SCHOOL OF EDI,.'CATIO[I ADEPT EVAI.

UATION FORM
CLAFLIN UNIVERSITY Cooperating Teacher/University Supervisor
Early Childhood/Elementary Education

Cooperating Teacher
Candidate:
Grade/Subiect:
School:
u ,,/ ,/....
: :ni:,,11il,,l:I:i:l:il.r:"ai:lll:::::,lllli lll*:: :lll;.-'' r:

of the condidate's throughout progress the clinical proctice, The candidote snouH li
Directions: lorm is to be used as a formative ond summotive ossessment
This
----r--,
-, stondord --
on eoch of the key elements under eoch os l'

be ossessed three (3) times: after 4 weeks, g weeks ond at the end ol the plocement, Rote
the candidote !;

ThengiveanoverallrotingintheboxbesidetheADEPTPerfo'^on'" 'fi'
follows: scale: {1)unacceptabte/Developing;(2)Acceptohle/Meets;(3).Torget/Exceeds.

NAEYC ACEI ADEPT PERFORMANCE STAN DARDS RATINGS

APS 1: LONG RANGE PLANNING

1.0 14. Obtains Student lnformation

9-
goals
5c f,,f 1B. Establishes appropriate standards-based learning and developmental

5a 2.L 1C.1 ldentifies and implements instructional units - ELA

5a 2.2

5a z.) e-
2.4

Iunlts
2.5 1C.5 ldentifies and integrates Visual and Performing Arts within instructl(

1C

2.7 rc: roentities and integrates Physical Education within instructional units

5c 4.0 1D, D.*l"pr.ppropriate piocertus for evaluating and recording students' progress & achievement J,
5c 3.4 1E. Plans appropriate procedures for managing the classroom
3-
APS 2: SHORT RANGE OF INSTRUCTION

5b 1.0 24. Develops Unit Objectives

2
5c 3.1 28. Develops lnstructional Plans
ol)
5c 4.0 2C. Uses Student Performance Data
I

APS 3: PLANNING ASSESSMENTS AND USING DATA

JL 4.0 3A. Uses a Variety of Assessments

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2. 4.O 38" ffi Z 5
3b 4.0 3C. Uses Assessment Data to Assign Grades
I
APS 4: HIGH EXPECTATIONS

1c 3.4 4A.. Establishes, Maintains and Communicates High Expectations for Achievement
J J
1c 3.4 48.
e
Revised Fall 2013 - ACEI/NAEYC 2010 Standards
 APS 5: INSTRUCTIONAL STRATEGTES

4b 5A. Uses Appropriate Strategies

4c 3.2 5B, Uses a Variety of Strategies

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4c 5C. Uses Strategies Effectively L
&"
APS 6I PROVIDING CONTENT FOR LEARNERS

5c 64. Thorough Command of Discipline

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5c 68. Provides Appropriate Content
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5c 6C. Content Promotes Learning

APS 7: MONITORING, ASSESSING & ENHANCING

3b 4.0 74. Monitors Using Formal & lnformal Assessments

3b 4.0 78. Uses lnformation to Guide lnstruction

7
t)
/-
3c 4.0 7C. Provides lnstruction Feedback

APS 8: ENVIRONMENT PROMOTES LEARNING

1c 3.4 8A. Safe & Conducive Physical Environment

Z
1c 3.4 BB. Positive Affective Climate in Classroom
b
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l-c 3.4 8C. Creates Culture of Learning

APS 9: MANAGING THE CLASSROOM

L
3.4 94. Manages Student Behavior Appropriately
2
AL

Lc 98. Maximum Use of lnstructionalTime (t

2
3.4 9C. Manages Non-instructional Routines
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1c

"\c
Candidate's Signature Date-Evaluator'ssignature .'COf
,r.
CLAFLIN UNIVERSITY SCHOOL AF EDUCATTON
PROFESSTONALISM

APS 1O: PROFESSIONALISM

ACET/
Target (3) Acceptable (2) Unacceptable (1) RATING
NAYEC

The candidate collaborates with

5.2
The candidate collaborates with colleagues and administrators, but
colleagues, administrators, and other not other agencies to determine The candidate does not
10A. Advocate
Children
for
student-oriented professionals, such as the needs of his or her students
and to plan and provide them with
collaborate with colleaEues,
administrators or agencies.
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groups, to determine the needs of his the appropriate learning
6e or her students to plan and provide experiences and assessments.
 them with the appropriate learning
experiences and assessments.

The candidate regularly attends and

5.1 contributes to meetings to the extent
The candidate attends facultY and The candidate does not
108. Achieves that it is possible and appropriate, and
grade level meetings, but not other attend meetings or
Organizational actively supports the efforts of school participates in anY
school organizational meetings or

6a
Goals organizations and extracurricular
activities that contribute to the overall
extracurricular activities. extracurricular activities.
2
learning and development of students.

The candidate's spoken word and

5.1 The candidate's spoken word
10C.1 Effective The candidate's sPoken word and
written language are aPProPriate
and written language contain
Communicator: written language are clear, correct, and for the target audience and consist
6b Presentation appropriate for the target audience. of less than 5 errors.
many blatant errors.
Z
The candidate communicates with
The candidate communicates with
5.2 parents/guardians on an
10C.2 Effective parents/guardians on a regular basis, The candidate does not
intermittent basis, resPonds
Communicator: responds appropriately to parental communicate with
Parental concerns, and uses more than three (3) rents/guard ians.
and uses at least three (3) different pa

6b Responsiveness varied formats to ensure that ongoing

communication takes Place.
The candidate comPlies with all
5.1 professional, school and district rules,
10D. Exhibits
policies, and procedures and is
Professional
formats to ensure that ongoing
communication takes Place.
L
The candidate comPlies with The candidate does not
comply with school Policies
adequate professional, school and
district rules, Policies and and procedures and/or

6b
Demeanor and
Behavior
characteristic of a professional in terms
of responsibility, initiative, time
management, apPearance, ethical
procedures, and exhibits
professional demeanor.
a exhibit a professional
demeanor.
7
standards, and qualitY of work'

The candidate is a reflective The candidate identifies either his

5.1 10E.1 Active The candidate does not
practitioner who identifies his or her or her strengths or weaknesses,
identify strengths or

6c
Learner:
ldentif ication and devises a Plan to address them.
and devises plans to address the
identified.
weaknesses,
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The candidate aggressively seeks out, The candidate does not
5.1 The candidate seeks out,
10E.3 Active participates in and contributes to

6c
Learner:
Collaboration
activities that promote collaboration
for his or her continued professional
participates in, and contributes to
activities tor adequate protesslon
growth.
participate in activities to
promote professional
growth.
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growth.

OVERALL RATING
t4
*candidates must receive at least 2.0 0verall to successful pass this assessment.

THE SCORING GUIDE FOR THE ASSESSMENT

1) Acceptable/Meets (2)
tu;
Target/Exceeds (3)
U nacceptable/DeveloPing (

Candia.t. demonstrates most of the attributes of Candidate demonstrates all of the attributes of the
Candidate demonstrates a limited amount of the
the standard. Performance indicates that the standard. Performance clearly indicates that the
attributes of the standard. Performance indicates
competency has been demonstrated including competency has been mastered, including
that few competencies have been demonstrated.
examples, extension, or enrichment. examples, extension, and enrichment.

Revised Fall 2013 - ACEI/NAEYC 2010 Standards

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