The College of Saint Rose Teacher Education Program Final Student Teaching Evaluation Domain One: Planning Performance Highly Effective Proficient Developing Unsatisfactory Not Indicator (at pre-service 3 2 1 Observed level) 4 PL-1 Demonstrates Candidate Candidate Candidate Candidate demonstrates a rich demonstrates demonstrates basic demonstrates content knowledge understanding of adequate content content knowledge inadequate content with accuracy the content and the knowledge and a and a knowledge and a relationships solid understanding limited lack understanding between concepts of the understanding of of the and skills within relationships the relationships relationships the content. between concepts between concepts between concepts Candidate’s planned and skills within within the content. and/or skills presentation of the the content. Candidate’s lesson within the content. content is Candidate’s planned plan includes Candidate’s lesson accurate, detailed presentation of the occasional content plan includes and well organized. content is accurate errors. several content Appropriate and well organized. errors. examples and are used to clarify concepts. PL-2 Plans Candidate plans Candidate plans Candidate plans Candidate plans instruction that is instruction that is instruction that is instruction that is instruction based developmentally developmentally developmentally not developmentally upon relevant appropriate for all appropriate for all appropriate for appropriate for the theories of human pupils, addressing pupils, addressing most pupils, pupils in the development, cognitive, cognitive, addressing instructional developmentally physical, social physical, social cognitive, group. Lesson plans appropriate and emotional and emotional physical, social do not address the expectations, and factors. factors. and emotional needs of individual identified pupil Appropriate Appropriate factors. pupils. needs. differentiation of differentiation of Differentiation of (Those learning the instructional the instructional the instructional English as a new plan to address plan to address plan to address language, those individual learning individual learning individual learning with disabilities,
The College of Saint Rose Teacher Education Program Final Student Teaching Evaluation Domain One: Planning Performance Indicator Highly Effective (at pre-service level) 4 Proficient 3 Developing 2 Unsatisfactory 1 Not Observed PL-1 Demonstrates content knowledge with accuracy Candidate demonstrates a rich understanding of the content and the relationships between concepts and skills within the content. Candidate’s planned presentation of the content is accurate, detailed and well organized. Appropriate examples and are used to clarify concepts. Candidate demonstrates adequate content knowledge and a solid understanding of the relationships between concepts and skills within the content. Candidate’s planned presentation of the content is accurate and well organized. Candidate demonstrates basic content knowledge and a limited understanding of the relationships between concepts within the content. Candidate’s lesson plan includes occasional content errors. Candidate demonstrates inadequate content knowledge and a lack understanding of the relationships between concepts and/or skills within the content. Candidate’s lesson plan includes several content errors. PL-2 Plans instruction based upon relevant theories of human development, developmentally appropriate expectations, and identified pupil needs. Candidate plans instruction that is developmentally appropriate for all pupils, addressing cognitive, physical, social and emotional factors. Appropriate differentiation of the instructional plan to address individual learning Candidate plans instruction that is developmentally appropriate for all pupils, addressing cognitive, physical, social and emotional factors. Appropriate differentiation of the instructional plan to address individual learning Candidate plans instruction that is developmentally appropriate for most pupils, addressing cognitive, physical, social and emotional factors. Differentiation of the instructional plan to address individual learning Candidate plans instruction that is not developmentally appropriate for the pupils in the instructional group. Lesson plans do not address the needs of individual pupils. (Those learning English as a new language, those with disabilities,