аЯрЁБс>ўџ ~ўџџџ}€џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 јПi*bjbjUU -7|7|i"џџџџџџlXXXXXXXlђ ђ ђ ђ tf l0$&Ž XццццХ0ѕ$s#u#u#u#u#u#u#$V% v'v™#QX-СХ--™#ЯXXццлъ#ЯЯЯ-FXцXцs#Я-s#ЯЈЯwXXwц‚ а˜JЦl†ђ swwќ$00$wь'ƒLь'wЯllXXXXй200:128 FIELD EXPERIENCE EVALUATION FORM Teacher as a Change Agent Student Name:  FORMTEXT       UNI ID: FORMTEXT       Student e-mail:  FORMTEXT       Semester:  FORMCHECKBOX  Fall  05  FORMCHECKBOX  Spring  06  FORMCHECKBOX  May  06 (last, first) 200:148 Section #  FORMTEXT    Session:  FORMCHECKBOX  A  FORMCHECKBOX  B  FORMCHECKBOX  C 200:128 Instructor :  FORMTEXT       200:148 Professor:  FORMTEXT       Categories/Examples1 = Unsatisfactory (needs additional work, non-demonstrated)2= Emerging Competence3 = Competent4 = High Competence5 = CommendableInstructional Strategies " multiple levels of questions " integrates technology when possible • individual/cooperative whole class groupings • teacher centered/student centered • varies teaching strategies to promote learningIs unable to explain or implement a variety of strategies and limits lesson delivery to one method or mode.Is able to explain and implement some different instructional strategies and attempts to incorporate several methods or modes into the lesson.Is able to explain and implement a variety of instructional strategies and successfully uses several methods or modes in the lesson. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Relationships with Students • specific feedback • positive tone • nonjudgmental • high expectations • encouraging language • courtesy • respect • personal interestDoes not initiate communications with students at appropriate times, rarely offers encouragement, does not show respect and concern for student learning, and does not know the names of studentsCommunicates with students at appropriate times without being prompted, often offers encouragement, often shows respect and concern for student learning, knows many, but not all of the students’ namesCommunicates effectively with students at appropriate times, shows respect, actively supports students’ achievement, knows all students by name. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Motivates Student Learning activities 128 student uses • are relevant • encouragement • are interesting • high, individualized • allow choice expectations • are engagingDoes not state, write, or implement motivational techniques and does not respond to teacher suggestions.  Is able to state, write, and/or implement some motivational techniques, asks for suggestions and tries to incorporate some techniques during lesson presentation.  Is able to state, write, and successfully implement a variety of techniques to motivate students.  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Classroom Management efficient routines • effective transitions • consistent class rules and consequences •appropriate pacing • proximity control • preventative prompting • humor • individualized plansIs unable to state, write or implement classroom management strategies modeled by the PLS instructor (classwide and individual, proactive and reactive). Is able to state, write, and implement some classroom managements strategies modeled by the PLS instructor (classwide and individual, proactive and reactive).Is able to state, write, and implement many classroom management strategies modeled by the PLS instructor (classwide and individual, proactive and reactive). FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Instructional Planning • clear objective • effective sequencing • valid assessment of learning • developmentally-appropriateIs not able to write a sequential, developmentally-appropriate lesson plan with clear objectives, needed materials, and valid assessment, even with assistance from PLS faculty and other resources.Is able to write a sequential, developmentally-appropriate lesson plan with clear objectives, needed materials, and valid assessment with assistance from PLS faculty and other resources.Is able to write a sequential, developmentally-appropriate lesson plan with clear objectives, needed materials, and valid assessment, with little or no assistance. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Response to Diversity • cognizant of individual differences and needs • able to support students with individualized methods • inclusion of multicultural materials, conceptsDoes not adapt to student differences (including gender, ethnicity, age, religion, language, ability, and exceptionality), does not attempt to adapt instruction to reach each student.Adapts to student differences (including gender, ethnicity, age, religion, language, ability, and exceptionality) frequently, often tries to adapt instruction to reach each student.Adapts to student differences, (including gender, ethnicity, age, religion, language, ability, and exceptionality), and is able to adapt instruction to reach each student. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  1 = Unsatisfactory (needs additional work, non-demonstrated)2= Emerging Competent3 = Competent4 = Highly Competent5 = CommendableContent Knowledge • demonstrates accurate content knowledge in lessons and/or in classDoes not have accurate or complete content knowledge, puts in little or no effort to expand knowledge.Has basic content knowledge, makes effective use of teacher’s manuals, texts, curriculum guides and teacher to assist in planning effective lessons.Has extensive content knowledge, seeks out multiple sources to expand subject matter beyond manuals, texts, and curriculum guides. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Initiative/Collaboration • asks questions of PLS faculty • seeks to expand opportunities • applies PLS faculty’s expectations to new situations in the classroom.Does not initiate interactions in the classroom, does not ask questions, and needs regular reminders of PLS faculty’s expectations for classroom involvement.Initiates interactions in the classroom, asks relevant questions sometimes, and makes an effort to apply PLS faculty’s expectations for classroom involvement.Initiates interactions in the classroom frequently, asks relevant questions often, seeks to expand opportunities for involvement in the classroom consistently. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Reflective Practitioner • discusses impact of class activities on student learning • connects theory to practice • self-evaluates, generates improvement areas, and sets goalsDoes not complete reflections in a timely fashion, shows little or no evidence of focus and detail, relies on description rather than analysis.  Completes reflections in a timely manner, shows some evidence of focus and detail, relies on description more than analysis. Completes reflections in a timely manner, shows frequent evidence of focus and detail, relies on analysis more than description. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX Professionalism and Ethics • communicates effectively with colleagues • role model to students • maintains confidentiality • punctual • dresses appropriately •meets PLS faculty expectationsDoes not communicate ideas effectively with colleagues, is not a positive role model to students, does not dress professional, is not punctual, is not responsible about meeting PLS faculty expectations, and is not able to maintain confidentiality.Attempts to communicate ideas effectively with colleagues, and be a positive role model to students, tries to dress professionally, is punctual, is responsible about meeting PLS faculty expectations, and maintain confidentiality.Communicate ideas effectively with colleagues, is a positive role model to students, dresses professionally, is punctual, exceeds PLS faculty expectations, and is able to maintain confidentiality. FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  FORMCHECKBOX  PLS Recommendation  FORMCHECKBOX  no credit  FORMCHECKBOX  incomplete  FORMCHECKBOX  credit COMMENT SECTION:  FORMTEXT       The student should place this evaluation in her/his portfolio along with a written self-assessment of the field experience and a copy of lesson plan(s). 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