LARS+Self+Evals


 * Self-Assessment: MSU Level 2 (KSP 330) Clinical Experience**

In order to judge the effectiveness of the KSP 330 field experience, please answer the statements below which indicate your part in the success of your clinical experience. Indicate your success by using the continuum of Strongly Agree (5) to Strongly Disagree (1) by circling the appropriate number for each statement.

1. I prepared for the initial visit by having an appropriate **SA A U D SD** nametag, providing an autobiography, dressing appropriately, and arriving punctually. 5 __**4**__ 3 2 1

2. I prepared for the field experience by thoroughly reading the clinical packet materials 5 4 __**3**__ 2 1

3. I clarified the requirements of the field experience by rereading the materials provided and/or by asking questions of the KSP 330 professors. __**5**__ 4 3 2 1

4. I made arrangements for a lesson observation by emailing my KSP 330 professor in a timely manner. __**5**__ 4 3 2 1

5. I took the initiative in talking to my clinical teacher about the requirements for the experience, specifically preparing and teaching lessons, videotaping a lesson, and completing a class profile for classes I taught. **__5__** 4 3 2 1

6. I contacted my MSU professor with concerns and obstacles after trying to solve the problem myself. __**5**__ 4 3 2 1

7. I attended the field experience on each of the days required. If I was unable to do so, I called the clinical teacher and made arrangements to attend on alternate days. __**5**__ 4 3 2 1

8. I asked my clinical teacher to provide feedback on lessons taught. __**5**__ 4 3 2 1

9. I made copies of the seating chart, wrote in my journal, designed and taught lessons, wrote a thank you note, and completed other requirements that were listed on the checklist. 5 4 __**3**__ 2 1

10. I completed my clinical packet and handed it in on time. 5 4 __**3**__ 2 1

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 * Summative Evaluation 1 **


 * Field Experience Level: II-Field Experience **
 * Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators. **

|| **Developing **  ||  **Meets Expectations ** **(Danielson-Basic) ** || -knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy ||  ||  ** x **  ||   || -knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs ||  ||  ** x **  ||   || -value, sequence, and alignment; clarity; balance; suitability for diverse learners ||  ||  ** x **  ||   || -resources for classroom use; extend content knowledge and pedagogy; resources for students ||  ||   ||  ** X **  || -learning activities; instructional materials and resources; instructional groups; lesson and unit structure ||  ||  ** x **  ||   || -congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning ||  ||  ** x **  ||   || || **Developing **  ||  **Meets Expectations ** **(Danielson-Basic) ** || - teacher interactions with students; student interactions with other students ||  ||   ||  ** X **  || - importance of the content; expectations for learning and achievement; student pride in work ||  ||   ||  ** X **  || || **Developing **  ||   || - expectations for learning; directions and procedures; explanations of content; use of oral and written language ||  ||  ** X **  ||   || - quality of questions; discussion techniques; student participation ||  ||  ** X **  ||   || - activities and assignments; grouping of students; instructional materials and resources; structure and pacing ||  ||  ** x **  ||   || - lesson adjustment; response to students; persistence ||  ||  ** x **  ||   || || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Developing **  ||  **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Arial,sans-serif; font-size: 8pt;">(Danielson-Basic) ** || <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- accuracy; use in future teaching ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- student completion of assignments; student progress in learning; non-instructional records ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">-information about instructional program and individual learners; engagement of families in the instructional program ||  ||  X  ||   || <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions ||  ||   ||  ** X **  || Return to LARS Page
 * == Domain 1: Planning and Preparation == || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Unsatisfactory **
 * ** a. Demonstrating Knowledge of Content and Pedagogy **
 * ** b. Demonstrating Knowledge of Students **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">c. Setting Instructional Outcomes **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">d. Demonstrating Knowledge of Resources **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">e. Designing Coherent Instruction **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">f. Designing Student Assessments **
 * ** Domain 2: The Classroom Environment ** || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Unsatisfactory **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">a. Creating an Environment of Respect and Rapport **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">b. ****<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">Establishing a Culture for Learning **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">c. Managing Classroom Procedures **
 * <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;"> management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals ||  ||  X  ||   ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">d. Managing Student Behavior **
 * <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;"> Expectations; monitoring of student behavior and misbehavior ||  ||  ** X **  ||   ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">e. Organizing Physical Space **
 * <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">Safety and accessibility; arrangement of furniture; use of physical resources ||  ||  ** X **  ||   ||
 * ** Domain 3: Instruction ** || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Unsatisfactory **
 * ** a. ****<span style="font-family: 'Times New Roman',serif; font-size: 9pt;"> Communicating with Students **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">b. Using Questioning and Discussion Techniques **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">c. ****<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">Engaging Students in Learning **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">d. Using Assessment in Instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 9pt;"> - **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;"> assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress ||^  ||^   ||   ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">e. Demonstrating Flexibility and Responsiveness **
 * == Domain 4: Professional Responsibilities == || **<span style="font-family: Arial,sans-serif; font-size: 8pt;">Unsatisfactory **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">a. ****<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">Reflecting on Teaching **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">b. Maintaining Accurate Records **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">c. Communicating with Families **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">d. Participating in a Professional Community **
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">e. ****<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">Growing and Developing Professionally **
 * <span style="font-family: 'Times New Roman',serif; font-size: 9pt;">- **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession ||  ||  ** X **  ||   ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 9pt;">f. Showing Professionalism **


 * Summative Evaluation 2**

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 * Field Experience Level: 1 **2** 3 || ** Unsatisfactory **  ||  **<span style="font-family: 'Times New Roman',serif;">Meets Expectations **  ||  **<span style="font-family: 'Times New Roman',serif;">Exceeds Expectations **  ||  ** Not observed **  ||
 * **// Respectful relationships //** || SP1. Interacts with students, co-workers, parents, and community in a positive, professional manner ||   ||  x  ||   ||   ||
 * ^  || SP2. Perceives and respects the physical, emotional, and social boundaries of others ||   ||  x  ||   ||   ||
 * ^  || SP3. Perceives and respects diversity among groups of people and individuals based on age, ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area ||   ||  x  ||   ||   ||
 * ^  || SP4. Listens and values others’ ideas ||   ||  x  ||   ||   ||
 * **// Integrity //** || SP5. Adheres to the guidelines for ethical conduct as described by Minnesota Bd. Of Teaching ||   ||  x  ||   ||   ||
 * ^  || SP6. Maintains confidentiality standards ||   ||  x  ||   ||   ||
 * ^  || SP7. Values and demonstrates honesty ||   ||  x  ||   ||   ||
 * **// Responsibility and work ethic //** || SP8. Arrives on time and completes assigned tasks on schedule ||   ||   ||  x  ||   ||
 * ^  || SP9. Accepts personal responsibility for one’s own actions ||   ||   ||  x  ||   ||
 * ^  || SP10. Arrives ready and able to support students’ intellectual, academic, social, and emotional growth ||   ||   ||  x  ||   ||
 * **// Commitment to teaching and professionalism //** || SP11. Engages in professional growth: reading, scholarly work, conferences, workshops and further coursework ||   ||  x  ||   ||   ||
 * ^  || SP12. Uses proper grammar and vocabulary in written and oral communication ||   ||   ||  x  ||   ||
 * ^  || SP13 .Maintains personal hygiene ||   ||   ||  x  ||   ||
 * ^  || SP14. Dresses appropriately ||   ||   ||  x  ||   ||