College of Education > C & I Field Experiences > Field Experiences > Student Teaching > Student Teaching Handbook > Appendix C: Performance-Based Assessment of Student Teaching

Appendix C: Performance-Based Assessment of Student Teaching

The Pennsylvania State University College of Education Performance-Based Assessment of Student Teaching 

Candidate: 
Name (Last, First, Middle Initial):
Student Penn State Identification Number:
Certification Area: 
Permanent Address (Street, City, State, Zip):
Field Experience Period:
Semester (Spring or Fall & Year):
Dates (From mm/yr to mm/yr): 
Field Experience Site: 
School District:
School Building: 
School Building Full Address: 
Field Experience Responsibility: 
Grade Level(s): 
Subject(s):
Field Experience Coaches:
Penn State Supervisor:
Mentor/Cooperating Teacher(s):
Candidate's Signature:
Assessor's TitleAssessor's SignatureAssessor's Address/PhoneConference Date
Supervisor
Mentor Teacher
Student Teacher

Who completed this form? 

Supervisor
Mentor Teacher
Student Teacher
Mid-Term Assessment:
Final Assesment:

Domain A:

Planning and Preparing for Student Learning

Rating

Comments

1. Demonstrates an understanding of subject matter and subject-specific pedagogy during planning.

Indicators:

  1. a.      Identifies important concepts and understandings.
  2. b.      Recognizes connections between concepts, procedures, and applications.
  3. c.      Uses resources to deepen own subject matter knowledge.
  4. d.      Anticipates potential student misconceptions and difficulties.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

2. Uses principles of learning and development, and understanding of learners and learner diversity during planning, instruction, and assessment.

Indicators:

  1. a.      Accommodates the social, emotional, cognitive, and physical needs of target learners in planning.
  2. b.      Uses prior knowledge of learners in planning.
  3. Plans for learner diversity.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

3. Uses relevant community, district, school, and classroom factors and characteristics in planning.

 Indicators:

  1. a.      Uses local school or community resources in planning.
  2. Uses knowledge of community to customize lessons.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

 

4. Develops and selects appropriate instructional goals and objectives.

Indicators:

  1. a.      Plans include goals that address student outcomes.
  2. b.      Plans include challenging goals that address learner diversity.
  3. c.      Learning goals are achievable and measureable.
  4. d.      Learning goals address appropriate local, state, or national standards.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

5. Designs coherent short-range and long-range opportunities for student learning and assessment.

 Indicators:

  1. a.      Lesson goals, activities, and assessments are congruent.
  2. b.      Daily lesson plans align with instructional goals.

 

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

 

6. Selects, adapts, and/or creates appropriate instructional resources, materials, and instructional technologies.

Indicators:

  1. a.      Materials, resources, and technologies match learning goals.
  2. b.      Adapts materials to meet diverse needs.
  3. c.      Uses technology when appropriate.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

7. Plans for an inclusive, nurturing, stimulating and academically challenging learning environment.

Indicators:

  1. 1.      Physical learning environment accommodates all learners.
  2. 2.      Students feel safe in the learning environment.
  3. 3.      All students have opportunities to participate.
  4. Plans lessons where students learn responsibility.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

Comprehensive Rating: Domain A Planning

Sources of evidence used to determine this rating:

__ lesson plans

__ journal entries

__ unit plan

__ portfolio

__ assessment materials

__ observations—dates as follows:

__ other assignments/tasks

 

 

__ Exemplary: (Consistently and thoroughly.)

__ Superior

(Usually and extensively.)

__ Satisfactory

(Sometimes and adequately.)

__ Unsatisfactory

(Rarely or never and inappropriately.)

Note: These terms are those used for the PDE430 form.

