As an effective Not apparent Emerging Proficient Exemplary Rating (Not ready for (Not yet ready for (Ready for (Proficient Plus) educator, the teacher candidate: independent practice) independent practice) independent practice) 1 2 3 4 Adjusts lessons Candidate does not Candidate’s Candidate’s Candidate’s based on make adjustments or instructional instructional instructional learners’ the adjustments made adjustments are related adjustments provide adjustments provide are not relevant to the to the learners’ some individuals or individuals and responses learners’ responses. responses, but are groups of learners groups of learners ineffective. with the support with the support needed to improve needed to improve their learning. their learning. Uses available Candidate does not Candidate uses Candidate and Candidate and technology to use available available technology learners use available learners use available technology. for purposes other than technology that technology that is impact learning learning (e.g., as a aligns to the linked to learning reward for work curriculum and needs and extends completed, to fill appropriately learners’ time). supports learning. understanding of content, skills, or OR strategies. Technology is not available or inappropriate in this setting. Engages Candidate does most Candidate primarily Candidate asks an Candidate asks an learners using a of the talking and the asks appropriate range of appropriate range of learners provide few questions. questions, including questions, including range of responses. higher order higher order questions, questions that elicit questions that elicit including higher and build on learners’ and build on learner order questions responses. responses, and facilitates interactions among learners. Models Candidate does not Candidate models the Candidate models the Candidate models model for learners discipline’s strategies, discipline-specific discipline-specific how to use essential but does not provide, strategies, explicitly strategies, explicitly strategies. or provides limited, teaches learners how teaches learners how strategies that opportunities for to apply strategies, and when to apply support learners to practice or and provides learners the strategies in learning apply strategies. with opportunities for meaningful contexts, guided practice. and provides opportunities for guided practice. Makes content Candidate does not Candidate uses Candidate uses Candidate uses explicit through make content explicit explanation and representations and representations and explanation, using the strategies examples to attempt to examples to build examples to build identified. build learners’ learners’ learners’ modeling, understanding. understanding, understanding and representations, highlights core ideas, remediate and examples and uses modeling misconceptions, and demonstrating. highlights core ideas while sidelining potentially distracting ones, and makes their thinking visible during modeling and demonstrating.
As an effective educator, the teacher candidate: Not apparent (Not ready for independent practice) 1 Emerging (Not yet ready for independent practice) 2 Proficient (Ready for independent practice) 3 Exemplary (Proficient Plus) 4 Rating Adjusts lessons based on learners’ responses Candidate does not make adjustments or the adjustments made are not relevant to the learners’ responses. Candidate’s instructional adjustments are related to the learners’ responses, but are ineffective. Candidate’s instructional adjustments provide some individuals or groups of learners with the support needed to improve their learning. Candidate’s instructional adjustments provide individuals and groups of learners with the support needed to improve their learning. Uses available technology to impact learning Candidate does not use available technology. Candidate uses available technology for purposes other than learning (e.g., as a reward for work completed, to fill time). Candidate and learners use available technology that aligns to the curriculum and appropriately supports learning. OR Technology is not available or inappropriate in this setting. Candidate and learners use available technology that is linked to learning needs and extends learners’ understanding of content, skills, or strategies. Engages learners using a range of questions, including higher order questions Candidate does most of the talking and the learners provide few responses. Candidate primarily asks questions. Candidate asks an appropriate range of questions, including higher order questions that elicit and build on learners’ responses. Candidate asks an appropriate range of questions, including higher order questions that elicit and build on learner responses, and facilitates interactions among learners. Models strategies that support learning Candidate does not model for learners how to use essential strategies. Candidate models the discipline’s strategies, but does not provide, or provides limited, opportunities for learners to practice or apply strategies. Candidate models the discipline-specific strategies, explicitly teaches learners how to apply strategies, and provides learners with opportunities for guided practice. Candidate models discipline-specific strategies, explicitly teaches learners how and when to apply the strategies in meaningful contexts, and provides opportunities for guided practice. Makes content explicit through explanation, modeling, representations, and examples Candidate does not make content explicit using the strategies identified. Candidate uses explanation and examples to attempt to build learners’ understanding. Candidate uses representations and examples to build learners’ understanding, highlights core ideas, and uses modeling and demonstrating. Candidate uses representations and examples to build learners’ understanding and remediate misconceptions, highlights core ideas while sidelining potentially distracting ones, and makes their thinking visible during modeling and demonstrating.
Mid-Term-and-Final-Capstone-Evaluation-Form.docx