3 = Consistently uses informal and 2 = On some occasions, uses 1 = Rarely uses informal and formal formal assessment data to modify informal and formal assessment assessment data to modify H/SS H/SS instruction, to plan data to modify H/SS instruction, to Average instruction, to plan appropriate N/A appropriate lessons, and to make plan appropriate lessons, and to Rating lessons, or to make purposeful purposeful decisions about group make purposeful decisions decisions about group formations formations group formations 12. Uses informal and formal assessment data to modify H/SS instruction and to plan appropriate 2.25 lessons, including purposeful choices regarding group formations. NCSS 3.1 3 = Purposely and effectively 2 = Attempts to deliberately 1 = Does not intentionally sequence sequences learning into sequence learning tasks into learning tasks into coherent units of coherent units of instruction coherent units of instruction Average instruction derived from the H/SS N/A derived from the H/SS curriculum in derived from the H/SS curriculum in Rating curriculum in an effort to effectively an effort to effectively scaffold an effort to effectively scaffold scaffold student learning student learning student learning 13. Sequences learning tasks into coherent units of instruction derived from the H/SS curriculum 3.00 in an effort to effectively scaffold student learning. NCSS 3.1 3 = Routinely creates positive 2 = Attempts to create positive and 1 = Has difficulty creating positive and supportive interactions with supportive interactions with and supportive interactions with students by using respectful, students by using respectful, students by using respectful, Average N/A appropriate, and effective appropriate, and effective verbal appropriate, and effective verbal Rating verbal and nonverbal and nonverbal communication and nonverbal communication communication techniques techniques techniques
3 = Consistently uses informal and formal assessment data to modify H/SS instruction, to plan appropriate lessons, and to make purposeful decisions about group formations 2 = On some occasions, uses informal and formal assessment data to modify H/SS instruction, to plan appropriate lessons, and to make purposeful decisions group formations 1 = Rarely uses informal and formal assessment data to modify H/SS instruction, to plan appropriate lessons, or to make purposeful decisions about group formations N/A Average Rating 12. Uses informal and formal assessment data to modify H/SS instruction and to plan appropriate lessons, including purposeful choices regarding group formations. NCSS 3.1 2.25 3 = Purposely and effectively sequences learning into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning 2 = Attempts to deliberately sequence learning tasks into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning 1 = Does not intentionally sequence learning tasks into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning N/A Average Rating 13. Sequences learning tasks into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning. NCSS 3.1 3.00 3 = Routinely creates positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 2 = Attempts to create positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 1 = Has difficulty creating positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques N/A Average Rating
TCPCG%20Fall%202010%20Student%20Teaching%20Evaluation%20Report%20-%20Secondary%20Education%20-%20Hartford.docx