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University of Rochester Warner School of Education
Student Teaching Second Evaluation Early Childhood (2010 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 

General Guidelines
This student teaching evaluation form has been designed to assess the extent to which Warner teacher candidates have demonstratedthe set of proficiencies established as the ultimate goal of our teacher preparation programs.  Please complete this form at the end of the candidate’s student teaching experience, based on your observations and any other relevant information available to you.
 
We have organized this evaluation formin two main parts to reflect the fact that our candidates need to meet two sets of standards:
I.          The standards set by the professional organization relevant to their area of specialization
              (i.e., NAEYC, ACEI, NCTE, NCTM, NSTA, NCSS, ACTFL, TESOL, ILA and/or CEC)
II.         The target proficiencies identified by the Warner School for all our teacher candidates.
 
The Warner School proficiencies identify the main skills, dispositions and knowledge that we believe teacher candidates need to have to become successful teachers, and is organized around ten key “principles” each addressing important components of teaching. Our list was derived from the standards articulated by the interstate New Teacher Assessment and Support Consortium (INTASC), our own Warner conceptual frameworks, the National Council for the Accreditation of Teacher Education (NCATE) and the New York State Education Department (NYSED).  While these proficiencies are consistent with the standards set by your specific professional organization, they are worded so as to cut across all areas of specialization (and, thus, allow us to aggregate data across all our teacher candidates) and also add some new elements that are characteristic of our program at Warner.
 
In your evaluation of both Part I and Part II, please keep in mind that target proficiencies identify what we hope to see in the practice of experienced teachers; however, you are asked to evaluate teacher candidates who are just entering the profession. Therefore, we can only expect candidates to: a) have developed a certain set of understandings and dispositions; b) have learned a sub-set of what they will eventually need to know while developing expectations, skills and strategies to continue in what will be a life-long learning process; and, c) show that they have the capacityto create lessons and learning environments that reflect best practices, even if they may not yet be able to do so consistently.  We also realize that in some cases you may not have had the opportunity to gather pertinent information for all proficiencies, so we have given the option, whenever appropriate, for you do indicate “n/o” (“not observed”) to clearly distinguish this situation from the one where you had the opportunity to observe relevant behavior and found it lacking; there are some proficiencies, however, for which this is not an option since your evaluation is critical to assessing the candidate on that particular dimension – in those cases, we have not provided the “n/o” option.
 
In addition to providing the quantitative information required by this form, we also welcome any additional insights you would like to provide about the candidate. You can do so by adding your comments in the space at the end of the form, and/or by attaching a narrative evaluation at the end.
 
Part I - NAEYC Standards for Early Childhood teacher candidates

Based on your observation of the candidate throughout his/her student teaching experience, please evaluate the extent to which the candidate has met each of the following standards identified by the National Association for the Education of Young Children (NAEYC) for early childhood teacher candidates, using the following rubrics:

1.      Insufficient – i.e., you have observed behavior that indicates that this standard/element was not met.
2.      Emergent/needs improvement – i.e., you have observed behavior that indicates that this standard/element was partially met or met inconsistently.
3.      Basic proficiency– i.e., you have observed behavior consistent with this standard/element at least once.
4.      Outstanding performance – i.e., you have observed behavior consistent with this standard/element consistently.
To arrive to this evaluation, please refer to the more detailed explanations and rubrics provided by the NAEYC association for each specific standard and related key elements (included in the “Early Childhood Teacher Candidates Standards and Rubrics” document you received from the Warner School and also available at 2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs).  Please note that we are asking you to provide both an evaluation of the extent to which the candidate met each key element AND an overall evaluation of how the candidate met each standard.  And, while your overall evaluation of each standard should be based on and consistent with your evaluation of the candidate’s performance with respect to the related key elements, it does not need to be the “average” of the scores assigned to each related element, but rather represent a more qualitative “overall” evaluation of how the candidate meets that standard as a whole.  

NAEYC 2010 1 Promoting Child Development and Learning Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
NAEYC 2010 1 Development and Learning  Promoting Child Development and Learning. Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
NAEYC 2010 1a Understanding needs Knowing and understanding young children's characteristics and needs, from birth through age 8.
NAEYC 2010 1b Influences Knowing and understanding the multiple influences on early development and learning.
NAEYC 2010 1c Developmental Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.

NAEYC 2010 2 Building Family and Community Relationships Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
NAEYC 2010 2 Family and Community  Building Family And Community Relationshis. Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children's families and communities. They know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.
NAEYC 2010 2a Understanding family & community Knowing about and understanding diverse family and community characteristics.
NAEYC 2010 2b Engaging families & communities Supporting and engaging families and communities through respectful, reciprocal relationships
NAEYC 2010 2c Involving families & communities Involving families and communities in young children's development and learning

NAEYC 2010 3 Observing, Documenting, and Assessing to Support Young Children and Families Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
NAEYC 2010 3 Assessment and Observing  Observing, Documenting, and Assessing to Support Young Children and Families. Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
NAEYC 2010 3a Understanding assessment goals & uses Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
NAEYC 2010 3b Knowing & using assessments Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
NAEYC 2010 3c Responsible assessment Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
NAEYC 2010 3d Assessment partnerships Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.

