1c: Setting instructional outcomes Most outcomes represent rigorous and important learning in the discipline and are are written in the form of student learning, and suggest viable methods of assessment. Outcomes several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students. 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) 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 1d: Demonstrating knowledge of The teacher displays awareness of resources beyond those provided by the school or district, resources including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources. 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 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.
1c: Setting instructional outcomes Most outcomes represent rigorous and important learning in the discipline and are are written in the form of student learning, and suggest viable methods of assessment. Outcomes several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students. 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 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 1d: Demonstrating knowledge of resources The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources. 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 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.
Mid-Term_Observation.docx