Assessment 4: Performance in the Field – Preschool Practicum Data
Prior to the revision of the NAEYC standards, the following assessments were used. New, aligned
assessments follow with data for 2011-2012. Data are disaggregated by site – Upt is the Upt Campus
and UC-E is the UC East
Candidate Performance in Pre-k Practicum
2008 Means
Upt.
UC-E
Exhibits Cooperation and Rapport with Mentor, Faculty, and Peers
3.3
3.1
Initiates conversation at appropriate times
3.5
3.4
Offers to assist with classroom activities
Exhibits Sense of Responsibility and Dependability
Arrives and leaves at scheduled times
3.6
3.5
Notifies mentor and university resource person when
3.6
4.0
illness prevents attendance or emergency causes delay
3.4
3.3
Completes assigned tasks on time
Exhibits Enthusiasm and Warmth
Focuses attention on the classroom situation rather than
3.5
3.8
personal needs during class
3.3
3.0
Exhibits willingness to go beyond requirements
Uses positive techniques in interacting with children and
3.4
3.4
adults
Converses about interests which are important to the
3.4
3.8
specific child with whom he or she is working
Indicates that he or she remembers those things that are
3.5
3.6
important to specific children or adults
Acts as a Professional Educator
Keeps information about children, families, and staff
3.6
3.6
confidential
3.5
3.6
Assumes adult role in classroom
3.6
3.6
Dressed appropriately for the classroom
Follows Specific Rules and Policies of the School
3.4
3.6
Demonstrates knowledge of these policies and rules
3.5
3.8
Asks questions of appropriate persons as necessary
Demonstrates Interpersonal Skills
3.4
3.3
Kneels to child's level when speaking with him or her
Establishes eye contact with child or adult to whom he or
3.5
3.5
she is speaking
Touches appropriately based on the individual's
3.4
3.6
preferences and response to the immediate situation
Regulates rates and duration of speaking to meet the
3.1
3.1
listener's needs
3.5
3.8
Accepts constructive criticism appropriately
Displays Sense of Humor in Classroom
3.4
3.9
Laughs with, rather than at, children and adults
3.5
3.8
Accepts own mistakes with good grace
Items
2009 Means
Upt.
UC-E
2.9
3.0
2.8
2.6
3.2
3.0
3.1
3.1
2.8
2.8
3.1
2.8
3.2
3.6
2.9
2.8
3.0
2.8
3.3
3.3
3.2
3.3
3.3
3.2
3.3
3.3
3.3
3.3
3.3
3.3
2.9
2.9
2.9
2.7
3.1
3.0
3.0
3.1
3.0
3.0
2.7
2.8
2.6
2.8
2010 Means
Upt.
UC-E
3.08
2.76
3.06
2.76
3.00
2.95
2.89
2.81
2.85
3.00
2.94
3.00
3.04
3.19
3.15
2.94
2.90
3.00
3.19
2.74
2.88
3.14
2.98
2.81
2.97
3.00
3.08
3.26
2.82
3.10
3.34
2.98
3.04
3.19
3.36
3.25
3.34
3.47
3.12
3.19
2.81
2.76
3.00
3.05
3.00
3.06
3.25
3.05
3.04
3.20
3.28
3.32
3.36
2.92
3.00
3.10
3.30
3.00
Demonstrates Good Housekeeping Habits
Puts materials away correctly after using them
Does general clean up quickly and adequately
Curriculum
Plans activities that reflect an awareness of the
developmental skills of children
Plans activities that reflect an awareness of children's life
experiences and cultural diversity
Reinforces a routine
Adjusts plans in response to children's interests
Allows children opportunities for independent exploration
of materials and environment
States clear objectives and/or purposes for activities in
plans
Observes the interests of the children and builds on them
either by extending current activities or planning related
activities
Group Skills
Utilizes facial expressions, voice level, and other
communicative techniques to maintain group's attention
Allows opportunities for children to participate actively
Listens and responds to children's comments and/or
