATIONS

N

N/O

2a. Shows sensitivityto cultural and individual differences, by responding positively to the diversity found in young adolescents--+howing respect to the students and theirfamilies. 2b. Demonstrates an appreciation and understanding of exceptionalities present in the middle school by creating positive, productive leaming experiences where developmental differences are respected and suoported. and individual ootential is encouraoed.. 2c. Utllizes multiple instructional strategies that are appropriate to middle school students' needs by selecting developmentally appropriate cuniculum and resources, and by creating learnlng experiences that encourage exploration and problem-solving so all young adolescents can be actively enqaqed in leaminq. Revised 03/08

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Miami University - School of Education, Health, & Society MIDDLE CHILDHOOD EDI}CATION METHODS BLOCK - FIELD EXPERIENCE EVALUATION FORM STANDARB3: DEIIIONSTRATES SENSITIVITIES TO LEARNING COT,aTEXTS AND ENVIRONMENTS + N N/O E s
Creates a climate that promotes faimess (81) 3b- Establishes and maintains rapport with middle scfpol students in ways that support their intellectual, ethical, and social gmwth; and in ways that show enthusiasm for being a positive role model and mentorfor all young adolescents. tB2) INMSAI 3c. Communicates challenging leaming experiences to each middle school student, revealing an understanding that all young adolescents can leam, and acceotino the responsibilitv to helo them do so. (83) 3d. Establishes and maintains consistent standards of classroom behavior by employng fuic effective, developmentally responsive classroom manaoement technioues. {84) 3e. Makes the ohvsical environment safe and conducive to leaming (85) 3f. Facilitates middle school students' integration of understanding, competence, confidence, and emerging self efificacy by engaging young adolescents in activities related to their interpersonal, community, and societal responsibilities. 39. ldentiftes and uses community resources to foster student leaming tNMSA2I

3a.

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STANDARD

4: DEMONSTRATES SKILL lN

IMPLEIIIENTATION AND EVALUATION

Planning

4a4b.

Understands the need to be prepared for lessons and articulates clear leaming goals for each lesson that are appropriate for middle school Creates or selecb teaching methods, materials, and technological resources that are appropriate for middle school students and are aligned with the goals of the lesson (A4) lncorporates the ideas, interests, and experiences of all young adolescents in lessons. Uses students'diversi$ in planning and implementing currianlum and instruction. Connects instruction to the diverse community experiences of all young

. r r

lmplementation
4c- Clearly communicates challenging leaming expectations and procedures to

N'O

middle school students (Cl)

4d. Successtully implements lessons that help al young adolescents leam by encouraoino middle school sttdents to extend their thinking (C3) 4e. Monitors rniddle school students' understanding of content through a
variety of means, providing feedback to students to assist leaming and adiustino activities as the situation merits {C4) 4f Uses instructionaltime effectively (C5) 49. lntegrates statsof-the-art (or available) technologies and literacy skills in teachinq content to all vounq adolescents.

Evaluation
4h. Creates or selects evaluation strategles that are appropriate for middle school students and that are aliqned with the qoals of the lesson (A5) 4i. Demonstrates a sense of efficary by modiffing instruction in response to feedback and performance of the middle school student (D2)

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4i.

Monitors and assesses leaming using multiple assessment strategies (e.9. observation questioning techniques, tesG, demonstrations, etc.) to

support the middle echool students' learning and effiectively measure student mastery.

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Revised 03108

Ittliami University - School of Education, Health, & Society MIDDLE CHILDHOdD EDUCANON i/IETHODS BLOCK - FIELD EXPERIENCE EVALUATION FORM

STANDARD 5: DEMONSTRATES PROFESSIONAL

COltfr M tTM ENTS

Af.lD DISPOSITIONS
N

N/O

5b. Observes sclrool oolicies and oroeedures

5c. Demonstrates proper conduct as a professional (well groomed, properly dressed- courteous- ounctual) 5e. Refleds on lhe e:dent to which leaming goals were met (D1) indicating the extent to which those goals were impacted by involvement of the middle

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school student Pleaae comment on the candidate's criteria on thls form.

great$t stength(s| and area(s) in need of lmprcvement as they relate to the

Strength(s):

are o"t1:"rb;n3 ,,tAouffA*Ll, -3 qqzcd. fhose a/-e ^nd f hrc e 7* olil;ts rLl .o ) b. Tricetri-s d_.; ,:,r*;- /,,_1 b cg in n, T *eocA, V " Con A,nu" ; ex ca i in /A cs <. ateq s, T {at^: q 3.,i u;ne, ,6; /il7 fu "ulole /. sy'qel.als o/ Cet **;n h*e5 , ancl ooo*lc{ e.'tCOu,raqL t( e4c 7 */-,e 6*;k,g oF re /o./ic*S/.;pS t* aS aA ;nfurol g'or/aF yr*r lco.A,'5
V*u

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Area(s) to improve:

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S; nc .re I reiu,hon, * f So me n,a; *A.a

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Teacher's Signature

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