SNC Student Teacher Summative Assessment Document Teacher Candidatel SNC Supervisor \U\ Ace gets expectations = 2 Approaches expectations =1 GALLAGHER Professionalism 2 et 30 ‘Content Rnowedge be at ao Professional Appearance 2 at 20 Punctuality x2 at 20 Communication Skis x2 at 20 Aittude x2 at 20 Refection on Practice 32 ot 00 Classroom Wvianagement/ xe et 30 Effective Learning Environment Physieal Space 7 at oo Behavior E;pectations ee ot 20 Establishing Rapport 5or4 a1 oo Beginning Cass 3 e1 a0 Ending lass = ot oo Transitions 2 ot ao ‘Materials and Supplies ez aa ao Implementation of Routines 32 et 30 Preparation and Planning for ve at 30 Instruction Standards-based Lessons ot ao Lesson Plans Be at 20 Questions a2 et a0 ‘Matera ad Supplies 2 ot 50 Pacing acd at a0 instruction ee at co Objectives a at oo Connectionsto Prior teaming 5 at oo Student Engagament 3 at so Opportunities for Metacognition 52 ot uo Formative assessment 5a ot co Pacing 3 a1 oo leomer Centered Cassroom = Giz ot co ‘Assessment of Student Learning <2 ot eo Formative assessment Dat at 30 Summative Assessment N\A: az on 00 Feedback and Grading a at a0 SNC Supervisor Signature:SNC Student Teacher Observation a Observation Number Date: cance ee ole Grade/Subject_ ‘Ostrict_ Tre tae Ua Soni Lesson maine a SNC Supersoo pico [ | Meats Approaches ‘Does not meet | Content inowiedge | Senonsrater aprons | Gemonsrates centabe content” Does rol demonstrate aaa noyledge ofthe cantant | mation conveyed tostuden}sis | | aksurate and unbiased. Contept © | lromodge, ee inleemation conveyed 19 Stuentsis accurate. Contents not stays Fandards bved or focused on ‘en input or base information to students eguaiy. Content ot t2sed on | seandacds ane often no focused on | rica input content knowledge conveys incorect | i Brofessional sppearanc i busness S970 | ~Pratappicabe ‘Appearance Snot aparonviate forthe Schoo! setung —immadest, unkamae. Or inappropdate for he cassroom seit. i Punctuality ing and wring, nal [Reade ucs/mectings, parent cofracts, otc ars ane frinwrttencomymaniatons whien oes no:refiet 3 professional ‘epaston. Sometimes flows ‘appropiate hirarhy with concars. “Soratinet denonniates anrRiSaan forall aspects of teaching, netting ues, PLCs/mestngs, parent contects fe, Acvpts Suggestions ane Feedback. |rcendstrainings when encouraged. \sualy rats sai wat respect Taec occasionally on narucion, | asarsrent, student achiaverart 3nd ture, nd does nt consistently ‘ake adustments nase an reflection SUNS \erself ad te ae nor, Are \ mw wer i oes | Content and presets ib in & WEQ- “Wek YS Clear 4p students, Tepfaaland ample ead | RAG iin ato shoal or w comping | aafies on na professional equines | (atendance aries suserison | dusesee) Tameanizatin Bais | Wapato ong we | Was rel wane ie TROT | Mae: teqnT Oa NS and sling in writen communications, o is unprfessional in wenten andor verbal communications. Does aot follow ‘propriate Nerarcny with concerns, “Seldom demonstrates enthusiasm for all specs oF teaching, incuding itis, PLCs/meatings, parent fcamacs ot. Doss ast accapt suggestions a feaback. Does not notabways treat ta with respect ‘Doar nat raed, or wehecs but doe ot make adjustments to practice ‘based onthe dota “o ot aod | sttend trainings when avilable. Does | Teacher Copal ee Wirmont Dumulle cee ZL Page 1SNC Student Teacher Observation Rubric Observation Number: Date: ulalia ‘Glassroom Managamant/eHaxive Learning Environment Dive ‘Approaches Does nct mest Teach aoaians cin galipac Teacher wie pisapace wa way at | The seo phycal apna aE inedarroom nawey tar fciates] somenms uses ero othe ow ot | peters cnuses sgt aston ‘ude ond ener mavarert “Mibuclin oaudertengagerant ys | th lon of meron recent Tvouroutene csr Pres //| safety fades rot cman? fngegemort Tere are equert pees Physical Space | | safety of students is reimforced reinforced. “awareness of the anysice safety oF { i sau S55 a Sa | eects seroteninessarimemeed | pemeremrcetman ome acre ee eae) | \ aaa rao Sopa ee | [Sarees [Seon Seeceteey | nomoe pela lt rts et rn el feminine ecctcestecrteny) | Seafiset termes tn | Sonroeriar | -Approariete boundaries are inconsistentty ‘ease and rapport with