Www.citadel.edu
The Citadel
Zucker Family School of Education
GUIDELINES
FOR
STUDENT TEACHING INTERNSHIPS
APPENDICES
Student Teaching Interns
Cooperating Teachers
College Supervisors
|Appendices……………………………………………………………………………… |61 |
|Section A. Student Teacher Intern Forms ……………………………............ |63 |
| |Liability Insurance Waiver Form……………………………………………………………. |64 |
| |Schedule for Student Teaching Internship……………………………………………... |65 |
| |Physical Education Student Internship Weekly Log ………………………………… |66 |
| |Secondary Student Teaching Intern’s Weekly Log………………………………….. |67 |
| |Rural, Suburban and Urban Observation Guidelines……………………………….. |68 |
| |Rural, Suburban and Urban Observation Form………………………………………. |69 |
| |MAT English Lesson Plan Form and Rubrics…………………………………………… |70 |
| |MAT Mathematics Lesson Plan Assignment Guidelines……………………………. |76 |
| |MAT Mathematics Lesson Plan Form and Rubrics…………………………………… |77 |
| |Modern Language Lesson Plan Assignment Guidelines……………………………. |81 |
| |Modern and Classical Languages Lesson Plan Form and Rubrics…………….. |82 |
| |Physical Education Elementary Lesson Plan Template…………………………….. |87 |
| |Physical Education Secondary Lesson Plan Template……………………………… |89 |
| |Science Lesson Plan Guidelines……………………………………………………………. |95 |
| |Science Lesson Plan Form and Rubric…………………………………………………… |97 |
| |Science Safety Professional Portfolio Assignment for Pre-Service Teacher | |
| |Candidates…………………………………………………………………………………………. |101 |
| |Science Safety Lesson Plan Assignment Guidelines and Rubric………………… |102 |
| |MAT Social Studies Lesson Plan Assignment Guidelines………………............ |104 |
| |MAT Social Studies Lesson Plan Form and Rubric…………………………………… |105 |
| |APS 1: Long-Range Plan Template……………………………………………………….. |110 |
| |APS 2 & 3: Unit Work Sample Template………………………………………………… |113 |
| |APS 2 & 3: Physical Education Unit Plan Format…………………………………….. |116 |
| |APS 4-9: Reflection on Instruction and Student Learning………………………… |123 |
| |APS 10: Fulfilling Professional Responsibilities Worksheet……………………….. |124 |
| |APS 10: Professional Self-Assessment……………………………………………………. |125 |
| | | |
|Section B. Cooperating Teacher Forms ………………………………………… |126 |
| |ADEPT Weekly Student Teaching Intern Evaluation Form……………………….. |127 |
| |Final Grade Recommendation………………………………………………………………. |128 |
| |English Content Area Indicators Evaluation……………………………………………. |129 |
| |Mathematics Content Area Indicators Evaluation……………………………………. |134 |
| |Physical Education Content Indicators Evaluation…………………………………… |135 |
| |Science Content Area Indicators Evaluation…………………………………………… |140 |
| |Social Studies Content Area Indicators Evaluation………………………………….. |141 |
| |Topically Common Content Area Indicators to be used for Comparison Across All Teacher Preparation |142 |
| |Programs………………………………………………. | |
| | | |
|Section C. College Supervisor Forms………………………………….............. |143 |
| |College Supervisor’s Visitation Documentation Form Secondary Education…………………………………………………………………………………………… |144 |
| |College Supervisor’s Visitation Documentation Form Physical Education…………………………………………………………………………………………… |145 |
| |Student Teaching Internship Remediation Plan………………………………………. |146 |
| | | |
|Section D. Assessments Forms………………………………………….............. |147 |
| |Professional Dispositions Score Sheet……………………………………………………. |148 |
| |ADEPT APS 1: Long-Range Plan Evaluation and Rubric…………………………… |149 |
| |ADEPT APS 2 and 3: Short-Range Planning of Instruction Evaluation and |151 |
| |Rubric………………………………………………………………………………………………… | |
| |Rubric for Science Unit Work Sample…………………………………………………….. |154 |
| |ADEPT APS 4-9 English Observation Form……………………………………………… |156 |
| |ADEPT APS 4-9 Math Observation Form………………………………………………… |157 |
| |ADEPT APS 4-9 Physical Education Observation Form…………………………….. |158 |
| |ADEPT APS 4-9 Science Observation Form…………………………………………….. |160 |
| |ADEPT APS 4-9 Social Studies Observation Form……………………………………. |161 |
| |PE Teaching Assessment Rubric……………………………………………………………. |162 |
| |ADEPT APS 10: Fulfilling Professional Responsibilities Evaluation…………….. |166 |
| |ADEPT Performance Standards Midterm and Final Evaluation Conference Form…………………………………………………………………………………………………..|167 |
| |Student Teaching Internship Consensus Evaluation Summary Sheet………… |170 |
| |Portfolio Unit Evaluation Score Sheet…………………………………………………… |171 |
| |Teacher Education Portfolio Assessment Rubric……………………………………… |174 |
| |Evaluation of Cooperating Teacher Form……………………………………………….. |175 |
| |Evaluation of College Supervisor Form…………………………………………………… |176 |
Section A. Student Teaching Intern Forms/Templates
The Citadel
The Military College of South Carolina
171 Moultrie Street
Charleston, SC 29409
ZUCKER FAMILY SCHOOL OF EDUCATION PHONE (843) 953-5097
FAX (843) 953-7258
LIABILITY INSURANCE WAIVER
I understand that for my own protection I need to carry Professional Liability Insurance during my teaching internship tenure in the event that there is an accident or injury related to my supervision of students. The School of Education recommends that I select the insurance package through a professional organization. I also have the option of choosing alternative insurance.
I have indicated below my decision regarding Professional Liability Insurance:
_____ I have purchased Professional Liability Insurance through:
( Palmetto State Teachers Association
( Student-South Carolina Education Association
( Other: ________________________________________________
_____ I choose not to purchase liability insurance, and I understand the possible consequences.
_______________________________________ __________________________________
Print Name Signature
_______________________________________ __________________________________
Social Security Date
***Note: Form due prior to first day of Teaching/Counseling Field Work Experiences/
Internship.
The Citadel School of Education
Schedule for Student Teaching Internship
(To be completed, renamed, saved, uploaded in LiveText Portfolio and emailed to college supervisor and Director of Internships & Field Experiences at the beginning of internship.)
|Student Teaching Intern: | |Phone: | |
|E-Mail Address: | |
|School: | |School Phone: | |
|Cooperating Teacher: | |College Supervisor: | |
SCHEDULE OF CLASSES
|Teacher Arrival Time: | |
|School Begins at: | |
|Classes End at: | |
|Teacher Departure Time: | |
| | | | | | | |
|Period Begins |Period |Room |Grade |Level of |Subject |Indicate class you |
| |Ends |Number |Level(s) |Class | |expect to |
| | | | | | |teach first |
| | | | | | | |
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| | | | | | | |
| | | | | | | |
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NOTE:
1. Please include lunch, homeroom, and recess periods at the proper place in the schedule.
2. Title and save document, email copy to your college supervisor and Ms. Habhegger, and attach a copy to your LiveText Portfolio.
Physical Education Student Teaching Internship Weekly Log
with Teacher Comments
(To be completed, saved, and attached in LiveText Portfolio
in Student Teaching Intern Weekly Log Section.)
|Student Teaching Intern’s name: |Week #: |
|School: |Dates: |
|Cooperating Teacher: |
MONDAY-
Teacher’s Comments:
TUESDAY-
Teacher’s Comments:
WEDNESDAY-
Teacher’s Comments:
THURSDAY-
Teacher’s Comments:
FRIDAY-
Teacher’s Comments:
The Citadel School of Education
Secondary Student Teaching Intern’s Weekly Log
(To be completed, saved, and attached in LiveText Portfolio
in Student Teaching Intern Weekly Log Section.)
|Student Teaching Intern’s name: |Week of: |
|School: |
|Dates: |
|Cooperating Teacher: |
Describe what occurred during the day, including reflective comments.
|MONDAY |
| |
|TUESDAY |
| |
|WEDNESDAY |
| |
|THURSDAY |
| |
|FRIDAY |
| |
| |
The Citadel School of Education
Student Teaching Internships
Courses EDUC 520, PHED 499 and HESS 620
Rural, Suburban and Urban Observation Guidelines
Assignment: As part of your internship you will spend TWO days at school other than your assigned placement(s). One day each will be spend at a rural, urban and suburban school. Observations will occur towards the end your internship when you have completed your classroom teaching.
Objective: to gain a better understanding of the similarities and differences between rural, urban and suburban schools through guided observations.
Steps: 1) Contact Ms. Habhegger to arrange for a school and date to observe. (Do not wait until the last minute since it takes time to coordinate.)
2) Introduce yourself and sign-in at the school office first, then make arrangements for the three-interviews you will be conducting and the classes you will be observing.
3) Take notes during interviews and observations.
4) Complete Rural, Suburban and Urban Observation Form word document, save and upload to LiveText Portfolio under Observation Report Section.
5) Repeat steps 1-4 for each remaining observation.
The Citadel School of Education
Rural, Suburban and Urban Observation Form
(Complete for each school observation and upload into your LiveText Student Teaching Internship Portfolio.)
|Interns Name | |
|Type of Observation |Rural Suburban Urban |
|Date of Observation | |
|Name of School | |
|Demographics of School (as found on school website in EOC report | |
|card) | |
|Name of Administrator Interviewed | |
|Position of Administrator | |
|How long have you been an administrator? | |
|How long have you been at this school? | |
|Describe the student body of this school. | |
|What do you like about this school? | |
|What is the most challenging part of your job in the specific | |
|school? | |
|Name of Counselor Interviewed | |
|How long have you been a counselor? | |
|How long have you been at this school? | |
|How would you describe this school? | |
|What do you like most about this school? | |
|What challenges are here? | |
|What is the most important difference you feel you are making in | |
|the students’ lives? | |
|Name of Teacher Interviewed | |
|How long have you been a teacher? | |
|How long have you been at this school? | |
|Describe what you like best about this school | |
|Describe your biggest challenges. | |
|Describe the student body. | |
|List classes observed including grade level. | |
|Observation summary of one classroom include: | |
|Lesson objectives | |
|Teaching strategies | |
|Lesson assessment | |
|Classroom management techniques | |
|What special education services are available? | |
|School Building | |
|What is the average number of students in the rooms you observed?| |
|What is the condition of the building? | |
|Cafeteria Observation | |
|Type of supervision | |
|Interaction of students | |
|Describe similarities to your internship school. | |
|Describe differences from your internship school. | |
|Would you desire to work in this school? Describe why or why | |
|not. | |
The Citadel Professional Education Unit
MAT English Lesson Plan Assignment Guidelines
(Adapted for use for English Instruction by Dr. Kathryn Richardson Jones)
LESSON PLAN ASSIGNMENT GUIDELINES
This assignment will:
• Document your ability to plan lessons that demonstrate that you have the content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;
• Demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;
• Illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and
• Demonstrate that you can plan and deliver effective instruction that advances the learning of each student.
To complete this assignment you must:
• Use The Citadel MAT English Lesson Plan Form to create a complete lesson that addresses each element of the lesson plan,
• Teach the lesson, and
• Reflect on the lesson you’ve taught.
The Citadel Professional Education Unit
MAT English Lesson Plan Assignment Guidelines
(Adapted for use for English Instruction by Dr. Kathryn Richardson Jones)
|Teacher: |Subject: |
|Learning Goals |
|Standards SCELA/Common| |
|Core | |
|NCTE- 2003 2.5 | |
| | |
| | |
|Benchmark(s) | |
|NCTE – 2003 2.1, 2.2, | |
|3.1, 4.4 | |
| | |
| | |
| | |
|Indicator(s) | |
|NCTE 2003 – 3.1, 3.2, | |
|3.3, 3.4, 3.5, 3.6, | |
|3.7, 4.1, 4.2, 4.5, | |
|4.6, 4.7, 4.8, 4.9 | |
| | |
| | |
| | |
|What will students know and be able to do at the end of the lesson? |
| |
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| |
|Student Background Knowledge and Experience |
|Student prior knowledge and skills: |Accommodations for Diversity (if applicable): |
| | |
|Instructional Procedures |
|Content Summary (concepts and essential understandings): |
| |
| |
|Teaching Methods: |
| |
| |
|Student Grouping: |Interdisciplinary Strategies: |Reading Strategies: |
| | | |
|Resources and Materials NCTE 2003 – 4.1 |
|Written Texts: |Oral Media: |Visual Media: |Technology: |
| | | | |
|Instructional Activities (Lesson sequence and allotted time) NCTE 2003 – 3.1 |
|Opening: |
|Main Activities: |
| |
| |
|Closing: |
| |
| |
|Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) NCTE 2003– 4.10 |
| |
|Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) NCTE 2003 – 4.10 |
| |
|Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) NCTE 2003- 4 |
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The Citadel MAT English Lesson Plan Rubric A
4 – Exceeds Expectations 3 – Meets Expectations 2 – Developing Competency
1 – Unacceptable N/A – Not Applicable
|ELA-specific Criteria for Citadel MAT English Lesson Plan Assessment |4 |3 |2 |1 |N/A |
|1. Uses knowledge of students' language acquisition and development as a basis for designing appropriate | | | | | |
|learning activities that promote student learning. (NCTE 3.1.1). | | | | | |
|2. Uses knowledge of English grammar in teaching students both oral and written forms of the language. | | | | | |
|(NCTE 3.1.6) | | | | | |
|3. Engages students in activities that provide opportunities for demonstrating their skills in writing, | | | | | |
|speaking, and creating visual images for a variety of audiences and purposes. (NCTE 3.2.4) | | | | | |
|4. Engages students in meaningful discussions for the purposes of interpreting and evaluating ideas | | | | | |
|present through oral, written, and/or visual forms. (NCTE 4.5) | | | | | |
|5. Uses a wide variety of strategies to teach students to comprehend, interpret, evaluate, and appreciate | | | | | |
|texts. (NCTE 3.3.3) | | | | | |
|6. Integrates interdisciplinary teaching strategies and materials into instruction of ELA content to | | | | | |
|further student learning. (NCTE 4.3) | | | | | |
|7. Uses a variety of approaches for teaching students how to construct meaning from texts and integrates | | | | | |
|learning opportunities into classroom experiences that promote composing and responding to such texts. | | | | | |
|(NCTE 3.3.2) | | | | | |
|8. Incorporates technology and print/non-print media into his or her own work and instruction. (NCTE 3.63)| | | | | |
|9. Engages students in critical analysis of different media and communication technologies. (NCTE 4.6) | | | | | |
|10. Uses major sources of research and theory related to English language arts to support his or her | | | | | |
|teaching decisions. (NCTE 3.71) | | | | | |
|11. Engages students in learning experiences that consistently emphasize varied uses and purposes for | | | | | |
|language in communication. (NCTE 4.7) | | | | | |
|12. Makes meaningful and creative connections between ELA curriculum and developments in culture, society,| | | | | |
|and education. (NCTE 2.5) | | | | | |
|13. Designs, implements, and assesses instruction that engages all students in reading, writing, speaking,| | | | | |
|listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA. (NCTE 4.1, | | | | | |
|4.2, 4.3, 4.4, 4.5, 4.6_ | | | | | |
|14. Engages students in activities that demonstrate the role of arts and humanities in learning. (NCTE | | | | | |
|2.6) | | | | | |
| | | | | | |
|_________________________________________________________ Date _______________________ | | | | | |
|Signature of Assessor | | | | | |
| | | | | | |
|__MAT faculty __ Supervisor __ Cooperating Teacher __ Self | | |
| | | | | | |
| | | | | | |
The Citadel MAT English Lesson Plan Rubric B
Name ________________________________ Score ___________ Assessor___________________________ Date _____________
| |4 |3 |2 |1 |
| |Exceeds Expectations |Meets Expectations |Developing |Unacceptable |
|Standards, Benchmarks and |Relevant and carefully selected SC ELA|Relevant SC ELA Academic SBI's |SC ELA Academic SBI's |Incorrectly |
|Indicators - and - Learning |SBl's are identified and clearly |identified and |are identified, but |identified SC ELA |
|Objectives |aligned with subject, grade, and each |aligned with subject, grade, and |inappropriately |SBI's |
|NCTE-2003.2 NCTE-2003.2.5 |other; clearly explains what students |each other; partially explains |selected or irrelevant | |
| |should know and be able to do in an |what students should know and be |or somewhat aligned | |
| |observable, measurable manner, and |able to do in an observable, |with each other | |
| |shows connections in subject |measurable manner, or shows | | |
| |integration (if appropriate) |connections in subject | | |
| | |integration (if appropriate) | | |
|Student Background Knowledge |Prior knowledge and needed skills |Prior knowledge and needed skills|Prior knowledge and |Omits or minimally |
|and Experience |clearly identified for all students |identified for most of the |needed skills partially|completes section |
|NCTE-2003.2 NCTE-2003.2.1 |and matched with the SBI's; clearly |students and matched with the |identified for a few | |
|NCTE-2003.2.2 NCTE-2003.3 |explains how teacher will know if the |SBl's; |children | |
|NCTE-2003.3.l |students have knowledge and skills |clearly explains how teacher will| | |
|NCTE-2003.4.4 |needed prior to teaching the lesson |know if the students have | | |
| |and clearly explains how teacher uses |knowledge and skills needed prior| | |
| |diverse experiences that students |to teaching the lesson; generally| | |
| |bring to class in planning the lesson |explains how teacher uses the | | |
| | |diverse experiences that students| | |
| | |bring to class | | |
|Instructional Content and |Thorough and detailed, yet concise |Content summary included with |Some content summary |Omits or minimally |
|Instructional Procedures |content summary including all |most concepts/essential |included with methods |completes section |
|NCTE-2003.3 NCTE-2003.3.1 |concepts/essential understandings with|understandings with |explained, or | |
|NCTE.2003.3.2 NCTE-2003.3 |appropriate methods fully explained |appropriate methods partially |student grouping | |
|NCTE-2003.3.4 NCTE-2003.3.5 |with detail, and |explained, and appropriate |explained throughout | |
|NCTE-2003.3.6 |appropriate student grouping |student grouping throughout the |the lesson | |
|NCTE-2003.3.7NCTE-2003.4 |throughout entire lesson |entire lesson | | |
|NCTE-2003.4.1NCTE-20034.2 | | | | |
|NCTE-2003.4.5 NCTE-2003.4.6 | | | | |
|NCTE-2003.4.7 NCTE-2003.4.8 | | | | |
|NCTE-2003.4.9 | | | | |
|Resources and Materials |Completely identifies resources and |Identifies resources and material|Identifies resources |Omits or minimally |
|NCTE·2003.4 NCTE-2003.4.1 |materials needed by teachers and |needed by teachers or students |and material needed by |completes section |
| |students that are aligned with SBI's |that are aligned with SBI’s or |teachers or students | |
| |and instructional activities and that |institutional activities and that| | |
| |are appropriate for identified methods|are appropriate for identified | | |
| | |methods | | |
|Instructional Activities |Logical lesson sequence explained in |Logical lesson sequence |Lesson sequence |Omits or minimally |
|(clearly indicates teaching |significant detail; includes |explained; includes important |explained; includes |completes section |
|is involved) NCTE-2003.3 |important questions from a variety of |questions from a variety of |important questions to | |
|NCTE-2003.3.1 |levels to ask students; details |levels to ask students; lists |ask students; | |
| |appropriate, engaging opening, main, |appropriate opening, main, and |includes opening, main,| |
| |and closing activities; and |dosing activities; and |or closing activities | |
| |realistically estimates time |realistically estimates time | | |
|Assessment / Evaluation |Clearly aligned with SBI’s and |Aligned with SBI’s or activities;|Flaws in alignment with|Omits or minimally |
|Adaptations |activities; appropriate to students |appropriate to students or |SBI’s and/or |completes section |
|NCTE-2003.4 NCTE·2003.4.10 |and instructional activities; and |instructional activities; and |activities; flaws in | |
| |assessment document and |assessment document or assessment|appropriateness to | |
| |assessment criteria are attached (If |criteria attached |students or | |
| |taught in classroom, data are analyzed| |instructional | |
| |and reflection included.) | |activities; or | |
| | | |assessment document or | |
| | | |assessment criteria | |
| | | |attached | |
The Citadel Professional Education Unit
MAT English Content Evaluation
(New spring semester 2012)
Student Teaching/Internship Final Assessment
Customized for the English Language Arts
This form is to be filled out by the cooperating teacher and college supervisor at the midpoint and at end of each student teaching placement/internship. It reflects professional standards articulated by NCTE and The Citadel MAT English Program. Please use the following performance scale to determine the candidate’s ability to meet the criteria. Comments/Examples should be included for clarification.
Candidate ______________________________________ Grade Level _____________
School __________________________ ______District _________________________
Assessor’s Name ______________________________
Position (check one) ( cooperating teacher (supervisor Semester ____________
Assessor’s Signature ________________________________ Date ________________
Performance Scale:
4—Exceeds Expectations 3—Meets Expectations 2—Developing Competence 1—Unacceptable
| |4— |3— |2—Developing |1— Unacceptable |N/A |
| |Exceeds |Meets |Competency | | |
| |Expectations |Expectations | | | |
|Inquiry and Intellectual Growth |
|1. Demonstrates knowledge of the English Language Arts, | | | | | |
|including knowledge of an extensive range of literature as | | | | | |
|well as print and nonprint media (NCTE 3.5; NCTE 3.6.1 and | | | | | |
|NCTE 3.6.2 | | | | | |
|2. Demonstrates knowledge of and skills in the use of the | | | | | |
|English language as well as effective critical thinking and | | | | | |
|skills in reading, writing, speaking, listening, and viewing | | | | | |
|(NCTE 3.1) | | | | | |
|3. Promotes the development of multiple literacies and | | | | | |
|demonstrates knowledge of the role of the arts and humanities| | | | | |
|in learning (NCTE 2.6) | | | | | |
|Comments/Examples: |
|Professionalism |
|4. Develops standards-based instructional plans, reflecting | | | | | |
|ELA content and pedagogical knowledge* (NCTE 3.2; NCTE 3.3; | | | | | |
|NCTE 3.4) | | | | | |
|*knowledge of the practices of oral, visual, and written | | | | | |
|literacy, & knowledge of reading and composing processes | | | | | |
|5. Constructs challenging, clear, and compelling learning | | | | | |
|experiences that assist students in developing habits of | | | | | |
|critical thinking (NCTE 2.4) | | | | | |
|6. Provides students with constructive and motivational | | | | | |
|feedback, including using formal and informal assessments | | | | | |
|that help students evaluate their ELA processes and products | | | | | |
|(NCTE 4.10) | | | | | |
| |4— |3— |2—Developing |1— Unacceptable |N/A |
| |Exceeds |Meets |Competency | | |
| |Expectations |Expectations | | | |
|7. Integrates technology to enhance learning of the ELA, | | | | | |
|including helping students compose and respond to film, | | | | | |
|video, graphic, photographic, audio, and multimedia texts | | | | | |
|(NCTE 3.6.3) | | | | | |
|8. Selects, creates, and/or uses developmentally and | | | | | |
|contextually appropriate learning tools and instructional | | | | | |
|materials (NCTE 4.1) | | | | | |
|9. Builds on or supports students’ prior knowledge to make | | | | | |
|meaning of texts and helps students connect personal | | | | | |
|responses to larger meanings and critical stances (NCTE | | | | | |
|3.3.2; NCTE 4.8) | | | | | |
|10. Helps students relate ideas to real-world situations and | | | | | |
|developments in culture, society, and education (NCTE 2.5) | | | | | |
|11. Seeks and applies feedback on his/her practice (NCTE 2.3)| | | | | |
|12. Participates collegially in school and professional | | | | | |
|communities (NCTE 2.3) | | | | | |
|Comments/Examples: |
|Appreciation of Human Diversity |
|13. Incorporates and/or supports curricula that integrate | | | | | |
|diverse cultural perspectives and engages students in | | | | | |
|meaningful discussions of them for the purposes of | | | | | |
|interpreting and evaluating ideas presented through oral, | | | | | |
|written, and/or visual forms (NCTE 2.2; NCTE 4.5) | | | | | |
|14. Develops classroom and/or school environments that are | | | | | |
|student-centered and inclusive to all types of individual | | | | | |
|students (NCTE 2.1) | | | | | |
|15. Creates education environments/classrooms that are | | | | | |
|inclusive and culturally responsive, including presenting | | | | | |
|varied structures and techniques for group interactions by | | | | | |
|employing effective classroom management strategies and | | | | | |
|providing students with opportunities for feedback and | | | | | |
|reflection (NCTE 4.2) | | | | | |
|16. Respects varied perspectives within an educational | | | | | |
|community (NCTE 2.3) | | | | | |
|Comments/Examples: |
|Advocacy for Students and Democratic Citizenship |
|17. Helps students develop skills for using language for a | | | | | |
|variety of purposes directed toward a variety of audiences | | | | | |
|(NCTE 4.7) | | | | | |
|18. Creates and maintains safe and democratic learning | | | | | |
|environments, including helping students monitor their own | | | | | |
|language use and behavior in terms of demonstrating respect | | | | | |
|for individual differences of ethnicity, race, language, | | | | | |
|culture, gender, and ability (NCTE 4.4) | | | | | |
|Comments/Examples: |
|RUBRIC |
|Inquiry and Intellectual Growth |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|1. Demonstrates knowledge of the |Shows in-depth knowledge of |Shows sound knowledge of ELA |Shows some knowledge of |Shows limited knowledge of| |
|English Language Arts, including |ELA and uses a wide range of |and uses a range of |ELA and uses a limited |ELA and does not use a | |
|knowledge of an extensive range of|literature and print and |literature and print and |range of literature and |range of literature and | |
|literature as well as print and |nonprint media in a variety |nonprint media to enhance |print and nonprint media|print and nonprint media | |
|nonprint media (NCTE 3.5; NCTE |of applications that enhance |students’ composing processes|with some effectiveness |to enhance students’ | |
|3.6.1 and NCTE 3.6.2 |students’ composing processes|and learning | |learning | |
| |and learning | | | | |
|2. Demonstrates knowledge of and |Demonstrates extensive |Demonstrates a sound |Demonstrates competent |Demonstrates an | |
|skills in the use of the English |knowledge of the English |knowledge of the English |knowledge of the English|insufficient knowledge of | |
|language as well as effective |language and applies theory |language and orients practice|language and addresses |the English language and | |
|critical thinking and skills in |and practice to help students|to help students understand |varied language uses |does not address varied | |
|reading, writing, speaking, |understand varied language |varied language uses | |language uses | |
|listening, and viewing (NCTE 3.1) |uses | | | | |
|3. Promotes the development of |Plans and carries out |Consistently engages students|Intermittently engages |Demonstrates little | |
|multiple literacies and |frequent and extended |in activities that |students in activities |evidence of engaging | |
|demonstrates knowledge of the role|learning experiences that |demonstrate the role of arts |that demonstrate the |students in activities | |
|of the arts and humanities in |integrate arts and humanities|and humanities in learning |role of arts and |that demonstrate the role | |
|learning (NCTE 2.6) |into students’ daily learning| |humanities in learning |of arts and humanities in | |
| | | | |learning | |
|Professionalism |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|4. Develops standards-based |Develops innovative strategies|Incorporates strategies |Addresses standards for |Displays a lack of | |
|instructional plans, reflecting |that address standards for |that address standards for |fostering students’ |understanding of standards| |
|ELA content and pedagogical |fostering students’ oral, |fostering students’ oral, |oral, visual, and |for fostering students’ | |
|knowledge* (NCTE 3.2; NCTE 3.3; |visual, and written literacy, |visual, and written |written literacy, |oral, visual, and written | |
|NCTE 3.4) |showing them how to discover |literacy, showing them how |showing them how to |literacy, of teaching | |
|*knowledge of the practices of |meaning from a variety of |to discover meaning from a |discover meaning from a |students how to interpret | |
|oral, visual, and written |texts and how to compose texts|variety of texts and how to|variety of texts and how|texts, and of teaching | |
|literacy, & knowledge of reading |that clearly convey intended |compose texts that clearly |to compose texts that |them how to compose their | |
|and composing processes |meaning |convey intended meaning |clearly convey intended |own texts | |
| | | |meaning | | |
|5. Constructs challenging, clear, |Designs and implements |Designs and implements |Engages in few practices|Does not engage in | |
|and compelling learning |innovative instruction and |instruction and assessments|designed to help |practices designed to help| |
|experiences that assist students |assessments that help students|that help students develop |students develop habits |students develop habits of| |
|in developing habits of critical |develop habits of critical |habits of critical thinking|of critical thinking |critical thinking | |
|thinking (NCTE 2.4) |thinking | | | | |
|6. Provides students with |Integrates assessment |Integrates assessment |Uses some formal and |Fails to use formal and | |
|constructive and motivational |consistently into instruction |consistently into |informal assessment |informal assessment | |
|feedback, including using formal |using a variety of formal and |instruction using a variety|activities and |activities and instruments| |
|and informal assessments that help|informal assessment activities|of formal and informal |instruments to evaluate |to evaluate student work | |
|students evaluate their ELA |and instruments to show |assessment activities and |student work and makes | | |
|processes and products (NCTE 4.10)|students what they can do; |instruments to evaluate |attempts to interpret | | |
| |interprets individual and |student work and interprets|and report assessment | | |
| |group results; teaches |and reports assessment |results to students and | | |
| |students how to evaluate |results to students and |administrators | | |
| |themselves; and explains to |administrators | | | |
| |students, parents, and | | | | |
| |administrators how student | | | | |
| |work is assessed | | | | |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|7. Integrates technology to |Helps students compose and |Incorporates a variety of |Incorporates one type of|Demonstrates little | |
|enhance learning of the ELA, |respond to film, video, |technological applications |technological |knowledge of how to | |
|including helping students compose|photographic, audio, and |and media into instruction |application or media |incorporate technological| |
|and respond to film, video, |multimedia texts and use |to enhance student learning|into instruction to |applications and media | |
|graphic, photographic, audio, and |technology to enhance their | |enhance student learning|into instruction to | |
|multimedia texts (NCTE 3.6.3) |own learning | | |enhance student learning | |
|8. Selects, creates, and/or uses |Understands the purposes and |Selects a variety of |Selects resources |Shows limited experience | |
|developmentally and contextually |characteristics of different |learning tools and |appropriate for |in selecting resources for| |
|appropriate learning tools and |kinds of curricula and selects|instructional materials |supporting the teaching |instruction of ELA | |
|instructional materials (NCTE 4.1)|or creates instructional |that will foster student |of ELA | | |
| |materials based on current |learning in ELA | | | |
| |knowledge of student learning | | | | |
| |in ELA | | | | |
|9. Builds on or supports students’|Uses a wide range of |Encourages students to draw|Allows students to draw |Shows a lack of knowledge | |
|prior knowledge to make meaning of|approaches to help students |upon prior knowledge to |upon prior knowledge |of how students discover | |
|texts and helps students connect |draw upon their prior |interpret texts and to make|when making meaning of |meaning from texts and | |
|personal responses to larger |knowledge and cultural |meaning of texts through |texts and to personally |demonstrates a limited | |
|meanings and critical stances |experiences to make meaning of|personal response |respond to them |ability to engage students| |
|(NCTE 3.3.2; NCTE 4.8) |texts and fosters students’ | | |in personal response | |
| |connecting their personal | | | | |
| |responses to larger meanings | | | | |
| |and critical stances | | | | |
|10. Helps students relate ideas to|Motivates students to make |Makes meaningful and |Makes connections |Shows a lack of | |
|real-world situations and |meaningful and creative |creative connections |between ELA curriculum |understanding of how ELA | |
|developments in culture, society, |connections between ELA |between ELA curriculum and |and developments in |curriculum, teachers, | |
|and education (NCTE 2.5) |curriculum and developments in|developments in culture, |culture, society, and |students, and education in| |
| |culture, society, and |society, and education |education |general are influenced by | |
| |education | | |cultural and social issues| |
|11. Seeks and applies feedback on |Frequently and actively seek |Seeks feedback from fellow |Receives feedback well |Avoids feedback from | |
|his/her practice (NCTE 2.3) |feedback from fellow student |student teachers, faculty, |from fellow student |fellow student teachers, | |
| |teachers, faculty, and |or administrators |teachers, faculty, or |faculty, or administrators| |
| |administrators and uses |and uses feedback to |administrators and uses |and does not use feedback | |
| |feedback to improve practice |improve practice |feedback to improve |to improve practice | |
| | | |practice | | |
|12. Participates collegially in |Seeks out and actively |Participates in school and |Has limited |Is not involved in school | |
|school and professional |participates in school and |professional communities |participation in school |or professional | |
|communities (NCTE 2.3) |professional communities | |or professional |communities | |
| | | |communities | | |
|Appreciation of Human Diversity |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|13. Incorporates and/or supports |Uses ELA extensively and |Uses ELA to help students |Shows some evidence of |Shows little evidence of | |
|curricula that integrate diverse |creatively to help students |become familiar with their |using ELA for helping |using ELA for helping | |
|cultural perspectives and engages |become familiar with their |own and others’ cultures and |students become familiar|students become familiar | |
|students in meaningful discussions|own and others’ cultures and |interpret ideas about those |with their own and |with their own and others’| |
|of them for the purposes of |show students what speech and|cultures presented in oral, |others’ cultures and |cultures and interpret | |
|interpreting and evaluating ideas |behaviors are appropriate for|written, and visual forms |interpret ideas about |ideas about those cultures| |
|presented through oral, written, |sharing ideas about those | |those cultures presented|presented in oral, | |
|and/or visual forms (NCTE 2.2; |cultures presented in oral, | |in oral, written, and |written, and visual forms | |
|NCTE 4.5) |written, and visual forms | |visual forms | | |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|14. Develops classroom and/or |Creates and sustains a |Creates a supportive learning|Demonstrates some |Demonstrates little | |
|school environments that are |supportive learning |environment in which all |evidence of creating a |evidence of creating a | |
|student-centered and inclusive to |environment in which all |students can engage in |supportive learning |supportive learning | |
|all types of individual students |students can engage in |learning |environment in which all|environment in which all | |
|(NCTE 2.1) |learning | |students can engage in |students can engage in | |
| | | |learning |learning | |
|15. Creates education |Creates literate classroom |Aligns curriculum goals and |Demonstrates some |Demonstrates limited | |
|environments/classrooms that are |communities by presenting |teaching strategies with the |ability to design |ability to design | |
|inclusive and culturally |varied structures and |organization of classroom |instruction to meet the |instruction to meet the | |
|responsive, including presenting |techniques for group |environments and learning |needs of all students |needs of all students and | |
|varied structures and techniques |interactions by employing |experiences to promote |and provide for |provide for students’ | |
|for group interactions by |effective classroom |whole-group, small-group, and|students’ progress and |progress and success | |
|employing effective classroom |management strategies and |individual work |success | | |
|management strategies and |providing students with | | | | |
|providing students with |opportunities for feedback | | | | |
|opportunities for feedback and |and reflection | | | | |
|reflection (NCTE 4.2) | | | | | |
|16. Respects varied perspectives |Uses the results of |Demonstrates reflective |Demonstrates reflective |Demonstrates inconsistency| |
|within an educational community |reflective practice not only |practice, involvement in |practice but is not |in reflective practice and| |
|(NCTE 2.3) |to adapt instruction and |professional organizations, |involved in professional|seldom pursues | |
| |behavior to assist all |and collaboration with both |organizations or |opportunities for | |
| |students to learn, but also |faculty and other student |collaboration with |professional growth or | |
| |to design a well-conceived |teachers |faculty or other student|collaboration | |
| |plan for professional | |teachers | | |
| |development that features | | | | |
| |collaboration | | | | |
|Advocacy for Students and Democratic Citizenship |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|17. Helps students develop skills |Integrates throughout the ELA|Engages students in learning |Engages students in |Demonstrates infrequent | |
|for using language for a variety |curriculum learning |experiences that consistently|learning experiences |use of instruction that | |
|of purposes directed toward a |opportunities in which |emphasize varied uses and |that sometimes emphasize|promotes understanding of | |
|variety of audiences (NCTE 4.7) |students demonstrate their |purposes for language in |varied uses and purposes|varied uses and purposes | |
| |abilities to use language for|communication |for language in |for language in | |
| |a variety of purposes in | |communication |communication | |
| |communication | | | | |
|18. Creates and maintains safe and|Creates opportunities for |Creates and sustains learning|Addresses issues in |Shows a limited ability to| |
|democratic learning environments, |students to analyze how |environments that promote |which students show |promote respect for | |
|including helping students monitor|social context affects |respect for, and support of, |disrespect for |individual differences of | |
|their own language use and |language and to monitor their|individual differences of |individual differences |ethnicity, race, language,| |
|behavior in terms of demonstrating|own language use and behavior|ethnicity, race, language, |of ethnicity, race, |culture, gender, and | |
|respect for individual differences|to demonstrate respect for |culture, gender, and ability |language, culture, |ability | |
|of ethnicity, race, language, |individual differences of | |gender, and ability | | |
|culture, gender, and ability (NCTE|ethnicity, race, language, | | | | |
|4.4) |culture, gender, and ability | | | | |
The Citadel
Zucker Family School of Education
MAT Mathematics Lesson Plan Assignment Guidelines
(Adapted for use for Mathematics Instruction by Dr. Kathryn Richardson Jones from revised Citadel form created by Dr. Lauren Rule Maxwell)
This assignment will:
• Document your ability to plan lessons that demonstrate that you have the content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;
• Demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;
• Illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and
• Demonstrate that you can plan and deliver effective instruction that advances the learning of each student.
