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  • SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted

    Have your Pre-Service Teacher complete the top section of this form.

    Then finalize the Progress Report and sign.

    Pre-service Teacher EDU 202 Instructor/Section

    PROGRESS REPORT OF INTRODUCTORY FIELD EXPERIENCE (EDU 202)

    Toward Meeting Program Goals

    The University of Montana-Missoula

    Phyllis J. Washington College of Education and Human Sciences

    Semester:

    Pre-service Teacher’s I.D.: Phone:

    Grade & subject area: Email:

    School: Cooperating Teacher:

    PURPOSE: This introductory field experience is taken in conjunction with the EDU 202 course. Primary

    goals of this field assignment include introducing pre-service teachers to the various roles of a teacher,

    providing opportunities for focused observation, and structuring initial opportunities for interaction with

    individual students and groups in a supervised teaching setting.

    EVALUATION: Rate the student using the following criteria as a guide for a novice pre-service teacher.

    Written feedback regarding the pre-service teacher’s progress can be provided on the following page. Circle the number of the most appropriate response.

    Meets Criteria In each Performance Outcome area, this rating indicates that the per-service teacher 1)

    completes activities as assigned by the cooperating teacher; 2) demonstrates initiative by suggesting

    relevant teaching/learning opportunities; and 3) demonstrates understanding of basic concepts through

    actions and discussions. Does Not Meet Criteria In each Performance Outcome area, this rating indicates one or more of the

    following: 1) failure to complete activities assigned by the cooperating teacher; 2) a lack of initiative to

    seek and engage in relevant teacher/learning activities, and/or 3) failure to demonstrate an

    understanding of basic concepts in actions and discussions. Not Observed: This rating may occasionally be an appropriate response if the pre-service teacher has not

    had the opportunity to observe or engage in activities relevant to the specific performance outcome in this

    education setting. (The pre-service teacher is responsible for using the Student Learning Activities (pg. 5-

    7) to initiate/suggest strategies for addressing each outcome area.)

  • SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted

    Performance Outcome 1: Demonstrates knowledge of the disciplines and subject matter

    related to curriculum. If a content area is weak, please indicate the area(s) in the comment

    section. Meets Criteria = 2 Does Not Meet Criteria = 1

    Demonstrated knowledge of most major concepts, processes

    of inquiry related to the discipline(s). Presented content

    information accurately. Reviewed curriculum resources prior

    to class. Clarified goals and objectives with teacher as needed

    to assist students with independent or group work.

    Limited demonstration of knowledge of main concepts, or

    processes of inquiry related to the discipline(s). Made errors

    when presenting content.. Did not consistently review

    curriculum prior to class meetings. Rarely consulted with the

    cooperating teacher.

    Performance Outcome 2: Assist in organizing interdisciplinary and discrete subject area

    instruction to achieve curriculum goals. Meets Criteria = 2 Does Not Meet Criteria = 1

    Asked relevant questions and demonstrated a developing

    understanding of how classroom teachers plan and organize

    instruction to help students connect information from prior

    knowledge. Used available instructional aides to help

    students achieve. Helped organize the classroom and prepared

    resource materials for lessons.

    Rarely if ever inquired about lesson planning or ways to help

    students connect information to prior knowledge. Limited use

    of readily available instructional aides to support student

    achievement. Efforts to assist with the preparation of resource

    materials or classroom organization were limited or

    ineffective.

    Performance Outcome 3: Observe and assist with the use of appropriate technology and

    resources to enhance instruction and student performance Meets Criteria = 2 Does Not Meet Criteria = 1

    Generally demonstrated the knowledge for using different

    technology and helped students effectively use technology.

    Took the initiative to review technical resources available in

    the classroom and the school library.

    Displayed limited knowledge or interest in using technology.

    Provided minimal help for students using technology. Did not

    review or try to learn the technical resources available in the

    classroom or the school library-media center.

    Performance Outcome 4: Assist teacher with appropriate assessment of student learning

    and progress. Meets Criteria = 2 Does Not Meet Criteria = 1

    Conferred with the teacher regarding the criteria for assessing

    assigned student work. Accurately reviewed/graded student

    work. Made notes to reinforce student’s efforts and/or clarify

    student understanding of the subject, and identify the learning

    abilities of students. Was willing to work with students

    needing additional help.

    Did not demonstrate initiative to increase individual

    understanding regarding ways to assess student work.

    Assigned grading of student work needed ongoing oversight

    for accuracy. Written notes seldom supported student

    understanding. Pre-service teacher usually appeared reluctant

    to work with students needing addition help.

  • SCORING RUBRICS FOR ASSESSMENTS THAT INFORM DIVERSITY Components that inform diversity are highlighted

    Performance Outcome 5: Observe instructional and behavioral management strategies to

    promote a safe and positive learning environment.

    5a: Instructional Management Strategies Meets Criteria = 2 Does Not Meet Criteria = 1

    Observed instructional management strategies: how to

    provide for a safe physical environment, use class time

    effectively, build connections to students’ prior knowledge,

    incorporate student responses/questions, engage all students

    equitably in discussions and activities.

    Did not observe nor demonstrate evidence of understanding

    instructional management skills. Did not use class time

    effectively. Rarely if ever inquired about lesson planning or

    ways to help students connect information to prior

    knowledge.

    5b: Behavioral Management Strategies Meets Criteria = 2 Does Not Meet Criteria = 1

    Reviewed school and class policies with cooperating teacher.

    Observed and helped monitor student behavior during class

    learning activities. Observed in two-three other teachers’

    classrooms. Identified/ recorded ways to provide appropriate

    feedback for student behavior. Worked to engage and keep

    students on-task.

    Reviewed some classroom policies with cooperating teacher.

    Observed student behavior during class learning activities.

    Tended to be a “Buddy” to the students rather than

    implementing strategies to gain their respect as teacher.

    Performance Outcome 6: Engages students in learning activities that promote critical and

    creative thinking. Meets Criteria = 2 Does Not Meet Criteria = 1

    Participated in class discussions as assigned to help expand

    students thinking skills. Generally reviewed unit and lesson

    materials prior to class meetings in order to help students with

    class work. When appropriate, asked questions to challenge

    their thinking or problem solve.

    Rarely participated in class discussions even when prompted.

    Did not seek the opportunity to review subject content prior to

    class meetings to help students with class work. Asked mostly

    “yes or no” questions of students.

    Performance Outcome 7: Assist the teacher in organizing learning environments to

    accommodate learners. Meets Criteria = 2 Does Not Meet Criteria = 1

    Knew the names of most students in the class(es) and acquired

    an understanding of individual interest and cultural heritage.

    Developed a positive rapport with students that supported

    learning. When appropriate helped with room arrangement to

    accommodate learning needs. Used teacher’s suggestions to

    accommodate individual needs of learners.

    Did not learn or consistently use the names of most students.

    Lacked initiative and appeared uninterested in individual

    student’s background. Limited (or adverse) rapport with

    students. Students appeared uncomfortable seeking advice

    from the pre-service teacher.

    Performance Outcome 8: Communicates clearly, accurately, and professionally with

    students and their families, colleagues, and community members. Meets Criteria = 2 Does Not Meet Criteria = 1

    Generally demonstrated effective listening skills and used

    standard oral and written English. Immediately informed the

    teacher of any personal schedule changes. Goo

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