SNC Student Teacher Summative Assessment Document GALL AGHA Teacher Candidate _ Ni a ee DI urani\\e. SNC Superviso MCMV OLD Lo ial era Meets expectations =2 Approaches expectations =L Does not meet expectations = 0 Professionalism v2 et ery Content Knowledge ¥2 at 3 Professional Appearance 2 aa oo Punctuality 2 al 0 Communication Sills 2 al 00 Atude ez al a0 Reflection on Practice ors ea ao Classroom ivianagement/ 2 et a0 Effective Learning Environment Physical Space Kz at a0 Behavior Expectations a2 an oo Establishing Rapport Kz a1 a0 Beginning Class Rz ol 50 Ending Cass Be ea 50 Transitions x2 a1 50 ‘Materials and Supplies 2 ot a0 Implementation of Routines 52 at a0 Preparation and Planning for 2 aa easor stay Instruction Standards-based Lessons Ma aa a0 tunson Pans we a4 ce Questions ez aa 20 ‘viaterals and Supplies 2 at 0 Pacing ya e1 co Instruction 32 aa a0 Objectives ee aa 0 Connectionsto Prior Learning 2 oa 20 Student Engagement x2 aa 20 Opportunities for itetacognition 3X2 oa uo Formative Assessment See en oo Pacing a2 «I 20 Learner Centered Classroom aa a4 ao ‘Assessment of Student Learning a2 at a0 Formative assessment a2 at a) Surnmative Assessment en ea 0 Feedback and Grading pe aL a0 SNC Supervisor Signature:LEBKdue. [i [0~1E%Sucsudent Teacher Observation Rubric Observation Number. Date: Teacher candidate NWA Twill. tad jeowlaunielle Cullaaler Grade/subject Woo Peto 2 District_ School FIN vot iV Wo 19 wees, pes oS eon eee Tene All Ww sic supervisor Wind LOUIE ore SIS 1 Professionalism: [vests T Approaches Does not meet Cantant oarade | Denorsic REGRET | Doe ot ements mG Towa, the ntomation comeyedt | content nowedge, conveys increct Sfwentisacuate Canter snot | orbsed infomation students | | Sars sandarés tev focsedion | Yeguary. Content isnettased an | | lee Santatsancotiensotcased on | 1 _riticat input \ Profestonal fAapetfance busines apostate) | Not ADaiat Tegennes TEODOR TIS | pease nodarmetan eet ‘Steal secing modes enon | Brera or napprorte for he casstoer | eles. Ht Banctualley | Patil snd cmipatas all requ | Not Apalcable ‘GRanlate w stool orn comlatng ies on time. professional requirerants | (nendance, gras, supervision ties te Tonmrnanition Sais E paearal guage AG as wnaT MOET TS GRATOON | Makes een ever woe Speaking and wring in wctten communications nich | andapelingin wren ‘cormmarications wh stents, no: rafect a wrafeszonal commuricatins, ors uneraessionat. | | administrators coleagoas, and _/seposton. Sometimes folows in writen and/or verbal | Barents, Follows appropiate opropsate nerarcy with concems. | cammurizations. Does not follow appropriate hierarchy with concerns Torvcunes demons: anhusaam | Seldom demonsiates enthusiasm for forall pecs of teaching, including | all aspecs af teaching, Inctuaing utes, *.Cs/meecngs, parent contacts | duties, PLCsmeetings, parent ‘te Acres suggestions and Feedback. | contac, et. Does not scent Attendstrainings when encourages. | suggestions ar feaback. Does not Usual rats sat wath respece attend rainings when avaiable. Ones notabvays treat staf with respect ‘attitude 4 i Ee: : i Reflection on Practice | Sedary efects an insrocton, | Aetfeauoccasonally ninsvuction, | Doebaotrafecy or reflects but does | fscesamant, udant achievement) aezasvent student sthamvament and | aot make adjustments to peacnca and curcuum and makes | eureaulam, nd does nc consistenty | based one data | Peigernmeaterecteseesss | materia otrefecion efit aS i |* Week vi reflection Gawe | (eyes tes Lead nas, | *Rdiustmonts ad love | hasead on eet a fed.bacth | reacrercanacpte WIA sil case alSNC Student Teacher Observation Rubric Observation Number ate: B\O\\1 ‘lessroom Management/Eifertive learing Environment Meats T Approaches [Does nat meet Taatiarsees phys om navay at | The us a phyaal poe a sometimes cues dswpton theBowet_ | paters causes scare dsupton co inaructn student engagarors. yet | the low otineraton eden | tnougnostne cissoom meal | sate afudents sat casey fngagerare There ar Fatt sea sale of etcetera ‘nto, Sarees fhe ase sey oF Teas widens at aaa pecans ie | Sudan do nat emawsvaa searenan oF studertso not hae ater undestandnech | Sthovar enor, ace "spenes | Sahavior ‘Expectations | setts mlenaoeton sone" | forages eacnatron | ocho etacten”| reapansannc | Establishing