Final Evaluation

This assessment is based on the 10 standards of effective practice for teachers as adopted by the Michigan Department of Education (MI-InTASC), with particular attention given to literacy development and the BX standards for elementary English Language Arts teachers. Under the Family Educational Rights & Privacy Act, the student has the right of inspection and review of this document.

Directions: For each of the items below, check the box for the rating of the LS 3780 student using the definitions below to guide your rating. Use comments or examples to describe performance and explain scale selections. Comments may address individual items or the standard as a whole.

Proficient
The pre-intern teacher has the knowledge and ability to perform this task with limited or no guidance.

Emerging
The pre-intern teacher has basic knowledge of this concept, and would need guidance to complete the task.

Undeveloped
The pre-intern teacher lacks basic knowledge of this concept and would need additional opportunities to display proficiency in this area.

The student understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
The student uses his/her understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to meet high standards.
The student works with others to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
The student understands the central concepts, tools of inquiry, and structures of the discipline(s) she/he teaches and creates learning experiences that make the discipline accessible and meaningful for learners
The student understands the central concepts, tools of inquiry, and structures of the discipline(s) she/he teaches and creates learning experiences that make the discipline accessible and meaningful for learners.
The student understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and inform ongoing planning and instruction.
The student plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of ELA content, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The student understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
The student engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
The student seeks appropriate leadership roles and collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well- being.
The student uses effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.