Table 9B Item 4: Planning for Learning 2015-16 Subject Area Scoring Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Total 2015- 4 Planning for learning: Elementary & 0 0.00% 0 0.00% 12 23.53% 39 76.47% 51 2016 Creates usable lessons and unit Special plans based on knowledge of the Education discipline, students, and curricular goals Special 0 0.00% 0 0.00% 24 27.91% 62 72.09% 86 Education Response from College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-15 Academic Year on Instructional Enactment (Item 3 Table 10A). – Table 10A Item 3: Instructional Enactment 2014-15 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient Total 2014- 3 Demonstrates Capacity to implement, Special 0 0.00% 4 10.26% 35 89.74% 39 2015 modify, and adapt plans that are Education, responsive to students and curricular K-6 goals (SPM7)
Table 9B Item 4: Planning for Learning 2015-16 Subject Area Scoring Year # Item Endorsement Unacceptable Emergent Sufficient Advanced Total 2015- 2016 4 Planning for learning: Creates usable lessons and unit plans based on knowledge of the discipline, students, and curricular goals Elementary & Special Education 0 0.00% 0 0.00% 12 23.53% 39 76.47% 51 Special Education 0 0.00% 0 0.00% 24 27.91% 62 72.09% 86 Response from College of Education & Human Sciences Student Teaching Instrument Teacher Candidate Summative Evaluation for the 2014-15 Academic Year on Instructional Enactment (Item 3 – Table 10A). Table 10A Item 3: Instructional Enactment 2014-15 Subject Area Scoring Year # Item Endorsement Unsatisfactory Basic Proficient Total 2014- 2015 3 Demonstrates Capacity to implement, modify, and adapt plans that are responsive to students and curricular goals Special Education, K-6 (SPM7) 0 0.00% 4 10.26% 35 89.74% 39
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