ART INTERNSHIP I Long-Range Planning EVALUATION

07.31.17 Richard W. Riley College of Education, Winthrop University ART INTERNSHIP I Long-Range Planning EVALUATION

Directions: Use the Via LiveText Rubric to record the final evaluation for the long range planning. The rubric provides detailed descriptions for teacher candidates at each of the following levels: EE= “Exceeds Expectations,” ME= “Meets Expectations,” and BE= “Below Expectations.” Provide rating explanations in the rubric comments feature in Via and indicate at least one strength and one weakness in the appropriate section of the assessment template.

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

Below Meets Expectations Exceeds Expectations Expectations 1.4 TC develops a plan for proactive classroom management that TC’s plan includes TC’s plan includes proactive management TC’s plan includes a variety of promotes positive behaviors and maximizes instructional general classroom techniques that promote positive classroom specific proactive management time. management behaviors, plans for transitions and routines techniques that promote techniques that do that maximize instructional time, and positive classroom behaviors InTASC 3 not maximize positively stated classroom rules. and includes plans for providing instructional time explicit instruction on transition and/or rules and/or procedures and routines and routines are not classroom rules. identified in the plan. 1.5 TC plans strategies for tracking student progress and TC plans strategies Strategies for tracking student progress Strategies for tracking student communicating results that reflect student achievement. for tracking student include plans for communicating progress include well-organized progress; however, achievement results to students in an plans for communicating nTASC 6 communication to appropriate manner. achievement results on a regular SCTS 4.0 Planning (Instructional Plans; Assessment) students is limited basis to students in an to the use of report appropriate manner. cards.