To complete this assignment you must:
• Use The Citadel Mathematics Lesson Plan Form to create a complete lesson that addresses each element of the lesson plan,
• Teach the lesson, and
• Reflect on the lesson you’ve taught.
A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See your course syllabi or Guidelines for Student Teaching Internship Handbook).
For your program completion portfolio, you will need to upload examples of your planning, teaching, and assessing.
The Citadel
Zucker Family School of Education
MAT Mathematics Lesson Plan
|Teacher: |Subject: |Grade: |
|Learning Goals (NCTM 8.4) |
|National Mathematics | |
|Teaching | |
|Standards/Common Core | |
| | |
| | |
|SC Mathematics | |
|Standard(s) | |
| | |
| | |
| | |
|Indicator(s) | |
| | |
| | |
| | |
|What will students know and be able to do at the end of the lesson? |
| |
| |
| |
|Student Background Knowledge and Experience (NCTM 7.1) |
|Student prior knowledge and skills: |Accommodations for Diversity (if applicable): |
| | |
|Instructional Procedures (NCTM 8.1 - 8.2) |
|Content Summary (include concepts and essential understandings): |
| |
| |
|Teaching Methods: |
| |
| |
|Student Grouping: |
| |
|Resources and Materials (including technology, career connections, and community resources) (NCTM 6.1, 7.6, 8.1, 8.2, 8.9, ISTE-NETS and SC-EED) |
|Resources: |Materials: |Technology: |Career Connections: |
| | | | |
|Mathematical Knowledge Addressed in Lesson (NCTM 1 - 6, 16.3) |
| |
|Instructional Activities (Lesson sequence and allotted time) (NCTM 601, 7.3, 8.3, 8.7, 8.8, 8.9) |
|Opening: |
|Main Activities: |
| |
| |
|Closing: |
| |
| |
|Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) (NCTM 7.5) |
| |
|Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) (NCTM 7) |
| |
|Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) (NCTM 7) |
| |
| |
| |
| |
Rubrics for Assessing the Lesson Plan Assignment and Unit Work Samples
APS 2- Short-Range Planning-APS 3- Short Range Planning, Development and Use of Assessments
| |Competent |Developing Competence |Unsatisfactory |
|2A. Section I: Major Unit |Unit fulfills the requirements for |Unit is adequate for the content |Unit shows no evidence of |
|Objectives |the content area and grade level |area and/or grade level and shows|alignment to State and National |
| |and is aligned to State and |evidence of aligned to State and |Math Standards and do not appear |
|Unit objectives facilitate |National Mathematics Standards. |National Math Standards. |to be appropriate for content |
|student achievement of | | |area and/or grade level |
|academic standards and |Appropriate Objectives for the |Objectives are somewhat | |
|long-range learning and |grade level and Mathematics content|appropriate for the Math content |Objectives are not appropriate |
|developmental goals |area. |area and/or the grade level |for the Math content area and |
|(NCTM 8.4) | | |grade level. |
|(SC-ADEPT- 06.2A) |Observable Objectives are stated in|Observable objectives are stated | |
| |the learner outcomes and can be |in the learner outcomes but are |Objectives are not stated in |
| |easily measured and evaluated. |not easily measured and/or |observable learner outcomes and |
| | |evaluated |cannot be measured. |
| |Student Involvement Objectives | | |
| |require students to be actively |Objectives require students to |Objectives indicate students are |
| |involved in the learning process |have some active involvement in |passive recipients of knowledge. |
| | |the learning process | |
| |Matched to Skills Objectives All | |One or none of the objectives |
| |objectives have been accurately |2 or 3 of the objectives have |have been matched with the |
| |matched with the required skills to|been accurately matched with the |required skills to master the |
| |master the objective. |required skills to master the |objective. |
| | |objective. | |
|2.B. 1 Section II: Unit Plan |Appropriate/Accurate Mathematics |Mathematics Content is accurate |The Mathematics content is not |
| |Content for the instructional area |and somewhat appropriate for the |accurate or appropriate for |
|Instructional plans include |and grade level is evident. |instructional area and/or grade |instructional area and/or grade |
|content, strategies, | |level. |level. |
|materials, and resources |Content is aligned to State and | | |
|appropriate for the students.|National Mathematics Standards. |Content demonstrates some |Content is not aligned to State |
|(NCTM 7.2-3, 8.1-3, 8.7-9) | |alignment to State and National |and National Mathematics |
|(SC-ADEPT- 06.2B) |Matching Materials each lesson plan|Mathematics Standards. |Standards. |
| |contains a comprehensive | | |
| |materials/resource list. |Each lesson plan contains a |Materials lists are either not |
| | |materials list. |available or are incomplete. |
| |Logically sequenced strategies | | |
| |including at least 2 instructional |Each objective contains less than|Each objective does not contain |
| |strategies per objective. |two appropriate instructional |appropriate or logically |
| | |strategies that may or may not be|sequenced instructional |
| |Logically sequenced strategies |logically sequenced. |strategies. |
| |provide opportunities for students | | |
| |to reflect on their learning |Lesson plans incorporate limited |Lesson plans do not incorporate |
| |process. Students communicate in |opportunities for students to |any opportunity for students to |
| |some form about what they learned, |reflect on their learning |reflect on their learning |
| |how they learned it, and how they |process. The reflection activity |process. |
| |plan to use the information. |is informal. | |
| | | |Lesson plans do not clearly |
| |Logically sequenced strategies |Lesson plans demonstrate how |demonstrate the purpose and use |
| |promote an understanding of the |language and/or content |of the content information and/or|
| |purpose and use of content |information are used but do not |language. |
| |information and/or language. |indicate a clear purpose of the | |
| | |information and/or language. |Instructional strategies offer |
| |Strategies promote active | |few or no opportunities for the |
| |engagement of students through | |students to be actively involved.|
| |problem solving/ | | |
| | | | |
| |Competent |Developing Competence |Unsatisfactory |
| |creativity. |Instructional strategies are |Instructional strategies do not |
| | |creative and offer some |provide opportunities for the |
| |Strategies for |opportunities for the students to|teacher to work with whole class,|
| |collaboration/independent learning |become actively involved. |small groups and/or individuals |
| |and varying group sizes. | |including collaboration and |
| |Instructional strategies provide |Instructional strategies provide |independent learning. |
| |opportunities for the teacher to |minimal opportunities for the | |
| |work with whole class, small groups|teacher to work with the whole | |
| |and/or individuals including |class, small groups, and/or | |
| |collaboration and independent |individuals including | |
| |learning. |collaboration and independent | |
| | |learning. | |
|2.B.2- Section II: Unit Plan |Incorporation of Technology. Unit |Unit plans demonstrate the use of|Unit plans lack evidence |
|Incorporation of Technology |plans demonstrate the use of |technology to promote learning. |supporting the use of technology |
|(ISTE-NETS 1 and 3 SC-ADEPT- |technology in an effective manner | |to promote learning. |
|06.2B) |to promote learning. |Plans include evidence of | |
|(NCT M 6.1, 7.6, 8.9) | |incorporation of Mathematics and |Plans lack evidence of |
| |Mathematics and technology related |technology related issues but not|incorporation of Mathematics and |
| |issues are included in the lesson |an analysis. |technology related issues. |
| |plans and candidates incorporated | | |
| |analysis of their integration of | | |
| |these practices into their lesson | | |
| |plans. | | |
|2.B.3 Section II: Unit Plan |Connections to other content areas,|Unit and lesson plans could be |Lesson plans do not integrate |
|Career and Community |career pathways and community |associated with other content |other subject area standards or |
|Connections (EEDA) |resources. Unit and lesson plans |area standards and/or career |career pathways into the |
|(NCTM 6) |integrate other subject area |pathways, but the connections are|instructional unit. |
| |standards and career pathways into |not clearly explained. | |
| |the instructional unit. | | |
|2C. Section V: Response to |Adjustments to Mathematics unit |Mathematics Lesson plans |Mathematics Lesson plans do not |
|Formative Analysis |plan were made based on student |partially focuses on the student |take into account the age or |
| |behavior, progress and performance |but fail to take into account all|grade level of the student or |
|Student Performance data is |data and |required learner needs. |accommodate for learner needs. |
|used to guide short-range | | | |
|planning of instruction. |Reflected on the need to adjust |Mathematics Lesson plans document|Mathematics Lesson plans do not |
|(SC ADEPT-06.2.C) |unit plan for future use. |minimal modifications for |document modifications for |
|(NCTM 7.5) | |specific learning differences |specific learning differences |
| | |among individual students. |among individual students. |
|3B. Section IV: Analysis of |Teacher candidate regularly |Teacher candidate occasionally |Teacher candidate does not |
|Student Performance |analyzes and uses assessment |analyzes and uses assessment |analyze and/or use assessment |
|At appropriate intervals, |results to monitor, modify and/or |results to monitor, modify and/or|results to monitor, modify and/or|
|student performance data is |enhance learning throughout the |enhance learning. |enhance learning. |
|gathered and accurately |unit. | | |
|analyzed to guide | | | |
|instructional planning | | | |
|(SC-ADEPT- 06.3B) | | | |
|(NCTM 7.5) | | | |
|3C. Section VI: Summative |Made decisions about student |Made decisions about student |Made decisions about student |
|Feedback |performance, progress, and |performance based on some of the |performance based only on |
|Assessment data used to |achievement based on alignment with|criteria. |assessments. |
|determine grades that |the unit objectives, the | | |
|accurately reflect student |assessments, and the ability levels|Maintained records with varying |Maintained records in an |
|progress and achievement |of the students. |levels of organization and |unorganized, late manner. |
|(SC-ADEPT- 06.3C,NCTM 7.5) | |keeping current. | |
| |Maintained accurate, current, | | |
| |well-organized and confidential | | |
| |records of assessment results. | | |
The Citadel
School of Education
Modern Language Lesson Plan Assignment Guidelines
(Adapted for use for Modern Language Instruction by Dr. Kathryn Richardson Jones)
This assignment will:
• Document your ability to plan lessons that demonstrate that you have the content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;
• Demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;
• Illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and
• Demonstrate that you can plan and deliver effective instruction that advances the learning of each student.
To complete this assignment you must:
• Use The Citadel Language Lesson Plan format to create a complete lesson that addresses each element of the lesson plan,
• Teach the lesson, and
• Reflect on the lesson you’ve taught.
A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See course syllabi or Guidelines for Student Teaching Internship Handbook.) For your Program Completion Portfolio, you will need to upload examples of your planning, teaching, and assessing.
THE CITADEL
MODERN AND CLASSICAL LANGUAGES LESSON PLAN FORM
Teacher___________________________ Subject ___________________ Grade ________
I. Learning Goals- ACTFL 4.a-b
American Council on the Teaching of Foreign Languages Teaching Standard addressed with this lesson:
Note: The American Council on the Teaching of Foreign Languages Standards are available at:
South Carolina Academic Standard(s) for Modern Languages addressed with this lesson:
Note: South Carolina World Languages Standards are available at:
Indicator(s):
What will your students know and be able to do at the end of this lesson?
II. Student Background Knowledge and Experience-ACTFL 3 a-b, 4.c
What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson?
How do you know if students have the knowledge and skills they need to be successful?
How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)?
III. Instructional Procedures- ACTFL 4. b-c
Content summary, including concepts and essential understandings:
Teaching methods:
Student grouping:
IV. Resources and Materials including Technology and Career Connections and Community Resources- ACTFL 3.b, 4. b-c, ISTE-NETS, and SC-EEDA
V. Addressing the 5 C’s of Foreign Language Learning- ACTFL 2012 1-5
How will you engage your students in each of the following?
Communication-
Cultures-
Connections-
Comparisons-
Communities-
VI. Instructional Activities- ACTFL 3.b, 4.b-c
Lesson sequence, including important questions to ask students Time Allotted:
Opening:
Main activities:
Closing
VII. Assessment/Evaluation ACTFL 5a
How will you know if each student has met the learning goals? Attach assessments and assessment criteria.
VIII. Adaptations ACTFL 3.a-b, 4.c
Modifications: Note if lesson objective or significant content needs to be changed.
Accommodations: Note if other components of the lesson need to be changed.
Use the chart on the following page to outline specific adaptations.
|Student Name | | | | |
| | | | | |
|What needs are you addressing for | | | | |
|this student in this lesson? | | | | |
|Learning Goals | | | | |
|Modification to indicator and/or what| | | | |
|student will be expected to know or | | | | |
|do | | | | |
|Teaching Methods | | | | |
|Teaching Materials | | | | |
|Student Activities | | | | |
|Student Materials | | | | |
|Assessment/ | | | | |
|Evaluation | | | | |
IX. Reflection (after teaching lesson): ACTFL 3.a-b
If you could teach this lesson again, what would you do the same?
What would you do differently?
Which individual or group did particularly well?
How do you account for this performance?
What might you try in the future with this individual or group?
Which individual or group appeared to be having problems?
How do you account for this performance?
What might you try in the future with this individual or group?
Rubrics for Assessing the Lesson Plan Assignment and Unit Work Samples
APS 2- Short-Range Planning
APS 3- Short Range Planning, Development and Use of Assessments
| |Competent |Developing Competence |Unsatisfactory |
|2A. Section I: Major Unit |Unit fulfills the requirements for the|Unit is adequate for the content |Unit shows no evidence of |
|Objectives |content area and grade level is |area and/or grade level and shows |alignment to State and National |
| |aligned to State and National Modern |evidence of aligned to State and |Modern or Classical Language |
|Unit objectives facilitate |or Classical Language Standards. |National Modern or Classical |Standards and do not appear to |
|student achievement of |Appropriate Objectives for the grade |Standards. |be appropriate for content area |
|academic standards and |level and Modern and Classical |Objectives are somewhat |and/or grade level. |
|long-range learning and |Language content area. |appropriate for the Modern or |Objectives are not appropriate |
|developmental goals (ACTFL |Observable Objectives are stated in |Classical Language content area |for the Modern or Classical |
|4-ab) SC-ADEPT- 06.2.A |the learner outcomes and can be easily|and/or the grade level. |Language content area and grade |
| |measured and evaluated. |Observable objectives are stated |level. |
| |Student Involvement Objectives require|in the learner outcomes but are |Objectives are not stated in |
| |students to be actively involved in |not easily measured and/or |observable learner outcomes and |
| |the learning process. |evaluated. |cannot be measured. |
| |Matched to Skills Objectives All |Objectives require students to |Objectives indicate students are|
| |objectives have been accurately |have some active involvement in |passive recipients of knowledge.|
| |matched with the required skills to |the learning process. | |
| |master the objective. |2 or 3 of the objectives have been|One or none of the objectives |
| | |accurately matched with the |have been matched with the |
| | |required skills to master the |required skills to master the |
| | |objective. |objective. |
|2.B.1 Section II: Unit Plan |Appropriate/Accurate Modern or |Modern or Classical Language |The Modern or Classical Language|
| |Classical Language Content for the |Content is accurate and somewhat |content is not accurate or |
|Instructional plans include |instructional area and grade level is |appropriate for the instructional |appropriate for instructional |
|content, strategies, |evident. |area and/or grade level. |area and/or grade level. |
|materials and resources |Content is aligned to State and |Content demonstrates some |Content is not aligned to State |
|appropriate for the students.|National Modern or Classical Language |alignment to State and National |and National Modern or Classical|
|(ACTFL 2 a-b. 4.c) |Standards. |Modern or Classical Language |Language Standards. |
|SC-ADEPT-06.2.B |Matching Materials Each lesson plan |Standards. |Materials lists are either not |
| |contains a comprehensive |Each lesson plan contains a |available or are incomplete. |
| |materials/resource list. |materials list. |Each objective does not contain |
| |Logically sequenced strategies |Each objective contains less than |appropriate or logically |
| |including at least 2 instructional |two appropriate instructional |sequenced instructional |
| |strategies per objective. |strategies that may or may not be |strategies. |
| |Logically sequenced strategies provide|logically sequenced. |Lesson plans do not incorporate |
| |opportunities for students to reflect |Lesson plans incorporate limited |any opportunity for students to |
| |on their learning process. Students |opportunities for students to |reflect on their learning |
| |communicate in some form about what |reflect on their learning process.|process. |
| |they learned, how they learned it, and|The reflection activity is |Lesson plans do not clearly |
| |how they plan to use the information. |informal. |demonstrate the purpose and use |
| |Logically sequenced strategies promote|Lesson plans demonstrate how |of the content information |
| |an understanding of the |language and/or content |and/or language. |
| |purpose and use of content information|information are used but do not |Instructional strategies offer |
| |and/or language. |indicate a clear purpose of the |few or no opportunities for the |
| |Strategies promote active engagement |information and/or language. |students to be actively |
| |of students through problem solving/ |Instructional strategies are |involved. |
| |creativity. |creative and offer some |Instructional strategies do not |
| |Strategies for |opportunities for the students to |provide opportunities for the |
| |collaboration/independent learning and|become actively involved. |teacher to work with whole |
| |varying group sizes. Instructional |Instructional strategies provide |class, small groups and/or |
| |strategies provide opportunities for |minimal opportunities for the |individuals including |
| |the teacher to work with whole class, |teacher to work with the whole |collaboration and independent |
| |small groups and/or individuals |class, small groups, and/or |learning. |
| |including collaboration and |individuals including | |
| |independent learning. |collaboration and independent | |
| | |learning. | |
| |Competent |Developing Competence |Unsatisfactory |
|2.B.2- Section II: Unit Plan |Incorporation of Technology. Unit |Unit plans demonstrate the use of |Unit plans lack evidence |
|Incorporation of Technology |plans demonstrate the use of |technology to promote learning. |supporting the use of technology|
|(ISTE-NETS 1 and 3) |technology in an effective manner to | |to promote learning. |
|(ACTFL 3.b, 4. b-c) |promote learning. |Plans include evidence of | |
|SC-ADEPT-06.2B | |incorporation of Modern or |Plans lack evidence of |
| |Modern or Classical Language and |Classical Language and technology |incorporation of Modern or |
| |technology related issues are included|related issues but not an |Classical Language and |
| |in the lesson plans and candidates |analysis. |technology related issues. |
| |incorporated analysis of their | | |
| |integration of these practices into | | |
| |their lesson plans. | | |
|2.B.3 Section II: Unit Plan |Connections to other content areas, |Unit and lesson plans could be |Lesson plans do not integrate |
|Career and Community |career pathways and community |associated with other content area|other subject area standards or |
|Connections (EEDA) |resources. Unit and lesson plans |standards and/or career pathways, |career pathways into the |
|(ACTFL 2012 1-5) |integrate other subject area standards|but the connections are not |instructional unit. |
| |and career pathways into the |clearly explained. | |
| |instructional unit. | | |
|2C. Section V: Response to |Adjustments to Modern or Classical |Modern or Classical Language |Modern or Classical Language |
|Formative Analysis |Language unit plan were made based on |Lesson plans partially focus on |Lesson plans do not take into |
| |student behavior, progress and |the student but fail to take into |account the age or grade level |
|Student Performance data is |performance data and |account all required learner |of the student or accommodate |
|used to guide short-range | |needs. |for learner needs. |
|planning of instruction. |Reflected on the need to adjust unit | | |
|(ACTFL 5a) |plan for future use. |Modern or Classical Language |Modern or Classical Language |
|(SC ADEPT-06.2.C) | |Lesson plans document minimal |Lesson plans do not document |
| | |modifications for specific |modifications for specific |
| | |learning differences among |learning differences among |
| | |individual students. |individual students. |
|3A. Section III: Unit |Varied Assessments that provide |Assessments provide some |Assessments do not provide |
|Assessments |opportunities for students to use a |opportunities for students to use |opportunities for students to |
| |variety of intelligences and learning |a variety of intelligences and |use a variety of intelligences |
|A variety of appropriate |modes to demonstrate their knowledge |learning modes to demonstrate |and learning modes to |
|assessments are |as well as assess their own learning. |their knowledge as well as assess |demonstrate their knowledge or |
|developed/selected and |Appropriate for students including for|their own learning. |allow students to assess their |
|administered. |the grade level and take into account |Assessments are appropriated for |own learning. |
|(ACTFL 5a) |learning differences within the class.|the grade level but minimally | |
|(SC-ADEPT-06.3A) | |consider learning differences |Assessments are often |
| |The Assessments demonstrate mastery of|within the class. |inappropriate for the grade |
| |stated objectives. |Assessments demonstrate mastery of|level and do not consider |
| |Development and use of assessments in |some of the stated objectives. |learning differences within |
| |the content area is comprehensive and |Development and use of assessments|the class. |
| |aligned with State and National Modern|in the content area is adequate |Assessments do not demonstrate |
| |or Classical Language Standards. |and aligned with state and |mastery of stated objectives. |
| |Development and use of assessments |National Modern or Classical |Development and use of |
| |demonstrates a direct correlation to |Language Standards. |assessments in the content area |
| |the varied instructional strategies |Development and use of assessments|is minimal and is not aligned |
| |used. |demonstrates some correlation to |with State and National Modern |
| |All of the criteria used to assess a |the varied instructional |or Classical Language Standards.|
| |unit are appropriate and measurable. |strategies used. | |
| | |Some of the criteria used to |Development and use of |
| | |assess a unit are appropriate and |assessments demonstrates no |
| | |measurable. |obvious correlation to the |
| | | |varied instructional strategies |
| | | |used. |
| | | |Criteria used to assess a unit |
| | | |are inappropriate and not |
| | | |measurable. |
| |Competent |Developing Competence |Unsatisfactory |
|3B. Section IV: Analysis of |Teacher candidate regularly analyzes |Teacher candidate occasionally |Teacher candidate does not |
|Student Performance |and uses assessment results to |analyzes and uses assessment |analyze and/or use assessment |
| |monitor, modify and/or enhance |results to monitor, modify and/or |results to monitor, modify |
|At appropriate intervals, |learning throughout the unit. |enhance learning. |and/or enhance learning. |
|student performance data is | | | |
|gathered and accurately | | | |
|analyzed to guide | | | |
|instructional planning. | | | |
|(ACTFL 3.a-b, 5.b) | | | |
|SC-ADEPT-06.3B | | | |
|3C. Section VI: Summative |Made decisions about student |Made decisions about student |Made decisions about student |
|Feedback |performance, progress, and achievement|performance based on some of the |performance based only on |
| |based on alignment with the unit |criteria. |assessments. |
|Assessment data used to |objectives, the assessments, and the | | |
|determine grades that |ability levels of the students. |Maintained records with varying |Maintained records un an |
|accurately reflect student | |levels of organization and keeping|unorganized, late manner. |
|progress and achievement. |Maintained accurate, current, |current. | |
|(ACTFL 5.c) SC-ADPT-06.3C |well-organized and confidential | | |
| |records of assessment results. | | |
The Citadel School of Education
Physical Education Elementary Lesson Plan Template
Lesson # _____ in unit of _____ lessons Lesson Focus_______________________________ Sub Focus__________________________________
Name ___________________ School ____________________ Date to be taught__________
Grade __________ Unit __________________________ Time ___40 minutes___
EQUIPMENT NEEDED (include numbers of pieces of equipment):
Student Objectives: what you want the students to learn
COGNITIVE OBJECTIVE(S) and NASPE/SC STANDARD NUMBERS/BENCHMARKS:
AFFECTIVE OBJECTIVE(S) and NASPE/SC STANDARD NUMBERS/BENCHMARKS:
PSYCHOMOTOR OBJECTIVE(S) and NASPE/SC STANDARD NUMBERS/BENCHMARKS:
Teacher Objectives:
The teacher should do the following:
Instructional:
Managerial:
SAFETY CONSIDERATIONS:
ASSESSMENT METHODS/PROCEDURES:
Your assessment should be selected to determine if the objectives were met. If you plan to have any kind of rubric or checklist, be sure to include a copy of it.
RESOURCES: Where you got the information for your lesson.
Instructional Plan with Development of Content
You may need to add rows – depending upon the number of tasks you have.
Assessment: (Rubric, check list, skill test, cognitive test, affective instrument, etc placed here or attached)
The following “block” form of the lesson plan should be done in landscape format. You may adjust the size of the columns or add another to better correspond to your needs.
• The “headings” you place in the “CONTENT” column should reflect the different parts of your lesson which should be connected with smooth transitions. After the “Set Induction” & preliminary parts, you should all tasks you plan to teach and possible extensions of those tasks. You select the appropriate headings for your lesson.
• The amount of time (minutes) spent on each part should be indicated in the “TIME” column.
• “CLASS ORGANIZATION” should indicate the formations used during that part of the lesson (ex.-scattered, with partners or in two lines, facing partner); you should draw the diagram, if possible.
• The “METHODS, STRATEGIES, PROCEDURES” column should include what you will do as the teacher (example—explain what information you want the learners to have, give directions, give a demonstration or skill(s) to be practiced, etc.) AND what you will have the learners do (ex.-practice skills, ask questions, perform activity taught, etc.).
• The next column should include word or phrase CUES you will use with the students to help them remember what to do, reminder tips you have for yourself or the students, or anything else you need to remind yourself to do or say. (see Chapter 11)
• “REFINMENT” indicates ways to improve the quality of the skill/task (ex.—straight legs, pointed toes, tight body, and more) Give CUES! (see Chapter 11)
• “CHALLENGES/APPLICATIONS/ASSESSMENT” are used to maintain interest, demonstrate use of tasks in authentic setting, and evaluate objectives
• DELETE these comments in red before printing up your lesson plan.
|CONTENT (Anticipated Progression of |TIME (antici- |CLASS ORGANI- |METHODS, STRATEGIES, PROCEDURES |TEACHING CUES |REFINEMENT (also include CUES|CHALLENGES/ |
|Tasks—with what you will say to the |pated) |ZATIONAL ARRANGEMENT |(How task will be communicated/ |AND POINTS OF EMPHASIS |for refinement of tasks) |APPLICATIONS/ |
|students) | | |demonstrated, etc.) | | |ASSESSMENT |
|SET INDUCTION | | | | | | |
|Introduce lesson | | | | | | |
|Safety information | | | | | | |
|Warm-ups | | | | | | |
|Etc. | | | | | | |
|Task 1 & possible extension | | | | | | |
|Task 2& possible extension | | | | | | |
|Task 3& possible extension | | | | | | |
|Conclusion/Closing | | | | | | |
Accommodations for different learning rates or special needs:
SELF-EVALUATION OF LESSON AND TEACHING/REFLECTIONS (what was good, what needs to be changed, specific changes to be made):
The Citadel School of Education
Physical Education Secondary Lesson Plan Template
Please delete anything in red before turning in your unit plan. The information in red is for your understanding of how to use the template to complete your plan.
Lesson # of
Name Date to be Taught:
Content: Grade Level:
SC Standards: ______
Equipment Needed: (include numbers of pieces of equipment)
Student Prerequisites (include at least 1 for each domain) Identify prerequisite skills (easier skills that students must have already mastered) that are needed for successful participation in lesson activities.
Objectives (Student) Written with Behavior, Condition, Criteria Identify what you want students
Students should be able to: to know and be able to do as a result of participating
in this lesson. Make sure objectives are observable and measureable.
1. (Psychomotor):
Standards/Benchmarks:
2. (Cognitive):
Standards/Benchmarks:
3. (Affective):
Standards/Benchmarks:
Objectives (Teacher) Written with Behavior, Condition, Criteria
Teacher should be able to: Teacher objectives should reflect your own needs for improvement
1. Instructional: Address actions that relate directly to the intended lesson outcome
2. Managerial: Address what you will do in terms of arranging and maintaining the learning environment
3. Resources (at least 2) Where did you get the information you used in planning your lesson?
Instructional Plan with Development of Content
|Anticipated Progressions of Tasks/Other |Approx |Management |Learning Cues & Critical |Refinement |Application |
|Activities |Time |Arrangement |Elements |Task |Task |
|Write tasks the same way you will present them to|How |How will people, space and | | | |
|students. What will you say? |much |equipment be arranged? You may | | | |
|Remember to include: |time |choose to use a diagram. | | | |
|Set Induction: |will be | | | | |
| |spent on each | | | | |
| |task? | | | | |
|Demonstration: | | |Identify critical elements of |How will you address the |Describe possible ways in which |
| | | |skill being taught. Include cues|concern for qualitative aspects|the task may be applied either in |
| | | |to address critical elements. |of performance? |a self testing way or a |
| | | | | |competitive experience with |
| | | | | |others. |
| | | |Write cues using boldface type. | | |
| | | | | | |
|Remember to include a lesson | | | | | |
|Closure: | | | | | |
You may need to add rows – depending upon the number of tasks you have.
|Unit Plan Rubric |Target |
|Physical Education |Acceptable |
|Revised 9/12 |Unacceptable |
Candidate name _______________________________________________ Date ___________
Experience (course #, student teaching, etc.) _________________School/Grade:_________________
Rater (Circle one): instructor school-based teacher supervisor Name _____________________
| |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|3.6 |The sequence of unit content may be |The sequence of unit content is logical, |Unit skills are appropriately | | |
| |illogical, with gaps in progressions. |with few gaps in progressions. |sequenced. Learning/practice tasks are| | |
| |Tasks are arranged randomly steps |Learning/practice tasks are arranged in |appropriately arranged in a | | |
| |between progressions either too large |sequence and progressive steps to |progressive sequence to facilitate | | |
| |or too small to facilitate skill. |facilitate learning. |learning. | | |
| |TC plans for minimal instruction or |TC plans for instructional opportunities |TC plans for a variety of | | |
| |instruction occurs only at the |throughout the unit. Many instructional |instructional opportunities throughout| | |
| |beginning of the unit. |details are included during game play. |the unit. Most instructional details | | |
| | | |are included throughout all game | | |
| | | |stages. | | |
|3.4 |TC plans activities that are |TC plans developmentally appropriate |TC plans activities that are | | |
| |developmentally inappropriate (too hard|activities with many practice |developmentally appropriate and | | |
| |or too easy) with limited practice |opportunities. |organized for maximum practice time. | | |
| |opportunities. | | | | |
|3.6 |TC masses skill practice and delegates |TC distributes skill practice throughout |TC distributes skill practice | | |
| |many days to game play. |the majority of the unit plan. |throughout the unit plan. | | |
|5.2 |TC showed no evidence (or minimal |All lessons include an assessment (either|A wide variety of assessments are | | |
| |evidence) of planning for formal or |formal or informal) of student |represented throughout the block plan | | |
| |informal assessment throughout the |performance. |and lessons include an informal or | | |
| |block plan. | |formal assessment. | | |
| |TC fails to provide practice |Skill/game play assessment protocol |Skill/game play assessment protocol | | |
| |opportunities for assessment protocol |appears as practice opportunity or |appears several times as practice | | |
| |prior to summative assessment. |formative assessment several lessons |opportunity or formative assessment | | |
| | |prior to summative assessment. |weeks prior to summative assessment. | | |
|Unit Assessments |TC shows little evidence of identifying|TC plans to use assessments that are |TC identifies three or more | | |
|5.1 |unit assessments that match/measure the|appropriate for measuring achievement of |assessments appropriate for measuring | | |
| |unit goals. |the unit goals. |student achievement of unit goals. | | |
|5.1 |TC plans for assessment in only one or |TC plans for the assessment of student |TC plans for the assessment of student| | |
| |two domains of learning. |achievement in all 3 domains of learning |achievement in all 3 domains of | | |
| | |(psychomotor, cognitive, and affective). |learning (psychomotor, | | |
| | | |cognitive, and affective)and authentic| | |
| | | |assessments and opportunity for peer | | |
| | | |and self-assessment are included. | | |
| |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|References |TC identifies inappropriate web sites |TC identifies quality references used |Two or more appropriate, quality | | |
| |or other references not designed for |for unit construction with complete |references are identified using proper| | |
| |use by physical educators. |citation information included. |APA style. | | |
|Effective |Unit plan contains several grammatical|Unit plan has few mistakes in grammar. |Unit plan is grammatically correct and| | |
|Communica-tion |errors and inappropriate language | |clearly written. Language (e.g., cues)| | |
|4.1 |for the age and skill level of the | |is appropriate for age group. | | |
| |learners. | | | | |
| 4.1 |Unit assessment and other materials |Unit assessments and other forms of |Unit assessment and other forms of | | |
| |contain grammatical errors and poor |communication are free of grammatical |communication are well written and | | |
| |formatting. |errors and properly formatted. |properly formatted. | | |
|Overall Score |0 to 74% of All Applicable Scoring |75 to 89% of All Applicable Scoring |90 to 100% of All Applicable Scoring | | |
|Unit Goals |Many unit goals are not |Most unit goals are performance-based |All unit goals are performance-based | | |
|3.2 |performance-based or clearly stated. |and clearly stated. |and clearly stated. | | |
|3.1 |Unit goals do not address achievement |Unit goals address achievement in all 6|There are two or more unit goals | | |
| |in all 6 state/national standards. |state/national standards. |aligned to each of the 6 | | |
| | | |state/national standards. | | |
|3.2 |Many unit goals are not |Most unit goals are developmentally |All unit goals are developmentally | | |
| |developmentally appropriate for |appropriate for learners and length of |appropriate for learners and length of| | |
| |learners and/or length of unit. |unit. |unit. | | |
|Development-al |Developmental analysis of unit |Developmental analysis of unit |Developmental analysis of unit | | |
|Analysis |skills/tasks is illogically and/or |skills/tasks is progressive and |skills/tasks is progressive and | | |
| |developmentally inappropriate with |developmentally appropriate with few |appropriate for the developmental | | |
|3.6 |gaps in progressions. |gaps in progressions. |level of the learner and for the | | |
| | | |length of the unit. | | |
|4.2 |Critical elements and/or learning cues|Critical elements and accurate, |Critical elements and descriptive | | |
| |are missing, inaccurate or |age/skill appropriate learning cues are|learning cues are identified for all | | |
| |inappropriate for most unit skills |identified for all unit skills, game |unit skills, game stages and/or | | |
| |and/or game stages. |stages and/or activities. |activities. | | |
|3.6 |TC fails to identify appropriate |The application column clearly |The application column clearly | | |
| |self-testing, cooperative or |describes appropriate, self-testing, |describes creative self-testing, | | |
| |competitive opportunities for applying|cooperative or competitive |cooperative or competitive | | |
| |content. |opportunities for applying content. |opportunities for applying content. At| | |
| | | |least two opportunities are provided | | |
| | | |for application of each skill. | | |
|Block Plan |Learning activities identified in the |Learning activities identified in the |Learning activities identified in the | | |
| |block plan do not allow for student |block plan allow for student |block plan promote and enhance student| | |
|3.3 |achievement of unit goals. |achievement of unit goals. |achievement of unit goals. | | |
Lesson Plan Rubric Target
Physical Education Acceptable
Revised 9/12 Unacceptable
Candidate name _______________________________________ Date ___________________
Experience (course #, student teaching, etc.) ______________School/Grade____________________
Rater (Circle one): instructor school-based teacher supervisor Name _____________________
Circle appropriate column for each element: 1(Unacceptable) or 2 (Acceptable) or 3 (Target):
|Component |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|Lesson Objectives |Lesson objectives are not |Lesson objectives are performance-based|Lesson objectives are performance-based | | |
| |performance-based objectives (not |objectives (observable and measurable) |(observable and measurable) and concise. | | |
|3.2 |observable and measurable) or clearly |and clearly stated. | | | |
| |stated. | | | | |
|3.2 |The lesson objectives do not include |Most lesson objectives include |Lesson objectives explicitly identify a | | |
| |behavior, condition, and criteria |behavior, condition, and criteria |behavior, condition, and criteria. | | |
| |components. |components. | | | |
|3.2 |Lesson objectives address learning in |Lesson objectives address all three |Lesson includes more than one objective | | |
| |only one or two domains (psychomotor, |domains (psychomotor, cognitive, |in one or more of the three domains | | |
| |cognitive, or affective) of learning. |affective) of learning. |(psychomotor, cognitive, affective) of | | |
| | | |learning. | | |
|3.2 |Two or more lesson objectives are not |Most lesson objectives are |All lesson objectives are developmentally| | |
| |developmentally appropriate for |developmentally appropriate for |appropriate for learners. | | |
| |learners. |learners | | | |
|3.1 |The teacher candidate failed to |The teacher candidate correctly |The teacher candidate correctly | | |
| |identify the appropriate South |identified most of the objectives by |identified all of the objectives by the | | |
| |Carolina Academic/ |the appropriate South Carolina |appropriate South Carolina Academic/ | | |
| |National Physical Education Standard. |Academic/ National Physical Education |National Physical Education Standard. | | |
| | |Standard. | | | |
|Teacher Objectives |One or more teacher objectives are not|Teacher objectives are measureable and |Teacher objectives are concise, | | |
| |measureable and/or do not address |reflect teacher candidates need for |measureable and reflect teacher | | |
| |improvement in instruction and |improvement in areas of instruction and|candidates need for improvement in areas | | |
| |management. |management. |of instruction and management. | | |
|Resources |One or no resources are identified, |Two quality resources are identified |Two quality resources are identified | | |
| |reference is incomplete. |with complete citation information |using APA style. | | |
| | |included. | | | |
|Instructional Plan |Set induction is brief or not included|Set induction is clearly stated and |Clearly stated set induction is designed | | |
|with Development of |in the lesson plan. |orients students to what they will be |to stimulate student interest and orients| | |
|Content | |doing and why. |the learner to what they will be doing | | |
| | | |and why. | | |
|3.6 |The sequence of lesson |The sequence of lesson tasks/activities|The sequence of lesson tasks/activities | | |
| |tasks/activities is illogical and/or |is logical and developmentally |is progressive and appropriate for the | | |
| |developmentally inappropriate with |appropriate with few gaps in |developmental level of the learner. | | |
| |gaps in progressions. |progressions. | | | |
| |The number of tasks is inappropriate |The number of tasks is adequate for the|There is an optimal number of tasks | | |
| |for the time available for the lesson.|time available for the lesson. |available for the lesson. | | |
| |Tasks are written in phrases and |Tasks are written in complete sentences|Tasks information is complete and worded | | |
| |therefore not worded in the form that |and worded in the form that is used to |in the form that is used to deliver or | | |
| |is used to deliver or present t |deliver or present the content of the |present the content of the lesson. | | |
| |content of the lesson. |lesson. | | | |
| |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|3.6 |A refinement task is not provided for |At least one refinement is given for |More than one refinement is provided for | | |
| |each extension task. |each extension task. |each extension task. | | |
|4.2 |Critical elements and/or learning cues|Critical elements and learning cues are|Critical elements and learning cues are | | |
| |are missing from demonstrations and |identified for all demonstrations and |identified for all demonstrations and | | |
| |extension tasks. |extension tasks. |extension tasks. | | |
|4.2 |Cues are inaccurate and/or |Cues are accurate, age and skill |Cues are accurate, age/skill appropriate,| | |
| |inappropriate for developmental level |appropriate. |and descriptive in nature. | | |
| |of learners. | | | | |
|3.6 |TC fails to identify appropriate |The application column clearly |The application column clearly describes | | |
| |self-testing, cooperative or |describes at least two appropriate, |at least two creative self-testing, | | |
| |competitive opportunities for applying|self-testing, cooperative or |cooperative or competitive opportunities | | |
| |content. |competitive opportunities for applying |for applying content. | | |
| | |content. | | | |
|3.4 |Teacher candidate does not identify a |Teacher candidate has a plan for all |Teacher candidate has a clear plan for | | |
| |managerial arrangement for all |demonstrations identifying who will be |demonstrations identifying who will be | | |
| |demonstrations. |where. |where so that all can see and hear. | | |
|3.5 |TC takes a one size fits all approach |TC accounts for both high and low |TC accounts for both high and low | | |
| |and fails to design tasks to meet |performing students by making |performing students by making a variety | | |
| |diverse needs. |appropriate accommodations and/or |of appropriate accommodations and/or | | |
| | |modifications (+,-) for many tasks. |modifications (+,-) for every task. | | |
|3.3 |Planned learning activities are not |Activities are designed to allow |Learning activities are consistently | | |
| |congruent with lesson objectives. |students to achieve most lesson |designed to allow students to achieve all| | |
| | |objectives. |lesson objectives. | | |
|3.4 |Teacher candidate plans for few |Teacher candidate regularly plans for |Teacher candidate consistently plans for | | |
| |practice opportunities for learners. |maximum practice opportunities for |maximum practice opportunities for all | | |
| | |learners. |learners. | | |
|3.3 |Lesson closure is missing or unrelated|Lesson closure is related to lesson |Lesson closure is related to lesson | | |
| |to lesson objectives and lacks check |objectives, incorporates review and |objectives, incorporates review and | | |
| |for student understanding. |includes at least two checks for |includes three or more checks for student| | |
| | |student understanding. |understanding. | | |
|3.7 |TC does not make appropriate use of |TC applies knowledge of current |TC plans learning experiences that | | |
| |technology. |technology in the development of the |require appropriate use of current | | |
| | |lesson plan. |technology to enhance student learning. | | |
|3.3 |Use of technology does not align with |TC’s use of technology is somewhat |TC’s use of technology is aligned with | | |
| |lesson objectives. |aligned with lesson objectives. |lesson objectives. | | |
|Assessment |No assessment (either formal or |Lesson includes at least one assessment|Lesson includes an authentic assessment, | | |
| |informal) is planned for in the |and several checks for understanding. |peer assessment, rubric or checklist, and| | |
|5.1 |lesson. | |multiple checks for. | | |
|5.1 |Assessments are not aligned with |Assessments are aligned with objectives|Assessments are directly aligned with | | |
| |objectives or are inappropriate for |and are appropriate measures of |objectives and are appropriate measures | | |
| |lesson objectives. |objectives. |of objectives. | | |
|Effective |Lesson plan and/or other materials |Lesson plan and/or other materials have|Lesson plan and/other materials are | | |
|Communica-tion |contain several grammatical errors and|few mistakes in grammar and language is|grammatically correct and clearly written| | |
| |inappropriate language for the age and|appropriate for the age and |in language appropriate for the age and | | |
|4.1 |developmental level of the learners. |developmental level of the learners. |developmental level of the learners. | | |
|4.1 |Lesson assessment and other materials |Lesson assessment and other forms of |Lesson assessment and other forms of | | |
| |contain grammatical errors and poor |communication such as task sheets, are |communication such as task sheets, are | | |
| |formatting. |free of grammatical errors and properly|well written and properly formatted. | | |
| | |formatted. | | | |
|Overall Score |0 to 74% of All Applicable Scoring |75 to 89% of All Applicable Scoring|
|Learning Goals (NSTA 2003 - 1.b) |
|National Science | |
|Teaching | |
|Standards/Common Core | |
| | |
| | |
|SC Science Standard(s)| |
| | |
| | |
| | |
|Indicator(s) | |
| | |
| | |
| | |
|What will students know and be able to do at the end of the lesson? |
| |
| |
| |
|Student Background Knowledge and Experience (NSTA 2003 - 1.a) |
|Student prior knowledge and skills: |Accommodations for Diversity (if applicable): |
| | |
|Instructional Procedures (NSTA 2003 - 2.b) |
|Content Summary (include concepts and essential understandings): |
| |
| |
|Teaching Methods: |
| |
| |
|Safety Considerations (NSTA 2003 - 1.E and S1-3): |
|Legal and Ethical (NSTA 2003-S1): |Chemical Safety (NSTA 2003-S1): |Safety Procedures/Equipment |Living Organisms (NSTA 2003-S1): |
| | |(NSTA 2003 - S1): | |
|Student Grouping: |
| |
|Resources and Materials (including technology, career connections, and community resources) (NSTA 2003 - 1.E, 4, 7, ISTE-NETS and SC-EED) |
|Resources: |Materials: |Technology: |Career Connections: |
| | | | |
|Science Related Issues Addressed in Lesson (NSTA 2003 - 4.a and b) |
| |
|Instructional Activities (Lesson sequence and allotted time) (NSTA 2003 - 2.b) |
|Opening: |
|Main Activities: |
| |
| |
|Closing: |
| |
| |
|Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) (NSTA 2003 - 2.C) |
| |
|Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) (NSTA 2003 - 1.B) |
| |
|Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) (NSTA 2003 - 2.C) |
| |
| |
| |
| |
| | | | |
|2A. Section I: Major Unit |• Unit fulfills the requirements |• Unit is adequate for the content |• Unit shows no evidence of |
|Objectives |for the content area and grade |area and/or grade level and shows |alignment to State and National |
|Unit objectives facilitate student |level and is aligned to State and |evidence of aligned to State and |Science Standards and do not appear|
|achievement of academic standards |National Science Standards. |National Science Standards. |to be appropriate for content area |
|and long-range learning and |• Appropriate Objectives for the |• Objectives are somewhat |and/or grade level. |
|developmental goals (NSTA 6.a, |grade level and Science content |appropriate for the Science content|• Objectives are not appropriate |
|6.b) SC-ADEPT – 06.2.A |area. |area and/or the grade level. |for the Science content area and |
| |• Observable Objectives are stated |• Observable objectives are stated |grade level. |
| |in the learner outcomes and can be |in the learner outcomes but are not|• Objectives are not stated in |
| |easily measured and evaluated. |easily measured and/or evaluated. |observable learner outcomes and |
| |• Student Involvement Objectives |• Objectives require students to |cannot be measured. |
| |require students to be actively |have some active involvement in the|• Objectives indicate students are |
| |involved in the learning process. |learning process. |passive recipients of knowledge. |
| |• Matched to Skills Objectives All |• 2 or 3 of the objectives have |• One or none of the objectives |
| |objectives have been accurately |been accurately matched with the |have been matched with the required|
| |matched with the required skills to|required skills to master the |skills to master the objective. |
| |master the objective. |objective. | |
|2.B.1 Section II: Unit Plan |• Appropriate/ Accurate Science |• Science Content is accurate and |• The Science content is not |
|Instructional plans include |Content for the instructional area |somewhat appropriate for the |accurate or appropriate for |
|content, strategies, materials and |and grade level is evident. |instructional area and/or grade |instructional area and/or grade |
|resources appropriate for the |• Content is aligned to State and |level. |level. |
|students. (NSTA 6.b, 7.a, 7.b) |National Science Standards. |• Content demonstrates some |• Content is not aligned to State |
|SC-ADEPT-06.2.B |• Matching Materials Each lesson |alignment to State and National |and National Science Standards. |
| |plan contains a comprehensive |Science Standards. |• Materials lists are either not |
| |materials/ resource list. |• Each lesson plan contains a |available or are incomplete. |
| |• Logically sequenced strategies |materials list. |• Each objective does not contain |
| |including at least 2 instructional |• Each objective contains less than|appropriate or logically sequenced |
| |strategies per objective |two appropriate instructional |instructional strategies. |
| |• Logically sequenced strategies |strategies that may or may not be |• Lesson plans do not incorporate |
| |provide opportunities for students |logically sequenced. |any opportunity for students to |
| |to reflect on their learning |• Lesson plans incorporate limited |reflect on their learning process. |
| |process. Students communicate in |opportunities for students to |• Lesson plans do not clearly |
| |some form about what they learned, |reflect on their learning process. |demonstrate the purpose and use of |
| |how they learned it, and how they |The reflection activity is informal|the content information and/or |
| |plan to use the information. | |language. |
| |• Logically sequenced strategies |• Lesson plans demonstrate how |• Instructional strategies offer |
| |promote an understanding of the |language and/or content information|few or no opportunities for the |
| |purpose and use of content |are used but do not indicate a |students to become actively |
| |information and/or language. |clear purpose of the information |involved. |
| |• Strategies promote active |and/or language. |• Instructional strategies do not |
| |engagement of students through |• Instructional strategies are |provide opportunities for the |
| |problem solving/ creativity. |creative and offer some |teacher to work with whole class, |
| |• Strategies for collaboration/ |opportunities for the students to |small groups and/or individuals |
| |independent learning/ varying group|become actively involved |including collaboration and |
| |sizes. Instructional strategies |.•Instructional strategies provide |independent learning. |
| |provide opportunities for the |minimal opportunities for the | |
| |teacher to work with whole class, |teacher to work with whole class, | |
| |small groups and/or individuals |small groups and/or individuals | |
| |including collaboration and |including collaboration and | |
| |independent learning. |independent learning. | |
|2.B.2 - Section II: Unit |• Incorporation of Technology. Unit|• Unit plans demonstrate the use of|• Unit plans lack evidence |
|PlanIncorporation of Technology |plans demonstrate the use of |technology to promote learning. |supporting the use of technology to|
|(ISTE-NETS 1 and 3)(NSTA 4, 6, 7.a,|technology in an effective manner |• Plans include evidence of |promote learning. |
|7.b) SC-ADEPT-06.2.B |to promote learning. |incorporation of science and |• Plans lack evidence of |
| |•Science and technology related |technology related issues but not |incorporation of science and |
| |issues are included in the lesson |an analysis. |technology related issues |
| |plans and candidates incorporated | | |
| |analysis of their integration of | | |
| |these practices into their lesson | | |
| |plans. | | |
|2.B.3 Section II: Unit Plan Career |• Connections to other content |• Unit and lesson plans could be |• Lesson plans do not integrate |
|and Community Connections |areas, career pathways and |associated with other content area |other subject area standards or |
|(EEDA)(NSTA 6, 7.a, 7.b) |community resources. Unit and |standards and/or career pathways, |career pathways into the |
| |lesson plans integrate other |but the connections are not clearly|instructional unit. |
| |subject area standards and career |explained. | |
| |pathways into the instructional | | |
| |unit. | | |
|2C. Section V: Response to |• Adjustments to Science unit plan |• Science Lesson plans partially |• Science Lesson plans do not take |
|Formative Analysis |were made based on student |focus on the student but fail to |into account the age or grade level|
|Student performance data is used to|behavior, progress and performance |take into account all required |of the student or accommodate for |
|guide short-range planning of |data; and |learner needs. |learner needs. |
|instruction. (NSTA 6.b, 7.a, 7.b, |• Reflected on the need to adjust |• Science Lesson plans document |• Science Lesson plans do not |
|8.c) |unit plan for future use. |minimal modifications for specific |document modifications for specific|
|SC-ADEPT-06.2.C | |learning differences among |learning differences among |
| | |individual students. |individual students. |
|3B. Section IV: Analysis of Student|• Teacher candidate regularly |• Teacher candidate occasionally |• Teacher candidate does not |
|Performance |analyzes and uses assessment |analyzes and uses assessment |analyze and/or use assessment |
|At appropriate intervals, student |results to monitor, modify and/or |results to monitor, modify and/or |results to monitor, modify and/or |
|performance data is gathered and |enhance learning throughout the |enhance learning. |enhance learning. |
|accurately analyzed to guide |unit. | | |
|instructional planning. (NSTA 8.a, | | | |
|8.b) SC-ADEPT-06.3.B | | | |
|3C. Section VI: Summative Feedback |• Made decisions about student |• Made decisions about student |• Made decisions about student |
|Assessment data used to determine |performance, progress, and |performance based on some of the |performance based only on |
|grades that accurately reflect |achievement based on alignment with|criteria. |assessments. |
|student progress and achievement. |the unit objectives, the |•Maintained records with varying |•Maintained records in an |
|(NSTA 8.a, 8.b) SC-ADEPT-06.3.C |assessments, and the ability levels|levels of organization and keeping |unorganized, late manner. |
| |of the students. |current. | |
| |• Maintained accurate, current, | | |
| |well-organized and confidential | | |
| |records of assessment results. | | |
Science Safety Professional Portfolio Assignment for Pre-Service Teacher Candidates
In creating the lab safety portion of your classroom management plan, please review the safety information posted linked to the Council for State Science Supervisor’s Web Page.(Available: )
Read - Science and Safety, Making the Connection (Available: )
Describe how each item is managed or where they are located in the classroom you are assigned to work in. Include modifications you might make if it were your classroom. (See attached NSTA Addendum Rubric) Post the safety information in your LiveText Portfolio - (NSTA 9 a-d):
✓ Appropriated protective equipment for the science laboratory
✓ Enforcement of safety procedures
✓ All students and teachers know the local of all protective equipment
✓ All students read and sign a lab safety contract. (See text materials or use one provided by a Science Supplier – Upload the contract you choose as part of your safety lesson plan –see below.)
✓ Sufficient, accessible lab stations per number of students in each laboratory
✓ All students must wear proper safety goggles whenever chemicals, glassware, or heat is used
✓ Equipment and chemical inventory maintained
✓ Chemicals properly arranged by compatibility and securely stored
✓ Restricted amounts of chemicals
✓ Adequate labeling on equipment, chemicals and hazards
✓ Material Safety Data Sheets
✓ Unobstructed exits from laboratory
✓ Uncluttered laboratories
✓ Master shut-off switches for gas, water and electricity
✓ Safety Rules and charts posted
✓ Records kept on safety training and lab incidents
✓ Emergency exit/escape plan posted
✓ Live animals and students are protected from one another
Checklist available:
Create a lesson plan for teaching important safety concepts prior to beginning lab activities with your students. Make sure you include supplemental resources such as Power Points, handouts, assessment items, and a Safety Contract for your students and their parents to sign. This safety focused lesson plan will be evaluated using the APS 2 and 3 Planning Form and Rubrics as well as the NSTA Addendum Observation Rubrics.
Verify that your strategies that you use while working with your students includes appropriate safety techniques by including a brief narrative about your pre-lab safety precautions and problems encountered during and after the lab, if any, in your lesson plan form.
LESSON PLAN ASSIGNMENT GUIDELINES
(adapted for use for Science Instruction by Dr. Kathryn Richardson Jones
from revised Citadel form created by Dr. Lauren Rule Maxwell)
This assignment will:
• document your ability to plan lessons that demonstrate that you have the content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;
• demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;
• illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and
• demonstrate that you can plan and deliver effective instruction that advances the learning of each student.
To complete this assignment you must:
• use The Citadel Science Lesson Plan format to create a complete lesson that addresses each element of the lesson plan,
• teach the lesson, and
• reflect on the lesson you’ve taught.
A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See course syllabi or Student teaching handbook.)
For your program completion portfolio, you will need to upload examples of your planning, teaching and assessing in the following areas:
□ Safety. (NSTA 9) - Standard 9. Safety and Welfare. Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they:
(a) understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.
(b) know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
(c) know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
(d) treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Rubric for Evaluating Safety Planning
|Rating |Description |
|Emerging |Little or no evidence or evidence of meeting standard below the minimum acceptable expectations of the program. |
|Basic |The candidate exhibits minimum to intermediate performance in relation to essential knowledge, skills or dispositions |
| |required by the standard. Provides basic but substantially convincing evidence of attainment that meets or moderately |
| |exceeds minimum expectations. |
|Professional |The candidate exhibits intermediate to advanced performance in relation to essential knowledge, skills or dispositions |
| |required by the standard. Provides convincing evidence of sound work, usually with multiple examples of achievement that|
| |substantially exceed minimum expectations and show excellence in performance. |
|Standard |Emerging (1 point) |Basic (2 points) |Professional (3 points) |
|S1. The candidate |Has not included plans for|Includes plans for the |Includes plans for the legal and ethical precedents for the |
|practices legal and |the legal and ethical |legal and ethical |welfare of students in the science classroom |
|ethical responsibilities|precedents for the welfare|precedents for the welfare |AND |
|of science teachers for |of students in the science|of students in the science |Documents classroom instruction about reasons for such rules with|
|the welfare of their |classroom. |classroom. |students. |
|students. (NSTA 9a) | | | |
|S2. The candidate |Has not created written |Includes written plans that|Includes written plans that include procedures for the safe |
|practices safe and |plans for procedures for |include procedures for the |labeling, handling, storage and disposal of chemicals, and other |
|proper techniques for |the safe labeling, |safe labeling, handling, |materials. |
|the preparation, |handling, storage and |storage and disposal of |AND |
|storage, dispensing, |disposal of chemicals, and|chemicals, and other |Description of how MSDS file are kept for all materials used in |
|supervision, and |other materials. |materials. |the classroom. |
|disposal of all |OR |AND |AND |
|materials used in |MSDS file. |Description of how MSDS |Rules are clear, explicit and easy to follow. |
|science instruction. | |file are kept for all |AND |
|(NSTA 9b) | |materials used in the |Documents classroom instruction about the importance and reasons |
| | |classroom. |for rules. |
| | |AND |AND |
| | |Includes written rules that|Stays informed of potential hazards and legal concerns. |
| | |are clear, explicit and |Communicates them to other teachers to maintain a school |
| | |easy to follow. |environment free of potential problems. |
|S3. Candidate follows |Does not have written |Has written plans to |Written plans notations related to safety procedures are |
|emergency procedures, |plans to practice or |practice and enforces |consistently incorporated into plans so that safety is standard |
|maintain safety |enforce safety procedures |safety procedures and |practice in all activities in the classroom. |
|equipment, and ensure |in all activities in the |precautions in all |AND |
|safety procedures |classroom. |activities in the |Written plans and follow up reflection responses demonstrate that|
|appropriate for the |OR |classroom. |safety is a priority for this teacher candidate |
|activities and the |Has not written plan for |AND |AND |
|abilities of students. |actions to take during an |Includes actions to take |Written reflection responses include evidence that the candidate |
|(NSTA 9c) |emergency and to prevent |during an emergency and to |takes action to prevent hazards and communicates needs and |
| |or report an emergency. |prevent or report an |potential problems to administrators. |
| | |emergency. | |
|S4. Treat all living |Does not have a written |Has written plans that are |Written plans are detailed and indicate that the candidate is |
|organisms used in the |plan to responsibly attend|detailed and indicate that |committed to enforcing rules for the safe, proper and ethical |
|classroom or found in |to the safe, proper and |the candidate is committed |treatment of animals. |
|the field in a safe, |ethical treatment of |to enforcing rules for the |AND |
|humane, and ethical |animals. |safe, proper and ethical |Includes documentation that reasons for rules for the safe, |
|manner and respect legal| |treatment of animals. |proper and ethical treatment of animals has been discussed and |
|restrictions on their | | |enforced with students. |
|collection, keeping, and| | | |
|use. (NSTA 9d) | | | |
Revised by Kathryn Richardson Jones, Ed.D. from: NSTA Safety Assessment - Brownstein, Jones, and Meissner, updated by Brownstein, Allan, Crawley, Dykstra, Hagevik, & Veal (2007)
The Citadel
School of Education
MAT Social Studies Lesson Plan Assignment Guidelines
(Adapted for use for Social Studies Instruction by Dr. Kathryn Richardson Jones from revised Citadel form created by Dr. Lauren Rule Maxwell)
This assignment will:
• Document your ability to plan lessons that demonstrate that you have the content knowledge, pedagogical knowledge, and content pedagogical knowledge necessary to provide effective instruction for all students;
• Demonstrate that you can develop differentiated learning goals, learning activities, and assessments that are appropriate for each student and that you can make adaptations—both accommodations and modifications—when additional intervention is needed;
• Illustrate that you can use varied assignments to inform instruction, evaluate performance, and ensure student learning; and
• Demonstrate that you can plan and deliver effective instruction that advances the learning of each student.
