2019SP EARLY CHILDHOOD EDUCATION BG3 STUDENT TEACHING SITE SUP

Student Name :

Nathaniel Spence

The purpose of this assessment is to obtain professional evaluation of the classroom performance of
Keene State College Teacher Candidates at various points in their pre-service training. The domains and
elements are based on Charlotte Danielson’s framework (2007), and aligned with the InTASC standards,
and NH DOE Standard Ed 610.02 Consideration should be given to the teacher candidate’s growth in
each area, and to the feedback given on individual Clinical Observation forms. Candidate progress
should be evaluated based on where the individual is in the preparation program (e.g. initial methods or
practicum, nal clinical experience).

It is expected most teacher candidates will demonstrate Progress Toward Meeting Standard (2) initially,
and move to Meets Standard (3). It is rare for a candidate to Exceeds Standard (4) as this rating is only
awarded in recognition of unusually outstanding performance. Does not meet standard (1) indicates a
pattern of inadequate performance or a lack of opportunity and should be based on feedback provided
during observations and other meetings with the candidate.

Conference Date:*
05/02/2019

The Clinical Experience Evaluation Rubric

DOMAIN I: PLANNING AND PREPARATION

The sources of evidence for this domain could include unit/lesson plans, class observations,
re ections, post- observation conferences

 *

Progress
Toward
Not Does Not Meet Meeting Meets Exceeds
  Observed Standard Standard Standard Standard Score/Comment

A. 0  1  2  3 4  3
Demonstrates
knowledge of Not Candidate does Candidate Candidate Candidate
content and observed not demonstrates a demonstrates demonstrates
pedagogy demonstrate beginning understanding comprehensive
understanding understanding of the central understanding
of the central of the central concepts, skills, and thorough
concepts, skills, concepts, skills, and structures mastery of the
and structures and structures of the content central
of the content of the content and relevant concepts, skills,
and relevant and relevant pedagogy that and structures
pedagogy that pedagogy that make the of the content
make the make the discipline and relevant
 discipline discipline accessible and pedagogy that
accessible and accessible and meaningful for make the
meaningful for meaningful for learners to discipline
learners to learners to assure mastery accessible and
assure mastery assure mastery of the content. meaningful for
of the content. of the content. learners to
assure mastery
of the content.

B. 0  1  2  3  4 4
Demonstrates
knowledge of Not Candidate does Candidate Candidate Candidate

students observed not demonstrates a demonstrates demonstrates

demonstrate beginning knowledge of comprehensive
knowledge of knowledge of students’ knowledge of
students’ students’ development; the range of
development; development, skills and students’
skills and skills and abilities; prior development;
abilities; prior abilities that knowledge; prior
knowledge; ensure an personal and knowledge;
and/or personal inclusive and cultural personal and
and cultural developmentally backgrounds cultural
backgrounds appropriate that ensure an backgrounds;
that ensure an learning inclusive and skills and
inclusive and environment. developmentally abilities that
developmentally appropriate ensure an
appropriate learning inclusive and
learning environment. developmentally
environment. appropriate
learning
environment.

C. Sets 0  1  2  3  4 4
instructional
outcomes Not Candidate does Candidate Candidate Candidate
observed not establish establishes establishes establishes
observable and observable and observable and observable and
measureable measureable measureable measureable
goals and goals and/or goals and goals and
objectives that objectives that objectives that objectives that
are aligned with are not are consistently are consistently
relevant consistently aligned with aligned with
standards. aligned with relevant relevant
relevant standards. standards and
standards. di erentiated to
meet student
needs.

D. Designs 0  1  2  3  4 4
coherent
instruction Not
observed
 Candidate does Candidate plans Candidate plans Candidate plans
not plan a learning learning a variety of
variety of activities that activities that learning
learning are aligned with are aligned with activities that
activities that goals and goals and are aligned with
are aligned with objectives, and objectives, goals and
goals and sequenced. sequenced, objectives,
objectives, di erentiated, sequenced,
sequenced, and promote di erentiated,
di erentiated, the acquisition and promote
and promote and application the acquisition
the acquisition of knowledge, and application
and application skills, and of knowledge,
of knowledge, understanding skills, and
skills, and in meaningful understanding
understanding ways. in meaningful
in meaningful ways.
ways.

E. Designs 0  1  2  3 4  3
student
assessments Not Candidate does Candidate plans Candidate plans Candidate plans
observed not plan for the for the use of for the use of for the use of
use of assessment that assessment that multiple
assessment that aligns with aligns with methods of
aligns with instructional instructional assessment that
instructional outcomes. outcomes, align with
outcomes, engages instructional
engages learners, outcomes,
learners, monitors engage learners,
monitors student monitor student
student progress, and progress, and
progress, and guides guide
guides instructional instructional
instructional decision making. decision making.
decision making.

          Rubric Score 18

          Rubric Mean 3.6

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Planning

Than planned a thorough and engaging unit on animal habitats. He also implemented our curricula throughout the day. He is engaging to
the students, and thoughtful and kind with each of them. Building assessments that inform teaching is an ongoing goal for Than and given
our curricula, there was limited opportunity to do so in these weeks.
DOMAIN II: THE CLASSROOM ENVIRONMENT

The sources of evidence for this domain could include class observations, re ections, post-
observation conferences

 *

Does Not Progress

Not Meet Toward Meeting Exceeds
  Observed Standard Standard Meets Standard Standard Score/Comment

A. Creates a 0  1  2  3  4 4
respectful
and Not Candidate Candidate Candidate Candidate works
supportive observed does not creates creates with others to

learning create respectful respectful create respectful

environment respectful environments by environments environments
environments encouraging that encourage that encourage
that positive social positive social positive social
encourage interactions. interactions and interactions and
positive social support support
interactions individual and individual and
and support collaborative collaborative
individual learning. learning.
and
collaborative
learning.

B. Manages 0  1  2  3 4  3
classroom
procedures Not Candidate Candidate Candidate Candidate
to ensure a observed does not inconsistently manages e ectively
safe learning e ectively manages transitions, manages

environment manage transitions, materials and transitions,

transitions, materials and supplies, and materials and
materials and supplies, and routines to supplies, and
supplies, and routines. maintain routines to
routines. momentum and maintain
utilize momentum and
instructional maximize the use
time. of instructional
time.

C. Manages 0  1  2  3 4  3
student
behavior Not Candidate Candidate Candidate clearly Candidate clearly
observed does not communicates communicates communicates
communicate some behavioral behavioral behavioral
behavioral expectations for expectations for expectations for
expectations students, but students and students and
for students. does not hold holds them consistently
them accountable as holds them
 accountable as per accountable as
per school/classroom per
school/classroom policy. school/classroom
policy. policy.

          Rubric Score 10

          Rubric Mean 3.333

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Classroom Environment

This is the most challenging area of Than's day. Keeping behaviors of several particularly di cult children was a constant struggle. It was
necessary to change tactics regularly, and keeping up with these students' presented a regular challenge. Than worked through many
di cult times with this class, maintaining respect for the students always. His skills grew over the weeks, and will continue to build with
more experience.

DOMAIN III: INSTRUCTION

The sources of evidence for this domain could include lesson/unit plans, regular class
instruction, class observations, re ections, post-observation conferences

 *

Progress
Toward
Not Does Not Meet Meeting Meets Exceeds
  Observed Standard Standard Standard Standard Score/Comment

A. Articulates 0  1  2  3 4  3
expectations
Not Candidate does Candidate Candidate Candidate
observed not provide explains explains lesson clearly explains
clear directions directions and directions, lesson
and procedures procedures at procedures and directions,
for students, the outset of the learning procedures, and
requiring lesson, and outcomes, learning
repeated provides provides outcomes in a
explanation of support support variety of ways,
expectations. examples. examples, and provides
checks for di erentiated
student support
understanding. examples, and
checks for
student
understanding.
B. Uses a variety 0  1  2  3  4 4
of instructional
strategies Not Candidate does Candidate uses Candidate uses Candidate uses
observed not use a variety a variety of a variety of a variety of
of instructional instructional appropriate appropriate,
strategies strategies to instructional creative, and
beyond those introduce and strategies to challenging
established by develop content introduce, strategies to
the cooperating knowledge and develop and introduce,
teacher. skill. apply content develop and
knowledge and apply content
skill to meet the knowledge and
needs of all skill to meet the
learners. needs of all
learners.

C. Engages 0  1  2  3  4 4
students in
learning Not Candidate does Candidate Candidate Candidate
observed not engage engages engages engages
regularly with learners using learners in learners in
learners during questioning and instructional instructional
instruction. problem solving opportunities opportunities
and is aware of using strategies using strategies
the pacing of such as such as
the learning questioning, questioning,
experience. application of application of
knowledge, knowledge,
critical thinking, critical thinking,
and creative creative
problem solving, problem solving,
and is aware of di erentiation,
the pacing and and grouping
timing of and manages
learning the pacing and
experiences. timing of
learning
experiences.

D. Uses 0  1  2  3 4  3
appropriate
assessment in Not Candidate does Candidate uses Candidate uses Candidate uses
instruction observed not use developmentally a variety of a variety of
developmentally appropriate developmentally methods of
appropriate formative appropriate developmentally
formative and/or formative appropriate
and/or summative and/or formative
summative assessment summative and/or
assessment during methods of summative
during instruction to assessment to assessment to
instruction. monitor student monitor student monitor student
learning. learning, and learning, guide
 guide planning planning and
and instructional
instructional decision making,
decision making. and engage
learners in the
assessment
process.

E. Demonstrates 0  1  2  3  4 4
exibility and
responsiveness Not Candidate does Candidate Candidate Candidate
observed not adjust makes minor makes makes
lessons based adjustments adjustments substantial
on student during lessons during lessons adjustments
responses. based on based on during lessons
student observation and based on
responses. provides observation and
responsive assessment, and
feedback to provides
students. responsive
feedback to
students.

F. Uses 0  1  2  3  4 4
developmentally
appropriate Not Candidate does Candidate uses Candidate uses Candidate uses

technology to observed not use developmentally developmentally developmentally

design, developmentally appropriate appropriate appropriate

implement, and appropriate technology to technology to technology to

assess learning technology to design, design, design,

experiences design, implement, implement, and implement, and
implement, and/or assess assess learning assess learning
and/or assess learning experiences that experiences that
learning experiences as actively engage actively engage
experiences. indicated in the students. students, in
curriculum. ways that utilize
the capacity of
technology to
extend
interactive
learning beyond
traditional
approaches.

          Rubric Score 22

          Rubric Mean 3.666

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Instruction
 

Than's lessons were well thought out, and his planning was solid. It was a goal to use these plans more during his actual teaching so the
ow of the lesson was maintained. As he had more experience as the lead teacher, he used this strategy and it enabled his teaching to
become more solid. As his focus was more complete, there was less time for student behaviors to rise. He engages the students, and they
enjoyed learning with him.

DOMAIN IV: PROFESSIONAL RESPONSIBILITIES

The sources of evidence for this domain could include class observations, re ections, post-
observation conferences

 *

Progress
Does Not Toward
Not Meet Meeting Exceeds
  Observed Standard Standard Meets Standard Standard Score/Comment

A. 0  1  2  3  4 4
Incorporates
feedback from Not Candidate is Candidate Candidate is Candidate
professionals observed not receptive to accepts receptive to seeks out
feedback from feedback from feedback and feedback and
professionals. professionals, incorporates incorporates
but there is little suggestions into new ideas and
evidence to subsequent suggestions
show how it is lessons. into
incorporated subsequent
into subsequent lessons.
lessons.

B. Maintains 0  1  2  3 4  3
accurate
records Not Candidate does Candidate has a Candidate has a Candidate has
observed not have a system to system to a system to
system to maintain maintain maintain
maintain accurate accurate records accurate
accurate records. and uses learner records and
records. data to inform uses learner
instruction. data to inform
and
di erentiate
instruction.

C. Maintains 0  1  2  3  4 4
collaborative
relationships Not Candidate does Candidate Candidate Candidate
with observed not maintain maintains maintains takes the

colleagues, mutually cordial mutually initiative to

 school, and supportive and relationships supportive and maintain
community cooperative with colleagues cooperative mutually
relationships. and within the relationships supportive and
school to ful ll with colleagues, cooperative
required within the relationships
responsibilities. school, and with with
the community colleagues,
to ful ll required within the
responsibilities. school, and
with the
community.

D. Engages in 0  1  2  3 4  3
re ective
practice Not Candidate does Candidate Candidate Candidate
observed not use re ects on own re ects on own initiates the
re ection and practice to practice and use of
learner data to analyze and uses evidence of re ection and
analyze and guide student learning evidence of
guide instructional to analyze and student
instructional decision making, guide learning to
decision and adjust instructional analyze and
making, and instruction. decision making, guide
adjust and adjust instructional
instruction. instruction. decision
making, and
adjust
instruction.

          Rubric Score 14

          Rubric Mean 3.5

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Professionalism

Than worked well with the other professionals and students teachers in the building. He was re ective about his lessons and responsive to
feedback and ideas, adding more to his teaching as the weeks continued.

TOTAL

Total Score:

64.0

Total Mean:

3.555

GRADE
Total Score:

64.0

Grade:
2019SP EARLY CHILDHOOD EDUCATION BG3 STUDENT TEACHING SITE SUP

Student Name :

Nathaniel Spence

The purpose of this assessment is to obtain professional evaluation of the classroom performance of
Keene State College Teacher Candidates at various points in their pre-service training. The domains and
elements are based on Charlotte Danielson’s framework (2007), and aligned with the InTASC standards,
and NH DOE Standard Ed 610.02 Consideration should be given to the teacher candidate’s growth in
each area, and to the feedback given on individual Clinical Observation forms. Candidate progress
should be evaluated based on where the individual is in the preparation program (e.g. initial methods or
practicum, nal clinical experience).

It is expected most teacher candidates will demonstrate Progress Toward Meeting Standard (2) initially,
and move to Meets Standard (3). It is rare for a candidate to Exceeds Standard (4) as this rating is only
awarded in recognition of unusually outstanding performance. Does not meet standard (1) indicates a
pattern of inadequate performance or a lack of opportunity and should be based on feedback provided
during observations and other meetings with the candidate.

Conference Date:*
05/02/2019

The Clinical Experience Evaluation Rubric

DOMAIN I: PLANNING AND PREPARATION

The sources of evidence for this domain could include unit/lesson plans, class observations,
re ections, post- observation conferences

 *

Progress
Toward
Not Does Not Meet Meeting Meets Exceeds
  Observed Standard Standard Standard Standard Score/Comment

A. 0  1  2  3 4  3
Demonstrates
knowledge of Not Candidate does Candidate Candidate Candidate
content and observed not demonstrates a demonstrates demonstrates
pedagogy demonstrate beginning understanding comprehensive
understanding understanding of the central understanding
of the central of the central concepts, skills, and thorough
concepts, skills, concepts, skills, and structures mastery of the
and structures and structures of the content central
of the content of the content and relevant concepts, skills,
and relevant and relevant pedagogy that and structures
pedagogy that pedagogy that make the of the content
make the make the discipline and relevant
 discipline discipline accessible and pedagogy that
accessible and accessible and meaningful for make the
meaningful for meaningful for learners to discipline
learners to learners to assure mastery accessible and
assure mastery assure mastery of the content. meaningful for
of the content. of the content. learners to
assure mastery
of the content.

B. 0  1  2  3 4  3
Demonstrates
knowledge of Not Candidate does Candidate Candidate Candidate

students observed not demonstrates a demonstrates demonstrates

demonstrate beginning knowledge of comprehensive
knowledge of knowledge of students’ knowledge of
students’ students’ development; the range of
development; development, skills and students’
skills and skills and abilities; prior development;
abilities; prior abilities that knowledge; prior
knowledge; ensure an personal and knowledge;
and/or personal inclusive and cultural personal and
and cultural developmentally backgrounds cultural
backgrounds appropriate that ensure an backgrounds;
that ensure an learning inclusive and skills and
inclusive and environment. developmentally abilities that
developmentally appropriate ensure an
appropriate learning inclusive and
learning environment. developmentally
environment. appropriate
learning
environment.

C. Sets 0  1  2  3 4  3
instructional
outcomes Not Candidate does Candidate Candidate Candidate
observed not establish establishes establishes establishes
observable and observable and observable and observable and
measureable measureable measureable measureable
goals and goals and/or goals and goals and
objectives that objectives that objectives that objectives that
are aligned with are not are consistently are consistently
relevant consistently aligned with aligned with
standards. aligned with relevant relevant
relevant standards. standards and
standards. di erentiated to
meet student
needs.

D. Designs 0  1  2  3  4 4
coherent
instruction Not
observed
 Candidate does Candidate plans Candidate plans Candidate plans
not plan a learning learning a variety of
variety of activities that activities that learning
learning are aligned with are aligned with activities that
activities that goals and goals and are aligned with
are aligned with objectives, and objectives, goals and
goals and sequenced. sequenced, objectives,
objectives, di erentiated, sequenced,
sequenced, and promote di erentiated,
di erentiated, the acquisition and promote
and promote and application the acquisition
the acquisition of knowledge, and application
and application skills, and of knowledge,
of knowledge, understanding skills, and
skills, and in meaningful understanding
understanding ways. in meaningful
in meaningful ways.
ways.

E. Designs 0 1  2  3  4  0
student
assessments Not Candidate does Candidate plans Candidate plans Candidate plans
observed not plan for the for the use of for the use of for the use of
use of assessment that assessment that multiple
assessment that aligns with aligns with methods of
aligns with instructional instructional assessment that
instructional outcomes. outcomes, align with
outcomes, engages instructional
engages learners, outcomes,
learners, monitors engage learners,
monitors student monitor student
student progress, and progress, and
progress, and guides guide
guides instructional instructional
instructional decision making. decision making.
decision making.

          Rubric Score 13

          Rubric Mean 2.6

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Planning

In my time in the 2nd grade, Than always gave clear and accurate instruction. He was clear in his expectations and the children knew what
they had to do. Than worked to develop strategies to organize the delivery of the lesson and stay on task throughout many interruptions
from chatty more di cult children.
DOMAIN II: THE CLASSROOM ENVIRONMENT

The sources of evidence for this domain could include class observations, re ections, post-
observation conferences

 *

Does Not Progress

Not Meet Toward Meeting Exceeds
  Observed Standard Standard Meets Standard Standard Score/Comment

A. Creates a 0  1  2  3 4  3
respectful
and Not Candidate Candidate Candidate Candidate works
supportive observed does not creates creates with others to

learning create respectful respectful create respectful

environment respectful environments by environments environments
environments encouraging that encourage that encourage
that positive social positive social positive social
encourage interactions. interactions and interactions and
positive social support support
interactions individual and individual and
and support collaborative collaborative
individual learning. learning.
and
collaborative
learning.

B. Manages 0  1  2  3 4  3
classroom
procedures Not Candidate Candidate Candidate Candidate
to ensure a observed does not inconsistently manages e ectively
safe learning e ectively manages transitions, manages

environment manage transitions, materials and transitions,

transitions, materials and supplies, and materials and
materials and supplies, and routines to supplies, and
supplies, and routines. maintain routines to
routines. momentum and maintain
utilize momentum and
instructional maximize the use
time. of instructional
time.

C. Manages 0  1  2  3 4  3
student
behavior Not Candidate Candidate Candidate clearly Candidate clearly
observed does not communicates communicates communicates
communicate some behavioral behavioral behavioral
behavioral expectations for expectations for expectations for
expectations students, but students and students and
for students. does not hold holds them consistently
them accountable as holds them
 accountable as per accountable as
per school/classroom per
school/classroom policy. school/classroom
policy. policy.

          Rubric Score 9

          Rubric Mean 3

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Classroom Environment

Than has a calm and caring demeanor in the classroom. He talked to children at their level and made them each feel like part of the class
community. Than developed a strong toolkit for managing behaviors and showed great growth in that area. Than's knowledge of each
student individually helped him to give each child the right intervention and support. He was also able to hold the more capable children
to high expectations and encourage them to take risks in their learning.

DOMAIN III: INSTRUCTION

The sources of evidence for this domain could include lesson/unit plans, regular class
instruction, class observations, re ections, post-observation conferences

 *

Progress
Toward
Not Does Not Meet Meeting Meets Exceeds
  Observed Standard Standard Standard Standard Score/Comment

A. Articulates 0  1  2  3  4 4
expectations
Not Candidate does Candidate Candidate Candidate
observed not provide explains explains lesson clearly explains
clear directions directions and directions, lesson
and procedures procedures at procedures and directions,
for students, the outset of the learning procedures, and
requiring lesson, and outcomes, learning
repeated provides provides outcomes in a
explanation of support support variety of ways,
expectations. examples. examples, and provides
checks for di erentiated
student support
understanding. examples, and
checks for
student
understanding.
B. Uses a variety 0  1  2  3 4  3
of instructional
strategies Not Candidate does Candidate uses Candidate uses Candidate uses
observed not use a variety a variety of a variety of a variety of
of instructional instructional appropriate appropriate,
strategies strategies to instructional creative, and
beyond those introduce and strategies to challenging
established by develop content introduce, strategies to
the cooperating knowledge and develop and introduce,
teacher. skill. apply content develop and
knowledge and apply content
skill to meet the knowledge and
needs of all skill to meet the
learners. needs of all
learners.

C. Engages 0  1  2  3  4 4
students in
learning Not Candidate does Candidate Candidate Candidate
observed not engage engages engages engages
regularly with learners using learners in learners in
learners during questioning and instructional instructional
instruction. problem solving opportunities opportunities
and is aware of using strategies using strategies
the pacing of such as such as
the learning questioning, questioning,
experience. application of application of
knowledge, knowledge,
critical thinking, critical thinking,
and creative creative
problem solving, problem solving,
and is aware of di erentiation,
the pacing and and grouping
timing of and manages
learning the pacing and
experiences. timing of
learning
experiences.

D. Uses 0  1  2  3  4  NA
appropriate
assessment in Not Candidate does Candidate uses Candidate uses Candidate uses
instruction observed not use developmentally a variety of a variety of
developmentally appropriate developmentally methods of
appropriate formative appropriate developmentally
formative and/or formative appropriate
and/or summative and/or formative
summative assessment summative and/or
assessment during methods of summative
during instruction to assessment to assessment to
instruction. monitor student monitor student monitor student
learning. learning, and learning, guide
 guide planning planning and
and instructional
instructional decision making,
decision making. and engage
learners in the
assessment
process.

E. Demonstrates 0  1  2  3 4  3
exibility and
responsiveness Not Candidate does Candidate Candidate Candidate
observed not adjust makes minor makes makes
lessons based adjustments adjustments substantial
on student during lessons during lessons adjustments
responses. based on based on during lessons
student observation and based on
responses. provides observation and
responsive assessment, and
feedback to provides
students. responsive
feedback to
students.

F. Uses 0  1  2  3  4 4
developmentally
appropriate Not Candidate does Candidate uses Candidate uses Candidate uses

technology to observed not use developmentally developmentally developmentally

design, developmentally appropriate appropriate appropriate

implement, and appropriate technology to technology to technology to

assess learning technology to design, design, design,

experiences design, implement, implement, and implement, and
implement, and/or assess assess learning assess learning
and/or assess learning experiences that experiences that
learning experiences as actively engage actively engage
experiences. indicated in the students. students, in
curriculum. ways that utilize
the capacity of
technology to
extend
interactive
learning beyond
traditional
approaches.

          Rubric Score 18

          Rubric Mean 3.6

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Instruction
 

Than's energy and enthusiasm showed up in his work with children everyday. His lessons were fun and engaging. Than was an expert in
using the Interactive whiteboard and he worked on making his handwriting a perfect model for the emergent writers. Than also used
praise and encouragement to motivate his students.

DOMAIN IV: PROFESSIONAL RESPONSIBILITIES

The sources of evidence for this domain could include class observations, re ections, post-
observation conferences

 *

Progress
Does Not Toward
Not Meet Meeting Exceeds
  Observed Standard Standard Meets Standard Standard Score/Comment

A. 0  1  2  3 4  3
Incorporates
feedback from Not Candidate is Candidate Candidate is Candidate

professionals observed not receptive to accepts receptive to seeks out

feedback from feedback from feedback and feedback and
professionals. professionals, incorporates incorporates
but there is little suggestions into new ideas and
evidence to subsequent suggestions
show how it is lessons. into
incorporated subsequent
into subsequent lessons.
lessons.

B. Maintains 0  1  2  3  4  NA
accurate
records Not Candidate does Candidate has a Candidate has a Candidate has
observed not have a system to system to a system to
system to maintain maintain maintain
maintain accurate accurate records accurate
accurate records. and uses learner records and
records. data to inform uses learner
instruction. data to inform
and
di erentiate
instruction.

C. Maintains 0  1  2  3 4  3
collaborative
relationships Not Candidate does Candidate Candidate Candidate

with observed not maintain maintains maintains takes the

colleagues, mutually cordial mutually initiative to
relationships supportive and maintain
 school, and supportive and with colleagues cooperative mutually
community cooperative and within the relationships supportive and
relationships. school to ful ll with colleagues, cooperative
required within the relationships
responsibilities. school, and with with
the community colleagues,
to ful ll required within the
responsibilities. school, and
with the
community.

D. Engages in 0  1  2  3 4  3
re ective
practice Not Candidate does Candidate Candidate Candidate
observed not use re ects on own re ects on own initiates the
re ection and practice to practice and use of
learner data to analyze and uses evidence of re ection and
analyze and guide student learning evidence of
guide instructional to analyze and student
instructional decision making, guide learning to
decision and adjust instructional analyze and
making, and instruction. decision making, guide
adjust and adjust instructional
instruction. instruction. decision
making, and
adjust
instruction.

          Rubric Score 9

          Rubric Mean 3

Please use the box below to provide Comments on the teacher candidate’s growth in the
area of Professionalism

Than was very re ective after each lesson that I observed. He was always working to improve his teaching. Than attended workshops and
conferences. He also took a mental health rst aid class.

TOTAL

Total Score:

49.0

Total Mean:

3.062

GRADE
Total Score:

49.0

Grade: