Final Internship Evaluation. Submitted by: Kristine Y. Hogarty August 2006

Transcription

1 University of South Florida College of Education Final Internship Evaluation Submitted by: Kristine Y. Hogarty August 2006

2 Table of Contents Introduction... 3 Sample... 3 Results... 4 Average Competence on 12 Accomplished Practices... 5 Demonstrating Accomplished Practices... 6 Item Level Analysis... 6 List of Tables Table 1 Frequency of Alumni Respondents by Program and Degree Level... 4 Table 2 Average Competence on 12 Accomplished Practices (US)... 5 Table 3 Average Competence on 12 Accomplished Practices (CT)... 6 Table 4 Estimates of Internal Consistency: Cronbach s Alpha... 9 Table 5 Relationships among Accomplished Practices: US Table 6 Relationships among Accomplished Practices: CT List of Appendices Appendix A Accomplished Practices by degree level and rater Appendix B Item Level Frequencies by degree level and rater... 16

3 3 Introduction As part of a continuous effort to monitor student progress, the College of Education at the University of South Florida evaluates the performance of the students in their teacher preparation programs. One of the instruments currently utilized employs a series of questions designed to provide University Supervisors (US) and Cooperating Teachers (CT) an opportunity to evaluate students performance during their final internship. Respondents provide ratings to 63 items (categorized within the Preprofessional Accomplished Practices) according to a five point rubric with 5= demonstration of Accomplished Practices at a level exceeding that expected of a beginning teacher; 4= proficient demonstration of Accomplished Practice at a level expected of a beginning teacher; 3=demonstration of the behavior at a level expected of a beginning teacher, although not consistent yet over time; 2=demonstration of Accomplished Practice inconsistently and at a level less than expected of a beginning teacher (more improvement is needed) and 1=unsuccessful demonstration of Accomplished Practice. Two additional options are provided: a response of NA is suggested when the rater has been unable to observe or review documentation that shows evidence of a particular behavior, and an option of NR is given when the item is not relevant for the intern s situation or school context. The information provided in this report is based on feedback from both the University Supervisors and Cooperating Teachers. Sample For the final intern evaluation survey administered during the academic year, the University Supervisors provided evaluations for 440 interns; and Cooperating Teachers provided 460 evaluations. Data were available for a host of teacher preparation programs. The frequency of response by program is provided in Table 1. Within these programs, more than 85% of the interns were seeking a bachelor s degree, with the remaining interns seeking a Master s degree.

4 4 Table 1 Frequency of Respondents by Program University Supervisors (US) Cooperating Teachers (CT) PROGRAM Frequency Percent Frequency Percent Business Education Chemistry Early Childhood Elementary English Exceptional Student Foreign Language Geography Math Music Physical Education Reading Science Social Science Special Education Technical Education Varying Exceptionalities Results Of vast importance to key stakeholders is the ability of our graduates to demonstrate an acceptable level of performance. To provide a broad overview of the quality of interns performance, survey responses were initially aggregated and examined at the college level. The questions contained within each section of the final internship evaluation form are related to a Pre Professional Level of a Florida Accomplished Practice (AP) and domains from the Florida Performance Measurement System (FPMS). Each Accomplished Practice is represented by a group of items, ranging from four items representing Diversity, the Role of the teacher and Technology to nine items representing Planning.

5 5 Average Competence on 12 Accomplished Practices To provide a more informative profile of the interns performance, responses from University Supervisors and Cooperating Teachers were summed within each section, and averaged to compute a mean composite score for each accomplished practice. The means and standard deviations by level of degree (i.e., Bachelor s or Master s) are provided in Tables 2 and 3. On average, the ratings were overwhelmingly positive, ranging from 4.40 to 4.90, suggesting that interns demonstrated proficiency for all of Accomplished Practice at a level expected of a beginning teacher. The rating provided by both the University Supervisors and Cooperating teachers appeared relatively consistent for this cohort of interns. These results reflect favorably on the quality of our interns and their performance in the field. Table 2 Average Competence on 12 Accomplished Practices University Supervisor Bachelor s Level Master s Level Mean SD Mean SD Assessment Communication Continuous Improvement Critical Thinking Diversity Ethics Human Development & Learning Knowledge of Subject Matter Learning Environment Planning Role of the Teacher Technology

