UAB Teaching Competency Evaluation

Transcription

1 Page 1 UAB Teaching Competency Evaluation MARKING INSTRUCTIONS Use a No. 2 pencil or a blue or black ink pen only. Do not use a pen with ink that soaks through the paper. Make solid marks that fill the response completely. Make no stray marks on this form. CORRECT: INCORRECT: SELECT ONE MIDPOINT FINAL Supervisor Evaluation Supervisor Evaluation Cooperating Tea/CTT/EMT Evaluation Cooperating Tea/CTT/EMT Evaluation Student Teacher Evaluation Student Teacher Evaluation A B STUDENT NAME STUDENT ID ASSESSMENT DATE MONTH Jan 0 Feb 1 Mar 2 Apr 3 May 4 Jun 5 Jul DAY YEAR Completed By: Aug Sep 5 Placement Location Certification Area: Oct Nov Dec SCORING Directions: Fill in the bubble for for the highest level of performance that the student teacher has met. Rubric Levels of Competency in Meeting Standards (Refer to Rubric Guide for guiding questions and sample evidence for each indicator.) U = Unobserved - Insufficient evidence provided to make a judgment. 0 = Unacceptable Performance is not acceptable. 1 = Basic Candidate exhibits minimal knowledge of skill(s), with major errors or misconceptions, and is not consistently successful in implementing skill(s) even with assistance. 2 = Demonstrating Candidate exhibits incomplete understanding of skill(s), makes several errors, but is typically successful in implementing skill(s) with assistance. 3 = Proficient Candidate exhibits understanding and proficiency of skill(s) without significant errors and without assistance (Target Level by completion of internship). 4 = Exemplary Candidate exhibits thorough understanding of skill(s), implements skill(s) with apparent ease and few or no errors, and implements skill(s) without assistance. STANDARD 1: CONTENT KNOWLEDGE 1.1 Demonstrates knowledge of subject-matter content and an ability to organize related facts, concepts, and skills. 1.2 Activates learners prior knowledge, experience, and interests and uses this information to plan content and to help individual students attain learning goals. 1.3 Connects curriculum to other content areas and real-life settings to promote retention and relevance. 1.4 Designs instructional activities based on state content standards. 1.5 Facilitates instructional accommodations, modifications, and adaptations to meet the needs of each individual learner. Revised 2013 PLEASE CONTINUE ON PAGE 2.

2 Page 2 STANDARD 2: TEACHING AND LEARNING 2.1 Facilitates the design of a classroom organization and management system built upon sound, age-appropriate expectations and research-based strategies for promoting positive behavior. 2.2 Creates a positive climate that promotes respect and responsibility. 2.3 Creates or facilitates a safe, orderly, and stimulating learning environment that nurtures responsibility, motivations, and engagement of learners. 2.4 Develops challenging, standards-based academic goals, using knowledge of cognitive, social, and emotional development. 2.5 Engages learners in developing and monitoring goals for their own learning and behavior. 2. Designs coherent lessons that integrate a variety of appropriate and effective instructional strategies. 2. Creates learning activities that optimize each individual s growth and achievement within a supportive environment. 2. Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction. 2. Uses summative assessments to measure learner attainment of specified learning targets Maintains evidence and records of learning performance to communicate progress Analyzes and uses disaggregated standardized assessment results (when possible) to inform planning. U U STANDARD 3: LITERACY 3.1 Demonstrates standard oral and written communications and integrates appropriate communication strategies. 3.2 Fosters and responds to effective verbal and nonverbal communications during instruction. 3.3 Uses age-appropriate instructional strategies to improve learners skills in critical literacy components. 3.4 Integrates narrative and expository reading strategies across the curriculum. 3.5 Solves mathematical problems across subject areas using a variety of strategies to verify and interpret results and to draw conclusions. 3. Communicates mathematical concepts, processes, and symbols within the content (when possible). 3. Identifies and integrates available emerging technologies into the teaching of all content areas. 3. Facilitates learners individual and collaborative use of technology and evaluates their technological proficiency. U U PLEASE CONTINUE ON PAGE 3.

3 Page 3 STANDARD 4: DIVERSITY 4.1 Facilitates development of culturally responsive curriculum and instruction in response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status. 4.2 Communicates in ways that demonstrate sensitivity to diversity and that acknowledge and respond to various cultural, ethnic, and social modes of communication and participation. 4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning. 4.4 Supports learners (when possible) to accelerate language acquisition by utilizing their native language and linguistic background. 4.5 Guides second-language acquisition and utilizes English Language Proficiency (ELP) strategies to support learning. 4. Differentiates between learner difficulties related to cognitive or skill development and difficulties related to language learning. 4. Understands and recognizes the characteristics of exceptionality in learning, including the range of physical and mental disabilities, social and emotional disorders, giftedness, dyslexia, and attention deficit disorder, in order to implement instruction. 4. Facilitates inclusive learning environments that support and address the needs of learners with learning differences and disabilities. 4. Helps students assess their own learning styles and build upon identified strengths Designs learning experiences that engage all learning styles and multiple intelligences. U U U U STANDARD 5: PROFESSIONALISM 5.1 Collaborates with colleagues to facilitate students' learning and well-being. 5.2 Engages in or expresses an interest in ongoing professional learning to move practice forward. 5.3 Shows an interest in participating as a teacher leader and professional learning community member to advance school improvement initiatives. 5.4 Promotes professional ethics and integrity. 5.5 Complies with local, state, and federal regulations and policies. PLEASE CONTINUE ON PAGE 4.

4 Page 4 Strengths: Areas for Improvement/Growth: Additional FINAL GRADE: A B C D/F Signature of Person Completing Form: Signature of Student Teacher (Student Teacher signature indicates form was reveiwed with Student Teacher) To access rubric guide, visit: PLEASE CONTINUE ON PAGE 5.

5 Field Evaluation - Assessment of Professional Dispositions DIRECTIONS: Please rate the candidate based on the frequency with which the candidate exhibits the specified behaviors. The ratings will be used for program and candidate improvement. PROFESSIONAL DISPOSITION Legal and Ethical Conduct: Behaves in an ethical manner and in accordance with school policies Protects privacy and confidentiality of students and school personnel Professional Conduct: Dresses appropriately Is present at specified times/locations Is punctual Is prepared for any assigned tasks Appropriately uses personal devices such as cell phone and lap top Completes assigned duties with minimal supervision Sensitivity to Diversity: Is sensitive to and accepting of students' differences Treats all students equitably and fairly Encourages self-directed learning by all students Commitment to Effective Communication and Acceptance of Feedback: Implements suggestions Establishes and maintains positive rapport with students Establishes and maintains positive rapport with teachers and other adults Is open and receptive to constructive feedback Uses grammatically correct English (oral and written) Uses appropriate non-verbal communication Communications are appropriate Commitment to the Profession and Improving Teacher Practice: Demonstrates command of subject matter Displays initiative Believes that all students can learn Reflects on or self-critiques performance Displays intellectual curiosity about classroom dynamics, subject matter, pedagogy, or other aspects of the profession Collaborates with colleagues, families, and communities to support students' development PLEASE USE PAGE TO PROVIDE ANY COMMENTS RELATED TO YOUR RATINGS. Page 5 Never/ Seldom Sometimes Frequently Always OVERALL EVALUATION OF CANDIDATE Unsatisfactory - Candidate frequently exhibits undesired professional behaviors; has one or more checks in the "never/seldom" column. Needs Improvement - Candidate exhibits desired professional behaviors, but not on a consistent basis; has at least one check in the "sometimes" column, with no checks in the "never/seldom" column. Satisfactory - Candidate consistently exhibits desired professional behaviors; all checks are in the "frequently" or "always" column. Exemplary - Candidate consistently exceeds expectations for desired behaviors; all checks are in the "always" column. Field Evaluation - Assessment of Professional Dispositions adapted from: Kohler, M. (200). Kohler Pre-TEP student evaluation form for supervising teachers. Focus on Teacher Education, (1), 5. PLEASE CONTINUE ON PAGE.

6 Page Identify a professional disposition strength of this candidate: Identify two areas of improvement/continued growth in professional dispositions for this candidate: Signature of Person Completing Form: