Mid Semester and End of Semester Consensus Sheet

Mid semester and End of semester Consensus Sheet Intern: Date:

Mentor teacher: School:

University supervisor:

Pedagogy Domain Score Planning for Instruction and Assessment A. Focus for Learning: Standards and Objectives/Targets B. Materials and Resources C. Assessment of P–12 learning D. Differentiated Methods Instructional Delivery E. Learning Target and Directions F. Critical Thinking G. Checking for Understanding and Adjusting Instruction through Formative Assessment H. Digital Tools and Resources I. Safe and Respectful Learning Environment Assessment J. Data-Guided Instruction K. Feedback to Learners L. Assessment Techniques Analysis of Teaching M. Connections to Research and Theory Professional Dispositions Professional Commitment & Behaviors A. Participates in Professional Development (PD) B. Demonstrates Effective Communication with Parents or Legal Guardians C. Demonstrates Punctuality D. Meets Deadlines and Obligations E. Preparation Professional Relationships F. Collaboration G. Advocacy to Meet the Needs of Learners or for the Teaching Profession Critical Thinking and Reflective Practice H. Responds Positively to Feedback and Constructive Criticism Cleveland State University College of Education A. Use of student background information for planning instruction B. Fairness to students C. Physical environment D. Communicating content E. Reflection and professional development Specialized Program Area # of Items vary per program area Use the rows needed to address these items AA. Young Adolescent Development (AMLE 1) - Plans demonstrate intern’s knowledge of concepts, principles, theories and research related to young adolescent development. (AMLE 1a) Plans reflect intern’s knowledge of the Mid semester and End of semester Consensus Sheet intellectual, physical, social and moral characteristics, needs, and interests of young adolescents to create a healthy, respectful, supportive, and challenging learning environment. (AMLE 1a) BB. Young Adolescent Development (AMLE 1) - Plans reflect responsiveness to young adolescents’ cultural, language, and individual identities (e.g., race, ethnicity, gender, socioeconomic status, etc.) (AMLE 1b). Plans reflect interns understanding of school organization and components of middle school programs and practice. (AMLE 1d) CC. Middle Level Curriculum (AMLE 2) - Plans demonstrate intern’s depth and breadth of subject matter content knowledge. (AMLE 2a). Plans demonstrate intern’s knowledge of content specific teaching strategies. (AMLE 2b) Plans reflect intern’s knowledge of local, state, national, and common core standards to frame teaching. (AMLE 2b) DD. Middle Level Instruction and Assessment (AMLE 4) - Plans demonstrate intern’s knowledge of instruction and assessment strategies that are especially effective in the subjects (content- specific) they teach. (AMLE 4a) EE. Middle Level Instruction and Assessment (AMLE 4) - Plans encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained). (AMLE 4b). Plans reflect learning experiences that are challenging, culturally sensitive and developmentally responsive. (AMLE 4b) FF. Middle Level Instruction and Assessment (AMLE 4) - Plans reflect a wide variety of assessments that are data driven to inform instruction (e.g., assess prior knowledge, reflect on young adolescent learning, and adjust instruction based on knowledge gained). (AMLE 4c). Assessments and instructional goals are aligned with the standards. (AMLE 4c). Plans demonstrate knowledge of content specific assessment strategies. (AMLE 4c) GG. Middle Level Instruction and Assessment (AMLE 4) - Plans reflect a wide variety of developmentally responsive materials and resources (e.g., technological resources and contemporary media) (AMLE 4d).Plans increase motivation for learning by establishing productive learning environments for all students (e.g., one that is inclusive and caring, employs research based methodologies, fosters trusting relationships, sets rigorous academic expectations, and includes the skilled use of technology). (AMLE 4d) HH. Young adolescent development (AMLE 1a) - Middle level teacher candidate creates a healthy, respectful, supportive and challenging learning environment based on knowledge of the intellectual, physical, social and moral characteristics, needs, and interests of young adolescents. (AMLE 1a) II. Middle Level Philosophy and School Organization (AMLE 3) - Middle level teacher candidate utilizes knowledge of the effective components of middle level programs and schools (e.g., team organization, advisory programs, flexible scheduling, etc.) to foster equitable educational practices and to enhance learning for all students. (AMLE 3b) Mid semester and End of semester Consensus Sheet JJ. Middle Level Curriculum (AMLE 2) - Middle level teacher candidate demonstrate depth and breadth of subject matter content knowledge in the subjects they teach (AMLE 2a).Middle Level teacher candidate incorporates information literacy skills and technologies into teaching their subjects. (AMLE 2a).Middle level teacher candidate demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. Facilitates relationships among content, ideas, interests, and experiences by developing and implementing relevant, challenging, integrative, and exploratory curriculum (AMLE 2c). KK. Middle Level Instruction and Assessment (AMLE 4) - Middle Level teacher candidate demonstrates knowledge of and uses a variety of content-specific teaching and assessment strategies (AMLE 4a) LL. Middle Level Instruction and Assessment (AMLE 4) - Middle Level teacher candidate encourages exploration, creativity, critical thinking, and problem solving skills. (AMLE 4b) Intern uses instruction that is responsive to the diversity of young adolescents. (AMLE 4b) MM. Middle Level Instruction and Assessment (AMLE 4) - Middle Level teacher candidate demonstrates knowledge of and uses content specific assessment strategies. (AMLE 4c). Middle level teacher candidate develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained (AMLE 4c) NN. Middle Level Instruction and Assessment (AMLE 4) - Middle level teacher candidate demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (AMLE 4d) OO. Young Adolescent Development (AMLE 1) - Middle Level teacher candidate uses knowledge of developmental levels of students to select assessment strategies and make curricular decisions. (AMLE 1c). Middle Level teacher candidate reflects on curricular decisions and revises their practice to enhance teaching effectiveness and to increase student learning. (AMLE 1c) PP. Middle Level Professional Roles (AMLE 5) - Middle Level teacher candidate understands, reflects on, and is successful in their unique role (e.g., as members of interdisciplinary teams), as a middle level professional. (AMLE 5a).Middle Level teacher candidate understands the interdependent relationships among all professionals who serve young adolescents, and participates as a member of student support systems. (AMLE 5a.M iddle Level teacher candidate serves as an advocate for all young adolescents and for developmentally responsive schooling practices (5b). Middle Level teacher candidate communicates and collaborates with all family members and community partners. (AMLE 5c). Middle Level teacher candidate participates in school and community Mid semester and End of semester Consensus Sheet practices. (AMLE 5c). Middle Level teacher candidate demonstrates positive orientation toward teaching young adolescents. (AMLE 5d). Middle Level teacher candidate models high standards of ethical behavior and professional competence (AMLE 5d). Middle Level teacher candidate engages in professional development opportunities that extend their knowledge and skills. (AMLE 5d) Goals for intern’s continued growth

Add additional sheets for additional goals as needed. Mid semester and End of semester Consensus Sheet