6 6 Table 3 Average Competence on 12 Accomplished Practices Cooperating Teacher Bachelor s Level Master s Level Mean SD Mean SD Assessment Communication Continuous Improvement Critical Thinking Diversity Ethics Human Development & Learning Knowledge of Subject Matter Learning Environment Planning Role of the Teacher Technology Demonstrating Accomplished Practices To further evaluate intern performance, those interns who received a mean rating of 3.0 or greater were classified as demonstrating the identified accomplished practice, and were distinguished from those receiving a rating less than 3.0. This dichotomy, demonstrated versus not demonstrated, allows us to take a broad look at the joint success of our teacher preparation programs and provides us with an overview of the level of performance of our interns. Not surprisingly, nearly all of the interns were rated as demonstrating the accomplished practice of interest. At the undergraduate level, only a single intern failed to demonstrate each of the accomplished practices. These results are presented in Appendix A. Item Level Analysis The results from this investigation clearly illustrate that our interns are well prepared to demonstrate the Accomplished Practices as part of their fieldwork experience. Currently, the items addressing demonstration of the Accomplished Practices are provided on a five point scale. It may be informative to examine areas in which our interns are consistently rated closer

7 7 to the midpoint of the scale versus closer to the higher end of the scale. For example, in which areas are our interns considered to demonstrate behavior at a level expected of a beginning teacher, although not consistent yet over time (a rating of 3)? Conversely, in what domains are our interns more likely to demonstrate the Accomplished Practices at a level exceeding that expected of a beginning teacher (and thus receive a rating of 5)? For these purposes, item level frequencies, by degree level and rater, are provided in Appendix B. University Supervisor If we examine the frequencies provided in Appendix B, we observe the overwhelming majority of ratings falling above the expected proficiently level (i.e., ratings of 4 or 5). More than 90% of the interns were rated highly with regard to their ability to Exhibit a sense of responsibility and dependability (94%), Demonstrate emotional balance and maturity (92%), Demonstrate professional concern for students (92%), Meet expectations regarding attendance, punctuality, and record keeping (91%), and Demonstrate enthusiasm and a positive attitude toward teaching (91%). For only two items: Using specific praise selectively and effectively (14%), and Seeking ways to provided students with hands on experiences using technology whenever possible (13%) do we see more than 10% of the interns rated as not yet consistent over time. Cooperating Teachers The ratings provided by Cooperating Teachers were also examined to determine the level of intern proficiency with respect to the Accomplished Practices (Appendix B). More than 80% of interns were rated very highly with respect to Demonstrating professional concern for students (92%), Exhibiting a sense of responsibility and dependability (89%), Demonstrating emotional balance and maturity (89%), Adhering to the Florida Code of Ethics, as well as school and county codes (87%), Demonstrating enthusiasm and a positive attitude towards teaching (86%), and Meeting expectations regarding attendance, punctuality, and record keeping (85%). High ratings were also provided for interns ability to Interact with students in a positive manner while focusing on learning (84%), Demonstrating professional care and concern about students rights and well being (83%), and Demonstrating professional concern for students (81%). However, the Cooperating Teachers noted more issues related to assessment, rating interns less than four in three specific areas: Developing and using assessments that sample a variety of cognitive levels, Involving students in self assessment activities, and Explaining how student readiness

8 8 and performance data were used to plan instruction (14%, 12%, 12%, respectively). Approximately 13% of the interns received a rating of inconsistent with respect to their ability to Manage student conduct effectively while maintaining academic focus, while 12% were rated in this manner regarding their ability to Maintain learning momentum: keeping students on task. Lastly, 11% of the interns were rated as not yet consistent with respect to Using higher level questions to challenge students thinking. Internal Consistency and Relationships among Accomplished Practices As stated earlier, composite measures were created by combining the individual indicators within each of the Accomplished Practices. To estimate the reliability of the scores obtained, a series of analyses was conducted and estimates of Cronbach alpha were obtained (see Table 4). Overall, the results of these analyses suggest that the Initial Teacher Preparation Alumni Survey is a relatively stable measure, with estimates of internal consistency ranging from.87 (US: Knowledge & Presentation of Subject Matter, CT: Role of the Teacher) to.94 (US: Technology, CT: Technology, CT: Ethics & Professionalism, and CT: Learning Environments). After estimates of internal consistency were examined, the relationships between the composite measures of the Accomplish Practices were computed (see Tables 5 & 6). The correlations among these subscales ranged from.40 to.88. Estimates of this magnitude suggest there are moderate to strong positive relationships among the Accomplished Practices examined in this survey. For example, the strongest relationship evidenced in the University Supervisors responses was between Human Development & Learning and Planning (r =.85). The weakest relationship for this group of respondents was observed between Ethics and Technology (r =.40). Similarly, for the Cooperating Teachers, the strongest relationship also emerged between Human Development & Learning and Planning (r =.88), and the weakest was evidenced between Ethics and Technology (r =.58). As we would expect, overall, these results suggest that the scores on each of the subscales (i.e. Accomplished Practices) are positively related.

