Diane GunstraThe Department of Curriculum and InstructionCollege of Education, Purdue University
These are the assignments you will complete during EDCI 496. They are designed to be integrated into what already takes place in your classroom in relation to planning, teaching, assessment of student learning,communication with parents and caregivers, and reflection. They are not intended to be extra, "Purdue" work. Their purpose is to ensure that you learn to use research based, best practices; produce performance based evidence that you meet the ACEI and INTASC standards; and graduate with the skills you need to achieve excellence as a teacher.
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Assessment and evaluation are an important part of EDCI 496.
A Student Teacher Observation Form is completed by the university supervisor at the end of each lesson-classroom observation. The form is comprised of specific researched based, best practice teaching strategies and performances. The evaluations are used to direct and improve teacher candidates' skills. A comprehensive guide accompanies the form to ensure that candidates are well informed about the meaning of each category and provided with examples of excellence. Cooperating teachers are also provided with the form and the guide.
A Benchmark Student Teacher Evaluation is completed midway through the student teaching experience by the cooperating teacher, university supervisor, and the teacher candidate. Specific strengths and weaknesses are identified and a plan developed in order to direct and maximize teacher candidate growth throughout the remainder of the semester.
A Final Student Teacher Evaluation identical to the Benchmark is completed by the cooperating teacher at the end of the practicum experience and by the university supervisor at the end of the semester. These final evaluations serve as the cooperating teacher's and university supervisor's final assessment of the teacher candidate's skills and abilities. A comprehensive guide accompanies the Benchmark and Final Student Teacher Evaluation Forms to ensure that teacher candidates are well informed about the meaning of each category and provided with examples of excellence.
Teacher candidates are informed about and provided with all of the above evaluations and guides at least 3 months before their student teaching semester begins.
Teacher candidates are asked to evaluate the course assignments and seminars as well as the cooperating teacher and university supervisor at the end of their student teaching experience. The feedback that is provided on these forms is considered to be extremely important and is used to continuously direct, improve, and perfect the student teaching experience.
Diane Gunstra College of Education, Purdue University Beering Hall of Liberal Arts and EducationRoom 4116 West Lafayette, Indiana, 47907-1446 Voice: (765) 494-9741Fax: (765) 496-1228 Email: email@example.com