Early Childhood Education College of Education

University of Wisconsin-Whitewater

Early Childhood Education – College of Education

Evaluation of Directed Teaching Assignments

Dear collaborating teacher:

Thank you for welcoming a student teacher from the early childhood education program at UW-Whitewater. The attached evaluation form is used to document the student’s experiences, knowledge, skills, and dispositions in each of the following directed teaching assignments: Infants and Toddlers (Birth to Three), Preschool, Early Childhood/Special Education, Kindergarten, and Early Elementary Regular and Special Education. The purpose of the first part of the evaluation is to reflect on the student teacher’s areas of professional growth, knowledge, and skills throughout the placement. This section is based on initial licensure standards, including the ten Wisconsin Teaching Standards (WTS) and related Council for Exceptional Children (CEC) Knowledge and Skills and National Association for the Education of Young Children (NAEYC) Standards. For this section, we expect students to rarely score at the highest level (demonstrates knowledge and skills at an advanced level like those of an experienced teacher) and score at least at a basic level. The purpose of the second part of the evaluation is to document the student’s dispositions (attitudes). This section is based on defined values, commitments, and professional ethics as documented by the National Council for Accreditation of Teacher Education (NCATE). Here we expect students to score at the two highest levels as good dispositions are expected to be evident during all student teaching placements.

The cooperating teacher completes the evaluation form twice during each student teaching placement, (1) half-way through each student teaching assignment and (2) at the end of each placement. The mid-evaluation is used to identify the student’s goals and needs for improvement; and the final evaluation is used to document the student’s growth and accomplishments. Comments are welcome and should relate to specific behaviors and examples of the student’s performance.

The student completes the evaluation tool at the mid-point of each student teaching experience and discusses goals, improvements, and accomplishments with the cooperating teacher and university supervisor. The student is responsible for sharing the self evaluation with the cooperating teacher and supervisor and discussing outcomes.

The university supervisor uses the evaluation tool to reflect on the student’s dispositions by reporting half way and final scores. The evaluation may also serve as a written document in the event that concerns about the student’s performance or professional conduct should arise.

Directions for completing the form: The form can be completed electronically by filling in the shaded fields. You can move between fields by hitting “Tab” or simply moving the cursor. Please score the student’s performance on each of the 10 Teaching Standards and Dispositions. Using the scale below please put a check in the appropriate shaded areas indicating one overall score for each standard and disposition (mid and final scores are needed). Comments are welcome!

Name of Cooperating Teacher: Name of University Supervisor:

Form completed by: Cooperating Teacher: Student: University Supervisor:

(Signature – if electronic, please attach in email with message)

Name of person completing the form: Student:

Student ID: Beginning/End of Placement: From (mm/dd/yy) To (mm/dd/yy)

Placement Location: Year: Fall: Spring: Summer:

Date of Completion of 1st Evaluation: (mm/dd/yy) Date of Completion of 2nd Evaluation: (mm/dd/yy)

Type of Assignment: 0-3 EI Preschool ECSE Kindergarten Early Elementary (SE/RE)

(Mark placement with X: 0-3 EI = Birth to Three-Early Intervention; ESCE= Early Childhood Special Education; SE=Special Education; RE= Regular Education)