NAEYC 2010 4 Using a Developmentally effective Approach Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning
NAEYC 2010 4 Using Developmentally Effective Approaches  Using Developmentally Effective Approaches. Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning
NAEYC 2010 4a Relationships and interactions Understanding positive relationships and supportive interactions as the foundation of their work with young children.
NAEYC 2010 4b Using effective approaches Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
NAEYC 2010 4c Developmentally appropriate approaches Using a broad repertoire of developmentally appropriate teaching /learning approaches.
NAEYC 2010 4d Reflecting on own practice Reflecting on own practice to promote positive outcomes for each child.

NAEYC 2010 5 Using Content Knowledge To Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
NAEYC 2010 5 Using Content Knowledge to Build Meaningful Curriculum  Using Content Knowledge To Build Meaningful Curriculum. Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
NAEYC 2010 5a Understand content knowledge Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
NAEYC 2010 5b Concepts, tools and structures Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
NAEYC 2010 5c Meaningful curriculum Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child

NAEYC 2010 6 Becoming a Professional Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
NAEYC 2010 6 Becoming a Professional Becoming a Professional. Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
NAEYC 2010 6a Involvement with field Identifying and involving oneself with the early childhood field.
NAEYC 2010 6b Ethics and guidelines Knowing about and upholding ethical standards and other early childhood professional guidelines.
NAEYC 2010 6c Continuous learning and technology Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
NAEYC 2010 6d Critical perspectives Integrating knowledgeable, reflective, and critical perspectives on early education.
NAEYC 2010 6e Informed advocacy Engaging in informed advocacy for young children and the early childhood profession.
 
Part II - Warner School standards and proficiencies for all teacher candidates
Based on your observation of the candidate throughout his/her student teaching experience, please indicate the extent to which the candidate has achieved each of the following proficiencies, which all Warner teacher candidates are expected to demonstrate before they can graduate from their program.
 
In your evaluation of each target proficiency, please use the following rubrics:
 n/o: Not observable– The context for the student teaching experience was not appropriate for providing evidence for this standard. (Whenever this option is not acceptable – i.e., you must provide your assessment – we have indicated it by blackening the corresponding cell)
1.   Insufficient – i.e., the candidate has not attained the proficiency in question and you are not confident that further experience would have a significant impact on his/her performance; furthermore, the candidate’s inability to demonstrate this performance is likely to: harm students or compromise their ability to learn in the classroom; disrupt the work of the cooperating teacher and/or be detrimental to the relationship between the cooperating school and Warner.
2.   Emergent/needs improvement – i.e., your professional opinion suggests that the candidate has the potential to demonstrate this proficiency, but you have not seen evidence of its achievement yet, or performance in this area has been variable and inconsistent (but you have no worry that the candidate will be a danger for students or a burden to a cooperating teacher).
3.   Basic proficiency– i.e., the candidate is able to demonstrate the target proficiency at a minimum level, to the extent that one would expect from a novice/beginning teacher.
4.   Outstanding performance – i.e., the candidate has demonstrated the target proficiency in a consistent and skillful way, thus demonstrating that he/she is highly capable in this area and exceeds the minimum expectations for a novice/beginning teacher.
 
NOTE: Candidates with 1 in any category may be dropped from the program; candidates in their second student teaching experience with 2 in any category will be required to extend this experience until they can demonstrate this proficiency; only candidates with a score of 3 or 4 in each proficiency will be allowed to pass their second student teaching experience and graduate from the program.

Warner School 1 CONTENT PRINCIPLE The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, as identified by relevant professional organizations, and can create learning experiences that make these aspects of subject matter meaningful for all students.
WS 1.2 Subject matter understanding Candidates have a good understanding of some of the central concepts, tools of inquiry and structures of the subject matter(s) taught, and have developed strategies and skills to continue their learning in this area.
WS 1.3 Curriculum standards Candidates are familiar with the principles and concepts delineated in professional, New York State, and Warner School Teaching and Curriculum standards, and their implications for curricular and instructional decisions.
WS 1.4 Meaningful learning experiences Candidates are able to create learning experiences that make the subject matter meaningful and relevant for all students.

Warner School 2 LEARNING PRINCIPLE The teacher candidate understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. The teacher candidate understands that learning involves active engagement in culturally valued activities with knowledgeable others and the construction of new knowledge.
WS 2.2 Knowledge construction & culture Candidates understand that all students construct knowledge through active engagement in culturally valued activities, and know what is appropriate for their students to learn, based on their age/grade level and the strengths, experiences and resources of their family/community background
WS 2.3 Building on students' experiences Candidates are able to provide learning experiences that take into consideration the students' developmental level and draw on the strengths and resources available in students' prior experiences, as well as the school, family, and community contexts in which they live.

Warner School 3 EQUITY PRINCIPLE The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands the role each of us plays in the maintenance and transformation of social and educational practices that engender inequity and is committed to promote equity and social justice.
WS 3.1 Equity principles Candidates understand equity and social justice principles, including everyone's right to have an opportunity to learn and what constitutes equitable and socially just behavior and treatment for themselves and others.
WS 3.2 Respect of diversity Candidates are committed to high moral and ethical standards and respect and value their students' differences in contexts and approaches to learning.
WS 3.3 Understanding differences & disabilities Candidates are familiar with some of the cultural, linguistic and learning differences and/or disabilities their students may present and their implications for the classroom.
WS 3.4 Culturally relevant learning experiences Candidates are able to provide learning experiences that are culturally relevant and address the strengths and needs of all students.

Warner School 4 PEDAGOGY PRINCIPLE The teacher candidate understands the link between content and pedagogy. As such, the teacher candidate understands and uses a variety of instructional strategies to encourage all students' development of critical thinking, problem solving, and performance skills that are appropriate for specific topics and subject areas, as identified by the relevant professional organization(s). The teacher candidate is able to use and problematize the various technologies available to facilitate learning.
WS 4.1 Knowing a variety of instructional strategies Candidates are familiar with a wide array of instructional strategies consistent with professional, New York State and Warner School program standards, and understand their potential uses, values and limitations for achieving specific learning goals.
WS 4.2 Using innovative strategies Candidates are able to use a variety of teaching and learning strategies and classroom structures to achieve the learning goals articulated in relevant professional, New York State and Warner School program standards.
WS 4.3 Understand value and limitations of technology Candidates understand the potential values as well as problems and limitations of using technology in instruction.
WS 4.4 Use Technology Candidates are able to use technology in a variety of ways to support student learning within specific content areas.

Warner School 5 LEARNING COMMUNITY PRINCIPLE The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all students.
WS 5.1 Understand student motivation Candidates understand what may encourage or hinder student motivation and engagement in learning, based on an analysis of research and practice.
WS 5.2 Create safe classroom environment Candidates are able to construct comfortable and safe classroom environments for all students.
WS 5.3 Foster community of learners Candidates are able to construct a classroom environment that supports student motivation and learning and the creation of a "community of learners."

Warner School 6 COMMUNICATION PRINCIPLE The teacher candidate understands the key role played by language in teaching and learning. The teacher candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
WS 6.1 Understand role of language Candidates understand the role of language in teaching and learning.
WS 6.2 Proficient in various modes of communication Candidates are familiar with and proficient in a wide variety of modes and vehicles for communication that can support learning and inquiry for all students.
WS 6.3 Uses communication to support learning Candidates are able to use effectively a variety of modes of communication to make ideas accessible to all students and foster inquiry.
WS 6.4 Use of varied media Candidates are able to construct curriculum activities that incorporate oral, written, visual, and electronic texts as tools for interaction and communication across multiple contexts, and that facilitate all students' critical analysis of such texts.

Warner School 7 PLANNING PRINCIPLE The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
WS 7.1 Standards-based planning Candidates are able to align instruction with learning goals consistent with professional and New York State standards.
WS 7.2 Unit planning and implementation Candidates are able to implement lessons according to a well- defined and high quality plan.

Warner School 8 ASSESSMENT PRINCIPLE The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social and physical development of all learners and to inform instruction. Assessment is embedded in authentic learning activities that are for real audiences and real purposes.
WS 8.1 Knows multiple assessments Candidates understand the multiple purposes of assessment and are familiar with a variety of assessment and evaluation strategies, their purposes and potential uses.
WS 8.2 Use appropriate assessments Candidates are able to use a variety of assessment and evaluation strategies, including some that are embedded in authentic learning activities and have real audiences and purposes, to monitor, assess and provide guidance to student learning.
WS 8.3 Using assessment inform instruction Candidates are able to use assessment to inform instruction by making links between their teaching and student performance and by adjusting their practice as a result of analysis of and reflection on student assessment data.
WS 8.4 Positive effect on students' learning Candidates are able to have a positive effect on their students' learning.

Warner School 9 PROFESSIONAL PRACTICE PRINCIPLE The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally, including staying up to date with research, theories and best practices in his/her field.
WS 9.1 Committed to improvement Candidates are committed to continue to learn and improve their practice throughout their teaching career.
WS 9.2 Reflection on practice Candidates are able to reflect on their practices, constructively use critiques of their practice, and draw from theories and research results, in order to make necessary adjustments to enhance student learning.
WS 9.3 Professional organizations Candidates recognize the key role played by professional organizations and the importance of participating in these learning communities; this includes knowing and using relevant standards generated by these organizations (including professional ethics standards).

Warner School 10 COMMUNITY PRINCIPLE The teacher candidate fosters relationships with school colleagues, parents/ caregivers, and agencies in the larger community to support students' learning and well-being.
WS10.1 Valuing community involvement Candidates value and seek out parental and community involvement.
WS10.2 Communicate effectively Candidates are able to communicate effectively with parents/caregivers and colleagues.
 
Notes: