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Spring 2016 student teaching SCIENCE summative attach

1. Science –Summative NSTA

Oklahoma Christian University
School of Education

Question Title

* 1. Please complete the following:

Teacher Candidate

Subject

Grade Level

Site

Evaluator

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* 2. Response date

Date

Date

Question Title

* 3. For each item, please input 0, 1, 2, 3, or 4.
Note: If a particular item is not applicable, please indicate it as 'NA.'
0 = Insufficient evidence for rating (not attempted)
1 = Basic (initial state of development, needs improvement)
2 = Emerging (progressing beyond basic)
3 = Proficient (meets standard, competent) Target for teacher candidates
4 = Exemplary (performance comparable to that of experienced effective teachers)
NA = Not applicable
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NSTA Standard 2: Nature of Science

	0	1	2	3	4	NA
1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a	1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a 0	1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a 1	1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a 2	1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a 3	1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a 4	1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science. 2a NA

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* 4. NSTA Standard 3: Inquiry

	0	1	2	3	4	NA
2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences.	2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. 0	2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. 1	2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. 2	2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. 3	2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. 4	2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. NA

Comments

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* 5. NSTA Standard 4: Issues

	0	1	2	3	4	NA
3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c	3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c 0	3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c 1	3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c 2	3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c 3	3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c 4	3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions. 2c NA

Comments

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* 6. NSTA Standard 5: General Skills of Teaching

	0	1	2	3	4	NA
4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities	4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities 0	4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities 1	4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities 2	4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities 3	4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities 4	4. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities NA
5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology	5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology 0	5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology 1	5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology 2	5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology 3	5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology 4	5. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology NA
6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met.	6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. 0	6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. 1	6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. 2	6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. 3	6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. 4	6. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. NA
7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals.	7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals. 0	7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals. 1	7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals. 2	7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals. 3	7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals. 4	7. Plan a learning environment and learning experiences for all students that demonstrate safety and ethical treatment of animals. NA
8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials	8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials 0	8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials 1	8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials 2	8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials 3	8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials 4	8. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials NA
9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment	9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment 0	9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment 1	9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment 2	9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment 3	9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment 4	9. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment NA

Comments

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* 7. NSTA Standard 6: Curriculum

	0	1	2	3	4	NA
10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms	10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 0	10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 1	10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 2	10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 3	10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 4	10. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms NA
11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning	11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning 0	11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning 1	11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning 2	11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning 3	11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning 4	11. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning NA

Comments

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* 8. NSTA Standard 7: Science in the Community

	0	1	2	3	4	NA
12. Provide data to show that P-12 students are able to distinguish science from nonscience	12. Provide data to show that P-12 students are able to distinguish science from nonscience 0	12. Provide data to show that P-12 students are able to distinguish science from nonscience 1	12. Provide data to show that P-12 students are able to distinguish science from nonscience 2	12. Provide data to show that P-12 students are able to distinguish science from nonscience 3	12. Provide data to show that P-12 students are able to distinguish science from nonscience 4	12. Provide data to show that P-12 students are able to distinguish science from nonscience NA
13. Engage students in developmentally appropriate inquiries	13. Engage students in developmentally appropriate inquiries 0	13. Engage students in developmentally appropriate inquiries 1	13. Engage students in developmentally appropriate inquiries 2	13. Engage students in developmentally appropriate inquiries 3	13. Engage students in developmentally appropriate inquiries 4	13. Engage students in developmentally appropriate inquiries NA

Comments

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* 9. NSTA Inquiry

	0	1	2	3	4	NA
14. Initiating Event (Opening Activity)	14. Initiating Event (Opening Activity) 0	14. Initiating Event (Opening Activity) 1	14. Initiating Event (Opening Activity) 2	14. Initiating Event (Opening Activity) 3	14. Initiating Event (Opening Activity) 4	14. Initiating Event (Opening Activity) NA
15. Observations.	15. Observations. 0	15. Observations. 1	15. Observations. 2	15. Observations. 3	15. Observations. 4	15. Observations. NA
16. Hypothesis	16. Hypothesis 0	16. Hypothesis 1	16. Hypothesis 2	16. Hypothesis 3	16. Hypothesis 4	16. Hypothesis NA

Comments

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* 10. Inquiry continued

	0	1	2	3	4	NA
17. Prediction	17. Prediction 0	17. Prediction 1	17. Prediction 2	17. Prediction 3	17. Prediction 4	17. Prediction NA
18. Experimental Design	18. Experimental Design 0	18. Experimental Design 1	18. Experimental Design 2	18. Experimental Design 3	18. Experimental Design 4	18. Experimental Design NA
19. Data Collection	19. Data Collection 0	19. Data Collection 1	19. Data Collection 2	19. Data Collection 3	19. Data Collection 4	19. Data Collection NA

Comments

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* 11. NSTA Standard 10: Professional Growth

	0	1	2	3	4	NA
20. Analysis/ Conclusions	20. Analysis/ Conclusions 0	20. Analysis/ Conclusions 1	20. Analysis/ Conclusions 2	20. Analysis/ Conclusions 3	20. Analysis/ Conclusions 4	20. Analysis/ Conclusions NA
21.Reformulation	21.Reformulation 0	21.Reformulation 1	21.Reformulation 2	21.Reformulation 3	21.Reformulation 4	21.Reformulation NA
22. Wrap-up/assessment	22. Wrap-up/assessment 0	22. Wrap-up/assessment 1	22. Wrap-up/assessment 2	22. Wrap-up/assessment 3	22. Wrap-up/assessment 4	22. Wrap-up/assessment NA
23. Initiating Event (Opening Activity)	23. Initiating Event (Opening Activity) 0	23. Initiating Event (Opening Activity) 1	23. Initiating Event (Opening Activity) 2	23. Initiating Event (Opening Activity) 3	23. Initiating Event (Opening Activity) 4	23. Initiating Event (Opening Activity) NA

Comments

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* 12. Inquiry Continued

	0	1	2	3	4	NA
24. Observations	24. Observations 0	24. Observations 1	24. Observations 2	24. Observations 3	24. Observations 4	24. Observations NA
25. Observation to be explored	25. Observation to be explored 0	25. Observation to be explored 1	25. Observation to be explored 2	25. Observation to be explored 3	25. Observation to be explored 4	25. Observation to be explored NA
26. Hypothesis	26. Hypothesis 0	26. Hypothesis 1	26. Hypothesis 2	26. Hypothesis 3	26. Hypothesis 4	26. Hypothesis NA

Question Title

* 13. Inquiry Continued

	0	1	2	3	4	NA
27. Prediction	27. Prediction 0	27. Prediction 1	27. Prediction 2	27. Prediction 3	27. Prediction 4	27. Prediction NA
28. Experimental Design	28. Experimental Design 0	28. Experimental Design 1	28. Experimental Design 2	28. Experimental Design 3	28. Experimental Design 4	28. Experimental Design NA
29. Data Collection	29. Data Collection 0	29. Data Collection 1	29. Data Collection 2	29. Data Collection 3	29. Data Collection 4	29. Data Collection NA
30. Analysis/Conclusions	30. Analysis/Conclusions 0	30. Analysis/Conclusions 1	30. Analysis/Conclusions 2	30. Analysis/Conclusions 3	30. Analysis/Conclusions 4	30. Analysis/Conclusions NA

Question Title

* 14. Inquiry Continued

	0	1	2	3	4	NA
31. Reformation	31. Reformation 0	31. Reformation 1	31. Reformation 2	31. Reformation 3	31. Reformation 4	31. Reformation NA
32. Wrap-up/ assessment	32. Wrap-up/ assessment 0	32. Wrap-up/ assessment 1	32. Wrap-up/ assessment 2	32. Wrap-up/ assessment 3	32. Wrap-up/ assessment 4	32. Wrap-up/ assessment NA
33. Procedure	33. Procedure 0	33. Procedure 1	33. Procedure 2	33. Procedure 3	33. Procedure 4	33. Procedure NA
34. Data Collection	34. Data Collection 0	34. Data Collection 1	34. Data Collection 2	34. Data Collection 3	34. Data Collection 4	34. Data Collection NA
35. Analysis/ Conclusions	35. Analysis/ Conclusions 0	35. Analysis/ Conclusions 1	35. Analysis/ Conclusions 2	35. Analysis/ Conclusions 3	35. Analysis/ Conclusions 4	35. Analysis/ Conclusions NA
36. Wrap-up/ assessment	36. Wrap-up/ assessment 0	36. Wrap-up/ assessment 1	36. Wrap-up/ assessment 2	36. Wrap-up/ assessment 3	36. Wrap-up/ assessment 4	36. Wrap-up/ assessment NA

Question Title

* 15. Safety

	0	1	2	3	4	NA
37. Lab safety expectations are clearly communicated	37. Lab safety expectations are clearly communicated 0	37. Lab safety expectations are clearly communicated 1	37. Lab safety expectations are clearly communicated 2	37. Lab safety expectations are clearly communicated 3	37. Lab safety expectations are clearly communicated 4	37. Lab safety expectations are clearly communicated NA
38. Lab safety expectations and procedures are clearly communicated and assessed	38. Lab safety expectations and procedures are clearly communicated and assessed 0	38. Lab safety expectations and procedures are clearly communicated and assessed 1	38. Lab safety expectations and procedures are clearly communicated and assessed 2	38. Lab safety expectations and procedures are clearly communicated and assessed 3	38. Lab safety expectations and procedures are clearly communicated and assessed 4	38. Lab safety expectations and procedures are clearly communicated and assessed NA
39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior	39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior 0	39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior 1	39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior 2	39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior 3	39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior 4	39. Lab safety expectations are communicated and enforced regarding appropriate lab behavior NA
40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment	40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment 0	40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment 1	40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment 2	40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment 3	40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment 4	40. Lab safety expectations are communicated and enforced regarding the usage of safety equipment NA
41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency	41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency 0	41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency 1	41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency 2	41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency 3	41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency 4	41. Lab safety expectations are communicated and enforced regarding the event of an accident or emergency NA
42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials.	42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials. 0	42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials. 1	42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials. 2	42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials. 3	42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials. 4	42. Lab safety expectations are communicated and enforced regarding waste preparation, dispensing, and disposal of materials. NA

Question Title

* 16. Ethical Treatment of Animals

	0	2	3	4	5	NA
43. Appropriate safety equipment, handling, and disposal of animals (biology)	43. Appropriate safety equipment, handling, and disposal of animals (biology) 0	43. Appropriate safety equipment, handling, and disposal of animals (biology) 2	43. Appropriate safety equipment, handling, and disposal of animals (biology) 3	43. Appropriate safety equipment, handling, and disposal of animals (biology) 4	43. Appropriate safety equipment, handling, and disposal of animals (biology) 5	43. Appropriate safety equipment, handling, and disposal of animals (biology) NA
44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms	44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 0	44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 2	44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 3	44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 4	44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms 5	44. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms NA