Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning:

Standards and Objectives /Targets

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.7.a

Plans align to appropriate P-12 state learning standards

AND

Goals are measurable

AND

Standards, objectives/targets, and learning tasks are consistently aligned with each other

AND

Articulates objectives/targets that are appropriate for learners and attend to appropriate developmental progressions relative to age and content-area

Plans align to appropriate P-12 state learning standards

AND

Goals are measurable

AND

Standards, objectives/ targets, and learning tasks are consistently aligned with each other

AND

Articulates objectives/targets that are appropriate for learners

Plans align to appropriate P 12 state learning standards

AND/OR

Some goals are measurable

AND/OR

Standards, objectives/targets, and learning tasks, are loosely or are not consistently aligned with each other

AND/OR

Articulates some objectives/targets that are appropriate for learners

Plans do not align to the appropriate P-12 state learning standards

AND/OR

Goals are absent or not measurable

AND/OR

Standards, objectives/targets, and learning tasks are not aligned with each other

AND/OR

Does not articulate objectives/targets that are appropriate for learners

Uses a variety of materials and resources that

1. Align with all objectives/targets
2. Make content relevant to learners
3. Encourage individualization of learning

Uses a variety of materials and resources that

1. Align with all objectives/targets
2. Make content relevant to learners

C. Assessment of P-12 Learning

(1.000, 4.8%)

CAEP-Initial 2022.R1.3 InTASC 2017.6.b

Plans a variety of assessments that

1. Provide opportunities for learners of varying abilities to illustrate competence (whole class)

2. Align with the appropriate P-12 state learning standards

3. Are culturally relevant and draw from learners' funds of knowledge

4. Promote learner growth

Plans a variety of assessments that

1. Provide opportunities for learners to illustrate competence (whole class)

2. Align with the appropriate P 12 state learning standards

3. Are culturally relevant and draw from learners' funds of knowledge

Planned assessments

1. Provide opportunities for some learners to illustrate competence (whole class)

2. Align with the appropriate P-12 state learning standards

Planned assessments

1. Are not included

OR

2. Do not align with the appropriate P-12 state learning standards

Lessons make meaningful and culturally relevant connections to

1.Learners' prior knowledge

2. Previous lessons

3. Future learning

4. Other disciplines and real-world experiences

AND

Differentiation of instruction supports learner development

AND

Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners

Lessons make clear and coherent connections to

1. Learners' prior knowledge

2. Previous lessons

3. Future learning

AND

Differentiation of instruction supports learner
development

AND

Organizes instruction to ensure content is comprehensible and relevant for learners

Lessons make an attempt to build on, but are not completely successful at connecting to

1. Learners' prior knowledge,

2. Previous lessons,

OR

future learning

AND

Differentiation of instruction is minimal

AND

Organizes instruction to ensure content is comprehensible for learners

Lessons do not build on or connect to learners' prior knowledge

AND/OR

Explanations given are illogical or inaccurate as to how the content connects to previous and future
learning

AND/OR

Differentiation of instruction is absent

E. Learning Target and Directions

(1.000, 4.8%)

CAEP-Initial 2022.R1.3 InTASC 2017.7.c

Articulates accurate and coherent learning targets

AND

Articulates accurate directions/explanations throughout the lesson

AND

Sequences learning experiences appropriately

Articulates an accurate learning target

AND

Articulates accurate directions/ explanations

AND

Sequences learning experiences appropriately

Articulates an inaccurate learning target

AND/OR

Articulates inaccurate directions/explanations

Does not articulate the learning target

OR

Does not articulate directions/ explanations

F. Critical Thinking

(1.000, 4.8%)

CAEP-Initial 2022.R1.2 InTASC 2017.5.d

Engages learners in critical thinking in local and/or global contexts that

1. Fosters problem solving

2. Encourages conceptual connections

3. Challenges assumptions

Engages learners in critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Introduces AND/OR models critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Does not introduce AND/OR model critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

G. Checking for Understanding and Adjusting Instruction through Formative Assessment

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.8.b

Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment

AND

Differentiates through planned and responsive adjustments (whole class/group and individual learners)

Checks for understanding (whole class/group) during lessons using formative assessment

AND

Differentiates through adjustments to Instruction (whole class/group)

Inconsistently checks for understanding during lessons using formative assessment

AND

Adjusts instruction accordingly, but adjustments may cause additional confusion

Does not check for understanding during lessons using formative assessment

OR

Does not make any adjustments based on learners' responses

Discusses AND uses a variety of developmentally appropriate technologies (digital tools and resources) that

1. Are relevant to learning objectives/ targets of the lesson

2. Engage learners in the demonstration of knowledge or skills

3. Extend learners' understanding of concepts

Discusses AND uses developmentally appropriate technologies (digital tools and resources) that

