3 = Routinely constructs 2 = Often constructs science 1 = Rarely constructs science science lessons that are Average lessons that are adapted to lessons that are adapted to N/A adapted to meet diverse Rating meet diverse student needs meet diverse student needs student 4. Constructs science lessons adapted to student needs based on different developmental levels, 2.71 approaches to learning, abilities, background experiences and personal interests NSTA/NCATE 5.b 2 = Is working on applying 1 = Has difficulty applying 3 = Regularly applies concepts, concepts, procedures, and concepts, procedures, and procedures, and applications to applications to build applications to build understanding and to help Average understanding and to help understanding and, therefore, is N/A students connect science Rating students connect science unable to help students connect knowledge and skills to real world knowledge and skills to real world science knowledge and skills to problems problems real world problems 5. Applies concepts, procedures, and applications to build understanding and to help students connect science 2.71 knowledge and skills to real world problems NSTA/NCATE 4.b 2 = In most instances, 1 = Has difficulty planning 3 = Consistently instruction instruction based on science instruction based on science based on science national and state national and state curriculum national and state curriculum Average curriculum frameworks and local N/A frameworks and local curricular frameworks and local curricular Rating curricular goals in an effort to goals in an effort to address student goals in an effort to address address student needs and abilities needs and abilities student needs and abilities
3 = Routinely constructs science lessons that are adapted to meet diverse student 2 = Often constructs science lessons that are adapted to meet diverse student needs 1 = Rarely constructs science lessons that are adapted to meet diverse student needs N/A Average Rating 4. Constructs science lessons adapted to student needs based on different developmental levels, approaches to learning, abilities, background experiences and personal interests NSTA/NCATE 5.b 2.71 3 = Regularly applies concepts, procedures, and applications to build understanding and to help students connect science knowledge and skills to real world problems 2 = Is working on applying concepts, procedures, and applications to build understanding and to help students connect science knowledge and skills to real world problems 1 = Has difficulty applying concepts, procedures, and applications to understanding and, therefore, is unable to help students connect science knowledge and skills to real world problems N/A Average Rating 5. Applies concepts, procedures, and applications to build understanding and to help students connect science knowledge and skills to real world problems NSTA/NCATE 4.b 2.71 3 = Consistently instruction based on science national and state curriculum frameworks and local curricular goals in an effort to address student needs and abilities 2 = In most instances, instruction based on science national and state curriculum frameworks and local curricular goals in an effort to address student needs and abilities 1 = Has difficulty planning instruction based on science national and state curriculum frameworks and local curricular goals in an effort to address student needs and abilities N/A Average Rating
TCPCG%20Fall%202010%20Student%20Teaching%20Evaluation%20Report%20-%20Secondary%20Education%20-%20Hartford.docx