Possible Incorporates a balance of publisher and teacher-made assessments Relies heavily on publisher generated test banks and Clearly states varied teacher performance assessments Evidence: Pre-submitted assessments were aligned to lesson content Assessments are not aligned to what was taught Assessments are referenced in daily procedures Assessments are not appropriate for age and/or Student teacher can inform learners the and whys” of formative level “hows assessment, and where the class is in the learning process Inadequate data collected to discern student growth Item Exceeds Expectations Meets Expectations Emerging Does Not Meet Expectations (3 points) (2 points) (1 (0 points) Analysis of Teaching M. Discusses, provides evidence of, and justifies Discusses and provides evidence of Mentions connections to No connections OR inaccurate Connections connections to educational research and/or connections to educational research educational research and/or connections to educational to Research theory and/or theory theory research and/or theory and Theory AND Uses research and/or theory to explain their learners’ progress Sources of Observation of teaching Pre/post observation conferences Evidence: Reflections (written or oral) on lessons Teaching journals Cumulative planning documents Appropriate citations for research and theory Student learning objectives Connections between methodology and research/theory Possible Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Evidence: Exceeds: Emerging: The student teacher: Connections are grade/developmental level appropriate makes multiple and specific references to theory and research to The student teacher: support why a task was chosen, how an assessment is consistently refers to only one general connection, appropriate/aligns to instruction, etc. or s/he relays the same connection within multiple lessons is able to go about the relationship between “in-depth” is a dropper” of theorists and researchers, research/theory and their teaching (i.e., they are able to discuss “name but cannot articulate how his/her teaching applications and rationales in depth) integrates concepts from research and theory Does not Meet:
Possible Evidence: Incorporates a balance of publisher and teacher-made assessments Clearly states varied teacher performance Pre-submitted assessments were aligned to lesson content Assessments are referenced in daily procedures Student teacher can inform learners the “hows and whys” of formative assessment, and where the class is in the learning process Relies heavily on publisher generated test banks and assessments Assessments are not aligned to what was taught Assessments are not appropriate for age and/or level Inadequate data collected to discern student growth Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 Does Not Meet Expectations (0 points) Analysis of Teaching M. Connections to Research and Theory Discusses, provides evidence of, and justifies connections to educational research and/or theory AND Uses research and/or theory to explain their learners’ progress Discusses and provides evidence of connections to educational research and/or theory Mentions connections to educational research and/or theory No connections OR inaccurate connections to educational research and/or theory Sources of Evidence: Observation of teaching Pre/post observation conferences Reflections (written or oral) on lessons Teaching journals Cumulative planning documents Appropriate citations for research and theory Student learning objectives Connections between methodology and research/theory Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Exceeds: The student teacher: makes multiple and specific references to theory and research to support why a task was chosen, how an assessment is appropriate/aligns to instruction, etc. is able to go “in-depth” about the relationship between research/theory and their teaching (i.e., they are able to discuss applications and rationales in depth) Emerging: Connections are grade/developmental level appropriate The student teacher: consistently refers to only one general connection, or s/he relays the same connection within multiple lessons is a “name dropper” of theorists and researchers, but cannot articulate how his/her teaching integrates concepts from research and theory Does not Meet:
20160705%20Look_Fors_VARI-EPP.docx