19 Jul 2019 Page 1 of 13

Intern Name: LIANA PAVESE

Internship: 19SP ETE 497

Submitted: May 7, 2019 Supervisor(s): Brad Everett

Course/Term: ETE 497 - 1 : Student Teach Early Childhood ( 19SP-ETE ) Mentor(s): Jennifer Admire
Assessor: Brad Everett (Supervisor) Site: Banner Elementary School, 12610 N Allen Road, dunlap IL 61525-9415
Comments: Subject(s): Self Contained
Grade(s): 1st

Level Descriptions

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Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
Facilitates responsibility for all responsibility for all responsibility for all responsibility for all
learning courses, the early courses, the early courses, the early courses, the early
experiences childhood student teacher childhood student teacher childhood student teacher childhood student teacher
that make was consistently successful was usually successful in with regular support from was challenged even with
connections to in facilitating learning facilitating learning the cooperating teacher much support from the
other content experiences, integrating experiences, integrating facilitated learning cooperating teacher to
areas and to content areas and content areas and/or experiences, with some facilitate learning
life students’ life experiences. students’ life experiences. integration of content experiences, with little or
experiences areas and/or students’ life no integration of content
1/7 (14%) experiences. areas or students’ life
experiences.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Adjusts courses, the early courses, the early courses, the early courses, the early
practice to childhood student teacher childhood student teacher childhood student teacher childhood student teacher
meet the was consistently successful was usually successful in with regular support from was challenged even with
needs of in adjusting practice to adjusting practice to meet the cooperating teacher much support from the
individuals with meet the needs of the needs of individuals was somewhat successful cooperating teacher to
exceptionalities individuals with with exceptionalities. in adjusting practice to successfully adjust practice
1/7 (14%) exceptionalities. meet the needs of to meet the needs of
individuals with individuals with
exceptionalities. exceptionalities.
Comments:
After assuming full After assuming After assuming After assuming
Participates in
responsibility for all responsibility for all responsibility for all responsibility for all
the design and
courses, the early courses, the early courses, the early courses, the early
implementation
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
of
was consistently successful was usually successful in with regular support from was challenged even with
individualized
in designing and designing and the cooperating teacher much support from the
instruction for
implementing individualized implementing individualized was somewhat successful cooperating teacher to
students with
instruction for students with instruction for students with in designing and successfully design and
special needs,
special needs (ELN), ELLs, special needs (ELN), ELLs, implementing individualized implement individualized
ELLs, and
and students who are and students who are instruction for students with instruction for students with
students who
gifted. gifted. special needs (ELN), ELLs, special needs (ELN), ELLs,
are gifted
and students who are and students who are
1/7 (14%)
gifted. gifted.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Works with courses, the early courses, the early courses, the early courses, the early
others to adapt childhood student teacher childhood student teacher childhood student teacher childhood student teacher
and modify was consistently successful was usually successful in with regular support from was challenged even with
instruction to in working with others to working with others to the cooperating teacher much support from the
meet individual adapt and modify adapt and modify was somewhat successful cooperating teacher to
student needs instruction to meet instruction to meet in working with others to work with others to adapt
1/7 (14%) individual student needs. individual student needs. adapt and modify and modify instruction to
instruction to meet meet individual student
individual student needs. needs.
Comments:
19 Jul 2019 Page 2 of 13
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses a variety
courses, the early courses, the early courses, the early courses, the early
of effective
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
behavioral
was consistently successful was usually successful in with regular support from was challenged even with
management
in using a variety of using a variety of effective the cooperating teacher much support from the
techniques
effective behavioral behavioral management was somewhat successful cooperating teacher to use
appropriate to
management techniques techniques appropriate to in using a variety of a variety of effective
the needs of
appropriate to the needs the needs of all students. effective behavioral behavioral management
all students
of all students. management techniques techniques appropriate to
1/7 (14%)
appropriate to the needs of the needs of all students.
all students.
Comments:
After assuming full After assuming After assuming After assuming
Analyzes responsibility for all responsibility for all responsibility for all responsibility for all
student courses, the early courses, the early courses, the early courses, the early
behavior data childhood student teacher childhood student teacher childhood student teacher childhood student teacher
and uses was consistently successful was usually successful in with regular support from was challenged even with
positive in analyzing student analyzing student behavior the cooperating teacher much support from the
behavior behavior data and using data and using positive was somewhat successful cooperating teacher to
interventions positive behavior behavior interventions and in analyzing student analyze student behavior
and supports interventions and supports. supports. behavior data and using data and use positive
1/7 (14%) positive behavior behavior interventions and
interventions and supports. supports.
Comments:
After assuming full After assuming After assuming After assuming
Modifies the
responsibility for all responsibility for all responsibility for all responsibility for all
learning
courses, the early courses, the early courses, the early courses, the early
environment
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
(including the
was consistently successful was usually successful in with regular support from was challenged even with
schedule and
in modifying the learning modifying the learning the cooperating teacher much support from the
physical
environment (including the environment (including the was somewhat successful cooperating teacher to
arrangement)
schedule and physical schedule and physical in modifying the learning modify the learning
to facilitate
arrangement) to facilitate arrangement) to facilitate environment (including the environment (including the
appropriate
appropriate behaviors. appropriate behaviors. schedule and physical schedule and physical
behaviors
arrangement) to facilitate arrangement) to facilitate
1/7 (14%)
appropriate behaviors. appropriate behaviors.
Comments:
25.000 pts | 89.29 %

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
Creates responsibility for all responsibility for all responsibility for all responsibility for all
approaches to courses, the early courses, the early courses, the early courses, the early
learning that childhood student teacher childhood student teacher childhood student teacher childhood student teacher
are was consistently successful was usually successful in with regular support from was challenged even with
interdisciplinary in creating approaches to creating approaches to the cooperating teacher much support from the
and that learning that were learning that were created approaches to cooperating teacher to
integrate interdisciplinary and that interdisciplinary and that learning that were create approaches to
multiple integrated multiple content integrated multiple content somewhat interdisciplinary learning that were
content areas areas. areas. and that integrated some somewhat interdisciplinary
1/2 (50%) content areas. and that integrated some
content areas.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Teaches
courses, the early courses, the early courses, the early courses, the early
students to
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
develop written
was consistently successful was usually successful in with regular support from was challenged even with
text
in teaching students to teaching students to the cooperating teacher much support from the
appropriate to
develop written text develop written text was somewhat successful cooperating teacher in
the content
appropriate to the content appropriate to the content in teaching students to teaching students to
areas
1/2 (50%)
areas. areas. develop written text develop written text
appropriate to the content appropriate to the content
areas. areas.
Comments:
8.000 pts | 100 %

Rubric
19 Jul 2019 Page 3 of 13
Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Accurately
courses, the early courses, the early courses, the early courses, the early
interprets and
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
clearly
was consistently successful was usually successful in with regular support from was challenged even with
communicates
in accurately interpreting accurately interpreting and the cooperating teacher much support from the
performance
and clearly communicating clearly communicating was somewhat successful cooperating teacher in
data
1/24 (4%)
performance data. performance data. in accurately interpreting accurately interpreting and
and clearly communicating clearly communicating
performance data. performance data.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Appropriately courses, the early courses, the early courses, the early courses, the early
uses a variety childhood student teacher childhood student teacher childhood student teacher childhood student teacher
of formal and was consistently successful was usually successful in with regular support from was challenged even with
informal in appropriately using a appropriately using a the cooperating teacher much support from the
assessments variety of formal and variety of formal and was somewhat successful cooperating teacher in
1/24 (4%) informal assessments. informal assessments. in appropriately using a appropriately using a
variety of formal and variety of formal and
informal assessments. informal assessments.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Uses
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
appropriate
was consistently successful was usually successful in with regular support from was challenged even with
technologies
using appropriate using appropriate the cooperating teacher much support from the
for assessment
1/24 (4%)
technologies for technologies for was somewhat successful cooperating teacher to use
assessment. assessment. in using appropriate appropriate technologies
technologies for for assessment.
assessment.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses
courses, the early courses, the early courses, the early courses, the early
assessment
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
data and
was consistently successful was usually successful in with regular support from was challenged even with
observations to
using assessment data using assessment data the cooperating teacher much support from the
affect
and observations to affect and observations to affect was somewhat successful cooperating teacher to use
instruction
1/24 (4%)
instruction. instruction. in using assessment data assessment data and
and observations to affect observations to affect
instruction. instruction.
Comments:
After assuming full After assuming After assuming After assuming
Collaborates responsibility for all responsibility for all responsibility for all responsibility for all
with school courses, the early courses, the early courses, the early courses, the early
personnel in childhood student teacher childhood student teacher childhood student teacher childhood student teacher
the was consistently successful was usually successful in with regular support from was challenged even with
implementation in collaborating with school collaborating with school the cooperating teacher much support from the
of appropriate personnel in the personnel in the was somewhat successful cooperating teacher in
assessment implementation of implementation of in collaborating with school collaborating with school
and instruction appropriate assessment appropriate assessment personnel in the personnel in the
for designated and instruction for and instruction for implementation of implementation of
students designated students. designated students. appropriate assessment appropriate assessment
1/24 (4%) and instruction for and instruction for
designated students. designated students.
Comments:
After assuming full After assuming After assuming After assuming
Analyzes and responsibility for all responsibility for all responsibility for all responsibility for all
uses student courses, the early courses, the early courses, the early courses, the early
information childhood student teacher childhood student teacher childhood student teacher childhood student teacher
and individual was consistently successful was usually successful in with regular support from was challenged even with
experiences to in analyzing and using analyzing and using the cooperating teacher much support from the
design student information and student information and was somewhat successful cooperating teacher to
instruction that individual experiences to individual experiences to in analyzing and using analyze and use student
meets diverse design instruction that design instruction that student information and information and individual
needs meets diverse needs. meets diverse needs. individual experiences to experiences to design
1/24 (4%) design instruction that instruction that meets
meets diverse needs. diverse needs.
Comments:
19 Jul 2019 Page 4 of 13
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Manages time, courses, the early courses, the early courses, the early courses, the early
materials, childhood student teacher childhood student teacher childhood student teacher childhood student teacher
technology, was consistently successful was usually successful in with regular support from was challenged even with
and physical in managing time, managing time, materials, the cooperating teacher much support from the
space materials, technology, and technology, and physical was somewhat successful cooperating teacher to
1/24 (4%) physical space. space. in managing time, manage time, materials,
materials, technology, and technology, and physical
physical space. space.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Maximizes
courses, the early courses, the early courses, the early courses, the early
instructional
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
time (e.g.,
was consistently successful was usually successful in with regular support from was challenged even with
minimizes
in maximizing instructional maximizing instructional the cooperating teacher much support from the
transitional
time (e.g., minimizing time (e.g., minimizing was somewhat successful cooperating teacher to
time)
1/24 (4%)
transitional time). transitional time). in maximizing instructional maximize instructional time
time (e.g., minimizing (e.g., minimize transitional
transitional time). time).
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Creates clear
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
expectations
was consistently successful was usually successful in with regular support from was challenged even with
and
in creating clear creating clear expectations the cooperating teacher much support from the
procedures
1/24 (4%)
expectations and and procedures. was somewhat successful cooperating teacher to
procedures. in creating clear create clear expectations
expectations and and procedures.
procedures.
Comments:
After assuming full After assuming After assuming After assuming
Demonstrates
responsibility for all responsibility for all responsibility for all responsibility for all
fluency in
courses, the early courses, the early courses, the early courses, the early
technology
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
systems, uses
was consistently successful was usually successful in with regular support from was challenged even with
technology to
in demonstrating fluency in demonstrating fluency in the cooperating teacher much support from the
support
technology systems, using technology systems, using was somewhat successful cooperating teacher to
instruction and
technology to support technology to support in demonstrating fluency in demonstrate fluency in
enhance
instruction and enhancing instruction and enhancing technology systems, using technology systems, use
student
student learning. student learning. technology to support technology to support
learning
1/24 (4%)
instruction and enhancing instruction and enhance
student learning. student learning.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Engages courses, the early courses, the early courses, the early courses, the early
students in childhood student teacher childhood student teacher childhood student teacher childhood student teacher
individual and was consistently successful was usually successful in with regular support from was challenged even with
group-learning in engaging students in engaging students in the cooperating teacher much support from the
activities individual and group- individual and group- was somewhat successful cooperating teacher to
1/24 (4%) learning activities. learning activities. in engaging students in engage students in
individual and group- individual and group-
learning activities. learning activities.
Comments:
After assuming full After assuming After assuming After assuming
Models and
responsibility for all responsibility for all responsibility for all responsibility for all
facilitates
courses, the early courses, the early courses, the early courses, the early
effective use of
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
current and
was consistently successful was usually successful in with regular support from was challenged even with
emerging
in modeling and facilitating modeling and facilitating the cooperating teacher much support from the
digital tools to
effective use of current effective use of current was somewhat successful cooperating teacher to
locate,
and emerging digital tools and emerging digital tools in modeling and facilitating model and facilitate
analyze,
to locate, analyze, to locate, analyze, effective use of current and effective use of current and
evaluate, and
evaluate, and use evaluate, and use emerging digital tools to emerging digital tools to
use information
information resources. information resources. locate, analyze, evaluate, locate, analyze, evaluate,
resources
1/24 (4%)
and use information and use information
resources. resources.
Comments:
19 Jul 2019 Page 5 of 13
Teaches After assuming full After assuming After assuming After assuming
students to responsibility for all responsibility for all responsibility for all responsibility for all
analyze, courses, the early courses, the early courses, the early courses, the early
evaluate, childhood student teacher childhood student teacher childhood student teacher childhood student teacher
synthesize, was consistently successful was usually successful in with regular support from was challenged even with
and summarize in teaching students to teaching students to the cooperating teacher much support from the
information in analyze, evaluate, analyze, evaluate, was somewhat successful cooperating teacher in
single texts synthesize, and summarize synthesize, and summarize in teaching students to teaching students to
and across information in single texts information in single texts analyze, evaluate, analyze, evaluate,
multiple texts, and across multiple texts, and across multiple texts, synthesize, and summarize synthesize, and summarize
including including electronic including electronic information in single texts information in single texts
electronic resources. resources. and across multiple texts, and across multiple texts,
resources including electronic including electronic
1/24 (4%) resources. resources.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Monitors and
courses, the early courses, the early courses, the early courses, the early
adjusts
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
strategies in
was consistently successful was usually successful in with regular support from was challenged even with
response to
in monitoring and adjusting monitoring and adjusting the cooperating teacher much support from the
feedback from
strategies in response to strategies in response to was somewhat successful cooperating teacher in
the student
1/24 (4%)
feedback from the student. feedback from the student. in monitoring and adjusting monitoring and adjusting
strategies in response to strategies in response to
feedback from the student. feedback from the student.
Comments:
Varies his/her After assuming full After assuming After assuming After assuming
role in the responsibility for all responsibility for all responsibility for all responsibility for all
instructional courses, the early courses, the early courses, the early courses, the early
process as childhood student teacher childhood student teacher childhood student teacher childhood student teacher
instructor, was consistently successful was usually successful in with regular support from was challenged even with
facilitator, in varying his/her role in varying his/her role in the the cooperating teacher much support from the
coach, or the instructional process as instructional process as was somewhat successful cooperating teacher in
audience in instructor, facilitator, coach, instructor, facilitator, coach, in varying his/her role in the varying his/her role in the
relation to the or audience in relation to or audience in relation to instructional process as instructional process as
content and the content and purposes the content and purposes instructor, facilitator, coach, instructor, facilitator, coach,
purposes of of instruction and the of instruction and the or audience in relation to or audience in relation to
instruction and needs of students. needs of students. the content and purposes the content and purposes
the needs of of instruction and the of instruction and the
students needs of students. needs of students.
1/24 (4%)

Comments:
After assuming full After assuming After assuming After assuming
Uses responsibility for all responsibility for all responsibility for all responsibility for all
technology to courses, the early courses, the early courses, the early courses, the early
accomplish childhood student teacher childhood student teacher childhood student teacher childhood student teacher
differentiated was consistently successful was usually successful in with regular support from was challenged even with
instructional in using technology to using technology to the cooperating teacher much support from the
objectives that accomplish differentiated accomplish differentiated was somewhat successful cooperating teacher in
enhance instructional objectives that instructional objectives that in using technology to using technology to
learning for enhanced learning for enhanced learning for accomplish differentiated accomplish differentiated
individuals with individuals with individuals with instructional objectives that instructional objectives that
exceptionalities exceptionalities. exceptionalities. enhanced learning for enhanced learning for
1/24 (4%) individuals with individuals with
exceptionalities. exceptionalities.
Comments:
Accesses and After assuming full After assuming After assuming After assuming
uses a wide responsibility for all responsibility for all responsibility for all responsibility for all
range of courses, the early courses, the early courses, the early courses, the early
information childhood student teacher childhood student teacher childhood student teacher childhood student teacher
and was consistently successful was usually successful in with regular support from was challenged even with
instructional in Accessing and using a using effective co-planning the cooperating teacher much support from the
technologies to wide range of information and co-teaching was somewhat successful cooperating teacher to
enhance and instructional techniques to deliver in using effective co- successfully use effective
students’ technologies to enhance instruction to individuals planning and co-teaching co-planning and co-
ongoing students’ ongoing growth with exceptionalities. techniques to deliver teaching techniques to
growth and and achievements. instruction to individuals deliver instruction to
achievements with exceptionalities. individuals with
1/24 (4%) exceptionalities.
Comments:
19 Jul 2019
Uses effective After assuming full
co-planning responsibility for all
and co- courses, the early
teaching childhood student teacher
techniques to was consistently successful
deliver in effectively and
instruction to consistently using
individuals with assessment results to
exceptionalities identify learning targets.
1/24 (4%)
Comments:
After assuming full
responsibility for all
Uses
courses, the early
assessment
childhood student teacher
results to
was consistently successful
identify
in effectively and
learning
consistently using
targets
assessment results to
1/24 (4%)
identify learning targets.
Comments:
After assuming full
responsibility for all
courses, the early
childhood student teacher
was consistently successful
Involves
in involving students in
students in
assessing their own
self-
performance and
assessment
encouraging students to
1/24 (4%)
take responsibility for
monitoring and improving
their own performance.
Comments:
After assuming full
responsibility for all
courses, the early
childhood student teacher
Evidence of
was consistently successful
Learning: Pre-
in planning and delivering
assessment
instruction of objectives
Data Collection
1/24 (4%)
which effectively included
assessment of prior
learning.
Comments:
After assuming full
responsibility for all
courses, the early
Evidence of childhood student teacher
Learning: was consistently successful
Assessment in effectively planning and
Data Guided executing appropriate
Instruction instruction to advance
1/24 (4%) student’s learning based
on prior assessment data.
Comments:
After assuming
responsibility for all
courses, the early
childhood student teacher
was usually successful in
using assessment results
to identify learning targets.
After assuming
responsibility for all
courses, the early
childhood student teacher
was usually successful in
using assessment results
to identify learning targets.
After assuming
responsibility for all
courses, the early
childhood student teacher
was usually successful in
involving students in
assessing their own
performance and
encouraging students to
take responsibility for
monitoring and improving
their own performance.
After assuming
responsibility for all
courses, the early
childhood student teacher
was usually successful in
planning and delivering
instruction of objectives
which effectively included
assessment of prior
learning.
After assuming
responsibility for all
courses, the early
childhood student teacher
was usually successful in
effectively planning and
executing appropriate
instruction to advance
student’s learning based
on prior assessment data.
After assuming
responsibility for all
courses, the early
childhood student teacher
with regular support from
the cooperating teacher
adequately used
assessment results to
identify learning targets.
After assuming
responsibility for all
courses, the early
childhood student teacher
with regular support from
the cooperating teacher
adequately used
assessment results to
identify learning targets.
After assuming
responsibility for all
courses, the early
childhood student teacher
with regular support from
the cooperating teacher
adequately involved
students in assessing their
own performance and
encouraging students to
take responsibility for
monitoring and improving
their own performance.
After assuming
responsibility for all
courses, the early
childhood student teacher
with regular support from
the cooperating teacher
adequately planned and
delivered instruction of
objectives which effectively
included assessment of
prior learning.
After assuming
responsibility for all
courses, the early
childhood student teacher
with regular support from
the cooperating teacher
adequately planned and
executed appropriate
instruction to advance
student’s learning based
on prior assessment data.
Page 6 of 13
After assuming
responsibility for all
courses, the early
childhood student teacher
was challenged even with
much support from the
cooperating teacher to
effectively use assessment
results to identify learning
targets.
After assuming
responsibility for all
courses, the early
childhood student teacher
was challenged even with
much support from the
cooperating teacher to
effectively use assessment
results to identify learning
targets.
After assuming
responsibility for all
courses, the early
childhood student teacher
was challenged even with
much support from the
cooperating teacher in
involving students in
assessing their own
performance and
encouraging students to
take responsibility for
monitoring and improving
their own performance.
After assuming
responsibility for all
courses, the early
childhood student teacher
was challenged even with
much support from the
cooperating teacher in
planning and delivering
instruction of objectives
which effectively included
assessment of prior
learning.
After assuming
responsibility for all
courses, the early
childhood student teacher
was challenged even with
much support from the
cooperating teacher in
planning and executing
appropriate instruction to
advance student’s learning
based on prior assessment
data.
19 Jul 2019 Page 7 of 13
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Evidence of
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
Learning:
was consistently successful was usually successful in with regular support from was challenged even with
Assessment
in designing and designing and the cooperating teacher much support from the
Data Used to
implementing appropriate implementing appropriate adequately designed and cooperating teacher in
Monitor
assessment instruments to assessment instruments to implemented appropriate designing and
Progress
measure progress toward measure progress toward assessment instruments to implementing appropriate
1/24 (4%)
objectives. objectives. measure progress toward assessment instruments to
objectives. measure progress toward
objectives.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Evidence of courses, the early courses, the early courses, the early courses, the early
Learning: Data childhood student teacher childhood student teacher childhood student teacher childhood student teacher
Analyzed to was consistently successful was usually successful in with regular support from was challenged even with
Guide Future in demonstrating evidence demonstrating evidence of the cooperating teacher much support from the
Instruction of effective data analysis effective data analysis to adequately demonstrated cooperating teacher in
1/24 (4%) to guide future instruction. guide future instruction. evidence of effective data demonstrating evidence of
analysis to guide future effective data analysis to
instruction. guide future instruction.
Comments:
82.000 pts | 85.42 %

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
After assuming full After assuming After assuming After assuming
Reflects on responsibility for all responsibility for all responsibility for all responsibility for all
professional courses, the early courses, the early courses, the early courses, the early
practice and childhood student teacher childhood student teacher childhood student teacher childhood student teacher
resulting was consistently was usually successful in with regular support from was challenged even with
outcomes; successful in reflecting on reflecting on professional the cooperating teacher much support from the
engages in self- professional practice and practice and resulting was somewhat successful cooperating teacher in
assessment; and resulting outcomes; outcomes; engaging in in reflecting on reflecting on professional
adjusts practices engaging in self- self-assessment; and professional practice and practice and resulting
to improve assessment; and adjusting adjusting practices to resulting outcomes; outcomes; engaging in
student practices to improve improve student engaging in self- self-assessment; and
performance student performance. performance. assessment; and adjusting adjusting practices to
1/24 (4%) practices to improve improve student
student performance. performance.
Comments:
After assuming full After assuming After assuming After assuming
Participates in responsibility for all responsibility for all responsibility for all responsibility for all
professional courses, the early courses, the early courses, the early courses, the early
development, childhood student teacher childhood student teacher childhood student teacher childhood student teacher
professional was consistently was usually successful in with regular support from was challenged even with
organizations, successful in participating participating in the cooperating teacher much support from the
and learning in professional professional development, was somewhat successful cooperating teacher in
communities, and development, professional professional organizations, in participating in participating in
engages in peer organizations, and and learning communities, professional development, professional development,
coaching and learning communities, and and engaging in peer professional organizations, professional organizations,
mentoring engaging in peer coaching coaching and mentoring and learning communities, and learning communities,
activities and mentoring activities. activities. and engaging in peer and engaging in peer
1/24 (4%) coaching and mentoring coaching and mentoring
activities. activities.
Comments:
After assuming full After assuming After assuming After assuming
Proactively serves responsibility for all responsibility for all responsibility for all responsibility for all
all students and courses, the early courses, the early courses, the early courses, the early
their families with childhood student teacher childhood student teacher childhood student teacher childhood student teacher
equity and honor was consistently was usually successful in with regular support from was challenged even with
and advocates on successful in proactively proactively serving all the cooperating teacher much support from the
their behalf, serving all students and students and their families was somewhat successful cooperating teacher in
ensuring the their families with equity with equity and honor and in proactively serving all proactively serving all
learning and well- and honor and advocating advocating on their behalf, students and their families students and their families
being of each on their behalf, ensuring ensuring the learning and with equity and honor and with equity and honor and
child the learning and well- well-being of each child. advocating on their behalf, advocating on their behalf,
1/24 (4%) being of each child. ensuring the learning and ensuring the learning and
well-being of each child. well-being of each child.
Comments:
19 Jul 2019 Page 8 of 13
Is aware of and Not an option for this The early childhood Not an option for this The early childhood
complies with the standard. student teacher was standard. student teacher was
mandatory aware and complied with unaware and / or did not
reporter provisions the mandatory reporter comply with the mandatory
of Section 4 of provisions of Section 4 of reporter provisions of
the Abused and the Abused and Section 4 of the Abused
Neglected Child Neglected Child Reporting and Neglected Child
Reporting Act Act 100% of the time. Reporting Act.
1/24 (4%)

Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Maintains useful
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
and accurate
was consistently was usually successful in with regular support from was challenged even with
records
successful in maintaining maintaining useful and the cooperating teacher much support from the
1/24 (4%)
useful and accurate accurate records. was somewhat successful cooperating teacher in
records. in maintaining useful and maintaining useful and
accurate records. accurate records.
Comments:
After assuming full After assuming After assuming After assuming
Maintains responsibility for all responsibility for all responsibility for all responsibility for all
accurate records, courses, the early courses, the early courses, the early courses, the early
manages data childhood student teacher childhood student teacher childhood student teacher childhood student teacher
effectively, and was consistently was usually successful in with regular support from was challenged even with
protects the successful in maintaining maintaining accurate the cooperating teacher much support from the
confidentiality of accurate records, records, managing data was somewhat successful cooperating teacher in
information managing data effectively, effectively, and protecting in maintaining accurate maintaining accurate
pertaining to and protecting the the confidentiality of records, managing data records, managing data
individuals with confidentiality of information pertaining to effectively, and protecting effectively, and protecting
exceptionalities information pertaining to individuals with the confidentiality of the confidentiality of
and family individuals with exceptionalities and family. information pertaining to information pertaining to
1/24 (4%) exceptionalities and family. individuals with individuals with
exceptionalities and family. exceptionalities and family.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Models digital courses, the early courses, the early courses, the early courses, the early
etiquette and childhood student teacher childhood student teacher childhood student teacher childhood student teacher
responsible social was consistently was usually successful in with regular support from was challenged even with
actions in the use successful in modeling modeling digital etiquette the cooperating teacher much support from the
of digital digital etiquette and and responsible social was somewhat successful cooperating teacher in
technology responsible social actions actions in the use of digital in modeling digital modeling digital etiquette
1/24 (4%) in the use of digital technology. etiquette and responsible and responsible social
technology. social actions in the use of actions in the use of digital
digital technology. technology.
Comments:
After assuming full After assuming After assuming After assuming
Models and responsibility for all responsibility for all responsibility for all responsibility for all
teaches safe, courses, the early courses, the early courses, the early courses, the early
legal, and ethical childhood student teacher childhood student teacher childhood student teacher childhood student teacher
use of digital was consistently was usually successful in with regular support from was challenged even with
information and successful in modeling modeling and teaching the cooperating teacher much support from the
technology, and teaching safe, legal, safe, legal, and ethical was somewhat successful cooperating teacher in
including respect and ethical use of digital use of digital information in modeling and teaching modeling and teaching
for copyright, information and and technology, including safe, legal, and ethical use safe, legal, and ethical use
intellectual technology, including respect for copyright, of digital information and of digital information and
property respect for copyright, intellectual property. technology, including technology, including
1/24 (4%) intellectual property. respect for copyright, respect for copyright,
intellectual property. intellectual property.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Models
courses, the early courses, the early courses, the early courses, the early
professional
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
behavior that
was consistently was usually successful in with regular support from was challenged even with
reflects honesty,
successful in modeling modeling professional the cooperating teacher much support from the
integrity, personal
professional behavior that behavior that reflects was somewhat successful cooperating teacher in
responsibility,
reflects honesty, integrity, honesty, integrity, in modeling professional modeling professional
confidentiality,
personal responsibility, personal responsibility, behavior that reflects behavior that reflects
altruism and
confidentiality, altruism confidentiality, altruism honesty, integrity, personal honesty, integrity, personal
respect
and respect. and respect. responsibility, responsibility,
1/24 (4%)
confidentiality, altruism and confidentiality, altruism and
respect. respect.
19 Jul 2019 Page 9 of 13
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses leadership
courses, the early courses, the early courses, the early courses, the early
skills that
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
contribute to
was consistently was usually successful in with regular support from was challenged even with
individual and
successful in using using leadership skills that the cooperating teacher much support from the
collegial growth
leadership skills that contributed to individual was somewhat successful cooperating teacher in
and development,
contributed to individual and collegial growth and in using leadership skills using leadership skills that
school
and collegial growth and development, school that contributed to contributed to individual
improvement, and
development, school improvement, and the individual and collegial and collegial growth and
the advancement
improvement, and the advancement of growth and development, development, school
of knowledge
1/24 (4%)
advancement of knowledge. school improvement, and improvement, and the
knowledge. the advancement of advancement of
knowledge. knowledge.
Comments:
After assuming full After assuming After assuming After assuming
Establishes responsibility for all responsibility for all responsibility for all responsibility for all
respectful and courses, the early courses, the early courses, the early courses, the early
productive childhood student teacher childhood student teacher childhood student teacher childhood student teacher
relationships with was consistently was usually successful in with regular support from was challenged even with
parents or successful in establishing establishing respectful and the cooperating teacher much support from the
guardians and respectful and productive productive relationships was somewhat successful cooperating teacher in
seeks to develop relationships with parents with parents or guardians in establishing respectful establishing respectful and
cooperative or guardians and and developing and productive productive relationships
partnerships to developing cooperative cooperative partnerships relationships with parents with parents or guardians
promote student partnerships to promote to promote student or guardians and and developing
learning student learning. learning. developing cooperative cooperative partnerships
1/24 (4%) partnerships to promote to promote student
student learning. learning.
Comments:
After assuming full After assuming After assuming After assuming
Develops responsibility for all responsibility for all responsibility for all responsibility for all
professional courses, the early courses, the early courses, the early courses, the early
relationships with childhood student teacher childhood student teacher childhood student teacher childhood student teacher
parents and was consistently was usually successful in with regular support from was challenged even with
guardians that successful in developing developing professional the cooperating teacher much support from the
result in fair and professional relationships relationships with parents was somewhat successful cooperating teacher in
equitable with parents and and guardians that in developing professional developing professional
treatment of guardians that resulted in resulted in fair and relationships with parents relationships with parents
individuals with fair and equitable equitable treatment of and guardians that and guardians that
exceptionalities to treatment of individuals individuals with resulted in fair and resulted in fair and
support growth with exceptionalities to exceptionalities to support equitable treatment of equitable treatment of
and learning support growth and growth and learning. individuals with individuals with
1/24 (4%) learning. exceptionalities to support exceptionalities to support
growth and learning. growth and learning.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Communicates courses, the early courses, the early courses, the early courses, the early
with families, childhood student teacher childhood student teacher childhood student teacher childhood student teacher
responds to was consistently was usually successful in with regular support from was challenged even with
concerns, and successful in communicating with the cooperating teacher much support from the
contributes to communicating with families, responding to was somewhat successful cooperating teacher in
enhanced family families, responding to concerns, and contributing in communicating with communicating with
participation in concerns, and contributing to enhanced family families, responding to families, responding to
student education to enhanced family participation in student concerns, and contributing concerns, and contributing
1/24 (4%) participation in student education. to enhanced family to enhanced family
education. participation in student participation in student
education. education.
Comments:
After assuming full After assuming After assuming After assuming
Communicates responsibility for all responsibility for all responsibility for all responsibility for all
relevant courses, the early courses, the early courses, the early courses, the early
information and childhood student teacher childhood student teacher childhood student teacher childhood student teacher
ideas effectively was consistently was usually successful in with regular support from was challenged even with
to students, successful in communicating relevant the cooperating teacher much support from the
parents or communicating relevant information and ideas was somewhat successful cooperating teacher in
guardians, and information and ideas effectively to students, in communicating relevant communicating relevant
peers, using a effectively to students, parents or guardians, and information and ideas information and ideas
variety of parents or guardians, and peers, using a variety of effectively to students, effectively to students,
technology peers, using a variety of technology. parents or guardians, and parents or guardians, and
1/24 (4%) technology. peers, using a variety of peers, using a variety of
technology. technology.
19 Jul 2019 Page 10 of 13
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Uses co-planning
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
and co-teaching
was consistently was usually successful in with regular support from was challenged even with
techniques to
successful in using co- using co-planning and co- the cooperating teacher much support from the
deliver instruction
planning and co-teaching teaching techniques to was somewhat successful cooperating teacher in
to all students
techniques to deliver deliver instruction to all in using co-planning and using co-planning and co-
1/24 (4%)
instruction to all students. students. co-teaching techniques to teaching techniques to
deliver instruction to all deliver instruction to all
students. students.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Works with other courses, the early courses, the early courses, the early courses, the early
teachers and childhood student teacher childhood student teacher childhood student teacher childhood student teacher
support personnel was consistently was usually successful in with regular support from was challenged even with
to design, adjust, successful in working with working with other the cooperating teacher much support from the
and modify other teachers and teachers and support was somewhat successful cooperating teacher in
instruction to meet support personnel to personnel to design, in working with other working with other
students’ reading, design, adjust, and modify adjust, and modify teachers and support teachers and support
writing, and oral instruction to meet instruction to meet personnel to design, personnel to design,
communication students’ reading, writing, students’ reading, writing, adjust, and modify adjust, and modify
needs and oral communication and oral communication instruction to meet instruction to meet
1/24 (4%) needs. needs. students’ reading, writing, students’ reading, writing,
and oral communication and oral communication
needs. needs.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Identifies and
courses, the early courses, the early courses, the early courses, the early
utilizes community
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
resources to
was consistently was usually successful in with regular support from was challenged even with
enhance student
successful in identifying identifying and utilizing the cooperating teacher much support from the
learning and to
and utilizing community community resources to was somewhat successful cooperating teacher in
provide
resources to enhance enhance student learning in identifying and utilizing identifying and utilizing
opportunities for
student learning and and providing community resources to community resources to
students to
providing opportunities for opportunities for students enhance student learning enhance student learning
explore career
students to explore career to explore career and providing and providing
opportunities
1/24 (4%)
opportunities. opportunities. opportunities for students opportunities for students
to explore career to explore career
opportunities. opportunities.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Works with all courses, the early courses, the early courses, the early courses, the early
school personnel childhood student teacher childhood student teacher childhood student teacher childhood student teacher
(e.g., support was consistently was usually successful in with regular support from was challenged even with
staff, teachers, successful in working with working with all school the cooperating teacher much support from the
paraprofessionals) all school personnel (e.g., personnel (e.g., support was somewhat successful cooperating teacher in
to develop support staff, teachers, staff, teachers, in working with all school working with all school
learning climates paraprofessionals) to paraprofessionals) to personnel (e.g., support personnel (e.g., support
for the school that develop learning climates develop learning climates staff, teachers, staff, teachers,
encourage unity for the school that for the school that paraprofessionals) to paraprofessionals) to
1/24 (4%) encourage unity. encourage unity. develop learning climates develop learning climates
for the school that for the school that
encourage unity. encourage unity.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Collaborates with childhood student teacher childhood student teacher childhood student teacher childhood student teacher
families and other was consistently was usually successful in with regular support from was challenged even with
professionals successful in collaborating collaborating with families the cooperating teacher much support from the
1/24 (4%) with families and other and other professionals. was somewhat successful cooperating teacher in
professionals. in collaborating with collaborating with families
families and other and other professionals.
professionals.
Comments:
19 Jul 2019 Page 11 of 13
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Participates in
courses, the early courses, the early courses, the early courses, the early
collaborative
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
decision-making
was consistently was usually successful in with regular support from was challenged even with
and problem-
successful in participating participating in the cooperating teacher much support from the
solving with
in collaborative decision- collaborative decision- was somewhat successful cooperating teacher in
colleagues and
making and problem- making and problem- in participating in participating in
other
solving with colleagues solving with colleagues collaborative decision- collaborative decision-
professionals to
and other professionals to and other professionals to making and problem- making and problem-
achieve success
achieve success for all achieve success for all solving with colleagues solving with colleagues
for all students
students. students. and other professionals to and other professionals to
1/24 (4%)
achieve success for all achieve success for all
students. students.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Initiates courses, the early courses, the early courses, the early courses, the early
collaboration with childhood student teacher childhood student teacher childhood student teacher childhood student teacher
others to create was consistently was usually successful in with regular support from was challenged even with
opportunities that successful in initiating initiating collaboration with the cooperating teacher much support from the
enhance student collaboration with others to others to create was somewhat successful cooperating teacher in
learning create opportunities that opportunities that in initiating collaboration initiating collaboration with
1/24 (4%) enhance student learning. enhance student learning. with others to create others to create
opportunities that enhance opportunities that enhance
student learning. student learning.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Uses digital tools courses, the early courses, the early courses, the early courses, the early
and resources to childhood student teacher childhood student teacher childhood student teacher childhood student teacher
promote was consistently was usually successful in with regular support from was challenged even with
collaborative successful in using digital using digital tools and the cooperating teacher much support from the
interactions tools and resources to resources to promote was somewhat successful cooperating teacher in
1/24 (4%) promote collaborative collaborative interactions. in using digital tools and using digital tools and
interactions. resources to promote resources to promote
collaborative interactions. collaborative interactions.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
courses, the early courses, the early courses, the early courses, the early
Uses conflict
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
resolution skills to
was consistently was usually successful in with regular support from was challenged even with
enhance the
successful in using conflict using conflict resolution the cooperating teacher much support from the
effectiveness of
resolution skills to skills to enhance the was somewhat successful cooperating teacher in
collaboration and
enhance the effectiveness effectiveness of in using conflict resolution using conflict resolution
teamwork
1/24 (4%)
of collaboration and collaboration and skills to enhance the skills to enhance the
teamwork. teamwork. effectiveness of effectiveness of
collaboration and collaboration and
teamwork. teamwork.
Comments:
After assuming full After assuming After assuming After assuming
responsibility for all responsibility for all responsibility for all responsibility for all
Collaborates with
courses, the early courses, the early courses, the early courses, the early
other teachers,
childhood student teacher childhood student teacher childhood student teacher childhood student teacher
students, parents
was consistently was usually successful in with regular support from was challenged even with
or guardians,
successful in collaborating collaborating with other the cooperating teacher much support from the
specialists,
with other teachers, teachers, students, was somewhat successful cooperating teacher in
administrators,
students, parents or parents or guardians, in collaborating with other collaborating with other
and community
guardians, specialists, specialists, administrators, teachers, students, teachers, students,
partners to
administrators, and and community partners to parents or guardians, parents or guardians,
enhance
community partners to enhance students’ specialists, administrators, specialists, administrators,
students’ learning
1/24 (4%)
enhance students’ learning. and community partners to and community partners to
learning. enhance students’ enhance students’
learning. learning.
Comments:
84.000 pts | 87.5 %

Rubric

Accomplished (4.000 pts) Proficient (3.000 pts) Developing (2.000 pts) Emerging (1.000 pts) N/A
19 Jul 2019 Page 12 of 13
The early childhood The early childhood The early childhood The early childhood
student teacher exhibited student teacher proficiently student teacher student teacher exhibited
an exceptional depth of exhibited understanding of inconsistently exhibited an little understanding of
NAEYC understanding of young young children’s understanding of young young children’s
Standard 1. children’s characteristics, characteristics, needs, and children’s characteristics, characteristics, needs, and
The early needs, and the multiple the multiple influences on needs, and the multiple the multiple influences on
childhood influences on early early development and influences on early early development and
candidate is development and learning learning from birth through development and learning learning from birth through
grounded in a from birth through age 8 age 8 and created a from birth through age 8 age 8 and struggled
child and created an healthy, respectful, and/or needs more applying this knowledge,
development exceptionally healthy, supportive, and guidance in applying this even with guidance, to
knowledge respectful, supportive, and challenging learning knowledge to create a create a healthy,
base. challenging learning environment for young healthy, respectful, respectful, supportive, and
1/6 (16%) environment for young children. supportive, and challenging learning
children. challenging learning environment for young.
environment for young
children.
Comments:
NAEYC The early childhood The early childhood The early childhood The early childhood
Standard 2. student teacher exhibited student teacher proficiently student teacher student teacher exhibited
The early an exceptional depth of exhibited understanding of inconsistently exhibited an little understanding of
childhood understanding of diverse diverse family and understanding of diverse diverse family and
student teacher family and community community characteristics family and community community characteristics
understands characteristics via and showed this characteristics and/or and struggled, even with
that successful extremely effective, understanding via needed more guidance to guidance, to engage and
early childhood respectful engagement engaging and supporting engage and support support families and
education and support of families and families and communities families and communities communities by respectfully
depends on communities. The student by respectfully involving by respectfully involving involving them in their
partnerships teacher was able to them in their children’s them in their children’s children’s development
with families thoroughly involve families development and learning. development and learning. and learning.
and and communities in
communities. children’s development
1/6 (16%) and learning.
Comments:
NAEYC The early childhood The early childhood The early childhood The early childhood
Standard 3. student teacher exhibited student teacher proficiently student teacher student teacher struggled,
The early an exceptional depth of exhibited an inconsistently exhibited an even with guidance, to
childhood understanding of the understanding of the understanding of the show an understanding of
student teacher goals, benefits, and uses goals, benefits, and uses goals, benefits, and uses the goals, benefits, and
is prepared in of assessment, and utilized of assessment, and utilized of assessment, and the uses of assessment, and
understanding excellent assessment effective assessment utilization of assessment the utilization of
that child strategies. The student strategies. The candidate strategies. The candidate assessment strategies.
observation, teacher had an advanced also had a proficient also had an inconsistent The candidate also
documentation, understanding of: understanding of: understanding of: struggled to understand
and other forms technology in assessment, technology in assessment, technology in assessment, how to use technology in
of assessment assistive technology, and assistive technology, and assistive technology, and assessment, assistive
are central to worked with ease in was able to work well in ability to work in technology, and had
the practice of assessment partnerships assessment partnerships assessment partnerships limited ability to work in
all early with families and with families and with families and assessment partnerships
childhood professional colleagues. professional colleagues. professional colleagues. with families and
professionals. professional colleagues.
1/6 (16%)

Comments:
The early childhood The early childhood The early childhood The early childhood
NAEYC
teacher had an student teacher had a student teacher student teacher exhibited
Standard 4.
exceptional understanding proficient understanding inconsistently exhibited an little understanding of and/
The early
of, and ability to use a of, and used a wide array understanding and ability or struggled, even with
childhood
wide array of of developmentally to use developmentally guidance, to use
student teacher
developmentally appropriate approaches, appropriate approaches, developmentally
is prepared in
appropriate approaches, instructional strategies, instructional strategies, appropriate approaches,
using
instructional strategies, and tools to connect with and tools to connect with instructional strategies,
developmentally
and tools to connect with children and families. The children and families; and tools to connect with
effective
children and families. The student teacher was able and/or the candidate children and families;
approaches to
student teacher was able to reflect to promote showed little ability to and/or the candidate
connect with
to reflect deeply to positive outcomes for each reflect in order to promote showed an inability to
children and
promote positive outcomes child. positive outcomes for each reflect in order to promote
families.
1/6 (16%)
for each child. child. positive outcomes for each
child.
Comments:
19 Jul 2019 Page 13 of 13
NAEYC The early childhood The early childhood The early childhood The early childhood
Standard 5. student teacher exhibited student teacher exhibited student teacher exhibited student teacher struggled,
The early exceptional understanding proficient understanding of inconsistent understanding even with guidance, to
childhood of content knowledge and content knowledge and of content knowledge and understand content
student teacher resources in all academic resources in all academic resources in all academic knowledge and resources
uses content areas. He or she designed, areas. He or she was able areas, and an inconsistent in all academic areas,
knowledge in implemented, and to design, implement, and ability to design, and/or struggled with
academic evaluated exceptional evaluate experiences to implement, and evaluated guidance to design,
disciplines to experiences to promote promote positive experiences to promote implement, and evaluate
design, positive development and development and positive development and experiences to promote
implement and meaningful, challenging meaningful, challenging meaningful, challenging positive development and
evaluate curricula for each child. curricula for each child. curricula for each child. meaningful, challenging
meaningful curricula for each child.
curriculum to
promoted
comprehensive
developmental
and learning
outcomes for all
young children.
1/6 (16%)

Comments:
NAEYC The early childhood Early childhood candidate The early childhood The early childhood
Standard 6. student teacher exhibited proficiently and student teacher student teacher struggled,
The early exceptional identification consistently exhibited inconsistently was able to even with guidance, to
childhood and involvement with the identification and show identification and exhibit her/his identification
student early childhood profession. involvement with the early involvement with the early and involvement with the
teachers He or she consistently childhood profession, childhood profession, or early childhood profession,
function as upheld ethical standards upholding ethical any of the following: a) or any of the following: a)
ethical and engaged in standards, engaging in upholding ethical upholding ethical
professionals continuous, collaborative continuous, collaborative standards; b) engagement standards; b) engagement
demonstrating learning to inform practice learning to inform practice in continuous, collaborative in continuous, collaborative
knowledgeable, and advocacy for children and advocacy for children learning to inform practice; learning to inform practice;
reflective and and the profession. and the profession. or c) participation in or c) participation in
critical informed advocacy for informed advocacy for
perspectives in children and the children and the
their work. profession. profession.
1/6 (16%)

Comments:
23.000 pts | 95.83 %