SS Math Assessment

Santa Clara University

SS Formative Assessment of Secondary School-Specific Teaching Winter Quarter

Program: MATTC Bilingual MATTC

Intern MATTC

Candidate Name: __________________________ Observer Name: ______________________ Observer Role: Master Teacher Local Support Teacher Field Supervisor

School: ________________________________

Course Title: ____________________

Language of Instruction: __________________________

Grade Level: _________________

Date (mm/dd/yyyy): ________________

Select the appropriate rating for your student teacher’s performance. Ratings:4=Exceeds Expectations; 3=Meets Expectations; 2=Approaches Expectations; 1= Does Not Meet Expectations; NO=Not Observed

Comments:

Select the appropriate rating for your student teacher’s performance. Ratings: 4=Exceeds Expectations; 3=Meets Expectations; 2=Approaches Expectations; 1= Does Not Meet Expectations; NO=Not Observed. Refer to the rubric for information about the performance expectations for each competency.

Competencies

Evaluation

Beginning teachers must be able to...

TPE 1. Engaging and Supporting All Students in Learning

Element 1. Apply knowledge of students, including their prior experiences, interests and social-emotional learning needs, as well as their funds of knowledge and cultural, language and socioeconomic backgrounds, to engage them in learning.

4 3 2 1 NO

Element 2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievements expectations and student progress.

Element 3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

Element 4. Use a variety of developmentally appropriate and ability-appropriate instructional strategies, resources, and assistive technology, (BMATTC Only: including bilingual methodology), principles of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

Element 5. Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

Element 6. Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, and students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

Element 7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and the context of learning.

Element 8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

TPE 2. Creating and Maintaining Effective Environments for Student Learning

Element 1. Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

4 3 2 1 NO

Element 2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity, (BMATTC Only: positive views of bilingualism) and multiple perspectives and are culturally responsive.

Element 3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotional healthy and safe to

Commendations:

Recommendations:

Master Teacher/Local Support Teacher/Field Supervisor Signature: _____________________________ Credential Candidate Signature: ___________________________ Date: ______________________