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University of Rochester Warner School of Education
Student Teaching Second Evaluation Inclusion (2014 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 - CEC standards for INCLUSION 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 Warner School and the Council for Exceptional Children (CEC) for teacher candidates pursuing certification in Teaching Students with Disabilities, using the following rubrics:
 
1.         Insufficient– i.e., the candidate has not attained the proficiency in question and 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., the candidate has the potential to demonstrate this proficiency, but performance in this standard has been marginal, variable, and inconsistent; the candidate is not a danger for students or a burden to a cooperating teacher.
3.         Basic proficiency – i.e., the candidate has demonstrated 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.
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 shading the corresponding cell)
 
Please note that we are asking you to provide both an individual evaluation of the extent to which the candidate met each key element within a standard AND an overall evaluation of how the candidate met each standard as a whole – using sources of evidence consistent with the ones listed for 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 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. Therefore, please mark what you think is the most appropriate “overall” box next to each standard after having chosen the appropriate score for each key indicator of that standard.
 
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.
 
NOTE: Beginning special educators demonstrate their mastery of these standards through the mastery of the CEC Content Standards for Beginning Special Education Teachers. 

CEC 2012 1 Learner Development and Individual Learning Differences 
CEC 2012 1 Learner Development and Individual Learning Differences Potential Evidence: Treats all students and adults with dignity and respect; Addresses each student's social, emotional, and behavioral needs; Plans lessons that meet the developmental needs of all students (e.g., length of activities, appropriate materials, provides transitions); Arranges opportunities for family participation in the educational process; Holds appropriately challenging expectations for all students; Maintains or enhances classroom environment that respects social, cultural, linguistic, and cognitive differences; Identifies appropriate services or resources to meet the needs of exceptional learners; Makes diversity an asset; Gives equitable attention to all (e.g., gender; race/ethnicity; class; religious affiliation; sexual orientation; ability status); Attends to individual student needs (e.g., provides appropriate seating/room arrangement, plans for movement)
CEC 2012 1.1 Response to student diversity / Culturally responsive teaching 
(1)Unacceptable / Insufficient
Candidate demonstrates no response to students' varying abilities and behaviors, no concern for students' cognitive and affective learning, and does not implement culturally relevant experiences designed to address students' social, cultural, and linguistic strengths and needs
(2) Needs Improvement / Emerging
Candidate demonstrates some response to students' varying abilities and behaviors, some concern for students' cognitive and affective learning, and some attempt at implementing culturally relevant experiences designed to address students' social, cultural, and linguistic strengths and needs
(3) Basic Proficiency
Candidate responds to students' varying abilities and behaviors, demonstrates concern for students' cognitive and affective learning, and implements culturally relevant experiences designed to address students' social, cultural, and linguistic strengths and needs
(4) Outstanding Performance
Candidate responds to students' varying abilities and behaviors, consistently demonstrates concern for students' cognitive and affective learning, and consistently implements culturally relevant experiences designed to address students' social, cultural, and linguistic strengths and needs
CEC 2012 1.2 Developmental needs of students 
(1)Unacceptable / Insufficient
Candidate is not responsive to the intellectual, social, physical, and personal developmental needs of all students and no understanding of how students differ in their approaches to learning
(2) Needs Improvement / Emerging
Candidate is somewhat responsive to the intellectual, social, physical, and personal developmental needs of all students and some understanding of how students differ in their approaches to learning
(3) Basic Proficiency
Candidate is responsive to the intellectual, social, physical, and personal developmental needs of all students and an understanding of how students differ in their approaches to learning
(4) Outstanding Performance
Candidate is consistently sensitive, alert, and responsive to the intellectual, social, physical, and personal developmental needs of all students and a thorough understanding of how students differ in their approaches to learning
CEC 2012 1.3 Developmentally appropriate materials 
(1)Unacceptable / Insufficient
Candidate does not select developmentally appropriate materials for instruction and disregards all information concerning individual students' skills and learning needs (e.g., from families, IEPs, other professionals)
(2) Needs Improvement / Emerging
Candidate selects developmentally appropriate materials for instruction sometimes and makes some accommodations or modifications based on information concerning individual students' skills and learning needs (e.g., from families, IEPs, other professionals)
(3) Basic Proficiency
Candidate selects developmentally appropriate materials for instruction most of the time and makes accommodations or modifications based on information concerning individual students' skills and learning needs (e.g., from families, IEPs, other professionals)
(4) Outstanding Performance
Candidate consistently selects developmentally appropriate materials for instruction, assesses individual needs from multiple sources, and incorporates that knowledge in planning and teaching