questions when appropriate
Utilizes effective beginning and ending transitions
Introduces activities in a positive, enthusiastic manner
Classroom Management
Sends well-constructed I messages when appropriate
Uses problem-solving strategies in working through
conflict situations
Conflict Management
Sets reasonable limits
Follows through with directions and suggestions
Redirects children when appropriate to areas of interest
Helps children verbalize feelings
Utilizes logical consequences for behavior
Allows children to assume responsibility for handling their
own conflict situations when appropriate
Supervision
Visually scans entire group frequently
Positions self according to cues of children for maximum
group awareness
Checks for safety of materials and equipment
Recognizes unusual behavior indicative of possible health
problem
Teaches children to clean up materials and areas that they
have used
Preventive Measures
Provides appropriate quantity of materials
Makes materials available at child's physical level
Gives positive, simple directions
3.4
3.4
3.6
3.6
2.8
3.0
2.2
2.8
3.4
3.1
3.0
3.0
3.3
3.3
3.0
2.8
3.4
3.2
3.4
3.3
2.9
2.9
2.4
3.0
3.5
3.8
3.1
3.1
3.2
3.3
3.2
3.1
3.3
3.4
3.0
2.8
2.8
3.0
3.3
3.1
3.3
3.5
3.4
3.4
3.2
3.1
3.1
3.0
3.0
3.4
3.1
3.6
3.1
3.2
2.7
3.1
2.8
3.3
2.7
2.8
2.8
3.5
2.7
2.7
3.1
3.2
3.1
2.9
3.0
3.3
3.3
3.5
3.3
3.4
3.0
2.6
2.9
2.7
3.1
3.0
2.4
2.6
2.4
2.4
2.9
3.0
3.0
3.0
3.1
2.9
3.0
2.8
3.1
3.1
3.1
2.9
3.3
3.4
2.7
2.4
3.2
3.4
3.0
3.3
3.3
3.5
2.9
3.0
3.5
3.6
3.4
3.8
3.9
3.3
3.4
3.2
3.4
3.3
3.1
3.6
2.94
2.92
3.23
3.06
3.06
2.86
2.75
2.81
2.95
3.00
3.06
2.67
2.81
2.87
2.92
3.00
2.67
2.67
2.89
2.95
2.68
2.86
2.98
2.77
2.71
2.86
3.00
2.98
2.71
2.86
2.85
3.08
3.02
3.10
3.17
2.86
2.62
2.88
2.76
2.86
2.89
2.83
3.15
3.38
3.06
3.23
3.11
2.86
2.90
2.90
2.81
2.95
2.75
2.95
3.00
3.17
3.22
3.05
2.88
3.19
2.79
2.81
3.29
2.81
2.92
2.76
2.88
2.77
2.81
2.71
2.75
2.85
2.73
3.10
3.7
3.3
3.4
3.3
3.5
3.4
3.4
38
8
42
11
2.88
2.61
2.73
2.90
53
21
2011-2012 Implementation Candidate Performance in Kindergarten Practicum
1a: Knowing and understanding young children’s characteristics and needs (Part 1)
Does not meet expectations: Candidate plans activities with little regard to the developmental levels,
interests, and strengths of children. Activities are not extended.
Meets expectations: Candidate plans activities that reflect an awareness of the developmental levels of
children and observes the strengths and interests of children and builds on them either by extending
current activities or planning related ones.
Exceed expectations: Meets expectations and candidate differentiates instruction to meet the various
developmental needs within a given classroom.
# of Ratings
1a: Knowing and understanding young children’s characteristics and needs (Part 2)
Does not meet expectations: Plans contain little or no theory or candidate is unable to provide a rationale
based on theory or current research.
Meets expectations: Candidate is able to provide a rationale for plans that is based on sound child
development theory.
Exceeds expectations: Meets expectations and candidate relates activity to current research in the field.
# of Ratings
1b: Knowing and understanding the multiple influences on development and learning
Does not meet expectations: Plans have little relevance to children’s life experiences or cultural diversity.
Plans do not allow for individual developmental variations.
Meets expectations: Candidates plan activities relevant to children’s life experiences and cultural diversity.
Activity plans are multi-leveling to allow for individual developmental variations.
Exceeds expectations: Meets expectations and candidate plans activities to meet a variety of learning
styles.
# of Ratings
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning
environments (Part 1)
Does not meet expectations: Classroom routines are not clear or children do not understand expectations.
Transitions are too long, too frequent, or inefficient.
Meets expectations: Candidate reinforces routines and manages transitions in a confident and positive
manner. Children understand what is expected. Candidate positions self according to cues of children for
maximum group awareness and safety of all children.
Exceeds expectations: Meets expectations and candidate is aware of areas that may need extra
supervision.
# of Ratings
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning
environments (Part 2)
Does not meet expectations: Candidate provides mostly teacher-directed activities and provides little time
for independent exploration. Candidate intervenes frequently, inhibiting the child’s exploration
Meets expectations: Candidate allows children opportunities for independent exploration of materials and
environment and intervenes or facilitates only when it will enhance the child’s exploration
#
Percent at each
level
3.4
# of Ratings
Sets self-correcting limits (example, four chairs at a table)
Times suggestions or directions to children effectively
(does not wait too long to help child, etc.)
%
2
3%
25
40%
36
63
57%
100%
#
%
1
2%
26
36
63
41%
57%
100%
#
%
1
2%
32
51%
30
63
48%
100%
#
%
2
3%
27
43%
34
63
54%
100%
#
%
1
2%
31
49%
Exceeds expectations: Meets expectations and candidate uses intentional teaching strategies during
children’s explorations.
# of Ratings
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning
environments (Part 3)
Does not meet expectations: Activities are either too easy or too difficult for children. Candidate does little
to adjust activities in response to children’s cues. Children show little engagement or interest in activities.
Meets expectations: Candidates create activities and environments that are appropriately challenging.
Candidate adjusts activities in response to children’s interests, uses, and abilities. Children are consistently
interested and engaged in activities.
Exceeds expectations: Meets expectations and candidate demonstrates high expectations for all children
and uses a variety of instructional methods to reach various learning styles.
# of Ratings
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
Does not meet expectations: Candidate converses with parents on topics that are more appropriate for
the mentor teacher or engages in appropriate conversations with parents.
Meets expectations: Candidate establishes appropriate relationships with parents reflecting an
understanding of the student teacher’s role.
Exceeds expectations: Meets expectations and candidate communicates with mentor teacher about
community resources that may be useful for families.
# of Ratings
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and
approaches
31
63
#
%
3
5%
27
43%
33
63
52%
100%
#
%
1
2%
51
82%
10
62
16%
100%
#
Does not meet expectations: Candidate demonstrates little use of systematic observation.
Meets expectations: Candidate uses systematic observations to gather information on children’s
development.
Exceeds expectations: Meets expectations and candidate interprets and reflects on observations to guide
future planning.
# of Ratings
4a: Understanding positive relationships and supportive interactions as the foundation of their work
with children (Part 1)
Does not meet expectations: Candidate has no or few displays of positive affect in the classroom.
Meets expectations: Candidate exhibits enthusiasm and warmth frequently. Candidate introduces
activities in a positive and enthusiastic manner.
Exceeds expectations: Meets expectations and candidate displays positive attitude about the classroom
setting. Children respond to candidate with positive displays of affection.
# of Ratings
4a: Understanding positive relationships and supportive interactions as the foundation of their work
with children (Part 2)
Does not meet expectations: Candidate demonstrates communication techniques that are disrespectful to
children such as sarcasm, teasing, yelling, threats, harsh voices, irritability, or humiliation. Candidate
consistently uses praise and may model incorrect grammar or language.
Meets expectations: Candidate regulates rates, duration, volume, and tone of voice to meet listener’s
needs and to suit the situation. Candidate models appropriate grammar, language, and tone. Candidate
uses encouragement rather than praise.
Exceeds expectations: Meets expectations and candidate demonstrates active listening skills and uses Imessages frequently.
# of Ratings
4a: Understanding positive relationships and supportive interactions as the foundation of their work
%
0
0%
34
55%
28
62
45%
100%
#
%
0
0%
12
19%
50
62
81%
100%
#
#
49%
100%
%
0
0%
26
41%
37
63
59%
100%
%
with children (Part 3)
Does not meet expectations: Few if any indications of warm, supportive, respectful relationships exist.
Candidate speaks to children without making eye contact and rarely kneels to child’s level. Candidate calls
to children from across room.
Meets expectations: Candidate exhibits respect for all children and adults through language and actions.
Candidate establishes eye contact and kneels to child’s level when speaking with him or her. Candidates
refrain from calling across the room.
Exceed expectations: Meets expectations and candidate demonstrates respect for children’s ideas and
feelings by conversing about topics of interest to the child.
# of Ratings
4a: Understanding positive relationships and supportive interactions as the foundation of their work
with children (Part 4)
Does not meet expectations: Candidate rarely acknowledges children’s emotions. Candidate focuses on
personal needs during class.
Meets expectations: Candidate focuses attention on the classroom situation rather than on personal
needs during class. Candidate is responsive to children’s emotions and helps children verbalize feelings.
Candidate provides comfort and assistance when needed.
Exceeds expectations: Meets expectations and candidate provides individualized support to children.
# of Ratings
4b: Knowing and understanding effective strategies and tools for early education (Part 1)
0
0%
13
21%
50
63
79%
100%
#
%
0
0%
20
43
63
32%
68%
100%
#
Does not meet expectations: Candidate provides mostly large group instruction for children. Candidate
either dominates discussion during activities or provides little interaction.
Meets expectations: Candidate provides a variety of small group, large group, and open play experiences.
Candidate demonstrates ability to interact with individuals or small groups while maintaining # of Ratings
group awareness. Candidate actively facilitates activities to encourage participation and involvement.
Exceeds expectations: Meets expectations and candidate uses a variety of scaffolding and intentional
teaching strategies.
# of Ratings
4b: Knowing and understanding effective strategies and tools for early education (Part 2)
Does not meet expectations: Candidate rarely responds to or extends children’s comments. Candidate asks
mostly closed-ended questions and provides little scaffolding.
Meets expectations: Candidate listens and responds to children’s comments and questions in a timely,
appropriate manner and asks open ended questions which stimulate thinking and discovery. Candidate
provides scaffolding techniques at appropriate moments.
Exceeds expectations: Meets expectations and candidate engages children in frequent conversations on
topics of interest to the children using advanced language.
# of Ratings
#
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 1)
Does not meet expectations: Candidate does not actively facilitate activities to encourage child
involvement and interest. Candidate uses ineffective strategies to transition the group.
Meets expectations: Candidate observes strengths and interests of children and builds on them either by
extending current activities or planning related ones. Candidate uses facial expressions, voice level, and
other communication techniques to maintain the attention of an individual child or the group depending
on the situation. Candidate uses effective whole group transitions.
Exceeds expectations: Meets expectations and candidate uses a variety of modalities to effectively engage
students.
# of Ratings
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 2)
#
#
%
2
3%
42
68%
18
62
29%
100%
%
0
0%
38
60%
25
63
40%
100%
%
1
2%
39
62%
23
63
37%
100%
%
Does not meet expectations: Candidate is reactive to problems. Monitoring is not efficient to prevent
behavior difficulties, and redirection attempts are ineffective.
Meets expectations: Candidate uses clearly stated, positive redirections, uses problem solving techniques
to manage interpersonal conflicts, and allows children to assume responsibility for solving interpersonal
conflicts when possible. Candidate avoids giving unintentional choices, and is proactive in preventing
problems from developing.
Exceeds expectations: Meets expectations and candidate effectively takes on the role of mediator to
facilitate problem solving when necessary. Candidate individualizes responses to behavior.
# of Ratings
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 3)
Does not meet expectations: Candidate is rigid, inflexible, or controlling in plans or rarely goes along with
children’s ideas. Most activities are teacher-led. There are few opportunities for children to talk or express
ideas. Candidates choose children’s activities.
Meets expectations: Candidate is flexible in plans, incorporates child’s ideas, and allows for choice of
activities. Candidate provides many opportunities for children to talk and express ideas.
Exceeds expectations: Meets expectations and candidate organizes activities around student children’s
interests.
# of Ratings
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic
disciplines
Does not meet expectations: Candidate has unclear goals or rationale or goals are trivial.
2
Meets expectations: Candidate effectively states clear goals and rationale for activities based on
understanding of constructivist theory. Goals are measurable.
3
Exceeds expectations: Meets expectations and Candidate relates goals and rationale to current theory and
research.
# of Ratings
5c: Using their own knowledge, appropriate early learning standards, and other resources to design,
implement, and evaluate meaningful, challenging curricula for each child. (Part 1)
Does not meet expectations: Candidate lacks reference to the Early Learning Content Standards or chooses
indicators that are not relevant or meaningful to the activity.
Meets expectations: Candidate aligns curriculum goals and objectives with Ohio’s Early Learning Content
Standards.
Exceeds expectations: Candidate meets expectations and candidate provides alignment to other
recognized standards, such as Head Start Outcomes.
# of Ratings
5c: Using their own knowledge, appropriate early learning standards, and other resources to design,
implement, and evaluate meaningful, challenging curricula for each child. (Part 1)
3
5%
28
44%
32
63
51%
100%
#
%
0
0%
30
48%
33
63
52%
100%
#
%
2
3%
31
49%
30
63
48%
100%
#
%
0
0%
38
61%
24
62
39%
100%
#
Does not meet expectations: Candidate provides experiences that are below or above children’s
developmental level preventing support of later academic skills and understandings.
Meets expectations: Candidate designs learning experiences that support later academic skills and
understandings.
Exceeds expectations: Exceeds expectations and candidate provides plan for extending experiences.
# of Ratings
6a: Identifying and involving oneself with the early childhood field
%
1
2%
17
43
61
28%
70%
100%
#
Does not meet expectations: Candidate fails to establish rapport or is uncooperative with mentor,
cooperating teacher, staff, instructors, or other colleagues.
%
1
2%
Meets expectations: Candidate exhibits cooperation and rapport with mentor, cooperating teacher, staff,
instructors, and colleagues.
Exceeds expectations: Meets expectations and candidate seeks input from more experienced
professionals.
# of Ratings
6b: Knowing about and upholding ethical standards and other professional guidelines
12
19%
50
63
79%
100%
#
%
1
Does not meet expectations: Candidate dresses in appropriately, disregards rules and policies of the
school, or fails to complete assignments and tasks on time.
3
5%
39
62%
21
63
33%
100%
2
Meets expectations: Candidate exhibits a sense of responsibility and dependability, dresses appropriately
for the classroom, follows specific rules and policies of the school, and completes assignments and tasks
on time.
3
Exceeds expectations: Meets expectations and candidate exhibits a willingness to go beyond requirements
# of Ratings
6c: Engaging in continuous,
collaborative learning to inform
practice
1
Does not meet expectations: Candidate rarely seeks input on practice or does not initiate conversations or
ask questions of mentor or Candidate responds inappropriately to constructive feedback.
2
Meets expectations: Candidate accepts constructive feedback appropriately and initiates conversation and
asks questions of mentor in order to further learning.
3
Exceeds expectations: Meets expectations and candidate participates in outside professional development
opportunities to inform practice.
# of Ratings
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
#
%
1
8.0%
60
69.0%
26
87
29.9%
#
%
1
Does not meet expectations: Candidate exhibits little or no reflection in observations, journals, or
conferences.
1
2%
26
41%
36
63
57%
100%
2
Meets expectations: Candidate reflectively evaluates activities and uses personal observation and mentor
feedback to plan future curriculum activities. Candidate uses reflective practice as evidenced by journal
and conferencing.
3
Exceeds expectations: Meets expectations and candidate seeks to understand differing perspectives on
early education.
# of Ratings