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Outcome #1: Consistently applies important aspects of teaching developed during previous professional education courses including, but not

limited to the following (A-M):

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

A. Professional behavior

and ethical conduct

* does not comply with school

policies

*excessive absences

* inappropriate dress

* frequent tardies

* misses required meetings

* incomplete knowledge of

school policies

* does not seek information

pertaining to policies

* displays appropriate behavior

* attendance as minimally

required

* spends no time outside

school hours

* complies with school policies

* attends required meetings

* displays appropriate

behaviors

* accepts constructive criticism

* meets all expectations at the

proficient level

* spends extra time with

studies (i.e. tutoring, extra

curricular activities)

* implements new procedures

* seeks opportunities to grow

professionally (i.e. attends

available professional

development opportunities

when the are available

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

B. Effective work with

diverse learners

* uses only on-level materials

with no allowances for

individual needs

* relies only on the on-level

teacher guides

* makes only minimal adapta-

tions for diverse learners

* is aware of a need for and

adapts materials for diverse

learners

* rarely uses additional

resources

* consistently and appropriate-

ly addresses needs of diverse

learners

* consistently finds and uses

alternative resources to work

with diverse students

* meets all expectations at the

proficient level

* knows and utilizes fine dis-

tinctions in the needs of

diverse learners

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

C. Positive and effective

classroom management

(environment, teaching,

behavior)

Environment:

* does not address physical as-

pects of classroom (i.e. seating,

lighting, temperature, bulletin

boards, etc.)

Teaching:

* inadequate planning, goal

setting, and ability to establish

realistically high expectations

for learners

* ineffective use of materials,

transitions, and positive

attitude

* poor directions/procedures

resulting in frequent learner

time off task

Behavior:

* inappropriate responses to

behavior that result in frequent

interruptions

* uses sarcasm, negative rein-

forcement, and rewards inap-

propriately

Environment:

* adjusts physical room

environment only when mentor

teacher asks

Teaching:

* begins to demonstrate

thoughtful planning, ability to

set goals and achieve them, and

convey realistically high ex-

pectations for the learners

* inconsistent effective use of

materials, transitions, and

positive attitude

Behavior:

* beginning to respond

appropriately to behavior, re-

ducing disruptions

* uses limited sarcasm and

uses positive rewards and

reinforcements inconsistently

Environment:

* demonstrates understanding

of correlation between physical

environment and student

learning

* consistently demonstrates

thoughtful planning, ability to

set and achieve goals, and

conveys realistically high

expectations for all learners

Teaching:

* consistently demonstrates

appropriate use of materials,

effective transitions strategies

and positive attitude

* noninstructional duties

(attendance, lunch count, etc.)

are attended to while learners

become engaged with

academic tasks

* directions and procedures are

consistently clear and concise,

resulting and concentrating

learner time on task

Behavior:

* consistently demonstrates

ability to respond appropriately

to a variety of learner

behaviors resulting in few class

disruptions

* consistently uses positive

reinforcements and rewards for

all learners

* meets all expectations at the

proficient level

Environment:

* takes initiative to see that the

classroom provides a nurturing

and safe learning environment

for all students

Teaching:

* independently plans and

implements comprehensive

lessons for most effective

learner time on task

* learner motivation and

monitoring are built into plans

as well as regular classroom

expectations

Behavior:

* actively seeks creative ways

to promote learning and self

discipline

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

D. Learning theories and

instructional strategies

* plans using only published

teacher guides

* uses only whole class lecture

and assessment

* uses assessment only for

grading purposes

* some creative planning and

teaching

* consistently depends on

mentor teacher for ideas

* needs constant guidance for

preparation and implementa-

tion of lessons and instruction-

al strategies

* frequently uses creative

planning and teaching

* standards, benchmarks,

assessments, and enrichment

for learning and reflected in

lesson plans

* encourages critical thinking

* responds to suggestions from

mentor teacher and shows

ongoing growth

* appropriate use of assessment

and materials

* shows independence in using

multiple teaching strategies

* works as a facilitator for

learning

* meets all expectations at the

proficient level

* consistently uses creative

planning and teaching

* independently implements a

variety of theories and

strategies

* creates assessment

documents which reflect

learning

* works as a facilitator for

learning beyond expectations

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

E. effective instructional

planning and assessment

* uses only prepared teacher

guide plans

* lesson plans are incomplete

and/or untimely

* assessment for grading

purposes only

* no apparent connection be-

tween planning and assessment

* plans for the short term

* plans are ready on time

* reflects on effectiveness of

the lesson

* plans reflect some standards,

benchmarks, assessment, cor-

rectives, and enrichments

* has basic knowledge of

planning

* plans reflect standards,

benchmarks, assessments,

correctives, enrichments

* independently plans and

creates assessments for benefit

of learners

* reflects on lesson and

implements changes based on

reflections

* independent preparation re-

quires little input from mentor

* cooperative teaching for

benefit of learner occurs as

needed

* open communication that

promotes creative planning

* meets all expectations at the

proficient level

* short term plans are

consistently tied to long term

goals

* uses supplemental materials

to make instruction

motivational

* skillfully manages time for

correctives and enrichments

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

F. Positive interpersonal

relationships

* lacks communication skills

* shows negative or no re-

sponse to constructive criticism

* unprofessional activities (i.e.

gossip inside/outside classroom

is evident)

* communication skills with

K-12 learners and/or

colleagues needs improvement

* learns from constructive

criticism

* demonstrates some change of

behavior according to

suggestions

* communicates effectively

with K-12 learners and

colleagues

* learns from / acts upon

constructive criticism

* conducts him/herself in pro-

fessional manner

* actively seeks out positive

interaction with K-12 learners

and colleagues

* meets all expectations at the

proficient level

* shares knowledge and skills

with colleagues

* practices self-evaluation and

reflection ; adjustments are

positive improvements

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

G. Sensitivity to school,

community, and global

cultures

* displays no awareness of

cultural diversity with respect

to culture, school or

community through

educational input

* identifies needs of some

students due to cultural

differences

* school, community, global

cultures are seldom addressed

* shows awareness of cultural

differences but is reluctant to

intervene in problematic

interactions (i.e. bullies,

harassment, etc.)

* incorporates multi-cultural

information into lessons

* demonstrates awareness of

diversity or learners’ social,

emotional, physical needs

* respects confidentiality

* addresses awareness of

school, community, and global

cultures

* shows awareness of cultural

differences in the classroom

and takes appropriate actions

as needed

* meets all expectations at the

proficient level

* models sensitivity to cultural

differences

* seeks to increase own base of

knowledge with respect to

school, community, global

cultures

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance:

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

H. Self reflection

(journals, dialogue, video

tape, critique

* journals sporadically, less

than once a week

* does not reflect on growth or

methods of improvement

* uses journal as a negative

release of feelings rather than a

tool for learning

* does not reflect on teaching

* journals only once a week

* shows little effort to improve

through self reflections

* journal only represents a

listing of what occurred with

no self reflection

* has little or no dialogue with

mentor related to improvement

of teaching

* journals 2 or 3 times a week

* uses journal entries and

dialogue with mentor for self

reflection and evaluation

* effort made to use reflective

information to improve as an

educator

* adjusts lessons to show

growth that was reflected in

journal, dialogues, and

critiques

* meets all expectations at the

proficient level

* independent critical analysis

of lesson for strengths and

weaknesses through self

reflection and journaling

* shares reflections and

coordinates with mentor for

most effective input into

improvement of lessons and

teaching

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

I. Consideration of legal

and safety rules and emer-

gency situations

* displays no knowledge of

legal and/or safety rules

* relies on mentor to deal with

emergency situations

* has a copy of legal and safety

rules but inappropriately im-

plements them or doesn’t un-

derstand them

* has a copy of school policies

* has a copy of all drills

* has a copy of playground and

school rules for individual

building

* participates when dealing

with emergency situations, but

dependent on mentor

* demonstrates and implements

correct safety and legal rules

* seeks information when

necessary

* can identify an emergency

situation as defined by school

policy and acts appropriately

* meets all expectations at the

proficient level

* attends policy meetings

offered by the school district

* seeks further knowledge of

learner’s health, family, or

community

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

J. Appropriate use of

human and physical

resources

Human: individuals used in

planning, preparing, and

teaching of a lesson

Physical: items used in

planning, preparing, and

teaching of a lesson

* seeks no outside human or

physical resources which

would enhance learning

* plans include use of outside

resources at the suggestion of

the mentor

* poor or no follow through

which would actively involve

outside resources

* includes use of outside

resources in lesson plans and

instructions only at the

suggestion of the mentor

* includes use of outside

human resources in lesson

planning (i.e. other teachers,

technology specialists,

librarians, etc.)

* active involvement of outside

community human resources

(i.e. guest speakers, field trips,

etc.)

* researches/uses outside

physical resources in lesson

planning and teaching (i.e.

videos, library books, internet

uses, etc.)

* meets all expectations at the

proficient level

* implements the use of human

and physical resources

effectively

* involves students in project

research and development

using human and physical

resources

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

K. Adequate knowledge

in teaching field and an

ability to gather additional

content as needed

* makes content errors

* does not correct content

errors of students or self

* does not activate knowledge

or is unaware of

interdisciplinary approaches to

planning for appropriate

learning

* draws on basic content

knowledge only

* has problems transferring

knowledge to students

* demonstrates little incentive

to gather additional and/or

supplemental content material

* draws on interdisciplinary

planning

* demonstrates strong content

knowledge

* ability to activate content

knowledge to aid learners in

making connections to their

lives

* makes connections between

content and other disciplines

* gathers additional content as

needed

* meets all expectations at the

proficient level

* takes initiative consistently to

select content that goes beyond

traditional texts

* challenges students to think

critically as they explore ways

to connect content to other

disciplines

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

L. Appropriate applica-

tion of knowledge of

human growth and devel-

opment

* Use inappropriate age-level

activities and/or assignments

* does not plan appropriate

activities and/or assignments

for diverse learners

* uses appropriate age-level

activities and/or assignments

* plans appropriate activities

and assignments for diverse

learners only in consultation

with mentor

* uses age appropriate planning

and teaching to accommodate

diverse learners

* uses age appropriate planning

and teaching to accommodate

the age and interest level of the

learners

* meets all expectations at the

proficient level

* involves students in planning

and implementing ideas appro-

priate to the needs of the

learners

NOTATIONS

Midterm:

Final:

Outcome #1

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

M. Effective oral and

written communication

skills of the student

teacher

* uses language that contains

grammatical and/or spelling

errors, illegible and/or inappro-

priate for the grade level

* speech is inaudible and/or

contains grammatical errors

* incorporates little classroom

discussion and questioning

techniques

* written language is generally

correct and appropriate to

grade level

* occasional errors are not

corrected or corrected only

when asked

* speech is clear and generally

grammatically correct

* uses low level questions

during class discussions

* clear, grammatically correct

written language spelled

correctly, informally and

formally

* clear, grammatically correct

use of oral language

* uses high level questioning

techniques during class

discussions

* meets all expectations at the

proficient level

* uses multiple written and oral

strategies to challenge students

and stimulate their language

development

* guides students to form high

level questions

NOTATIONS

Midterm:

Final:

Outcome #2: Demonstrates competence in aspects of teaching that were not previously developed, including the following (A-B):

Outcome #2

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

A. Working effectively in a

variety of ways with

parents

* makes no effort to involve or

to be involved with parents

* has no empathy with parental

concerns

* Needs guidance and sugges-

tions from mentor on how to

talk with parents

* makes minimal parent

contacts

* demonstrates limited ability

to show empathy to parental

concerns

* teams with mentor for guided

experience when working with

parents (i.e. conferences, tele-

phone calls)

* responds to parental concerns

professionally and with sensi-

tivity in consultation with

mentor

* meets all expectations at the

proficient level

* independently handles

positive parent contacts

* seeks guidance from mentor

with difficult parent problems

* conveys sincere caring and

willingness to listen to parents

and engages in open

communication

NOTATIONS

Midterm:

Final:

Outcome #2

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

B. Assisting with evalua-

tions and reports (e.g.

report cards)

* depends entirely on mentor

for evaluation input

* does no recording of student

progress

* scores and records papers

and written work, not always in

a timely manner

* does limited assessment of

instructional goals

* assesses instructional goals

consistently

* gathers assessment data and

with minimal guidance from

mentor

* scores and records papers

and written work accurately

and in a timely manner

* assists with evaluations,

report cards, etc.

* meets all expectations at the

proficient level

* gathers data and records

about learner’s progress in

multiple ways

NOTATIONS

Midterm:

Final:

Outcome #3: Demonstrates knowledge of the school improvement plan and demonstrates competence in collaborating in school improvement

activities.

Outcome #3

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

Demonstrates knowledge

of the school improvement

plan and demonstrates

competence in

collaborating in school

improvement activities

* shows lack of knowledge of

school improvement plan

* does not become involved

with school improvement

activities

* seeks information concerning

school improvement plan

* minimal involvement, if any,

with school improvement

activities

* demonstrates knowledge of

school improvement plan

* demonstrates collaborating in

school improvement activities

* volunteers time for project(s)

related to school improvement

* meets all expectations at the

proficient level

* becomes actively involved

and volunteers for extra time

and involvement with the

school improvement plan

NOTATIONS

Midterm:

Final:

Outcome #4: Demonstrates competence in continuing development as a professional educator.

Outcome #4

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

A. Participates in the

professional life of the

school and/or district

* avoids becoming involved in

school or district programs,

project, or events

* does not participate in

meetings, etc. or participates

inappropriately

* participates when specifically

asked with an appropriate level

of participation

* demonstrates little or no

desire to participate in outside

programs or expansion of

knowledge

* identifies and visits at least

two programs at varying grade

levels that either directly or

indirectly affect the school

culture (e.g. specialty teachers,

academic programs other than

own, etc.)

* participates in meetings such

as grade level/department,

school-wide faculty meetings,

interdisciplinary team meetings

* contributes as necessary and

appropriate

* meets all expectations at the

proficient level

* seeks opportunities to make

major contributions to

activities outside of own

classroom or creates

enrichment activities to be

shared with peers and faculty

* uses outside class time to

participate in additional

programs

NOTATIONS

Midterm:

Final:

Outcome #4

Level of Performance

Unsatisfactory (U)

Basic (B)

Proficient (P)

Distinguished (D)

B. Demonstrates

competence in continuing

as a professional educator

* is not open to new ideas or

programs

* does not accept constructive

criticism or suggestions for

development as a professional

educator

* is open to new ideas but

takes no initiative to develop or

become better prepared as a

professional

* attends only required

meetings

* is open to suggestions for

professional development

* seeks guidance of ways to

continue developing as a

professional educator

* attends in-service workshops,

conferences, trainings, etc. that

will provide additional

development as an educator

* meets all expectations at the

proficient level

* reflects on areas to develop

as a professional

* actively seeks outside

activities that will help growth

* demonstrates leadership

qualities by offering to share

information from attending a

meeting/workshop in

professional settings

* interacts and participates

during in-service activities

NOTATIONS

Midterm:

Final:

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