students. = [coerce tics | ieateiaole SE ane cna |) Ee i peeeeeeeere (irene | | extend to ong io engage a saerts -Gassraom. “Housekeeping” and clerical ee |seieteeeeeseme, [cre enter ntens [coe iecereieet es ‘nero tne j Ending Cass ‘nad nade gage Suen ate tap wom Lomtinaretandera esa of lus (90%9 | toate pire the and tae and spend | ‘ls butree are anfcnr stances | Smet engagedin panes exe ainctapplcaite leer imesin s wach) ofengagemen: | aerttes or ngage nsovalnng porto bert be end fhe lesng ees. Ueendofteiewnng poe Tranaions| Tensions sonelines reer lang, bat | Taratens conser refit ak oT areinorssen and sretimas ake aces | pling and ae xcs moun af Tmneormterip:thefow omarion | me durngwhen nrcions arated | eeepacaie ‘esulingin the teacher having tocegsin ‘and regaining issroom contrat takes | L woletelnsrucional ieonrent___ vey Remington | Wiaterlais and ines arin sls totrn in ssgrnents | Tete are outer peer VE Supeties fa pcan sree works or drbutng | mpernerme corsa emg - nc colecing Tatar saeestbckeut | sight i fmaacorl ene ot ther mee more har 1 Tanuisedease | Gsvotmtetheteniemeentor | Settee | Since! | Gnot applicable Timplementation oF Tease a salen ar some sania, | Rowinas we notealent belong amine ngeen tmeleumingenwonmants | process omen sarupted ana stcnts do ‘inimaland one stents demonstrate | aot dmonaateaeperdence Sporopreremelatinependeree ering oie tals | not applicable Chass \ptiarrs with emowort, SHONS , Proich (Oi and clan Srudents. TWonartions ove amet ond expectations | Ore Olecur AN students. es movement vou Teacher congas Wivelryoa 1 Duwi We page 2 edeSNC Student Teacher Observation Rubric Observation Number. Date: 20 [Mees [Appesoches: ‘Baes not meee ‘Standards based ss0m are consistently tn the stendards for the coment area ~Nevada Academic Standards (NAS), Next Generation Sclence Standayds {NGSS}, and include Coi | Fd Standards of | Math practices “Some lessons are based an NAS, NGSS, or do not consistently include (C35 Standards for teracy in content seas or Standards of Math Practices, "Few i any lessons ave based on | the NAS, NGSS and do not include | €CSS Standards for ieraeyin | content areas of Standerds for Math Practices Tamer Plane " Lean pons are consistency srepared and submitted in advance and include car | leaming objectives, student | engagement srateges inclydng (aston plana ave consisientiy prepared but ack some ofthe components that are required for effectne lessons, ar are not consistently submitted ina timely ‘manner Tasson plans ave not consistently | prepared in advance or | Frequently lack the required | components | | ‘Questions are planned for both | oraiand writen activities and move susents ta higher cognitive levels mare than half the th Fe are planned for oraragd it ‘Guestions are not elanned for ia the lesson Wiateral and Suaplies | MaierjaicTor ae tanely orepared iP | idvance, raady prior to tha, beginning ofthe lesson and easily accessiole. Matera; legible, differentiated or sometimas prepared in advance and asi accessible. Sometimes materia’ are dificult to read or s2e, not atthe level appropriate for the learer or nat age aporopriate. Tate oe ote nat ready fr | the eson or nat legible, aporopriete forthe earners ar In advance, materia are not | easily accesiole | age appropriate. When prepared | Pacing considered pacing when | piznning lessons and can ac the plan as needed durin The teacher candidate has considered pacing sometimes or has atficutty adjusting during Instruction | (There is no evidence that pacing is considered regutarly prior to | impiememtation of alesson Wneluding, more | yanowye | een Ratna Nola a cnt Shion , OF “how do YOu W Layne Tead be yesel “hin Wim “AD Mave Cennechons As opposed 4D ast following, SEPS. a nner cangidate Wrtyye DAUM Vill ia icpa ete nee — AOU For Wis Will foree, Page 3SNC Student Teacher Observation Rubric Observation Number. Date: 4\2|\9 L instruction. [ Meets | Approaches ‘Does not meet jeaives Soe Tg TGRTGT | acs aS WT ie ‘questions are sometimes displayed and ‘questions are seldom dlsalayed or SSmctae/Onuans svgismeien, | cmon mse ohg Scimurcowtcdnathectecee! | saver, Seder we notoe atte icoviatvan/eamaat gions ero | cece! mare revere sous sto Tannscions to bor Sooo onan ROE ror bee Sourensoroacsetemtrtiecee | spocnasortuaa tiation tee SSrgieghteccwaeryeavon | mrnngtreng ty oroanytorectan | toutraneectostareucseders | evonersveewe cht rl susems | | sirzady now about the content: Students | ready inow or are Faria with stout the | Sometirescan arcuate comectons | contre, Sedenscanrataniaisee | Imoncmereipniang | comeckruenerconages | me Trader engagement | leet nee o ROTOR] Lan ToT Se | Ca AS Carty oienageneresrnaesiee | ofentcheremere sa wernt | rece meer stger ce | i ‘eamnopparanoe tsetse | srgagcnetsenagestmcormt’” | coacaie Marea inte | reed scent dsewre neh le | Ooperteserseder dscnexe | oqpoantesiorsudetosreces eee | rune Thecowepmmtatiertr\ | ccasewcacyancuresm far | nimamsrateem nereroy eg | smumrutoqrocesnew tmotonor ) | comes sehenafnssuamnsare | Seveges tat sca eege sents | tecpenuncrnonongatcomin 7) | nacacetventestinpecamgcy | SucerCengaganen seonsten bow | scoaprae: swintrgasnarts// | mnctenerarepmmngworsortng. | 3 | I oO | Segereteerctr ate | | Spporantie or earn ORR evs ea NRTA [TRS SURAT prsabrtneh corre 2 rauctenemcyarecrte rin | wnegmie meer cme a | poolerrngaets using strateges | dpportunmes to engage in refecticn ar | | | indamenentyponieropsoranes Pmisceromonetesiaegene, | | Eins manne pacer soso ser, emnpten ot cease Fro pcos tne dea Formate arcane onesie | Tren thal awa aE aoa TR TRI HATS pee ecenaronoramaeat | tasteraarintratorsie | seninrcineveaommectn | fcheovessmamertopntesuare | einen wheviactereavewcsnent | eo | Srundatonamiaie | Semocienyemnenacnes | \ peop aren teeon ats | Pacing he ence cdateses th pr | Pah roe oko | Tnetatmoninerietcansi md | tapmtystese tor sepccest 1 “making ijustmens. Thare are geriodiealy | rime when few students are actvety | Sraemanmeentmesa> | Semusmuaerng caren raumetmngeciayi pared | tne own! wc Siverssonctenanseewarsarasy | | Stoveetasonmens ere | 1s ie I | earner Caniered | getoon revcionondacvies oS] Charo narcion nnaane iui | Gaver aan Shae mateo stv erezsne sere | Snipe ae cnet uae | srsroon at ew spre fo os can_| snr vba tbe ne eerste ean ‘Commendations, Recommendations, tes and comments Sudands ae res: 4d Connect +0 pricy learn renew Oa4y. ae ee 4p. the ey 4D a ley ANS KEP BtUdeINS Onmpoxd aind Rouséel | | OA Contest, i Nee ease oe aiaan) LaF On ae ns/ pre eae ea Nene. UA ney le Page 4 Date,SNC Student Teacher Observation Rubric Observation Number, D: u\a\\q { Assessment of Studant Leaming [Mgect x ‘Approaches [Does not mest ol athe EaeGTeNRgWS | Rerraiee samme ied] Pore uaaoaTa nore poser inswucton andisan ing! | duelrstacton and sometimes | condstenty nos etecovly ; pertof punning leon dary | resus adhserensto wsouoe | uted o eda isoucton ot | tnd dereriaton oem i | Formative assessment use} | Seema Soha, | : [ie | | Summative | Summative assessments are | Summative assessments are based | Summative assessments are | asenmere | basatonthostandadsand | onttesanoarstiearedeagned | aeugned uecvon motieen or ; | designed prior to instruction ‘after instruction has occurred taken from textbooks and other Aeetebsored | (Backwards LasonDesgr}in_ | rattertbon ar tocltogude | sourenaotcomeced ote | ' orserto quite thelaningand | bstucion nd lone Russ | anaes Rubs ar nosed | ‘routinely used for major assignments and tests. | | sesinments and tests, provided | i | ina timely manner and provide | | | Feedback and | Feedback is not consistently | Feedback is occasionally | Grading \ provides. Student work is | provided. Student work is aot | yaded in a timely manner, and | Jiometemes graded in a timely | graded in a timely manner, Gatesreontrcovecly ng /manna taramorend| | paiesre nar oro ci cometh utrotehveain atin | comecty or notin me po eo a as enw Bs 1 Stuclent 22¢s Were Grcckect Quo. | s’ were alle to | | reviewed. Stuolunt | Seo WUstakes Grol make Coppuchons, | Dioroll iis was a ayant veriew Session | | for Shuwlents. Uo used mucbaple | Braseoyes +D_ yaview Allowing On | dppor se Por alk Shudents +o make Comme CHOYYS + SUDUASyrevbed 1229-15 rved PIGLE ued TAD ered SIG L; ‘Teacher Candidate Signature: SNC Supervisor Signature: Lead Teacher Signature: er Page S che Date,