Standards Unsatisfactory Basic (1) Proficient Distinguished 1 (0) (2) (3) Management Much time is lost Transitions are Transitions occur Transitions are of Transitions during transitions. sporadically smoothly with seamless with students May be unaware of lost efficient, little loss of assuming some time, dos not plan for resulting in instructional time. responsibility for transitions. some loss of Specific efficient operation. instructional procedures are time. taught and used effectively. Management Time and materials are Time and Time and Time and materials of Time and inefficiently handled, materials are materials are are handled smoothly Materials resulting in loss of handled handled smoothly and efficiently with no instructional time. moderately well. with little loss of loss of attention or instructional time interest. Students or interest. assume some responsibility for efficient operation of time and materials. Directions and Directions and Directions and Directions and Directions and Procedures procedures are procedures are procedures are procedures are clear to confusing for students clarified after clear to students students. Anticipates initial student and contain an possible student confusion or are appropriate level misunderstanding excessively of detail. plans, monitors for it. detailed. Frequently checks for understanding. Pacing The pacing is too slow Pacing is Pacing is usually Pacing of the lesson is or rushed. inconsistent. appropriate. smooth, timely, and Teacher adapts appropriate, allowing pace by for reflection and monitoring closure. students. Performance Performance of Duties are Duties are Systems for and duties is handled fairly managed and performing duties are inefficient. May be efficiently. completed in a well established with Duties inattentive to these clear, professional students assuming (attendance, duties. manner without appropriate lunch count, loss of responsibility for distribution of instructional time. efficient classroom papers, duties, operation. etc.) Comments: Principle #5a: The teacher intern uses an understanding and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom.
Standards 1 Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Management of Transitions Much time is lost during transitions. May be unaware of lost time, dos not plan for transitions. Transitions are sporadically efficient, resulting in some loss of instructional time. Transitions occur smoothly with little loss of instructional time. Specific procedures are taught and used effectively. Transitions are seamless with students assuming some responsibility for efficient operation. Management of Time and Materials Time and materials are inefficiently handled, resulting in loss of instructional time. Time and materials are handled moderately well. Time and materials are handled smoothly with little loss of instructional time or interest. Time and materials are handled smoothly and efficiently with no loss of attention or interest. Students assume some responsibility for efficient operation of time and materials. Directions and Procedures Directions and procedures are confusing for students Directions and procedures are clarified after initial student confusion or are excessively detailed. Directions and procedures are clear to students and contain an appropriate level of detail. Frequently checks for understanding. Directions and procedures are clear to students. Anticipates possible student misunderstanding plans, monitors for it. Pacing The pacing is too slow or rushed. Pacing is inconsistent. Pacing is usually appropriate. Teacher adapts pace by monitoring students. Pacing of the lesson is smooth, timely, and appropriate, allowing for reflection and closure. Performance and Duties (attendance, lunch count, distribution of papers, duties, etc.) Performance of duties is inefficient. May be inattentive to these duties. Duties are handled fairly efficiently. Duties are managed and completed in a clear, professional manner without loss of instructional time. Systems for performing duties are well established with students assuming appropriate responsibility for efficient classroom operation. Comments: Principle #5a: The teacher intern uses an understanding and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom.
2014-2015-CAS-Education-Program-Review-and-Assessment.docx