Early Childhood Education Addendum

Cleveland State University College of Education Items

Value: 0.00 Value:1.00 Value: 2.00 Value: 3.00

A. Use of student background information for planning instruction / Lesson plans make no reference to student background knowledge or interests. Plans do not incorporate strategies to vary instruction based on student background information. EST481 / Lesson plans include strategies to learn about student background knowledge, interests, or abilities relevant to the content, but plans do not contain specific strategies to incorporate this information as part of the lesson. / Lesson plans include strategies for learning about student background knowledge, interests, and abilities related to content. Plans demonstrate cultural competence by incorporating instructional content, resources, and strategies that are responsive to cultural, linguistic and gender differences as well as student disabilities. Strategies are responsive to the needs of English language learners and students with exceptionalities. / Lesson plans include strategies for learning about student background knowledge, interests, and abilities related to content. Plans demonstrate cultural competence by incorporating instructional content, resources, and strategies that are responsive to cultural, linguistic and gender differences as well as student disabilities. Strategies are responsive to the needs of English language learners and students with exceptionalities. Planned instructional strategies use student background information to extend and enrich the curriculum through differentiated learning opportunities.
B. Fairness to students / The intern does not attempt to engage all students. The intern ignores individuals or groups of students. There may be evidence of negative behavior tolerated among students or between the intern and the students. / The intern makes attempts to engage all students but may pay unequal attention to students. The intern makes attempts to deter negative student to student behavior, and the students do not demonstrate any negative behavior towards the intern. / The intern engages all students actively in the lesson by making eye contact with all students and encouraging a fair level of participation among all students. Negative behavior is not exhibited or is immediately addressed, and the students do not demonstrate any negative behaviors towards the intern. / The intern successfully establishes and communicates the importance of each student through eye contact and impartial mechanisms for ensuring full participation by all. The intern establishes fairness among students including those with and without disabilities. The intern and students demonstrate genuine caring for one another as individuals by being responsive and supportive of each other.
C. Physical environment / The presence of any of the following situations results in an unsatisfactory rating for this item:
• There are safety concerns in the classroom that the intern is unaware of
• The furniture arrangement is not functional for the demands of the learning activities.
• Intern has not taken the initiative to develop displays in the classrooms.
• The intern does not use universal precautions to deal with students’ bodily fluids. / The classroom is safe, and the classroom furniture is adjusted for a lesson, but with limited effectiveness. Intern develops bulletin boards; however they are not related to classroom instruction. When told, the intern uses universal precautions such as wearing gloves to deal with students’ bodily fluids, wiping down areas with proper cleansers where bodily fluids have been. / The classroom is safe for students. The furniture arrangement is consistent with the demands of the learning activities and the needs of any students with disabilities. Intern develops and displays that enhance the instructional content.
When necessary, the intern uses universal precautions for dealing with bodily fluids, wiping down areas with proper cleansers where bodily fluids have been. / The intern identifies and corrects any unsafe conditions in the classroom. The furniture arrangement is consistent with the demands of the learning activities and the needs of any students with disabilities. The furniture is effectively rearranged as needed for different purposes. The intern uses evidence-based strategies to modify the learning environment for students with disabilities such as proper location of instruction, of seating, etc. for students with visual impairments, or for students with hearing impairments, or other environmental issues. Intern develops classroom displays that are interactive and enhance the instructional content. When necessary, intern uses universal precautions for dealing with bodily fluids and wiping down areas with proper cleansers where bodily fluids have been.
D. Communicating content / Intern provides inaccurate and/or confusing information about the content of the lesson. The intern’s voice is difficult to hear or written language is illegible. Intern only has one way to explain content so is unable to clarify student misunderstandings. / Intern communicates content accurately. However, some representations of content , oral or written, lead to confusion for students. Vocabulary may not be appropriate to students’ ages or interests. / Intern communicates content clearly and correctly through oral and written language. Vocabulary is appropriate to student ages and interests. / Intern communicates content clearly and correctly. Intern uses differentiated and varied representations of content to convey and clarify subject matter knowledge to students in different ways. Vocabulary is appropriate to student ages and interests.
E. Reflection and professional development / The intern does not recognize when a lesson is ineffective or provides a profound misjudgment of the lesson. When prompted, the intern is unable to cite specific evidence, positive or negative, to draw conclusions about the lesson. The intern focuses only on himself/herself and does not give any evidence of a focus on student achievement. / The intern is able to provide a general sense of a lesson’s effectiveness but not provide specific evidence to support the assessment. The intern does not have specific ideas of how the experience from this lesson informs future instruction. The intern focuses primarily on himself/herself and does not use student achievement as the primary basis for the reflection. / The intern is able to accurately assess a lesson’s effectiveness and can verbalize the extent to which it achieved its goal using specific examples to support the assessment. The intern is able to identify specific ways to use the experience from this lesson to inform future instruction. The intern focuses primarily on student achievement of the learning outcomes. / The intern accurately assesses a lesson’s effectiveness and can provide specific examples to support the assessment. The intern identifies specific ways to follow up with the specific lesson and identifies overall ways to improve his/her teaching. Drawing on a repertoire of skills, the intern offers specific alternative actions, complete with probable consequences of different approaches. All proposed approaches deal with ways to increase student achievement.

Specialized Program Area Items

AA. Promoting meaningful, active learning / Materials and planned activities rarely or never engage children in learning actively through building, discussing, creating, pretending, playing, analyzing, documenting. Materials and activities are rarely or never connected to children’s interests and real-world-experiences. / Materials and planned activities
occasionally engage children in
learning actively through building, discussing, creating, pretending, playing, analyzing, documenting. Materials and activities are occasionally
connected to children’s interests and real-world-experiences. / Materials and planned activities frequently engage children in learning actively through building, discussing, creating, pretending, playing, analyzing, documenting. Materials and activities are frequently connected to children’s interests and real-world-experiences. / Intern demonstrates all indicators under “proficient,” and real-world events and experiences are central to curriculum planning.
BB. Child-initiated learning / Intern almost never or never provides opportunities for child-initiated learning (e.g., play, inquiry, project-based work, free voluntary reading). / Intern provides opportunities for child-initiated learning (e.g., play, inquiry, project-based work, free voluntary reading) two to three times per week. / Intern provides daily opportunities for child-initiated learning (e.g., play, inquiry, project-based work, free voluntary reading). / Intern provides daily and substantial (>1 hr.) opportunities for child-initiated learning (e.g., play, inquiry, project-based work, free voluntary reading).
CC. Responsiveness to children / Intern rarely responds to children’s questions, emotions, ways of thinking, varying abilities and interests. Is generally turn-dominant in adult-child interactions, and shows little evidence of establishing developmental match. / Intern occasionally responds to children’s questions, emotions, ways of thinking, varying abilities and interests. Uses Turn-Taking and Interactive Match strategies occasionally in adult-child interactions. / Intern consistently and respectfully responds to children’s questions, emotions, ways of thinking, varying abilities and interests. Uses Turn-Taking and Interactive Match strategies consistently in adult-child interactions. / Intern demonstrates all indicators under “proficient,” and often engages in curricular planning that is highly responsive to children’s cultures, interests, and current abilities.
DD. Promoting self-motivation / Rarely or never offers meaningful choices or acknowledges children’s feelings and perspectives. Does not use induction or conflict resolution, but relies primarily on extrinsic rewards, punishments, and adult-generated solutions to classroom problems. / Helps support children’s intrinsic motivation by occasionally offering meaningful choices and acknowledging children’s feelings and perspectives. Occasionally helps children develop internal controls by using induction, engaging children in reasoning, and using conflict resolution strategies. / Helps support children’s intrinsic motivation by offering frequent and meaningful choices and acknowledging children’s feelings and perspectives. Helps children develop internal controls by using induction, engaging children in reasoning, and using conflict resolution strategies. / Intern demonstrates all indicators under “proficient,” and often provides scaffolding for development of executive function in children (e.g., using the plan-do-review process).
EE. Open communication / Intern does not share concerns about teaching dilemmas with the mentor teacher or does so in a confrontational, disrespectful, or unprofessional way. No evidence of advocating for appropriate practices for children or families. / Intern only shares concerns about teaching dilemmas with the mentor teacher in an open, respectful, and professional way. Little evidence of advocating for appropriate practices for children and/or families. / Intern shares multiple concerns about teaching dilemmas with the mentor teacher in an open, respectful, and professional way. Shows evidence of advocating for appropriate practices for children and/or families. / Intern routinely shares concerns about teaching dilemmas with the mentor teacher in an open, respectful, and professional way. Shows evidence of successfully advocating for the implementation of specific appropriate practices for children and/or families.