Posted learning objectives/ targets Possible Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teacher is able to inform learners, and discuss learner progress, Relies on learner self-grading/self-correcting Evidence: formative data Plans include vague data collection techniques Plans submitted include assessment/evaluation components Assessments are misaligned Assessments are clearly aligned to congruent standards Planned assessments are not aligned to procedures Assessment is included in the daily procedures Assessments are not developmentally appropriate or Student teacher uses a variety and balance of assessment techniques grade-level appropriate Relies heavily on publisher generated tests Item Exceeds Expectations Meets Expectations Emerging Does Not Meet Expectations (3 points) (2 points) (1 point) (0 points) Planning for Instruction and Assessment Lessons make meaningful and relevant Lessons make clear and coherent Lessons make an attempt to Lessons do not build on or D. connections to connections to on, but are not completely connect to learners’ prior 1. Learners’ prior knowledge 1. Learners’ knowledge connecting to knowledge Differentiated successful at 2. Previous lessons 2. Previous lessons 1. Learners’ prior knowledge, Methods 3. Future learning 3. Future learning 2. Previous lessons, OR future AND/OR 4. Other disciplines and real-world experiences learning Explanations are illogical or AND inaccurate as to how the content AND Differentiation of instruction AND connects to previous and future Differentiation of instruction supports learner supports learner development Differentiation of instruction is learning development minimal AND AND/OR AND Organizes instruction to ensure AND Differentiation of instruction is Organizes instruction to ensure content is content is comprehensible and Organizes instruction to ensure absent comprehensible, relevant, and challenging for relevant for learners content is comprehensible for learners learners Sources of Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Evidence: Cumulative lesson plans Evidence of differentiation in planning and/or instruction (activities, responsiveness to knowledge including proactively – preparing for possible misconceptions) Description of connections between lessons Expectations Emerging/ Does Not Meet Expectations
Posted learning objectives/ targets Possible Evidence: Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Student teacher is able to inform learners, and discuss learner progress, formative data Plans submitted include assessment/evaluation components Assessments are clearly aligned to congruent standards Assessment is included in the daily procedures Student teacher uses a variety and balance of assessment techniques Relies on learner self-grading/self-correcting Plans include vague data collection techniques Assessments are misaligned Planned assessments are not aligned to procedures Assessments are not developmentally appropriate or grade-level appropriate Relies heavily on publisher generated tests Item Exceeds Expectations (3 points) Meets Expectations (2 points) Emerging (1 point) Does Not Meet Expectations (0 points) Planning for Instruction and Assessment D. Differentiated Methods Lessons make meaningful and relevant connections to 1. Learners’ prior knowledge 2. Previous lessons 3. Future learning 4. Other disciplines and real-world experiences AND Differentiation of instruction supports learner development AND Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners Lessons make clear and coherent connections to 1. Learners’ knowledge 2. Previous lessons 3. Future learning AND Differentiation of instruction supports learner development AND Organizes instruction to ensure content is comprehensible and relevant for learners Lessons make an attempt to on, but are not completely successful at connecting to 1. Learners’ prior knowledge, 2. Previous lessons, OR future learning AND Differentiation of instruction is minimal AND Organizes instruction to ensure content is comprehensible for learners Lessons do not build on or connect to learners’ prior knowledge AND/OR Explanations are illogical or inaccurate as to how the content connects to previous and future learning AND/OR Differentiation of instruction is absent Sources of Evidence: Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Cumulative lesson plans Evidence of differentiation in planning and/or instruction (activities, responsiveness to knowledge – including proactively preparing for possible misconceptions) Description of connections between lessons Expectations Emerging/ Does Not Meet Expectations
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