Fillable TEACHER CANDIDATE ANALYSIS (Wisconsin Lutheran College)

Fill Online, Printable, Fillable, Blank TEACHER CANDIDATE ANALYSIS (Wisconsin Lutheran College) Form

Use Fill to complete blank online WISCONSIN LUTHERAN COLLEGE pdf forms for free. Once completed you can sign your fillable form or send for signing. All forms are printable and downloadable.

TEACHER CANDIDATE ANALYSIS (Wisconsin Lutheran College)

On average this form takes 60 minutes to complete

The TEACHER CANDIDATE ANALYSIS (Wisconsin Lutheran College) form is 4 pages long and contains:

  • 1 signature
  • 7 check-boxes
  • 232 other fields

Country of origin: US
File type: PDF

U.S.A. forms for Wisconsin Lutheran College

BROWSE WISCONSIN LUTHERAN COLLEGE FORMS

Related forms
Fill has a huge library of thousands of forms all set up to be filled in easily and signed.
Fill in your chosen form
Sign the form using our drawing tool
Send to someone else to fill in and sign.
find another form
 
Wisconsin Lutheran College
8800 W. Bluemound Road
Milwaukee, Wisconsin 53226
(414) 443-8829
Student _______________________________________________ ___________ Midterm _________ Final
Cooperating Teacher ____________________________________ School __________________________________
Subject/Grade Level ____________________________________ Class Period ______________________________
Absences from Teacher Candidacy _________________________ Semester ____________ Year _______________
The following items are major factors related to successful classroom teaching. Please indicate with a check mark the level of performance that has
been achieved by the teacher candidate for each of the items given below. Your added evaluative comments will be appreciated. (At the beginning
of each section is a respective Teacher Education program goal being addressed.)
The teacher candidate demonstrates:
E = Exceptional performance (Innovationg)
• astute, innovative teaching practices that enhance student learning
• shows unusual skills, perception and/or creativity
• usually associated with experienced and highly motivated teachers; rarely exhibited by a teacher candidate
• clearly exceeds expected requirements of teacher candidates.
----------------------------------------------------------------------------------------------------------------
H = High performance (Integrating)
• insightful, integrative teaching practices that positively influence student learning
• shows higher-than-average skill, perception, creativity in this area
• usually associated with experienced teachers
exceeds expected requirements of teacher candidates
A =
Adequate performance (Applying)
• practical, diligent application of teaching practices that facilitate student learning
• shows average skill, perception and creativity in this area
• usually associated with novice teachers
• meets expected requirements
D = Developing performance (Emerging)
• limited, routine teaching practices that show emerging understanding of student learning
• shows an area of skill, of perception and/or creativity that needs to further develop
• usually requires additional study and practice as guided through specific feedback
• below expected requirements with room for growth
U = Unacceptable performance (Beginning)
• Halting, unsure teaching practices that show little movement from being a learner to a teacher
• shows little or no skill, perception, and/or creativity
• does not demonstrate ability to respond to specific feedback to improve
• clearly does not meet expected requirements
NA = Not Assessable
• Immature beginning teaching practices do not impact student learning
TEACHER CANDIDATE ANALYSIS
Goal 1: Teacher as Professional
To prepare teaching professionals who demonstrate a commitment to other human beings as an extension of who they
are as Christians and who reflect in their personal lives the qualities indicative of Christian commitment.
7Ke WHDFKHUFDQGLGDWH:
E
H
A
D
U
NA
1. Introduces and presents self in a professional and confident manner.
2. Responds in a confident and self-directed manner when carrying out
expectations of the experience.
3. Demonstrates poise, passion and enthusiasm about teaching and learning.
E
H
A
D
U
NA
4. Shows a willingness to work for improvement; accepts constructive criticism.
5. Shows interest in seeking out professional sources for answers or ideas.
6. Establishes good working relationships with faculty and staff.
7. Demonstrates appropriate decision-making based on solid rationale and
knowledge base.
Please comment on teacher candidate’s overall demonstration of professionalism.
Goal 2: Teacher as Knowledgeable
To prepare teaching professionals who demonstrate mastery of their content areas, skill in the methods of teaching,
sensitivity to the needs of students and parents, and appreciation for the impact of education on society as a means for
promoting positive human relations.
7KHWHDFKHUFDQGLGDWH
PROFESSIONAL AND ACADEMIC PREPARATION
E
H
A
D
U
NA
1. Demonstrates knowledge and competence in subject matter(s).
2. Demonstrates ability to integrate knowledge.
3. Develops thorough lesson plans which connect previous learning to new.
4. Uses a variety of teaching strategies and questioning to make learning
meaningful and purposeful.
5. Demonstrates ability to recognize and plan for different learning needs,
situations and styles.
6. Deals with every student with respect and fairness.
7. Establishes good rapport with students.
8. Demonstrates an ability to relate to people of different ethnic/cultural
backgrounds.
Please comment on teacher candidate’s demonstration of knowledge.
CLASSROOM MANAGEMENT/POSITIVE LEARNING ENVIRONMENT
7KHWHDFKHUFDQGLGDWH
E
H
A
D
U
NA
9. Adapts to classroom management/situational demands.
10. Promotes an atmosphere of mutual respect among students.
11. Helps students develop self-discipline and personal responsibility for learning
and behavior; utilizes conflict resolution strategies.
12. Provides a comfortable atmosphere for the exchange of ideas and opinions.
13. Demonstrates skill in handling procedures: keeping records, distributing
materials, and providing a physical atmosphere conducive to learning.
14. Connects the need for good planning with good classroom discipline.
Please comment on the teacher candidate’s skill at creating and maintaining a positive learning environment.
Goal 3: Teacher as Communicator
To prepare teaching professionals who possess communication skills that further enhance and demonstrate
knowledge and respect of individual student needs, abilities, and cultural aspects through academic performances
and clinical field experiences with school systems representing urban, suburban or rural characteristics of American
Life.
COMMUNICATION SKILLS
7KHWHDFKHUFDQGLGDWH
E
H
A
D
U
NA
1. Possesses effective qualities of speech (volume, enunciation, pitch, rate).
2. Has command of grammar in speaking.
3. Has command of aspects of written directions.
4. Gives clear and precise oral and written directions.
5. Has effective listening skills.
6. Shows an understanding that children develop at different rates in various
areas of intellectual, social, emotional, spiritual and personal categories.
7. Uses technology as a means of communication and/or instructional tool;
shows a desire to continually learn new technology.
8. Models expectations of and teaches for good communication skills as a basic
for learning and demonstrating content knowledge.
Please comment on teacher candidate’s knowledge, skill and disposition regarding the modeling and learning of
communication effectiveness.
Goal 4: Teacher as Life-long Learner
To prepare teaching professionals who demonstrate and articulate the need for life-long learning as that relates to
the disciplines of their content areas, to the art and science of teaching and to their own spiritual faith and service
lives.

CONNECTION OF ASSESSMENT TO CONTINUOUS PROFESSIONAL GROWTH
7KHWHDFKHUFDQGLGDWH
E
H
A
D
U
NA
1. Assesses student learning according to developmental stages.
2. Develops a variety of assessment strategies.
3. Plans for instruction and assessment of learning before actual teaching so that
standards, goals, instructional objectives and assessment are in alignment.
4. Demonstrates an ability to apply sound rationale to self-assessment of
teaching.
5. Accepts constructive criticism positively, in order to improve teaching and
learning.
6. Communicates directly or indirectly a desire for on-going learning for the sake
of improvement as a professional.
7. Connects teaching effectively and effective learning.
Please comment on teacher candidate’s ability to effectively assess growth as learners and teachers.
Please comment on the overall attributes of this teacher candidate’s performance.
Evaluation completed by _________________________________________________ Date ___________________
(signature)
Check one: ____ self ____ cooperating teacher ____ director
____ supervisor ____ other: _________________________________________________________
12/09
click to sign
signature
click to edit
Download
Save PDF to desktop
Email
Email completed PDF
Send for Signing
Email for others to sign
Print
Print document
Choose a Field
Click on a field and
select the person that should complete it
Want to add a signature?
You can add a signature field
and assign it to someone else
to sign
Choose a Field
Click on a field and
select the person that should complete it

TEACHER CANDIDATE ANALYSIS (Wisconsin Lutheran College)

This document is locked as it has been sent for signing.

You have successfully completed this document.

Other parties need to complete fields in the document. You will recieve an email notification when the document has been completed by all parties.

This document has been signed by all parties.

Completed 21 July 2020

Message

View Audit Log
Print With Audit Log
Duplicate Document