PART ONE: KNOWLEDGE AND SKILLS

WTS 1: Teachers know the subject they are teaching; CEC 1: Foundations; NAEYC 4b, c, d: Using developmentally appropriate approaches, understanding content knowledge, building meaningful curriculum / Mid score and goals for standard 1:
1 2 3 4
Minimal Basic Proficient Advanced
Date completed: / Final score for standard 1:
1 2 3 4
Minimal Basic Proficient Advanced
Date completed:
Understands historical and philosophical foundations, current trends, issues, laws, and policies that affect children, families, and programs. Examples:
q  Follows and implements the program’s or school’s policies consistently
q  Describes and understands the processes of pre-referral, referral, and individualized educational planning in accordance with special education law (Individuals with Disabilities Education Act)- (e.g. can list the rights of families during referral and educational planning)
q  Identifies and plans to use content knowledge that is appropriate for children’s ages and abilities (at ages b to 3, preschool, Kindergarten, 1st, 2nd, and 3rd grades)
q  Knows and identifies instructional strategies that work (help children learn)
q  Uses subject matter and content (concepts to teach) that are consistent with the program’s or classroom’s philosophy and curriculum
q  / Mid comments related to WTS 1: / Final comments related to WTS 1:
WTS 2: Teachers know how children learn. CEC 2: Development and characteristics of learners; NAEYC 1, 4b,d : Promoting child development, using developmentally appropriate approaches, building meaningful curriculum / Mid score for standard 2:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 2:
1 2 3 4
Minimal Basic Proficient Advanced
Knows typical and atypical early childhood development as related to young children’s characteristics and needs. Examples:
q  Interacts with children in an emotionally supportive way
q  Is knowledgeable about child development and children with special needs
q  Asks families and professionals about their knowledge of children to understand individual children’s developmental strengths and needs
q  Talks about families’ and children’s unique experiences, medical histories, and overall developments with cultural sensitivity
q  Maximizes children’s abilities to be autonomous
q  / Mid comments related to WTS 2: / Final comments related to WTS 2:
WTS 3: Teachers understand that children learn differently; CEC 3: Individual Learning Differences; NAEYC 2, 4b: Family and community relationships, developmentally effective approaches / Mid score for standard 3:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 3:
1 2 3 4
Minimal Basic Proficient Advanced
Knows and understands the effects an exceptional condition(s) can have on an individual’s life. Examples:
q  Applies child development knowledge to create environments and activities that are healthy and supportive of individual children’s learning
q  Knows how to design learning opportunities that are interesting and challenging for children
q  Uses knowledge about the real world of children’s lives (children’s primary language, culture, family background, special needs, and interests) to guide teaching and learning
q  Makes the most of environments and routines (designs learning experiences that help children gain skills they are ready to learn next)
q  / Mid comments related to WTS 3: / Final comments related to WTS 3:
WTS 4: Teachers know how to teach; CEC 4: Instructional strategies; NAEYC 4b, d: Using developmentally appropriate approaches, building meaningful curriculum / Mid score for standard 4:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 4:
1 2 3 4
Minimal Basic Proficient Advanced
Uses effective teaching strategies to facilitate integration. Examples:
q  Uses child-initiated and adult-directed learning activities (allowing children to engage in unstructured and structured activities)
q  Guides children’s learning through scaffolded supports (e.g. creating highly engaging environments, curriculum modifications, activity-based learning, and child-focused instruction).
q  Creates learning opportunities that encourage children to explore freely, communicate with others, solve problems, and express themselves creatively (integrating curriculum contents such as language arts, math, science, music, art, and movement as appropriate)
q  Knows how to help children acquire new skills in a variety of situations and environments (the home, (pre)school, and community settings such as child care and with a variety of people the child trusts)
q  / Mid comments related to WTS 4: / Final comments related to WTS 4:
WTS 5: Teachers know how to manage a classroom; CEC 5: Learning environments and social interactions; NAEYC 1, 3, 4, b and d: Promoting child development and learning, observing to support young children and families, using developmentally appropriate approaches, building meaningful curriculum / Mid score for standard 5:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 5:
1 2 3 4
Minimal Basic Proficient Advanced
Knows how to design, create, and evaluate safe, equitable, positive, and supportive learning environments in which diversities are valued to assure developmental and functional appropriateness. Examples:
q  Enjoys warm, supportive relationships with children
q  States rules and behavioral expectations affirmatively (tells children what to do rather than what not to do)
q  Consistently anticipates and eliminates potential problems and redirects children’s misbehaviors by modeling and teaching appropriate behaviors
q  Acknowledges children’s feelings, frustrations, and points of view, and responds with respect
q  Organizes social (group) activities as well as individual activities that help children succeed and meet their learning goals
q  Supports nutritional and health needs of the children by implementing appropriate practices (e.g. hand washing)
q  / Mid comments related to WTS 5: / Final comments related to WTS 5:
WTS 6: Teachers communicate well; CEC 6: Language;
NAEYC 4a, b: Connecting with children and families, using developmentally effective approaches / Mid score for standard 6:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 6:
1 2 3 4
Minimal Basic Proficient Advanced
Supports and facilitates family and child interactions as primary contexts for learning and development. Examples:
q  Uses effective verbal and non-verbal communication
q  Works through misinterpretations or misunderstandings by problem solving effectively
q  Communicates regularly with families and empowers families to participate in the education of their child
q  Plans ways to communicate with and effectively teach children who sign, who speak English as a second language, or who need a communication board or special device
q  Provides rich language modeling to promote children’s language use
q  / Mid comments related to WTS 6: / Final comments related to WTS 6:
WTS 7: Teachers are able to plan different kinds of lessons; CEC 7: Instructional planning; NAEYC 1, 4a, b, d: Child development and learning, connecting with children and families, using developmentally effective approaches, building meaningful curriculum / Mid score for standard 7:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 7:
1 2 3 4
Minimal Basic Proficient Advanced
Demonstrates understanding of the scope and sequences of developmentally appropriate and individualized curricula by integrating general knowledge into the planning of learning activities. Examples:
q  Is organized in planning lessons and setting up activities and materials
q  Observes children to see if they are engaged (passively or actively e.g. listening to a story or acting out a story)
q  Plans individual and group activities that include play, routines, group projects, exploration, and systematic instruction.
q  Plans activities that allow children to use all their senses by using visual cues (e.g. signs), pictures, verbal cues (e.g. beginning sounds of words), touching and using manipulatives (e.g. cubes), smelling, and tasting (e.g. preparing a snack)
q  Encourages children’s independence by breaking large learning goals into small steps
q  Delegates responsibilities among team members including paraprofessionals to enhance a positive teaching and learning climate
q  Uses computer technology to create and share lesson plans
q  / Mid comments related to WTS 7: / Final comments related to WTS 7:
WTS 8: Teachers know how to test for student progress; CEC 8: Assessment; NAEYC 3: Observing, documenting, and assessing to support young children and families / Mid score for standard 8:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 8:
1 2 3 4
Minimal Basic Proficient Advanced
Understands the goals, benefits, and uses of assessment and knows how to link assessment to instructional planning and program evaluation. Examples:
q  Uses a variety of informal assessments (e.g. observations about children’s engagement in the process of learning, student work) to guide teaching and documenting what children are learning
q  Uses formal assessments responsibly and ethically (e.g. acquiring test results from multiple observers as part of a child’s evaluation process)
q  Explains assessment results to others in ways that they can understand
q  Uses routines-based interviews and observations regularly to identify learning goals for children
q  Advocates for fair testing practices for children whose cultural priorities, primary language, or disability demand special considerations and adaptations
q  Uses technology to develop charts and checklists for use in educational assessments
q  / Mid comments related to WTS 8: / Final comments related to WTS 8:
WTS 9: Teachers are able to evaluate themselves to reflect; CEC 9: Professional and ethical practice; NAEYC 5: Becoming a professional / Mid score for standard 9:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 9:
1 2 3 4
Minimal Basic Proficient Advanced
Demonstrates an understanding of the continuum of lifelong professional development. Examples:
q  Abides by rules and ethical practices of early childhood organizations
q  Participates in family night meetings and other family events
q  Uses people first language (e.g. saying and writing “children with special needs” not “special needs children”)
q  Provides multicultural books, activities, and materials that are inclusive of all children and their families’ life styles, interests, and priorities
q  Attends and participates in professional meetings and trainings
q  Is open to constructive criticism, celebrates successes, and reflects on areas that need improvement
q  / Mid comments related to WTS 9: / Final comments related to WTS 9:
WTS 10: Teachers are connected with other teachers and the community; CEC 10: Collaboration; NAEYC 2: Building family and community relationships / Mid score for standard 10:
1 2 3 4
Minimal Basic Proficient Advanced / Final score for standard 10:
1 2 3 4
Minimal Basic Proficient Advanced
Collaborates with families, community service providers, school professionals, and members of community organizations to integrate young children into various settings. Examples:
q  Uses the “All About Me” book or poster as an introductory activity
q  Writes a letter of introduction for the families of all children the student teacher works with using language families understand easily
q  Comfortably greets families
q  Publishes a regular newsletter and communicates daily in some way with families and team members in an effective way
q  Advocates for each child
q  Solves problems when working with others and contributes ideas
q  Participates actively in educational planning meetings with families and staff
q  / Mid comments related to standard 10: / Final comments related to standard 10:

Overall comments regarding the student teacher’s knowledge and skills: