Early Childhood Education Field Experience Assessments and Scoring Guides
ECH 380
1.
Classroom Observation Reports
Classroom observation reports are to contain the following information and correspond to the organizational
structure below. For each of the components #3, 4, & 5, one or more well developed paragraphs is required and
the information is to be presented in a professional manner.
1. Identifying information
 Program name (complete & accurate), location, date of visit and classroom information
2. People in the classroom
 Age range and number of children
 Number of adults in the room
 Ethnic, racial, and linguistic background of children & adults (to the extent observable)
 Children’s special needs (if observable)
3. Learning environment
 Organization of the room [You may draw a floor plan.]
 Materials available to children
 Adult materials
 Aesthetic quality of the room
 Schedule, routines, transitions
4. Activities in the classroom
 Description of the kinds of activities/experiences in which children were engaged
 Description of the interactions adults had with the children
 Description of interactions children had with one another
5. Professional Reflection
 Based on what you have observed in the classroom(s), explain the extent to which you believe
the following goal is achieved, providing specific evidence for your description.
The learning environment addresses the five areas of Best Practices.
6. Personal Response
a. Write about your responses to the classroom, which may include impressions, questions, or
general comments about your time in this classroom.
Scoring Guide
Report evaluation: Quincy/Classroom visit
Points/15 total
1.Identifying information: information accurate and complete
2.People in the classroom: all details accurate and addressed
/2
3.Learning environment: organization and components clearly discussed
/3
4.Activities in the classroom: all components clearly discussed
/5
5.Professional Reflection: goal clearly addressed
/3
6.Personal response: discussed in a professional manner
/2
Discussion Board: Quincy/Classroom visit
1. Question before program visit – completed
2.
2.
Points/5 total
on time; correct form
Response to classmate’s question – completed on time,
accurate information, correct form
Program Visit Reports
Program visit reports are to contain the following information and correspond to the organizational structure below. For
each of the components, except #1, one or more well developed paragraphs is required. Be sure complete information is
included and summarized from information gathered during the visit.
1. Identifying information
 Program name (complete & accurate, location and date of visit
2. Demographics
 Age range and number of children served
 Ethnic, racial, and linguistic background of children and families
 Socioeconomic status of children and families
 Geographic area served by the program
 Information about the broader community and how it is involved with the program
 Number, type, and credentials of staff
3. Services
 Titles of programs offered (e.g. preschool for all, early childhood special education, Head Start) and their
funding sources (e.g. Illinois State Board of Education)
 Eligibility criteria for entry into each of the above programs
 Services provided to children and families by the above programs
 Parent/family involvement activities
4. Facility
 Description of the building(s) and the outdoor area in which the program is housed
5. Professional Connections

Based on what you have learned about the program described above, explain how you believe it achieves
the following two goals:
 The program recognizes that children and families differ in their perspectives and approaches to
learning and it creates opportunities for growth and learning that are adapted for children of the
age range served, which are developmentally and culturally appropriate.
 The program fosters collaborative relationships among staff and with parents/guardians and
community agencies to support children’s learning and well -being.
6. Personal response/reaction
 Based on what you have learned about the program described above, discuss your personal responses to
the program as an example of a positive place for children and families.
Scoring Guide
Report evaluation criteria: Quincy/Program visit
Points/25 total
1. Identifying information: accurate & complete
/1
2. Demographic information: accurate and complete with specific details
/4
3. Services information: accurate and complete with specific details
/5
4. Facility information: accurate and complete with specific details
/6
5. Professional connections: both goals discussed, supported with evidence
/6
6. Personal response: discussed in a professional manner
/3
Discussion Board: Quincy/Program visit
Points/5 total
1. Question before program visit – completed on time; correct form
2.
Response to class mate’s question – completed on time,
accurate information, correct form
ECH 381
1. FINAL CHECKLIST – Completed by the WIU Supervisor
Every item must be satisfactorily completed to earn a satisfactorily grade for the course.
Names
Hrs.
Completed Time Logs
Activities
Connections
Notebook
Resources
Weekly
Reflections
Final
Reflections
Handwriting
Workbook
Thank you
Note
Mentor
Teacher
Evaluation
2. Mentor Teacher Evaluation of ECH 381 Classroom Aide/Participant
Please check using the following key: (Leave blank any dispositions that are not assessable in this experience.)
E: Exhibits
NI: Needs Improvement
D: Does not exhibit
N/O: No opportunity to observe
Collaboration: Works together with others to achieve a common goal
____Cooperates with others (children and teachers)
____Volunteers to participate in group effort (classroom assistance)
____Makes relevant contributions to discussions (classroom interactions)
Honesty/Integrity: Demonstrates truthfulness, professional behavior and trustworthiness
____Models behavior expected of both teachers and learners in an educational setting
Respect: Honors, values, and demonstrates consideration and regard for oneself and others
____Demonstrates a warm, friendly, and caring manner to others
____Interacts in a polite and respectful manner
____Uses appropriate language
____Takes care of property of others
____Demonstrates positive attitudes toward diverse cultures and learners
Commitment to learning: Demonstrates a respect for and is serious about knowledge acquisition
____Values instructional time (classroom time)
____Demonstrates positive attitude toward learning (classroom responsibilities)
Emotional Maturity: Demonstrates situationaly appropriate behavior
____Responds to situations professionally
____Uses appropriate tone of voice
____Uses self-disclosure appropriately
____Uses appropriate non-verbal expressions
____Accepts feedback from others
____Adapts to unexpected or new situation
____Demonstrates good personal hygiene
____Dresses appropriately for the situation
Responsibility: Acts independently and demonstrates accountability, reliability, and sound judgment
____Completes assigned tasks from group activities within an acceptable time frame (classroom activities)
____Seeks clarification and/or assistance as needed
____Seeks/locates needed resources
____Arrives for class on time
____Attends class regularly
Teaching Ability: Demonstrated skills in lesson delivery and classroom management
Additional comments:
Student Name:_______________________________ Semester:_____________________________
Classroom/School:____________________________ Signature:_____________________________
ECH 480
1. Notebook
Candidates are required to maintain a notebook that includes weekly reflections, time record, record of activities
completed, observations of children and the learning environment, and lesson record forms
Scoring Guide
ECH 480: Session I – Notebook Requirements: Evaluations
Fall, 2010
**Exceeds requirements
(outstanding evidence of skills/knowledge)
+ Meets requirements
(consistent evidence of skills/knowledge)
✓ partially meets requirements (minimal evidence of skills/knowledge)
Section I:
Time Record
All information
Included
Activities Record
Detailed activities
w/children
Weekly Reflections
Discussion of experiences
Professional quality
1 2 3 4 5 6 7
Blackboard Responses
Complete responses
Professional quality
1 2 3 4 5 6 7
Section II:
Learning Environment
6 Areas
Child Observations
Each child
Objective details
Clear observations
Complete information
Section III:
Lesson Record Form
Lesson Plans – 7 total
1
2
3
All information
Complete plans
4
5
6
7
curr area
goals/obj
adapt
assm
details
refl
Professional Presentation: Each section clearly organized & labeled
All information included, as required for each section
All information clearly presented
8
2. Observations by Mentor Teacher
ECH 480: Early Childhood EVALUATION FORM -- COOPERATING TEACHER
Student
Teacher
Dates: Fall, 2010 (Session 2: October 19 – December 10)
Classroom
Dates absent
School
Make-up dates
3: Exceeds requirements
(outstanding evidence of knowledge/skills)
2: Meets requirements
(consistent evidence of knowledge/skills )
1: Is below requirements (limited evidence of knowledge/skills)
0: Does not meet requirements (no evidence of knowledge/skills)
n/o: No opportunity to observe knowledge/skills
A. Interactions with Children (Promoting Child Development & Learning)
n/o
n/o
n/o
3 2 1
3 2 1
3 2 1
0
0
0
n/o
3 2 1
0
n/o
3 2 1
0
Comments: Indicate knowledge and
skills observed:
1. Interacts positively with children
2. Uses appropriate language and voice levels
3. Utilizes positive guidance techniques, consistent with
classroom expectations
4. Demonstrates an awareness of and sensitivity to
children’s abilities; responds positively to each child
5. Participates in activities with children
B. Classroom Teaching: (Teaching and Learning)
n/o
n/o
n/o
n/o
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
n/o
3 2 1
0
1. Comes prepared with materials and ideas
2. Seeks directions or guidance as needed
3. Implements a variety of teaching strategies
4. Selects interesting, challenging, appropriate, and
educationally sound activities, consistent with classroom
5. Provides children with opportunities to make choices Comments: Indicate suggestions for
areas of improvement:
n/o
3 2 1
0
n/o
3 2 1
0
n/o
n/o
n/o
n/o
3
3
3
3
0
0
0
0
2
2
2
2
1
1
1
1
and to engage in problem solving
6. Clarifies ideas and directions at children’s level of
understanding; makes adjustments to meet children’s needs
7. Maintains order consistent with demands of
specific learning/teaching situation
8. Demonstrates ability to work with small groups
9. Demonstrates ability to work with large groups
10. Assesses children’s learning through activities
11. Applies knowledge gained to plans and interactions
C. Classroom Participation
n/o
n/o
n/o
n/o
3
3
3
3
2
2
2
2
1
1
1
1
0
0
0
0
n/o
n/o
n/o
3 2 1
3 2 1
3 2 1
0
0
0
(Being Professional)
1. Is punctual and dependable
2. Approaches teaching enthusiastically
3. Maintains proper appearance
4. Demonstrates initiative when appropriate, consistent
with classroom expectations
5. Critically reflects upon and evaluates experiences
6. Responds to feedback; makes adjustments as appropriate
7. Exhibits professional behavior with children, teachers,
and parents(confidentiality, positive interactions with adults)
Additional comments:
3.
