DRAFT: This module has unpublished changes.

Education Department 

Childhood Education

Clinical Practice Assessment - Reading

       PLANNING, IMPLEMENTATION, AND OUTCOMES

 

 Assessments of and Reflections on Student Work; Reflections on Lesson

 Conceptualizing Essays & Lesson Plans

 Implementation of Lessons

 

   Semester:  [   ] Fall             [   X ] Spring            Year: 2013

 

   Candidate’s Name: MONIQUE NEYSMITH

 

  Early Field Site: PS 249    Grade/Level: 3RD       Other:_________                  

     

 Date of Formal Observation: 3/18/2013                                                              

                                                                           

  Name of Person Completing Assessment:  Diaz

 

___________________________________________________

    

 

PLANNING

 Conceptualizing Essays & Lesson Plans

CANDIDATE PERFORMANCE SUMMARY DATA

The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Planning.

Undergraduate Clinical Practice Assessment of Planning

RATING ON STANDARDS Fall/2011: N=

 

1: Knowledge of Development, Learning, & Motivation

U

EM

C

EX

Candidates have in-depth knowledge of childhood development.

 

 

 X

 

Candidates have in-depth knowledge of learning theories.

 

 

 X

 

2.1:  Knowledge of Content: (Reading)

 

 

 

 

Candidates’ Conceptualizing Essays include their knowledge of how elementary children develop and learn to read.

 

 

 

 X

Candidates’ Conceptualizing Essays reflect their knowledge of  a balanced approach to reading and to the workshop model of reading teaching and learning that includes an emphasis on use of letter/sound relationships (phonics), content (semantic & syntactic), and text that has meaning for children.

 

 X

 

 

Candidates’ Conceptualizing Essays include their knowledge of formal and informal reading assessments and when to use each of these appropriately to assist children to comprehend texts and grow as readers and how to use these assessments to inform their reading instruction.

 

 

 X

 

Candidates’ Lesson Plans show that they know how to teach children to read competently and how to encourage children’s enjoyment of reading through multiple instructional strategies and a variety of language activities.

 

 

 X

 

Candidates’ Lesson Plans indicate that they know how to teach children a variety of strategies to monitor their own reading comprehension.

 

 X

 

 

Their Lesson Plans accurately reflect that they know how to conduct the various components of the workshop model, including their demonstrations, use of accountable talk, and relevant assessment.

 

 

 X

 

Candidates’ Lesson Plans show that they know they must use and can recommend various genres of texts so children can apply appropriate reading strategies to comprehend different kinds of texts.

 

 

 X

 

Candidates’ Lesson Plans indicate they incorporate the strategy of using children’s personal responses to what they read and how those responses are shared with peers.

 

 

 X

 

Candidates’ Lesson Plans include assessment rubrics that are aligned with the lesson teaching point and NY state reading standard they are addressing in the lesson.

 

 

 X

 

 IMPLEMENTATION

CANDIDATE PERFORMANCE SUMMARY DATA

The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Implementation.

Undergraduate Clinical Practice Assessment of Implementation

RATING ON STANDARDS Fall/2011: N=

 

2.1 Knowledge of Instruction (Reading)

U

EM

C

EX

Candidates’ Lessons indicate they design instruction and implement strategies that build on children’s experiences, state of development and current abilities as readers.

 

 

 X

 

Candidates’ Lessons reflect that they teach children to read using a balanced instructional program.

 

 

 X

 

Candidates’ lessons show they use and recommend to students many reading materials.

 

 

 

 

Candidates use written responses to encourage children’s understanding of what they are reading and to assist them to develop their writing abilities.

 

 

 X

 

Candidates encourage children to share their responses to what they are reading orally and to share their responses with their peers and to use these opportunities to develop other language skills, particularly listening.

 

 

 X

 

 

3.2: Knowledge: Instruction: Adaptation to Diverse Students

 U

 EM

 C

 EX

Candidates identify differences in approaches to learning & performance and ways students demonstrate learning. 

 

 X

 

 

Candidates’ lessons include cultural responsive approaches and activities, including making sure there is validation of a wide array of diverse cultural contributions to different content areas.

 

 X

 

 

3.3: Knowledge: Instruction:  Development of Critical Thinking & Problem Solving

 

 

 

 

Candidates’ lessons include various appropriate processes for stimulating children’s minds.

 

 

 X

 

Candidates’ lessons include multiple strategies for learning.

 

 

 X

 

Candidates enhance learning by using a wide variety of materials, human resources, and learning strategies that promote development of critical thinking, problem solving, and performance capabilities.

 

 

 X

 

3.4: Knowledge: Instruction: Active Engagement in Learning 

 

 

 

 

Candidates create communities of learners in their classrooms.

 

 

 X

 

Candidates use appropriate and effective interpersonal and small group communication techniques to create effective learning environments.

 

 

 X

 

3.5: Knowledge: Instruction: Communication to Foster Collaboration

 

 

 

 

Candidates model effective communication strategies in conveying ideas and information and asking questions. 

 

 

 X

 

Candidates use various media and technological tools to enhance and enrich learning.

 

 

 X

 

 

OUTCOMES

 Assessments of and Reflections on Student Work; Reflection on Lessons

 

CANDIDATE PERFORMANCE SUMMARY DATA

The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Outcomes.

 

Undergraduate Clinical Practice Assessment of Outcomes

RATING ON STANDARDS Fall/2011: N=

 

4:  Knowledge of Assessment for Instruction

U

EM

C

EX

 

Candidates use formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous growth and to enhance their knowledge of individual students’ learning and progress in learning. 

 

 

 X

 

 

 

 

 

 

 

 

Candidates’ use different types of assessment appropriate for evaluating how K-6 students learn, what they know, and what they are able to do in each subject area.

 

 

 X

 

 

 

 

 

 

 

 

Candidates use formal and informal assessments in order to adjust teaching. 

 

 

 X

 

 

 

 

 

 

 

 

 

COLLABORATION

Conceptualizing Essays and Reflections on Lesson

CANDIDATE PERFORMANCE SUMMARY DATA

 The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Collaboration.

 

Undergraduate Clinical Practice Assessment of Collaboration

RATING ON STANDARDS Fall/2011: N=

 

5.1: Professional Growth, Reflection, & Evaluation

U

EM

C

EX

Candidates reflect on their practice and they continually evaluate the effects of their professional decisions and actions on students.

 

 

 

 X

5.2: Collaboration with Families, Colleagues, & Community Agencies

 

 

 

 

Candidates know the importance of establishing and maintaining a positive collaborative relationship with school colleagues to promote the intellectual, social, emotional, physical growth and well-being of children. 

 

 

 X

 

 

 

DRAFT: This module has unpublished changes.