9 9 Table 4 Estimated Internal Consistency for 12 Accomplished Practices: Cronbach s Alpha Accomplished Practice University Cooperating Supervisor Teacher 1. Assessment Communication Continuous Improvement Critical Thinking Diversity Ethics & Professionalism Human Development and Learning Knowledge & Presentation of Subject Matter Learning Environments Planning Role of the Teacher Technology.94.94

10 10 Table 5 Relationships among Accomplished Practices: University Supervisor Accomplished Practice AP1 AP2 AP3 AP4 AP5 AP6 AP7 AP8 AP9 AP10 AP11 AP12 1. Assessment 2. Communication 3. Continuous Improvement 4. Critical Thinking 5. Diversity 6. Ethics 7. Human Development and Learning 8. Subject Matter Knowledge 9. Learning Environments 10. Planning 11. Role of the Teacher 12. Technology

11 11 Table 6 Relationships among Accomplished Practices: Cooperating Teacher Accomplished Practice AP1 AP2 AP3 AP4 AP5 AP6 AP7 AP8 AP9 AP10 AP11 AP12 1. Assessment 2. Communication 3. Continuous Improvement 4. Critical Thinking 5. Diversity 6. Ethics 7. Human Development and Learning 8. Subject Matter Knowledge 9. Learning Environments 10. Planning 11. Role of the Teacher 12. Technology

12 12 Appendix A Final Intern Evaluation: Accomplished Practices Ratings by Program Programs: All Level:Undergraduate Rater: US Not Acceptable Acceptable Accomplished Practice Performance Performance Assessment 0% 100% Communication 0% 100% Continuous Improvement 0% 100% Critical Thinking 0% 100% Diversity 0% 100% Ethics 0% 100% Human Development and Learning 0% 100% Knowledge of Subject Matter 0% 100% Learning Environments 0% 100% Planning 0% 100% Role of the Teacher 0% 100% Technology 0% 100%

13 13 Final Intern Evaluation: Accomplished Practices Ratings by Program Programs: All Level:Undergraduate Rater: CT Not Acceptable Acceptable Accomplished Practice Performance Performance Assessment 0% 100% Communication 0% 100% Continuous Improvement 0% 100% Critical Thinking 0% 100% Diversity 0% 100% Ethics 0% 100% Human Development and Learning 0% 100% Knowledge of Subject Matter 0% 100% Learning Environments 0% 100% Planning 0% 100% Role of the Teacher 0% 100% Technology 0% 100%

14 14 Final Intern Evaluation: Accomplished Practices Ratings by Program Programs: All Level:Graduate Rater: US Not Acceptable Acceptable Accomplished Practice Performance Performance Assessment 0% 100% Communication 0% 100% Continuous Improvement 0% 100% Critical Thinking 0% 100% Diversity 0% 100% Ethics 0% 100% Human Development and Learning 0% 100% Knowledge of Subject Matter 0% 100% Learning Environments 0% 100% Planning 0% 100% Role of the Teacher 0% 100% Technology 0% 100%

15 15 Final Intern Evaluation: Accomplished Practices Ratings by Program Programs: All Level:Graduate Rater: CT Not Acceptable Acceptable Accomplished Practice Performance Performance Assessment 0% 100% Communication 0% 100% Continuous Improvement 0% 100% Critical Thinking 0% 100% Diversity 0% 100% Ethics 0% 100% Human Development and Learning 0% 100% Knowledge of Subject Matter 0% 100% Learning Environments 0% 100% Planning 0% 100% Role of the Teacher 0% 100% Technology 0% 100%

