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Madison Almony

J Blaine Blayton Elementary School

Address: 219 Kingswood Drive Williamsburg, VA 23185
Phone: 7578719775
Email: malmony@liberty.edu
My Social:

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Assignments: Madison Almony
Lesson Plans/Assignments
Located on Page one is an Interdisciplinary Instruction Plan. This sequence of 3 lessons is planned for a 2nd grade classroom and integrates literacy/reading into social studies instruction. These lessons are centered around the topic of major contributing historic figures, including Christopher Columbus, Benjamin Franklin, and Abraham Lincoln.

Located on page 10 is an ELA learning segment. This learning segment is planned for a kindergarten classroom and is centered around the topic of reading comprehension, specifically the ability to identify and describe the main characters and events. 

Located on page 18 is a math lesson plan that has been planned for a kindergarten classroom. This lesson is focused on the concept of composing and decomposing numbers up to 10.  Lesson Plans/Assignments (.docx) 0.07mb
Association & Society Membership: Madison Almony
Madison Almony Professional Associations

Association Name

Membership Dates

Christian Educators of America

August 2023-January 2027
Professional Associations (.docx) 0.15mb
Internships: Madison Almony
Cumulative Log
Below is a cumulative log that documents the hours tracked during my student teaching field experience. 247 of the hours were spent directly teaching the class and 177 were spent observing the classroom, resulting in a combined 424 hours tracked during this field experience.

CUMULATIVE LOG

Calculate the minutes to the closet quarter of an hour. Example: 2 hrs. 45 mins = 2.75 hrs.

SEMESTER: Spring 2026

COURSE: EDUC460

 

Student Teacher:

 Madison Almony

LU ID: L27385924

 

 

Placement 1: 

Dates: MM/DD/YEAR – MM/DD/YEAR

School: J Blaine Blayton Elementary School

School District: Williamsburg- James City Country

School City and State: Williamsburg, Virginia

Teacher: Lindsay Jacklin

Grade(s): Kindergarten

 

Placement 2: 

(if applicable)

Dates: MM/DD/YEAR – MM/DD/YEAR

School:

School District:

School City and State:

   Teacher:                                                 Grade(s):

 

  

WEEK

DATES

MM/DD/YEAR –

MM/DD/YEAR

Part 1

Supervised Direct

Teaching Hours*

Part 2

Non-instructional

Activities Hours**

Total Hours Part 1 & 2 Combined

1

 1/20/26-1/23/26

 0

 28

 28

2

 1/26/26-1/30/26

0 (Snow all week)

 0 (Snow all week)

 0 (Snow all week)

3

 2/2/26-2/6/26

 10

 25

 35

4

 2/9/26-2/13/26

 15

 20

 35

5

 2/16/26-2/20/26

 6

 15

 21

6

 2/23/26-2/27/26

 4

 10

 14

7

 3/2/26-3/6/26

 28

 0

 28

8

 3/9/26-3/13/26

 35

 0

 35

9

 3/16/26-3/20/26

 21

 0

 21

10

 3/23/26-3/27/26

 35

 0

 35

11

 3/30/26-4/3/26

 32

 0

 32

12

 4/6/26-4/10/26

 0 (Spring Break)

 0 (Spring Break)

 0 (Spring Break)

13

 4/13/26-4/17/26

 24

 11

 35

14

 4/20/26-4/24/26

 17

 18

 35

15

 4/27/26-5/1/26

 10

 25

 35

16

 4/4/26-4/8/26

 10

 25

 35

17

if needed

 

 

 

 

                                                   TOTAL  

  247

 177

 424

SIGNATURE

           

 

Madison Almony

Cumulative Log (.docx) 0.02mb
Licenses & Certifications: Madison Almony
Madison Almony Praxis Scores and Certificates
Madison Almony Praxis Scores and Certificates (.docx) 1.36mb
Resume & CV: Madison Almony
Cover Letter

To whomever it may concern,

 

I am writing this letter to express my interesting in a teaching position as I finish out my student teaching experience. I am currently pursuing my bachelor’s in education and have gained hands-on experience working in various elementary schools and across multiple grade levels. I have had the opportunity to work in Kindergarten, 2nd grade, 4th grade, and 5th grade. Throughout my field placements, I have developed a firm understanding and foundation of classroom management, lesson planning, and in differentiating instruction to fit the diverse needs of learners.

