Student Teacher Handbook Download - University of the Cumberlands

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SUMMATIVE EVALUATIONSTANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNINGRANK INDICATOR EVIDENCE FOR SCORES3 2 17.1 Uses data to reflect on and evaluate studentlearningReflects on and accurately evaluates student learningusing appropriate data3 2 17.2 Uses data to reflect on and evaluateinstructional practiceReflects on and accurately evaluates instructionalpractices using appropriate data3 2 17.3 Uses data to reflect on and identify areas forprofessional growthIdentifies areas for professional growth usingappropriate dataSTANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERSRANK INDICATOR EVIDENCE FOR SCORES3 2 1 8.1 Identifies students whose learning could beenhanced by collaborationIdentifies one or more students whose learning couldbe enhanced by collaboration and provides anappropriaterationale3 2 1 8.2 Designs a plan to enhance student learning thatincludes all parties in the collaborative effortDesigns a plan to enhance student learning thatincludes all parties in the collaborative effort3 2 1 8.3 Implements planned activities that enhancestudent learning and engage all partiesImplements planned activities that enhance studentlearning and engage all parties3 2 1 8.4 Analyzes data to evaluate the outcomes ofcollaborative effortsAnalyzes student learning data to evaluate theoutcomes ofcollaboration and identify next steps54 | P a g e
SUMMATIVE EVALUATIONSTANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENTRANK INDICATOR EVIDENCE FOR SCORES3 2 1 9.1 Self assesses performance relative to Kentucky'sTeacher StandardsIdentifies priority growth areas and strengths by thoroughlyand accurately assessing current performance on all theKentucky Teacher Standards3 2 1 9.2 Identifies priorities for professional developmentbased on data from self-assessment, student performanceand feedback fromcolleaguesIdentifies priorities for professional development based ondata from self-assessment, student performance andfeedback from colleagues3 2 1 9.3 Designs a professional growth plan that addressesidentified prioritiesDesigns a clear, logical professional growth plan thataddresses all priority areas3 2 1 9.4 Shows evidence of professional growth and reflectionon the identified priority areas and impact oninstructional effectiveness and student learningShows clear evidence of professional growth and reflectionrelative to the identified priority areas and impact oninstructional effectiveness and student learningSTANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSIONRANK INDICATOR EVIDENCE FOR SCORES3 2 1 10.1 Identifies leadership opportunities that enhancestudent learning and/or professional environmentIdentifies leadership opportunities in the school, community,or professional organizations and selects one with thepotential for positive impact on learning or the professionalenvironment and is realistic in terms of knowledge, skill, andtime required3 2 1 10.2 Develops a plan for engaging in leadership activitiesDevelops a leadership work plan that describes the purpose,scope, and participants involved and how the impact onstudent learning and/or the professionalenvironment will be assessed3 2 1 10.3 Implements a plan for engaging in leadershipactivitiesImplements the approved leadership work plan that has aclear timeline of events/actions and a clear description ofhow impact will be assessed3 2 1 10.4 Analyzes data to evaluate the results of planned andexecuted leadership effortsAnalyzes student learning and/or other dataappropriately to evaluate the results of planned andexecuted leadership efforts55 | P a g e
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EDUCATION DEPARTMENTConceptualEvalu
Page 3 and 4: Student Teacher/Practicum HandbookI
Page 5 and 6: Student Teacher/Practicum HandbookP
Page 7 and 8: Individual Action Plan (IAP) Policy
Page 9 and 10: Teacher Candidate Document ListDocu
Page 11: Task A-1Teaching and Learning Conte
Page 14 and 15: Resources/AssistanceDescribe the re
Page 16 and 17: Your committee members will review
Page 18 and 19: The last couple of group projects h
Page 20 and 21: Component I: Classroom TeachingTask
Page 22 and 23: Because of the difficult nature of
Page 24 and 25: Cycle 3 Committee MeetingUsing the
Page 26 and 27: STANDARD 3: The Teacher Creates and
Page 28 and 29: STANDARD 9: The Teacher Evaluates T
Page 30 and 31: Task EProfessional Growth PlanInter
Page 32 and 33: Cycle 2Progress UpdateProvide evide
Page 34 and 35: Component III: Instructional UnitTa
Page 37 and 38: Media/technologies/resources:Assess
Page 39 and 40: Name:Component III (continued): Ins
Page 41 and 42: Directions for Completing Task J-2U
Page 43 and 44: 4.1 Uses a variety ofinstructional
Page 45 and 46: IPR Planning RubricCriteria2.1. Dev
Page 47 and 48: KTIP Observation GuideStandard 1: T
Page 49 and 50: SUPERVISING TEACHER FORMATIVEEVALUA
Page 51 and 52: SUMMATIVE EVALUATION3 - criteria de
Page 53: SUMMATIVE EVALUATIONSTANDARD V: ASS
Page 57 and 58: SUMMATIVE EVALUATIONSTANDARD XII: P
Page 59 and 60: Standards Based Instructional UnitE
Page 67: Reflection JournalRationaleScholarl
Page 70: Video ProjectAll Student Teachers a
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Student Teacher Handbook Download - University of the Cumberlands

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