16 16 Appendix B Programs: All Level:Undergraduate Rater: US ASSESSMENT Uses a variety of evaluation methods appropriate to the situation. 0% 0% 8% 46% 46% Assesses individual and group performance. 0% 0% 5% 49% 47% Involves students in self-assessment activities. 0% 0% 7% 53% 40% Can explain how student readiness and performance data were used 0% 0% 8% 51% 41% to plan instruction Maintains accurate records to monitor student progress. 0% 0% 5% 40% 55% Develops and uses assessments that sample a variety of 0% 0% 9% 51% 40% cognitive levels COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 4% 28% 68% and understandable manner, emphasizing important points Uses a variety of appropriate voice projection techniques. 0% 0% 6% 32% 62% Communicates orally using appropriate grammar. 0% 0% 4% 23% 73% Communicates in writing using appropriate grammar and spelling. 0% 0% 4% 26% 70% Uses verbal and nonverbal skills to communicate interest and 0% 0% 4% 28% 67% enthusiasm CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 4% 29% 68% what doesn't, and ways to improve Independently seeks out feedback from students, parents and 0% 0% 6% 50% 44% other educational colleagues Develop short and long term goals related to self-improvement 0% 0% 6% 46% 48% as a professional Communicates and models high expectations for students. 0% 0% 2% 28% 70% Encourages students to practice continuous improvement. 0% 0% 2% 31% 67% CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 10% 49% 41% Provides opportunities for critical and creative expression. 0% 0% 6% 40% 54% Selects materials to foster critical and creative thinking 0% 0% 8% 39% 53% skills within content being taught Engages students in problem solving activities. 0% 0% 6% 39% 55% Teaches cause and effect relationships, and helps students 0% 0% 8% 48% 44% make judgments based on evidence

17 17 Programs: All Level:Undergraduate Rater: US DIVERSITY Maintains or enhances a classroom environment that respects 0% 0% 3% 34% 63% social, cultural, linguistic and cognitive differences Models behaviors of acceptance, resolution, and mediation. 0% 0% 3% 34% 63% Selects instructional materials that enhance students' 0% 0% 3% 51% 46% understanding of differences among people and viewpoints Implements lessons designed to accommodate students' 0% 0% 4% 51% 45% social, cultural, and linguistic needs ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 3% 17% 80% Demonstrates emotional balance and maturity. 0% 0% 2% 20% 78% Demonstrates professional concern for students. 0% 0% 1% 17% 81% Adheres to the Florida Code of Ethics, as well as school 0% 0% 1% 18% 81% and county codes Meets expectations regarding attendance, punctuality, and 0% 0% 4% 17% 78% record keeping Demonstrates enthusiasm and a positive attitude towards 0% 0% 2% 12% 86% teaching HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 5% 42% 53% and remediation Develops lessons reflecting an understanding of human 0% 0% 6% 48% 46% development and learning theories Uses multiple activities to engage and motivate student. 0% 0% 4% 28% 68% Demonstrates concern for student's cognitive and affective 0% 0% 3% 34% 63% learning KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 4% 40% 56% applications in daily living Presents subject matter accurately. 0% 0% 3% 24% 72% Demonstrates effective usage of current events and 0% 0% 7% 49% 44% other supplementary materials to teach content Provides clear definitions, examples and related concepts. 0% 0% 4% 35% 61% Conducts beginning/ending reviews and guided practice. 0% 0% 6% 37% 57%

18 18 Programs: All Level:Undergraduate Rater: US LEARNING ENVIRONMENT Establishes an active learning environment. 0% 0% 3% 27% 69% Encourages student interaction (group activities, 0% 0% 5% 29% 66% cooperative learning, etc.) Uses specific praise selectively and effectively. 0% 0% 9% 51% 41% Manages student conduct effectively while maintaining 0% 0% 7% 39% 54% academic focus Uses a classroom management plan that helps set a 0% 0% 8% 35% 57% positive classroom environment conducive to learning Assists students in developing responsibility and 0% 0% 6% 41% 53% self-discipline Maintains learning momentum: keeps students on task. 0% 0% 6% 33% 61% Interacts with students in a positive manner while 0% 0% 2% 21% 77% focusing on learning PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 2% 34% 64% Standards and subject area benchmarks Incorporates learning/study skills and/or test- 0% 0% 9% 47% 45% taking strategies Structures/sequences lessons to lead to desired 0% 0% 4% 31% 64% outcomes Collaborates with others to design learning 0% 0% 5% 38% 56% experiences that meet students' needs and interests Selects and uses supplementary learning materials 0% 0% 7% 49% 44% appropriate to students' needs (ESE, ESOL) Develops lessons that excite students about learning. 0% 0% 3% 28% 68% Plans lessons designed to accommodate students' social 0% 0% 6% 43% 51% cultural, linguistic and cognitive needs ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 5% 46% 49% students' school experiences Communicates and cooperates with colleagues to improve 0% 0% 4% 35% 61% students' school experiences Demonstrates professional care and concern about 0% 0% 1% 27% 72% students' rights and well being Demonstrates interest and support for school related 0% 0% 2% 40% 58% extracurricular activities

19 19 Programs: All Level:Undergraduate Rater: US TECHNOLOGY Uses learning media, computer applications and other 0% 0% 7% 39% 54% technology to enhance instruction and management of instruction. 2. When appropriate seeks assistance in using technology 0% 0% 7% 38% 55% in the classroom Seeks ways to provide students with hands-on experiences 0% 0% 8% 45% 47% using technology whenever possible Models proactive attitude toward the use of technology 0% 0% 6% 35% 60% in both school and world settings

20 20 Programs: All Level:Undergraduate Rater: CT ASSESSMENT Uses a variety of evaluation methods appropriate to the situation. 0% 0% 9% 40% 50% Assesses individual and group performance. 0% 0% 6% 41% 53% Involves students in self-assessment activities. 0% 0% 12% 49% 39% Can explain how student readiness and performance data were used 0% 0% 12% 43% 45% to plan instruction Maintains accurate records to monitor student progress. 0% 0% 6% 36% 58% Develops and uses assessments that sample a variety of 0% 0% 14% 43% 43% cognitive levels COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 6% 35% 59% and understandable manner, emphasizing important points Uses a variety of appropriate voice projection techniques. 0% 0% 9% 34% 56% Communicates orally using appropriate grammar. 0% 0% 3% 30% 67% Communicates in writing using appropriate grammar and spelling. 0% 0% 5% 33% 62% Uses verbal and nonverbal skills to communicate interest and 0% 0% 6% 30% 64% enthusiasm CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 5% 24% 71% what doesn't, and ways to improve Independently seeks out feedback from students, parents and 0% 0% 9% 38% 52% other educational colleagues Develop short and long term goals related to self-improvement 0% 0% 8% 40% 52% as a professional Communicates and models high expectations for students. 0% 0% 4% 33% 63% Encourages students to practice continuous improvement. 0% 0% 3% 33% 63% CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 11% 46% 43% Provides opportunities for critical and creative expression. 0% 0% 5% 44% 51% Selects materials to foster critical and creative thinking 0% 0% 7% 42% 51% skills within content being taught Engages students in problem solving activities. 0% 0% 7% 39% 54% Teaches cause and effect relationships, and helps students 0% 0% 8% 45% 47% make judgments based on evidence

21 21 Programs: All Level:Undergraduate Rater: CT DIVERSITY Maintains or enhances a classroom environment that respects 0% 0% 2% 35% 63% social, cultural, linguistic and cognitive differences Models behaviors of acceptance, resolution, and mediation. 0% 0% 4% 30% 66% Selects instructional materials that enhance students' 0% 0% 5% 43% 52% understanding of differences among people and viewpoints Implements lessons designed to accommodate students' 0% 0% 5% 43% 52% social, cultural, and linguistic needs ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 3% 18% 79% Demonstrates emotional balance and maturity. 0% 0% 3% 19% 78% Demonstrates professional concern for students. 0% 0% 1% 18% 81% Adheres to the Florida Code of Ethics, as well as school 0% 0% 2% 19% 79% and county codes Meets expectations regarding attendance, punctuality, and 0% 0% 6% 19% 75% record keeping Demonstrates enthusiasm and a positive attitude towards 0% 0% 3% 17% 80% teaching HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 5% 42% 53% and remediation Develops lessons reflecting an understanding of human 0% 0% 9% 46% 45% development and learning theories Uses multiple activities to engage and motivate student. 0% 0% 5% 31% 64% Demonstrates concern for student's cognitive and affective 0% 0% 3% 37% 60% learning KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 5% 40% 55% applications in daily living Presents subject matter accurately. 0% 0% 4% 33% 63% Demonstrates effective usage of current events and 0% 0% 8% 43% 49% other supplementary materials to teach content Provides clear definitions, examples and related concepts. 0% 0% 6% 37% 57% Conducts beginning/ending reviews and guided practice. 0% 0% 7% 37% 55%

22 22 Programs: All Level:Undergraduate Rater: CT LEARNING ENVIRONMENT Establishes an active learning environment. 0% 0% 4% 28% 68% Encourages student interaction (group activities, 0% 0% 4% 25% 70% cooperative learning, etc.) Uses specific praise selectively and effectively. 0% 0% 10% 40% 50% Manages student conduct effectively while maintaining 0% 0% 13% 39% 48% academic focus Uses a classroom management plan that helps set a 0% 0% 10% 36% 54% positive classroom environment conducive to learning Assists students in developing responsibility and 0% 0% 8% 35% 57% self-discipline Maintains learning momentum: keeps students on task. 0% 0% 12% 40% 48% Interacts with students in a positive manner while 0% 0% 4% 27% 69% focusing on learning PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 5% 34% 62% Standards and subject area benchmarks Incorporates learning/study skills and/or test- 0% 0% 10% 42% 48% taking strategies Structures/sequences lessons to lead to desired 0% 0% 6% 35% 59% outcomes Collaborates with others to design learning 0% 0% 8% 34% 58% experiences that meet students' needs and interests Selects and uses supplementary learning materials 0% 0% 10% 48% 43% appropriate to students' needs (ESE, ESOL) Develops lessons that excite students about learning. 0% 0% 6% 29% 64% Plans lessons designed to accommodate students' social 0% 0% 7% 40% 53% cultural, linguistic and cognitive needs ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 7% 43% 50% students' school experiences Communicates and cooperates with colleagues to improve 0% 0% 5% 34% 61% students' school experiences Demonstrates professional care and concern about 0% 0% 2% 25% 73% students' rights and well being Demonstrates interest and support for school related 0% 0% 6% 31% 63% extracurricular activities

23 23 Programs: All Level:Undergraduate Rater: CT TECHNOLOGY Uses learning media, computer applications and other 0% 0% 8% 36% 56% technology to enhance instruction and management of instruction. 2. When appropriate seeks assistance in using technology 0% 0% 8% 34% 58% in the classroom Seeks ways to provide students with hands-on experiences 0% 0% 8% 40% 52% using technology whenever possible Models proactive attitude toward the use of technology 0% 0% 8% 29% 63% in both school and world settings

24 24 Programs: All Level:Graduate Rater: US ASSESSMENT Uses a variety of evaluation methods appropriate to the situation. 0% 0% 3% 58% 39% Assesses individual and group performance. 0% 0% 3% 44% 53% Involves students in self-assessment activities. 0% 0% 6% 58% 36% Can explain how student readiness and performance data were used 0% 0% 10% 48% 43% to plan instruction Maintains accurate records to monitor student progress. 0% 0% 2% 42% 56% Develops and uses assessments that sample a variety of 0% 0% 6% 52% 42% cognitive levels COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 3% 31% 66% and understandable manner, emphasizing important points Uses a variety of appropriate voice projection techniques. 0% 0% 5% 38% 58% Communicates orally using appropriate grammar. 0% 0% 2% 30% 69% Communicates in writing using appropriate grammar and spelling. 0% 0% 3% 27% 70% Uses verbal and nonverbal skills to communicate interest and 0% 0% 5% 22% 73% enthusiasm CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 2% 28% 70% what doesn't, and ways to improve Independently seeks out feedback from students, parents and 0% 0% 3% 48% 49% other educational colleagues Develop short and long term goals related to self-improvement 0% 0% 3% 42% 55% as a professional Communicates and models high expectations for students. 0% 0% 2% 30% 69% Encourages students to practice continuous improvement. 0% 0% 3% 34% 63% CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 6% 44% 49% Provides opportunities for critical and creative expression. 0% 0% 5% 33% 62% Selects materials to foster critical and creative thinking 0% 0% 2% 36% 63% skills within content being taught Engages students in problem solving activities. 0% 0% 6% 33% 61% Teaches cause and effect relationships, and helps students 0% 0% 5% 48% 47% make judgments based on evidence

25 25 Programs: All Level:Graduate Rater: US DIVERSITY Maintains or enhances a classroom environment that respects 0% 0% 3% 31% 66% social, cultural, linguistic and cognitive differences Models behaviors of acceptance, resolution, and mediation. 0% 0% 2% 29% 70% Selects instructional materials that enhance students' 0% 0% 5% 34% 61% understanding of differences among people and viewpoints Implements lessons designed to accommodate students' 0% 0% 5% 36% 59% social, cultural, and linguistic needs ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 2% 5% 94% Demonstrates emotional balance and maturity. 0% 0% 2% 6% 92% Demonstrates professional concern for students. 0% 0% 2% 6% 92% Adheres to the Florida Code of Ethics, as well as school 0% 0% 2% 9% 89% and county codes Meets expectations regarding attendance, punctuality, and 0% 0% 2% 8% 91% record keeping Demonstrates enthusiasm and a positive attitude towards 0% 0% 2% 8% 91% teaching HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 3% 31% 66% and remediation Develops lessons reflecting an understanding of human 0% 0% 5% 36% 59% development and learning theories Uses multiple activities to engage and motivate student. 0% 0% 3% 22% 75% Demonstrates concern for student's cognitive and affective 0% 0% 3% 19% 78% learning KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 3% 32% 65% applications in daily living Presents subject matter accurately. 0% 0% 2% 30% 69% Demonstrates effective usage of current events and 0% 0% 3% 40% 57% other supplementary materials to teach content Provides clear definitions, examples and related concepts. 0% 0% 3% 25% 72% Conducts beginning/ending reviews and guided practice. 0% 0% 2% 38% 60%