 

During my field placements, I have gained experience in an inclusion classroom with a large range of students, including those with autism, ADHD, and students with diverse cultural and socioeconomic backgrounds. I have also had the opportunity to work with students with varying medical needs, including students who have a one-to-one aid. This experience has strengthened my ability to group students in the most efficient and effective manner, differentiate instruction and assessments to the individual learners, and incorporate various learning styles into my instruction. Throughout my student teaching experience, I have had the opportunity to collaborate closely with both the Kindergarten team and the Sped team. This has enhanced and improved my communication and teamwork skills, as I have conducted both team planning and close planning with the SPED team in order to best serve the students with diverse needs. Additionally, I have gained experience in implementing both accommodations and modifications based on IEP goals in order to best support student progress and success. With this experience, I have also gained knowledge of and experience in recording and using ongoing assessment data in order to guide and adjust instruction in order to best support my students.

 

I am passionate about creating a positive and engaging classroom environment, in which all students are supported and feel encouraged as they learn. I strive to build positive relationships with each of my students and their families. This is evidenced through clear and continual communication concerning student progress through both positive and constructive feedback. My ultimate goal is to foster a classroom community that promotes and prioritizes growth, curiosity, and collaboration.  I firmly believe that learning should be a student centered process, where instruction is guided by and tailored to meet student goals, interests, and needs. I am also passionate about including hands-on learning opportunities whenever possible, as this allows for students to explore educational concepts and ideas in a meaningful and interactive way.

 

I would love the opportunity to bring my dedications, enthusiasm, and growing experiences to your school. Thank you for your consideration and your time. I look forwards for the possibility of contributing to your team and school culture.

 

Sincerely,

Madison Almony

Madison Almony Cover Letter (.docx) 0.01mb
Resume & CV: Madison Almony
Resume

Madison  Almony

 

malmony@liberty.edu
 

757-871-9775

 

 

 

Objective

Dedicated and passionate educator seeking a teaching position where strong classroom management, differentiated instruction, and relationship-building skills can be used to support student learning and academic growth.

Skills

-        Leadership and mentorship

-        Communication and classroom management

-        Lesson planning and implementation

-        Inclusive classroom practices

-        Organizational skills

-        Adaptability and resilience

-        Teamwork

-        Active Listening

-        Time Management

 

 

 

Experience

educator/tutor

May 2022-August 2023

-        Collaborated with students to complete assignments, identify lagging skills, and correct weaknesses.

-        Developed student confidence through positive reinforcement strategies.

-        Tutored diverse groups of students to strengthen subject comprehension, boost confidence, and build important leaning skills.

-        Used personalized lesson plans to guide students to deeper understanding of course materials.

teacher’s aid

September 2023- April 2025

-        Developed and integrated personalized lesson plans

-        Performed and proctored state-mandated tested

-        Instructed diverse groups of students, strengthening their skills and confidence in the classroom.

-        Maintaining attendance records, student progress, and other relevant information

-        Established and maintained open communication with parents, creating lasting relationships.

 

CHILDREN’s Leadership Intern 

May 2025- August 2025 

-        Developed age-appropriate curriculum  

-        Collaborated and maintained open communication with all staff and parents 

-        Provided administrative support including attendance tracking, parent communication, and volunteer coordination 

-        Participated in leadership training, staff meetings, and mentorship sessions 

-        Maintained a clean and effective work and learning environment

 

Building Based substitute

August 2025- January 2026

-        Provide daily instructional coverage for absent classroom teachers across assigned grade levels within the school building

-        Implement lesson plans, classroom activities, and instructional materials left by the regular teacher

-        Maintain a safe, structured, and positive learning environment aligned with school expectations

-        Manage classroom behavior using established school-wide behavior management systems

-        Support students’ academic, social, and emotional needs in a developmentally appropriate manner

Education

liberty university

Associate of arts

-        4.0 GPA

-        Dean’s List

-        Graduate Summa Cum Laude

-        Member of the National Honor Society

liberty university

Bachelors in Elementary education

Minor: Biblical Studies

-        Liberty University

-        4.0 GPA

-        Dean’s List

-        Member of the National Honor Society

Volunteer Experience or Leadership

Resident Shepherd- Liberty Univeristy

-        Led weekly meetings with Resident Hall leadership teams.

-        Prepared and led weekly small groups.

-        Established and maintained close relationships with over sixty girls.

Emergency Shelter of Williamsbirg volunteer

-        Assisted with dedicated events and programs.

-        Completed daily domestic tasks in shelters and group homes to assist people in need.

-        Used strong interpersonal communication skills to convey information to others.

-        Supported engaging, fun, and smooth-running events by helping with organization and planning.

Wave Camp volunteer- Coastal Church

-        Led small groups and large group sessions for campers.

-        Mentored campers, offering counsel.

-        Responsible for the safety of all campers throughout program

                                                                                  

Madison Almony Resume (.docx) 0.15mb
Reviews & Evaluations: Madison Almony
Evaluations
Pasted below is a copy of the various evaluations I have been given throughout my field experiences. They are in the order of which they happened.

Institution:

Liberty University

Student:

Madison Almony

Supervisor:

Mollie King

Site:

Concord Elementary

Date:

Fall 2024 - Term A (08/19/24 - 12/13/24)

Type:

EDUC 289 (CT (Cooperating Teacher - Site Supervisor))

Final Completed:

11/25/24 09:47 PM

Pre-CPAST Assignment 11-22 - Mentor

Section Weight: 0%

     
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning:
Standards and Objectives/Target
(1.000, 7.1%)

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

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

 

Question Comments : *Comment Required

Miss Almony did an excellent job using the goals and standards to guide her instruction.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

B. Assessment of P-12 Learning
(1.000, 7.1%)

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

Planned assessments 1. Provide opportunities for
learners to illustrate competence 2. Align with the
P-12 state Learning Standards

Planned assessments 1. Provide opportunities for
some learners to illustrate competence OR 2. Align
with the P-12 state Learning Standards

Planned assessments 1. Are not included OR 2. Do
not align with the P-12 state Learning Standards

 

Question Comments : *Comment Required

Miss Almony worked with the students and adjusted her lesson to meet their needs to assess where they were.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

C. Learning Target and Directions
(1.000, 7.1%)

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

Articulates an accurate and clear learning target
AND
Articulates accurate directions/explanations
AND
Sequences learning experiences appropriately

Articulates an inaccurate or unclear learning target
AND/OR
Articulates inaccurate directions/explanations

Does not articulate the learning target
OR
Does not articulate directions/explanations

 

Question Comments : *Comment Required

Madison had a clear learning target for her lesson.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

D. Checking for Understanding and Adjusting

Instruction through Formative Assessment
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.8.b

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

 

Question Comments : *Comment Required

Madison did a great job making adjustment during her lesson while checking for understanding.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

E. Digital Tools and Resources
(1.000, 7.1%)

CAEP-Initial-2022.R1.2 InTASC-2017.5.l InTASC-2017.6.i

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

 

Question Comments : *Comment Required

The students used Reflex and Dreambox during the lesson during their technology center!

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

F. Safe and Respectful Learning Environment
(1.000, 7.1%)

CAEP-Initial-2022.R1.1 InTASC-2017.3.d

Manages a safe and respectful learning
environment through the use of routines and
transitions (i.e., classroom management) AND
Establishes and promotes constructive
relationships to equitably engage learners

Attempts to manage a safe learning environment
through the use of routines and transitions (i.e.,
classroom management) AND/OR Attempts to
establish constructive relationships to engage
learners

Does not manage a safe learning environment (i.e.,
insufficient classroom management) OR Does not
establish constructive relationships to engage
learners

 

Question Comments : *Comment Required

Madison

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

G. Data- Guided Instruction
(1.000, 7.1%)

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

Uses data-informed decisions to design instruction
and assessment

Uses minimal data to design instruction and
assessment

Does not use data to design instruction and
assessment

 

Question Comments : *Comment Required

Madison used groupings that were driven by data.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

H. Feedback to Learners
(1.000, 7.1%)

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

Provides feedback that 1. Enables learners to
recognize strengths OR areas for improvement
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

 

Question Comments : *Comment Required

Madison provided feedback while working with students.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

I. Assessment Techniques
(1.000, 7.1%)

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

Evaluates and supports learning through

assessment techniques that are 1. Developmentally
appropriate 2. Formative

Assessment techniques are 1. Developmentally
appropriate 2. Formative

Assessment techniques are 1. Developmentally
inappropriate OR Not used

 

Question Comments : *Comment Required

Madison used proper informal assessments while working with students.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

J. Connections to Research and Theory
(1.000, 7.1%)

CAEP-Initial-2022.R1.1

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

Mentions connections to educational research
and/or theory

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

 

Question Comments : *Comment Required

Madison used proper research to drive her lesson.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

K. Demonstrates Punctuality
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.o

Reports on time for experience AND Additional
teacher engagements (e.g., IEPs, teacher
committees)

Inconsistently reports on time for experience
AND/OR Additional teacher engagements (e.g.,
IEPs, teacher committees)

Does not report on time for experience AND/OR
Additional teacher engagements (e.g., IEPs,
teacher committees)

 

Question Comments : *Comment Required

Madison was always on time and ready to work.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

L. Meets Deadlines and Obligations
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.o

Meets deadlines and obligations established by the
cooperating teacher, instructor, and/or supervisor
AND Informs all stakeholders (cooperating teacher,
supervisor, instructor, and/or faculty members) of
absences prior to the absence

Most of the time meets deadlines and obligations
established by the cooperating teacher, instructor,
and/or supervisor AND Informs some stakeholders
(cooperating teacher, supervisor, instructor, and/or
faculty members) of absences prior to the absence

Frequently misses deadlines or obligations
established by the cooperating teacher, instructor,
and/or supervisor AND/OR Does not inform
stakeholders (cooperating teacher, supervisor,
instructor, and/or faculty members) of absences
prior to the absence

 

Question Comments : *Comment Required

Madison communicated well with me so that she could meet all her deadlines.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

M. Collaboration
(1.000, 7.1%)

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 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.)

 

Question Comments : *Comment Required

Madison collaborated with the students and teacher very well.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

N. Responds Positively to Feedback and Constructive Criticism
(1.000, 7.1%)

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

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

 

Question Comments : *Comment Required

Madison asked for help and took my advice very well.

Meets Expectations

  

Section Weight: 0%

School Setting: Part A

   

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

 

Question Comments :

 

Rural

  

Section Weight: 0%

     

Element 1Method 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%)

 

Question Comments :

 

In Person Only

  

Section Weight: 0%

Pre-SCRIP Dispositions Assessment Rubric

Dear Host Teacher, Cooperating Teacher, or On-site Mentor,

Before completing the SCRIP/Pre-SCRIP assessment, please review the SCRIP/Pre-SCRIP Scorer Training video. This video will explain the importance of this assessment and will provide direction on how to accurately score the candidate using the instrument. The video is less than 15 minutes in length. Here is the link: https://watch.liberty.edu/media/t/1_103thmlr

Comments are not required for indicators that meet the standard. However, please leave a comment on any standard indicator that your candidate scored "does not meet - developing" or "no evidence" to help him/her grow in their practice.

Also attached is a copy of the PowerPoint used in the video in case you would like to refer back to the slides after watching the training. Thank you so much for investing in the training and preparation of future educators!

Attachments: SCRIP__Pre_SCRIP_Scorer_Training_200602.pptx

    
 

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

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

No evidence provided.

 

Question Comments : *Comment Required

Madison was very fair and treated each student equally.

Level 2: Met - Proficient

  
 

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.

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

No evidence provided.

 

Question Comments : *Comment Required

Madison had wonderful relationships with the students in my class.

Level 2: Met - Proficient

  
 

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

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

No evidence provided.

 

Question Comments : *Comment Required

Madison followed through on every committment and met all deadlines.

Level 2: Met - Proficient

  
 

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 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.

 

Question Comments : *Comment Required

Madison prepared and worked hard to make sure each lesson was successful with the students.

Level 2: Met - Proficient

  
 

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-Initial-2022.R1.4 CAEP-Revised-
Advanced-2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE-2015.2

The candidate thoughtfully considers educational matters and the practice of teaching to make
informed decisions

The candidate spends little time reflecting on the
practice of teaching to make informed decisions.

No evidence provided.

 

Question Comments : *Comment Required

Madison thought through each decision and worked hard to make sure the students were successful.

Level 2: Met - Proficient

  
 

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
and experiences.

The candidate acts quickly before thinking about
the results.

No evidence provided.

 

Question Comments : *Comment Required

Madison did a great job of making choices and thinking through them.

Level 2: Met - Proficient

  
 

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 good citizenship
and acts in an ethical and moral manner.
AND
The candidate values honesty inside and outside of
the classroom and school.

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.

 

Question Comments : *Comment Required

Madison showed excellent citizenship in my classroom.

Level 2: Met - Proficient

  
 

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 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.

 

Question Comments : *Comment Required

Madison demonstrated a committment to using a variety of technologies.

Level 2: Met - Proficient

  
 

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 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.

 

Question Comments : *Comment Required

Madison was extremely professional.

Level 2: Met - Proficient

  
 

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.

The candidate has many errors in written
communication.

No evidence provided.

 

Question Comments : *Comment Required

Madison used proper English with the students and myself.

Level 2: Met - Proficient

  

Pre-SCRIP Dispositions Assessment Rubric Comments : *Comment Required

Madison was a great practicum student.

Overall Evaluation Comments

Comments: *Required

Madison was an excellent practicum student. She worked well with the students and created excellent relationships with them.

Evaluation Score Summary

Title:

Score

Weight

Adj. Score

 

Primary Evaluation

0.00

100.00%

0.00

Finalized
 
     

0.00

 

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Institution:

Liberty University

Student:

Madison Almony

Supervisor:

Lauryn Foster

Site:

T.C. Miller Elementary School for Innovation

Date:

Spring 2025 - Term A (01/13/25 - 05/09/25)

Type:

EDUC 389 (CT (Cooperating Teacher - Site Supervisor))

Final Completed:

05/05/25 06:24 PM

Section Weight: 0%

Suggested Letter Grade Rubric

Please provide a suggested letter grade to signify the candidate's overall performance and effort in the placement.
   

A

B

C

D

F

  
               

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

Final

Required

A

 

 

 

 

Madison was a joy to have in the classroom. I am sure she will one day make an amazing educator.
               

Section Weight: 0%

     
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning:
Standards and Objectives/Target
(1.000, 7.1%)

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

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

 

Question Comments : *Comment Required

Madison aligned her lesson to both the learning objectives and Virginia Standards of Learning.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

B. Assessment of P-12 Learning
(1.000, 7.1%)

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

Planned assessments 1. Provide opportunities for
learners to illustrate competence 2. Align with the
P-12 state Learning Standards

Planned assessments 1. Provide opportunities for
some learners to illustrate competence OR 2. Align
with the P-12 state Learning Standards

Planned assessments 1. Are not included OR 2. Do
not align with the P-12 state Learning Standards

 

Question Comments : *Comment Required

Madison provided students to demonstrate their knowledge of learning.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

C. Learning Target and Directions
(1.000, 7.1%)

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

Articulates an accurate and clear learning target
AND
Articulates accurate directions/explanations
AND
Sequences learning experiences appropriately

Articulates an inaccurate or unclear learning target
AND/OR
Articulates inaccurate directions/explanations

Does not articulate the learning target
OR
Does not articulate directions/explanations

 

Question Comments : *Comment Required

Madison clearly stated her learning target in a way that was easily digestible for the students.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

D. Checking for Understanding and Adjusting

Instruction through Formative Assessment
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.8.b

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

 

Question Comments : *Comment Required

Madison continuously checked for student understanding and adjusted her lesson to ensure the needs of each student was met.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

E. Digital Tools and Resources
(1.000, 7.1%)

CAEP-Initial-2022.R1.2 InTASC-2017.5.l InTASC-2017.6.i

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

 

Question Comments : *Comment Required

Madison utilized both the smart board and document camera during her lesson.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

F. Safe and Respectful Learning Environment
(1.000, 7.1%)

CAEP-Initial-2022.R1.1 InTASC-2017.3.d

Manages a safe and respectful learning
environment through the use of routines and
transitions (i.e., classroom management) AND
Establishes and promotes constructive
relationships to equitably engage learners

Attempts to manage a safe learning environment
through the use of routines and transitions (i.e.,
classroom management) AND/OR Attempts to
establish constructive relationships to engage
learners

Does not manage a safe learning environment (i.e.,
insufficient classroom management) OR Does not
establish constructive relationships to engage
learners

 

Question Comments : *Comment Required

Madison ensured a safe and productive learning environment for the students.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

G. Data- Guided Instruction
(1.000, 7.1%)

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

Uses data-informed decisions to design instruction
and assessment

Uses minimal data to design instruction and
assessment

Does not use data to design instruction and
assessment

 

Question Comments : *Comment Required

Madison demonstrated data-informed decisions with her instruction and assessments.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

H. Feedback to Learners
(1.000, 7.1%)

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

Provides feedback that 1. Enables learners to
recognize strengths OR areas for improvement
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

 

Question Comments : *Comment Required

Madison provided both positive feedback and constructive feedback in a way that built up the students in the classroom.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

I. Assessment Techniques
(1.000, 7.1%)

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

Evaluates and supports learning through

assessment techniques that are 1. Developmentally
appropriate 2. Formative

Assessment techniques are 1. Developmentally
appropriate 2. Formative

Assessment techniques are 1. Developmentally
inappropriate OR Not used

 

Question Comments : *Comment Required

Madison provided formative assessments that were both appropriate and fun.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

J. Connections to Research and Theory
(1.000, 7.1%)

CAEP-Initial-2022.R1.1

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

Mentions connections to educational research
and/or theory

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

 

Question Comments : *Comment Required

Madison demonstrated her knowledge of educational research through the techniques used in her lesson.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

K. Demonstrates Punctuality
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.o

Reports on time for experience AND Additional
teacher engagements (e.g., IEPs, teacher
committees)

Inconsistently reports on time for experience
AND/OR Additional teacher engagements (e.g.,
IEPs, teacher committees)

Does not report on time for experience AND/OR
Additional teacher engagements (e.g., IEPs,
teacher committees)

 

Question Comments : *Comment Required

There were repeated instances where she left hours early without prior notice or informed me the night before that she would not be attending. These absences often coincided with scheduled events that could have been communicated in advance. However, Madison was sure to be present and on time for all in-school obligations.

Emerging

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

L. Meets Deadlines and Obligations
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.o

Meets deadlines and obligations established by the
cooperating teacher, instructor, and/or supervisor
AND Informs all stakeholders (cooperating teacher,
supervisor, instructor, and/or faculty members) of
absences prior to the absence

Most of the time meets deadlines and obligations
established by the cooperating teacher, instructor,
and/or supervisor AND Informs some stakeholders
(cooperating teacher, supervisor, instructor, and/or
faculty members) of absences prior to the absence

Frequently misses deadlines or obligations
established by the cooperating teacher, instructor,
and/or supervisor AND/OR Does not inform
stakeholders (cooperating teacher, supervisor,
instructor, and/or faculty members) of absences
prior to the absence

 

Question Comments : *Comment Required

There were repeated instances where Madison left hours early without prior notice or informed me the night before that she would not be attending. These absences often coincided with scheduled events that could have been communicated in advance.

Emerging

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

M. Collaboration
(1.000, 7.1%)

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 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.)

 

Question Comments : *Comment Required

Madison was excellent at building relationships with other school personnel in addition to the students.

Meets Expectations

  
 

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

N. Responds Positively to Feedback and Constructive Criticism
(1.000, 7.1%)

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

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

 

Question Comments : *Comment Required

Madison responded positively to any criticism provided to her.

Meets Expectations

  

Section Weight: 0%

School Setting: Part A

   

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

 

Question Comments :

 

City

  

Section Weight: 0%

     

Element 1Method 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%)

 

Question Comments :

 

In Person Only

  

Section Weight: 0%

Pre-SCRIP Dispositions Assessment Rubric

Dear Host Teacher, Cooperating Teacher, or On-site Mentor,

Before completing the SCRIP/Pre-SCRIP assessment, please review the SCRIP/Pre-SCRIP Scorer Training video. This video will explain the importance of this assessment and will provide direction on how to accurately score the candidate using the instrument. The video is less than 15 minutes in length. Here is the link: https://watch.liberty.edu/media/t/1_103thmlr

Comments are not required for indicators that meet the standard. However, please leave a comment on any standard indicator that your candidate scored "does not meet - developing" or "no evidence" to help him/her grow in their practice.

Also attached is a copy of the PowerPoint used in the video in case you would like to refer back to the slides after watching the training. Thank you so much for investing in the training and preparation of future educators!

Attachments: SCRIP__Pre_SCRIP_Scorer_Training_200602.pptx

    
 

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

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

No evidence provided.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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.

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

No evidence provided.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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

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

No evidence provided.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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 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.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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-Initial-2022.R1.4 CAEP-Revised-
Advanced-2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE-2015.2

The candidate thoughtfully considers educational matters and the practice of teaching to make
informed decisions

The candidate spends little time reflecting on the
practice of teaching to make informed decisions.

No evidence provided.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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
and experiences.

The candidate acts quickly before thinking about
the results.

No evidence provided.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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 good citizenship
and acts in an ethical and moral manner.
AND
The candidate values honesty inside and outside of
the classroom and school.

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.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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 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.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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 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.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  
 

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.

The candidate has many errors in written
communication.

No evidence provided.

 

Question Comments : *Comment Required
 

Level 2: Met - Proficient

  

Pre-SCRIP Dispositions Assessment Rubric Comments : *Comment Required

Madison demonstrated many important qualities such as integrity, enthusiasm, and a willingness to learn throughout her time in my classroom.

Overall Evaluation Comments

Comments: *Required

Madison truly was a joy to have in class and I am thankful for all she contributed. I am sure she will one day make an excellent educator.

Evaluation Score Summary

Title:

Score

Weight

Adj. Score

 

Primary Evaluation

0.00

100.00%

0.00

Finalized
 
     

0.00

 

    

 


 

Institution:

Liberty University

Student:

Madison Almony

Supervisor:

Lindsey Jacklin

Site:

J. Blaine Blayton Elementary

Date:

Spring 2026 - Term A (01/19/26 - 05/15/26)

Type:

EDST 460 (CT (Cooperating Teacher - Site Supervisor))

Final Completed:

03/08/26 08:13 AM

Section Weight: 0%

     

 

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

 

Exceeds (3.000 pts)

  

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

B. Materials and Resources
(1.000, 4.8%)
CAEP-Initial2022.R1.3 InTASC2017.7.b

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

Uses materials and resources that align with some of the objectives/targets

Materials and resources do not align with objectives/targets

 

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Meets (2.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

D. Differentiated Methods
(1.000, 4.8%)
CAEP-Initial2022.R1.1 InTASC2017.2.c

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

Exceeds (3.000 pts)

  



 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

H. Digital Tools and Resources
(1.000, 4.8%)
CAEP-Initial2022.R1.3 InTASC2017.5.l

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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)

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Uses minimal data to design instruction and assessment

Does not use data to design instruction and assessment

Exceeds (3.000 pts)

  

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

 

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

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

Mentions connections to educational research and/or theory

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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)

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

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)

Does not provide evidence of communication with parents or legal guardians

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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)

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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.)

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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)

Exceeds (3.000 pts)

  

 

 

Exceeds Expectations (3.000 pts) 

Meets Expectations (2.000 pts) 

Emerging (1.000 pt) 

Does Not Meet Expectations (0.000 pt)

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

Exceeds (3.000 pts)

  

Section Weight: 0%

PART A: SCHOOL SETTING RUBRIC (Used for University purposes, not an official element of CPAST Form)

   

 

 

 

 

 

 

 

 

 

 

 

 

City (3.000 pts) 

Suburban (2.000 pts) 

Town (1.000 pt) 

Rural (0.000 pt)

School Setting (1.000, 100.0%)

 

 

 

 

Suburban

  

Section Weight: 0%

PART B: METHOD OF DELIVERY RUBRIC (Used for University purposes, not an official element of CPAST Form)

   

 

 

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%)

 

 

 

In Person Only

  

Section Weight: 0%

SCRIP Dispositions Assessment Rubric (Used for University purposes, not an official element of CPAST Form)

   

 

 

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.

Advanced

  

 

 

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.

Advanced

  

 

 

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.

Advanced

  

 

 

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.

Advanced

  

 

 

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

The candidate thoughtfully considers educational matters, the practice of teaching, and utilizes data to make informed decisions regarding educational matters and the practice of teaching to implement change. 

The candidate thoughtfully considers educational matters and the practice of teaching to make informed decisions. 

The candidate spends little time reflecting on the practice of teaching to make informed decisions.

No evidence provided.

Advanced

  

 

 

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.

Advanced

  

 

 

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.

Advanced

  

 

 

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.

Advanced

  

 

 

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.

Advanced

  

 

 

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.

Advanced

  

Section Weight: 0%

SUGGESTED LETTER GRADE RUBRIC (Used for University purposes, not an official element of CPAST Form)

Please provide a suggested letter grade to signify the candidate's overall performance and effort in student teaching.

    

 

 

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%)

 

 

 

 

 

A

  

Section Weight: 0%

     

What went well? Areas of strength?

 

Question Comments :

Madison is doing an excellent job in the classroom! She is happy to work side by side with me and take over when needed. She is patient with the students and is always willing to learn and help.
   

Possible opportunities for growth

 

Question Comments :

Madison will continue to work on learning how to assess kids throughout lessons and apply it to her teaching.
   

Section Weight: 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.

 

Question Comments :

 
   

 

Evaluations (.docx) 0.08mb
Teaching Experience: Madison Almony
Field Experience Summary

Field Experience Summary: ELEMENTARY EDUCATION (PreK-6)

§ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field Experience Rubric below to review target goals for placement expectations.

§ Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this FES under the section labeled “Previous Experiences”. 

§ You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences should not be included on this FES.

Teacher Candidate:   Madison Almony

LU ID:  L 27385924

LU Email:   malmony@liberty.edu

 

Hours

Indirect vs. Direct

 

Placement Description

 

Course

Indicate N/A if not course-based experience

Direct Teach/

Assist

School Name/Location

Age/Grade/

Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

EXAMPLE

EDUC 588

1

Linkhorne Elementary School (Lynchburg, VA)

1st Grade

All Subjects

Public

X

X

X

 

X

 

 

X

 

 

 

 

X

 

 

 

EDUC189

4

Thomas Jefferson Elementary School (Lynchburg, VA)

Kindergarten

All subjects

public

x

 

x

x

 

x

 

x

x

 

 

 

 

 

 

 

EDUC289

4

Concord Elementary School (Concord, VA)

5th grade

All subjects

Public

x

X

x

 

 

X

 

X

 

 

 

 

 

 

 

 

EDUC389

4

TC Miller Elementary School

5th grade

All subjects

 

public

X

X

X

X

X

 

 

X

X

 

 

 

X

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Teaching Semester [Example: EDST 460]

EDST460

150

J Blaine Blayton Elementary School (Williamsburg, VA)

Kindergarten

All subjects

public

 

x

x

x

 

 

x

 

 

 

x

x

x

 

 

x

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TOTAL HOURS

150

Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s)

Position/Role Held during Previous Experience

(Substitute, IA/TA, paraprofessional, etc.)

School Name/Location

Age/Grade/

Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

08/11/25-12/19/25

Building Based Substitute

J Blaine Blayton Elementary School (Williamsburg, VA)

K-5

all subjects

public

x

x

x

x

 

 

x

x

x

x

x

x

x

x

 

x

01/05/26-01/16/26

Williamsburg Christian Academy

Substitute

k-5

all subjects

Christian, private

x

x

x

x

 

 

x

x

x

 

x

 

x

x

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Professional Organization Memberships

Name of Organization

See recommended organizations

Initial Membership

Renewal Date

Month

Year

Month

Year

Christian Educators of America

08

2023

08

2026
 

 

 

 

 
 

 

 

 

 
 

 

 

 

 
 
                                             

 

Field Experience Summary (.docx) 0.03mb
Teaching Philosophy: Madison Almony
Philosophy of Education

Philosophy of Education

An effective educational philosophy is grounded in the idea that all children have the ability to learn and succeed when provided with the appropriate support, opportunities, and structure. As an educator, I believe that student-centered instruction paired with strong academic standards are essential to helping all students to reach their full potential in school. My goal as an educator is to create a positive and safe classroom environment where students feel challenged, motivated, and supported enough to take risks.

I believe that each student in the classroom is unique and offers a unique set of skills and experiences to the classroom. It is because of this that it is important to recognize and respond to these student differences through intentional and differentiated instruction. While some students may need additional support, other may need a greater amount of challenging tasks in order to stay on task. It is through building strong relationships with my students and creating both an inclusive and mutually respectful classroom environment that I can ensure that each student that walks into my classroom feels valued as a person and confident in their abilities.  

            Student-centered learning is at the core of my personal teaching philosophy. As an educator, I strive to meet my students where they are both developmentally and academically, using intentional instructional strategies to encourage their engagement and progress. This includes providing students with discussion based instruction, opportunities for student choice, and allowing each student to take ownership of their learning. It is when students feel actively involved and valued in the learning process that they are more likely to develop a deeper understanding of the content and stay motivated as they learn.

While I believe that learning should be a student-focused process, I also believe that strong content standards and high student expectations play a critical role in the development and overall success of the student.  Standards help to provide students with consistency, structure, and clear learning goals. I believe that students should be pushed and held to high expectations, while also receiving adequate support and differentiation to best set them up to achieve these high goals. It is through balancing support with rigor that I can help students to grow academically and best prepare them for future success.

I also believe that projects and various other forms of hands-on learning opportunities are crucial for students to partake in. These opportunities also allow for students to collaborate with their peers and gain knowledge from the experience of others. When learning becomes a meaningful experience, students are actively engaged in instruction, rather than just passively receiving the information. It is through incorporating hands-on learning activities and peer collaboration activities that’s students are able to further explore concepts, develop important social skills, and learn to think critically. Peer collaboration allows for students to build communication skills that are essential both inside and outside of the classroom, learn from one another, and learn to share their ideas in a respectful manner.

A final key component of my educational philosophy is the importance of creating a positive and safe learning environment. I firmly believe that students learn best when they feel encouraged, supported, and safe. It is through building a strong relationships with my students, maintaining clear academic and behavior expectations, and fostering a strong sense of community that I aim to create a warm and inviting classroom. I believe that when students feel safe in their learning environments, they feel more comfortable expressing themselves and taking risks. Encouraging both creativity and curiosity helps my students to develop a larger lover for learning that extends beyond the walls of my classroom.

My educational philosophy is centered on the idea that all students are capable of success when they are provided with meaningful support, high expectations, and engaging and exciting learning opportunities. It is through the combination of student centered learning, strong academic standards, hands-on learning opportunities, and a positive classroom environment that I strive to support my students as they grow academically, emotionally, and socially. My goal as an educator is to inspire within my students a lifelong love of learning that extends past the classroom and to help them reach their fullest potential.

Philosophy of Education (.docx) 0.02mb