Domain B: Teaching

Rating

Comments

1. Actively and effectively engages all learners.

Indicators:

  1. a.      Links instruction to prior knowledge.
  2. b.      Adjusts instruction in response to learner needs.
  3. c.      Uses discussion techniques to stimulate participation.
  4. d.      Encourages risk-taking.
  5. e.      Responds flexibly to spontaneous events.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

2. Assesses student learning in multiple ways in order to monitor student learning, assist students in understanding their progress, and report student progress.

Indicators:

  1. a.      Communicates the role of assessment in learning.
  2. b.      Collects and analyzes relevant student data in a variety of ways.
  3. c.      Uses collected data to adjust instruction.
  4. d.      Provides timely, accurate, specific, and constructive feedback.
  5. e.      Provides students opportunities to use teacher feedback.
  6. f.       Maintains secure, accurate, and pertinent student records.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

3. Manages classroom procedures appropriately:

Indicators:

  1. a.      Establishes and implements effective routines.
  2. b.      Communicates clear expectations.
  3. c.      Uses instructional time productively.
  4. d.      Designs and uses efficient systems for non-instructional activities.
  5. e.      Designs and implements efficient system for collection of assignments.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

4. Manages student learning and behavior appropriately.

Indicators:

  1. a.      Communicates high academic and behavioral expectations.
  2. b.      Communicates directions and procedures clearly.
  3. c.      Demonstrates awareness of student behavior.
  4. d.      Anticipates and responds effectively to potential behavior problems.
  5. e.      Responds to student behaviors in a variety of ways.
  6. f.       Sets a tone in the class where learning is valued. 

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

5. Communicates effectively using verbal, non-verbal, and alternative media techniques.

 Indicators:

  1. a.      Speaks and writes using Standard English, effectively and expressively.  
  2. b.      Uses well-chosen language that enriches learning.
  3. c.      Adjusts communication techniques to learners.
  4. d.      Uses media and technology to support student learning.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

Comprehensive Rating: Domain B Teaching

Sources of evidence used to determine this rating:

__ lesson plans

__ journal entries

__ unit plan

__ portfolio

__ assessment materials

__ observations—dates as follows:

__ other assignments/tasks

__ Exemplary: (Consistently and thoroughly.)

__ Superior

(Usually and extensively.)

__ Satisfactory

(Sometimes and adequately.)

__ Unsatisfactory

(Rarely or never and inappropriately.)

Note: These terms are also used for the PDE430 form.

 

 

Domain C:

Analyzing Student Learning and Inquiry into Teaching

Rating

Comments

1. Monitors and adjusts instructional and assessment strategies during teaching.

Indicators:

  1. a.      Uses formal and informal assessments to determine student understanding of subject matter.
  2. b.      Modifies instruction and assessment in response to student understanding.
  3. c.      Uses observation of student engagement to adjust instruction and assessment.
  4. d.      Capitalizes on “teachable moments.”

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

2.  Systematically analyzes assessment data to characterize whole class and relevant sub-groups of students.

Indicators:

  1. a.      Creates appropriate criteria for assessment.
  2. b.      Collects data systematically.
  3. c.      Determines performance of each student.
  4. d.      Communicates student performance to students, parents, and others, as appropriate.
  5. e.      Can recommend “next steps” based on assessment data.
  6. f.       Determines alternatives to re-teach content when necessary.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

3.  Uses data from classroom teaching to assess own strengths and areas of improvement.

Indicators:

  1. a.      Conducts inquiry into own teaching and acts upon results.
  2. b.      Accurately assesses lesson effectiveness.
  3. c.      Responds positively to counsel from supervisor and mentor.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

Comprehensive Rating: Domain C Assessment & Inquiry

Uses Sources of evidence used to determine this rating:

__ lesson plans

__ journal entries

__ unit plan

__ portfolio

__ assessment materials

__ observations—dates as follows:

__ other assignments/tasks

__ Exemplary: (Consistently and thoroughly.)

__ Superior

(Usually and extensively.)

__ Satisfactory

(Sometimes and adequately.)

__ Unsatisfactory

(Rarely or never and inappropriately.)

 

 

 

 

 

 

 

 

Domain D:

Fulfilling Professional Responsibilities

Rating

Comments

1. Consistently meets expectations and fulfills responsibilities. Indicators:

  1. a.      Completes assignments and tasks accurately and well.
  2. b.      Meets deadlines.
  3. c.      Fulfills commitments dependably.
  4. d.      Maintains appropriate professional appearance.
  5. e.      Exhibits enthusiasm, initiative, and self-confidence. 

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

2. Establishes and maintains productive, collaborative relationships with colleagues and families.

Indicators:

  1. a.      Demonstrates tactful interactions.
  2. b.      Effectively communicates instructional program and student progress to families.
  3. c.      Recognizes family members as partners in their child’s education.
  4. d.      Shares ideas, information, and resources with colleagues.
  5. e.      Willingly participates in extra-curricular, departmental, and school-wide activities when appropriate. 

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

3. Values and seeks professional growth.

Indicators:

  1. a.      Takes advantage of opportunities for involvement in workshops, conferences, membership in professional organizations, school board meetings, peer coaching, parent-teacher organization meetings, seminar leadership, and conducting action research.
  2. b.      Seeks and uses educational research.
  3. c.      Displays a growing repertoire of instructional and assessment strategies.
  4. Displays growth in the use of appropriate educational technologies.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

4. Continuously demonstrates integrity, ethical behaviors, and appropriate professional conduct.

Indicators:

  1. a.      Demonstrates academic integrity as defined by Penn State.
  2. b.      Demonstrates integrity in safeguarding student rights and records.
  3. c.      Follows district and university policies, as well as state, local, and federal laws and regulations.
  4. d.      Demonstrates professionalism as defined by the Pennsylvania Code of Professional Practice and Conduct for Educators.

__ Consistently

__ Often

__ Sometimes

__ Rarely

__ Not applicable

 

Comprehensive Rating: Domain D Professionalism

Sources of evidence used to determine this rating:

__ lesson plans

__ journal entries

__ unit plan

__ portfolio

__ assessment materials

__ observations—dates as follows:

__ other assignments/tasks

__ Exemplary: (Consistently and thoroughly.)

__ Superior

(Usually and extensively.)

__ Satisfactory

(Sometimes and adequately.)

__ Unsatisfactory

(Rarely or never and inappropriately.)

 

 

Appendix C of the Student Teaching Handbook provides University Supervisors of student teachers with the means to assess Student Teachers' adherence to the Penn State Teacher Education Performance Framework (see Appendix A). The University Supervisor fills out a cover page containing the following information:

  1. student teaching candidate's name (last, first, and middle initial), Penn State Identification Number, certification area, and permanent address (street, city, state, and zip code);
  2. field experience period (spring semester or fall semester) and dates (starting month and year and concluding month and year);
  3. field experience site name, field experience school district, and field experience school address;
  4. field experience responsibility (grade level and subjects);
  5. field experience coaches (name of Penn State supervisor and name of mentor teacher); and
  6. signatures, addresses, phone numbers, and signature dates for the student teaching candidate, university supervisor, and mentor teacher.

The University Supervisor, as designate, authenticates all signatures when uploading this document to eCredentials.

Note: Penn State Career Services has an electronic credentials service, eCredentials. Documents are stored electronically and may be uploaded by reference writers, candidates, or Career Services staff who have authenticated their identities with a valid Penn State digital identity. This authentication serves as an electronic signature for those documents without written signatures.

The University Supervisor rates the students' success at each domain and subdomain of the Penn State Teacher Education Performance Framework (see Appendix A). Students are rated for their implementation of the Performance Framework on a five-point scale:

  1. consistently;
  2. often;
  3. sometimes;
  4. rarely; and
  5. not applicable

University supervisors are also offered the chance to add comments on each subdomain's ranking.