26 26 Programs: All Level:Graduate Rater: US LEARNING ENVIRONMENT Establishes an active learning environment. 0% 0% 3% 19% 78% Encourages student interaction (group activities, 0% 0% 3% 22% 75% cooperative learning, etc.) Uses specific praise selectively and effectively. 0% 0% 14% 40% 46% Manages student conduct effectively while maintaining 0% 0% 8% 28% 64% academic focus Uses a classroom management plan that helps set a 0% 0% 6% 36% 58% positive classroom environment conducive to learning Assists students in developing responsibility and 0% 0% 3% 41% 56% self-discipline Maintains learning momentum: keeps students on task. 0% 0% 3% 36% 61% Interacts with students in a positive manner while 0% 0% 3% 17% 80% focusing on learning PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 2% 28% 70% Standards and subject area benchmarks Incorporates learning/study skills and/or test- 0% 0% 3% 41% 56% taking strategies Structures/sequences lessons to lead to desired 0% 0% 3% 34% 63% outcomes Collaborates with others to design learning 0% 0% 2% 38% 60% experiences that meet students' needs and interests Selects and uses supplementary learning materials 0% 0% 5% 44% 51% appropriate to students' needs (ESE, ESOL) Develops lessons that excite students about learning. 0% 0% 5% 31% 64% Plans lessons designed to accommodate students' social 0% 0% 6% 33% 61% cultural, linguistic and cognitive needs ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 5% 26% 69% students' school experiences Communicates and cooperates with colleagues to improve 0% 0% 2% 27% 72% students' school experiences Demonstrates professional care and concern about 0% 0% 3% 16% 81% students' rights and well being Demonstrates interest and support for school related 0% 0% 5% 32% 63% extracurricular activities

27 27 Programs: All Level:Graduate Rater: US TECHNOLOGY Uses learning media, computer applications and other 0% 0% 9% 41% 50% technology to enhance instruction and management of instruction. 2. When appropriate seeks assistance in using technology 0% 0% 7% 40% 53% in the classroom Seeks ways to provide students with hands-on experiences 0% 0% 13% 41% 47% using technology whenever possible Models proactive attitude toward the use of technology 0% 0% 9% 36% 55% in both school and world settings

28 28 Programs: All Level:Graduate Rater: CT ASSESSMENT Uses a variety of evaluation methods appropriate to the situation. 0% 0% 6% 39% 55% Assesses individual and group performance. 0% 0% 4% 31% 65% Involves students in self-assessment activities. 0% 0% 10% 49% 41% Can explain how student readiness and performance data were used 0% 0% 7% 36% 57% to plan instruction Maintains accurate records to monitor student progress. 0% 0% 6% 31% 63% Develops and uses assessments that sample a variety of 0% 0% 8% 37% 55% cognitive levels COMMUNICATION 1. Delivers instruction and directions to students in a clear 0% 0% 8% 23% 69% and understandable manner, emphasizing important points Uses a variety of appropriate voice projection techniques. 0% 0% 7% 30% 63% Communicates orally using appropriate grammar. 0% 0% 6% 18% 76% Communicates in writing using appropriate grammar and spelling. 0% 0% 7% 19% 74% Uses verbal and nonverbal skills to communicate interest and 0% 0% 8% 18% 73% enthusiasm CONTINUOUS IMPROVEMENT 1. Reflects upon his or her teaching to determine what works, 0% 0% 3% 17% 80% what doesn't, and ways to improve Independently seeks out feedback from students, parents and 0% 0% 7% 24% 69% other educational colleagues Develop short and long term goals related to self-improvement 0% 0% 6% 29% 65% as a professional Communicates and models high expectations for students. 0% 0% 4% 17% 79% Encourages students to practice continuous improvement. 0% 0% 4% 21% 75% CRITICAL AND CREATIVE THINKING 1. Uses higher level questions to challenge students' thinking. 0% 0% 7% 35% 58% Provides opportunities for critical and creative expression. 0% 0% 9% 27% 64% Selects materials to foster critical and creative thinking 0% 0% 7% 24% 69% skills within content being taught Engages students in problem solving activities. 0% 1% 6% 31% 62% Teaches cause and effect relationships, and helps students 0% 0% 7% 38% 55% make judgments based on evidence

29 29 Programs: All Level:Graduate Rater: CT DIVERSITY Maintains or enhances a classroom environment that respects 0% 0% 6% 24% 70% social, cultural, linguistic and cognitive differences Models behaviors of acceptance, resolution, and mediation. 0% 0% 3% 19% 79% Selects instructional materials that enhance students' 0% 0% 9% 26% 66% understanding of differences among people and viewpoints Implements lessons designed to accommodate students' 0% 0% 9% 27% 64% social, cultural, and linguistic needs ETHICS & PROFESSIONALISM 1. Exhibits a sense of responsibility and dependability. 0% 0% 4% 7% 89% Demonstrates emotional balance and maturity. 0% 0% 1% 10% 89% Demonstrates professional concern for students. 0% 0% 1% 7% 92% Adheres to the Florida Code of Ethics, as well as school 0% 0% 1% 11% 87% and county codes Meets expectations regarding attendance, punctuality, and 0% 0% 4% 10% 86% record keeping Demonstrates enthusiasm and a positive attitude towards 0% 0% 3% 11% 86% teaching HUMAN DEVELOPMENT & LEARNING 1. Selects developmentally appropriate materials for instruction 0% 0% 6% 21% 73% and remediation Develops lessons reflecting an understanding of human 0% 0% 8% 31% 61% development and learning theories Uses multiple activities to engage and motivate student. 0% 0% 6% 17% 77% Demonstrates concern for student's cognitive and affective 0% 0% 6% 20% 75% learning KNOWLEDGE & PRESENTATION OF SUBJECT MATTER 1. Links the subject to standards, other disciplines, and 0% 0% 6% 24% 70% applications in daily living Presents subject matter accurately. 0% 0% 4% 21% 75% Demonstrates effective usage of current events and 0% 0% 9% 25% 67% other supplementary materials to teach content Provides clear definitions, examples and related concepts. 0% 0% 7% 27% 66% Conducts beginning/ending reviews and guided practice. 0% 0% 7% 25% 68%

30 30 Programs: All Level:Graduate Rater: CT LEARNING ENVIRONMENT Establishes an active learning environment. 0% 0% 6% 17% 77% Encourages student interaction (group activities, 0% 0% 6% 16% 79% cooperative learning, etc.) Uses specific praise selectively and effectively. 0% 0% 6% 41% 53% Manages student conduct effectively while maintaining 0% 0% 10% 32% 58% academic focus Uses a classroom management plan that helps set a 0% 0% 9% 27% 64% positive classroom environment conducive to learning Assists students in developing responsibility and 0% 0% 6% 36% 59% self-discipline Maintains learning momentum: keeps students on task. 0% 0% 10% 29% 61% Interacts with students in a positive manner while 0% 0% 6% 10% 84% focusing on learning PLANNING 1. Links subject matter learning to the Sunshine State 0% 0% 6% 21% 73% Standards and subject area benchmarks Incorporates learning/study skills and/or test- 0% 0% 5% 29% 67% taking strategies Structures/sequences lessons to lead to desired 0% 0% 9% 19% 73% outcomes Collaborates with others to design learning 0% 0% 4% 25% 71% experiences that meet students' needs and interests Selects and uses supplementary learning materials 0% 0% 7% 31% 62% appropriate to students' needs (ESE, ESOL) Develops lessons that excite students about learning. 0% 0% 7% 19% 74% Plans lessons designed to accommodate students' social 0% 0% 7% 23% 70% cultural, linguistic and cognitive needs ROLE OF THE TEACHER 1. Communicates and cooperates with families to improve 0% 0% 6% 23% 71% students' school experiences Communicates and cooperates with colleagues to improve 0% 0% 4% 20% 76% students' school experiences Demonstrates professional care and concern about 0% 0% 3% 14% 83% students' rights and well being Demonstrates interest and support for school related 0% 0% 9% 24% 68% extracurricular activities

31 31 Programs: All Level:Graduate Rater: CT TECHNOLOGY Uses learning media, computer applications and other 0% 0% 7% 27% 66% technology to enhance instruction and management of instruction. 2. When appropriate seeks assistance in using technology 0% 0% 4% 30% 66% in the classroom Seeks ways to provide students with hands-on experiences 0% 0% 9% 30% 61% using technology whenever possible Models proactive attitude toward the use of technology 0% 0% 6% 25% 69% in both school and world settings