| Exit Portfolio Task #4 Two Lessons Rubric- Spring 2003 |
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| Note:
All data taken from Mr. Scott Adams Access Database (Table 'Task 4) Under
'Internship'/ Exit Internship / Prot Folio /
Portfolio data Spring 2003 |
Criteria |
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Evaluator's
Name |
# of Students |
Date |
Program |
Major |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
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|
Comments |
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| Timothy Leggett |
1 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
2 |
2 |
2 |
|
|
|
|
|
| Byra Ramsey |
2 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
3 |
2 |
2 |
|
|
|
|
| Sammie Stephenson |
3 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Sammie Stephenson |
4 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Gwen Morgan |
5 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
|
|
|
|
| Sid Womack |
6 |
5/5/2003 |
ECED |
ECED |
2 |
3 |
3 |
2 |
3 |
3 |
3 |
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Ample student
evidence, well reflected upon.
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|
| Sammie Stephenson |
7 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
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The photos of the
children brought to life the lessons. |
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| David Bell |
8 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
|
3 |
|
|
|
|
| Sammie
Stephenson |
9 |
4/28/2003 |
ECED |
ECED |
2 |
3 |
2 |
2 |
2 |
3 |
2 |
|
|
|
|
| Sammie
Stephenson |
10 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Timothy Leggett |
11 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
3 |
2 |
|
|
|
|
| Gwen Morgan |
12 |
4/28/2003 |
ECED |
ECED |
3 |
2 |
2 |
3 |
2 |
2 |
2 |
|
|
|
|
| Timothy Leggett |
13 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
2 |
2 |
2 |
3 |
3 |
|
|
|
|
| David Bell |
14 |
4/23/2003 |
ECED |
ECED |
3 |
2 |
2 |
3 |
3 |
2 |
3 |
|
|
|
|
| Sid Womack |
15 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
3 |
3 |
3 |
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Much evidence was in
hard copy. |
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| Byra Ramsey |
16 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| linch |
17 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
3 |
3 |
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Lucky students!
Effective and engaging lessons. |
|
| David Bell |
18 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
2 |
2 |
3 |
3 |
3 |
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|
Well organized and
reflections are on target. You have
excellent writing skills. |
|
| Sid Womack |
19 |
4/27/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
3 |
3 |
|
|
Very complete lesson
plans and reflections. Lesson plans
show a wide variety of resources used. |
|
| David Bell |
20 |
4/28/2003 |
ECED |
ECED |
3 |
2 |
2 |
2 |
2 |
2 |
3 |
|
|
Your reflections are
very insightful. You should be able to
use these to improve your teaching. |
|
| David Bell |
21 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
3 |
|
|
|
|
| Sammie
Stephenson |
22 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
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| Byra Ramsey |
23 |
4/26/2003 |
ECED |
ECED |
2 |
2 |
1 |
2 |
2 |
2 |
2 |
|
|
|
|
| Timothy Leggett |
24 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
2 |
3 |
2 |
|
|
|
|
| Byra Ramsey |
25 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Gwen Morgan |
26 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Byra Ramsey |
27 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Sid Womack |
28 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
|
|
well-written,
well-documented |
|
| Byra Ramsey |
29 |
4/21/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Timothy Leggett |
30 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
2 |
3 |
2 |
2 |
2 |
|
|
|
|
| Gwen Morgan |
31 |
5/12/2003 |
ECED |
ECED |
3 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
| Byra Ramsey |
32 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
2 |
2 |
|
|
|
|
|
| Timothy Leggett |
33 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
3 |
3 |
|
|
|
|
| Timothy Leggett |
34 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
3 |
2 |
|
|
|
|
| Gwen Morgan |
35 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
|
|
|
|
|
| |
|
|
|
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|
|
| Linch |
36 |
4/27/2003 |
MLED |
math/science |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
|
|
|
|
| Linch |
37 |
4/27/2003 |
MLED |
math/science |
3 |
3 |
3 |
2 |
3 |
2 |
3 |
|
|
Teacher
is able to reflect on the value of the processes students are learning, not
just the content.
Good!
Work on a variety of feedback, not just grade. |
|
| Linch |
38 |
4/28/2003 |
MLED |
math/science |
3 |
2 |
2 |
3 |
3 |
2 |
3 |
|
|
Good monitoring of
individual work. Work on making it relevant to their lives! |
|
| Linch |
39 |
4/27/2003 |
MLED |
math/science |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|
|
t is the evidence they
are better people now? |
|
| Linch |
40 |
4/30/2003 |
MLED |
math/science |
2 |
2 |
3 |
3 |
2 |
2 |
2 |
|
|
You are very
encouraging to your students - good feedback. |
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| |
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| Connie Zimmer |
41 |
4/25/2003 |
SEED |
H/PE K-12 |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
|
|
Tim has a good
rapport with students but does not let the students cross the boundary
between student and teacher.
The students seem to enjoy his lessons and learn from them. Excellent choices of lesson for this
particular task. |
|
|
| Connie Zimmer |
42 |
4/25/2003 |
SEED |
Business |
3 |
3 |
3 |
3 |
3 |
3 |
2 |
|
|
Specific
instances for the written communication are where for wear and seen instead
of saw. |
|
| Connie Zimmer |
43 |
4/28/2003 |
SEED |
H/PE K-12 |
3 |
3 |
2 |
2 |
3 |
3 |
2 |
|
|
The
video teaches could have been better from the camera angle but it was evident
that Casey was involved and had his students engaged in learning. He was out
of sight of the camera sometimes as he moved around the room but I could hear
him and knew |
|
| Connie Zimmer |
44 |
4/28/2003 |
SEED |
H/PE K-12 |
3 |
3 |
2 |
2 |
3 |
3 |
2 |
|
|
Good video
teaches
Grammatical errors
Able to engage students |
|
| Connie Zimmer |
45 |
5/7/2003 |
SEED |
Business |
2 |
3 |
2 |
2 |
2 |
2 |
2 |
|
|
All required
elements were present. |
|
| Gwen Morgan |
46 |
4/28/2003 |
SEED |
English |
3 |
3 |
3 |
3 |
2 |
3 |
3 |
|
|
|
|
| Patricia B.
Roach |
47 |
4/24/2003 |
SEED |
Music |
3 |
3 |
3 |
3 |
3 |
3 |
3 |
|
|
Excellent
instruction provided for student learning |
|
| Scott Adams |
48 |
4/24/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
2 |
1 |
|
|
Again, you should
have proofread your submissions. |
|
| Scott Adams |
49 |
4/24/2003 |
SEED |
|
2 |
2 |
2 |
2 |
2 |
2 |
1 |
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You
should proofread your work. Principal is not spelled with an -le.
Your paragraphs are too long and should be broken up into shorter
elements. |
|
| Scott Adams |
50 |
4/29/2003 |
SEED |
HPE |
3 |
2 |
2 |
2 |
2 |
2 |
2 |
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Good linkages to standards |
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| Scott Adams |
51 |
4/29/2003 |
SEED |
English |
2 |
3 |
3 |
2 |
3 |
3 |
3 |
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"One
thing that really impresses me is that because I expect them to tell me what
they know, most of them actually do the reading.
They dont wait for me to tell them what it means. This is what I was hoping
for. I wanted this to be their learning." G |
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| Shelley Kent |
52 |
4/23/2003 |
SEED |
Life
science |
2 |
2 |
2 |
2 |
3 |
2 |
2 |
|
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| Sid Womack |
53 |
5/5/2003 |
SEED |
MUED |
2 |
2 |
3 |
2 |
3 |
3 |
3 |
|
|
All in hard copy. |
|
| Sid Womack |
54 |
5/6/2003 |
SEED |
BIOL |
3 |
3 |
3 |
2 |
3 |
3 |
3 |
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|
Very complete. Some student work was not copied to the N:/
drive because of the size of the files involved. |
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| Tim Carter |
55 |
4/27/2003 |
SEED |
Math |
2 |
1 |
2 |
2 |
2 |
2 |
2 |
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|
Higher-level
thinking was required to complete the activity. Teacher demonstrated good management skills
in the classroom.
Summarized information well. It is
unclear if prior knowledge was considered in the actual contribution to
learning of other |
|
| Tim Carter |
56 |
4/28/2003 |
SEED |
Business |
2 |
3 |
3 |
3 |
3 |
3 |
2 |
|
|
Excellent example of
a student-centered learning environment.
Artifacts evidence student learning.
Good management. |
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| Tim Carter |
57 |
4/29/2003 |
SEED |
Music |
|
3 |
3 |
3 |
3 |
3 |
2 |
|
|
Excellent
lessons to encourage high levels of thinking about the content you desire
them to learn. Your management seemed
to be very good.
Overall, both lessons allowed students to think creatively and the use of
mnemonics helped students "learn ho |
|
| Tim Carter |
58 |
4/29/2003 |
SEED |
HPE |
2 |
1 |
2 |
2 |
1 |
1 |
2 |
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What
of these skills and/or abilities did these students have before your lessons
began? How do you know? |
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| Tim Carter |
59 |
4/29/2003 |
SEED |
Art |
2 |
2 |
2 |
2 |
3 |
2 |
2 |
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|
The
lesson went better than you gave yourself credit for in the reflection. Students are interacting in groups,
discussing, and
creating their own work modeled after Van Gogh. The pictures helped with understanding of
the informal assessment. |
|
| Tim Carter |
60 |
4/27/2003 |
SEED |
Math |
2 |
2 |
2 |
2 |
3 |
2 |
2 |
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Your
reflections on each lesson are demonstrating your desire to continually
improve your practice (as noted in your Task 1).
You may want to explore other options besides just direct instruction (in
this situation this may be more of characteristic |
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| Tim Carter |
61 |
4/29/2003 |
SEED |
HPE |
2 |
3 |
2 |
2 |
2 |
2 |
2 |
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The
elementary school lesson that I watched seemed to go fairly well with your
management. Again your consideration of where they
started in their learning and your documents to support this were strong
particularly in your elementary unit.
It seem |
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| Scroll Down &
Over to See Summary By Programs |
Task 4 |
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Overall Programs N= |
60 |
61 |
61 |
61 |
61 |
60 |
61 |
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Total
Count |
%
Rating |
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Total Category 3 |
29 |
30 |
24 |
17 |
24 |
26 |
23 |
173 |
56.20% |
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Total Category 2 |
29 |
27 |
34 |
42 |
34 |
31 |
34 |
231 |
42.09% |
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Total Category 1 |
0 |
2 |
1 |
0 |
1 |
1 |
2 |
7 |
1.70% |
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%
of Times in Category 3 |
48.33% |
49.18% |
39.34% |
27.87% |
39.34% |
43.33% |
37.70% |
411 |
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%
of Times in Category 2 |
48.33% |
44.26% |
55.74% |
68.85% |
55.74% |
51.67% |
55.74% |
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% of Times in Category 1 |
0.00% |
3.28% |
1.64% |
0.00% |
1.64% |
1.67% |
3.28% |
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Task 4 |
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|
ECED N= |
35 |
35 |
35 |
35 |
35 |
34 |
35 |
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Total
Count |
%
Rating |
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Total Category 3 |
19 |
17 |
13 |
9 |
9 |
15 |
15 |
97 |
39.75% |
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Total Category 2 |
16 |
18 |
21 |
26 |
26 |
19 |
20 |
146 |
59.84% |
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Total Category 1 |
0 |
0 |
1 |
0 |
0 |
0 |
0 |
1 |
0.41% |
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% of Times in Category 3 |
54.29% |
48.57% |
37.14% |
25.71% |
25.71% |
44.12% |
42.86% |
244 |
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% of Times in Category 2 |
45.71% |
51.43% |
60.00% |
74.29% |
74.29% |
55.88% |
57.14% |
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% of Times in
Category 1 |
0.00% |
0.00% |
2.86% |
0.00% |
0.00% |
0.00% |
0.00% |
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Task 4 |
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MLED N= |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
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Total
Count |
%
Rating |
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|
Total Category 3 |
2 |
1 |
2 |
2 |
2 |
0 |
2 |
11 |
52.38% |
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Total Category 2 |
1 |
2 |
1 |
1 |
1 |
3 |
1 |
10 |
47.62% |
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Total Category 1 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0.00% |
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|
|
%
of Times in Category 3 |
40.00% |
20.00% |
40.00% |
40.00% |
40.00% |
0.00% |
40.00% |
21 |
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|
%
of Times in Category 2 |
20.00% |
40.00% |
20.00% |
20.00% |
20.00% |
60.00% |
20.00% |
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% of Times in Category 1 |
0.00% |
0.00% |
0.00% |
0.00% |
0.00% |
0.00% |
0.00% |
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Task 4 |
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SEED N= |
20 |
21 |
21 |
21 |
21 |
21 |
21 |
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Total
Count |
%
Rating |
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|
|
|
Total Category 3 |
8 |
12 |
9 |
6 |
13 |
11 |
6 |
65 |
44.52% |
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Total Category 2 |
12 |
7 |
12 |
15 |
7 |
9 |
13 |
75 |
51.37% |
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Total Category 1 |
0 |
2 |
0 |
0 |
1 |
1 |
2 |
6 |
4.11% |
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|
|
%
of Times in Category 3 |
40.00% |
57.14% |
42.86% |
28.57% |
61.90% |
52.38% |
28.57% |
146 |
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%
of Times in Category 2 |
60.00% |
33.33% |
57.14% |
71.43% |
33.33% |
42.86% |
61.90% |
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% of Times in Category 1 |
0.00% |
9.52% |
0.00% |
0.00% |
4.76% |
4.76% |
9.52% |
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