CEC 2012 2 Learning Environments 
CEC 2012 2 Learning Environments Potential Evidence: Maintains safe learning environment; Uses a variety of appropriate and specific praise for individuals and the whole group; Regulates physical conditions of room; Students not isolated inappropriately; Materials prepared in advance and readily available to teacher and students; Cues students to demonstrate procedures for routine tasks ; Prepares for students who finish early or late; Arranges heterogeneous seating group formation ; Facilitates students' taking responsibility for their own learning ; Posts classroom rules and consistently enforces them with all students; Uses effective and appropriate methods for gaining attention of students; Avoids sarcasm; Uses least intrusive management techniques; Reinforces spontaneous use of appropriate social skills; Provides cues to prompt natural social skills; Teaches self-advocacy/self-determination skills; Provides opportunities for social interactions
CEC 2012 2.1 Classroom environment management / planning 
(1)Unacceptable / Insufficient
Candidate demonstrates inefficient use of time, space, and learning resources for diverse students' learning, and little or no evidence of a classroom management plan; a reactive management style
(2) Needs Improvement / Emerging
Candidate sometimes demonstrates inefficient use of time, space, and learning resources for diverse students' learning, and little evidence of a classroom management plan; a reactive management style at times
(3) Basic Proficiency
Candidate demonstrates appropriate management of time, space, and learning resources for diverse students' learning, follows classroom management plan, and an awareness of and appropriate response to student behavior
(4) Outstanding Performance
Candidate consistently demonstrates appropriate management of time, space, and learning resources for diverse students' learning, follows classroom management plan, and demonstrates a proactive management style
CEC 2012 2.2 Student engagement 
(1)Unacceptable / Insufficient
Candidate does not create experiences where students are productively engaged
(2) Needs Improvement / Emerging
Candidate does not always create experiences where students are productively engaged
(3) Basic Proficiency
Candidate creates experiences where students actively engaged
(4) Outstanding Performance
Candidate creates rich experiences where students are actively and equitably engaged
CEC 2012 2.3 Monitoring and response to student behavior 
(1)Unacceptable / Insufficient
Candidate does not monitor behavior; responds inconsistently/inappropriately to student behavior; does not intervene or intervenes in unsafe ways with students with exceptional learning needs in crisis.
(2) Needs Improvement / Emerging
Candidate does not always monitor behavior; responds inconsistently to student behavior; does not intervene safely with individuals with exceptional learning needs in crisis.
(3) Basic Proficiency
Candidate corrects misbehavior with minimal loss of instructional time; intervenes with individuals with exceptional learning needs in crisis
(4) Outstanding Performance
Candidate demonstrates subtle/preventative monitoring and fair, respectful responses to student behavior; facilitates students' monitoring or adjusting their own behaviors when appropriate; intervenes safely with individuals with exceptional learning needs in crisis
CEC 2012 2.4 Understandings of individual and group motivation 
(1)Unacceptable / Insufficient
Candidate does not demonstrate an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation
(2) Needs Improvement / Emerging
Candidate demonstrates some understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation
(3) Basic Proficiency
Candidate demonstrates an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation
(4) Outstanding Performance
Candidate demonstrates a thorough understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation

CEC 2012 3 Curricular Content Knowledge 
CEC 2012 3 Curricular Content Knowledge  Potential Evidence: States explicit connections to other content areas; States explicit connections from students' everyday lives; Uses authentic examples and activities that relate to students' everyday lives and/or current events; Continues to learn and strengthen content knowledge; Functions as a team (IEP, grade-level) member; Knows school policies, regulations, and laws; Implements supplemental aids and services; Understands and works well with related services providers and agencies
CEC 2012 3.1 Content connections 
(1)Unacceptable / Insufficient
Candidate demonstrates no evidence of connections to other content areas or making content relevant to students' lives
(2) Needs Improvement / Emerging
Candidate demonstrates some evidence of connections to other content areas or making content relevant to students' lives
(3) Basic Proficiency
Candidate makes content relevant to students' lives
(4) Outstanding Performance
Candidate consistently makes content relevant to students' lives
CEC 2012 3.2 Teacher role in instruction (GC4K5, CC4S4, GC4S6) 
(1)Unacceptable / Insufficient
Candidate Instruction is teacher-centered; candidate never assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner need
(2) Needs Improvement / Emerging
Candidate rarely assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner need
(3) Basic Proficiency
Candidate sometimes assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner need
(4) Outstanding Performance
Candidate assumes different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner need
CEC 2012 3.3 Adaptations and modifications 
(1)Unacceptable / Insufficient
Candidate does not adapt or modify strategies or materials for individuals with diverse learning strengths and needs
(2) Needs Improvement / Emerging
Candidate attempts to adapt or modify strategies or materials for individuals with diverse learning strengths and needs at times
(3) Basic Proficiency
Candidate adapts or modifies strategies or materials for individuals with diverse learning strengths and needs
(4) Outstanding Performance
Candidate consistently adapts or modifies strategies and materials for individuals with diverse learning strengths and needs

CEC 2012 4 Assessment 
CEC 2012 4 Assessment Potential Evidence: Involves students in self-assessment activities; Methods of assessment are appropriate for all learners; Introduces and explains assessment criteria are introduced and explained prior to instruction; Solicits information about students' experiences, learning, behavior, needs, strengths, and progress from parents, other colleagues, and students; Collects, interprets, and uses data from standardized tests, functional behavior and other assessments
CEC 2012 4.1 Types of assessments 
(1)Unacceptable / Insufficient
Candidate develops inappropriate or no assessment of instructional objectives / outcomes / essential questions; does not align assessments with instructional objectives / outcomes / essential questions and lesson procedures
(2) Needs Improvement / Emerging
Candidate develops some inappropriate assessment of instructional objectives / outcomes / essential questions; does not always align assessments with instructional objectives / outcomes / essential questions and lesson procedures
(3) Basic Proficiency
Candidate uses assessment that align with instructional objectives / outcomes / essential questions and lesson procedures
(4) Outstanding Performance
Candidate consistently uses a variety of authentic and traditional assessments that align with instructional objectives / outcomes / essential questions and lesson procedures
CEC 2012 4.2 Student progress monitoring 
(1)Unacceptable / Insufficient
Candidate does not maintain accurate records of student academic and non-academic progress; does not monitor lesson or adheres firmly to instructional plan; does not adjust for students who do not understand or who have already mastered content
(2) Needs Improvement / Emerging
Candidate maintains mostly accurate records of student academic and non-academic progress; minimally monitors lesson and adheres somewhat firmly to instructional plan' displays some attempt to adjust for students who do not understand or who have already mastered content
(3) Basic Proficiency
Candidate maintains accurate records of student academic and non-academic progress; monitors lesson and makes appropriate modifications to instructional plans during the lesson to address students' needs; probes for understanding; uses students' questions to direct instruction
(4) Outstanding Performance
Candidate consistently maintains accurate records of student academic and non-academic progress; consistently monitors lesson and provides constructive and ongoing feedback; consistently and successfully makes modifications
CEC 2012 4.3 Using data to plan instruction 
(1)Unacceptable / Insufficient
Candidate does not assess student learning before, during, and after instruction; does not use student readiness and performance data to plan instruction for individuals and groups
(2) Needs Improvement / Emerging
Candidate assesses student learning before, during, and after instruction inconsistently' sometimes uses student readiness and performance data to plan instruction for individuals and groups
(3) Basic Proficiency
Candidate assesses student learning before, during, and after instruction; uses student readiness and performance data to plan instruction for individuals and groups
(4) Outstanding Performance
Candidate assesses student learning before, during, and after instruction and uses reflections of assessment findings to guide future instruction; uses student readiness and performance data to plan and modify instruction for individuals and groups

CEC 2012 5 Instructional Planning and Strategies 
CEC 2012 5 Instructional Planning and Strategies Potential Evidence: Gives clear, concise directions in multiple formats; Uses advance and post organizers; Provides models, prompts, and cues; Provides appropriate guided practice; Provides independent practice; Uses appropriate questions and wait time; Uses effective instructional time; Actively engages students ; Varies material according to student need; Delivers of instruction is varied (e.g., manipulatives, drill, peers, games, technology, worksheets, role plays); Uses appropriate materials to support social, emotional, and behavioral needs or students; Uses cooperative learning; Implements instruction appropriate to stage of learning (e.g., acquisition, proficiency building, maintenance, generalization)
CEC 2012 5.1 Use of evidence-based strategies (CC4K1, CC4K3, GC4S1, GC4S2, GC4S11) 
(1)Unacceptable / Insufficient
Candidate neither plans nor implements appropriate instructional strategies to engage and support learning; does not consider students' strengths, needs, or cultural or linguistic factors in delivery of instruction
(2) Needs Improvement / Emerging
Candidate sometimes plans for and uses inappropriate instructional strategies to engage and support learning; sometimes considers students' strengths, needs, and cultural or linguistic factors in delivery of instruction
(3) Basic Proficiency
Candidate plans and uses evidence-based instructional strategies to engage and support learning that considers students' strengths, needs, and cultural or linguistic factors in delivery of instruction
(4) Outstanding Performance
Candidate consistently plans and implements evidence-based instructional strategies to engage and support learning that fully considers students' strengths, needs, or cultural or linguistic factors in delivery of instruction
CEC 2012 5.2 Resources and materials 
(1)Unacceptable / Insufficient
Candidate displays little or no evidence of using resources or materials other than assigned textbook and/or worksheets; does not use technology to enhance instruction
(2) Needs Improvement / Emerging
Candidate uses some resources and materials other than assigned textbook and/or worksheets; uses technology superficially and does not enhance instruction
(3) Basic Proficiency
Candidate uses a variety of appropriate materials and resources that enhance instruction for diverse learners; uses technology effectively
(4) Outstanding Performance
Candidate consistently uses and monitors the effectiveness of a variety of appropriate materials and resources that consistently enhance instruction for diverse learners; plans for students to utilize resources, materials, and technology in their learning
CEC 2012 5.3 Use of AAC and / or Assistive Technology 
(1)Unacceptable / Insufficient
Candidate does not use augmentative, alternative, or assistive technologies to support and enhance communication of individuals with exceptionalities
(2) Needs Improvement / Emerging
Candidate attempts to use, sporadically uses, or uses in isolation augmentative, alternative, or assistive technologies to support and enhance communication of individuals with exceptionalities
(3) Basic Proficiency
Candidate uses augmentative, alternative, or assistive technologies to support and enhance communication of individuals with exceptionalities
(4) Outstanding Performance
Candidate embeds/infuses augmentative, alternative, or assistive technologies in the classroom
CEC 2012 5.4 Cross-disciplinary knowledge, critical and creative thinking, and problem solving skills 
(1)Unacceptable / Insufficient
Candidate does not select materials or strategies to foster cross-disciplinary knowledge, critical and creative thinking skills, and does not engage students in problem solving activities
(2) Needs Improvement / Emerging
Candidate rarely selects materials or strategies to foster cross-disciplinary knowledge, critical and creative thinking skills; sometimes engages students in problem solving activities
(3) Basic Proficiency
Candidate selects materials or strategies to foster cross-disciplinary knowledge, critical and creative thinking skills, and engages students in problem solving activities
(4) Outstanding Performance
Candidate selects materials or strategies to foster cross-disciplinary knowledge and critical and creative thinking skills, uses higher level questions to challenge students' thinking, and consistently engages students in problem solving activities
CEC 2012 5.5 Understandings of language development 
(1)Unacceptable / Insufficient
Candidate demonstrates no understanding of typical and atypical language development; does not use individualized strategies to enhance language development or teach communication skills (e.g., teaching vocabulary, students' writing/verbal skills)
(2) Needs Improvement / Emerging
Candidate demonstrates a minimal understanding of typical and atypical language development; sometimes uses individualized strategies to enhance language development or teach communication skills (e.g., teaching vocabulary, students' writing/verbal skills)
(3) Basic Proficiency
Candidate demonstrates an understanding of typical and atypical language development; uses individualized strategies to enhance language development or teach communication skills (e.g., teaching vocabulary, students' writing/verbal skills)
(4) Outstanding Performance
Candidate demonstrates a thorough understanding of typical and atypical language development; consistently uses individualized strategies to enhance language development or teach communication skills (e.g., teaching vocabulary, students' writing/verbal skills)
CEC 2012 5.6 Individualized instructional planning 
(1)Unacceptable / Insufficient
Candidate does not collaborate to plan or implement long-range instruction across settings; instruction does not incorporate appropriate materials and methods that lead to acquisition and generalization of learning
(2) Needs Improvement / Emerging
Candidate rarely collaborates to plan and rarely implements long-range instruction across settings; instruction rarely incorporates appropriate materials and methods that lead to acquisition and generalization of learning
(3) Basic Proficiency
Candidate sometimes collaborates to plan and implements long-range instruction across settings; instruction mostly incorporates appropriate materials and methods that lead to acquisition and generalization of learning
(4) Outstanding Performance
Candidate consistently collaborates to plan and implements long-range instruction across settings; instruction consistently incorporates appropriate materials and methods that lead to acquisition and generalization of learning

CEC 2012 6 Professional Learning and Ethical Practice 
CEC 2012 6 Professional Learning and Ethical Practice Potential Evidence: Uses professional literature, colleagues and other resources to support self-development as a learner and teacher; Manages interactions with school and community members in an ethical and legal manner; Seeks constructive feedback from students, parents, and other colleagues Maintains membership in professional organization(s)
CEC 2012 6.1 Legal and ethical issues (CC9S1, CC9S4) 
(1)Unacceptable / Insufficient
Candidate demonstrates no understanding of legal matters and professional / ethical considerations related to inclusive education
(2) Needs Improvement / Emerging
Candidate demonstrates some understanding of legal matters and professional / ethical considerations related to inclusive education
(3) Basic Proficiency
Candidate demonstrates an understanding of legal matters and professional / ethical considerations related to inclusive education
(4) Outstanding Performance
Candidate demonstrates a comprehensive understanding of legal matters and professional / ethical considerations related to inclusive education
CEC 2012 6.2 The field as a discipline 
(1)Unacceptable / Insufficient
Candidate demonstrates little or no understanding of philosophies, evidence-based principles and theories, and relevant laws and policies related to special/inclusive education
(2) Needs Improvement / Emerging
Candidate demonstrates some understanding of philosophies, evidence-based principles and theories, and relevant laws and policies related to special/inclusive education
(3) Basic Proficiency
Candidate demonstrates an understanding of philosophies, evidence-based principles and theories, and relevant laws and policies related to special/inclusive education
(4) Outstanding Performance
Candidate demonstrates a thorough understanding of philosophies, evidence-based principles and theories, and relevant laws and policies related to special/inclusive education
CEC 2012 6.3 Understanding diversity 
(1)Unacceptable / Insufficient
Candidate demonstrates little to no knowledge of student diversity and difference and how this might interact with the delivery of special education services
(2) Needs Improvement / Emerging
Candidate demonstrates general knowledge of student diversity and difference (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests) and the general implications of how this might interact with the delivery of special education services
(3) Basic Proficiency
Candidate demonstrates specific knowledge of student diversity and differences (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests) and how these can interact with the delivery of special education services
(4) Outstanding Performance
Candidate demonstrates in-depth knowledge of student diversity and differences (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests) and how these can interact with the delivery of special education services
CEC 2012 6.4 Advocacy and mentoring 
(1)Unacceptable / Insufficient
Candidate does not demonstrate the ability to advocate for the needs of his/her students
(2) Needs Improvement / Emerging
Candidate demonstrates some ability to advocate for the needs of his/her students
(3) Basic Proficiency
Candidate demonstrates an ability to advocate for the needs of his/her students
(4) Outstanding Performance
Candidate demonstrates an ability to respectfully advocate for the needs of his/her students
CEC 2012 6.5 Professional development 
(1)Unacceptable / Insufficient
Candidate does not seek out opportunities for professional development or keep current with evidence-based practices
(2) Needs Improvement / Emerging
Candidate rarely seeks out opportunities for professional development and does not keep current with evidence-based practices
(3) Basic Proficiency
Candidate seeks out opportunities for professional development and keeps current with evidence-based practices
(4) Outstanding Performance
Candidate consistently seeks out opportunities for professional development and keeps current with research in the field
CEC 2012 6.6 Ethical practice (CC9K1, CC9S3, CC9S10, CC9S13) 
(1)Unacceptable / Insufficient
Candidate does not demonstrate an awareness of, nor seeks to understand, how his/her own and others attitudes, behaviors, and ways of communicating can influence his/her practice
(2) Needs Improvement / Emerging
Candidate demonstrates some awareness of how his/her own and others attitudes, behaviors, and ways of communicating can influence his/her practice
(3) Basic Proficiency
Candidate demonstrates awareness of how this/her own and others attitudes, behaviors, and ways of communicating can influence his/her practice.
(4) Outstanding Performance
Candidate demonstrates awareness of how his/her own and others attitudes, behaviors, and ways of communicating can influence his/her practice, and consistently reflects on this awareness to improve his/her practice

CEC 2012 7 Collaboration 
CEC 2012 7 Collaboration Potential Evidence: Promotes parental involvement; Reports pertinent information to parents or other professionals; Effectively utilizes paraeducators in the classroom; Participates effectively in co-teaching / co-planning
CEC 2012 7.1 Positive relationships 
(1)Unacceptable / Insufficient
Candidate does not foster relationships with school colleagues, related services personnel, parents, and agencies in the larger community to support students' learning and well-being; does not serve as a resource participate in team problem-solving efforts
(2) Needs Improvement / Emerging
Candidate fosters minimal relationships with school colleagues, related services personnel, parents, and agencies in the larger community to support students' learning and well-being; sometimes serves as a resource and participates minimally in team problem-solving efforts
(3) Basic Proficiency
Candidate fosters relationships with school colleagues, related services personnel, parents, and agencies in the larger community to support students' learning and well-being; serves as a resource and participates in team problem-solving efforts
(4) Outstanding Performance
Candidate fosters positive relationships with school colleagues, related services personnel, parents, and agencies in the larger community to support students' learning and well-being; consistently serves as a resource and participates in team problem-solving efforts
CEC 2012 7.2 Working with families 
(1)Unacceptable / Insufficient
Candidate rejects family involvement in all aspects of the education process and displays a negative attitudes towards family interactions
(2) Needs Improvement / Emerging
Candidate makes some attempt at family involvement in the education process
(3) Basic Proficiency
Candidate encourages family involvement in the education process
(4) Outstanding Performance
Candidate provides multiple opportunities for family participation in all aspects of the educational process
CEC 2012 7.3 Collaboration 
(1)Unacceptable / Insufficient
Candidate demonstrates no understanding of theory to inform collaboration and does not collaborate with others to design learning experiences that meet students' needs and interests (e.g., inclusion team members, etc.)
(2) Needs Improvement / Emerging
Candidate demonstrates a minimal understanding of theory to inform collaboration and collaborates minimally with others to design learning experiences that meet students' needs and interests (e.g., inclusion team members, etc.)
(3) Basic Proficiency
Candidate demonstrates an understanding of theory to inform collaboration and collaborates with others to design learning experiences that meet students' needs and interests (e.g., inclusion team members, etc.)
(4) Outstanding Performance
Candidate demonstrates a in-depth understanding of theory to inform collaboration and consistently collaborates with others to design learning experiences that meet students' needs and interests (e.g., inclusion team members, etc.)
 
Instrument informed by Student Teacher Evaluation Instruments from Illinois State University, Valdosta State University, University of South Florida, Syracuse University, University of Northern Iowa, University of Kentucky.
 
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.
 
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