http://www.esu.edu/psed/clinicalsurvey/final_sci.html

To be completed at the end of placement (week 8)

Candidate’s Name

Candidate Level: □ Undergraduate □ Graduate

Concentration: □ Biology □ Chemistry □ Earth and Space Science

□ Physics □ General Science

Coop’s Name

Site/School

Observer’s Name

Observer Category: □ Cooperating Teacher □ PSED Supervisor

□ Content Supervisor □ Student Teacher

Date

Scoring Instructions: Read the descriptor for each item. If you agree with the descriptor (based upon your observations of the candidate during this placement), score it as a "2". Otherwise, choose the appropriate scale as indicated below. For a more complete rubric, see the website provided at the top of this sheet.

0 No, you do not agree with the descriptor (interpreted as "Unacceptable")

1 You agree with the descriptor but have some reservations (interpreted as "Developing")

2 You agree with the descriptor (interpreted as "Proficient")

3 Candidate has gone beyond the descriptor (interpreted as "Advanced"; please use sparingly)

N/A Insufficient information available

Likelihood that candidate is enhancing student understanding of the discipline and their ability to successfully “do” science:

� Unlikely

� Limited

� Somewhat limited

� Quite likely

� Highly likely

Comments:

Objectives

___ Clarity (can plan lessons with a sense of purpose and objectives that clearly and unambiguously describe what students are expected to know and/or be able to do)

___ Standards (identifies appropriate PA state standards or National Science Education Standards concepts and principles that are supported by the lesson objectives)

Content

___ Content Accuracy (displays solid knowledge of content and any errors that may impede student learning are addressed in an appropriate and timely manner)

___ Accurate Reflection of Scientific Process (rarely undermines, through inadvertent words or actions, the value of accuracy or inquiry in that students are encouraged to evaluate evidence for themselves without being told what to conclude)

Assessment

___ Diagnostic (takes into account the prior knowledge and experiences of the students by anticipating most of the adjustments that are necessary and/or building in diagnostic assessment or exploration within the lesson to identify possible weaknesses and misconceptions)

___ Formative (routinely and effectively uses methods of formative assessment like questioning to assess a majority of students and content, and is able to make most of the appropriate adjustments during the lesson when unforeseen weaknesses or misconceptions inhibit learning)

___ Accuracy (utilizes assessment that is generally clear and unambiguous, providing a relatively accurate picture of student knowledge and understanding)

___ Appropriateness (designs and implements assessment that appropriately reflects the lesson objectives)

Presentation Style

___ Student Engagement (provides instruction with enthusiasm; students are generally engaged and attentive)

___ Clarity (speaks clearly with no annoying or distracting habits)

___ Time Management (generally develops lessons that are efficient and work within the allotted time frame)

Methods

___ Appropriateness (routinely enhances instruction via demonstrations, laboratory activities, available technology, examples and analogies that are, in general, appropriate, relevant, support the concepts being discussed and are likely to address student misconceptions or confusion)

___ Effectiveness (promotes, with moderate success, student understanding of new and/or difficult concepts by using explanations, activities and a mix of higher-order and lower-order questions that are based on an accurate assessment of student conceptions, experiences, weaknesses and strengths, or provide students an opportunity to explore the weaknesses and strengths of their own conceptions)

___ Opportunities to Participate (consistently includes almost all students in classroom activities though not always in meaningful inquiry)

___ Learning Cycle (with some support is able to encourage critical analysis and self-reflection by employing active learning strategies like introducing terms and content after students have had the opportunity to explore the phenomena and recognize the need for the terms and content)

___ Science Safety (notifies students of potential safety hazards and supervises proper procedures but may periodically neglect to ensure that equipment is safe before use by students)

Presence of Science Inquiry

___ Central Ideas and Science as a Process (develops lessons that reflect the essential knowledge and skills identified in the PA standards and NSES concepts and principles; and recognizes science as a process and attempts to convey the place and value of the lesson content within the larger conceptual framework)

___ Providing Opportunities to Do Science (consistently provides, with some support, opportunities for students to interpret observations and make judgments based on evidence, interact with the central ideas of the discipline in depth and engage in higher-order thinking like exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.)

___ Student Questions (students ask several higher-order questions during the lesson that demonstrate that they are thinking deeply about the essential concepts of science)

Student Perspectives

___ Showing Bias (rarely focuses or limits his/her attention on a subset of students based on specific ability, gender, ethnicity, etc.)

___ Lesson Appropriateness (considers differences among students and between classes by varying instruction, designing developmentally appropriate learning activities and targeting students with distinctly different needs for particular attention)

___ Diversity (is comfortable with selecting learning materials and activities that either reflect the diversity among cultures and people, enables students to explore diversity issues or enables students to take advantage of their own unique characteristics, needs or experiences)

___ Student Reflection (routinely provides opportunities for students to consider their prior knowledge and preconceptions and reflect on their learning)

Dispositions

___ Values Learning and Knowledge (shows interest and competence in self-reflection via an eagerness to learn and improve, a commitment to learning, a dedication to professional development, attendance at activities sponsored by professional organizations, and participation in school-related activities)

___ Values Diversity (willingly works with others of different backgrounds and viewpoints, and welcomes their feedback, and demonstrates genuine concern for others and respects their views, avoiding stereotypes to dictate behavior)

___ Values Collaboration (willingly and consistently participates in conversations between and among peers, faculty, administrators, parents and/or community members to discuss different viewpoints and work towards a common goal by contributing ideas and effort and incorporating ideas of others to promote group success)

___ Values Professional Demeanor (is punctual, reliable and completes work in a timely manner with attention to detail and evidence of thoughtful analysis of the assignment and adequate time allocated for planning and work, follows school/district rules and policies consistently and accepts responsibility for personally following them in his/her patterns of dress, behavior, attendance, etc.)

___ Values Personal Integrity (always maintains control of emotions except under rare circumstances, is always truthful and honest in dealing with others and is a consistently good role model)