Evaluation by WIU Supervisor
Student:
Classroom Setting:
ECH 480: Field Experience, III Fall, 2010
II
Cooperating Teacher:
Student Evaluation
3: Exceeds requirements
2: Meets requirements
1: Is below requirements
(outstanding evidence of
(consistent evidence of
(minimal evidence of
skills/knowledge)
skills/knowledge)
skills/knowledge)
Classroom Record: Record, Observations, Reflection
Section 1: Record (Professional Behavior)
Session I
Session
9/4 – 10/16
10/21 – 12/11
0: Does not yet meet
(inconsistent evidence of
skills/knowledge)
a. Time Record: daily record; hours totaled; time sheet signed
b. Activities Record: daily record of activities WITH children, signed
Section 2: Child Development & Learning; Observation, Documentation, Assessment (Knowledge)
a. Child Observations:
*Session I -- one page/EACH child; 6 minimum total/1 per week
child’s development, behavior, or abilities in different domains/objective and specific;
minimal to no interpretations and judgments; data used to inform planning, interactions
xxxxxxx
*End of session I: summary for 2 different children; each domain,
From recorded observations; objective and specific
*Session II: observations of children (Teacher Work Sample)
xxxxxxx
b. Learning b. b. b. b. b.Environment: specific observations -- 5 areas of Best Practices;
1. Creating a Caring Community --- 2 observations
2. Guiding Children’s Learning --- 2 observations
3. Assessing Children’s Learning --- 2 observations
4. Constructing Curriculum --- 2 observations
5. Building Partnerships (Families & Community) --- 2 observations
Section 3: Teaching & Learning: Observation, Documentation, Assessment (Application)
a. Learning Experiences
Session I:
Session II:
7 learning experiences; 5 curricular areas; 2 whole group
Teacher Work Sample
xxxxxxx
xxxxxxxx
b. Planning
Session I: record of 7 experiences
all components of the lesson plan format ; fit with classroom schedule
understanding of individual children’s abilities and knowledge
grounded in curriculum content
/7
adaptations for children with diverse needs
/7
methods for involving parents/families in the activities
/7
planned in detail; approved by teacher
preparations completed prior to arrival in classroom
plans, in notebook at time of observation
Session II: Teacher Work Sample.
Section 4:
/7
xxxxxxx
/7
xxxxxxxx
Professional Behavior (Reflection & Collaboration}
a. Responses: critical reflections on involvement in classroom and with children,
responses to and feelings about experiences, and personal/professional growth
.
WEEKLY written responses (1 per week)
blackboard discussions each week (1 per week)
b. Professional Reflections:
END OF SESSION I: reflection
END of SESSION II: Section VII of TWS
Classroom Observations
a.
Cooperating Teacher
Interactions with Children
Classroom Teaching
Classroom Participation
b.
Supervisor
Interactions with Children
Classroom Teaching
xxxxxxxx
Planning for Teaching
Reflection
Course Requirements
Comments
4. WIU Teacher Work Sample Tasks and Directions and Scoring Rubric
1. Contextual Factors: The teacher candidate uses information about the learning-teaching context and
student individual differences to set learning objectives and benchmarks and plan instruction and assessment
informed by their understanding of relevant major schools of thought.
Tasks:
1.1. Describe community, district and school factors that may impact student learning.
1.2. Describe classroom factors that may impact student learning.
1.3. Describe student characteristics that may impact student learning.
1.4. Identify and discuss the potential instructional implications of one or more contextual factors as informed
by your understanding of the major schools of thought.
Indicator
1. Contextual Factors
Unacceptable (1)
Acceptable (2)
Target (3)
Description of community,
district and school factors
that may impact student
learning
(Task 1.1)
Description of classroom
factors that may impact
student learning
(Task 1.2)
Description of community,
district and school factors that
may impact student learning is
severely limited, irrelevant,
inaccurate, and/or missing.
Description of classroom
factors that may impact
student is severely limited,
irrelevant, inaccurate, and/or
missing.
Description of student
characteristics that may impact
student learning is severely
limited, irrelevant, inaccurate,
and/or missing.
Identification and discussion
of the potential instructional
implications of one or more
contextual factor(s) informed
by understanding of the
relevant major schools of
thought severely is limited,
irrelevant, inaccurate, and/or
missing.
Basic, accurate and perceptive
description of community,
district and school factors that
may impact student learning is
provided.
Basic, accurate and perceptive
description of classroom
factors that may impact
student learning is provided.
Detailed, accurate and
perceptive description of
community, district and school
factors that may impact
student learning is provided.
Detailed, accurate and
perceptive description of
classroom factors that may
impact student learning is
provided.
Detailed, accurate and
perceptive description of
student characteristics that
may impact student learning is
provided.
Detailed and accurate
identification and thoughtful
discussion of the potential
instructional implications of
one or more contextual
factor(s) informed by
understanding of the relevant
major schools of thought is
provided.
Description of student
characteristics that may
impact student learning
(Task 1.3)
Identification and discussion
of the potential instructional
implications of one or more
contextual factor(s) as
informed by your
understanding of relevant
major schools of thought
(Task 1.4)
Basic, accurate and perceptive
description of student
characteristics that may impact
student learning is provided.
Basic and accurate
identification and thoughtful
discussion of the potential
instructional implications of
one or more contextual
factor(s) informed by
understanding of the relevant
major schools of thought is
provided.
2. Learning Objectives and Benchmarks: The teacher candidate sets significant, challenging, varied, and
appropriate learning objectives and benchmarks.
Tasks:
2.1. List the benchmarks from the Illinois Learning Standards that your unit is designed to address.
2.2. State daily objectives based on the identified benchmarks from the Illinois Learning Standards.
2.3. Discuss why the benchmarks and objectives are appropriate in terms of development, pre-requisite
knowledge, skills, and other student needs.
Indicator
Unacceptable (1)
2. Learning Objectives and Benchmarks
Acceptable (2)
Target (3)
Benchmarks and Illinois
Learning Standards for unit
plan
(Task 2.1)
Benchmarks for the unit plan
are inappropriate, insufficient
in number, and/or not
identified by number and
name for the content to be
taught in the unit.
Inappropriate number of daily
objectives for each benchmark
identified for the unit plan.
Benchmarks for the unit plan
are appropriate and sufficient
in number for the content to be
taught in the unit.
Benchmarks are appropriate,
sufficient in number, and
labeled by both number and
name to describe the content
to be taught in the unit.
Appropriate number of daily
objectives that are aligned
with each benchmark
identified for the unit plan.
Appropriate number of daily
objectives that are clearly
aligned with each benchmark
identified for the unit plan.
Daily objective(s) is/are
inappropriate because they fail
to consider the developmental
level, pre-requisite
knowledge/skills, and
contextual factors of the
students in the classroom.
The majority of daily
objectives are appropriate
because they consider the
developmental level, prerequisite knowledge/skills, and
contextual factors of the
students in the classroom.
All of the daily objectives are
appropriate because they
consider the developmental
level, pre-requisite
knowledge/skills, and
contextual factors of the
students in the classroom.
Alignment of daily objectives
with benchmarks identified
for the unit plan
(Task 2.2)
Rationale for
appropriateness of daily
objectives
(Task 2.3)
3. Assessment Plan: The teacher candidate uses multiple assessment modes and approaches to assess learning
before, during, and after instruction.
Tasks:
3.1. Provide an overview of the assessment plan, including alignment with the benchmark(s) and objectives you
have identified.
3.2. Provide a rationale for the assessment plan as a whole. Remember to consider the issues of accuracy (i.e.,
validity), consistency (i.e., reliability), and fairness.
3.3. Describe and include a copy of the pre- and post-assessments for the unit.
3.4. Describe the plan for formative assessment that will help determine student progress during the unit.
3.5 Provide a rationale for adaptations of assessments based upon the individual needs of students.
Indicator
3. Assessment Plan
Description of the type
of assessment
(Task 3.1.a)
Description of the
adaptations for the
assessments
(Task 3.1.b)
Rationale for the selection of
the pre-assessment
(Task 3.2.a)
Unacceptable (1)
The type of assessment planned
for one or more of the three
phases of assessment (preassessment, formative
assessment, post-assessment) is
inappropriate, inadequate, or
missing for the objectives.
The adaptations are
inadequate or inappropriate
for the type of assessment
and/or of limited value in
helping all learners
demonstrate their
knowledge/skills.
The rationale does not provide
an adequate and appropriate
explanation of the alignment
of the pre-assessment with
instructional objectives and/or
Acceptable (2)
The type of assessment
planned for each of the
three phases of assessment
(pre-assessment, formative
assessment, postassessment) is appropriate
and adequate for the
objectives.
The adaptations are
adequate, appropriate for
type of assessment, and
enable all learners to
demonstrate their
knowledge/skills.
The rationale provides an
adequate and appropriate
explanation of the alignment
of the pre-assessment with
instructional objectives and
Target (3)
The type of assessment
planned for each of the three
phases of assessment (preassessment, formative
assessment, post-assessment)
will enable the candidate to
gather highly relevant and
comprehensive data about
students’ knowledge and
skills in meeting the
objectives.
The adaptations are
varied, appropriate for
the type of assessment,
and enable all learners to
fully demonstrate their
knowledge/skills.
The rationale provides a
comprehensive and
insightful explanation of
the alignment of the preassessment with
does not explain how it
reflects an accurate,
consistent, and fair evaluation
of student learning.
adequately describes how it
reflects an accurate,
consistent, and fair evaluation
of student learning.
Rationale for the selection of
the formative assessments
(Task 3.2.b)
The rationale does not provide
an adequate and appropriate
explanation of the alignment
of the formative assessments
with instructional objectives
and/or does not explain how
they reflect an accurate,
consistent, and fair evaluation
of student learning and
progress towards achieving
the unit benchmarks and
objectives.
The rationale provides an
adequate and appropriate
explanation of the alignment
of the formative assessments
with instructional objectives
and adequately describes how
they reflect an accurate,
consistent, and fair evaluation
of student learning and
progress towards achieving
the unit benchmarks and
objectives.
Rationale for the selection of
the post-assessment
(Task 3.2.c)
The rationale does not provide
an adequate and appropriate
explanation of the alignment
of the post-assessment with
instructional objectives and/or
does not explain how it
reflects an accurate,
consistent, and fair evaluation
of student learning.
The rationale provides an
adequate and appropriate
explanation of the alignment
of the post-assessment with
instructional objectives and
adequately describes how it
reflects an accurate,
consistent, and fair evaluation
of student learning.
Pre-assessment
(Task 3.3.a)
One or more of the unit
objectives are not assessed;
the items or tasks are not
aligned with the unit’s
instructional objectives;
and/or the criteria for scoring
are inappropriate or do not
provide objective and
sufficient information about
the extent to which students
have already achieved or are
prepared to achieve the
objectives.
All of the unit objectives are
assessed; the items and tasks
are adequately aligned with
the instructional objectives;
and the criteria for scoring are
appropriate and provide
objective and sufficient
information about the extent
to which students have
already achieved or are
prepared to achieve the
objectives.
Post –assessment
(Task 3.3.b)
One or more of the unit
objectives are not assessed;
the items or tasks are not
aligned with instructional
objectives; and/or the criteria
for scoring are inappropriate
or do not provide objective
and sufficient information
about the extent to which
students achieved the
objectives.
All of the unit objectives are
assessed; the items and tasks
are adequately aligned with
instructional objectives; and
the criteria for scoring are
appropriate and provide
objective and sufficient
information about the extent
to which students achieved the
objectives
instructional objectives
and includes a thorough
and clear discussion of
how it reflects an
accurate, consistent and
fair evaluation of student
learning.
The rationale provides a
comprehensive and
insightful explanation of
the alignment of the
formative assessments
with instructional
objectives and includes a
thorough and clear
discussion of how they
reflect an accurate,
consistent and fair
evaluation of student
learning and progress
towards achieving the
unit benchmarks and
objectives.
The rationale provides
a comprehensive and
insightful explanation
of the alignment of the
post-assessment with
instructional objectives
and includes a thorough
and clear discussion of
how it reflects an
accurate, consistent and
fair evaluation of
student learning.
All of the unit
objectives are assessed;
the items or tasks are
fully aligned with the
instructional objectives;
and the criteria for
scoring are targeted to
provide objective and
specific information
about the extent to
which students have
already achieved or are
prepared to achieve the
objectives.
All of the unit
objectives are assessed;
the items are fully
aligned with the
instructional objectives;
and the criteria for
scoring are targeted to
provide objective and
specific information
about the extent to
which students have
achieved the objectives.
Formative assessments
(Task 3.4)
The formative assessment
plan, or criteria for evaluation
to determine how students are
progressing toward achieving
all unit objectives is limited or
not provided and provides
little or no information about
the extent to which students
are achieving the objectives.
The formative assessment
plan, or criteria for evaluation
to determine how students are
progressing toward achieving
all unit objectives is/are
appropriate and adequate and
provides some information
about the extent to which
students are achieving the
objectives.
Rationale for the assessment
adaptations
(Task 3.5)
The rationale describing how
the adaptation will enable
individual students to
demonstrate what they know
is limited or does not reflect
an understanding of the
difficulties students may
encounter when completing
the pre-assessment, formative
assessments, or postassessment for the unit.
The rationale describing how
the adaptation will enable
individual students to
demonstrate what they know
is adequate and reflects an
understanding of the
difficulties students may
encounter when completing
the pre-assessment, formative
assessments, and postassessment for the unit.
The formative assessment
plan, or criteria for
evaluation to determine how
students are progressing
toward achieving all unit
objectives is/are highly
relevant and comprehensive
and provides specific
information about the extent
to which students are
achieving the objectives.
The rationale describing how
the adaptation will enable
individual students to
demonstrate what they know
is insightful and reflects a
sophisticated understanding of
the difficulties all students
may encounter when
completing the preassessment, formative
assessments, and postassessment for the unit.
4. Design for Instruction: Based upon previously identified benchmarks, objectives, and assessment(s), the
teacher candidate designs a unit of instruction targeted at student needs and characteristics (including
behaviors) specific to the learning context.
Tasks:
4.1. Present and discuss the results of the pre-assessment(s).
4.2. Describe the instructional technologies you plan to use in your unit.
4.3. Provide the lesson plans used in the unit. Among the many components of the lesson plan, be sure to
address relevant student behavior, classroom management, and accommodations for individual learners.
4.4. Discuss how the contextual information and data were used to select appropriate activities, assignments,
and resources.
4.5.Provide a rationale for your instructional design.
Indicator
Unacceptable (1)
4. Design for Instruction
Acceptable (2)
Target (3)
Presentation of the results
of the pre-assessment
(Task 4.1.a)
Visual representation of
pre-assessment data
includes results for each
unit objective and/or
assessment, the data are
complete, and the
calculations are correct.
Visual representation of preassessment data includes
results for each unit objective
and/or pre-assessment, and the
data are complete, correct, and
presented in a way that
facilitates analysis.
Visual representation of preassessment data does not
include results for each unit
objective and/or preassessment, the data are
incomplete, and/or errors in
calculations are evident.
Discussion of the preassessment data
(Task 4.1.b)
Discussion of one or more
objectives is missing, limited,
or inconsistent with the data in
the visual representation; the
extent to which students have
already acquired the
knowledge/skills in the
objectives is not clearly or
accurately described; and/or
discussion of what the data
indicate about students’ prior
knowledge, patterns of errors,
and misconceptions is limited.
Discussion of the use of
instructional technology
(Task 4.2)
Discussion of specific
instructional technologies
implemented in the unit and/or
how those technologies have
the potential to impact student
learning is limited.
Number of lesson plans
(Task 4.3a)
Fewer than five lessons
(excluding days for
administering pre and postassessments) are included
and/or one or more lesson
plans are inadequate in the
following ways:
1) previously identified
are not included;
2) instructional
procedures are not
sequential and/or do not
clearly and sufficiently
address the objectives;
3) process/questions to
check for understanding or
promote critical or creative
thinking are limited, irrelevant
or missing.
Discussion adequately
addresses each objective and
is consistent with the data in
the visual representation; the
extent to which students have
already acquired the
knowledge/skills in the
objectives is clearly and
accurately described; and
some discussion of what the
data indicate about students’
prior knowledge, patterns of
errors, and misconceptions is
provided.
Adequate discussion of
specific instructional
technologies implemented in
the unit and how those
technologies have the potential
to impact student learning is
provided.
At least five lessons
(excluding days for
administering pre and postassessments) are included and
each lesson plan:
1) addresses previously
identified objectives;
2) provides sequential
instructional procedures that
sufficiently address the
objectives;
3) includes sufficient and
relevant questions/ processes
to check for understanding and
promote critical or creative
thinking.
Techniques to address
student behaviors
(Task 4.3.b)
Techniques to address student
behaviors which may
negatively impact student
learning are not relevant or
have not been included.
Relevant techniques which
address student behaviors that
may negatively impact student
learning are included.
Classroom management
procedures
(Task 4.3.c)
Management procedures to
ensure that each lesson
proceeds smoothly, efficiently,
and without confusion are in
adequate or not provided.
Adequate management
procedures to ensure that each
lesson proceeds smoothly,
efficiently, and without
confusion are provided.
Procedures to
accommodate all
learners
(Task 4.3.d)
Procedures to accommodate
all learners are not specified
for both the delivery of
instruction and independent
Procedures to accommodate
all learners are specified for
both the delivery of instruction
and independent practice and
Discussion of each objective is
detailed and consistent with
the data in the visual
representation; the extent to
which students have already
acquired the knowledge/skills
in the objectives is thoroughly
described; and a thorough
discussion of what the data
indicate about students’ prior
knowledge, patterns of errors,
and misconceptions is
provided.
Detailed discussion of specific
instructional technologies
implemented in the unit with
specific evidence of how those
technologies have the potential
to impact student learning.
At least five lessons
(excluding days for
administering pre and postassessments) are included and
each lesson plan:
1) addresses previously
identified objectives;
2) provides detailed, highly
relevant instructional
procedures that utilize best
teaching practices specifically
targeted to achieve each lesson
objective;
3) includes an appropriate
number of relevant
processes/questions designed
to check for understanding, to
elicit students’
misconceptions, and to
promote critical and creative
thinking and a deeper
understanding of the
objectives.
Highly relevant and effective
techniques which address
student behaviors that may
negatively impact student
learning are included.
Highly effective management
procedures which ensure that
each lesson proceeds
smoothly, efficiently, and
without confusion are
integrated throughout the unit.
Highly effective
procedures that
accommodate all learners
discussed in Contextual
practice and/or
accommodations will have a
limited impact on the ability of
all learners to achieve the
lesson objectives.
accommodations will
positively impact the ability of
all learners to achieve some of
the lesson objectives.
Community, district,
school and classroom
factors that impact
student learning
(Task 4.4.a)
A limited number of relevant
community, district, school,
and classroom factors that
impact student learning during
the unit are discussed.
A sufficient number of
relevant community, district,
school and classroom factors
that impact student learning
during the unit are discussed.
Student characteristics
that impact student
learning
(Task 4.4.b)
Pre-assessment data that
impacts student learning
(Task 4.4.c)
A limited number of relevant
student characteristics that
impact student learning during
the unit are discussed.
Discussion of how preassessment data was used to
select activities, assignments,
and resources is limited or not
relevant.
Discussion and/or relevant
examples of how the unit
reflects an understanding of
specific theories of how
students best learn, the
relationship between
development and learning, and
the use of best practices for
this content area is limited.
A sufficient number of
relevant student characteristics
that impact student learning
during the unit are discussed.
Discussion of how preassessment data was used to
select activities, assignments,
and resources is adequate and
relevant.
Adequate discussion and
sufficient relevant examples of
how the unit reflects an
understanding of specific
theories of how students best
learn, the relationship between
development and learning, and
the use of best practices for
this content area is provided.
Cognitive procedures used
during the unit
(Task 4.5.b)
Examples of activities and
teaching strategies
implemented in the unit that
elicit critical thinking,
problem-solving, decisionmaking, or drawing
conclusions are limited and/or
not relevant.
Sufficient and relevant
examples of activities and
teaching strategies
implemented in the unit that
elicit critical thinking,
problem-solving, decisionmaking, or drawing
conclusions are provided.
Active engagement
(Task 4.5.c)
Examples of instructional
activities that actively engage
students in learning and/or the
rationale describing how these
activities promote active
engagement are limited or not
relevant.
Meaningful , motivating and
appropriately challenging
activities that enable all to
Examples of instructional
activities that are achievable,
meaningful, and motivating,
Sufficient and relevant
examples of instructional
activities that actively engage
students in learning and an
adequate rationale describing
how these activities promote
active engagement are
provided.
Sufficient and relevant
examples of instructional
activities that are achievable,
Theories utilized to create
unit.
(Task 4.5.a)
Factors are integrated
into both the delivery of
instruction and
independent practice and
accommodations will
positively impact the
ability of all learners to
achieve or extend beyond
the knowledge and skills
included in the lesson
objectives.
Highly relevant community,
district, school, and classroom
factors that impact student
learning during the unit are
discussed in detail.
Highly relevant student
characteristics that impact
student learning during the
unit are discussed in detail.
Discussion of the use of preassessment data to select
activities, assignments, and
resources is highly relevant,
detailed and comprehensive.
Detailed, thorough, and
insightful discussion and
sufficient relevant examples of
how the unit reflects an
understanding of specific
theories of how students best
learn, the relationship between
development and learning, and
the use of best practices for
this content area is provided.
Activities and teaching
strategies that elicit
critical thinking,
problem-solving,
decision-making, and
drawing conclusions and
lead to deeper
understanding of the
content and/or enhanced
development of skills
included in the objectives
are Integrated throughout
the unit.
Activities that actively engage
students in learning and lead
to deeper understanding of the
content and/or enhanced
development of skills included
in the objectives are integrated
throughout the unit.
Achievable, meaningful, and
motivating activities that
enable all students to develop
learn
(Task 4.5.d)
and provide an opportunity for
all students in the classroom to
learn are limited or not
relevant.
meaningful, and motivating,
and provide an opportunity for
all students in the classroom to
learn are provided.
a deeper understanding of the
content and/or enhanced
development of skills included
in the objectives are integrated
throughout the unit.
5. Instructional Decision-Making: The teacher candidate uses ongoing analysis of student learning and
student behaviors based upon daily assessments to make instructional decisions.
Tasks:
5.1. Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the
changes you made.
5.2. Discuss the impact of the changes described above citing evidence or examples to support your assertion.
5.3. Describe any changes you need to make for the class as a whole in the next lesson in the unit and provide a
rationale for the changes you intend to make.
5.4. Describe any changes you need to make for any individual or group in the class in the next lesson in the
unit and provide a rationale for the changes you intend to make.
Indicator
Unacceptable (1)
5. Instructional Decision Making
Acceptable (2)
Target (3)
Description of and rationale
for changes made while
teaching
(Task 5.1)
Basic, accurate, and perceptive
description of, and sufficient
rationale for, changes made
while teaching is provided.
Detailed, accurate, and
perceptive description of, and
thorough rationale for,
changes made while teaching
is provided.
Detailed, accurate, and
insightful discussion of impact
on student learning of any
changes made is provided.
Discussion of impact,
including evidence and
examples
(Task 5.2)
Description and rationale for
global changes to future
lessons in the unit
(Task 5.3)
Description and rationale for
changes specific to
individuals or groups in
future lessons in the unit
(Task 5.4)
Description of, and rationale
for, changes made while
teaching are severely limited,
irrelevant, inaccurate, and/or
missing.
Evidence and examples of
impact on student learning of
changes made are severely
limited, irrelevant, inaccurate,
and/or missing.
Description of, and
explanation for, global
changes is severely limited,
irrelevant, inaccurate, and/or
missing.
Description of, and
explanation for, changes
specific to individuals and/or
groups is severely limited,
irrelevant, inaccurate, and/or
missing.
Basic, accurate, and insightful
discussion of impact on
student learning of any
changes made is provided
Basic, accurate, and insightful
description of, and explanation
for, global changes to future
lessons is provided
Basic, accurate, and insightful
description of, and explanation
for, changes specific to
individuals and/or groups is
provided.
A detailed, accurate, and
insightful description of, and
explanation for, global
changes to future lessons is
provided.
A detailed, accurate, and
insightful description of, and
explanation for, changes
specific to individuals and/or
groups is provided.
6. Analysis and Interpretation of Student Learning and Performance: The teacher candidate uses
assessment data collected from all students in the class to analyze student learning and performance and
communicate this information about student progress and achievement.
Tasks:
6.1. Describe the results of student learning and performance, using visual representations and narrative based
on your summative assessments.
v Provide one or more examples of the learning objectives where students were most successful and
utilize your data to explain why.
v Provide one or more examples of the learning objectives where students were least successful and
utilize your data to explain why.
v Describe the successful adaptations you made throughout the unit to help individual students achieve
learning objectives.
6.2. Analyze all student data to explain progress and achievement toward lesson objectives and ILS
benchmarks.
6.3. Provide an interpretation of your results and discuss the implications.
Indicator
Unacceptable (1)
Acceptable (2)
Target (3)
6. Analysis and Interpretation of Student Learning and Performance
Visual representation of
post-assessment results
(Task 6.1.a)
Post-assessment data has not
been added to the preassessment visual
representation, results for
each unit objective are not
included, and/or the data are
incomplete or contain errors
in calculations.
Description or examples of
students’ success in meeting
objectives were missing,
inaccurate, inappropriate,
and/or not supported by data.
Visual representation of
data is complete, the results
for each unit objective are
included, and the
calculations are correct.
Least successful
learning objectives
(Task 6.1.c)
Description or examples of
students’ difficulty in meeting
objectives were limited or
missing and/or not supported
by data.
Adequate and appropriate
description and examples of
students’ difficulty in meeting
objectives were provided with
appropriate supporting data.
Successful adaptations
(Task 6.1.d)
Description of successful
adaptations made throughout
the unit is inappropriate,
limited, or missing.
Adequate and appropriate
description of successful
adaptations made throughout
the unit is provided.
Summary of post-assessment
data
(Task 6.2.a)
Summary is limited,
inaccurate, missing, or does
not address student learning in
this unit.
Basic and accurate summary
of post-assessment data
relative to student learning in
this unit is provided.
Analysis of student
performance
(Task 6.2.b)
Analysis and evaluation of
student performance and
their progress toward
meeting lesson objectives
in light of pre-assessment
data are limited, missing,
or inaccurate.
Basic and accurate
analysis and evaluation of
student performance and
their progress toward
meeting lesson objectives
in light of pre-assessment
data are provided.
Interpretation of Data
(Task 6.3.a)
Interpretation of postassessment data relative to
student learning and
performance is limited, not
relevant, or missing.
Basic and relevant
Interpretation of postassessment data relative to
student learning and
performance is provided.
Implications of the data
for student learning
(Task 6.3.b)
Interpretation of the data
relative to its implications
for students’ future
learning and performance
is limited, not relevant, or
Basic and relevant
Interpretation of the data
relative to its implications
for students’ future
learning and performance
Most successful learning
objectives
(Task 6.1.b)
Adequate and appropriate
description and examples of
students’ success in meeting
objectives were provided with
appropriate supporting data.
Visual representation of
data is complete, results
for each unit objective
are included, the
calculations are correct,
and the data is
presented in a way that
facilitates analysis.
Detailed and thorough
description and examples
of students’ success in
meeting objectives were
provided with highly
relevant and
comprehensive supporting
data.
Detailed and thorough
description and examples
of students’ difficulty in
meeting objectives were
provided with highly
relevant and
comprehensive supporting
data.
Detailed, appropriate, and
insightful description of
successful and varied
adaptations made
throughout the unit is
provided.
Detailed, accurate, and
insightful summary of postassessment data relative to
student learning in this unit
is provided.
Detailed, accurate, and
insightful analysis and
evaluation of student
performance and
progress toward meeting
lesson objectives in light
of pre-assessment data
are provided.
Insightful and relevant
Interpretation of postassessment data relative
to student learning and
performance is
provided.
Insightful and relevant
Interpretation of its data
relative to its
implications for
students’ future learning
Implication of the data
for future teaching
(Task 6.3.c)
missing.
is provided.
Interpretation of the data
relative to its implications
for future teaching is
limited, not relevant, or
missing.
Basic and relevant
Interpretation of the data
relative to its implications
for future teaching is
provided.
and performance is
provided.
Insightful and relevant
Interpretation of its data
relative to its
implications for future
teaching is provided.
7. Reflection and Self-Evaluation: The teacher candidate reflects on his or her instruction and student
learning to improve his or her teaching.
Tasks:
7.1. Discuss your implementation of this unit in terms of its impact on student learning in light of the major
schools of thought that you previously discussed under contextual factors.
7.2. Discuss what you learned about yourself as a teacher.
7.3. Reflect on possibilities for your own professional development.
Indicator
Unacceptable (1)
7. Reflection and Self-Evaluation
Acceptable (2)
Target (3)
Summarization of unit
taught.
(Task 7.1.a)
Impact of teaching on
student learning
(Task 7.1.b)
Summary of unit is
incomplete, inadequate, and/or
missing.
Discussion of the successes
and challenges students
experienced and the role of
teaching skills in facilitating
students’ learning is limited,
not relevant, and/or missing.
Basic and complete summary
of unit taught is provided.
Insight into the student
learning/motivation
process.
(Task 7.1.c)
Description and discussion of
insights into the student
learning/motivation process is
severely limited, irrelevant,
and/or missing.
Discussion of
teaching/leadership, style,
classroom management,
strengths, areas needing
improvement, and
commitment is severely
limited, not relevant, and/or
missing.
Discussion of professional
development needs and plan
for improvement is severely
limited, irrelevant, and/or
missing.
Basic description and
discussion of insights into the
student/motivation learning
process is provided.
Detailed and thorough
summary of unit taught is
provided.
Detailed, insightful, and
thorough discussion of the
successes and challenges
students experienced and the
role of teaching skills in
facilitating students’ learning
is provided.
Detailed, insightful, and
thorough discussion of
insights into the student
learning/motivation process is
provided.
Detailed, insightful, and
thorough discussion of
teaching/leadership style,
classroom management,
strengths, areas needing
improvement, and
commitment is provided.
Knowledge of self as a
teacher.
(Task 7.2)
Professional development
(Task 7.3)
Basic and relevant discussion
of the successes and
challenges students
experienced and the role of
teaching skills in facilitating
students’ learning is provided.
Basic and specific discussion
of teaching/leadership style,
classroom management,
strengths, areas needing
improvement, and
commitment is provided.
Basic and specific discussion
of professional development
needs and plan for
improvement is provided.
Detailed, insightful, and
thorough discussion of
professional development
needs and plan for
improvement is provided.