Most of the learning activities are aligned with the instructional outcomes and follow an 1e: Designing coherent instruction organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent with some differentiation for cognitive challenge, different groups of students and varied use of instructional groups. Assessment by Student Teacher Assessment by Cooperating Teacher Assessment by University Supervisor not yet/not observed (option only not yet/not observed (option only for not yet/not observed (option only for for early and mid-term evaluation) early and mid-term evaluation) early and mid-term evaluation) with direction from the with direction from the cooperating with direction from the cooperating cooperating teacher teacher teacher emerging independence emerging independence emerging independence independent independent independent independent and consistent independent and consistent independent and consistent 1f: Designing student assessments All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Assessment by Student Teacher Assessment by Cooperating Teacher Assessment by University Supervisor not yet/not observed (option only not yet/not observed (option only for f not yet/not observed (option only for early and mid-term evaluation) early and mid-term evaluation) for early and mid-term evaluation) with direction from the with direction from the cooperating with direction from the cooperating cooperating teacher teacher teacher emerging independence emerging independence emerging independence independent independent independent independent and consistent independent and consistent independent and consistent
1e: Designing coherent instruction Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent 1f: Designing student assessments All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Assessment by Student Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by Cooperating Teacher not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor f not yet/not observed (option only for early and mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent