CENTRAL CONNECTICUT STATE UNIVERSITY by 0eYsHp

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									                 CENTRAL CONNECTICUT STATE UNIVERSITY
                                              1615 Stanley St.
                                           New Britain, CT 06050
                                       Department of Teacher Education
                                               MAT Program

          MAT 520- Field Experience,Summer II Session
Host Teacher Evaluation and Comments: Based on your observations of and interactions
with the MAT 520 candidate assigned to your classroom, please complete this evaluation of the
candidate’s strengths and challenges. The university supervisor will review the evaluation with
you and the MAT candidate prior to the end of the experience.

MAT Candidate _______________________________________________________

Completed by: _______________________________ on _________________________
                            Host Teacher                                 Date

School & District: ________________________________________________________

Content Area(s) ________________________________ Grade Level (s)_____________

University Supervisor: ______________________________________________________


Using the levels descriptors as a guide, please check the level that best describes the MAT
teacher candidate’s (TC) performance in your classroom. This is the TC’s first field experience
in the program. Your candid feedback is essential to our efforts to support the development of
the TC as an aspiring teacher.
                                              Target
                                           Acceptable
                                         Not Acceptable

               Feel free to comment in each section to clarify or expand on your responses.
                                              Thank you!




MAT 520 10/06 draft                                                                               1
                                              I. Classroom Management
How effectively does the TC manage learning groups, student behavior, materials and routines in order to create a
positive learning environment?
1. Management of Classroom Learning Environments (II 3 C) *
 Target            TC consistently manages learning groups effectively, with most students productively engaged in
                    learning.
 Acceptable        TC usually manages learning groups, with most students productively engaged in learning.

 Unacceptable        TC rarely manages learning groups effectively; students frequently not productively engaged.

2. Management of Materials and Resources (II 3 C)*
 Target        TC appropriately handles materials and resources and is able to manage consistently with a high
                degree of efficiency that maximizes instructional time.
 Acceptable    TC is appropriately developing the management of materials and resources that usually maximize
                instructional time.
 Unacceptable TC poorly organizes materials and resources; there is significant loss of instructional time.

3. Monitoring of and Response to Student Behavior (II 3 A)*
 Target          TC consistently takes a proactive approach in monitoring and reinforcing responsible behavior
                  among students, while effectively addressing individual needs.
 Acceptable      TC is developing a proactive approach in monitoring and reinforcing responsible student
                  behavior and in addressing individual needs.
 Unacceptable TC is rarely able to effectively monitor group and/or individual student behavior.

4. Fostering a Learning Community (II 3 F)*
 Target          TC establishes a climate of fairness and respect by communicating and modeling these behaviors
                  to students. TC frequently models sensitivity to individual differences through patterns of
                  interactions which support a variety of learning and performance styles and encourages students
                  to respect differences`.
 Acceptable      TC establishes rapport by demonstrating fairness and acceptance of students. TC occasionally
                  models sensitivity to individual differences through explicit statements and choice of materials
                  and activities.
 Unacceptable TC’s responses to and interactions with students are minimal, negative, or inappropriate to the
                  age level. TC does not model or reinforce sensitivity to individual differences.
Comments for Section I: Classroom Management:
:

                                                      II. Planning
How well does the TC plan instruction which enables students to build understanding and apply knowledge and skills?
5. Lesson Development (II 2 A)*
 Target              TC consistently plans effective lessons based on the school's curricular standards, meaningful
                      objectives, the assessment of students’ prior knowledge, and the needs of diverse learners.
 Acceptable          TC, with some support, usually plans effective lessons based on appropriate curricular
                      objectives, prior assessment and student diversity factors. Some inconsistency in addressing all
                      factors or lesson effectiveness.
 Unacceptable        TC rarely plans or needs extensive support to plan effective lessons that address relevant factors
                      including appropriate curricular objectives, prior student assessment and student diversity
                      factors.

MAT 520 10/06 draft                                                                                                        2
6. Lesson Objective (II 1A and 112 A)
 Target              TC effectively writes objectives that are student centered, with a clear and observable outcome.
                      Learning objectives are focused on students’ application of skills and knowledge that build
                      conceptual understanding.
 Acceptable          TC is developing the ability to write objectives that are student centered, with a clear and
                      observable outcome. Learning objectives are mostly focused on students’ application of skills
                      and knowledge that build conceptual understanding.
 Unacceptable        TC has difficulty writing objectives that are student centered and may have no clear outcome.
                      Student objectives are activity oriented with little focus on application of knowledge and skills
                      that do little to build conceptual understanding.
7. Sequence of the Lesson (II 1 C)
 Target              TC independently plans instruction that builds on previous learning and appropriately sequences
                      the learning objectives.
 Acceptable          With guidance, TC is able to plan instruction that builds on previous learning and appropriately
                      sequences the learning objectives.
 Unacceptable        TC requires considerable support to be able to plan instruction that builds on previous learning
                      and appropriately sequence the learning objectives.
Comments for Section II: Planning



                                                      III. Instruction
How well does the teacher candidate use instructional strategies and resources to create a learning environment in
which all students are encouraged to develop concepts, skills and understanding of the core curriculum?
8. Material Usage During Instruction (II 4b)*
 Target                TC effectively utilizes a variety of instructional materials that enable all students to actively
                        participate in constructing meaning and demonstrating skills (technology, manipulatives,
                        curriculum related materials, etc.).
 Acceptable            TC uses some instructional materials that enable most of the students to participate in
                        constructing meaning and demonstrating skills (technology, manipulatives, curriculum related
                        materials, etc.).
 Unacceptable          TC does not effectively utilize variety of instructional materials to support students in
                        constructing meaning and demonstrating skills (technology, manipulatives, curriculum related
                        materials, etc.).
9. Methods (II 5 A and B ) *
 Target                TC utilizes a variety of instructional methods and strategies that enable all students to actively
                        participate in constructing meaning, developing skills, and making connections with prior
                        learning experiences. These methods include direct instruction, concept models, cooperative
                        learning, inquiry models, etc.
 Acceptable            TC tends to utilize only one or two methods or strategies that enable most students to actively
                        participate in constructing meaning, developing skills, and making connections.
 Unacceptable          TC only uses one model for most or all lessons.
10. Communication During Initiation (II 4 A and II 5 A)*
 Target                TC consistently employs effective initiation to engage students by setting the purpose and
                        expectations for achievement and builds on prior knowledge.
 Acceptable            TC is developing effective initiation that sets the purpose and expectations for achievement, and
                        builds on prior knowledge.
 Unacceptable          TC has difficulty engaging students with an effective initiation that sets the purpose and
                        expectations for achievement, and builds on prior knowledge.




MAT 520 10/06 draft                                                                                                          3
11. Communication During Closure (II 4 A and II 5 A)*
 Target           TC consistently employs effective closure techniques that allow students to demonstrate learning and
                   make connections to real-life experiences.
 Acceptable       TC is developing effective closure techniques that allow students to demonstrate learning and
                   make connections to real-life experiences.
 Unacceptable     TC has difficulty implementing effective closure techniques that allow students to demonstrate
                   learning and make connections to real-life experiences.

                                           IV. Assessing and Adjusting
How does the TC analyze students’ learning and adjust instruction?
12. Monitoring Students’ Understanding (II 7 A)*
 Target             TC’s monitors understanding by focusing on students’ strengths and weaknesses related to the
                     learning objective. TC makes adjustments, while teaching, in instructional strategies and/or
                     materials for the class.
 Acceptable         TC focuses on task completion and student engagement in learning activities. TC usually
                     adjusts for time, space and availability of materials.
 Unacceptable       TC focuses on students’ on-task behavior with little attention towards learning objectives.
                     Minimal or no adjustments are made.
Comments for Section III: Instruction and IV: Assessing and Adjusting



                                                  V. Communication
How effectively does the teacher candidate communicate?
13. Oral Language (II 5 A)
 Target               TC consistently models correct oral language appropriate to students' ages and background;
                       explains ideas clearly; speaks audibly and expressively; and articulates clearly.
 Acceptable           TC usually models correct oral language appropriate to students' ages and background; explains
                       ideas clearly; speaks audibly and expressively; and articulates clearly.
 Unacceptable         TC frequently demonstrates ineffective oral language which may include being inaudible:
                       inappropriate word choice; incorrect grammar or vocabulary usage; lack of expression; unclear
                       explanations; or poor articulation.
14. Written Language (II 5 A)
 Target               TC consistently models correct written language that communicates ideas clearly; is appropriate
                       to the setting and students' level; demonstrates correct grammar and spelling; and models correct
                       handwriting for students.
 Acceptable           TC usually models correct written language that communicates ideas clearly; is appropriate to
                       the setting and students' level; demonstrates correct grammar and spelling; and models correct
                       handwriting for students.
 Unacceptable         TC frequently demonstrates ineffective written language, which may include: lack of clarity;
                       inappropriate level; errors in grammar or spelling; or provides a poor handwriting model.
Comments for Section V: Communication


                                            VI. Professional Conduct
How does the TC demonstrate professionalism?
15. Professional Attitude Toward Teaching (III 3 A)
 Target                    TC consistently demonstrates a dedicated and professional attitude and makes reasonable
                            professional decisions.
 Acceptable                TC usually demonstrates a dedicated and professional attitude and makes reasonable
                            professional decisions.
 Unacceptable              TC does not demonstrate a dedicated and professional attitude and was unable to make
                            reasonable professional decisions.
MAT 520 10/06 draft                                                                                                        4
16. Professional Dependability (III)
 Target                      TC consistently and thoroughly met professional responsibilities, including reporting to
                              the school at scheduled time, and completing work in a timely manner (lesson plans) and
                              according to expectations.
 Acceptable                  TC usually demonstrates dependability in fulfilling professional responsibilities, including
                              reporting to the school at scheduled time, and completing work in a timely manner (lesson
                              plans) and according to expectations.
 Unacceptable                TC does not demonstrate dependability in fulfilling professional responsibilities, including arriving
                              late and/or leaving early (for his/her scheduled school time), and completing work (lesson plans,
                              etc.) in a timely manner.
17. Professional Attire (III)
 Target                      TC knows and consistently follows established dress codes and conventions.

 Acceptable                    TC knows and usually follows established dress codes and conventions.

 Unacceptable                  TC does not appear to know or follow established dress codes and conventions.

18. Professional Collaboration/Communication with Others (III 2 A and B)
 Target                        TC consistently demonstrates the ability to effectively collaborate and respectfully
                                communicate with peers, professionals, and/or parents in ways that enhance his/her own
                                development and student learning.
 Acceptable                    TC is developing the ability to effectively collaborate and respectfully communicate with
                                peers, professionals, and/or parents in ways that enhance his/her own development and
                                student learning.
 Unacceptable                  TC rarely collaborates or communicates with peers, professionals, and/or parents in ways
                                that enhance his/her own development and student learning.
Comments for Section VI: Professional Conduct




                                                VII. Student Diversity
How the TC recognizes and values the diversity of all students.
19. Developing a Positive Self-concept (III 6 B) and Recognizing and understanding the worth of all students
(11B and II3F)
 Target                    TC consistently demonstrates belief that all students can learn; consistently respects and
                            provides opportunities for students from all backgrounds (racial, cultural, sexual,
                            religious, linguistic, socio-economic and academic).
 Acceptable                TC usually demonstrates belief that all students can learn; usually respects and provides
                            opportunities for students from all backgrounds (racial, cultural, sexual, religious,
                            linguistic, socio-economic and academic).
 Unacceptable              TC inconsistently demonstrates belief that all students can learn; and does not consistently
                            respect and provide opportunities for students from all backgrounds (racial, cultural,
                            sexual, religious, linguistic, socio-economic and academic).
20. Understanding Individual Students (II 4 B)
 Target                    TC consistently makes accommodations for students who have particular learning
                            differences or needs.
 Acceptable                TC generally makes accommodations for students who have particular learning
                            differences or needs.
 Unacceptable              TC does not make accommodations for students who have particular learning differences
                            or needs.
Comments for Section VII: Student Diversity


MAT 520 10/06 draft                                                                                                                   5
                                       VIII. Self –Evaluation and Reflection
In what ways does the TC engage in self-evaluation to improve instruction?
21. Continuous Self-Evaluation (III 3 A)
 Target                    TC independently makes accurate appraisals of his/her effectiveness; reflects and initiates
                            positive changes based on these appraisals.
 Acceptable                TC, with some support, makes accurate appraisals of his/her effectiveness; reflects, and
                            initiates positive changes based on these appraisals.
 Unacceptable              TC initiates few or inaccurate appraisals of his/her effectiveness and rarely initiates
                            positive changes.
22. Integration of Feedback (III 3 A and III 4 B)
 Target                    TC accepts and immediately integrates feedback provided by the classroom teacher and/or
                            university supervisor to improve his/her performance.
 Acceptable                TC usually accepts and integrates feedback provided by the classroom teacher and/or
                            university supervisor to improve his/her performance.
 Unacceptable              TC has difficulty accepting and/or integrating feedback provided by the classroom teacher
                            and/or university supervisor to improve his/her performance.
Comments for Section VIII: Self-Evaluation and Reflection



                   -------------------------------------------------------------------------------------------
                                        OVERALL RATING FOR THIS TC:
      Please check () the statement that you believe best describes the TC’s current level of performance and
                                                   comment as appropriate.

         I believe that the TC is ready to move on to the next semester of professional courses, having
  demonstrated the requisite knowledge, application of skills, reflection and professionalism necessary to be
  successful.
  Comments:




          I believe that the TC is ready to move forward to the next semester of professional courses, but I have
  some concerns about the area(s) I have checked below. (Please work with the university supervisor to insure
that concerns are clearly articulated.)
            Knowledge
            Application of skills
            Reflective Dispositions
            Professionalism



       I believe that the TC lacks some key knowledge, skills, or professional dispositions necessary to be
successful, and may not be ready at this time to move on to the next semester of professional courses. (Please
work with the university supervisor to insure that concerns are clearly articulated.)

Comments:




MAT 520 10/06 draft                                                                                                       6

								
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