To complete this assignment you must:
• Use The Citadel MAT Social Studies Lesson Plan Form to create a complete lesson that addresses each element of the lesson plan,
• Teach the lesson, and
• Reflect on the lesson you’ve taught.
A planning and assessment grading rubric follows this form. Please keep the items listed under “Competent” in mind as you prepare your plans. You may submit your plans for review and then correct areas as suggested by your professor. (See your course syllabi or Guidelines for Student teaching Internship Handbook).
|Teacher: |Subject: |Grade: |
|Learning Goals |
|Social Studies | |
|Teaching | |
|Standards/Common Core | |
| | |
| | |
|Benchmark(s) | |
| | |
| | |
| | |
|Indicator(s) | |
| | |
| | |
| | |
|What will students know and be able to do at the end of the lesson? |
| |
| |
| |
|Student Background Knowledge and Experience |
|Student prior knowledge and skills: |Accommodations for Diversity (if applicable): |
| | |
|Instructional Procedures |
|Content Summary (include concepts and essential understandings): |
| |
| |
|Teaching Methods: |
| |
| |
|Student Grouping: |
| |
|Resources and Materials (including technology, career connections, and community resources) |
|Resources: |Materials: |Technology: |Career Connections: |
| | | | |
|Social Studies Thematic Strands addressed in lesson |
|Instructional Activities (Lesson sequence and allotted time) |
|Opening: |
|Main Activities: |
| |
| |
|Closing: |
| |
| |
|Formative Assessment/Evaluation (Attach assessments and assessment criteria – cite evidence of meeting learning goals) |
| |
|Adaptations/Accommodations (Include student needs and instructional modifications, if applicable) |
| |
|Reflection (Indicate what you would do the same and what you would do differently when teaching this lesson again) |
| |
| |
| |
| |
Rubrics for Assessing the Lesson Plan Assignment and Unit Work Samples
APS 2- Short-Range Planning-APS 3- Short Range Planning, Development and Use of Assessments
| |Competent |Developing Competence |Unsatisfactory |
|2A. Section I: Major Unit |Unit fulfills the requirements for |Unit is adequate for the content |Unit shows no evidence of |
|Objectives |the content area and grade level |area and/or grade level and shows |alignment to State and National |
| |and is aligned to State and |evidence of aligned to State and |Social Studies Standards and do |
|Unit objectives facilitate |National Social Studies Standards. |National Social Studies Standards.|not appear to be appropriate for|
|student achievement of |Appropriate Objectives for the | |content area and/or grade level |
|academic standards and |grade level and Social Studies |Objectives are somewhat |Objectives are not appropriate |
|long-range learning and |content area. |appropriate for the Social Studies|for the Social Studies content |
|developmental goals |Observable Objectives are stated in|content area and/or the grade |area and grade level. |
|(SC-ADEPT- 06.2A) |the learner outcomes and can be |level |Objectives are not stated in |
| |easily measured and evaluated. |Observable objectives are stated |observable learner outcomes and |
| |Student Involvement Objectives |in the learner outcomes but are |cannot be measured. |
| |require students to be actively |not easily measured and/or |Objectives indicate students are|
| |involved in the learning process |evaluated |passive recipients of knowledge.|
| | |Objectives require students to | |
| |Matched to Skills Objectives All |have some active involvement in |One or none of the objectives |
| |objectives have been accurately |the learning process |have been matched with the |
| |matched with the required skills to|2 or 3 of the objectives have been|required skills to master the |
| |master the objective. |accurately matched with the |objective. |
| | |required skills to master the | |
| | |objective. | |
|2.B. 1 Section II: Unit Plan |Appropriate/Accurate Social Studies|Social Studies Content is accurate|The Social Studies content is |
| |Content for the instructional area |and somewhat appropriate for the |not accurate or appropriate for |
|Instructional plans include |and grade level is evident. |instructional area and/or grade |instructional area and/or grade |
|content, strategies, |Content is aligned to State and |level. |level. |
|materials, and resources |National Social Studies Standards. |Content demonstrates some |Content is not aligned to State |
|appropriate for the students.|Matching Materials each lesson plan|alignment to State and National |and National Social Studies |
| |contains a comprehensive |Social Studies Standards. |Standards. |
|(SC-ADEPT- 06.2B) |materials/resource list. |Each lesson plan contains a |Materials lists are either not |
| |Logically sequenced strategies |materials list. |available or are incomplete. |
| |including at least 2 instructional |Each objective contains less than |Each objective does not contain |
| |strategies per objective. |two appropriate instructional |appropriate or logically |
| |Logically sequenced strategies |strategies that may or may not be |sequenced instructional |
| |provide opportunities for students |logically sequenced. |strategies. |
| |to reflect on their learning |Lesson plans incorporate limited |Lesson plans do not incorporate |
| |process. Students communicate in |opportunities for students to |any opportunity for students to |
| |some form about what they learned, |reflect on their learning process.|reflect on their learning |
| |how they learned it, and how they |The reflection activity is |process. |
| |plan to use the information. |informal. |Lesson plans do not clearly |
| |Logically sequenced strategies |Lesson plans demonstrate how |demonstrate the purpose and use |
| |promote an understanding of the |language and/or content |of the content information |
| |purpose and use of content |information are used but do not |and/or language. |
| |information and/or language. |indicate a clear purpose of the |Instructional strategies offer |
| |Strategies promote active |information and/or language. |few or no opportunities for the |
| |engagement of students through |Instructional strategies are |students to be actively |
| |problem solving/ |creative and offer some |involved. |
| |creativity. |opportunities for the students to | |
| | |become actively involved. | |
| |Competent |Developing Competence |Unsatisfactory |
| |Strategies for |Instructional strategies provide |Instructional strategies do not |
| |collaboration/independent learning |minimal opportunities for the |provide opportunities for the |
| |and varying group sizes. |teacher to work with the whole |teacher to work with whole |
| |Instructional strategies provide |class, small groups, and/or |class, small groups and/or |
| |opportunities for the teacher to |individuals including |individuals including |
| |work with whole class, small groups|collaboration and independent |collaboration and independent |
| |and/or individuals including |learning. |learning. |
| |collaboration and independent | | |
| |learning. | | |
|2.B.2- Section II: Unit Plan |Incorporation of Technology. Unit |Unit plans demonstrate the use of |Unit plans lack evidence |
|Incorporation of Technology |plans demonstrate the use of |technology to promote learning. |supporting the use of technology|
|(ISTE-NETS 1 and 3 SC-ADEPT- |technology in an effective manner |Plans include evidence of |to promote learning. |
|06.2B) |to promote learning. |incorporation of Social Studies |Plans lack evidence of |
| |Social Studies and technology |and technology related issues but |incorporation of Social Studies |
| |related issues are included in the |not an analysis. |and technology related issues. |
| |lesson plans and candidates | | |
| |incorporated analysis of their | | |
| |integration of these practices into| | |
| |their lesson plans. | | |
|2.B.3 Section II: Unit Plan |Connections to other content areas,|Unit and lesson plans could be |Lesson plans do not integrate |
|Career and Community |career pathways and community |associated with other content area|other subject area standards or |
|Connections (EEDA) |resources. Unit and lesson plans |standards and/or career pathways, |career pathways into the |
| |integrate other subject area |but the connections are not |instructional unit. |
| |standards and career pathways into |clearly explained. | |
| |the instructional unit. | | |
|2C. Section V: Response to |Adjustments to Social Studies unit |Social Studies Lesson plans |Social Studies Lesson plans do |
|Formative Analysis |plan were made based on student |partially focus on the student but|not take into account the age or|
| |behavior, progress and performance |fail to take into account all |grade level of the student or |
|Student Performance data is |data and |required learner needs. |accommodate for learner needs. |
|used to guide short-range |Reflected on the need to adjust |Social Studies Lesson plans |Social Studies Lesson plans do |
|planning of instruction. |unit plan for future use. |document minimal modifications for|not document modifications for |
|(SC ADEPT-06.2.C) | |specific learning differences |specific learning differences |
| | |among individual students. |among individual students. |
|3B. Section IV: Analysis of |Teacher candidate regularly |Teacher candidate occasionally |Teacher candidate does not |
|Student Performance |analyzes and uses assessment |analyzes and uses assessment |analyze and/or use assessment |
| |results to monitor, modify and/or |results to monitor, modify and/or |results to monitor, modify |
|At appropriate intervals, |enhance learning throughout the |enhance learning. |and/or enhance learning. |
|student performance data is |unit. | | |
|gathered and accurately | | | |
|analyzed to guide | | | |
|instructional planning | | | |
|(SC-ADEPT- 06.3B) | | | |
|3C. Section VI: Summative |Made decisions about student |Made decisions about student |Made decisions about student |
|Feedback |performance, progress, and |performance based on some of the |performance based only on |
| |achievement based on alignment with|criteria. |assessments. |
|Assessment data used to |the unit objectives, the |Maintained records with varying |Maintained records in an |
|determine grades that |assessments, and the ability levels|levels of organization and keeping|unorganized, late manner. |
|accurately reflect student |of the students. |current. | |
|progress and achievement |Maintained accurate, current, | | |
|(SC-ADEPT- 06.3C) |well-organized and confidential | | |
| |records of assessment results. | | |
APS 1. Long-Range Plan
(to be completed and attached in your LiveText Portfolio under APS 1)
Updated March 2009 by the South Carolina Department of Education
Student Teaching Intern’s Name:
School:
Grade level(s)/Subject area(s):
Section I: Student Information (Key Element 1.A)
◆ Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
The student information is to be described in the table below.
|Important Student Information (Key Element 1.A) |
|Factor |Description |Sources(s) |
|(e.g., gender, SES, reading levels) |(in terms of your students) |(if needed) |
| | | |
| | | |
| | | |
| | | |
| | | |
◆ Reflect on the student information (Key Element 1.A): (1) Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long- and short-range plans?
Section II: Long-Range Learning and/or Developmental Goals (Key Element 1.B)
◆ Describe the long-range learning/developmental goals that you have established for your students in the subject/course.
The long-range learning and/or developmental goals are described in the table below.
|Long-Range Learning and/or Developmental Goals |
|(Key Element 1.B) |
| |
| |
| |
| |
| |
| |
| |
| |
◆ Reflect on the long-range learning and/or developmental goals (Key Element 1.B): Of the long-range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?
Section III: Instructional Units (Key Element 1.C)
◆ Describe the instructional units, in sequence, for this course.
The instructional units are described in the table below.
|Unit Topic or Description |Unit Length |
|(Key Element 1.C) |(i.e., approximate number of lessons) |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
◆ Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?
Section IV: Assessment of Student Performance (Key Element 1.D)
◆ Describe (1) the major course assessments, (2) the evaluation criteria for the course, (3) the way(s) in which you will report overall student progress and achievement, and (4) your system for maintaining records of student progress and achievement for this course.
The procedures for determining and reporting overall student progress achievement are described below.
◆ Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for the course as well as (b) the reports they receive regarding the student’s overall progress and achievement in the course?
Section V: Classroom Management (Key Element I.E)
◆ Describe how you will communicate to the students and their parents your expectations for student behavior in the classroom.
(Check one of the following two options.)
The explanation for student classroom behavior during instruction and during noninstructional routines is described in a separate document. (Note: A copy of this document must be included in the dossier.)
The explanation for student classroom behavior during instruction and during noninstructional routines is described below.
❑ Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?
Section VI: Additional Comments (optional)
APS 2 & 3. Unit Work Sample
(To be completed and attached in your LiveText Portfolio under APS 2 & 3)
Updated March 2009 by the South Carolina Department of Education
Student Teaching Intern’s Name:
School:
|Grade level(s)/Subject area(s): |
|Course | |
| |
|Unit title and/or description | |
| |
|Dates of unit |from | | |to | | |Number of lessons in unit | |
UWS Section I: Major Unit Objectives (Key Element 2.A)
◆ Describe the major objectives of the unit.
The major unit objectives are described in the table below.
|Major Unit Objectives |
|(Key Element 2.A) |
| |
| |
| |
| |
| |
◆ Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance?
UWS Section II: Unit Plan (Key Element 2.B)
◆ Describe your instructional plan—that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives—including the key activities or strategies and resources (e.g., materials, technology).
The instructional plan for the unit is described in the table below.
|Instructional Plan for the Unit |
|(Key Element 2.B) |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
◆ Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students?
UWS Section III: Unit Assessments (Key Element 3.A)
◆ List the key unit assessments.
|Key Unit Assessments |Type of Assessment |
|(Key Element 3.A) |(Check one for each assessment) |
| |Teacher-Made |Commercially Available |
| |(Note: A copy of each teacher- made | |
| |assessment must be included in the | |
| |dossier.) | |
| | | |
| | | |
| | | |
| | | |
| | | |
◆ Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students?
UWS Section IV: Analysis of Student Performance (Key Element 3.B)
◆ Describe the way(s) in which you analyzed student performance.
◆ What were your findings?
(Check one of the following two options.)
The findings are presented in a separate document. (Note: A copy of this document must be included in the LiveText Student Teaching Internship Portfolio under APS 2 & 3)
The explanation for student classroom behavior during instruction and during noninstructional routines is described below.
◆ Reflect on the analysis of student performance (Key Element 3.B): In what way(s) did this information (a) increase your understanding of individual students’ strengths and weaknesses and (b) determine specific aspects of instruction that need to be modified?
UWS Section V: Response to Formative Analysis (Key Element 2.C)
◆ Reflect on the findings of the formative analysis (Key Element 2.C): (1) Did you need to adjust your unit plan as you progressed through this unit? Why or why not? (2) Do you foresee the need to make adjustments (a) to future unit plans for this group of students and (b) to this unit plan if and when you teacher this unit again to a different group of students? Why or why not?
UWS Section VI: Summative Feedback (Key Element 3.C)
◆ Summative results (Key Element 3.C): How did you determine the students’ grades (or other performance indicators) for the unit, and what were the overall results for your students?
◆ Reflect on the summative feedback (Key Element 3.C): Based on overall results, did the students gain from this unit all that
The Citadel
Physical Education Unit Plan Format
Please delete anything in red before turning in your unit plan. The information in red is for your understanding of how to use the template to complete your plan.
Team Handball Unit Plan (Grades 7th – 8th)
Submitted by: Your Name
Submitted in Partial Fulfillment of the Requirements
for PHED 499 or HESS 620: Student Teaching Internship
HESS Department
The Citadel
Team Handball
Prerequisite Skills
Identify several prerequisites (easier skills that students must have already mastered) that are needed to successfully learn unit skills. Two examples are provided for each domain.
|Psychomotor |Cognitive |Affective |
| | | |
|Ability to throw while running |Basic understanding of the purpose of offensive|Ability to work independently and/or with |
| |strategies |partner/groups |
|Ability to catch a ball while running | | |
| |Basic understanding of the purpose of defensive|Willingness to learn and enjoy a new sport |
| |strategies | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Team Handball
Unit Goals
Identify what students will know and be able to do as a result of participation in this unit. You may need to add more numbers to a column.
|Standard 1 |Standard 2 |Standard 3 |
| | | |
|The student will… |The student will… |The student will… |
| | | |
|1. Obtain a level two or higher for the SCPEAP |1. Identify offensive and defensive strategies |1. Identify opportunities for participation in |
|assessment for team handball by the end of the |for team handball and explain how to use them |team handball outside of physical education class.|
|unit. |effectively in a modified game. | |
|Standard 4 |Standard 5 |Standard 6 |
| | | |
|The student will… |The student will… |The student will… |
| | | |
|1. Implement a plan for maintaining physical |1. Practice fair play during skill practice or |1. Recognize the benefits from participation in |
|fitness outside of the physical education class. |when participating in a modified game. |team handball and its contributions to a |
| | |physically active lifestyle. |
DEVELOPMENTAL ANALYSIS:
MIDDLE SCHOOL TEAM HANDBALL
|Extension |Refinement |Application |
| |(*highlight or put cues in bold print along with the critical | |
| |elements for each extension task) | |
|Major Task: Passing Game Stage 1 | | |
|1. Chest Pass |( 2 hand grip |( See how many times out of 5 you can hit |
|( Without ball |( Ball at the chest height and elbows in |the target on the wall from 10 feet away |
| |( Both arms thrust forward | |
|↑ chest pass to wall with ball |( Snap wrists | |
|↑ with partner – high and low |( Step towards the target | |
|↑ increase distance |(“T double S”- Thrust, Snap, Step) | |
|↑ chest pass with a moving receive |( Follow through with thumbs down | |
|↑ chest pass with moving sender and receiver |(Give them 2 thumbs down) | |
| |( Ball should go from chest of passer to | |
| |chest of receiver (Chest to Chest) | |
| | | |
| | | |
|2. Bounce Pass |( Same mechanics as the chest pass |( Wall passing from 20 feet |
|( Without ball |( Aim for the waist of the receiver |( There will be a piece of tape on the |
| |(Hit em in the belt buckle!) |floor 15 feet away from the wall. |
|↑ bounce pass to wall with ball |( Pass should bounce about three quarters |( Try to land your pass as close to the |
|↑ with partner |of the way between the passer and the |tape as possible so it will bounce and |
|↑ increase distance |target |hit the wall |
|↑ bounce pass with a moving receive | | |
|↑ bounce pass with moving sender and receiver | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Block Plan - Team Handball
* Page numbers come from Team Handball- Steps to Success Book
|Day One— Passing/Catching |Day Two— Dribbling/Piston Movement/Side Stepping |
| | |
|Introduce unit with video clip |Warm-up: football wave drill and partner passing |
|Warm-up: Ball handling drills |Dribbling (stationary, walking, running, changing directions, against|
|Wall passing (overhand and wrist passes) |defender) |
|Partner passing (above and below the waist) |Piston movement on air |
|Running partner passing (lead passing) pg. 20 |Partner pass and back up pg. 28 |
|Endline Handball pg. 22 |Side Stepping in self space |
|Closure |Circle Runner Side-stepping drill pg. 31 |
| |Closure |
|+ increase running speed | |
|- stationary passing |+ use running pace |
| |- use jogging pace |
|Assessment: Teacher observation of performance of critical | |
|elements of passing and catching |Assessment: Peer assessment - dribbling |
|Day Three-- |Day Four— |
| | |
|+ |+ |
|- |- |
| | |
|Assessment: |Assessment: |
|Day Five— |Day Six— |
| | |
|+ |+ |
|- |- |
| | |
|Assessment: |Assessment: |
|Day Seven— |Day Eight— |
| | |
| | |
|+ |+ |
|- |- |
| | |
|Assessments: |Assessment: |
|Day Nine— |Day Ten— |
| | |
|+ |+ |
|- |- |
| | |
|Assessment: |Assessment: |
Assessment Strategy
Students will be assessed throughout this unit, in all three domains of learning, in the following ways:
|Psychomotor (Standards 1, 3, 4) |Cognitive (Standard 2) |Affective (Standards 5, 6) |
| | | |
|SCPEAP assessment |Written test |Self assessment using rubric |
| | | |
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| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Note: Include copies of all assessments (e.g., rubrics, checklists, quizzes, tests)
Equipment/Resources/References
List all equipment and materials needed to implement this unit. Identify references that were used in constructing the unit.
Equipment:
• 14 “Supersafe Elite” team handballs (1 for every other student)
• 14 “gator balls” (1 for every other student)
• 4 goals - 2 meters by 3 meters
• 28 Hot Spots
• 28 Cones
• Scrimmage vests (2 sets of 14)
• 2 wall crash mats
• Floor safety mats (used to cushion falls when learning shooting techniques)
• Case of white athletic tape (lines, boundaries, targets, etc.)
• Case of white field paint (grass surfaces)
• Ball pump and extra needles
• Tape measure
Resources:
“Catch the Action”- Team Handball video
References:
Clanton, R.E., & Dwight, M.P. (1997). Team handball: Steps to success. Champaign, IL:
Human Kinetics.
Fronske, H. (2005). Teaching cues for sports skills for secondary school students. (3rd
ed.). New York: Pearson Benjamin Cummings.
Unit Goals: Unit Work Sample Section I: Major Unit Objectives (Key Element 2.A)
◆ Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance?
Block Plan: Unit Work Sample Section II: Unit Plan (Key Element 2.B)
◆ Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students?
Assessment Strategy: Unit Work Sample Section III: Unit Assessments (Key Element 3.A)
◆ Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students?
Developmental Analysis: Unit Work Sample Section IV: Analysis of Student Performance (Key Element 3.B)
◆ Describe the way(s) in which you analyzed student performance.
◆ What were your findings?
◆ Reflect on the analysis of student performance (Key Element 3.B): In what way(s) did this information (a) increase your understanding of individual students’ strengths and weaknesses and (b) determine specific aspects of instruction that need to be modified?
Reflection: Unit Work Sample Section V: Response to Formative Analysis (Key Element 2.C)
◆ Reflect on the findings of the formative analysis (Key Element 2.C): (1) Did you need to adjust your unit plan as you progressed through this unit? Why or why not? (2) Do you foresee the need to make adjustments (a) to future unit plans for this group of students and (b) to this unit plan if and when you teacher this unit again to a different group of students? Why or why not?
Overall: UWS Section VI: Summative Feedback (Key Element 3.C)
◆ Summative results (Key Element 3.C): How did you determine the students’ grades (or other performance indicators) for the unit, and what were the overall results for your students?
◆ Reflect on the summative feedback (Key Element 3.C): Based on overall results, did the students gain from this unit all that you expected? Why or why not?
Reflection on Instruction and Student Learning
APS 4 - 9
Student Teaching Intern’s Name:
School:
|Grade level(s)/Subject area(s): |
|Course | | |Date of observation | |
| |
|This lesson was part of which unit? | |
| |
|At what approximate point in the unit did this lesson fall? | Beginning |
| |Middle |
| |End |
Instructions: Please reflect on teaching and learning that occurred while you were being observed. Responses to each of the following nine sets of questions should average approximately 100 words or less. Examples may be attached, if appropriate and available.
1. What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)
2. What effect did your teaching strategies have in terms of promoting student learning and keeping your students meaningfully engaged? (APS 5.A–C)
3. Why was the content of the lesson appropriate for the students, and how effectively did you organize the content? (APS 6.A–C)
4. How did you assess student learning during the lesson? What were the results? (APS 7.A)
5. Did you need to make any adjustments during the lesson? Why or why not? (APS 7.B)
6. What types of feedback did or will you provide to the students regarding their performance, and why? (APS 7.C)
7. In what way(s) and to what extent did the classroom environment impact your instruction and student learning, either positively or negatively? (APS 8.A–C; APS 9.A–C)
8. What decisions did you make regarding subsequent instruction for these students, and why? (APSs 4-9)]
9. What did you learn as a result of teaching this lesson?(APSs 4-9)
The Citadel Professional Education Unit
APS 10: Fulfilling Professional Responsibilities Worksheet
Candidate Name:
Note: Evidence to be provided by student teaching intern and verified by cooperating teacher through weekly evaluations. Include dates when possible.
3 = Competent, 2 = Developing competence 1 = Unsatisfactory
|Domain 4: Professionalism |
|APS 10 - Fulfilling Professional Responsibilities |
|10A |You are an advocate for the students. You work effectively with colleagues to help determine and meet individual student needs; and|
| |establish appropriate professional relationships with others outside of the school to support the well-being of students. |
|Evidence: |
|10B |You work to achieve organizational goals in order to make the entire school a positive and productive learning environment for the |
| |students. You are an active contributor to school initiatives and support school-related organizations and activities. |
|Evidence: |
|10C |You are an effective communicator. You use clear and correct oral and written language and communicate effectively and regularly |
| |with parents. |
|Evidence: |
|10D |You exhibit professional demeanor and behavior. You maintain all required professional credentials; adhere to all Standards of |
| |Conduct for South Carolina Educators and maintain ethical standards; and demonstrate self-management skills (e.g., responsibility, |
| |initiative, time management, appearance) and a high quality of work (e.g., completing required tasks in an accurate, timely, and |
| |effective manner). |
|Evidence: |
|10E |You are an active learner. You accurately identify your own professional strengths and weaknesses; set appropriate professional |
| |development goals; and regularly seek out, participate in, and contribute to activities that promote collaboration and that support |
| |your continued professional growth. |
|Evidence: |
APS 10. Professional Self-Assessment
(to be completed and attached in your LiveText Portfolio under APS 10)
Updated March 2009 by the South Carolina Department of Education
Student Teaching Intern’s Name:
School:
Grade level(s)/Subject area(s):
Date:
Instructions to the student teaching intern: Please reflect on your professional performance (APS 10.E). Responses to each of the following five sets of questions should average approximately 100 words or less.
1. In terms of the ADEPT Performance Standards, what are your professional strengths? How have you built on these strengths so far, and how do you plan to do so in the future?
2. In terms of the ADEPT Performance Standards, what are your professional challenges? How do you plan to address these challenges?
3. Describe your students’ overall progress and achievement. What insights have you gained into ways to improve student progress and achievement?
4. Describe the ways in which you are engaging in professional growth. How do you plan to do so in the future?
5. Based on your professional self-assessment, what do you think would be an important professional goal for you to establish and address, and why?
Section B. Cooperating Teacher Forms
The Citadel Professional Education Unit
ADEPT Weekly Student Teaching Intern Evaluation Form
Directions: Cooperating teacher completes this form weekly and use it during your weekly formal meeting with your student teaching intern. Provide your student teaching intern with a copy of this form for his or her LiveText Portfolio. This form may be completed on the computer, saved and emailed to your student teaching intern.
|Date: |
|Student Teaching Intern: |
|Cooperating Teacher: |
|What successful application of instructional techniques, methods, classroom management, assessment, and/or planning did you observe during the|
|week? |
| |
|What suggestions do you have for growth/development needed by the intern? |
| |
|Based on ADEPT APS 10, describe the quality of the intern's participation in non-instructional activities (i.e., lunchroom supervision, |
|chaperoning events, participation in staff meetings, interaction with parents). |
| |
The Citadel Professional Education Unit
FINAL GRADE RECOMMENDATION
For
Student Teaching Interns
Due at the Conclusion of the Internship*
Student Teaching Intern: _______________________________________
Cooperating Teacher: __________________________________________
College Supervisor: ____________________________________________
School: _____________________________________________________
Dates of Internship: ___________________________________________
Letter grades possible: A, B, C, or F
Physical Education Interns: ____________
Numerical Grade (please consult Physical Education Department)
Please consider the student’s performance in terms of the ADEPT Performance Standards, the Dispositions, and any other data that supports your judgment of a final grade.
Grade for Internship: _______
______________________________________ _____________
Cooperating Teacher Signature Date
The Citadel Professional Education Unit
MAT English Content Evaluation
(New spring semester 2012)
Student Teaching/Internship Final Assessment—Customized for the English Language Arts
This form is to be filled out by the cooperating teacher and college supervisor at the midpoint and at end of each student teaching placement/internship. It reflects professional standards articulated by NCTE and The Citadel MAT English Program. Please use the following performance scale to determine the candidate’s ability to meet the criteria. Comments/Examples should be included for clarification.
Candidate ______________________________________ Grade Level _____________
School __________________________ ______District _________________________
Assessor’s Name ______________________________
Position (check one) ( cooperating teacher (supervisor Semester ____________
Assessor’s Signature ________________________________ Date ________________
Performance Scale:
4—Exceeds Expectations 3—Meets Expectations 2—Developing Competence 1—Unacceptable
| |4— |3— |2—Developing |1— Unacceptable |N/A |
| |Exceeds |Meets |Competency | | |
| |Expectations |Expectations | | | |
|Inquiry and Intellectual Growth |
|1. Demonstrates knowledge of the English Language Arts, | | | | | |
|including knowledge of an extensive range of literature as | | | | | |
|well as print and nonprint media (NCTE 3.5; NCTE 3.6.1 and | | | | | |
|NCTE 3.6.2 | | | | | |
|2. Demonstrates knowledge of and skills in the use of the | | | | | |
|English language as well as effective critical thinking and | | | | | |
|skills in reading, writing, speaking, listening, and viewing | | | | | |
|(NCTE 3.1) | | | | | |
|3. Promotes the development of multiple literacies and | | | | | |
|demonstrates knowledge of the role of the arts and humanities| | | | | |
|in learning (NCTE 2.6) | | | | | |
|Comments/Examples: |
|Professionalism |
|4. Develops standards-based instructional plans, reflecting | | | | | |
|ELA content and pedagogical knowledge* (NCTE 3.2; NCTE 3.3; | | | | | |
|NCTE 3.4) | | | | | |
|*knowledge of the practices of oral, visual, and written | | | | | |
|literacy, & knowledge of reading and composing processes | | | | | |
|5. Constructs challenging, clear, and compelling learning | | | | | |
|experiences that assist students in developing habits of | | | | | |
|critical thinking (NCTE 2.4) | | | | | |
|6. Provides students with constructive and motivational | | | | | |
|feedback, including using formal and informal assessments | | | | | |
|that help students evaluate their ELA processes and products | | | | | |
|(NCTE 4.10) | | | | | |
| |4— |3— |2—Developing |1— Unacceptable |N/A |
| |Exceeds |Meets |Competency | | |
| |Expectations |Expectations | | | |
|7. Integrates technology to enhance learning of the ELA, | | | | | |
|including helping students compose and respond to film, | | | | | |
|video, graphic, photographic, audio, and multimedia texts | | | | | |
|(NCTE 3.6.3) | | | | | |
|8. Selects, creates, and/or uses developmentally and | | | | | |
|contextually appropriate learning tools and instructional | | | | | |
|materials (NCTE 4.1) | | | | | |
|9. Builds on or supports students’ prior knowledge to make | | | | | |
|meaning of texts and helps students connect personal | | | | | |
|responses to larger meanings and critical stances (NCTE | | | | | |
|3.3.2; NCTE 4.8) | | | | | |
|10. Helps students relate ideas to real-world situations and | | | | | |
|developments in culture, society, and education (NCTE 2.5) | | | | | |
|11. Seeks and applies feedback on his/her practice (NCTE 2.3)| | | | | |
|12. Participates collegially in school and professional | | | | | |
|communities (NCTE 2.3) | | | | | |
|Comments/Examples: |
|Appreciation of Human Diversity |
|13. Incorporates and/or supports curricula that integrate | | | | | |
|diverse cultural perspectives and engages students in | | | | | |
|meaningful discussions of them for the purposes of | | | | | |
|interpreting and evaluating ideas presented through oral, | | | | | |
|written, and/or visual forms (NCTE 2.2; NCTE 4.5) | | | | | |
|14. Develops classroom and/or school environments that are | | | | | |
|student-centered and inclusive to all types of individual | | | | | |
|students (NCTE 2.1) | | | | | |
|15. Creates education environments/classrooms that are | | | | | |
|inclusive and culturally responsive, including presenting | | | | | |
|varied structures and techniques for group interactions by | | | | | |
|employing effective classroom management strategies and | | | | | |
|providing students with opportunities for feedback and | | | | | |
|reflection (NCTE 4.2) | | | | | |
|16. Respects varied perspectives within an educational | | | | | |
|community (NCTE 2.3) | | | | | |
|Comments/Examples: |
|Advocacy for Students and Democratic Citizenship |
|17. Helps students develop skills for using language for a | | | | | |
|variety of purposes directed toward a variety of audiences | | | | | |
|(NCTE 4.7) | | | | | |
|18. Creates and maintains safe and democratic learning | | | | | |
|environments, including helping students monitor their own | | | | | |
|language use and behavior in terms of demonstrating respect | | | | | |
|for individual differences of ethnicity, race, language, | | | | | |
|culture, gender, and ability (NCTE 4.4) | | | | | |
|Comments/Examples: |
MAT English Content Evaluation Rubric
(New spring semester 2012)
Student Teaching/Internship Final Assessment—Customized for the English Language Arts
|Inquiry and Intellectual Growth |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|1. Demonstrates knowledge of the |Shows in-depth knowledge of |Shows sound knowledge of ELA |Shows some knowledge of |Shows limited knowledge of| |
|English Language Arts, including |ELA and uses a wide range of |and uses a range of |ELA and uses a limited |ELA and does not use a | |
|knowledge of an extensive range |literature and print and |literature and print and |range of literature and |range of literature and | |
|of literature as well as print |nonprint media in a variety |nonprint media to enhance |print and nonprint media|print and nonprint media | |
|and nonprint media (NCTE 3.5; |of applications that enhance |students’ composing processes|with some effectiveness |to enhance students’ | |
|NCTE 3.6.1 and NCTE 3.6.2 |students’ composing processes|and learning | |learning | |
| |and learning | | | | |
|2. Demonstrates knowledge of and |Demonstrates extensive |Demonstrates a sound |Demonstrates competent |Demonstrates an | |
|skills in the use of the English |knowledge of the English |knowledge of the English |knowledge of the English|insufficient knowledge of | |
|language as well as effective |language and applies theory |language and orients practice|language and addresses |the English language and | |
|critical thinking and skills in |and practice to help students|to help students understand |varied language uses |does not address varied | |
|reading, writing, speaking, |understand varied language |varied language uses | |language uses | |
|listening, and viewing (NCTE 3.1)|uses | | | | |
|3. Promotes the development of |Plans and carries out |Consistently engages students|Intermittently engages |Demonstrates little | |
|multiple literacies and |frequent and extended |in activities that |students in activities |evidence of engaging | |
|demonstrates knowledge of the |learning experiences that |demonstrate the role of arts |that demonstrate the |students in activities | |
|role of the arts and humanities |integrate arts and humanities|and humanities in learning |role of arts and |that demonstrate the role | |
|in learning (NCTE 2.6) |into students’ daily learning| |humanities in learning |of arts and humanities in | |
| | | | |learning | |
|Professionalism |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|4. Develops standards-based |Develops innovative |Incorporates strategies that |Addresses standards for |Displays a lack of | |
|instructional plans, reflecting |strategies that address |address standards for |fostering students’ |understanding of standards| |
|ELA content and pedagogical |standards for fostering |fostering students’ oral, |oral, visual, and |for fostering students’ | |
|knowledge* (NCTE 3.2; NCTE 3.3; |students’ oral, visual, and |visual, and written literacy,|written literacy, |oral, visual, and written | |
|NCTE 3.4) |written literacy, showing |showing them how to discover |showing them how to |literacy, of teaching | |
|*knowledge of the practices of |them how to discover meaning |meaning from a variety of |discover meaning from a |students how to interpret | |
|oral, visual, and written |from a variety of texts and |texts and how to compose |variety of texts and how|texts, and of teaching | |
|literacy, & knowledge of reading |how to compose texts that |texts that clearly convey |to compose texts that |them how to compose their | |
|and composing processes |clearly convey intended |intended meaning |clearly convey intended |own texts | |
| |meaning | |meaning | | |
|5. Constructs challenging, clear,|Designs and implements |Designs and implements |Engages in few practices|Does not engage in | |
|and compelling learning |innovative instruction and |instruction and assessments |designed to help |practices designed to help| |
|experiences that assist students |assessments that help |that help students develop |students develop habits |students develop habits of| |
|in developing habits of critical |students develop habits of |habits of critical thinking |of critical thinking |critical thinking | |
|thinking (NCTE 2.4) |critical thinking | | | | |
|6. Provides students with |Integrates assessment |Integrates assessment |Uses some formal and |Fails to use formal and | |
|constructive and motivational |consistently into instruction|consistently into instruction|informal assessment |informal assessment | |
|feedback, including using formal |using a variety of formal and|using a variety of formal and|activities and |activities and instruments| |
|and informal assessments that |informal assessment |informal assessment |instruments to evaluate |to evaluate student work | |
|help students evaluate their ELA |activities and instruments to|activities and instruments to|student work and makes | | |
|processes and products (NCTE |show students what they can |evaluate student work and |attempts to interpret | | |
|4.10) |do; interprets individual |interprets and reports |and report assessment | | |
| |and group results; teaches |assessment results to |results to students and | | |
| |students how to evaluate |students and administrators |administrators | | |
| |themselves; and explains to | | | | |
| |students, parents, and | | | | |
| |administrators how student | | | | |
| |work is assessed | | | | |
|7. Integrates technology to |Helps students compose and |Incorporates a variety of |Incorporates one type of|Demonstrates little | |
|enhance learning of the ELA, |respond to film, video, |technological applications |technological |knowledge of how to | |
|including helping students |photographic, audio, and |and media into instruction to|application or media |incorporate technological| |
|compose and respond to film, |multimedia texts and use |enhance student learning |into instruction to |applications and media | |
|video, graphic, photographic, |technology to enhance their | |enhance student learning|into instruction to | |
|audio, and multimedia texts (NCTE|own learning | | |enhance student learning | |
|3.6.3) | | | | | |
|8. Selects, creates, and/or uses |Understands the purposes and |Selects a variety of learning|Selects resources |Shows limited experience | |
|developmentally and contextually |characteristics of different |tools and instructional |appropriate for |in selecting resources for| |
|appropriate learning tools and |kinds of curricula and |materials that will foster |supporting the teaching |instruction of ELA | |
|instructional materials (NCTE |selects or creates |student learning in ELA |of ELA | | |
|4.1) |instructional materials based| | | | |
| |on current knowledge of | | | | |
| |student learning in ELA | | | | |
|9. Builds on or supports |Uses a wide range of |Encourages students to draw |Allows students to draw |Shows a lack of knowledge | |
|students’ prior knowledge to make|approaches to help students |upon prior knowledge to |upon prior knowledge |of how students discover | |
|meaning of texts and helps |draw upon their prior |interpret texts and to make |when making meaning of |meaning from texts and | |
|students connect personal |knowledge and cultural |meaning of texts through |texts and to personally |demonstrates a limited | |
|responses to larger meanings and |experiences to make meaning |personal response |respond to them |ability to engage students| |
|critical stances (NCTE 3.3.2; |of texts and fosters | | |in personal response | |
|NCTE 4.8) |students’ connecting their | | | | |
| |personal responses to larger | | | | |
| |meanings and critical stances| | | | |
|10. Helps students relate ideas |Motivates students to make |Makes meaningful and creative|Makes connections |Shows a lack of | |
|to real-world situations and |meaningful and creative |connections between ELA |between ELA curriculum |understanding of how ELA | |
|developments in culture, society,|connections between ELA |curriculum and developments |and developments in |curriculum, teachers, | |
|and education (NCTE 2.5) |curriculum and developments |in culture, society, and |culture, society, and |students, and education in| |
| |in culture, society, and |education |education |general are influenced by | |
| |education | | |cultural and social issues| |
|11. Seeks and applies feedback on|Frequently and actively seek |Seeks feedback from fellow |Receives feedback well |Avoids feedback from | |
|his/her practice (NCTE 2.3) |feedback from fellow student |student teachers, faculty, or|from fellow student |fellow student teachers, | |
| |teachers, faculty, and |administrators |teachers, faculty, or |faculty, or administrators| |
| |administrators and uses |and uses feedback to improve |administrators and uses |and does not use feedback | |
| |feedback to improve practice |practice |feedback to improve |to improve practice | |
| | | |practice | | |
|12. Participates collegially in |Seeks out and actively |Participates in school and |Has limited |Is not involved in school | |
|school and professional |participates in school and |professional communities |participation in school |or professional | |
|communities (NCTE 2.3) |professional communities | |or professional |communities | |
| | | |communities | | |
|Appreciation of Human Diversity |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|13. Incorporates and/or supports |Uses ELA extensively and |Uses ELA to help students |Shows some evidence of |Shows little evidence of | |
|curricula that integrate diverse |creatively to help students |become familiar with their |using ELA for helping |using ELA for helping | |
|cultural perspectives and engages|become familiar with their |own and others’ cultures and |students become familiar|students become familiar | |
|students in meaningful |own and others’ cultures and |interpret ideas about those |with their own and |with their own and others’| |
|discussions of them for the |show students what speech and|cultures presented in oral, |others’ cultures and |cultures and interpret | |
|purposes of interpreting and |behaviors are appropriate for|written, and visual forms |interpret ideas about |ideas about those cultures| |
|evaluating ideas presented |sharing ideas about those | |those cultures presented|presented in oral, | |
|through oral, written, and/or |cultures presented in oral, | |in oral, written, and |written, and visual forms | |
|visual forms (NCTE 2.2; NCTE 4.5)|written, and visual forms | |visual forms | | |
| | | | | | |
|14. Develops classroom and/or |Creates and sustains a |Creates a supportive learning|Demonstrates some |Demonstrates little | |
|school environments that are |supportive learning |environment in which all |evidence of creating a |evidence of creating a | |
|student-centered and inclusive to|environment in which all |students can engage in |supportive learning |supportive learning | |
|all types of individual students |students can engage in |learning |environment in which all|environment in which all | |
|(NCTE 2.1) |learning | |students can engage in |students can engage in | |
| | | |learning |learning | |
|15. Creates education |Creates literate classroom |Aligns curriculum goals and |Demonstrates some |Demonstrates limited | |
|environments/classrooms that are |communities by presenting |teaching strategies with the |ability to design |ability to design | |
|inclusive and culturally |varied structures and |organization of classroom |instruction to meet the |instruction to meet the | |
|responsive, including presenting |techniques for group |environments and learning |needs of all students |needs of all students and | |
|varied structures and techniques |interactions by employing |experiences to promote |and provide for |provide for students’ | |
|for group interactions by |effective classroom |whole-group, small-group, and|students’ progress and |progress and success | |
|employing effective classroom |management strategies and |individual work |success | | |
|management strategies and |providing students with | | | | |
|providing students with |opportunities for feedback | | | | |
|opportunities for feedback and |and reflection | | | | |
|reflection (NCTE 4.2) | | | | | |
|16. Respects varied perspectives |Uses the results of |Demonstrates reflective |Demonstrates reflective |Demonstrates inconsistency| |
|within an educational community |reflective practice not only |practice, involvement in |practice but is not |in reflective practice and| |
|(NCTE 2.3) |to adapt instruction and |professional organizations, |involved in professional|seldom pursues | |
| |behavior to assist all |and collaboration with both |organizations or |opportunities for | |
| |students to learn, but also |faculty and other student |collaboration with |professional growth or | |
| |to design a well-conceived |teachers |faculty or other student|collaboration | |
| |plan for professional | |teachers | | |
| |development that features | | | | |
| |collaboration | | | | |
|Advocacy for Students and Democratic Citizenship |
| |4— |3— |2—Developing Competency |1— Unacceptable |N/A |
| |Exceeds Expectations |Meets Expectations | | | |
|17. Helps students develop skills|Integrates throughout the ELA|Engages students in learning |Engages students in |Demonstrates infrequent | |
|for using language for a variety |curriculum learning |experiences that consistently|learning experiences |use of instruction that | |
|of purposes directed toward a |opportunities in which |emphasize varied uses and |that sometimes emphasize|promotes understanding of | |
|variety of audiences (NCTE 4.7) |students demonstrate their |purposes for language in |varied uses and purposes|varied uses and purposes | |
| |abilities to use language for|communication |for language in |for language in | |
| |a variety of purposes in | |communication |communication | |
| |communication | | | | |
|18. Creates and maintains safe |Creates opportunities for |Creates and sustains learning|Addresses issues in |Shows a limited ability to| |
|and democratic learning |students to analyze how |environments that promote |which students show |promote respect for | |
|environments, including helping |social context affects |respect for, and support of, |disrespect for |individual differences of | |
|students monitor their own |language and to monitor their|individual differences of |individual differences |ethnicity, race, language,| |
|language use and behavior in |own language use and behavior|ethnicity, race, language, |of ethnicity, race, |culture, gender, and | |
|terms of demonstrating respect |to demonstrate respect for |culture, gender, and ability |language, culture, |ability | |
|for individual differences of |individual differences of | |gender, and ability | | |
|ethnicity, race, language, |ethnicity, race, language, | | | | |
|culture, gender, and ability |culture, gender, and ability | | | | |
|(NCTE 4.4) | | | | | |
The Citadel Professional Education Unit
LiveText form completed by Internship Supervising Teacher who is South Carolina Certified in Secondary Mathematics
(Final assessment after 60 days of full time Student Teaching Internship.)
MATH CONTENT INDICATORS
Evaluation
1) The candidate provided opportunities for students in problem solving. (NCTM 5.3, 8.8)
□Competent □Developing Competence □Unacceptable
2) The Candidate provided opportunities for students to make and evaluate mathematical conjectures
and arguments. (NCTM 3.3, 5.2)
□Competent □Developing Competence □Unacceptable
3) The candidate provided opportunities for students to develop and extend their mathematical
understanding. (NCTM 8.2, 16.3)
□Competent □Developing Competence □Unacceptable
4) The candidate provided opportunities for students to demonstrate an understanding of mathematical
relationships across the disciplines and the connection within mathematics. (NCTM 4.1, 5.1)
□Competent □Developing Competence □Unacceptable
5) The candidate was able to use their knowledge of student diversity to affirm and support full
participation in mathematics by all students. (NCTM 8.1)
□Competent □Developing Competence □Unacceptable
6) The candidate used appropriate technology to support the learning of mathematics. (NCTM 6.1)
□Competent □Developing Competence □Unacceptable
7) The candidate used formative methods to determine students’ understanding of mathematics to
monitor their own effectiveness. (NCTM 7.3)
□Competent □Developing Competence □Unacceptable
8) The candidate used formative assessment to monitor student learning and adjusted instructional
strategies and activities as needed. (NCTM 16.3)
□Competent □Developing Competence □Unacceptable
9) The candidate used summative assessment to determine student achievement and to evaluate the
mathematics program. (NCTM 16.3)
□Competent □Developing Competence □Unacceptable
The Citadel Professional Education Unit
Physical Education Content Indicators Internship Scoring Rubric
TC = Teacher Candidate
Scoring: Rarely = less than 49% of the time Usually = 50% - 74% of the time Consistently = 75% of the time or more
|Domain 1: Planning |Unacceptable |Acceptable |Target |
|1.A The intern obtains student |Student information is incomplete; TC|Student information is complete; |TC completes student information |
|information, analyzes this |identifies only one factor (e.g., |TC identifies at least two factors|by identifying at least 3 |
|information to determine the |gender, SES, reading levels). TC is |(e.g., gender, SES, reading |factors. TC provides a clear and |
|learning needs of all students, and |unclear or vague as to why and/or how|levels). TC provides a clear |reflective explanation as to why |
|uses this information to guide |this information should guide |explanation as to why and how this|and how this information should |
|instructional planning. (NASPE/NCATE|instructional planning. |information should guide |guide instructional planning. |
|3.1) | |instructional planning. | |
|1.B The intern establishes |Many long-range learning goals are |TC establishes many |All long-range learning goals are|
|appropriate standards-based |not developmentally appropriate or |developmentally appropriate, |developmentally appropriate and |
|long-range learning and |aligned to state or national |long-range learning goals that are|aligned to state and or national |
|developmental goals for all |standards for physical education. |aligned with the state and or |standards for physical education.|
|students. |Many goals are not performance-based.|national standards for physical |All long-range learning goals are|
|(NASPE/NCATE 3.2) | |education. Many goals are |performance-based |
| | |performance-based. | |
| | | | |
|1.C The intern identifies and |Instructional units appear to be |The selection and sequence of |The selection and sequence of |
|sequences instructional units in a |randomly selected and sequenced with |instructional units is logical and|instructional units is logical, |
|manner that facilitates the |no demonstration of logic or |progressive. Unit length is |progressive and provides variety.|
|accomplishment of the long-range |progression. Unit length is |appropriate for accomplishing |TC provides reflective response |
|goals. (NASPE/NCATE 3.3) |inappropriate for accomplishing |long-range goals. TC clearly |to determining instructional |
| |long-range goals. TC is unclear as to|identifies how the instructional |sequence and time. |
| |how the instructional sequence and |sequence and time were determined.| |
| |time were determined. | | |
| | | | |
|1.D The intern develops appropriate |TC fails to identify major course |Major course assessments are |A variety of course assessments |
|processes for evaluating and |assessments aligned with unit goals. |aligned with unit goals. |are aligned with unit goals. |
|recording students’ progress and |Evaluative criteria are inappropriate|Evaluative criteria are |Evaluative criteria are |
|achievement. (NASPE/NCATE 5.1) |or missing. TC is unsure of how |appropriate. TC describes |appropriate and specifically |
| |student progress will be reported. TC|appropriate method for how student|stated. TC clearly describes |
| |does not identify a specific method |progress will be reported. TC |appropriate method for how |
| |for maintaining records of student |identifies a method for |student progress will be |
| |progress and achievement. |maintaining records of student |reported. TC identifies a |
| | |progress and achievement. |specific method for maintaining |
| | | |records of student progress and |
| | | |achievement. |
|1.E The intern plans appropriate |TC identifies inappropriate or vague |TC identifies appropriate |TC identifies a variety of |
|procedures for managing the |plans for communicating expectations |strategies for communicating |appropriate strategies for |
|classroom. (NASPE/NCATE 3.4) |for student behavior during |expectations for student behavior |communicating expectations for |
| |instruction and during |during instruction and during |student behavior during |
| |noninstructional routines. TC |noninstructional routines. TC |instruction and during |
| |identifies no or few considerations |identifies a few important |noninstructional routines. TC |
| |in managing the gym to maximize |considerations in managing the gym|identifies several important |
| |instructional time. |to maximize instructional time. |considerations in managing the |
| | | |gym to maximize instructional |
| | | |time. |
|Domain 1: Planning |Unacceptable |Acceptable |Target |
|2.A The intern develops unit |Unit objectives are not |Most unit objectives are |All unit objectives are |
|objectives that facilitate student |performance-based and are unrelated |performance-based and allow |performance-based and allow |
|achievement of appropriate academic |to long-range goals. |student progress to be made in |student progress to be made in |
|standards and long-range learning | |achieving long-range goals. |achieving long-range goals. |
|and developmental goals. | | | |
|(NASPE/NCATE 3.2) | | | |
|2.B The intern develops |TC plans activities that are |TC plans developmentally |TC plans activities that are |
|instructional plans that include |developmentally inappropriate (too |appropriate activities with many |developmentally appropriate and |
|content, strategies, materials, and |hard or too easy) with limited |practice opportunities. TC |organized for maximum practice |
|resources that are appropriate for |practice opportunities. TC masses |distributes skill practice |time. TC distributes skill |
|the particular students. |skill practice and delegates many |throughout the majority of the |practice throughout the unit |
|(NASPE/NCATE 3.6) |days to game play. |unit plan. |plan. |
| |TC identifies inappropriate web sites|TC identifies quality references |Two or more appropriate, quality |
| |or other references not designed for |used for unit construction with |references are identified using |
| |use by physical educators. |complete citation information |proper APA style. |
| | |included. | |
|2.C The intern routinely uses |Lesson objectives are not |Lesson objectives are |Lesson objectives are |
|student performance data to guide |performance-based objectives (not |performance-based objectives |performance-based (observable and|
|short-range planning of instruction.|observable and measurable) or guided |(observable and measurable) and |measurable) and concise. |
|(NASPE/NCATE 5.3) |by student performance data. |clearly stated. Many lesson |All lesson objectives reflect |
| | |objectives reflect student needs |student needs based on |
| | |based on performance data. |performance data. |
|3.A The intern develops/selects and |TC identifies and administers only |TC identifies and administers at |TC identifies three or more |
|administers a variety of appropriate|one type of assessment (e.g., rubric,|least two different types of |different types of assessments |
|assessments. (NASPE/NCATE 5.1) |rating scale, checklist, journal, |assessments (e.g., rubric, rating |(e.g., rubric, rating scale, |
| |project). |scale, checklist, journal, |checklist, journal, project) |
| | |project) that are appropriate for |appropriate for measuring student|
| | |measuring achievement of the unit |achievement of unit goals. |
| | |goals. | |
|3.B At appropriate intervals, the |TC showed no evidence (or minimal |TC usually administers formative |TC consistently administers |
|intern gathers and accurately |evidence) of implementing formative |and summative assessments at |formative and summative |
|analyzes student performance data |or summative assessments. No data was|appropriate times. Assessment data|assessments at appropriate times.|
|and uses this information to guide |gathered. |is usually used to inform future |Assessment data is consistently |
|instructional planning. (NASPE/NCATE| |instructional planning. |used to inform future |
|5.2) | | |instructional planning. |
|3.C The intern uses assessment data |TC communicates student progress and |TC communicates student progress |TC communicates student progress |
|to assign grades (or other |achievement that is not based upon |and achievement based upon student|and achievement based upon |
|indicators) that accurately reflects|student performance on psychomotor, |performance on assessments in at |student performance on |
|student progress and achievement. |cognitive and/or affective |least two different domains of |assessments in all three domains |
|(NASPE/NCATE 5.1) |assessments. |learning (psychomotor, cognitive, |of learning (psychomotor, |
| | |or affective). |cognitive, and affective). |
|Domain 2: Instruction |Unacceptable |Acceptable |Target |
|4.A The intern establishes, |TC expects only some students to |TC expects all students to |TC consistently states and |
|communicates, and maintains high |demonstrate progress or skilled |demonstrate progress and/or |maintains high expectations for |
|expectations for student |performance. TC does not hold many, |skilled performance. TC usually |student performance. |
|achievement. |if any, students accountable for |holds all students accountable for|TC consistently holds all |
|(NASPE/NCATE 6.1) |productive skill practice. |productive skill practice. |students accountable for |
| | | |productive skill practice. |
| | | | |
|4.B The intern establishes, |TC does not hold students accountable|TC usually holds all students |TC consistently holds all |
|communicates, and maintains high |for on-task behavior. Many students |accountable for on-task behavior. |students accountable for on-task|
|expectations for student |are not engaged in the activity or |Most students are engaged in the |behavior. All students are |
|participation. (NASPE/NCATE 6.1) |physically active. |activity and physically active. |engaged in the activity and |
| | | |physically active. |
|4.C The intern helps students assume|TC uses only direct instruction and |TC usually uses direct and |TC consistently uses direct and |
|responsibility for their own |teacher directed activities and |indirect instruction |indirect instruction |
|participation and learning. |procedures with few opportunities for|appropriately. When appropriate, |appropriately. When appropriate,|
|(NASPE/NCATE 4.6) |student choice or decision making. |TC usually provides opportunities |TC consistently provides |
| | |for student choice and decision |opportunities for student choice|
| | |making. |and decision making. |
| | | | |
|5.A The intern uses appropriate |TC selects and uses instructional |TC usually selects and uses |TC consistently selects and uses|
|instructional strategies. |strategies that are inappropriate for|instructional strategies that are |instructional strategies that |
|(NASPE/NCATE 4.2) |lesson content and/or experiential |appropriate for lesson content and|are appropriate for lesson |
| |level of the learner. |the experiential level of the |content and the experiential |
| | |learner. |level of the learner. |
| | | | |
|5.B The intern uses a variety of |TC uses only one or two instructional|TC usually uses at least three |TC consistently uses a variety |
|instructional strategies. |strategies (e.g., demonstration, |instructional strategies (e.g., |of instructional strategies, |
|(NASPE/NCATE 4.1) |explanation, questioning, learning |demonstration, questioning, |more than three, (e.g., |
| |cues, direct and indirect |learning cues, direct and indirect|demonstration, questioning, |
| |instruction). |instruction). |learning cues, direct and |
| | | |indirect instruction). |
|5.C The intern uses instructional |TC implements instructional |TC usually implements |TC consistently implements |
|strategies effectively. (NASPE/NCATE|strategies (e.g., demonstration, |instructional strategies (e.g., |instructional strategies (e.g., |
|4.2) |explanation, questioning, learning |demonstration, explanation, |demonstration, explanation, |
| |cues, direct and indirect |questioning, learning cues, direct|questioning, learning cues, |
| |instruction) incorrectly or |and indirect instruction) |direct and indirect instruction)|
| |ineffectively |correctly or effectively. |correctly or effectively. |
|6.A The intern demonstrates a |TC communicates (verbally and/or |TC usually communicates, both |TC consistently communicates, both |
|thorough command of the discipline |through demonstration) information |verbally and through |verbally and through demonstration,|
|that he or she teaches. (NASPE/NCATE|that is insufficient and/or |demonstration, information that|information that is both adequate |
|1.1, 1.2, 1.3, 1.5) |incorrect. |is both adequate and accurate. |and accurate. |
|6.B The intern provides appropriate |TC provides content that is |TC usually provides content |TC consistently provides content |
|content. (NASPE/NCATE 3.3) |developmentally inappropriate – too |that is developmentally |that is developmentally appropriate|
| |easy, too difficult – with limited |appropriate for most learners |for all learners and organized for |
| |practice opportunities. |with many practice |maximum practice time. |
| | |opportunities. | |
|6.C The intern structures the |TC provides learners with organized |TC usually develops lesson |TC consistently develops lesson |
|content to promote meaningful |physical activity. Tasks are minimal |content through |content through learning/practice |
|learning. (NASPE/NCATE 3.6) |and/or illogically sequenced. Little |learning/practice tasks that |tasks that are appropriately |
| |or no evidence of task progression. |are arranged in sequence and |arranged in a progressive sequence |
| | |progressive steps to facilitate|to facilitate learning; no gaps in |
| | |learning; few gaps in |progressions. |
| | |progressions. | |
|7.A The intern continually monitors |TC uses only one type of assessment, |TC usually uses both informal |TC consistently uses a variety of |
|student learning during instruction |informal (e.g., teacher observation, |(e.g., teacher observation, |both informal (e.g., teacher |
|by using a variety of informal and |questioning) or formal (e.g., |questioning) and formal (e.g., |observation, questioning) and |
|formal assessment strategies. |pencil/paper) when monitoring student|pencil/paper) assessment when |formal (e.g., pencil/paper) |
|(NASPE/NCATE |learning during instruction/ skill |monitoring student learning |assessment when monitoring student |
|4.4) |practice |during instruction/skill |learning during instruction/skill |
| | |practice |practice. |
|7.B The intern enhances student |TC showed no evidence (or minimal |TC usually administers |TC consistently administers |
|learning by using information from |evidence) of implementing informal or|formative and summative |formative and summative assessments|
|informal and formal assessments to |formal assessments. No data was |assessments at appropriate |at appropriate times. Assessment |
|guide instruction. (NASPE/NCATE 5.2)|gathered. |times. Assessment data is |data is consistently used to inform|
| | |usually used to inform future |future instructional planning. |
| | |instructional planning. | |
|7.C The intern enhances student |TC provides only general positive |TC usually provides specific |TC consistently provides specific |
|learning by providing appropriate |feedback. TC provides no |congruent feedback to |congruent feedback to individuals |
|instructional feedback to all |instructional feedback or |individuals and groups. TC |and groups. TC consistently uses a |
|students. (NASPE/NCATE 4.3) |instructional feedback is limited and|usually uses a variety (e.g., |variety (e.g., positive, |
| |is provided to only a few students or|positive, corrective, |corrective, individual, group) of |
| |a group. |individual, group) of feedback |feedback appropriately |
| | |appropriately. | |
|Domain 3: Classroom Environment |Unacceptable |Acceptable |Target |
|8.A The intern creates and maintains|The arrangement of equipment, space, |The equipment and spatial |Equipment and spatial arrangements |
|the physical environment of his or |etc. does not provide students with a|arrangements create a safe |create a safe learning environment |
|her classroom as a safe place that |safe environment. TC fails to check |learning environment. TC checks|and promotes student learning. TC |
|is conducive to learning. |space for hazards or fails to enforce|space for possible hazards and |checks space for possible hazards |
|(NASPE/NCATE 4.5) |safety rules. |enforces all safety rules. |and anticipates behaviors that |
| | | |might threaten the safety of |
| | | |students. |
|8.B The intern creates and maintains|TC often uses a negative tone and/or |TC usually uses a positive tone|TC consistently uses a positive |
|a positive affective climate in his |comments during lessons creating a |and/or encouraging comments |tone and positively phrased |
|or her classroom. (NASPE/NCATE 6.4) |negative affective climate in his or |during lessons creating a |comments during lessons creating a |
| |her instructional space. |positive affective climate in |positive affective climate in his |
| | |his or her instructional space.|or her instructional space. |
|8.C The intern creates and maintains|TC merely provides opportunity for |TC communicates the importance |TC communicates the importance of |
|a culture of learning in his or her |physical activity with no opportunity|of the lesson content and holds|the lesson content and engages all |
|classroom. (NASPE/NCATE 4.4) |for skill development. |learners accountable for |learners in that content. |
| | |progress. | |
|9.A The intern manages student |TC does not address off-task and |TC usually addresses off-task |TC consistently addresses off-task |
|behavior appropriately. (NASPE/NCATE|inappropriate student behavior and/or|and inappropriate student |and inappropriate student behavior.|
|4.6) |TC provides inappropriate |behavior. TC usually provides |TC consistently provides |
| |consequences for undesirable student |appropriate consequences for |appropriate consequences for |
| |behavior. |undesirable student behavior. |undesirable student behavior. |
|Domain 3: Classroom Environment |Unacceptable |Acceptable |Target |
|9.B The intern makes maximal use of |TC provides few or limited practice |TC usually provides many |TC consistently provides maximum |
|instructional time. (NASPE/NCATE |opportunities for learners. Too much |practice opportunities for |practice opportunities for |
|4.5) |time is given to noninstructional |learners. Most learners are |learners. All learners are |
| |routines. |physically active the majority |physically active the majority of |
| | |of the class period. |the class period. |
|9.C The intern manages essential |TC uses inappropriate, time consuming|TC usually uses appropriate, |TC consistently uses appropriate, |
|noninstructional routines in an |methods for many routines (e.g., |time efficient methods for |time efficient methods for routines|
|efficient manner. (NASPE/NCATE 4.5)|taking roll, distributing/collecting |routines (e.g., taking roll, |(e.g., taking roll, |
| |equipment, transitioning from one |distributing/collecting |distributing/collecting equipment, |
| |activity to another). |equipment, transitioning from |transitioning from one activity to |
| | |one activity to another). |another). |
|Domain 4: Professionalism |Unacceptable |Acceptable |Target |
|10.A The intern is an advocate for |Does not promote the needs and best |Appropriately promotes the |Consistently and appropriately |
|the students. (NASPE/NCATE 6.1) |interests of students. |needs and best interests of |promotes the needs and best |
| | |students. |interests of students. |
|10.B The intern works to achieve |Does not promote the needs and best |Appropriately promotes the |Consistently and appropriately |
|organizational goals in order to |interests of the work setting |needs and best interests of the|promotes the needs and best |
|make the entire school a positive |(students, school, district). |work setting (students, school,|interests of the work setting |
|and productive learning environment | |district). |(students, school, district). |
|for the students. (NASPE/NCATE 6.2) | | | |
|10.C The intern is an effective |Verbal communication and written |Verbal communication and |Verbal communication and written |
|communicator. (NASPE/NCATE 6.4) |materials contain several grammatical|written materials have few |materials are free of grammatical |
| |errors and inappropriate language for|grammatical errors. Language is|errors. Language is clear and |
| |the age and skill level of learner. |appropriate for the age and |appropriate for the age and skill |
| | |skill level of learner. |level of learner. |
|10.D The intern exhibits |Demonstrates a pattern of |Demonstrates a pattern of |Demonstrates a pattern of |
|professional demeanor and behavior. |unprofessional behavior such as |professional behavior such as |professional behavior such as |
|(NASPE/NCATE 6.3) |absence, tardiness, failure to |promptness, task completion, |promptness, task completion, |
| |complete tasks, inappropriate dress |maintaining confidentiality, |maintaining confidentiality, and |
| |or personal behavior, violation of |and appropriate separation of |appropriate separation of personal |
| |confidentiality, or imposition of |personal and professional |and professional domains, at all |
| |personal religious or political views|domains. |times. |
|10.E The intern is an active |TC does not participate in or seek |TC does participate in and seek|TC consistently participates in and|
|learner. (NASPE/NCATE 6.2) |opportunities for professional |opportunities for professional |seeks opportunities for |
| |development. |development. |professional development. |
The Citadel Professional Education Unit
LiveText form completed by Internship Supervising Teacher who is South Carolina Certified in Secondary Science
(Final assessment after 60 days of full time Student Teaching Internship.)
SCIENCE CONTENT AREA INDICATORS
Evaluation
1) Content The candidate was able to structure and interpret the concepts, ideas, and relationships in science needed to advance student learning in the area of licensure, as defined by state and national standards. (NSTA 1a, 1b)
□Competent □Developing Competence □Unacceptable
2) Nature of Science The Candidate was able to engage students in activities defining the values, beliefs and assumptions inherent to the creation of scientific explanations. (NSTA 2c)
□Competent □Developing Competence □Unacceptable
3) Inquiry The candidate was able to engage students in science inquiry and facilitate understanding of the role inquiry plays in the development of scientific knowledge.(NSTA 3a)
□Competent □Developing Competence □Unacceptable
4) Context of Science The candidate was able to relate science to the daily lives and interests of students and to a larger framework of human endeavor and understanding.(NSTA 4b)
□Competent □Developing Competence □Unacceptable
5) Skills of Teaching The candidate was able to use diverse and effective actions, strategies and methodologies to teach science. (NSTA 5a)
□Competent □Developing Competence □Unacceptable
6) Curriculum The candidate was able to develop coherent meaningful goals, plans and materials and find resources appropriate for addressing the needs, abilities and interests of students. (NSTA 6a, 6b)
□Competent □Developing Competence □Unacceptable
7) Social Context The candidate was able to relate science to the community and to use human and institutional resources in the community to advance the education of their students in science. (NSTA 4a, 7a)
□Competent □Developing Competence □Unacceptable
8) Assessment The candidate was able to use a variety of contemporary assessment strategies to evaluate the intellectual, social and personal development of the learner in all aspects of science. (NSTA 8a)
□Competent □Developing Competence □Unacceptable
9) Environment The candidate was able to design and manage safe and supportive learning environments reflecting high expectations for the success of all students. (NSTA 9)
□Competent □Developing Competence □Unacceptable
The Citadel Professional Education Unit
LiveText form completed by Internship Supervising Teacher who is South Carolina Certified in Secondary Social Studies
(Final assessment after 60 days of full time Student Teaching Internship.)
SOCIAL STUDIES CONTENT AREA INDICATORS
Evaluation
1) The candidate displayed an understanding of culture and cultural diversity. (NCSS 1.1)
□Competent □Developing Competence □Unsatisfactory
2) The candidate provided instruction about Time, Continuity, and Change. (NCSS 1.2)
□Competent □Developing Competence □Unsatisfactory
3) The candidate displayed an understanding, and ability to relate knowledge of People, Places, and Environment in instruction. (NCSS 1.3)
□Competent □Developing Competence □Unsatisfactory
4) The candidate displayed and understanding of Individual Development and Identity and incorporated this in instruction. (NCSS 1.4)
□Competent □Developing Competence □Unsatisfactory
5) The candidate displayed an understanding of Individuals, Groups and Institutions and incorporated this in instruction. (NCSS 1.5)
□Competent □Developing Competence □Unsatisfactory
6) The candidate displayed an understanding of Power, Authority and Governance and used
this instruction. (NCSS 1.6)
□Competent □Developing Competence □Unsatisfactory
7) The candidate displayed an understanding or Production, Distribution and Consumption and utilized this in instruction. (NCSS 1.7)
□Competent □Developing Competence □Unsatisfactory
8) The candidate displayed an understanding of Science, Technology and Society and used
this in instruction. (NCSS 1.8)
□Competent □Developing Competence □Unsatisfactory
9) The candidate displayed an understanding of Global Connections and used this in instruction. (NCSS 1.9)
□Competent □Developing Competence □Unsatisfactory
10) The candidate displayed an understanding of Civic Ideals and Practices and used this in instruction. (NCSS 1.10)
□Competent □Developing Competence □Unsatisfactory
The Citadel Professional Education Unit
Topically Common Content Area Indicators to be used for Comparison
Across All Teacher Preparation Programs
The Teacher Candidate…
| |English |Math |Physical Education |Science |Social Studies |
|Content Knowledge |Demonstrates knowledge of |Demonstrates knowledge of|Demonstrates knowledge of the |Demonstrates knowledge|Demonstrates knowledge of |
|Item #1 on all |the central concepts and |the central concepts and |central concepts and tools of |of the central |the central concepts and |
|program forms |tools of inquiry of the |tools of inquiry of the |inquiry of the field. |concepts and tools of |tools of inquiry of the |
| |field. |field. | |inquiry of the field. |field. |
|Application of |Demonstrates and applies |Demonstrates and applies |Demonstrates and applies |Demonstrates and |Demonstrates and applies |
|Knowledge |structures of the field |structures of the field |structures of the field |applies structures of |structures of the field |
|Item #2 on all |delineated in |delineated in |delineated in |the field delineated |delineated in |
|program forms |professional, state, and |professional, state, and |professional, state, and |in |professional, state, and |
| |institutional standards |institutional standards |institutional standards through|professional, state, |institutional standards |
| |through inquiry, critical |through inquiry, critical|inquiry, critical analysis and |and institutional |through inquiry, critical |
| |analysis and synthesis. |analysis and synthesis. |synthesis. |standards through |analysis and synthesis. |
| | | | |inquiry, critical | |
| | | | |analysis and | |
| | | | |synthesis. | |
|Integration of |Integrates knowledge of |Provides opportunities |Uses and demonstrates an |Engages students in |Displays an understanding,|
|Content Knowledge |students’ language |for students to develop |understanding of planning and |science inquiry and |and ability to relate |
|with Instruction |acquisition and |and extend their |implementing a variety of |facilitates |knowledge of People, |
|Form item numbers: |development into |mathematical |developmentally appropriate |understanding of the |Places, and Environment in|
|NCTE - #5; |instruction and assessment|understanding. |instructional strategies to |role inquiry plays in |instruction. |
|NCTM - #5; |designed to enhance her or| |develop physically educated |the development of | |
|NASPE- #8; |his learning. | |individuals, based on state and|scientific knowledge. | |
|NSTA- #5 | | |national (NASPE K-12) | | |
|NCSS - #5 | | |standards. | | |
|Strategies for |Demonstrates knowledge of |Uses formative assessment|Demonstrates an understanding |Uses diverse and |Displays an understanding |
|Enhanced |different composing |to monitor student |of how individuals differ in |effective actions, |of Individual Development |
|Instruction in the |strategies necessary to |learning and adjusted |their approaches to learning |strategies and |and Identity and |
|Content Area |generate meaning and |instructional strategies |and created appropriate |methodologies to teach|incorporates this in |
|Form item numbers: |understanding. |and activities as needed.|instruction adapted to these |science. |instruction. |
|NCTE- #8; | | |differences. | | |
|NCTM- #10; | | | | | |
|NASPE - #5; | | | | | |
|NSTA - #7 | | | | | |
|NCSS - #6 | | | | | |
|Environment |Creates and sustains an |Uses knowledge of student|Uses and demonstrates an |Designs and manages |Displays an understanding |
|that is Supportive |inclusive and supportive |diversity to affirm and |understanding of individual and|safe and supportive |of Individuals, Groups and|
|and Conducive to |learning environment in |support full |group motivation and behavior |learning environments |Institutions and |
|Learning |which all students could |participation in |to create a safe learning |reflecting high |incorporates this in |
|Form item numbers: |engage in learning. |mathematics by all |environment that encouraged |expectations for the |instruction. |
|NCTE - #4; | |students. |positive social interaction, |success of all | |
|NCTM - #7; | | |active engagement in learning, |students. | |
|NASPE - #6; | | |and self-motivation. | | |
|NSTA - #11 | | | | | |
|NCSS - #7 | | | | | |
|Technology |Demonstrates knowledge of |Uses appropriate |Uses and demonstrates an |Relates science and |Displays an understanding |
|Form item numbers: |the range and influence of|technology to support the|understanding of information |technology to the |of Science, Technology and|
|NCTE - #10; |print and non- print media|learning of mathematics. |technology to enhance learning |daily lives and |Society and uses this in |
|NCTM- #8; |and technology in his or | |and to enhance personal and |interests of students |instruction. |
|NASPE - #11; |her teaching. | |professional productivity. |and to a larger | |
|NSTA - #6; | | | |framework of human | |
|NCSS - #10 | | | |endeavor and | |
| | | | |understanding. | |
Section C. College Supervisors Forms
The Citadel Professional Education Unit
COLLEGE SUPERVISOR’S Visitation Documentation Form
Secondary Education
|Student Teaching Intern: |
|School: |
|College Supervisor |
|Semester: |Beginning: |Ending: |
|ACTIVITY |DATE of Visit |
|Initial Conference | |
|Observation 1 | |
|Observation 2 | |
|Observation 3 | |
|Observation 4 | |
|Additional Observations | |
|Midterm Conference | |
| | |
| | |
| | |
|Final Conference | |
| | |
|Portfolio Review | |
| | |
_______________________________________ ________________
College Supervisor’s Signature Date Submitted
The Citadel Professional Education Unit
COLLEGE SUPERVISOR’S Visitation Documentation Form
K-12 Physical Education
|Student Teaching Intern: |
|School: |
|College Supervisor |
|Semester: |Beginning: |Ending: |
| |DATE of Visit |DATE of Visit Placement 2 |
|ACTIVITY |Placement 1 | |
|Initial Conference | | |
|Midterm Conference | | |
|Observation 1 | | |
|Observation 2 | | |
|Observation 3 | | |
|Observation 4 | | |
|Additional Observations | | |
| | | |
| | | |
|Final Conference | | |
|Portfolio Review | | |
| | | |
| | | |
| | | |
______________________________________ ________________
College Supervisor’s Signature Date Submitted
The Citadel Professional Education Unit
Student Teaching Internship Remediation Plan
Name _____________________________________ Date ________________________
Objective:
Plan of Action: (Include resources/strategies)
Evidence of Accomplishment:
_______________________________________________ _______________
Student Teaching Intern’s Signature Date
_______________________________________________ _______________
Cooperating Teacher’s Signature Date
_______________________________________________ _______________
College Supervisor’s Signature Date
Section D. Assessment Forms/Rubrics
The Citadel Professional Education Unit
Professional Dispositions Score Sheet
(To be completed on LiveText)
|PROFESSIONAL DISPOSITIONS |RATINGS |
|The CANDIDATE: |Consis|Somewh|Rarely|Not |
| |tently|at |Eviden|Rated|
| |Eviden|Eviden|t | |
| |t |t | | |
| |3 |2 |1 |NR |
|1. Applies reflective practices. CF-2012.2,6,9,10; CF-2006.2,7,10,1,12; NCATE-07.1c,1d,1e,1f,1g, 3c,4d. | | | | |
|The candidate: |
|Engages in productive and insightful reflection through discussion and journaling, resulting in personal growth as a professional educator; |
|Examines a variety of perspectives and experiences to help improve student performance; and |
|Uses reflection to create and/or use alternate strategies that positively impact student learning. |
|2. Demonstrates commitment to a safe, supportive learning environment. | | | | |
|CF-2012.8,11; CF-2006.8,9,13; NCATE-2007.1b,1c, 1d,1f,1g,3c,4d. | | | | |
|The candidate: |
|Fosters an educational climate where students feel safe and eager to learn; |
|Exhibits the belief that all students can learn by using materials and resources that support students’ needs; |
|Designs experiences that empower all students to be successful as learners; and |
|Encourages students to take pride in their work. |
|3. Demonstrates high values and a caring, fair, honest, responsible, and respectful attitude. CF-2012.12; CF-06.14;| | | | |
|NCATE-2007.1b,1c,1e,1f,1g,3c,4d. | | | | |
|The candidate: |
|Demonstrates a positive, caring attitude toward students, families, and colleagues; |
|Respects the rights of others; |
|Demonstrates a high level of commitment to the educational profession; |
|Exhibits fairness, civility, diplomacy, tact, and sensitivity toward the feelings and opinions of others; and |
|Displays a high degree of integrity. |
|4. Establishes rapport with students, families, colleagues, and community. | | | | |
|CF-2012.12,14; CF-2006.15; NCATE-2007.1c,1e,1g,3c,4d. | | | | |
|The candidate: |
|Builds relationships with students, teachers, colleagues, families, the community, and other school personnel; |
|Makes positive contributions to group interactions through sharing ideas and materials; and |
|Invites and is invited by members of the school or community to engage in collaborative partnerships to improve student achievement. |
|5. Values diversity and exhibits sensitivity to and respect for cultures. CF-06.8,13; CF-06.16; | | | | |
|NCATE-2007.1f,1g,3c,4d | | | | |
|The candidate: |
|Respects students as valued individuals by ensuring their learning needs are addressed through culturally responsive experiences and |
|environments; and |
|Exhibits, through personal interactions, an understanding of and respect for diversity in the community, schools, families, and individuals |
|including a variety of cultures, ethnicity, race, exceptionalities, gender, languages, religion, sexual orientation, geographical and |
|socioeconomic backgrounds, and histories. |
|6. Exhibits prompt regular attendance, wears professional attire, and communicates in standard English. | | | | |
|CF-2012.12,15; CF-2006.17; NCATE-2007.1g. | | | | |
|The candidate: |
|Demonstrates professional demeanor through conduct, attendance, dress and punctuality; |
|Articulates ideas clearly in speaking and writing; and |
|Applies conventions of standard written and oral English. |
Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina University.
The Citadel Professional Education Unit
ADEPT APS 1 Evaluation (Completed by College Supervisor in LiveText)
Candidate Name: ___________________________________________________________
Evaluator: ____________________________________________ Date: ______________
Note: Ratings should be based on the candidate’s ability as compared with other beginning teachers.
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 1: Planning |
|APS 1: Long Range Planning – NCATE 1a,1c,1f,1g,3c,4a |
|1A |The intern obtains student information, analyzes this information to |Comments: |
| |determine the learning needs of all students, and uses this information | |
| |to guide instructional planning. Key Elements: | |
| |identifies appropriate student information; | |
| |gives a sound explanation of the relevance of the student information to| |
| |student learning; and | |
| |shows insight into the use of the student information to guide planning.| |
|SC-CIT-CF-2012.2 SC-CIT-CF-2012.7 Rating |3 |2 |1 | |
|1B |The intern establishes appropriate standards-based long-range learning |Comments: |
| |and developmental goals for all students. | |
| |Key Elements: | |
| |identifies long-range goals that are accurate and appropriate; and | |
| |provides a sound explanation to support conclusions regarding the most | |
| |important goals for all students to achieve. | |
|SC-CIT-CF-2012.2 |3 |2 |1 | |
|Rating | | | | |
|1C |The intern identifies and sequences instructional units in a manner that|Comments: |
| |facilitates the accomplishment of the long-range goals. | |
| |Key Elements: | |
| |identifies units that are appropriate to the context; and | |
| |presents a sound explanation for the unit sequence and timeline. | |
|SC-CIT-CF-2012.1 SC-CIT-CF-2012.2 Rating |3 |2 |1 | |
|1D |The intern develops appropriate processes for evaluating and recording |Comments: |
| |students’ progress and achievement. | |
| |Key Elements: | |
| |establishes appropriate course assessments, evaluation criteria for the | |
| |course, and method(s) of reporting overall progress and achievement; | |
| |describes/maintains an appropriate record-keeping system; | |
| |presents solid evidence for determining the appropriateness of the | |
| |assessments in terms of measuring student progress and achievement; and | |
| |presents a sound explanation of the methods for communicating the | |
| |assessment information to students and their parents. | |
|SC-CIT-CF-2012.4 SC-CIT-CF-2012.9 Rating |3 |2 |1 | |
|1E |The intern plans appropriate procedures for managing the classroom. |Comments: |
| |Key Elements: | |
| |presents an appropriate description of the expectations for student | |
| |behavior during instruction and during non-instructional routines; and | |
| |presents a sound explanation of the most important considerations for | |
| |maximizing instructional time. | |
|SC-CIT-CF-2012.11 SC-CIT-CF-2012.8 Rating |3 |2 |1 | |
The Citadel – ADEPT Long Range Planning Evaluation – APS 1
Aligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and
June 2009 SAFE-T Guide for Teachers and Evaluators Revised July 2009
Domain 1: Planning
ADEPT APS 1: LONG-RANGE PLAN RUBRIC
(LiveText Form)
|ELEMENT |Competent (3 pts) |Developing Competence |Unsatisfactory |
| | |(2 pts) |(1 pt) |
|1.A. Information on students is |• Describes students including knowledge |• Demonstrates a basic knowledge of |• Does not convey an |
|obtained, analyzed and used to |of students’ backgrounds, needs, and |students’ backgrounds, needs and |understanding of students’ |
|help determine the learning needs |ability levels. |ability levels but requires additional |backgrounds, needs, and ability |
|of all students and guide |• Uses student information in long-range |information |levels |
|instructional planning. |planning |• Uses some of the information on |• Lacks evidence of student |
|NASPE-INI-2008.3.1 | |students to guide instruction |information used to develop |
|SC-CIT-CF-2012.2 SC-CIT-CF-2012.7 | | |long-range planning |
|1.B. Appropriate standards-based |• Identifies and states specific |• Identifies some of the appropriate |• Does not identify goals or |
|long-range learning and |objectives and developmental goals |goals and addresses some of the state |address the state curriculum |
|developmental goals for all |• Identifies South Carolina State |curriculum standards |standards |
|students are established. |Curriculum Standards and/or South | | |
|NASPE-INI-2008.3.2 |Carolina Career Focus Standards where | | |
|SC-CIT-CF-2012.2 |appropriate. | | |
|1.C. Instructional unit is |• Identified instructional unit is |• Provides a list of instructional |• Does not provide a list of |
|identified and sequenced to |appropriate. |units addressing some major topics |instructional units that address |
|facilitate the accomplishment of |• Develops a timeline that is |and/or does not provide an appropriate |major topics and/or does not |
|the long-range goals. |appropriately sequenced and suitable for |sequence |provide an appropriate sequence |
| |unit and developmental levels of students|• Provides a timeline for completing |• Does not provide a timeline for|
|NASPE-INI-2008.3.3 |• Selects and lists materials and |the instructional units but may not be |completing the instructional |
|SC-CIT-CF-2012.1 SC-CIT-CF-2012.2 |resources that assist in the |appropriate for the content or the |units |
| |accomplishment of the long-range |students’ ability levels |• Does not provide a list of |
| |instructional goals. |• Provides a list of materials and |materials and resources and/or a |
| | |resources but is incomplete or |plan for obtaining the materials |
| | |non-specific |and resources |
|1.D. A process is developed for |• Identifies types of formal and informal|• Provides an evaluation plan but is |• Does not include major |
|the evaluation and recording of |assessments in the long-range plan. |deficient in identifying major |assessment strategies or criteria|
|student progress and achievement. |• Demonstrates the relationship between |assessment strategies and/or criteria |for evaluating student progress |
| |evaluation and instruction. |for evaluating student progress |• Does not identify a process for|
|NASPE-INI-2008.5.1 |• Includes major assessment strategies |• Identifies a process for maintaining |maintaining student records |
|SC-CIT-CF-2012.4 SC-CIT-CF-2012.9 |with criteria for evaluating student |records but lacks organization or ease | |
| |progress. |of interpretation | |
| |• Identifies organization, technology, | | |
| |and maintenance process of student | | |
| |records. | | |
|1.E. Appropriate procedures for |• Develops a plan for managing student |• Develops a plan for managing student |• Does not develop a plan for |
|managing the classroom have been |behavior that is age-appropriate, stated |behavior that includes two of the |managing student behavior and |
|developed. |in positive terms, and consistent with |following: age-appropriate, stated in |classroom operations |
| |school/district policies |positive terms, consistent with |• Does not have a plan for |
|NASPE-INI-2008.3.4 |• Develops a plan for routine |school/district policies |communicating with parents |
|SC-CIT-CF-2012.11 SC-CIT-CF-2012.8|communication with parents that includes |• Identifies a plan for communication | |
| |the nature and frequency of the |with parents when the need arises | |
| |communication | | |
The Citadel Professional Education Unit
ADEPT APS 2 and 3 Evaluation – UNIT WORK SAMPLE
(Completed by College Supervisor in LiveText)
Candidate Name: ___________________________________________________________
Evaluator: ____________________________________________ Date: ______________
Note: Ratings should be based on the candidate’s ability as compared with other beginning teachers.
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 1: Planning |
|APS 2 -Short-range Planning of Instruction NCATE – 1a,1c,1f,1g.3c,4a |
|2A |The intern develops unit objectives that facilitate student achievement |Comments: |
| |of appropriate academic standards and long-range learning and | |
| |developmental goals. | |
| |Key Elements: | |
| |identifies appropriate unit objectives; and | |
| |gives a sound explanation of the relevance of these objectives to | |
| |student learning needs and interests. | |
|SC-CIT|3 |2 |
|-CF-20| | |
|12.1 | | |
|SC-CIT| | |
|-CF-20| | |
|12.2 | | |
|Rating| | |
|SC-CIT|3 |2 |
|-CF-20| | |
|12.4 | | |
|SC-CIT| | |
|-CF-20| | |
|12.7 | | |
|Rating| | |
|SC-CIT-CF-2012.9 Rating |
|3A |The intern develops/selects and administers a variety of appropriate |Comments: |
| |assessments. | |
| |Key Elements: | |
| |develops and/or selects appropriate key unit assessments; and | |
| |presents sound evidence that these assessments are valid and reliable | |
| |for all students. | |
|SC-CIT|3 |2 |
|-CF-20| | |
|12.1 | | |
|SC-CIT| | |
|-CF-20| | |
|12.9 | | |
|Rating| | |
|SC-CIT|3 |2 |
|-CF-20| | |
|12.9 | | |
|Rating| | |
|SC-CIT-CF-2012.4 |3 |2 |1 |
|SC-CIT-CF-2012.9 | | | |
|Rating | | | |
|2. A. Unit objectives |• Appropriate Unit: Unit fulfills the |• Unit is adequate for the content area|• Unit shows no evidence of |
|facilitate student |requirements for the content area and grade |and/or grade level and shows evidence |alignment to standards and do not|
|achievement of academic|level and is aligned to state standards. |of aligned to state standards. |appear to be appropriate for |
|standards and |• Appropriate Objectives for the grade level |• Objectives are somewhat appropriate |content area and/or grade level. |
|long-range learning and|and content area. |for the content area and/or the grade |• Objectives are not appropriate |
|developmental goals. |• Observable Objectives are stated in the |level. |for the content area and grade |
|NASPE-INI-2008.3.2 |learner outcomes and can be easily measured |• Observable objectives are stated in |level. |
|SC-CIT-CF-2012.1 |and evaluated. |the learner outcomes but are not easily|• Objectives are not stated in |
|SC-CIT-CF-2012.2 |• Student Involvement Objectives require |measured and/or evaluated. |observable learner outcomes and |
| |students to be actively involved in the |• Objectives require students to have |cannot be measured. |
| |learning process. |some active involvement in the learning|• Objectives indicate students |
| |• Matched to Skills Objectives All objectives|process. |are passive recipients of |
| |have been accurately matched with the |• 2 or 3 of the objectives have been |knowledge. |
| |required skills to master the objective. |accurately matched with the required |• One or none of the objectives |
| | |skills to master the objective. |have been matched with the |
| | | |required skills to master the |
| | | |objective. |
|2. B. Instructional |• Appropriate/ Accurate Content for the |• Content is accurate and somewhat |• The content is not accurate or |
|plans include content, |instructional area and grade level is evident|appropriate for the instructional area |appropriate for instructional |
|strategies, materials |Content is aligned to state standards. |and/or grade level. Content |area and/or grade level. Content |
|and resources |• Matching Materials Each lesson plan |demonstrates some alignment to state |is not aligned to state |
|appropriate for the |contains a comprehensive materials/ resource |standards |standards. |
|students. |list. |• Each lesson plan contains a materials|• Materials lists are either not |
|NASPE-INI-2008.3.6 |• Logically sequenced strategies including at|list. |available or are incomplete. |
|SC-CIT-CF-2012.4 |least 2 instructional strategies per |• Each objective contains less than two|• Each objective does not contain|
|SC-CIT-CF-2012.7 |objective |appropriate instructional strategies |appropriate or logically |
| |• Logically sequenced strategies provide |that may or may not be logically |sequenced instructional |
| |opportunities for students to reflect on |sequenced. |strategies. |
| |their learning process. Students communicate |• Lesson plans incorporate limited |• Lesson plans do not incorporate|
| |in some form about what they learned, how |opportunities for students to reflect |any opportunity for students to |
| |they learned it, and how they plan to use the|on their learning process. The |reflect on their learning |
| |information. |reflection activity is informal. |process. |
| |• Logically sequenced strategies promote an |• Lesson plans demonstrate how language|• Lesson plans do not clearly |
| |understanding of the purpose and use of |and/or content information are used but|demonstrate the purpose and use |
| |content information and/or language. |do not indicate a clear purpose of the |of the content information and/or|
| |• Strategies promote active engagement of |information and/or language. |language. |
| |students through problem solving/ creativity.|• Instructional strategies are creative|• Instructional strategies offer |
| |• Strategies for collaboration/ independent |and offer some opportunities for the |few or no opportunities for the |
| |learning/ varying group sizes. Instructional |students to become actively involved. |students to become actively |
| |strategies provide opportunities for the |• Instructional strategies provide |involved. |
| |teacher to work with whole class, small |minimal opportunities for the teacher |• Instructional strategies do not|
| |groups and/or individuals including |to work with whole class, small groups |provide opportunities for the |
| |collaboration and independent learning. |and/or individuals including |teacher to work with whole class,|
| |• Incorporation of Technology. Unit plans |collaboration and independent learning.|small groups and/or individuals |
| |demonstrate the use of technology in an |• Unit plans demonstrate the use of |including collaboration and |
| |effective manner to promote learning. |technology to promote learning. |independent learning. |
| |• Connections to other content areas and |• Unit and lesson plans could be |• Unit plans lack evidence |
| |career pathways. Unit and lesson plans |associated with other content area |supporting the use of technology |
| |integrate other subject area standards and |standards and/or career pathways, but |to promote learning. |
| |career pathways into the instructional unit. |the connections are not clearly |• Lesson plans do not integrate |
| | |explained. |other subject area standards or |
| | | |career pathways into the |
| | | |instructional unit. |
|2. C. Student |• Strategies focus on student learning. |• Lesson plans partially focus on the |• Lesson plans do not take into |
|performance data is |Lesson plans focus on the needs of students |student but fail to take into account |account the age or grade level of|
|used to guide |and incorporate strategies for extra |all required learner needs. |the student or accommodate for |
|short-range planning of|practice, challenges, choices for different |• Lesson plans document minimal |learner needs. |
|instruction. |intelligences and learning modes. |modifications for specific learning |• Lesson plans do not document |
|NASPE-INI-2008.5.3 |• Strategies accommodate for specific |differences among individual students. |modifications for specific |
|SC-CIT-CF-2012.9 |learning differences among the students | |learning differences among |
| |Lesson plans document modifications for | |individual students. |
| |specific learning differences among | | |
| |individual students. | | |
APS 3 - Short-Range Assessment Rubric (Unit Work Sample)
LiveText Form
|ELEMENT |Competent (3 pts) |Developing Competence (2 pts) |Unsatisfactory (1 pt) |
|3. A. A variety of appropriate |• Varied Assessments that provide |• Assessments provide some opportunities |• Assessments do not provide |
|assessments are developed/selected|opportunities for students to use |for students to use a variety of |opportunities for students to |
|and administered. |a variety of intelligences and |intelligences and learning modes to |use a variety of intelligences |
|NASPE-INI-2008.5.1 |learning modes to demonstrate |demonstrate their knowledge. |and learning modes to |
|SC-CIT-CF-2012.1 SC-CIT-CF-2012.9 |their knowledge. |• Assessments are appropriate for the |demonstrate their knowledge. |
| |• Appropriate for Students |grade level but minimally consider |• Assessments are often |
| |including for the grade level and |learning differences within the class. |inappropriate for the grade |
| |take into account learning |• Assessments demonstrate mastery of some|level and do not consider |
| |differences within the class. |of the stated objectives. |learning differences within the|
| |• Appropriate for Objectives The |• Development and use of assessments in |class. |
| |assessments demonstrate mastery of|the content area is adequate and aligned |• Assessments do not |
| |stated objectives. |with state standards. |demonstrate mastery of stated |
| |• Appropriate for Content |• Development and use of assessments |objectives. |
| |Development and use of assessments|demonstrates some correlation to the |• Development and use of |
| |in the content area is |varied instructional strategies used. |assessments in the content area|
| |comprehensive and aligned with |• Some of the criteria used to assess a |is minimal and is not aligned |
| |state standards. |unit are appropriate and measurable. |with state standards. |
| |• Appropriate for Strategies. | |• Development and use of |
| |Development and use of assessments| |assessments demonstrates no |
| |demonstrates a direct correlation | |obvious correlation to the |
| |to the varied instructional | |varied instructional strategies|
| |strategies used. | |used. |
| |• Appropriate Criteria All of the | |• Criteria used to assess a |
| |criteria used to assess a unit are| |unit are inappropriate and not |
| |appropriate and measurable | |measurable. |
|3. B. At appropriate intervals, |• Analysis of Assessments Results.|• Teacher candidate occasionally analyzes|• Teacher candidate does not |
|student performance data is |Teacher candidate regularly |and uses assessment results to monitor, |analyze and/or use assessment |
|gathered and accurately analyzes |analyzes and uses assessment |modify and/or enhance learning. |results to monitor, modify |
|student performance data and to |results to monitor, modify and/or | |and/or enhance learning. |
|guide instructional planning. |enhance learning throughout the | | |
|NASPE-INI-2008.5.2 |unit. | | |
|SC-CIT-CF-2012.9 | | | |
|3. C. Assessment data used to |• Record Keeping System Teacher |• Teacher candidate generally utilizes a |• Teacher candidate does not |
|determine grades that accurately |candidate consistently utilizes a |formal record keeping system for |regularly utilize a formal |
|reflect student progress. |formal, clearly defined record |assessment. |record keeping system for |
|NASPE-INI-2008.5.1 |keeping system for assessment. | |assessment |
|SC-CIT-CF-2012.4 SC-CIT-CF-2012.9 | | | |
Rubric for Science Unit Work Sample
APS 2 - Short-Range Planning – APS 3 – Short Range Planning, Development and Use of Assessments
|Element |Competent |Developing Competence |Unsatisfactory |
|2A. Section I: Major |• Unit fulfills the requirements for the |• Unit is adequate for the content area |• Unit shows no evidence of |
|Unit |content area and grade level and is |and/or grade level and shows evidence of|alignment to State and National |
|Objectives |aligned to State and National Science |aligned to State and National Science |Science Standards and do not appear|
|Unit objectives |Standards. |Standards. |to be appropriate for content area |
|facilitate student |• Appropriate Objectives for the grade |• Objectives are somewhat appropriate |and/or grade level. |
|achievement of |level and Science content area. |for the Science content area and/or the |• Objectives are not appropriate |
|academic standards and|• Observable Objectives are stated in the |grade level. |for the Science content area and |
|long-range learning |learner outcomes and can be easily |• Observable objectives are stated in |grade level. |
|and developmental |measured and evaluated. |the learner outcomes but are not easily |• Objectives are not stated in |
|goals (NSTA 6.a, 6.b)|• Student Involvement Objectives require |measured and/or evaluated. |observable learner outcomes and |
|SC-ADEPT – 06.2.A |students to be actively involved in the |• Objectives require students to have |cannot be measured. |
| |learning process. |some active involvement in the learning |• Objectives indicate students are |
| |• Matched to Skills Objectives All |process. |passive recipients of knowledge. |
| |objectives have been accurately matched |• 2 or 3 of the objectives have been |• One or none of the objectives |
| |with the required skills to master the |accurately matched with the required |have been matched with the required|
| |objective. |skills to master the objective. |skills to master the objective. |
|2.B.1 Section II: Unit|• Appropriate/ Accurate Science Content |• Science Content is accurate and |• The Science content is not |
|Plan |for the instructional area and grade level|somewhat appropriate for the |accurate or appropriate for |
|Instructional plans |is evident. |instructional area and/or grade level. |instructional area and/or grade |
|include content, |• Content is aligned to State and National|• Content demonstrates some alignment to|level. |
|strategies, materials |Science Standards. |State and National Science Standards. |• Content is not aligned to State |
|and resources |• Matching Materials Each lesson plan |• Each lesson plan contains a materials |and National Science Standards. |
|appropriate for the |contains a comprehensive materials/ |list. |• Materials lists are either not |
|students. (NSTA 6.b, |resource list. |• Each objective contains less than two |available or are incomplete. |
|7.a, 7.b) |• Logically sequenced strategies including|appropriate instructional strategies |• Each objective does not contain |
|SC-ADEPT-06.2.B |at least 2 instructional strategies per |that may or may not be logically |appropriate or logically sequenced |
| |objective |sequenced. |instructional strategies. |
| |• Logically sequenced strategies provide |• Lesson plans incorporate limited |• Lesson plans do not incorporate |
| |opportunities for students to reflect on |opportunities for students to reflect on|any opportunity for students to |
| |their learning process. Students |their learning process. The reflection |reflect on their learning process. |
| |communicate in some form about what they |activity is informal |• Lesson plans do not clearly |
| |learned, how they learned it, and how they|• Lesson plans demonstrate how language |demonstrate the purpose and use of |
| |plan to use the information. |and/or content information are used but |the content information and/or |
| |• Logically sequenced strategies promote |do not indicate a clear purpose of the |language. |
| |an understanding of the purpose and use of|information and/or language. |• Instructional strategies offer |
| |content information and/or language. |• Instructional strategies are creative |few or no opportunities for the |
| |• Strategies promote active engagement of |and offer some opportunities for the |students to become actively |
| |students through problem solving/ |students to become actively involved |involved. |
| |creativity. |.•Instructional strategies provide |• Instructional strategies do not |
| |• Strategies for collaboration/ |minimal opportunities for the teacher to|provide opportunities for the |
| |independent learning/ varying group sizes.|work with whole class, small groups |teacher to work with whole class, |
| |Instructional strategies provide |and/or individuals including |small groups and/or individuals |
| |opportunities for the teacher to work with|collaboration and independent learning. |including collaboration and |
| |whole class, small groups and/or | |independent learning. |
| |individuals including collaboration and | | |
| |independent learning. | | |
|2.B.2 - Section II: |• Incorporation of Technology. Unit plans |• Unit plans demonstrate the use of |• Unit plans lack evidence |
|Unit Plan |demonstrate the use of technology in an |technology to promote learning. |supporting the use of technology to|
|Incorporation of |effective manner to promote learning. |• Plans include evidence of |promote learning. |
|Technology (ISTE-NETS |•Science and technology related issues are|incorporation of science and technology |• Plans lack evidence of |
|1 and 3) (NSTA 4, 6, |included in the lesson plans and |related issues but not an analysis. |incorporation of science and |
|7.a, 7.b) |candidates incorporated analysis of their | |technology related issues |
|SC-ADEPT-06.2.B |integration of these practices into their | | |
| |lesson plans. | | |
|Element |Competent |Developing Competence |Unsatisfactory |
|2.B.3 Section II: Unit Plan |• Connections to other content areas,|• Unit and lesson plans could be |• Lesson plans do not integrate |
|Career and Community |career pathways and community |associated with other content area |other subject area standards or |
|Connections (EEDA) (NSTA 6, |resources. Unit and lesson plans |standards and/or career pathways, but |career pathways into the |
|7.a, 7.b) |integrate other subject area |the connections are not clearly |instructional unit. |
| |standards and career pathways into |explained. | |
| |the instructional unit. | | |
|2C. Section V: Response to |• Adjustments to Science unit plan |• Science Lesson plans partially focus |• Science Lesson plans do not take |
|Formative Analysis |were made based on student behavior, |on the student but fail to take into |into account the age or grade level|
|Student performance data is |progress and performance data; and |account all required learner needs. |of the student or accommodate for |
|used to guide short-range |• Reflected on the need to adjust |• Science Lesson plans document minimal |learner needs. |
|planning of instruction. |unit plan for future use. |modifications for specific learning |• Science Lesson plans do not |
|(NSTA 6.b, 7.a, 7.b, 8.c) | |differences among individual students. |document modifications for specific|
|SC-ADEPT-06.2.C | | |learning differences among |
| | | |individual students. |
|3B. Section IV: Analysis of |• Teacher candidate regularly |• Teacher candidate occasionally |• Teacher candidate does not |
|Student Performance |analyzes and uses assessment results |analyzes and uses assessment results to |analyze and/or use assessment |
|At appropriate intervals, |to monitor, modify and/or enhance |monitor, modify and/or enhance learning.|results to monitor, modify and/or |
|student performance data is |learning throughout the unit. | |enhance learning. |
|gathered and accurately | | | |
|analyzed to guide | | | |
|instructional planning. | | | |
|(NSTA 8.a, 8.b) | | | |
|SC-ADEPT-06.3.B | | | |
|3C. Section VI: Summative |• Made decisions about student |• Made decisions about student |• Made decisions about student |
|Feedback |performance, progress, and |performance based on some of the |performance based only on |
|Assessment data used to |achievement based on alignment with |criteria. |assessments. |
|determine grades that |the unit objectives, the assessments,|•Maintained records with varying levels |•Maintained records in an |
|accurately reflect student |and the ability levels of the |of organization and keeping current. |unorganized, late manner. |
|progress and achievement. |students. | | |
|(NSTA 8.a, 8.b) |• Maintained accurate, current, | | |
|SC-ADEPT-06.3.C |well-organized and confidential | | |
| |records of assessment results. | | |
The Citadel Professional Education Unit
APS 4-9 English Observation Form (NCTE* Standards)
Candidate’s Name: ______________________________________
Evaluator’s Name: ___________________________________________
Subject: ____________________________________ Lesson Title: ________________________________ Date: ______________ Time: _____________________
Please circle the evaluation and provide comments that include evidence that the candidate has met the standards and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NCTE – National Council of Teachers of English, CF – Conceptual Framework, NCATE – National Council on Accreditation of Teacher Educators
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 2: Instruction and Domain 3: Environment |
|APS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NCTE 4.10, 2.1 |
|4A |The intern establishes, communicates, and maintains high |3 |2 |1 |Comments: |
| |expectations for student achievement. | | | | |
|4B |The intern establishes, communicates, and maintains high |3 |2 |1 | |
| |expectations for student participation. | | | | |
|4C |The intern helps students assume responsibility for their |3 |2 |1 | |
| |own participation and learning. | | | | |
|APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NCTE 3.2, 3.3, 3.4, |
|2.4, 3.6.3, 4.1, 3.3.2, 4.8, 2.5 |
|5A |The intern uses appropriate instructional strategies. |3 |2 |1 |Comments: |
|5B |The intern uses a variety of instructional strategies. |3 |2 |1 | |
|5C |The intern uses instructional strategies effectively. |3 |2 |1 | |
|APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NCTE 3.5, 3.6.1, 3.6.2, 3.1, 2.6, 4.7 |
|6A |The intern demonstrates a thorough command of the |3 |2 |1 |Comments: |
| |discipline that he or she teaches. | | | | |
|6B |The intern provides appropriate content. |3 |2 |1 | |
|6C |The intern structures the content to promote meaningful |3 |2 |1 | |
| |learning. | | | | |
|APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NCTE 4.10, 2.3 |
|7A |The intern continually monitors student learning during |3 |2 |1 |Comments: |
| |instruction by using a variety of informal and formal | | | | |
| |assessment strategies. | | | | |
|7B |The intern enhances student learning by using information |3 |2 |1 | |
| |from informal and formal assessments to guide instruction. | | | | |
|7C |The intern enhances student learning by providing |3 |2 |1 | |
| |appropriate instructional feedback to all students. | | | | |
|APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NCTE 2.3, 2.2, 2.1, |
|4.2, 2.3, 4.5, 4.4 |
|8A |The intern creates and maintains the physical environment |3 |2 |1 |Comments: |
| |of his or her classroom as a safe place that is conducive | | | | |
| |to learning. | | | | |
|8B |The intern creates and maintains a positive affective |3 |2 |1 | |
| |climate in his or her classroom. | | | | |
|8C |The intern creates and maintains a culture of learning in |3 |2 |1 | |
| |his or her classroom. | | | | |
|APS 9 - Managing the Classroom – CF 2012. 2,3,4,6,7,8,9,10,11,13,14; NCATE 1c,1d,1f,3c |
|9A |The intern manages student behavior appropriately. |3 |2 |1 |Comments: |
|9B |The intern makes maximal use of instructional time. |3 |2 |1 | |
|9C |The intern manages essential non-instructional routines in |3 |2 |1 | |
| |an efficient manner. | | | | |
The Citadel Professional Education Unit
APS 4-9 Math Observation Form (NCTM* Standards)
Candidate’s Name: ______________________________________
Evaluator’s Name: ___________________________________________
Subject: ____________________________________ Lesson Title: ________________________________ Date: ______________ Time: _____________________
Please circle the evaluation and provide comments that include evidence that the candidate has met the standards and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NCTM – National Council of Teachers of Mathematics, CF – Conceptual Framework, NCATE – National Council on Accreditation of Teacher Educators
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 2: Instruction and Domain 3: Environment |
|APS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NCTM 3.3, 5.2 |
|4A |The intern establishes, communicates, and maintains high |3 |2 |1 |Comments: |
| |expectations for student achievement. | | | | |
|4B |The intern establishes, communicates, and maintains high |3 |2 |1 | |
| |expectations for student participation. | | | | |
|4C |The intern helps students assume responsibility for their |3 |2 |1 | |
| |own participation and learning. | | | | |
|APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NCTM 5.3, 8.8, 3.3, |
|5.2, 8.2, 16.3, 4.1, 5.1 |
|5A |The intern uses appropriate instructional strategies. |3 |2 |1 |Comments: |
|5B |The intern uses a variety of instructional strategies. |3 |2 |1 | |
|5C |The intern uses instructional strategies effectively. |3 |2 |1 | |
|APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NCTM 5.3, 8.8, 3.3, 5.2, 8.2, 16.3, 4.1, 5.1 |
|6A |The intern demonstrates a thorough command of the |3 |2 |1 |Comments: |
| |discipline that he or she teaches. | | | | |
|6B |The intern provides appropriate content. |3 |2 |1 | |
|6C |The intern structures the content to promote meaningful |3 |2 |1 | |
| |learning. | | | | |
|APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NCTM 4,1, 5.1, 6.1, 7.3, 16.3 |
|7A |The intern continually monitors student learning during |3 |2 |1 |Comments: |
| |instruction by using a variety of informal and formal | | | | |
| |assessment strategies. | | | | |
|7B |The intern enhances student learning by using information |3 |2 |1 | |
| |from informal and formal assessments to guide instruction. | | | | |
|7C |The intern enhances student learning by providing |3 |2 |1 | |
| |appropriate instructional feedback to all students. | | | | |
|APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NCTM 8.1 |
|8A |The intern creates and maintains the physical environment |3 |2 |1 |Comments: |
| |of his or her classroom as a safe place that is conducive | | | | |
| |to learning. | | | | |
|8B |The intern creates and maintains a positive affective |3 |2 |1 | |
| |climate in his or her classroom. | | | | |
|8C |The intern creates and maintains a culture of learning in |3 |2 |1 | |
| |his or her classroom. | | | | |
|APS 9 - Managing the Classroom – CF 2012. 2,3,4,6,7,8,9,10,11,13,14; NCATE 1c,1d,1f,3c |
|9A |The intern manages student behavior appropriately. |3 |2 |1 |Comments: |
|9B |The intern makes maximal use of instructional time. |3 |2 |1 | |
|9C |The intern manages essential non-instructional routines in |3 |2 |1 | |
| |an efficient manner. | | | | |
The Citadel Professional Education Unit
APS 4-9 Physical Education Observation Form (*NASPE Standards)
Candidate’s Name: ___________________________________
Evaluator’s Name:__________________________________
Subject: _________________________________________ Lesson Title: ____________________________Date: __________Time:________________
Please circle the evaluation and provide comments that include evidence that the candidate has met the standards and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NASPE– National Association for Sports and Physical Education, NCATE – National Council on Accreditation of Teacher Educators
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 2: Instruction and Domain 3: Environment |
|APS 4 - Establishing and Maintaining High Expectations for Learners |
|NASPE/NCATE 1. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and|
|support to assume responsibility for their own learning. (6.1, 4.6) |
|APS |NASPE/ |The intern establishes, communicates, and |3 |2 |1 |Comments: 1. NASPE/NCATE Rubric Score 1 2 3 |
|4A |NCATE |maintains high expectations for student | | | | |
| |6.1 |achievement. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|4B |6.1 |The intern establishes, communicates, and |3 |2 |1 | |
| | |maintains high expectations for student | | | | |
| | |participation. | | | | |
|4C |6.1 |The intern helps students assume responsibility|3 |2 |1 | |
| |4.6 |for their own participation and learning. | | | | |
|APS 5 - Using Instructional Strategies to Facilitate Learning |
|NASPE/NCATE 2. Uses a variety of instructional strategies to actively engage all students. (4.4) |
|5A |4.4 |The intern uses appropriate instructional |3 |2 |1 |Comments: 2. NASPE/NCATE Rubric Score 1 2 3 |
| | |strategies. | | | | |
| | | | | | | |
| | | | | | | |
|5B |4.4 |The intern uses a variety of instructional |3 |2 |1 | |
| | |strategies. | | | | |
|5C |4.4 |The intern uses instructional strategies |3 |2 |1 | |
| | |effectively. | | | | |
|NASPE/NCATE 3. Develops and uses appropriate demonstrations and explanations that aid student learning. (4.2) |
|4.2 |The TC provides effective demonstrations during |3 |2 |1 |Comments: 3. NASPE/NCATE Rubric Score 1 2 3 |
| |instructional episodes. | | | | |
|NASPE/NCATE 4. Develops and uses appropriate instructional cues. (4.2) |
|4.2 |The TC uses learning cues effectively to facilitate |3 |2 |1 |Comments: 4. NASPE/NCATE Rubric Score 1 2 3 |
| |learning. | | | | |
| | | | | | |
|NASPE/NCATE 5. Uses instructional judgment in implementation of lessons. (4.4) |
|4.4 |The TC makes appropriate instructional adjustments in |3 |2 |1 |Comments: 5. NASPE/NCATE Rubric Score 1 2 3 |
| |response to student performance. | | | | |
| | | | | | |
|APS 6 - Providing Content for Learners |
|NASPE/NCATE 6. Implements effective instruction for students using knowledge of content and appropriate standards.(3.2, 3.3) |
| | |The intern demonstrates a thorough command|3 |2 |1 |Comments: 6. NASPE/NCATE Rubric Score 1 2 3 |
|6A | |of the discipline that he or she teaches. | | | | |
| | | | | | | |
| | | | | | | |
|6B |3.3 |The intern provides appropriate content. |3 |2 |1 | |
| |3.2 |The TC delivers content aligned with |3 |2 |1 | |
| | |standards. | | | | |
| |3.3 |The TC delivers lesson content aligned to |3 |2 |1 | |
| | |lesson objectives. | | | | |
|NASPE/NCATE 7. Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. (3.6) |
|6C |3.6 |The intern structures the content to |3 |2 |1 |Comments: 7. NASPE/NCATE Rubric Score 1 2 3 |
| | |promote meaningful learning. | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| |3.6 |The TC implements progressive and |3 |2 |1 | |
| | |logically sequenced tasks. | | | | |
| |3.6 |The TC delivers effective set induction |3 |2 |1 | |
| | |and lesson closure. | | | | |
|NASPE/NCATE 8. Uses appropriate voice tone and inflection to deliver instruction effectively. (4.1) |
|4.1 |The TC delivers instruction with poise and |3 |2 |1 |Comments: 8. NASPE/NCATE Rubric Score 1 2 3 |
| |appropriate voice tone. | | | | |
| | | | | | |
|APS 7 - Monitoring, Assessing, and Enhancing Learning |
|NASPE/NCATE 9. Uses a variety of assessments to demonstrate student learning and to modify instruction as needed. (5.1, 5.2, 5.3) |
|7A |5.2 |The intern continually monitors student |3 |2 |1 |Comments: 9. NASPE/NCATE Rubric Score 1 2 3 |
| | |learning during instruction by using a | | | | |
| | |variety of informal and formal assessment | | | | |
| | |strategies. | | | | |
| | | | | | | |
|7B |5.1, |The intern enhances student learning by |3 |2 |1 | |
| |5.2, |using information from informal and formal| | | | |
| |5.3 |assessments to guide instruction. | | | | |
|NASPE/NCATE 10. Analyze skills and performance concepts and provide effective instructional feedback for skill acquisition, student learning, and |
|motivation. (4.3) |
|7C |4.3 |The intern enhances student learning by |3 |2 |1 |Comments: 10. NASPE/NCATE Rubric Score 1 2 3 |
| | |providing appropriate instructional | | | | |
| | |feedback to all students. | | | | |
|APS 8 - Maintaining an Environment that Promotes Learning |
|NASPE/NCATE 11. Creates and maintains a positive and safe environment conducive to learning. (4.5) |
|8A |4.5 |The intern creates and maintains the |3 |2 |1 |Comments: 11. NASPE/NCATE Rubric Score 1 2 3 |
| | |physical environment of his or her | | | | |
| | |classroom as a safe place that is | | | | |
| | |conducive to learning. | | | | |
| | | | | | | |
| | | | | | | |
|8B |4.5 |The intern creates and maintains a |3 |2 |1 | |
| | |positive affective climate in his or her | | | | |
| | |classroom. | | | | |
|8C |4.5 |The intern creates and maintains a culture|3 |2 |1 | |
| | |of learning in his or her classroom. | | | | |
|APS 9 - Managing the Classroom |
|NASPE/NCATE 12. Establishes and maintains effective rules, procedures, and routines. (4.5) |
| |4.5 |The intern manages student behavior |3 |2 |1 |Comments: 12. NASPE/NCATE Rubric Score 1 2 3 |
|9A | |appropriately. | | | | |
| | | | | | | |
|9B |4.5 |The intern makes maximal use of |3 |2 |1 | |
| | |instructional time. | | | | |
|NASPE/NCATE 13. Provides for smooth transitions between activities. (4.5) |
|9C |4.5 |The intern manages essential |3 |2 |1 |Comments: 13. NASPE/NCATE Rubric Score 1 2 3 |
| | |non-instructional routines in an efficient| | | | |
| | |manner. | | | | |
|NASPE/NCATE 14. Promotes positive, collaborative peer interactions. (4.6) |
|4.6 |The TC uses strategies which require students to |3 |2 |1 |Comments: 14. NASPE/NCATE Rubric Score 1 2 3 |
| |work collaboratively and encourages positive peer | | | | |
| |interactions. | | | | |
|NASPE/NCATE 15. Integrates technology appropriately into teaching and learning. (3.7) |
|3.7 |The TC integrates learning experiences that |3 |2 |1 |Comments: 15. NASPE/NCATE Rubric Score 1 2 3 NA |
| |require student use of technology. | | | | |
| | | | | | |
The Citadel Professional Education Unit
APS 4-9 Science Observation Form (NSTA* Standards)
Candidate’s Name: ______________________________________ Evaluator’s Name: ___________________________________________
Subject: ____________________________________ Lesson Title: ________________________________ Date: ______________ Time: _____________________
Please circle the evaluation and provide comments that include evidence that the candidate has met the standards and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NSTA– National Science Teachers Association, CF – Conceptual Framework, NCATE – National Council on Accreditation of Teacher Educators
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 2: Instruction and Domain 3: Environment |
|APS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NSTA 6a, 6b, 9 |
|4A |The intern establishes, communicates, and maintains high |3 |2 |1 |Comments: |
| |expectations for student achievement. | | | | |
|4B |The intern establishes, communicates, and maintains high |3 |2 |1 | |
| |expectations for student participation. | | | | |
|4C |The intern helps students assume responsibility for their |3 |2 |1 | |
| |own participation and learning. | | | | |
|APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NSTA 1a, 1b, 2c, 3a, |
|4b, 5a, 6a, 6b, 4a, 7a |
|5A |The intern uses appropriate instructional strategies. |3 |2 |1 |Comments: |
|5B |The intern uses a variety of instructional strategies. |3 |2 |1 | |
|5C |The intern uses instructional strategies effectively. |3 |2 |1 | |
|APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NSTA 1a, 1b, 2c, 3a, 4b, 5a, 6a, 6b, 4a, 7a |
|6A |The intern demonstrates a thorough command of the |3 |2 |1 |Comments: |
| |discipline that he or she teaches. | | | | |
|6B |The intern provides appropriate content. |3 |2 |1 | |
|6C |The intern structures the content to promote meaningful |3 |2 |1 | |
| |learning. | | | | |
|APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NSTA 5a, 4a, 7a, 8a |
|7A |The intern continually monitors student learning during |3 |2 |1 |Comments: |
| |instruction by using a variety of informal and formal | | | | |
| |assessment strategies. | | | | |
|7B |The intern enhances student learning by using information |3 |2 |1 | |
| |from informal and formal assessments to guide instruction.| | | | |
|7C |The intern enhances student learning by providing |3 |2 |1 | |
| |appropriate instructional feedback to all students. | | | | |
|APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NSTA 6a, 6b, 9 |
|8A |The intern creates and maintains the physical environment |3 |2 |1 |Comments: |
| |of his or her classroom as a safe place that is conducive | | | | |
| |to learning. | | | | |
|8B |The intern creates and maintains a positive affective |3 |2 |1 | |
| |climate in his or her classroom. | | | | |
|8C |The intern creates and maintains a culture of learning in |3 |2 |1 | |
| |his or her classroom. | | | | |
|APS 9 - Managing the Classroom – CF 2012. 2,3,4,6,7,8,9,10,11,13,14; NCATE 1c,1d,1f,3c |
|9A |The intern manages student behavior appropriately. |3 |2 |1 |Comments: |
|9B |The intern makes maximal use of instructional time. |3 |2 |1 | |
|9C |The intern manages essential non-instructional routines in|3 |2 |1 | |
| |an efficient manner. | | | | |
The Citadel Professional Education Unit
APS 4-9 Social Studies Observation Form (NCSS* Standards)
Candidate’s Name: ______________________________________ Evaluator’s Name: ___________________________________________
Subject: ____________________________________ Lesson Title: ________________________________ Date: ______________ Time: _____________________
Please circle the evaluation and provide comments that include evidence that the candidate has met the standards and include suggestions for improvement. Ratings should be based on the candidate’s ability as compared with other beginning teachers. *NCTE – National Council of Teachers of English, CF – Conceptual Framework, NCATE – National Council on Accreditation of Teacher Educators
3 = Competent 2 = Developing competence 1 = Unsatisfactory
|Domain 2: Instruction and Domain 3: Environment |
|APS 4 - Establishing and Maintaining High Expectations for Learners – CF-2012.2,3,6,7,8,9,10,11,14; NCATE 1c,1d,1g,3c; NCSS 1.4 |
|4A |The intern establishes, communicates, and maintains high |3 |2 |1 |Comments: |
| |expectations for student achievement. | | | | |
|4B |The intern establishes, communicates, and maintains high |3 |2 |1 | |
| |expectations for student participation. | | | | |
|4C |The intern helps students assume responsibility for their |3 |2 |1 | |
| |own participation and learning. | | | | |
|APS 5 - Using Instructional Strategies to Facilitate Learning – CF 2012.1,2,3,4,6,7,8,10,11,13; NCATE 1c,1f,1g,3c,4a; NCSS 1.2, 1.3, 1.4, 1.5, 1.6,|
|1.7, 1.8, 1.9, 1.10 |
|5A |The intern uses appropriate instructional strategies. |3 |2 |1 |Comments: |
|5B |The intern uses a variety of instructional strategies. |3 |2 |1 | |
|5C |The intern uses instructional strategies effectively. |3 |2 |1 | |
|APS 6 - Providing Content for Learners - CF-2012.1,4,5; NCATE 1a,1c,1f,1g,3c,4a; NCSS 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10 |
|6A |The intern demonstrates a thorough command of the |3 |2 |1 |Comments: |
| |discipline that he or she teaches. | | | | |
|6B |The intern provides appropriate content. |3 |2 |1 | |
|6C |The intern structures the content to promote meaningful |3 |2 |1 | |
| |learning. | | | | |
|APS 7 - Monitoring, Assessing, and Enhancing Learning – CF 2012.1,4,9; NCATE 1c,1f,1g,3c; NCSS 1.4, 1.1 |
|7A |The intern continually monitors student learning during |3 |2 |1 |Comments: |
| |instruction by using a variety of informal and formal | | | | |
| |assessment strategies. | | | | |
|7B |The intern enhances student learning by using information |3 |2 |1 | |
| |from informal and formal assessments to guide instruction.| | | | |
|7C |The intern enhances student learning by providing |3 |2 |1 | |
| |appropriate instructional feedback to all students. | | | | |
|APS 8 - Maintaining an Environment that Promotes Learning – CF 2012.2,3,7,8,9,10,11,13,14; NCATE 1a,1c,1d,1f,1g,3c; NCSS 1.1 |
|8A |The intern creates and maintains the physical environment |3 |2 |1 |Comments: |
| |of his or her classroom as a safe place that is conducive | | | | |
| |to learning. | | | | |
|8B |The intern creates and maintains a positive affective |3 |2 |1 | |
| |climate in his or her classroom. | | | | |
|8C |The intern creates and maintains a culture of learning in |3 |2 |1 | |
| |his or her classroom. | | | | |
|APS 9 - Managing the Classroom – CF 2012. 2,3,4,6,7,8,9,10,11,13,14; NCATE 1c,1d,1f,3c |
|9A |The intern manages student behavior appropriately. |3 |2 |1 |Comments: |
|9B |The intern makes maximal use of instructional time. |3 |2 |1 | |
|9C |The intern manages essential non-instructional routines in|3 |2 |1 | |
| |an efficient manner. | | | | |
|Teaching Assessment Rubric |Target |
|Physical Education |Acceptable |
| |Unacceptable |
Candidate name _____________________________________________________________ Date ____________________________________
Experience (course #, student teaching, etc.) _____________________________________ School/Grade ______________________________
Rater (Circle one): instructor school-based teacher supervisor Name _______________________________________________________________
Identify the appropriate column score for each element: 1(Unacceptable) or 2 (Acceptable) or 3 (Target):
|Component |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|2. Uses a variety of |Rarely demonstrates the use of multiple strategies |Effectively and frequently employs multiple |Effectively and consistently employs multiple | | |
|instructional strategies to |to engage students in lessons. Only one |instructional strategies to engage students. At least |instructional strategies (more than three) including | | |
|actively engage all students.|instructional approach is used in the lesson. TC |three instructional approaches including direct and |direct and indirect approaches to engage all students. TC | | |
|(4.4) |does not use effective demonstrations or link |indirect instructional formats are used in the lesson. |uses multiple demonstrations during the lesson and links | | |
| |practice tasks to lesson objectives. TC uses only |TC uses effective demonstrations and links practice |all practice tasks to specific lesson objectives. TC | | |
| |large group activities that limit the number of |tasks directly to lesson objectives. TC uses small sided|consistently uses small or modified games to provide | | |
| |practice opportunities for students. TC fails to |games to increase practice the number of practice |practice opportunities for all students. TC extends tasks | | |
| |use small sided games or makes limited use of |opportunities for students. TC makes effective use of |up or down to ensure practice opportunities for all skill | | |
| |available equipment. TC has excess wait time during|available equipment and space. TC minimizes wait time. |levels and teaches by invitation. | | |
| |the lesson. | | | | |
|3. Develops and uses |TC incorrectly demonstrates the skill and does not |TC correctly demonstrates the skill or has a student |TC repeatedly demonstrates the skill. Explanations are | | |
|appropriate demonstrations |identify critical elements of the skill. |demonstrate the skill. TC identifies critical elements |brief and specific and only identify the most important | | |
|and explanations that aid |Explanations are either too long or too short for |of the skill during the demonstration. Explanations are |elements of the skill. Demonstrations are repeated after | | |
|student learning. (4.2) |the developmental levels of students. |brief and appropriate for the developmental levels of |students have the opportunity to practice the skill. Skill| | |
| |Demonstrations or explanations are given only once |students. Demonstrations and explanations are repeated |cues are instructional prompts based on the explanation | | |
| |during the lesson. |at least twice during the lesson. |and demonstration of the skill. | | |
|4. Develops and uses |TC provides either too few or too many |TC creates instructional cues or prompts that identify |TC creates innovative instructional cues/prompts to | | |
|appropriate instructional |instructional cues or prompts for the developmental|key elements of the skill/strategies. Number of |facilitate learning including such things as rhymes or | | |
|cues. (4.2) |level of students. Instructional cues are incorrect|instructional cues/prompts is appropriate for the |finding ways to make abstract concepts concrete (e.g., | | |
| |or do not identify key elements of the |developmental level of students. TC repeats the |summary cues). TC consistently (more than 3) repeats the | | |
| |skill/strategies. |cues/prompts at least three times during the lesson. |instructional cues/prompts during the lesson. | | |
|Component |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|6. Implements effective |Knowledge of content is minimal and/or instruction |Objective, instruction, and practice tasks can be |Lesson reflects an in-depth knowledge of the content in | | |
|instruction for students |is not adequate to meet the standards. Objectives |directly linked to the identified state/national |the discipline. All objectives are developmentally | | |
|using knowledge of content |are not directly or indirectly aligned with |standard. Chosen class content, instructional approach, |appropriate, measurable, and performance-based and contain| | |
|and appropriate standards. |state/national standards. Objectives are |and learning tasks can be linked to student mastery of |a criterion. Lessons extend the requirements of the | | |
|(3.2 & 3.3) |developmentally inappropriate for students’ |state/national standards. Objectives are developmentally|standards through instructional and practice tasks. | | |
| |abilities or skill levels. Tasks in lesson are |appropriate, measurable, and performance-based. Tasks in|Standards are thoroughly addressed within the lesson and | | |
| |incongruent with objectives. TC demonstrates weak |lesson are congruent with objectives and aligned with |mastery of lesson content has the potential to lead to | | |
| |knowledge of the content by planning inappropriate |state/national standards. |student achievement of state/national standard. Tasks in | | |
| |or poorly aligned learning experiences. Objectives | |lesson are congruent with objectives and TC identifies the| | |
| |are not measurable and performance-based. | |state/national standard being addressed. | | |
|7. Plan and implement |TC does not plan for or is unable to effectively |TC plans and implements a set induction designed to |TC plans and effectively delivers a set induction which | | |
|progressive and sequential |implement a quality set induction. |stimulate student interest or relate content to previous|serves to stimulate student interest and relates content | | |
|instruction that addresses |The sequence of lesson tasks may be illogical, with|learning. |to previous learning. | | |
|the diverse needs of all |gaps in progressions. Tasks are arranged randomly |The sequence of lesson tasks is logical, with few gaps |Appropriate learning/practice tasks are progressive and | | |
|students. (3.6) |in the lesson with steps between progressions |in progressions. Learning/practice tasks are arranged |allow students to begin and end at different levels based | | |
| |either too large or too small to facilitate skill |in sequential and progressive steps to facilitate |on individual readiness. | | |
| |development. |learning. |Progressions include sequential and progressive | | |
| |Application tasks are absent or minimal. |Opportunities for application (at least 2) of learning |opportunities for application of learning (2 or more | | |
| |Lesson closure is inadequate or not provided. |are appropriate and logically sequenced. |tasks). | | |
| | |Lesson closure relates to lesson objectives. |A quality closure related to lesson objectives which | | |
| | | |incorporates a check for understanding is provided. | | |
|8. Uses appropriate voice |Delivery of instruction lacks poise and/or |Instruction is generally delivered with poise and |Instruction is consistently delivered with poise and | | |
|tone and inflection to |appropriate voice tone and inflection. Candidate |appropriate voice tone. Candidate appears comfortable |appropriate voice tone. Candidate portrays confidence in | | |
|deliver instruction |appears uncomfortable teaching. TC consistently |teaching. TC occasionally (less than 3 per lesson) |teaching. TC rarely makes a mistake in grammar or diction.| | |
|effectively. (4.1) |(over 5 times per lesson) makes mistakes in grammar|makes a mistake in grammar or diction. TC’s language is |TC’s language is appropriate for the age group and uses no| | |
| |or uses inappropriate language for the age group. |appropriate for the age group and avoids use of “slang.”|“slang” during the lesson. | | |
| |TC consistently uses “slang.” | | | | |
|9. Uses a variety of |Does not use or makes minimal use of assessment |Uses assessment (informal observations as well as |Demonstrates the regular use of a variety of assessment | | |
|assessments to demonstrate |(informal observations as well as planned |planned assessments) to demonstrate student learning, to|strategies (informal observations as well as planned | | |
|student learning and to |assessments) during instruction. TC can not |make modifications during instruction, provide feedback |assessments) to demonstrate student learning, to make | | |
|modify instruction as needed.|demonstrate impact on student learning. TC does |to students, and to communicate student progress. TC |modifications during instruction for all students, provide| | |
|(5.1, 5.2, 5.3) |not use assessment to inform instruction, provide |uses a variety of assessments including guided, self and|feedback to students, and to communicate student progress.| | |
| |feedback, or communicate student progress. TC |peer assessments. TC checks for understanding |Multiple sources of evidence demonstrate that | | |
| |makes no | | | | |
|Component |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|10. Analyze skills and |TC provides general feedback on the skill without |TC provides corrective feedback to the group based on |TC provides specific, corrective feedback to the group and| | |
|performance concepts and |identifying key elements. Feedback is incongruent |an analysis of the skill. TC demonstrates the ability |to individuals. TC demonstrates the ability to identify | | |
|provide effective |with the skill/performance concept being taught. TC|to identify performance mistakes and make corrections. |key performance mistakes and modify the practice condition| | |
|instructional feedback for |cannot specifically identify the performance |TC demonstrates the ability to “break” down the |based on this analysis. TC can “break” down the | | |
|skill acquisition, student |mistake in the skill/performance concept. |skill/performance concept based on an analysis of the |skill/performance concept based on an analysis of the | | |
|learning, and motivation. |TC does not demonstrate the ability to “break” down|skill. Feedback is congruent with the skill/performance|skill/performance concept. TC develops innovative | | |
|(4.3) |the skill/performance concept for the student. |concept being taught. |instructional cues and prompts based on the analysis of | | |
| | | |the skill. | | |
|11. Creates and maintains a |Does not employ effective management strategies or |Positive, proactive strategies are employed to |Consistently employs a variety of positive, proactive | | |
|positive and safe environment|relies excessively on punitive strategies. |effectively manage the classroom. Behavior issues are |approaches to effectively manage the classroom. Little | | |
|conducive to learning. (4.5) |Behavior issues are addressed insufficiently or |immediately efficiently and effectively addressed. |time is needed for classroom management. Creates a | | |
| |ineffectively. Does not provide students with a |Creates a learning environment in which students are |learning environment in which students are physically and | | |
| |physically and psychologically safe environment. TC|physically and psychologically safe. TC checks space |psychologically safe and students are encouraged to | | |
| |fails to check space for possible hazards or fails |for possible hazards and enforces all safety rules. |explore their limits. TC checks space for possible hazards| | |
| |to enforce safety rules. | |and anticipates behaviors that might threaten the safety | | |
| | | |of students. | | |
|12. Establishes and maintains|Does not develop rules, procedures, and routines or|Designs and implements classroom rules, procedures, and|Designs highly effective classroom procedures and routines| | |
|effective rules, procedures, |has difficulty in implementing classroom rules, |routines that result in a classroom that has minimal |that result in classroom that runs smoothly and | | |
|and routines. (4.5) |procedures, and routines. Managerial routines are |behavioral problems. Managerial routines are present |harmoniously. Rules are logical, reasonable, and | | |
| |not present and no systems are in place for |and a system is in place for distribution/return of |consistent with clear consequences for discipline issues. | | |
| |distribution/return of equipment, attendance, |equipment, attendance, finding a partner or creating a |Managerial routines are present and innovative such as | | |
| |finding a partner or creating a group, and other |group, and other gymnasium routines. There is a clear |multiple equipment distribution points. Stop and start | | |
| |gymnasium routines. There is not a clear stop and |stop and start signal in place. Equipment distribution|signals are clear and creative. Equipment distribution | | |
| |start signal in place. Equipment distribution and |and return is organized and is achieved in less than |and return occurs in less than 30 seconds. Space use is | | |
| |return is disorganized (takes over one minute). |one minute. Effective use of space is evident in the |maximized through careful planning with students | | |
| |Students are either too close together or too far |lesson (students are neither too far or too close |participating in the organization of the space for their | | |
| |apart to perform the learning tasks. |together). |use. | | |
|13. Provides for smooth |Does not plan for transitions or is unable to |Uses strategies for transitions that are generally |Consistently employs very effective strategies for | | |
|transitions between |effectively implement planned transitions without |effective in minimizing behavioral problems and in |transitions that minimize behavioral problems and maximize| | |
|activities. (4.5) |behavioral problems. Does not or rarely provides an|maximizing instructional time. Provides introductions |instructional time. Consistently provides very effective | | |
| |introduction or lesson closure. Students spend an |and closures frequently in lessons. Transitions |introductions and closures in lessons. | | |
| |excessive amount of time (over 30 sec.) in |between learning tasks are planned for and executed in |Transitions are linked directly to class objectives, and | | |
| |transition from learning tasks to learning tasks. |under 30 seconds. |provide practice/review opportunities for students. | | |
| | | |Multiple methods for transition are used during the class | | |
| | | |period. | | |
|Component |Unacceptable (1) |Acceptable (2) |Target (3) |Score |NA |
|15. Integrates technology |TC does not integrate learning experiences that |TC integrates learning experiences that involve |TC integrates learning experiences that require students | | |
|appropriately into teaching |involve students in the use of technology in a |students in the use of technology in a physical |to use various technologies (heart monitors, pedometers, | | |
|and learning. (3.7) |physical activity setting. Technology use in the |activity such as heart monitors, pedometers, Dartfish, |Dartfish, etc.) in a physical activity setting. TC | | |
| |classroom is limited to the TC. TC demonstrates |etc. TC demonstrates knowledge and use of current |demonstrates mastery of current technologies and uses the | | |
| |limited knowledge of current technology and their |technology and applies this knowledge in the |technology to enhance student learning. | | |
| |applications in a physical activity setting. |development and implementation of lessons in a physical| | | |
| | |activity setting. | | | |
|Overall Score |0 to 74% of All Applicable Scoring |75 to 89% of All Applicable Scoring |90 to 100% of All Applicable Scoring | |
The Citadel Professional Education Unit
ADEPT - APS 10 Evaluation
Candidate Name: ___________________________________________________________
Cooperating Teacher signature: ____________________________________________ Date: ______________
Note: Evidence to be provided by teacher candidate and verified by cooperating teacher.
This signed form is to be given to the College Supervisor at the final conference.
3 = Competent – Documented evidence for all 5 areas of ADEPT Performance Standard 10
2 = Developing competence– Documented evidence for 4 areas of ADEPT Performance Standard 10
1 = Unsatisfactory - Documented evidence for 3 or fewer areas of ADEPT Performance Standard 10
|Domain 4: Professionalism |
|APS 10 - Fulfilling Professional Responsibilities – NCATE-1c, 1d, 1f, 3c, 4a |
|10A |The intern is an advocate for the students. |Comments: |
| |Key Elements: | |
| |works effectively with colleagues to help determine and meet individual | |
| |student needs; and | |
| |establishes appropriate professional relationships with others outside | |
| |of the school to support the well-being of students. | |
|CF-2012.14 Rating |3 |2 |1 | |
|10B |The intern works to achieve organizational goals in order to make the |Comments: |
| |entire school a positive and productive learning environment for the | |
| |students. | |
| |Key Elements: | |
| |is an active contributor to school initiatives; and | |
| |supports school-related organizations and activities. | |
|CF-2012.11, 13 |3 |2 |1 | |
|Rating | | | | |
|10C |The intern is an effective communicator. |Comments: |
| |Key Elements: | |
| |uses clear and correct oral and written language; and | |
| |communicates effectively and regularly with parents. | |
|CF-2012.11, 13, 14 |3 |2 |1 | |
|Rating | | | | |
|10D |The intern exhibits professional demeanor and behavior. |Comments: |
| |Key Elements: | |
| |maintains all required professional credentials; | |
| |adheres to all Standards of Conduct for South Carolina Educators and | |
| |maintains ethical standards; and | |
| |demonstrates self-management skills (e.g., responsibility, initiative, | |
| |time management, appearance) and a high quality of work (e.g., | |
| |completing required tasks in an accurate, timely, and effective manner).| |
|CF-2012.12, 15 |3 |2 |1 | |
|Rating | | | | |
|10E |The intern is an active learner. |Comments: |
| |Key Elements: | |
| |accurately identifies his or her own professional strengths and | |
| |weaknesses; | |
| |sets appropriate professional development goals; and | |
| |regularly seeks out, participates in, and contributes to activities that| |
| |promote collaboration and that support his or her continued professional| |
| |growth. | |
|CF-2012.5, 6, 10 |3 |2 |1 | |
|Rating | | | | |
The Citadel - Fulfilling Professional Responsibilities report form – ADEPT 10
Aligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and
June 2009 SAFE-T Guide for Teachers and Evaluator Revised July 2009
The Citadel Professional Education Unit
ADEPT Performance Standards Midterm and Final Evaluation Conference Form
Note: This form is to be completed individually and used during midterm and final conferences. Copies of all three sets of forms should be submitted to The Citadel School of Education with the Midterm and Final Student Teaching Internship Consensus Evaluation Summary Sheets. Candidates should also keep copies of all three sets.
Course: (EDUC 499, (EDUC 520, (PHED 499, (HESS 620
Semester/Year_____/_____ (midterm (final
Person completing form please check appropriate box:
( Teaching Intern (Self-Evaluation) ( Cooperating Teacher ( College Supervisor
Date Evaluation Completed: ______________________________________________________
Student Teaching Intern: ________________________________________________________
Cooperating Teacher: ___________________________________________________________
College Supervisor: _____________________________________________________________
School: _______________________________________________________________________
Courses Taught/Grade Level(s): ___________________________________________________
Directions:
Evidence is to be collected that supports the development of the student teaching intern’s skills in each of the ten ADEPT Performance Standards (APS). This evidence is based on the ADEPT Performance Standards descriptions, the competent performance descriptions, the ADEPT Evidence Documentation Questions, the Cooperating Teacher’s ADEPT Weekly Student Teacher Evaluation Forms, the Cooperating Teacher’s and College Supervisor’s ADEPT Data Collection Forms, and information from Evaluation Team discussions. Evaluation results must be appropriately documented to protect interns, cooperating teachers and college supervisors of arbitrary decisions. Written documentation also provides the intern with the opportunity to reflect on their performance, and to glean meaningful information to improve or enhance performance. In addition to the written documentation, measurements regarding the intern’s progress for each APS should be indicated by circling the appropriate level.
Ratings should be based on the candidate’s ability as compared with other beginning teachers.
3 - Competent - Evidence demonstrates meeting or exceeding the standard. 2 - Developing Competence - Evidence demonstrates meeting some of the standard. 1 - Unsatisfactory - Little or no evidence that demonstrates meeting the standard.
The Citadel ADEPT Midterm and Final Evaluation Conference Form
Aligned with the June 14, 2006 S.C. State Department of Education ADEPT Guidelines, S.C. Regulation 43-205.1 and
June 2009 SAFE-T Guide for Teachers and Evaluators
Revised July 2009
The Citadel Professional Education Unit
ADEPT Performance Standards Midterm and Final Evaluation
Conference Form
|Domain 1: Planning |
|APS 1 – Long Range Planning - CF-2012.1,2,7; CF-2006.1,2,4,8; NCATE-1a,1c,1f,1g,3c,4a |
|1A |The intern obtains student information, analyzes this information to determine the learning needs of all |3 |2 |1 |
| |students, and uses this information to guide instructional planning. | | | |
|1B |The intern establishes appropriate standards-based long-range learning and developmental goals for all |3 |2 |1 |
| |students. | | | |
|1C |The intern identifies and sequences instructional units in a manner that facilitates the accomplishment of |3 |2 |1 |
| |the long-range goals. | | | |
|1D |The intern develops appropriate processes for evaluating and recording students’ progress and achievement. |3 |2 |1 |
|1E |The intern plans appropriate procedures for managing the classroom. |3 |2 |1 |
|Comment |
|APS 2 –Short Range Planning of Instruction – Unit Work Sample CF-2012.1,2,7; CF-2006.1,2,4,8; NCATE-1a,1c,1f,1g,3c, 4a |
|2A |The intern develops unit objectives that facilitate student achievement of appropriate academic standards and|3 |2 |1 |
| |long-range learning and developmental goals. | | | |
|2B |The intern develops instructional plans that include content, strategies, materials, and resources that are |3 |2 |1 |
| |appropriate for the particular students. | | | |
|2C |The intern routinely uses student performance data to guide short-range planning of instruction. |3 |2 |1 |
|Comments: |
|APS 3 – Short Range Planning, Development, and Use of Assessments - CF-2012.1,4; CF-2006.1,5; |
|NCATE-1a,1c, 1g,3c |
|3A |The intern develops/selects and administers a variety of appropriate assessments. |3 |2 |1 |
|3B |At appropriate intervals, the intern gathers and accurately analyzes student performance data and uses this |3 |2 |1 |
| |information to guide instructional planning. | | | |
|3C |The intern uses assessment data to assign grades (or other indicators) that accurately reflect student |3 |2 |1 |
| |progress and achievement. | | | |
|Comments: |
| Total - Domain 1: Planning | | | |
|Domain 2: Instruction |
|APS 4 - Establishing and Maintaining High Expectations for Learners - CF-2012.2,8; CF-2006.2,4,9; |
|NCATE-1c,1d,1g,3c |
|4A |The intern establishes, communicates, and maintains high expectations for student achievement. |3 |2 |1 |
|4B |The intern establishes, communicates, and maintains high expectations for student participation. |3 |2 |1 |
|4C |The intern helps students assume responsibility for their own participation and learning. |3 |2 |1 |
|Comments: |
|APS 5 - Using Instructional Strategies to Facilitate Learning - CF-2012.2,3,4,7; CF-2006.2,4,5,8; |
|NCATE-1c,1f,1g,3c,4a |
|5A |The intern uses appropriate instructional strategies. |3 |2 |1 |
|5B |The intern uses a variety of instructional strategies. |3 |2 |1 |
|5C |The intern uses instructional strategies effectively. |3 |2 |1 |
|Comments: |
|APS 6 - Providing Content for Learners - CF-2012.1,2,3,7; CF-2006.1,2,3,4,8; NCATE-1a,1c,1f,1g,3c,4a |
|6A |The intern demonstrates a thorough command of the discipline that he or she teaches. |3 |2 |1 |
|6B |The intern provides appropriate content. |3 |2 |1 |
|6C |The intern structures the content to promote meaningful learning. |3 |2 |1 |
|Comments: |
|APS 7 - Monitoring, Assessing, and Enhancing Learning - CF-2012.3,4,9; CF-2006.3,5,10; NCATE-1c,1f,1g,3c |
|7A |The intern continually monitors student learning during instruction by using a variety of informal and formal|3 |2 |1 |
| |assessment strategies. | | | |
|7B |The intern enhances student learning by using information from informal and formal assessments to guide |3 |2 |1 |
| |instruction. | | | |
|7C |The intern enhances student learning by providing appropriate instructional feedback to all students. |3 |2 |1 |
|Comments: |
|Total - Domain 2: Instruction | | | |
|Domain 3: Classroom Environment |
|APS 8 - Maintaining an Environment that Promotes Learning - CF-2012.2,8,11,13; CF-2006.2,4,9,13,14,16; |
|NCATE-1a,1c,1d,1f,1g,3c |
|8A |The intern creates and maintains the physical environment of his or her classroom as a safe place that is |3 |2 |1 |
| |conducive to learning. | | | |
|8B |The intern creates and maintains a positive affective climate in his or her classroom. |3 |2 |1 |
|8C |The intern creates and maintains a culture of learning in his or her classroom. |3 |2 |1 |
|Comments: |
|APS 9 - Managing the Classroom - CF-2012.4,11,13; CF-2006.5,13,114,16; NCATE-1c,1d,1f, 3c |
|9A |The intern manages student behavior appropriately. |3 |2 |1 |
|9B |The intern makes maximal use of instructional time. |3 |2 |1 |
|9C |The intern manages essential non-instructional routines in an efficient manner. |3 |2 |1 |
|Comments: |
|Total - Domain 3: Environment | | | |
|Domain 4: Professionalism |
|APS 10 - Fulfilling Professional Responsibilities - CF-2012.5,6,10,12,13,14,15; CF-006.6,7,11,12,14,16,15, 17; |
|NCATE-1c,1d,1f,3c,4a |
|10A |The intern is an advocate for the students. |3 |2 |1 |
|10B |The intern works to achieve organizational goals in order to make the entire school a positive and |3 |2 |1 |
| |productive learning environment for the students. | | | |
|10C |The intern is an effective communicator. |3 |2 |1 |
|10D |The intern exhibits professional demeanor and behavior. |3 |2 |1 |
|10E |The intern is an active learner. |3 |2 |1 |
|Comments: |
|Total - Domain 4: Professionalism | | | |
The Citadel Professional Education Unit
Student Teaching Internship Consensus Evaluation Summary Sheet
Note: This form should be completed in hard copy and entered by the College Supervisor in LiveText.
Candidates should be given a copy of this at the conclusion of each conference.
Student Teaching Intern____________________________________________________
School
Course: (EDUC 499, (EDUC 520, (PHED 499, (HESS 620
Semester/Year: / (midterm (final
| |Competent |Developing |Unsatisfactory | |Competent |Developing |Unsatisfactory |
| | |Competency | | | |Competency | |
|Domain 1: Planning |Domain 2: Instruction |
|# key elements needed to pass > 10 |# key elements needed to pass > 11 |
|APS 1 | | | |APS 4 | | | |
|1A | | | |4A | | | |
|1B | | | |4B | | | |
|1C | | | |4C | | | |
|1D | | | |APS 5 | | | |
|1E | | | |5A | | | |
|APS 2 | | | |5B | | | |
|2A | | | |5C | | | |
|2B | | | |APS 6 | | | |
|2C | | | |6A | | | |
|APS 3 | | | |6B | | | |
|3A | | | |6C | | | |
|3B | | | |APS 7 | | | |
|3C | | | |7A | | | |
|Total | | | |7B | | | |
|Domain 3: Classroom Environment | | | | |
|# key elements needed to pass > 4 |7C | | | |
|APS 8 | | | |Total | | | |
| | | | |Domain 4: | |8B | |
|8A | | | |Professionalism | | | |
| | | | |# key elements | | | |
| | | | |needed to pass > | | | |
| | | | |4 | | | |
|8C | | | |10A | | | |
|APS 9 | | | |10B | | | |
|9A | | | |10C | | | |
|9B | | | |10D | | | |
|9C | | | |10E | | | |
|Total | | | |Total | | | |
______________________________________ _____________
Cooperating Teacher Signature Date
_____________________________________ _____________
College Supervisor Signature Date
______________________________________ _____________
Student Teaching Intern Signature Date
The Citadel Professional Education Unit
Unit Portfolio Assessment Rubric (piloted fall 2012)
(To be completed by college supervisor and one faculty on LiveText at end of the semester)
|Unit Portfolio Assessment Rubric |
| |Target (3 pts) |Acceptable (2 pts) |Needs Improvement (1 pt) |
|Content Knowledge. Candidate masters the subject |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|matter of the field of professional study and |content knowledge and application |satisfactory knowledge and |knowledge and application of |
|practice. (1, 6%) CAEP.1.1 NCATE-2007.1a |of professional, state and |application of professional, |professional, state and |
|NCATE-2007.1b SC-CIT-CF-2012.1 |institutional standards for |state and institutional standards|institutional standards for |
| |content and pedagogy in the field.|for content and pedagogy in the |content and pedagogy in the |
| | |field. |field. |
|Content Knowledge. Candidate develops and |Candidate written philosophy of |Candidate written philosophy of |Candidate written philosophy of |
|describes a philosophy of education and reflects |education is exemplary and |education is satisfactory and |education is minimal. |
|upon its impact in the teaching and learning |reflects upon its impact in the |reflects upon its impact in the | |
|environment. (1, 6%) CAEP.1.1 NCATE-2007.1a |teaching and learning environment.|teaching and learning | |
|SC-CIT-CF-2012.6 | |environment. | |
|Content Knowledge. Candidate applies an |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|understanding of both context and research to |use of research and school-wide or|satisfactory use of research and |use of research and assessment |
|plan, structure, facilitate and monitor effective|classroom assessment data to |school-wide or classroom |data to improve school/student |
|teaching and learning in the context of continual|improve school/student learning. |assessment data to improve |learning. |
|assessment. (1, 6%) CAEP.1.2 NCATE-2007.1d | |school/student learning. | |
|SC-CIT-CF-2012.9 | | | |
|Content Knowledge. Candidate reexamines practice |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|by reflectively and critically asking questions |use of reflective practice and |satisfactory use of reflective |use of reflective practice. |
|and seeking answers. (1, 6%) CAEP.1.6 |critical analysis to strengthen |practice to strengthen content | |
|NCATE-2007.1c SC-CIT-CF-2012.10 |content and pedagogical knowledge.|and pedagogical knowledge. | |
|Student Learning. Candidate constructs, fosters, |Candidate creates and maintains an|Candidate creates and maintains a|Candidate creates a |
|and maintains a learner-centered environment in |exemplary learner-centered |satisfactory learner-centered |learner-centered environment with|
|which all learners contribute and are actively |environment that actively engages |environment that engages all |minimal student engagement. |
|engaged. (1, 6%) CAEP.1.2 NCATE-2007.1d |all students. |students. | |
|SC-CIT-CF-2012.8 | | | |
|Student Learning. Candidate is committed to a |Candidate demonstrates an |Candidate demonstrates a |Candidate demonstrates a minimal |
|safe, supportive learning environment. (1, 6%) |exemplary commitment to a safe, |satisfactory commitment to a |commitment to a safe, supportive |
|CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.11 |supportive learning environment |safe, supportive learning |learning environment. |
| |that includes meeting the needs of|environment. | |
| |all students in a caring, | | |
| |non-discriminatory, and equitable | | |
| |manner. | | |
|Student Learning. Candidate utilizes the |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|knowledge gained from developmental and learning |pedagogical knowledge of |satisfactory knowledge of |knowledge of developmental and |
|theories to establish and implement an education |developmental and learning |developmental and learning |learning theories to establish |
|program that is varied, creative, and nurturing. |theories to establish and |theories to establish and |and implement an education |
|(1, 6%) CAEP.1.1 NCATE-2007.1c SC-CIT-CF-2012.2 |implement a varied, nurturing, and|implement a varied, creative, and|program. |
| |creative education program. |nurturing educational program. | |
|Student Learning. Candidate models instructional |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|and leadership theories of best practice. (1, 6%)|instructional and leadership |satisfactory approaches and |approaches and strategies of best|
|CAEP.1.1 NCATE-2007.1c SC-CIT-CF-2012.3 |approaches and strategies of best |strategies of best practice to |practice to support student |
| |practice to support student |support student learning. |learning. |
| |learning. | | |
|Student Learning. Candidate integrates |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|appropriate technology to enhance learning. (1, |incorporation of appropriate |satisfactory incorporation of |use of technology to enhance |
|6%) CAEP.1.4 NCATE-2007.1b NCATE-2007.1d |technology to enhance student |appropriate technology to enhance|student learning. |
|SC-CIT-CF-2012.4 |learning. |student learning. | |
|Student Learning. Candidate develops and manages |Candidate develops and manages |Candidate demonstrates |Candidate demonstrates minimal |
|meaningful educational experiences that address |exemplary educational experiences |satisfactory educational |educational experiences that |
|the needs of all learners with respect for |that incorporate students’ |experiences that consider |consider students’ individual and|
|individual and cultural experiences. (1, 6%) |individual and cultural |students’ individual and cultural|cultural experiences. |
|CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.7 |experiences. |experiences. | |
|Student Learning. Candidate values diversity and |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|exhibit a caring, fair, and respectful attitude |respect for diversity, is |satisfactory respect for |respect for diversity and support|
|and respect toward all cultures. (1, 6%) CAEP.1.3|supportive of all learners, and |diversity and is supportive of |of all learners. |
|NCATE-2007.1g SC-CIT-CF-2012.13 |serves as an advocate when |all learners. | |
| |appropriate. | | |
| | | | |
|Professionalism. Candidate makes a commitment to |Candidate demonstrates exemplary |Candidate demonstrates a |Candidate demonstrates a minimal |
|lifelong learning. (1, 6%) CAEP.1.6 NCATE-2007.1c|commitment to lifelong learning |satisfactory commitment to |commitment to lifelong learning. |
|SC-CIT-CF-2012.5 |through professional development. |lifelong learning through | |
| | |professional development. | |
|Professionalism. Candidate embraces and adheres |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|to appropriate professional codes of ethics. (1, |adherence to a professional code |satisfactory adherence to a |adherence to a professional code |
|6%) CAEP.1.3 NCATE-2007.1g SC-CIT-CF-2012.12 |of ethics. |professional code of ethics |of ethics. |
|Professionalism. Candidate establishes rapport |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|with students, families, colleagues, and |engagement with students, |satisfactory engagement with |engagement with students, |
|communities. (1, 6%) CAEP.1.5 NCATE-2007.1c |families, colleagues, and agencies|students, families, colleagues, |families, colleagues, and |
|SC-CIT-CF-2012.14 |in the larger community to support|and agencies in the larger |agencies in the larger community.|
| |students learning and well-being. |community. | |
|Professionalism. Candidate meets obligations on |Candidate demonstrates exemplary |Candidate demonstrates |Candidate demonstrates minimal |
|time and uses language appropriately. (1, 6%) |fulfillment of obligations and use|satisfactory fulfillment of |evidence of meeting obligations |
|CAEP.1.1 NCATE-2007.1c SC-CIT-CF-2012.15 |of appropriate language. |obligations and use of |on time and/or use of appropriate|
| | |appropriate language. |language. |
The Citadel Professional Education Unit
|Teacher Education Program Portfolio Rubric |
| |Target (3 pts) |Acceptable (2 pts) |Unacceptable (1 pt) |
|Documentation |All entries and artifacts |All required documents are included; |Deficient in one or more area; |
| |indicate professional progress; |some deficiencies of the artifacts |lacks evidence of professional |
| |all artifacts reveal a high level|and required components are evident |progress; and /or fails to include|
| |of professional knowledge and | |required artifacts |
| |skill | | |
|Up To Date |All entries and artifacts are |Is maintained generally and contains |Does not contain the required |
| |current and complete indicating a|most of the required entries |information |
| |commitment to professional | | |
| |progress | | |
|Professional Standard |No spelling or grammatical |Minimal spelling and/or grammatical |Numerous spelling and/or |
| |errors; is well-organized; and |errors; is organized but needs some |grammatical errors; lacks |
| |demonstrates a commitment to |improvement |organization and coherence |
| |quality | | |
|Instructional Planning |Instructional materials are |Instructional materials are generally|Instructional materials are |
| |well-planned; all ADEPT standards|adequate, but there is evidence of a |inadequate; lesson plans and |
| |are met; and there is |need for improvement |assessments do not adhere to ADEPT|
| |documentation that instructional | |guidelines |
| |plans have been successfully | | |
| |implemented | | |
|Overall Quality |All required documents are |All required documents are relevant |Lacks relevant material and |
| |included; organization is |to specific instructional context; is|organization; fails to meet the |
| |excellent; the overall |organized, but could be improved in |professional standard |
| |presentation of information is |one or more ways | |
| |effective; meets a high | | |
| |professional standard | | |
The Citadel Professional Education Unit
EVALUATION OF COOPERATING TEACHER
(To be completed by Student Teaching Intern on LiveText)
Below is an example of the form that will be completed electronically on LiveText by the student teaching intern at the end of the internship.
Numbers 1-12 request general information.
1. Please choose today’s date
2. Please choose your role
3. Cooperating Teacher’s First Name
4. Cooperating Teacher’s Last Name
5. Cooperating Teacher’s School Name
6. Your Citadel ID number
7. Please choose your program level
8. Initial – Undergraduates and MATs ……..Advanced – All others
9. Please choose your official enrollment
10. Your present semester
11. Please your year in program
12. Please choose your course number
13. Please choose your course instructor
Numbers 13-27 are statements regarding the cooperating teacher. Responses are in a drop down box format, using a scale of 5 = strongly agree; 4 = agree; 3 = neither agree or disagree; 2 = disagree; 1 = strongly disagree, and 0 = NA.
13. The cooperating teacher provided orientation to the school building and introduction to school personnel.
14. The cooperating teacher provided orientation to the daily procedures and routines.
15. The cooperating teacher provided time for specific feedback on APS Performance Standards.
16. The cooperating teacher provided time for collaboration and discussion.
17. The cooperating teacher provided for a smooth and gradual transition to teacher roles and responsibilities.
18. The cooperating teacher gave guidance in lesson planning as needed or requested.
19. The cooperating teacher provided information about student backgrounds when requested.
20. The cooperating teacher provided guidance in course curricula and State Curriculum Standards.
21. The cooperating teacher allowed opportunities in decision making and problem solving.
22. The cooperating teacher allowed for independence when working with students.
23. The cooperating teacher completed formal observations and written feedback.
24. The cooperating teacher promoted inclusion in all teacher activities and duties.
25. The cooperating teacher modeled a high standard of professionalism.
26. The cooperating teacher provided a supportive environment for the internship experience.
27. OVERALL – the cooperating teacher contributed to my readiness to enter the teaching profession.
28. Additional Comments:
The Citadel Professional Education Unit
EVALUATION OF COLLEGE SUPERVISOR
(To be completed by Student Teaching Intern on LiveText)
Below is an example of the form that will be completed electronically on LiveText by the student teaching intern at the end of the internship.
Numbers 1-9 request general information.
1. Please choose today’s date
2. Please choose your role
3. Your Citadel ID number
4. Please choose your program level
Initial – Undergraduates and MATs ……..Advanced – All others
5. Please choose your official enrollment
6. Your present semester
7. Please your year in program
8. Please choose your course number
9. Please choose your College Supervisor (Citadel Professor)
This form is your anonymous evaluation of your Citadel professor.
Numbers 10-22 are statements regarding the cooperating teacher. Responses are in a drop down box format, using a scale of 5 = strongly agree; 4 = agree; 3 = neither agree or disagree; 2 = disagree; 1 = strongly disagree, and 0 = NA.
10. The College Supervisor facilitated an understanding of the requirements for the internship experience.
11. The College Supervisor provided guidance on maintaining/completing the portfolio.
12. The College Supervisor visited and observed on a regular and prescribed basis.
13. The College Supervisor gave written and oral feedback on classroom observations.
14. The College Supervisor conducted mid-term and final conferences.
15. The College Supervisor responded to requests for assistance, promptly.
16. The College Supervisor collaborated with the cooperating teacher.
17. The College Supervisor demonstrated a commitment to teacher education.
18. The College Supervisor respected issues of privacy and confidentiality.
19. The College Supervisor adhered to deadlines for completing requirements.
20. The College Supervisor demonstrated professional expertise in instruction and classroom management (ADEPT Performance Standards).
21. The College Supervisor modeled a high standard of professionalism.
22. OVERALL – the college supervisor contributed to my development as a teacher.
23. Additional Comments:
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