MAT Science Supervisor Evaluation Form

MAT Science Program Outcomes Frequency Mastery or Competency No ne . Th e int ern Adequate. Strong. Adequate. Strong. sh Minimal. The intern has The intern has Minimal. The intern The intern uses ow The intern has shown shown shown N/A The intern rarely uses this uses this this practice s little evidence of sufficient considerable practice. practice consistently. no mastery. evidence of evidence of occasionally. evi mastery. mastery. de nce of ma ste ry. Concept of Self as Professional

1. Safeguards his/her personal information and professional image. (e.g. maintains strict privacy settings on social media sites, does not post or allow posts of an offensive or embarrassing nature, etc.; conducts him/herself professionally at all times when in public, etc.). 2. Is aware of school/district policies regarding: attendance, dress code, conduct, communication with parents, record- keeping. 3. Is aware of and participates in school- and district-level professional development opportunities. 4. Participates in regular planning and reflection with other members of a school-based professional learning community. 5. Utilizes school-wide resources to support student learning and wellbeing as appropriate (e.g. special education teachers, counselors, etc.). 6. Maintains productive and positive relationships with colleagues, 1 MAT Science Supervisor Evaluation Form administrators, and parents.

2 MAT Science Supervisor Evaluation Form Frequency Mastery or Competency No ne . Th e int ern Adequate. Strong. Adequate. Strong. sh Minimal. The intern has The intern has Minimal. The intern The intern uses ow The intern has shown shown shown N/A The intern rarely uses this uses this this practice s little evidence of sufficient considerable practice. practice consistently. no mastery. evidence of evidence of occasionally. evi mastery. mastery. de nce of ma ste ry. Planning 1. Selects and/or designs high cognitive demand tasks that provide opportunities for all learners to engage in science and engineering practices (SEPs). 2. Selects and/or designs high cognitive demand tasks that provide opportunities for students to develop understanding of core science ideas. 3. Plans to make connections among lessons in a lesson arc and between lessons and the overarching core concept (big idea) explicit. 4. Plans lessons that explicitly connect to PA standards, CCS, and NGSS. 5. Develops clear and specific learning goals for each lesson. 6. Develops clear, specific, and measurable objectives for each lesson. Objectives are aligned to the lesson learning goals. 7. Identifies safety concerns related to all lessons. Plans for strategies to clearly communicate safety concerns and appropriate procedures to students. 8. Adequately anticipates students’ engagement in the lesson. Anticipation 3 MAT Science Supervisor Evaluation Form includes: consideration of students’ relevant prior experience and knowledge; description of possible stumbling blocks; description of key building block skills or ideas students are likely to bring; questions and other appropriate strategies for eliciting and building on students’ knowledge and experience at all stages of the lesson. 9. Plans grouping strategies purposefully to maximize students’ opportunities to engage in the lesson and learn from peers.

Frequency Mastery or Competency No ne . Th e int ern Adequate. Strong. Adequate. Strong. sh Minimal. The intern has The intern has Minimal. The intern The intern uses ow The intern has shown shown shown N/A The intern rarely uses this uses this this practice s little evidence of sufficient considerable practice. practice consistently. no mastery. evidence of evidence of occasionally. evi mastery. mastery. de nce of ma ste ry. 10. Selects appropriate and varied instructional formats (e.g. whole class, cooperative group, etc.). 11. Designs and/or selects sufficient and effective tools to support student engagement in the lesson. This includes note-taking frameworks, physical models, charts and other organizers to capture classroom discourse, etc. 12. Plans to incorporate technological tools to enable students to access, organize, visualize, and communicate information as appropriate. 13. Plans a lesson launch that includes: (1) clear information about the purpose of the main activity/ies in the lesson; (2) explicit connections 4 MAT Science Supervisor Evaluation Form to prior lessons/knowledge; (3) explicit expectations for students’ work (where to acquire materials, with whom to work, how much time will be provided, what students will turn in, etc.). 14. Plans to monitor and support student thinking and engagement throughout the main lesson task/s by (1) purposeful questioning; (2) redirecting; (3) use of tools/scaffolds, etc. Explicitly connects anticipated student ideas and challenges to specific support strategies. 15. Plans a lesson close that includes: (1) summary of key learning goals; (2) foreshadowing of next steps (how the next lesson will build on what was accomplished in the current lesson). 16. Develops fair and representative summative assessments to gather data about students’ achievement of objectives over a series of lessons or throughout a unit. 17. Includes appropriate modifications and adaptations to meet the needs of all learners.

Frequency Mastery or Competency No ne . Th e int ern Adequate. Strong. Adequate. Strong. sh Minimal. The intern has The intern has Minimal. The intern The intern uses ow The intern has shown shown shown N/A The intern rarely uses this uses this this practice s little evidence of sufficient considerable practice. practice consistently. no mastery. evidence of evidence of occasionally. evi mastery. mastery. de nce of ma ste ry. Instruction 1. Maintains the cognitive demand of tasks 5 MAT Science Supervisor Evaluation Form throughout instructional enactment. 2. Makes connections among lessons in a lesson arc and between lessons and the overarching core concept (big idea) explicit. 3. Clearly communicates safety concerns and appropriate procedures to students. Models appropriate laboratory procedures and ethical, humane treatment of living organisms within the science classroom. 4. Supports respectful and productive interactions among students throughout instruction. Strategies include questioning techniques, prompting revoicing and elaborating, “tossing”, assigning competence, etc. 5. Establishes and communicates norms and expectations for students that are developmentally appropriate and foster students’ SEL and cognitive development. 6. Provides consistent and fair information to students regarding their achievement of agreed-upon norms and expectations. Enforces fair and appropriate consequences. 7. Utilizes appropriate and varied instructional formats (e.g. whole class, cooperative group, etc.). 8. Utilizes sufficient and effective tools to support student engagement in the lesson. This includes note-taking frameworks, physical models, charts and other organizers to capture classroom discourse, etc.

6 MAT Science Supervisor Evaluation Form Frequency Mastery or Competency No ne . Th e int ern Adequate. Strong. Adequate. Strong. sh Minimal. The intern has The intern has Minimal. The intern The intern uses ow The intern has shown shown shown N/A The intern rarely uses this uses this this practice s little evidence of sufficient considerable practice. practice consistently. no mastery. evidence of evidence of occasionally. evi mastery. mastery. de nce of ma ste ry. 9. Incorporates technological tools to enable students to access, organize, visualize, and communicate information as appropriate. 10. Effectively launches tasks by: (1) providing clear information about the purpose of the main activity/ies in the lesson; (2) explicitly connecting to prior lessons/knowledge; (3) communicating explicit expectations for students’ work (e.g. where to acquire materials, with whom to work, how much time will be provided, what students will turn in, etc.). 11. Monitors and supports student thinking and engagement throughout the main lesson task/s by (1) purposeful questioning; (2) redirecting; (3) use of tools/scaffolds, etc. Explicitly connects anticipated student ideas and challenges to specific support strategies. 12. Elicits information from students that informs their understanding of student thinking. 13. Closes the lesson by: (1) providing or prompting a summary of key learning goals; (2) foreshadowing of next steps (how the next lesson will build on what was accomplished in the current lesson). 14. Utilizes formative assessment strategies

7 MAT Science Supervisor Evaluation Form at various stages of the lesson (e.g. a monitoring tool, an exit slip) to gather data about students’ achievement of the lesson objectives. 15. Utilizes fair and representative summative assessments to gather data about students’ achievement of objectives over a series of lessons or throughout a unit.

8 MAT Science Supervisor Evaluation Form Frequency Mastery or Competency No ne . Th e int ern Adequate. Strong. Adequate. Strong. sh Minimal. The intern has The intern has Minimal. The intern The intern uses ow The intern has shown shown shown N/A The intern rarely uses this uses this this practice s little evidence of sufficient considerable practice. practice consistently. no mastery. evidence of evidence of occasionally. evi mastery. mastery. de nce of ma ste ry. Classroom Ecology & Knowledge of Adolescents 1. Utilizes physical space (e.g. room set- up) and visual cues to communicate expectations and support productive behaviors. 2. Establishes appropriate routines to enable students’ productive and respectful engagement with learning activities and interactions with peers. 3. Demonstrates fair, caring, and respectful interactions with students. 4. Utilizes effective management strategies to support appropriate student behaviors. 5. Supports a learning community in which all students have access, feel respected, and are able to participate.

Frequency Mastery or Competency N/A Minimal. Adequate. Strong. No Minimal. Adequate. Strong. The intern rarely uses this The intern The intern uses ne The intern has shown The intern has The intern has practice. uses this this practice . little evidence of shown shown practice consistently. Th mastery. sufficient considerable occasionally. e evidence of evidence of 9 MAT Science Supervisor Evaluation Form int ern sh ow s no evi mastery. mastery. de nce of ma ste ry. Reflective Practice 1. Recognizes whether assumptions made during planning about the relation between instructional design and student activity and reasoning hold true. 2. Articulates how instructional plans and practices should be altered in response to feedback from an instructional experience. 3. Make reasoned arguments from evidence about teaching practice.

REQUIREMENTS & INTERNSHIP GRADING

Ratings on 46 Science Program Outcomes (pp. 1-6)

4 3 2 1 0 Score of STRONG on 38- Score of STRONG on Score of STRONG on <30 practices. Score of MINIMUM on >3 Score of MINIMUM on Frequency 46 practices. 30-37 practices. practices. 2-3 target practices. Expectation No more than one score of MINIMUM. s No scores of MINIMUM No scores of Score of NONE on one or No scores of NONE. or NONE. MINIMUM or NONE. No scores of NONE. more practices. Score of STRONG on 38- Score of STRONG on Score of STRONG on <30 practices. Score of MINIMUM on >3 Score of MINIMUM on Mastery 46 practices. 30-37 practices. practices. 2-3 target practices. Expectation No more than one score of MINIMUM. s No scores of MINIMUM No scores of Score of NONE on one or No scores of NONE. or NONE. MINIMUM or NONE. No scores of NONE. more practices.

Internship grade:

Honors: 7-8 points

10 MAT Science Supervisor Evaluation Form Satisfactory: 4-6 points

Unsatisfactory: 0-3 points

SEMESTER GRADE: ______(Honors, Satisfactory, Unsatisfactory)

MAT Candidate: ______(print) (signature)

Mentor Teacher ______(print) (signature)

Field Supervisor: ______(print) (signature)

11 MAT Science Supervisor Evaluation Form Additional Competencies for Evaluation

NOTES: For each of the following practices/competencies, Field Supervisors should (1) provide an overall rating that describes the MAT candidate’s mastery of the described practice; and (2) describe the evidence on which this rating is based.

MAT Candidates should be prepared to share specific evidence (artifacts) with the Field Supervisor at each site visit. All Candidates should compile hard copy or digital portfolios for this purpose. The portfolios do not need to be extensive. Appropriate evidence is noted in the table below.

Example of appropriate Rating & Description of Evidence evidence. Category 1 – Planning & Preparation ☐Strong ☐Adequate ☐Minimal ☐None Use of resources, materials, or technology Field available through the school or district observations. Specific discussion about available resources at the school and how these are integrated into everyday instruction. Category 4 - Professionalism Knowledge of school and/or district events Journal/calendar ☐Strong ☐Adequate ☐Minimal ☐None identifying school or district events attended (e.g. basketball game, club meeting, etc.). Knowledge of district or college’s professional Certificate or ☐Strong ☐Adequate ☐Minimal ☐None growth and development opportunities other materials obtained from attendance at professional development session. Effective communication, both oral and written Sample e-mail or ☐Strong ☐Adequate ☐Minimal ☐None with students, colleagues, paraprofessionals, written 12 MAT Science Supervisor Evaluation Form related service personnel, and administrators communication with parents or colleagues. Log of telephone conversation with parents. Sample of feedback to students about progress. NOTE: All communication samples must be edited to remove any identifying names and information. Ability to cultivate professional relationships Discussion with ☐Strong ☐Adequate ☐Minimal ☐None with school colleagues MAT, Mentor teacher, and/or other school colleagues.

Ratings on 5 Additional Competencies (PDE 430-related, pp. 8-9)

2 1.5 1 0.5 0 Score of MINIMUM on 1 practice. Scores of Score of STRONG on 4 Score of MINIMUM on >1 Frequency Score of STRONG on all Score of STRONG on 0-3 practices, with STRONG OR practices. Score of practice AND/OR score of Expectation 5 practices. score of ADEQUATE on remaining ADEQUATE on ADEQUATE on 1 NONE on 1 or more s practices. remaining practices. practice. practices. No scores of NONE.

A minimum score of 1 is required as part of the PDE 430 competency portfolio – MAT candidates will not be recommended for PA Level I certification unless this minimum score has been obtained. ALSO NOTE – this minimum score is necessary but not sufficient for satisfaction of PDE 430 requirements. Additional requirements will be met through the Taskstream portfolio and successful completion of the academic coursework and Internship components of the MAT program.

13 MAT Science Supervisor Evaluation Form