1. Are relevant to learning objectives/ targets of the lesson

2. Engage learners in the demonstration of knowledge or skills

Discusses developmentally appropriate technologies (digital tools and resources) relevant to learning objectives/ targets of the lesson

AND

Technology is not available

One of the following:

A. Does not use technologies (digital tools and resources) to engage learners AND Technology is available in the setting

OR

B. Use of technologies is not relevant to the learning objectives/ targets of the lesson

OR

C. Does not discuss technologies AND Technology is not available in the setting

I. Safe and Respectful Learning Environment

(1.000, 4.8%)

CAEP-Initial

2022.R1.1 InTASC 2017.3.d

Actively involves learners to create and manage a safe and respectful learning environment through the use of routines and transitions

AND

Establishes and promotes constructive relationships to equitably engage learners

AND

Uses research-based strategies to maintain learners' attention (individual and whole group)

Manages a safe and respectful learning environment through the use of routines and transitions

AND

Establishes and promotes constructive relationships to equitably engage learners

AND

Uses research-based strategies to maintain learners' attention (individual and whole group)

Attempts to manage a safe learning environment through the use of routines and transitions

AND/OR

Attempts to establish constructive relationships to engage learners

AND/OR

Attempts to use constructive strategies to maintain learners' attention (individual and whole group)

Does not manage a safe learning environment

OR

Does not establish constructive relationships to engage learners

OR

Does not use constructive strategies to maintain learners' attention (individual and whole group)

J. Data- Guided Instruction

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.6.l

Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment

AND

Uses contemporary tools for learner data record-keeping and analysis

Uses data-informed decisions to design instruction and assessment

AND

Uses contemporary tools for learner data record-keeping

K. Feedback to Learners

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.6.d

Provides feedback that

1. Enables learners to recognize strengths AND areas for improvement

2. Is comprehensible

3. Is descriptive

4. Is individualized AND Provides timely feedback, guiding learners on how to use feedback to monitor their own progress

Provides feedback that

1. Enables learners to recognize strengths OR areas for improvement

2. Is comprehensible

3. Is descriptive AND Provides timely feedback

Provides minimal feedback that

1. Enables learners to recognize strengths OR areas for improvement

OR

Feedback is provided in a somewhat timely fashion

Does not provide feedback

OR

Feedback does not enable learners to recognize strengths OR areas for improvement

OR

Feedback is not provided in a timely fashion

L. Assessment Techniques

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.7.d

Evaluates and supports learning through assessment techniques that are

1. Developmentally appropriate

2. Formative AND summative

3. Diagnostic

4. Varied

Evaluates and supports learning through assessment techniques that are

1. Developmentally appropriate

2. Formative AND summative

Assessment techniques are

1. Developmentally appropriate

2. Formative OR summative

Assessment techniques are

1. Developmentally inappropriate

OR

Not used

M. Connections to Research and Theory

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.c

Discusses, provides evidence of, and justifies connections to educational research and/or theory

AND

Uses research and/or theory to explain their P-12 learners' progress

No connections OR inaccurate connections to educational research and/or theory

N. Participates in Professional Development (PD)

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.b

Participates in at least one professional development opportunity (e.g. workshops, seminars, attending a professional conference, joining a professional organization)

AND

Provides evidence of an increased understanding of the teaching profession as a result of the PD

AND

Reflects on own professional practice with evidence of application of the knowledge acquired from PD during student teaching

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

AND

Provides evidence of an increased understanding of the teaching profession as a result of the PD

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Does not participate in any professional development opportunity (e.g. workshop, seminar, attending a professional conference)

O. Demonstrates Effective Communication with Parents or Legal Guardians

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.10.d

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online)

AND

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

AND

Interacts with parents or legal guardians in ways that improve understanding and encourage progress (e.g. exchange of email, face-to-face discussion, etc.)

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online)

AND

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

Does not provide evidence of communication with parents or legal guardians

P. Demonstrates Punctuality

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.o

Reports on time or early for daily student teaching

AND

Additional teacher engagements (e.g., IEPs, teacher committees)

Reports on time for daily student teaching

AND

Additional teacher engagements (e.g., IEPs, teacher committees)

Inconsistently reports on time for daily student teaching

AND/OR

Additional teacher engagements (e.g., IEPs, teacher committees)

Does not report on time for student teaching

AND/OR

Additional teacher engagements (e.g., IEPs, teacher committees)

Q. Meets Deadlines and Obligations

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.o

Meets deadlines and obligations established by the cooperating teacher and/or supervisor

AND

Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides clear and complete directions and lessons for substitutes/cooperating teacher without reminders

Meets deadlines and obligations established by the cooperating teacher and/or supervisor

