VI. Cooperating Teacher Evaluation Forms The University of Tennessee at Martin Final Student Teaching Performance Assessment Evaluation b y Cooperating Teacher STUDENT TEACHER (Last, First, Middle) MAJOR/LICENSURE AREA DATE PREPARED HOST SCHOOL CITY, STATE PRINCIPAL GRADE LEVEL(S)/SUBJECT TAUGHT COOPERATING TEACHER UNIVERSITY SUPERVISOR The cooperating teacher should complete this evaluation and ALL COPIES RETURNE D to the DIRECTOR OF FIELD EXPE RIENCES by Monday of the last week of the student teaching experience. Unsatisfactory Performance Level A Developing Performance Level B Proficient Performance Level C Advanced ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N I: Planning Indicators A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community C. Adapts instructional opportunities for diverse learners Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N II: Teaching Strategies Indicators A. B. Demonstrates a deep understanding of the central concepts, assum ptions, structures, and pedagogy of the content area. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students. ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N III: Assessment and Evalua tion Indicators Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions. B. Communicates student achievement and progress to students, their parents, and appropriate others C. Reflects on teaching practice through careful examination of classroom evaluation and assessments ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced A. Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAIN IV: Learning Environment Indicators A. Creates a classroom culture that develops student intellectual capacity in the content area. B. Manages classroom resources effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N V: Professional Growth Indicators A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment. C. Performs professional responsibilities efficiently and effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced ________ Required Area to Strengthen
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III. US Evaluation Forms The University of Tennessee at Martin Stude nt Teaching Performance Assessment Evaluation b y University Supervisor STUDENT TEACHER (Last, First, Middle) MAJOR/LICENSURE AREA DATE PREPARED Candidate Evaluation Observation Report # (Circle) HOST SCHOOL CITY, STATE PRINCIPAL GRADE LEVEL(S)/SUBJECT TAUGHT COOPERATING TEACHER UNIVERSITY SUPERVISOR 1 Copies: WHITE - University Supervisor YELLOW - Cooperating Teacher B. Demonstrates a deep understanding of the central concepts, assum ptions, structures, and p edagogy of thecontent area. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students. 5 6 PINK – Student Teacher Performance Level B Proficient Performance Level C Advanced ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N III: Assessment and Evalua tion Indicators Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions. B. Communicates student achievement and progress to students, their parents, and appropriate others C. Reflects on teaching practice through careful examination of classroom evaluation and assessments 4 Unsatisfactory DOMAI N II: Teaching Strategies Indicators A. 3 Performance Level A Developing DOMAI N I: Planning Indicators A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community C. Adapts instructional opportunities for diverse learners 2 A. Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAIN IV: Learning Environment Indicators A. Creates a classroom culture that develops student intellectual capacity in the content area. B. Manages classroom resources effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N V: Professional Growth Indicators A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment. C. Performs professional responsibilities efficiently and effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced ________ Required Area to Strengthen
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Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.   Stated Objective or Performance     Stated Objective or Performance     Score
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Understanding the Equity Summary Score Methodology 3 Score sentiment can be viewed on the symbol ‐ specific Analyst Opinions History and Performance pages. 1. Equity Summary Scorecard Summary: A Total Return by Sentiment chart shows how a theoretical portfolio of stocks in each of the five sentiments performed within the selected time period. For example, the bright green bar represents the performance of all the Very Bullish stocks. Provided for comparison is the performance of First Call Consensus Recommendation of Strong Buy, the average of all stocks with an Equity Summary Score, and the S&P 500 Total Return Index. 2. Performance by Sector and Market Cap Fidelity customers have access to more in‐depth analysis of the Equity Summary Score universe and performance. The Total Return by Sector chart provides the historical performance of a theoretical portfolio of Very Bullish stocks in each sector over the time period selected. For comparison, the average performance of all stocks with an Equity Summary Score during the time period by sector is also provided. The Total Return by Market Cap shows the historical performance by market capitalization for stocks with an Equity Summary Score of Very Bullish as compared to typical market benchmarks as well the average for the largest 500 stocks, the next smaller 400 stocks, and the next 600 smaller stocks by market capitalization. The last table is the Equity Summary Score universe distribution for the reporting month by market capitalization and score. Understanding the Equity Summary Score Methodology Provided By 4 Important Information on Monthly Performance Calculations by StarMine  The set of covered stocks and ratings are established as of the second to last trading day of a given month. For a stock to be included in the scorecard calculations, it must have an Equity Summary Score as of the second to the last trading day of the month. The positions are assumed to be entered into on the last trading day of the month, and, if necessary, exited on the last trading day of the next month.  The Scorecard calculations use the closing price as of the last trading day of the month. The Scorecard calculations assume StarMine exits old positions and enters new ones at the same time at closing prices on the last trading day of a given month. The calculations assume 100% investment at all times.  The 1‐Year total return by Market Cap table breakpoints for the largest 500 stocks (large cap), the next 400 (mid cap), and the next 600 (small cap), are also established as of the end of trading on the second to the last trading day of a given month.  The calculation of performance assumes an equal dollar weighted portfolio of stocks ie theoretical investment allocated to each stock is the same  Performance in a given month for a given stock is calculated as [starting price (starting price meaning closing price as of the last day of trading of the prior month) less the ending price, divided by the starting price.] Prices incorporate any necessary adjustments for dividends and corporate actions (e.g. splits or spinoffs).  The performance of a given tier of rated stocks is calculated by adding up the performance of all stocks within that given tier, then dividing by the total number of stocks in a given tier.  The process for the next month begins again by looking at Equity Summary Scores as of the second‐to‐last trading day of the new month, placing stocks into their given tiers, and starting the process all over again.  It is important to note that the “theoretical” portfolio rebalancing process that StarMine performs between the end of one month and the beginning of the next month is, for the purposes of the scorecard, a cost‐free process. This means that no commissions or other transaction costs (e.g. bid/ask spreads) are included in the calculations.  If a customer attempted to track portfolios of stocks similar to those included in the scorecard, their returns would likely differ due to transaction costs as well as different purchase and sale prices received when buying or selling stocks.
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Performance Ratings Definitions Poor Performance (1-2%) Or As Needed    Not meeting the requirements of the job; significant guidance and oversight required Requirements of the job are not being consistently met Overall performance at bottom of peer group Developing Performance (3-5%) Or As Needed    Performance meets some of the expectations of the role Requires additional guidance and oversight in some areas Overall performance and impact lower than most of peer group Solid Performance (55-60%)    Meets performance expectations of the role Normal and consistent trajectory of performance and contributions Overall performance is representative of the majority of others in peer group Strong Performance (20-25%)   Consistently meets and often exceeds performance expectations Goes above and beyond either when asked or by own initiative with positive impact on the department Overall performance and contributions are above the majority of others in peer group  Exceptional Performance (5-10%)    16 Consistently exceeds performance expectations for role Goes above and beyond based on own initiative with consistent and significant positive impact on the department Leadership and contributions consistently exceed others in peer group
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