Rapport f esabhada | Tye duisvan anironment we walenioal | Sudan bahaion donee Wathay fesdonal cangreapor wth stents | )amostsucarefee et thy can plore | ar uncool or uaa oF aot el Ide anaate is however soma | rotons te sesroom {esingandemotionlyseeerwannen J/nudertssehwarsdermonnats fer ney | enironmert. Te ech nda’ | serene wig ess new amin and take sagem ee emanate cho Dopronrate burda te eanssery manne | aeproprits bounds ae nt masnes The woce nde apevare aaiaees | There saan farang fr Cavtccstucure arenocacaerme ce | argaeng stents when ey eter ene ‘seer no lng angiae al Suseis Geer. “Nousshespag ond tees ‘ecm. Mourckegie’ and eres! | es canstetysteruptinst actors ‘neructonalene i | Beginning of Glass | /(etviasof9 srorate eg 0 Snot applicable | crgage st ssaert upon entero the trang se arian an ace tne ——— SaaS ae | freee nenasistnetnotens utc | ont: pine cnet tes ane spa Setter ese nanes | Umarot ged pa to / Sotaepiestie Geveralimerine weet ofabenegement | scien oremagrinsocsengarorte. | Sormnemestiwlsnranred "| tenacity pee | [Frenaiions are ‘aro sonebm cies sense | Tatoo ose we | ot ier rome steers | forge we af arson ote nfo at Foe cnterontontowefiacion | Grete eth marci Raced | Snotapnicabie (| irscionarewu netcierta_—-celal | rcirepinng moon ota | femnastes enforcing | ([Materaisand reson oanernaeso ae {hee weno rsneriperariaa | | stpites Tetenu rang meron on ‘ore names Setfeantioss onc me or | Bhrupton a neering proces | mambots anda out matarateto | ne pee at sure) conot applicable ‘euatinranmel ess ofrtuezonal me | | coe 2 mousan— implementation oF | Posing Routines {° | Rouiras we ot even Teaming) procesis en daunted ardsuderte do: ot) | minima a some stuns demorstate | fot demonstrate ncependencein } | Sbuoptice level ofintpendence | determingrowin ts | not apnlicable tesarora, 1 a L stnsoea { ‘Commendations, Recommendations, Notes, and Comments: je Behavior &xpeactachons Cure wrolerstooe, but net always Yerved. More for dofirQ rea rect one) =j9 fi lat n0cessauy. eee State Be TA to coll Ace he trons ion ae hort task to avoid | |_ feed ofucent pit acter and Planning for instruction Teacher Candida} N\nvtenes f Duuinwi 2 Page 2 pate HON ALWiine,, Colle Con tins.SNC Student Teacher Observation Rubric Observation Number. Dat ASN Raproaches Bove not meet | Generation science Standards | (GSS), and include Common ‘Some lesions are based on NAS, INGSS, or do not consistently include (CCSS Standards for Ineracy in content araas ar Standards of Math Practices Faw Ifany lessons are based on the NAS, NGSS and do not include (CCSS Standards fr literacy in content areas of Standards for | Math Practices. Tasson Plans | learn | | snagement strategies inclu | student discourse, opportuni | for student metacognition and ‘ uessom plans are conastenty | prepared and submited in | advance and include clear repared but lack some of the ‘components that are required for | ertectwe lessons, or are not consistertly submited ina timely manner ing objectives, student | Tesson plans are not consistentiy prepared in advance or Frequently face the required components ogni the ti begin | The teacher candidate has | considered pacing when oral and written activities and move students ta higher idvance, eady prior to the easily accessible. Materials lagibe, differentiated or adapted as needed and: = a wrteen activites inthe lesson but rove whigher cognitive levels less shan half che time. tive levels more than Waterias far the lexion are sometimas prepared in advance and easly accessible. Sometimes materia are difficult to read or see, notat the level appropriate for the learner or not age appropriate. ning ofthe lesson and |e teacher candidate has "considered pacing sometimes or hab planning lessons and can adjust | | difficulty adjusting during yplementation of a lesson | the plon as needea during ton | insertion a | ~~ | Materials are often not ready for ‘Questions are not planned fori the lesson | the lesson or notiegible, | aporaprate for the learners or ‘a8 appropriate. When prepared in advance, materials are not easly accessiole | | || There sno evidence that pacing \s considered regutarty prior to | | ‘Commendations, Racommandations, Notas and Comments: f Whi ad uunolur how NV us? sone’ x Sree WUC (Ss SLA OM Qu ame will loenofi lad. ible and villi dass lout pe esa ios of die Gisso Wouiet TL. | to Teacher mee Page 3SNC Student Teacher Observation Rubric Observation Number_|__Date: Bl®|19 instruction | [Meets ‘Apprpadies [Does act mest, = Se ee > Ss ees | See eee eae) | eee arciculate the objective, earning rarget,\ | learning target/essentia! question heir own | Sojctine/ earning arget/azzena sar queen Manat,” NY wore | ‘Connections to Prior | lessor Fently include pectic Taroaisiamiimerincioge specie ‘Lessons seldom includes specific = a eran le aba or thew ‘Soeseren of bls wasn for the nese ‘Shrine ough key sonanaarynsrton Sra oter sate owe wht sears redyicow bout inecetane. Students | alesdy mow or ae arar wi abate | tien arcane comecsors | etn. Sens nati | Seiden Engagement | lessons are leartrcnwred pains toaretyof engagement crates and | tgrtaomer centre nd ure aacive Route angageret straaee tat oat | ‘reaset opportunities or srucured © rapes incostent lon dczuses Tere sri | Sranee dent decors umn ramane_| Boperune fret reause a2 opportune fr stone procs nea | tape Thereareopporures fr ocaslondor oe suctured< thet | Miter 0 paces newinormanon or [convsaton often ffs stents are | tetgerunertencgarcone er act engage procaine Information deepen undertaraing urns | | ete that octvelenpge Sens. | | Stent engatemeneis conser bw 7% Soororate Sucereeeegencnce _\plorain ar deeerng uncer | Sooty boo (Necromancer | \ ‘Gopornies for | Tee can amas mew Fm ena [ Tensor mestenarentee 1 ernie jamrenayerrean a | mugennnecnioon seg | Formative | Assessment | [Pacing Te eae cniate ets he te or Fangs oan aa ak ooo Saw he | | Sarina ieincoatee'n montoringand_| majority ot ters. Therese nods ot Imelngatstmens, Theses sevedcaly | trun fou tuceetareachey | ‘Sher when sm soem are ened ha | engaged achive enrng ad revucona | | Sitksdtearinescint cloned: | Simatesoeurs eoenty ‘neve hemo evening ines ae frocerese noe deartvateanaeanaig | before te lezon moves ore | ‘Gasoom esmton md aces 3 Sn stage engage wth siroam nsiraion sforase on Teacher | esetanon th fm apart for Fon arocion Sanaer ametuer ‘Srspgevart wen the coner but amin ote ther an eater ase ‘Sather eeaed over a ofthe ene | Commendations, Recommendations, lates and Consent — ey me (eues PCH lotcaoe a Ba male! CSrrg RRS ie pie Ceasrn yp ert homework Prior to Claas hobphl & f “Informal assessmoant is ead t mal Assessment tS 3S Cen Red have ts ork b MTN Huda Me iF Siceets sseasmont, iN SE GLEE Pfr floral csnant Bete O EESNC Student Teacher Observation Rubric Observation Number__|__Date: 3|@|171 Assassment of Studant Learning _ ] [e§ [ Asproaches| Does not meet i Formative Foratwe asiewomrantis wed Formative assesment notused | Asiessmene during stuction and sometimes | consistently nor selectively | art of planning lesson delnery | results n adlustmants to instruction | used to adjustinstrucion or to and differentiation, | mest student needs. Formative assessment uses | | consstenl througout | | | iacenecemoran | | derstanding and aise | \ | a ale [Simmative [/Summathe assessments are | Surmmative assessments are Based | Summative assessments are Assessment based an the standards and | onthe standards butare designed | designed based on instruction or | occkctn |aeunactecam: [oantommenrenare: | | AXeorobserved (Gecwaréeteon oesgn)in | ater hanabatooltogude | sutets not omected othe order to guide the planaingand | instruction and olanning. Rubrics | standards. Rubrics are not used, instruction. Rubres are are used inconsistenty for major routinely used for major assignments and tes, | | | ssierment anters, rovced | | ina timely manner and provide | | | cearcreedaforstidents | i | Feedback and Snap eedbacks owdad A Fed rt creer Feedbackis occasionally | Grading. idert work. Student work Is provided. Student work is. | provides. Student work is not /graded in a timely manner, and | sometimes graded in a timely graded ina timely manner, ‘Grades are entared correctly and/ manner, grades are entered grades are either not entered {oa simaty manner coreco butrotalvaysinatimely | comestyrnetina timely | manne manner ‘Commendations, Recommendations, Notes and Comments! ‘GE roused 12 29:13; eased 24418 renee DTN revead CTA SNC Supervisor Signature Lead Teacher Signature: Teche candy Al lnitsory Duumnvil le Page S