STUDENT TEACHER: EVALUATOR: DATE: OBJECTIVE Unsatisfactory Basic Proficient Distinguished 1 2 3 4 Domain 1: Planning and Preparation 1. A. Demonstrates knowledge Student teacher makes content The student teacher is familiar The student teacher can identify In addition to the errors. He/she does not consider with the discipline, but lacks important concepts of the characteristics of of content and pedagogy “proficient,” prerequisite relationships when awareness of how concepts relate discipline and their relationships to the student teacher cites intra- planning. Student to one another. His/her one another. He/she consistently and interdisciplinary content teacher’s plans use inappropriate strategies knowledge of prerequisite provides clear explanations of the relationships. He/she is for the discipline. relationships is inaccurate or content. The student proactive in uncovering student teacher’s incomplete. Lesson and unit plans reflect familiarity with misconceptions and addressing plans use limited instructional effective pedagogical approaches. them before proceeding. NA NO 1 2 3 4 strategies, and some may not be suitable to the content. Comments for 1.A.: Student teacher demonstrates Student teacher indicates the Student plans reflect an In addition to the 1. B. Demonstrates knowledge teacher’s of students in terms of learning little or no understanding of how importance of understanding understanding of the different characteristics of “proficient,” needs and diversity students learn and little how students learn and the cultural groups, special needs the student plans teacher’s knowledge of backgrounds, cultures, groups as well as academic groups indicate differentiation for students’ students’ backgrounds, cultures, skills, skills, language proficiency, within the classroom. specific students (not just language proficiency, interests, interests, and special needs, and groups of students), depending and special needs and does not attains this knowledge about the upon the learning need or seek such understanding. class as a whole. Application of learning situation. NA NO 1 2 3 4 this knowledge in planning is still developing. Comments for 1.B.:
STUDENT TEACHER: EVALUATOR: DATE: OBJECTIVE Unsatisfactory 1 Basic 2 Proficient 3 Distinguished 4 Domain 1: Planning and Preparation 1. A. Demonstrates knowledge of content and pedagogy NA NO 1 2 3 4 Student teacher makes content errors. He/she does not consider prerequisite relationships when planning. Student teacher’s plans use inappropriate strategies for the discipline. The student teacher is familiar with the discipline, but lacks awareness of how concepts relate to one another. His/her knowledge of prerequisite relationships is inaccurate or incomplete. Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content. The student teacher can identify important concepts of the discipline and their relationships to one another. He/she consistently provides clear explanations of the content. The student teacher’s plans reflect familiarity with effective pedagogical approaches. In addition to the characteristics of “proficient,” the student teacher cites intra- and interdisciplinary content relationships. He/she is proactive in uncovering student misconceptions and addressing them before proceeding. Comments for 1.A.: 1. B. Demonstrates knowledge of students in terms of learning needs and diversity NA NO 1 2 3 4 Student teacher demonstrates little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding. Student teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole. Application of this knowledge in planning is still developing. Student teacher’s plans reflect an understanding of the different cultural groups, special needs groups as well as academic groups within the classroom. In addition to the characteristics of “proficient,” the student teacher’s plans indicate differentiation for specific students (not just groups of students), depending upon the learning need or learning situation. Comments for 1.B.:
Student%20Teaching%20Handbook%202015-2016%20revised%205%2012.docx