07.31.17

Richard W. Riley College of Education, Winthrop University SOCIAL STUDIES EDUCATION INTERNSHIP I MIDTERM EVALUATION REPORT

Teacher Candidate Name: WU ID#: Date: School: Grade: Mentor Teacher Name: University Supervisor Name:

OBSERVATIONS Lesson Content/Topic Date University Supervisor

Mentor Teacher

Site-Based Observer

EVALUATION OUTCOMES – place a check in the appropriate Exceeds Expectations Meets Expectations Below Expectations box for each domain

Long-Range Planning Short Range Planning Instruction Environment Professionalism Social Studies Education

A teacher candidate must score a “Meets Expectations” rating or above in each performance domain to be scored as Satisfactory. The teacher candidate is  Unsatisfactory  Satisfactory

With my signature below, I attest to attending an introductory meeting, participating in the midterm/final [circle one] evaluation conference, and agreeing with the data/ratings presented in the report.

______Teacher Candidate Mentor Teacher University Supervisor 07.31.17

Directions: Please refer to the Social Studies Education Internship I Evaluation Scoring Rubric when completing this form. The rubric provides detailed descriptions for teacher candidates at each of the following levels: EE= “Exceeds Expectations,” ME= “Meets Expectations,” and BE= “Below Expectations.” NO = “No Opportunity” (NA in the LiveText system); this column should be used if a candidate has not yet had the opportunity to demonstrate a competency. Provide rating explanations under “Supporting Documentation and Evidence”.

Domain 1: LONG-RANGE PLANNING EE ME BE NO SUPPORTING DOCUMENTATION and EVIDENCE 1.1 TC uses contextual factors to develop long-range goals and to guide instructional planning. 1.2 TC establishes appropriate standards-based long-range learning and developmental goals. 1.3 TC identifies and sequences instructional units that will lead to the meeting of learning and developmental long-range goals. 1.4 TC develops a plan for proactive classroom management that promotes positive behavior and maximizes instructional time.

1.5 TC plans strategies for tracking student progress and communicating results that reflect student achievement.

Overall rating for long-range planning [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectation

Describe at least one long-range planning strength:

List at least one long-range planning goal: 07.31.17

Domain 1: SHORT-RANGE PLANNING EE ME BE NO SUPPORTING DOCUMENTATION and EVIDENCE 1.6 TC creates standards-based lessons in accordance with the requirements of the discipline, including learning objectives that are measurable, rigorous, and align with the standards. 1.7 TC designs, selects, or modifies assessments that are aligned with lesson objectives. 1.8 TC uses data from formative, diagnostic, and summative assessments to guide instructional planning. 1.9 TC plans differentiated instruction to address diverse learning needs.

Overall rating for short-range planning [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.

Describe at least one short-range planning strength:

List at least one short-range planning goal: 07.31.17

Domain 2: INSTRUCTION EE ME BE NO SUPPORTING DOCUMENTATION and EVIDENCE 2.1 TC effectively communicates appropriately challenging expectations to learners. 2.2 TC differentiates instruction to meet the needs of diverse learners. 2.3 TC demonstrates a thorough command of the Social Studies content taught and appropriately addresses learner questions and misunderstandings related to the content. 2.4 TC measures student mastery of learning by using assessment strategies with established performance criteria. 2.5 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. 2.6 TC uses appropriate voice tone and pacing to manage instruction/environment effectively. 2.7 TC implements strategies that address the needs of learners from diverse cultural and/or linguistic backgrounds.

Overall rating for instruction [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.

Describe at least one instruction strength:

List at least one instruction goal: 07.31.17

Domain 3: ENVIRONMENT EE ME BE NO SUPPORTING DOCUMENTATION and EVIDENCE 3.1 TC maintains a physically safe educational environment that is conducive to learning. 3.2 TC maintains a caring, fair, and inclusive educational environment. 3.3 TC creates environments that promote positive social interaction and collaboration in the learning environment. 3.4 TC manages instructional routines and transitions between activities or classes in an efficient and orderly manner.

Overall rating for environment [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.

Describe at least one environment strength:

List at least one environment goal: 07.31.17

Domain 4: PROFESSIONALISM EE ME BE NO SUPPORTING DOCUMENTATION and EVIDENCE 4.1 TC effectively co-teaches with the mentor teacher. 4.2 TC establishes professional relationships with school personnel and students. 4.3 TC demonstrates effective verbal communication that is appropriate for the intended audiences and uses standard English. 4.4 TC demonstrates effective external written communication that is appropriate for the intended audience and uses standard English. 4.5 TC adheres to the university and school/district rules, Standards of Conduct for South Carolina Educators, and FERPA requirements and acts appropriately when faced with legal issues with children. ** 4.6 TC demonstrates professional responsibility (e.g. preparedness, responsibility, initiative, time management) 4.7 TC is receptive to constructive criticism from mentor teacher, university supervisor, and administrators and incorporates feedback.

4.8 TC uses self-reflection to evaluate and improve professional practice. ** A Below Expectations rating on this item may result in failure for the internship.

Overall rating for professionalism [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.

Describe at least one professionalism strength:

List at least one professionalism goal: 07.31.17

Domain 5: Social Studies Education ME BE NO SUPPORTING DOCUMENTATION and EVIDENCE 5.1 Candidate uses theory and research to continually improve their social studies knowledge, their skills of inquiry, and their civic dispositions (Element 5a) 5.2 Candidate explores, interrogates, and reflects upon their own cultural frames in order to work for social justice within their schools and/or communities. (Element 5b) 5.3 Candidate takes informed action in schools and/or communities and serves as an advocate for learners, the teaching profession, and/or social studies. (Element 5c)

Overall rating for social studies education [circle one]: Exceeds Expectations, Meets Expectations, or Below Expectations.

Describe at least one social studies education strength:

List at least one social studies education goal: 07.31.17

SOCIAL STUDIES EDUCATION INTERNSHIP I MIDTERM EVALUATION SCORING RUBRIC

Exceeds Expectations Meets Expectations Below Expectations DOMAIN 1: PLANNING (Long Range) 1.1 TC uses contextual factors to TC analyzes relevant contextual TC references contextual factors Long-range goals chosen are develop long-range goals and to factors (e.g., informal and formal (e.g., informal and formal unrelated to contextual factors. guide instructional planning. assessment data, prior achievement assessment data, prior achievement levels, learning styles and needs, levels, learning styles and needs, InTASC 1, 7 interests, cultural or ethnic origins) interests, cultural or ethnic origins, SCTS 4.0 Planning (Instructional to make direct connections to long- etc.) to develop long-range goals and Plans) range goals and instructional plans. guide instructional planning. 1.2 TC establishes appropriate Unit goal(s) is/are measurable, Unit goal(s) is/are measurable and Unit goal(s) is/are not measurable standards-based long-range aligned with state and/or national aligned with state and/or national and fail to align with state and/or learning and developmental goals. standards, and reflect the standards. national standards. appropriate level of difficulty for the InTASC 7; CAEP 1.3, 1.4 range of students in the classroom. SCTS 4.0 Planning (Instructional Plans) 1.3 TC identifies and sequences Instructional units are sequenced Instructional units are sequenced Instructional units are tangentially instructional units that will lead to and aligned with developmental and aligned with developmental aligned with developmental long- the meeting of learning and long-range goals. TC provides a long-range goals. TC provides a range goals. TC fails to provide a developmental long-range goals. progressive and logical set of progressive and logical set of lessons progressive and logical set of lessons integrated lessons (scope and (scope and sequence). (scope and sequence). InTASC 7 sequence). SCTS 4.0 Planning (Instructional Plans) 07.31.17

1.4 TC develops a plan for proactive TC’s plan includes a variety of TC’s plan includes proactive TC’s plan includes general classroom classroom management that specific proactive management management techniques that management techniques that do not promotes positive behaviors and techniques that promote positive promote positive classroom maximize instructional time and/or maximizes instructional time. classroom behaviors and includes behaviors, plans for transitions and rules and/or routines are not plans for providing explicit routines that maximize instructional identified in the plan. InTASC 3 instruction on transition procedures time, and positively stated classroom and routines and classroom rules. rules. 1.5 TC plans strategies for tracking Strategies for tracking student Strategies for tracking student TC plans strategies for tracking student progress and progress include well-organized progress include plans for student progress; however, communicating results that reflect plans for communicating communicating achievement results communication to students is limited student achievement. achievement results on a regular to students in an appropriate to the use of report cards. basis to students in an appropriate manner. InTASC 6 manner. SCTS 4.0 Planning (Instructional Plans; Assessment) DOMAIN 1: PLANNING (Short Range) 1.6 TC creates standards-based lessons Lesson plans are aligned with long- Lesson plans are aligned with long- Lesson plans do not align with unit in accordance with the range goals and learning experiences range goals and learning experiences goals. Some learning experiences requirements of the discipline, are designed to achieve stated are designed to achieve stated included in the lessons do not meet including learning objectives that objectives, and ensure student objectives. Lesson plans meet any identified objectives or are are measurable, rigorous, and align engagement. Lesson plans meet expectations of the discipline. developmentally inappropriate. with the standards. expectations of the discipline. Learning objectives are Learning experiences are passive and Learning objectives are measureable, appropriately do not ensure student engagement. InTASC 4, 7; CAEP 1.3, 1.4 measureable, appropriately challenging, and align with the Lesson plans do not meet SCTS 4.0 – Instruction (Standards challenging, and align with the standards. expectations of the discipline. and Objectives); Planning standards. (Instructional Plans; Assessment) 1.7 TC designs, selects, or modifies Informal and formal lesson Lesson assessments align with lesson Assessments do not align with lesson assessments that are aligned with assessments are appropriate (for age objectives and occur at least once objectives, or no assessments are lesson objectives. and knowledge level), align with during the lesson. identified. lesson objectives, and occur at InTASC 6, 7; CAEP 1.2 various points during the lesson. SCTS 4.0 – Planning (Instructional Plans; Assessment) 1.8 TC uses data from formative, TC gathers and uses learner TC uses student performance data TC does not gather or examine diagnostic, and summative performance data from a variety of (from previous assessments or pre- student performance data or does assessments to guide instructional assessments to modify lesson assessment) to guide instructional not use data appropriately in the planning. objectives and instructional plans. strategies. planning process. 07.31.17

InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) 1.9 TC plans differentiated instruction Lesson plans include specific Lesson plans include general Lesson plans do not include to address diverse learning needs. strategies for differentiation of strategies for addressing diverse strategies for differentiation or meet teaching procedures/pacing to learning needs. Plans meet requirements identified in IEPs InTASC 1, 7 address diverse learning needs. requirements identified in IEPs and/or 504 plans. CAEP 1.4 Plans meet requirements identified and/or 504 plans, as applicable. SCTS 4.0 – Planning (Instructional in IEPs and/or 504 plans, as Plans) applicable. 07.31.17

Exceeds Expectations Meets Expectations Below Expectations DOMAIN 2: INSTRUCTION 2.1 TC effectively communicates TC communicates appropriately TC communicates appropriately TC does not communicate appropriately challenging challenging expectations for what challenging expectations for what expectations for what students will expectations to learners. learners will know and be able to do students will know and be able to do know and be able to by the end of by the end of the lesson (or lesson by the end of the lesson. the lesson. CAEP 1.4 series), while explaining the purpose SCTS 4.0- Instruction (Standards and relevance of the content. and Objectives; Activities and Materials); Environment (Expectations) 2.2 TC differentiates instruction to TC uses a variety of specific TC uses general strategies to TC does not attempt to differentiate meet the needs of diverse learners. instructional strategies for meeting differentiate instruction in an instruction. the needs of diverse learners. attempt to meet the needs of CAEP 1.4 diverse learners. SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) 2.3 TC demonstrates thorough TC’s presentation of content is clear, TC presentation of content is clear TC presentation of content has command of the Social Studies precise, and accurate. The TC uses and accurate. TC correctly addresses misinformation and lacks clarity. content taught and appropriately content knowledge to field learner questions and addresses learner questions and questions, make connections, and misconceptions. misunderstandings related to the address misconceptions. content.

InTASC 4; CAEP 1.3; SCTS 4.0 – Instruction (Presenting Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) 2.4 TC measures student mastery of TC uses multiple assessments (e.g., TC measures student mastery of TC does not establish performance learning by using assessment checks for understanding, quizzes, learning through assessments (e.g. criteria for assessments and/or does strategies with established probing questions) with established checks for understanding, quizzes, not conduct assessment of learning. performance criteria. performance criteria throughout probing questions) with established instruction to measure mastery of performance criteria. InTASC 6 learning. In addition, candidate SCTS 4.0 – Instruction (Standards provides opportunities for 07.31.17

and Objectives) individual learners to self-check during the lesson. 2.5 TC provides specific and timely TC provides specific, corrective, and TC provides general instructional TC rarely provides feedback or instructional feedback to students timely instructional feedback to feedback to students related to feedback is unrelated to lesson pertaining to stated outcomes. students related to lesson lesson objectives. Feedback is based objectives. objectives. Feedback is based on on class-wide or individual InTASC 6 class-wide or individual responses. responses. SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) 2.6 TC uses appropriate voice tone and TC demonstrates effective teaching TC demonstrates effective teaching TC voice tone is inappropriate for pacing to manage and communication skills by varying and communication skills through managing instruction/environment. instruction/environment voice tone and changing the appropriate voice tone and lesson Lesson pacing interferes with effectively. pacing/sequence of the presentation pacing/sequence. student learning. based upon student feedback during SCTS 4.0 – Instruction (Lesson lesson. Structure and Pacing; Presenting Instructional Content) 2.7 TC implements strategies that TC uses strategies that address the TC addresses the needs of students TC makes no attempt to integrate address the needs of learners from needs of individual learners from from diverse cultural and/or cultural and linguistic backgrounds diverse cultural and linguistic diverse cultural backgrounds linguistic backgrounds with general into instruction or learning backgrounds. including strategies such as strategies or learning experiences. experiences. providing examples that are relevant CAEP 1.4 to specific culture. SCTS 4.0 – Instruction (Motivating Students; Teacher Knowledge of Students)

Exceeds Expectations Meets Expectations Below Expectations DOMAIN 3: ENVIRONMENT 3.1 TC maintains a physically safe TC follows safety procedures and TC follows the mentor teacher’s TC does not follow safety educational environment that is makes adjustments to the physical procedures to physically arrange the procedures, which results or could conducive to learning. environment to promote learning, classroom to avoid distractions and result in lack of learning and/or avoid distractions, and ensure safe ensure safe use of materials. student harm. SCTS 4.0 – Instruction (Lesson use of materials. Structure and Pacing); Environment (Environment) 3.2 TC maintains a caring, fair, and TC responds positively to learner TC addresses student difficulties, TC responds to students with bias inclusive educational environment. difficulties, concerns, and questions concerns, and questions without bias toward students who differ by without bias towards gender, towards gender, ethnicity, gender, ethnicity, exceptionality, 07.31.17

InTASC 2 ethnicity, exceptionality, sexual exceptionality, sexual orientation, or sexual orientation, or social SCTS 4.0 – Environment (Respectful orientation, or socio-economic social economic status. TC works to economic status. TC tolerates Culture) status. TC works to establish a bully- establish a bully-free environment. bullying and/or disrespectful peer free environment. interactions.

3.3 TC creates environments that TC structures instructional and non- TC implements instructional TC rarely uses strategies that promote positive social interaction instructional routines and activities activities (partner and group work, promote student social interaction. and collaboration in the learning (partner and group work, procedures, project-based learning, environment. procedures, project-based learning, etc.) to support positive social etc.) to support positive social interactions and productive InTASC 3 interactions, productive teamwork, teamwork. SCTS 4.0 – Instruction (Lesson and collaborative learning. Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture) 3.4 TC manages instructional routines TC follows and makes appropriate TC follows the mentor teacher’s TC implements ineffective and transitions between activities adjustments to the mentor teacher’s procedures for managing procedures for managing routines or classes in an efficient and orderly procedures for managing instructional and non-instructional and transitions resulting in reduced manner. instructional and non-instructional routines (e.g., bathroom breaks, active engagement in instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), activities and increased problem InTASC 3 sharpening pencils, turning in work), and transitions. behavior. SCTS 4.0 – Instruction (Activities and transitions. and Materials) Environment (Expectations; Managing Student Behavior) Exceeds Expectations Meets Expectations Below Expectations DOMAIN 4: PROFESSIONALISM 4.1 TC effectively co-teaches with the TC collaborates with the mentor TC follows the guidance of the TC does not engage in co-teaching mentor teacher. teacher to plan and implement co- mentor teacher to plan and with the mentor teacher. taught lessons. implement co-taught lessons.

4.2 TC establishes professional TC not only conducts self in a TC conducts self in a professional TC exhibits unprofessional behaviors relationships with school personnel professional manner, but, also, manner when interacting with that damage relationships with and students. takes initiative to establish positive school personnel (e.g. colleagues, school personnel (e.g. colleagues, relationships with school personnel administrators, mentor teachers, administrators, mentor teachers, InTASC 10 (e.g. colleagues, administrators, other school staff members, and other school staff members, and mentor teachers, other school staff university supervisor) and students university supervisor) or students. members, and university supervisor) in and away from the school and students in and away from the environment. 07.31.17

school environment. 4.3 TC demonstrates effective verbal TC’s verbal communication TC’s verbal communication is TC’s verbal communication is not communication that is appropriate integrates professional vocabulary appropriate for students and appropriate for students and/or for the intended audiences and which is appropriate for students professionals and reflects standard professionals and/or does not reflect uses standard English. and professionals and reflects English conventions. standard English conventions. standard English conventions. 4.4 TC demonstrates effective external TC’s external written communication TC’s external written communication TC’s external written communication written communication that is is clear and appropriate for varied is appropriate for students and is not appropriate for students appropriate for the intended audiences. Communication reflects caregivers and reflects standard and/or professionals and/or does audience and uses standard English. standard English conventions (i.e., English conventions (i.e., few errors not reflect standard English no errors in writing mechanics and in writing mechanics and sentence conventions (i.e., frequent or sentence structure) and includes structure). substantive errors in writing proficient use of professional mechanics and/or sentence language. structure). 4.5 TC adheres to the university and TC meets all requirements at the TC’s conduct conforms to TC violates one or more of the school/district rules, Standards of acceptable level and demonstrates school/district rules as well as the school/district rules, Standards of Conduct for South Carolina an advocacy position when Standards of Conduct for South Conduct for South Carolina Educators, and FERPA requirements discussing or acting upon legal issues Carolina Educators. The TC observes Educators, or FERPA requirements, and acts appropriately when faced related to students. confidentiality of student and/or the TC’s lack of actions on with legal issues with children. ** information (FERPA). The TC acts legal issues involves harm to the appropriately when faced with legal children served. InTASC 9 issues facing the children he/she serves. 4.6 TC demonstrates professional TC comes to the classroom prepared TC comes to the classroom prepared TC is not prepared to teach each day. responsibility (e.g. preparedness, for each day and displays a high for each day. TC prepares plans in Lesson plans may be missing or responsibility, initiative, time degree of organization. Plans are advance and discusses them with the incomplete; materials may not be management) prepared in advance and discussed mentor teacher. TC is organizes organized in advance; others with mentor teacher. TC is organizes materials and activities in advance. (assistants or colleagues) may not be SCTS 4.0 – Environment materials and activities in advance informed of their instructional roles (Environment) Professionalism and takes initiative for various for the lesson. Lack of preparedness (Growing and Developing classroom responsibilities. and initiative negatively impacts Professionally) student learning opportunities. 4.7 TC is receptive to constructive TC seeks and is receptive to TC receives feedback in a mature TC is argumentative, oppositional, or criticism from mentor teacher, constructive feedback. TC receives manner and appropriately defensive when receiving university supervisor, and feedback in a mature manner and incorporates appropriate feedback constructive feedback or administrators and incorporates appropriately incorporates from others (i.e., planning, professional learning. TC makes no feedback. appropriate feedback from others instruction, assessment, attempt to incorporate appropriate (i.e., planning, instruction, management, communication, feedback from others (i.e., planning, SCTS 4.0 – Professionalism assessment, management, and/or dispositions). instruction, assessment, (Growing and Developing communication, and/or management, communication, 07.31.17

Professionally) dispositions). and/or dispositions).

4.8 TC uses self-reflection to evaluate TC’s reflections include specific TC’s reflections include specific TC’s reflections include general and improve professional practice. statements supported by evidence statements supported by evidence statements not supported by specific (assessment data, observation, (assessment data, observation, examples and plans for change are InTASC 9 student behavior, artifacts, etc.). student behavior, artifacts, etc.) to not included. SCTS 4.0 – Professionalism Reflections include detailed improve instruction and student (Reflecting on Teaching) explanations of strategies that will learning. be used to improve instruction and student learning. ** A Below Expectations rating on this item may result in failure for the internship

Exceeds Expectations Meets Expectations Below Expectations DOMAIN 5: SOCIAL STUDIES EDUCATION 5.1 Candidate uses theory and TC engages in ongoing study in order TC engages in study in order to TC demonstrates only mild interest research to continually improve to refine their knowledge of social refine their knowledge of social in continued study of social studies, their social studies knowledge, studies, skills of inquiry, and civic studies, skills of inquiry, and/or civic skills of inquiry, and civic dispositions. dispositions. dispositions. their skills of inquiry, and their own civic dispositions. (Element 5a) 5.2 Candidate explores, TC engages in extensive self- TC engages in self-examination in TC engages in little self-examination interrogates, and reflects upon examination in order to understand order to understand how his/her in order to understand how his/her their own cultural frames in how his/her own cultural frame own cultural frame informs his/her own cultural frame informs his/her order to work for social justice informs his/her views about equity, views about equity, diversity, access, views about equity, diversity, access, diversity, access, power, and social power, and social justice. power, and social justice. within their schools and/or justice. communities. (Element 5b)

5.3 Candidate takes informed action TC eagerly takes informed action to TC takes informed action to serve as TC takes little informed action to in schools and/or communities serve as an advocate for students, an advocate for students, the serve as an advocate for students, and serves as an advocate for the teaching profession, and the teaching profession, and the social the teaching profession, and the learners, the teaching social studies. studies. social studies. profession, and/or social studies. (Element 5c)