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EDUC 402: Literacy Practicum II Evaluation
Drury University
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School of Education & Child Development
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EDUC 402: Literacy Practicum II Evaluation
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Student's Name
*
First
Last
Evaluator's Name
*
First
Last
Faculty Email, if applicable
Cooperating Teacher Email, if applicable
Directions:
Please rate your practicum candidate on each topic using the descriptors provided below:
Baseline
(0/Standard Not Met) – the practicum candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent
(1/Standard Not Met) – the practicum candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent
(2/Standard Met) – the practicum candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing
(3/Standard Met) - the practicum candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
1. Understands how students differ in their approaches to learning and provides learning opportunities adapted to diverse learners. Provides a lesson plan that includes specific skills and strategies on how to differentiate the learning including the content, the process, and the product. Lesson design includes awareness of classroom cultural diversity and a plan for addressing those needs.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 2.QI.4 - Standard 2 Quality Indicator 4
INTASC 2013-2 - Standard 2 - Learning Differences
2. Develops, implements, and evaluates curriculum addressing the needs of diverse learners. Lesson plan specifically identifies the cultural capacity of the learner. Lesson design and activities communicate respect and value for each student by addressing their unique needs.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 3.QI.2 - Standard 3 Quality Indicator 2
INTASC 2013-2 - Standard 2 - Learning Differences
3. Develops, implements, and evaluates curriculum addressing the needs of diverse learners. Lesson plan specifically identifies the cultural capacity of the learner. Lesson design and activities communicate respect and value for each student by addressing their unique needs.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 3.QI.2 - Standard 3 Quality Indicator 2
INTASC 2013-2 - Standard 2 - Learning Differences
4. Demonstrates a general knowledge of various types of instructional strategies to promote critical thinking and engage students. Lesson allows for high level questions along with analysis and interpretation of the learning. Lesson allows the K-12 student to demonstrate proficiency and reach higher levels of Blooms/DOK.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 4.QI.1 - Standard 4 Quality Indicator 1
INTASC 2013-8 - Standard 8 - Instructional Strategies
5. Articulates the importance of using formal and informal student assessments in a formative and summative manner to assess student progress. Demonstrates evidence of using formative assessment in the lesson. Lessons directly address specific K-12 student needs.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 7.QI.1 - Standard 7 Quality Indicator 1
INTASC 2013-6 - Standard 6
6. Utilizes assessment data to plan ongoing instruction that enables students to make adequate academic progress. Keeps track of student progress each week in the practicum with a plan for instruction. Adjusts weekly instruction based on specific findings from the previous lesson.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 7.QI.2 - Standard 7 Quality Indicator 2
INTASC 2013-6 - Standard 6
7. Demonstrates effective verbal and nonverbal communication. Nonverbal communication is effective, clear, and correct. Verbal communication is effective, clear, and correct.
*
Baseline (0 points/not met) The teacher candidate possesses the necessary knowledge but does not apply this knowledge.
Emerging Inconsistent (1 point/not met) The teacher candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
Emerging Consistent (2 points/met) The teacher candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
Developing (3 points/met) The teacher candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
2013 MTS 6.QI.1 - Standard 6 Quality Indicator 1
INTASC 2013-3 - Standard 3 - Learning Environments
addressing implements,
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