As an effective Not apparent Emerging Proficient Exemplary Rating (Not ready for (Not yet ready for (Ready for (Proficient Plus) educator, the independent practice) independent practice) independent practice) teacher candidate: 1 2 3 4 Establishes Candidate exhibits Candidate exhibits Candidate exhibits Candidate exhibits rapport with and disrespectful respect for most respect for all respect for all respect for all interactions with one, learners and makes learners and to learners and uses learners some, or all learners. some effort to develop establish rapport with appropriate strategies rapport with the most learners. to establish rapport learners, but does not with all learners. establish rapport with most learners. Communicates Candidate uses Candidate uses Candidate uses Candidate uses expectations of language that language that sets specific language that specific language that high quality work communicates expectations for high sets clear sets clear by all learners expectations that quality work for some expectations for high expectations for high allow for low quality learners. quality work for all quality work for all work or sets no learners. learners, based on expectations for learners’ strengths work. and needs. Establishes and Candidate does not Candidate establishes Candidate establishes Candidate establishes teaches clear establish and/or teach guidelines for routines and teaches clear, and teaches clear, guidelines for guidelines for and expectations for developmentally developmentally routines and routines and learner behavior, but appropriate appropriate appropriate behaviors. they are not clear, guidelines for guidelines for expectations for developmentally routines and routines and learners’ appropriate, or with expectations for expectations for behavior logical consequences. learner behavior. learner behavior with logical consequences. Implements Candidate allows Candidate Candidate Candidate proactively established disruptive behavior to inconsistently consistently addresses disruptive guidelines for interfere with addresses disruptive addresses disruptive behavior learners’ learning. behaviors. behavior appropriately with behavior appropriately with logical consequences. logical consequences. Engages in and Candidate provides a Candidate provides Candidate teaches Candidate teaches teaches learners’ learning environment opportunities for learners how to learners how to respectful that serves primarily learners to engage in engage in respectful engage in respectful discourse and to control learner discourse and discourse and discourse and turn-taking behavior and does not and provides and provides include opportunities opportunities for opportunities for for turn-taking. discourse and them to express their varied perspectives in respectful ways. LEARNING ENVIRONMENT SUMMARY STATEMENT INSTRUCTION
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 Establishes rapport with and respect for all learners Candidate exhibits disrespectful interactions with one, some, or all learners. Candidate exhibits respect for most learners and makes some effort to develop rapport with the learners, but does not establish rapport with most learners. Candidate exhibits respect for all learners and to establish rapport with most learners. Candidate exhibits respect for all learners and uses appropriate strategies to establish rapport with all learners. Communicates expectations of high quality work by all learners Candidate uses language that communicates expectations that allow for low quality work or sets no expectations for work. Candidate uses language that sets expectations for high quality work for some learners. Candidate uses specific language that sets clear expectations for high quality work for all learners. Candidate uses specific language that sets clear expectations for high quality work for all learners, based on learners’ strengths and needs. Establishes and teaches clear guidelines for routines and appropriate expectations for learners’ behavior Candidate does not establish and/or teach guidelines for routines and behaviors. Candidate establishes guidelines for routines and expectations for learner behavior, but they are not clear, developmentally appropriate, or with logical consequences. Candidate establishes and teaches clear, developmentally appropriate guidelines for routines and expectations for learner behavior. Candidate establishes and teaches clear, developmentally appropriate guidelines for routines and expectations for learner behavior with logical consequences. Implements established guidelines for learners’ behavior Candidate allows disruptive behavior to interfere with learning. Candidate inconsistently addresses disruptive behaviors. Candidate consistently addresses disruptive behavior appropriately with logical consequences. Candidate proactively addresses disruptive behavior appropriately with logical consequences. Engages in and teaches learners’ respectful discourse and turn-taking Candidate provides a learning environment that serves primarily to control learner behavior and does not include opportunities for turn-taking. Candidate provides opportunities for learners to engage in discourse and Candidate teaches learners how to engage in respectful discourse and and provides opportunities for discourse and Candidate teaches learners how to engage in respectful discourse and and provides opportunities for them to express their varied perspectives in respectful ways. LEARNING ENVIRONMENT SUMMARY STATEMENT INSTRUCTION
Mid-Term-and-Final-Capstone-Evaluation-Form.docx