12/19/2018 Qualtrics Survey Software https://purdue.ca1.qualtrics.com/WRQualtricsControlPanel/Ajax.php?action=GetSurveyPrintPreview 1/21 Part 1: Secondary Assessment (NCSS SPA Standards) Secondary SOCIAL STUDIES Student Teaching FINAL Evaluation As part of understanding what knowledge, skills, and dispositions our students possess, we are asking you to complete an end-of-clinical evaluation. This tool is comprised of three different parts. The first part is based on the National Council for the Social Studies (NCSS) standards for beginning teachers. The second part contains knowledge and skills as outlined by InTASC and CAEP, our accreditating body. The last part asks to you to consider the dispositions that are valued by the faculty at Purdue University Fort Wayne. In other words, these dispositions align
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Secondary SOCIAL STUDIES Student Teaching FINAL Evaluation
As part of understanding what knowledge, skills, and dispositions our studentspossess, we are asking you to complete an end-of-clinical evaluation. This tool iscomprised of three different parts. The first part is based on the National Councilfor the Social Studies (NCSS) standards for beginning teachers. The second partcontains knowledge and skills as outlined by InTASC and CAEP, our accreditatingbody. The last part asks to you to consider the dispositions that are valued by thefaculty at Purdue University Fort Wayne. In other words, these dispositions align
Content KnowledgeCandidate engages students in making meaning of the content by examining itthrough diverse perspectives and personal responses.InTASC #4CAEP 1.1
Instructional PracticeCandidate uses both formative and summative assessment to document learning.InTASC #6CAEP 1.1
students deepen theirunderstanding of the content.
TargetCandidate engages studentsin discovering meaning of thecontent by questioning and
analyzing ideas from diverseperspectives in content texts,
materials, performances,and/or labs. Students are
challenged to connect theirpersonal responses to otherlarger meanings and criticalstances in the content area.
Acceptable Candidate engages students
in making meaning of contenttexts, materials, performances,
or labs by providing diversematerials and opportunities for
personal response.
Unacceptable Candidate provides content
text, materials, performances,and/or labs from limited
perspectives, thus restrictingthe students’ ability to engage
in making meaning. Or,candidates might over-
emphasize students’ personalresponses to the content.
Professional ResponsibilityThe candidate uses a variety of self-assessment strategies to analyze and reflecton his/her practice.InTASC #9CAEP 3.6
Professional Responsibility
Target Technology enhances the
teaching and learning processin a way that is not achievable
without it. Also, it is age-appropriate, matching abilitylevels, interests, and needs.
AcceptableTechnology selected is age-appropriate, matching abilitylevels, interests, and needs.
Unacceptable Technology selected is
appropriate for a subset ofstudents.
Target Candidate creates a plan for
reflecting on practices duringand after instruction. The datagathered via the strategies areanalyzed and used to make a
variety of adaptations/adjustments (e.g.,
organizational, instructional,materials, etc.) that benefit the
students.
Acceptable Candidate creates a plan for
reflecting on practice afterinstruction occurs. The data
gathered via the strategies areanalyzed and used to make
improvements to futureinstructional plans.
Unacceptable Candidate reflects on practice
in an unplanned, unsystematicway or only when prompted by
someone to do so.Experiences are reflected onin a holistic manner withoutreference to specific data. Inaddition, the candidate maylack links between changesmade and data collected.
The candidate understands laws related to learners’ rights and teacherresponsibilities.InTASC #9CAEP 3.6
Professional ResponsibilityThe candidate demonstrates professional ethics and respect for others in the use oftechnology (e.g., learning management system, social media).InTASC #9CAEP 1.5
Indicator 2: DEMOCRACY & COMMUNITY: Values diversity and uses it to createan inclusive classroom.InTASC # 2CAEP 3.3
Indicator 3: HABITS OF MIND: Relentless in belief about the importance ofteachers using critical thinking, reflection, and professional development to grow asa teacher.InTASC # 9
expectations through designand delivery of challenging
curriculum and assessmentsthat foster high-level skills for
each c/a.
enrichment experiences thatreflect some c/a's lives outside
of school.
performance. Seeks minimalinformation about c/a’s livesoutside of school, usually in
response to a problem.
TARGETCulturally responsive practices
are evident in delivery ofinstruction. Works withchildren/adolescents to
address injustices incurriculum, society, or own
lives.
ACCEPTABLECreates a curriculum that
demonstrates valuing diversegroups through classroommaterials, activities, and
assignments.
UNACCEPTABLEA single perspectivedominates classroom
Indicator 6: ADVOCACY: Persistent in advocating for and promoting the profession.InTASC # 10CAEP 3.3
COMMENTS - FOR FINAL EVALUATION ONLY:This is the most important part of the rating of the student teacher. Thisnarrative summary should be reasonably detailed, complete, and accurate,including reference to specific examples of the student teacher’s skills. It shouldaddress the student teacher's abilities and readiness to be a first-year teacher. The
TARGET Collaborates with family
members and other teachersto create innovative solutions
that support each child’s/adolescent’s success.
ACCEPTABLE Coordinates actions with
colleagues to meet students’learning needs.
UNACCEPTABLE Important educational
decisions are madeindependently without
communicating with familymembers or colleagues.
TARGET Advocates for the profession
by speaking or actingpublically on issues facingschools, teachers, families,students, or communities.
ACCEPTABLE Projects positive view of
profession whencommunicating with others
about children, adolescents,families, colleagues, or the
profession.
UNACCEPTABLE Initiates or adds to negativity
about c/a, families,colleagues, or profession,
projecting a negative view ofthe profession to others.
summary should include your recommendation of the student teacher’s potential asa member of the profession. Please remember that many times candidates arerequired to include this as part of their job application packet.