AND

Informs all stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides clear and complete directions and lessons for substitutes/cooperating teacher

Most of the time meets deadlines and obligations established by the cooperating teacher and/or supervisor

AND

Informs some stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND

Provides incomplete directions and lessons for substitutes/ cooperating teacher

Frequently misses deadlines or obligations established by the cooperating teacher and/or supervisor

AND/OR

Does not inform stakeholders (cooperating teacher, supervisor, and/or faculty members) of absences prior to the absence

AND/OR

Does not provide directions and lessons for substitutes/cooperating teacher

R. Preparation

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.3.d

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND

Materials are easily accessible AND organized

AND

Prepared for the unexpected and flexible

Prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND

Materials are easily accessible AND organized

Not consistently prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND/OR

Materials are easily accessible OR organized

Not prepared to teach on a daily basis with all materials (lesson plans, manipulatives, handouts, resources, etc.)

AND/OR

Materials are not organized NOR easily accessible

S. Collaboration

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.10.b

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

AND

Works with and learns from colleagues in planning and implementing instruction to meet diverse needs of learners

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

AND

Attempts to work with and learn from colleagues in planning and implementing instruction

Demonstrates collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

Does not demonstrate collaborative relationships with cooperating teacher AND/OR members of the school community (other teachers, school personnel, administrators, etc.)

T. Advocacy to Meet the Needs of Learners or for the Teaching Profession

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.10.j

Recognizes and articulates specific areas in need of advocacy, including the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research based practices) AND Takes action(s) based upon identified needs, while following district protocols

Recognizes and articulates specific areas in need of advocacy, including the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Recognizes areas in need of advocacy, but cannot articulate the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research based practices)

Does not recognize areas in need of advocacy, including the

1. Needs of learners (e.g. academic, physical, social, emotional, and cultural needs; OR adequate resources, equitable opportunities)

OR

2. Needs of the teaching profession (e.g. technology integration, research-based practices)

U. Responds Positively to Feedback and Constructive Criticism

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.n

Is receptive to feedback, constructive criticism, supervision, and responds professionally

AND

Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

AND

Proactively seeks opportunities for feedback from other professionals

Is receptive to feedback, constructive criticism, supervision, and responds professionally

AND

Incorporates feedback (e.g., from cooperating teacher, university supervisor) to improve practice

Is receptive to feedback, constructive criticism, and supervision

AND/OR

Incorporates feedback inconsistently

Is not receptive to feedback, constructive criticism, and supervision

AND/OR

Does not incorporate feedback

City (3.000 pts)

Suburban (2.000 pts)

Town (1.000 pt)

Rural (0.000 pt)

School Setting (1.000, 100.0%)

Virtual Only (3.000 pts)

Hybrid (2.000 pts)

In Person Only (1.000 pt)

Method of Instructional Delivery (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) (1.000, 100.0%)

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

A. Social Responsibility

(1.000, 10.0%)

CAEP-Initial

2022.R1.4 CAEP Revised

Advanced

2022.RA1.1f

InTASC-2017.9.m NASDTEC-MCEE 2015.3

The candidate demonstrates a sense of fairness, justice, and equity for all students

AND

demonstrates empathy and sensitivity to human needs.

The candidate demonstrates a sense of fairness, justice, and equity for all students.

The candidate states that all students can learn BUT the candidate's actions do not confirm the belief.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

B. Social Responsibility

(1.000, 10.0%)

CAEP-Initial

2022.R1.4 CAEP Revised

Advanced

2022.RA1.1f

InTASC-2017.10.c NASDTEC-MCEE 2015.3

The candidate interacts effectively with students and/or teachers to provide a positive, structured, safe learning environment and creates a learning environment where student access, success, and achievement are priority.

The candidate interacts effectively with students and/or teachers to provide a positive, structured, safe learning environment.

The classroom environment is lacking in positive affirmation, structure, OR safety.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

C. Commitment

(1.000, 10.0%)

CAEP-Initial

2022.R1.4 CAEP Revised

Advanced

2022.RA1.1f

InTASC-2017.10.p NASDTEC-MCEE 2015.1

The candidate follows through on commitments and takes responsibilities seriously while meeting deadlines.

AND

The candidate demonstrates a persevering commitment to the mission and vision of the school and each student's learning success.

The candidate follows through on commitments and takes responsibilities seriously while meeting deadlines.

The candidate makes commitments that he/she is unable to keep.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

D. Commitment

(1.000, 10.0%)

CAEP-Initial

2022.R1.4 CAEP

Revised Advanced

2022.RA1.1f

InTASC-2017.9.k NASDTEC-MCEE 2015.1

The candidate shows the extraordinary self- discipline and work ethic essential to be planned, prepared and organized for successful instruction and learning/ or leadership and supervision to occur.

