Baseline Assessment Form Program Supervisors and Supervising Practitioners may use this form to reflect on the Teacher Candidate’s performance thus far and establish a baseline assessment of a candidate’s readiness. This assessment can be compared to the candidate’s Self-Assessment during the first Three-Way Meeting to establish areas of strength, and areas of opportunity. This form is ; Sponsoring Organizations and assessors may adopt or adapt. I.A.4: Well-Structured Lessons Unsatisfactory Needs Improvement Proficient Exemplary Develops lessons with Develops lessons with Develops Develops well-structured inappropriate student only some elements of structured lessons with and highly engaging engagement strategies, appropriate student challenging, measurable lessons with challenging, pacing, sequence, engagement strategies, objectives and measurable objectives I-A-4. activities, materials, pacing, sequence, appropriate student and appropriate student resources, and/or activities, materials, engagement strategies, engagement strategies, grouping for the resources, and pacing, sequence, pacing, sequence, Lessons intended outcome or grouping. activities, materials, activities, materials, for the students in the resources, technologies, resources, technologies, class. and grouping. and grouping to attend to every student’s needs. Is able to model this element. Quality Consistency I.B.2: Adjustment to Practice Unsatisfactory Needs Improvement Proficient Exemplary Makes few May organize and Organizes and analyzes Organizes and analyzes adjustments to analyze some results from a variety of results from a practice based on assessment results but assessments to comprehensive system of formal and informal only occasionally determine progress assessments to assessments. adjusts practice or toward intended determine progress modifies future outcomes and uses toward intended instruction based on these findings to adjust outcomes and frequently the findings. practice and identify uses these findings to I-B-2. and/or implement adjust practice and Adjustment to appropriate identify and/or Practice differentiated implement appropriate interventions and differentiated enhancements for interventions and students. enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Quality Scope
Baseline Assessment Form Program Supervisors and Supervising Practitioners may use this form to reflect on the Teacher Candidate’s performance thus far and establish a baseline assessment of a candidate’s readiness. This assessment can be compared to the candidate’s Self-Assessment during the first Three-Way Meeting to establish areas of strength, and areas of opportunity. This form is ; Sponsoring Organizations and assessors may adopt or adapt. I.A.4: Well-Structured Lessons I-A-4. Lessons Unsatisfactory Needs Improvement Proficient Exemplary Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class. Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping. Develops lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element. Quality Consistency I.B.2: Adjustment to Practice I-B-2. Adjustment to Practice Unsatisfactory Needs Improvement Proficient Exemplary Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Quality Scope structured