AND

The candidate consistently completes assigned tasks ahead of time.

The candidate shows the self discipline and work ethic essential to be planned, prepared and organized for successful instruction and learning/ or leadership and supervision to occur.

AND

The candidate completes assigned tasks on time.

The candidate's lack of planning, preparation, or organization hinders successful instruction or leadership.

OR

The candidate completes assigned tasks after the deadline.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

E. Reflective Practice

(1.000, 10.0%)

CAEP-Initial2022.R1.4 CAEPRevisedAdvanced2022.RA1.1f
InTASC-2017.9.h
NASDTEC-MCEE2015.2

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

F. Reflective Practice

(1.000, 10.0%)

CAEP-Initial

2022.R1.4 CAEP Revised

Advanced

2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE 2015.2

The candidate makes choices after pondering ideas, experiences, research, and engages in collaboration with colleagues when appropriate.

The candidate makes choices after pondering ideas and experiences.

The candidate acts quickly before thinking about the results.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

G. Integrity

(1.000, 10.0%)

CAEP-Initial

2022.R1.4

CAEP Revised Advanced

2022.RA1.1f

InTASC-2017.9.o NASDTEC-MCEE 2015.2

The candidate models exemplary citizenship and displays moral leadership.

AND

The candidate values honesty inside and outside of the classroom.

AND

The candidate abides by a professional code of ethics and standards of practice.

The candidate models good citizenship and acts in an ethical and moral manner.

AND

The candidate values honesty inside and outside of the classroom.

The candidate does not follow the rules or the law.

OR

The candidate acts in a way which causes others to question his/her ethics or morals.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

H. Integrity

(1.000, 10.0%)

CAEP-Initial

2022.R1.4

CAEP Revised Advanced

2022.RA1.1f

ISTE.2.3

ISTE.LDR.3

InTASC-2017.10.g NASDTEC-MCEE 2015.5

The candidate demonstrates exemplary commitment to consuming, creating, distributing, and communicating information through all technologies to build local and global learning communities, both personally and professionally.

The candidate demonstrates a positive commitment to consuming, creating, distributing, and communicating information through all technologies.

The candidate lacks professional discretion when consuming, creating, distributing, and/or communicating through the use of all technologies.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

I. Professionalism

(1.000, 10.0%)

CAEP-Initial

2022.R1.4

CAEP Revised Advanced

2022.RA1.1f

InTASC-2017.10.c NASDTEC-MCEE 2015.2

The candidate demonstrates exemplary behavior; possesses patience, self-control, and flexibility when obstacles or difficult situations occur.

AND

The candidate effectively manages personal emotions and feelings and reacts reasonably to situations.

AND

The candidate acts confidently and maturely taking responsibility in leadership.

AND

The candidate maintains enthusiasm and passion for the teaching profession and views learning as a life-long activity.

The candidate demonstrates appropriate behavior; possesses patience, self-control, and flexibility when obstacles or difficult situations occur.

AND

The candidate manages personal emotions and feelings and reacts reasonably to situations.

AND

The candidate acts confidently and maturely.

The candidate is impatient or inflexible, lacks personal management skills and confidence.

No evidence provided.

Level 3: Met-Advanced (3.000 pts)

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

J. Professionalism

(1.000, 10.0%)

CAEP-Initial

2022.R1.4

CAEP Revised Advanced

2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE 2015.2

The candidate effectively uses the English language in speech and writing.

AND

The candidate consistently supports writings with research and professional perspectives.

The candidate effectively uses the English language in speech and writing.

The candidate has many errors in written communication.

No evidence provided.

A (4.000 pts)

B (3.000 pts)

C (2.000 pts)

D (1.000 pt)

F (0.000 pt)

Please provide a suggested letter grade to signify the candidate's overall performance and effort in student teaching. (1.000, 100.0%)

Goals for Improvement: Pedagogy and Dispositions Following the Three-way Midterm Evaluation between the Student Teacher, University Supervisor, and Cooperating Teacher, the Student Teacher will identify three specific and measurable goals for improvement for the duration of the student teaching experience. The University Supervisor and Cooperating Teacher will then affirm and/or suggest goals for the Student Teacher. As part of the final summary evaluation, goals for the Resident Educator Program should be identified.

Connection to 3- way form

Goal (must have a minimum of one goal) with Details

Action Plan: Next Steps to help Candidate achieve goal

Candidate will

Supervisor will

Cooperating Teacher will

L. Assessment: Feedback to Learners

I will focus on providing specific (not general) feedback to individuals and to groups-with a focus on task and process.

I will prepare feedback ahead of time using data.

I will pay attention to feedback during observations

I will review candidate feedback before lesson.