Assessment 4: Performance in the Field – Internship 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
Assessment 4c: Candidate Performance in Internship
2010
Means
UPT UCE
2008 Means
2009 Means
Upt
UC-E
Upt
UC-E
The candidate is familiar with relevant student background.
2.9
2.9
3.0
2.8
2.9
2.9
The candidate articulates clear, appropriate learning goals.
The candidate understands the place of current content to that learned
previously and that to be learned in the future.
The candidate selects and uses methods, materials, and strategies
appropriate to the students and aligned with goals.
The candidate uses evaluation and assessment strategies that are
appropriate and aligned with goals.
Consistent and Proactive Management
The candidate creates and maintains a fair climate.
The candidate establishes and maintains rapport.
The candidate communicates challenging learning expectations.
2.8
2.8
3.0
2.7
2.9
2.9
2.8
2.8
2.9
2.8
2.8
2.9
2.7
2.8
2.9
2.8
2.7
2.9
2.7
2.8
2.8
2.8
2.7
2.9
3.0
3.0
2.8
2.9
3.0
3.0
2.8
2.9
3.0
2.9
2.7
2.9
2.8
2.9
2.9
2.7
2.8
3.0
2.8
2.9
2.8
2.9
2.9
2.9
2.9
2.9
2.8
2.9
37
17
Indicator
Organizing Content Knowledge for Student Learning
The candidate is consistent and proactive in management, handling
misbehaviors appropriately
The classroom is a safe environment, conductive to learning.
Teaching for Student Learning
The candidate makes learning goals and procedures clear to students.
The candidate makes content understandable.
The candidate encourages students to extend their thinking.
The candidate provides feedback to students to support their learning and
adjust activities as necessary.
The candidate uses instructional time effectively.
Professionalism
The candidate reflects on students' development on goals.
The candidate demonstrates a sense of efficacy.
The candidate has professional relationship with colleagues.
The candidate communicates with parents or guardians about students'
learning.
N
Scale of 3 - one the lowest, three the highest
2.9
2.9
3.0
3.0
2.9
2.9
2.9
2.9
2.8
2.9
2.9
2.9
New item introduced 9/10 due
to analysis of observation
data that indicated a need to
monitor proactive
management.
2.9
2.9
3.0
3.0
2.7
2.9
2.7
2.7
2.9
2.6
2.9
2.9
2.8
2.8
2.9
2.7
2.7
2.8
2.8
2.8
2.9
2.9
2.8
2.7
2.9
2.9
2.8
2.8
3.0
2.9
2.8
2.9
2.8
2.7
3.0
2.8
2.7
63
2.8
20
2.9
49
2.7
17
2010-2012 Candidate performance in Internship – Revised assessment aligned with new standards
Planning for Students’ Learning (OSTP 1, 3, 4)
2010-2011
Uptown UC-E
2011-2012
Uptown UC-E
1 Demonstrates little or no familiarity with prior
knowledge/background
0
0
0
1
2 Some understanding; can explain how to gain prior
knowledge/background
6
2
2
4
The candidate is familiar with relevant student prior knowledge.
NAEYC 1-Promoting Child Development and Learning.
3 Demonstrates detailed understanding of prior
knowledge/background and uses this to plan for learning.
35
8
35
The candidate articulates clear, appropriate learning objectives.
NAEYC 4-Using Developmentally Effective Approaches to Connect with Children and Families.
NAEYC 5-Using Content Knowledge to Build Meaningful Curriculum.
1 Unable to articulate appropriate learning objectives
0
0
0
16
0
2 Articulates general learning objectives aligned to appropriate
instructional strategies
7
3
8
7
3 Well-articulated learning objectives that engage students in
meaningful learning with instructional strategies that promote
high expectations.
34
7
29
14
The candidate understands the place of current content to that learned previously and that to be
learned in the future.
NAEYC 5-Using Content Knowledge to Build Meaningful Curriculum.
1 Unclear understanding of content/skills being taught
0
0
0
0
2 Demonstrates basic understanding of content/skills being
taught/Articulates short term learning goals
8
3
9
9
3 Demonstrates detailed understanding of content/skills being
taught/Articulates long term learning goals.
33
7
28
12
The candidate selects and uses methods, materials, and strategies appropriate to the students and
aligned with goals.
NAEYC 4-Using Developmentally Effective Approaches to Connect with Children and Families.
NAEYC 5-Using Content Knowledge to Build Meaningful Curriculum.
1 Demonstrates no evidence of need to accommodate
individual learning needs
0
0
0
0
2 Demonstrates general knowledge of learning needs and plans
accordingly
7
4
4
6
3 Demonstrates detailed knowledge of individual learning needs
and plans accordingly
34
6
33
15
The candidate uses evaluation/assessment strategies that are appropriate and aligned with
objectives.
NAEYC 3-Observing, Documenting, and Assessing to Support Young Children and Families.
1 Lack of systematic, aligned assessment
0
0
0
0
2 Aligns assessment with objectives, provides assessment
criteria for students as a group
6
3
6
6
3 Aligns assessment with objectives, provides clear assessment
criteria for groups and individuals/use assessments in further
planning.
Creating an Environment for Learning (OSTP 5)
The candidate creates and maintains a fair climate.
35
7
31
15
1 Interactions between teacher and students are generally fair
but inconsistencies are evident
0
0
0
0
2 Maintains fair classroom interactions between teacher and
students
0
2
2
1
41
8
35
20
0
0
0
0
0
1
0
1
41
10
36
20
0
7
0
4
0
9
0
4
34
6
28
17
0
0
0
0
2
4
8
7
39
6
29
14
1 Classroom is unsafe and unpredictable; routines/procedures
not established
0
0
0
0
2 Classroom is safe, attractive and stimulates learning;
routines/procedures established
3
4
3
4
3 Classroom is safe, attractive and stimulates learning;
routines/procedures established; makes use of space to
facilitate different learning experiences.
38
6
34
17
NAEYC 1-Promoting Child Development and Learning.
3 Facilitates and maintains fair classroom interactions between
teacher–students/students-students
The candidate establishes and maintains rapport.
NAEYC -1 Promoting Child Development and Learning.
1 Has not been established rapport
2 Rapport is established and maintained
3 Rapport is established and maintained; encourages similar
behavior among students
The candidate communicates challenging learning expectations.
NAEYC 1-Promoting Child Development and Learning.
NAEYC 5-Using Content Knowledge to Build Meaningful Curriculum.
1 Communicates inconsistent expectations for student
achievement
2 Communicates challenging learning expectations
3 Communicates challenging learning expectations and
promotes self-advocacy
The candidate establishes consistent behavior standards.
NAEYC 1- Promoting Child Development and Learning.
1 Establishes inconsistent in behavioral standards; environment
not conducive to learning
2 Establishes consistent behavioral standards; some time off
task occurs yet environment is mostly conducive to learning.
3 Establishes clear, consistent behavioral standards; responds
to behaviors in ways that are preventive, respectful,
appropriate; environment is conducive to learning.
The classroom is a safe environment, conducive to learning.
NAEYC 1- Promoting Child Development and Learning.
Teaching for Students’ Learning (OSTP 2, 4)
The candidate makes learning goals and procedures clear to students.
NAEYC 4- Using Developmentally Effective Approaches to Connect with Children and Families.
1 Objectives, procedures, assessment unclear; students are
unaware of what they are to do
0
0
0
2 Objectives, procedures, assessment clearly communicated
orally; little/no student confusion
8
4
9
3 Objectives, procedures, assessment clearly communicated
orally and in writing; no confusion
33
6
28
The candidate makes content understandable.
NAEYC 5- Using Content Knowledge to Build Meaningful Curriculum.
1 Lesson content is lacking in coherence, does not engage
students, no evidence of effective instructional
strategies/resources/technology
0
0
0
2 Shows structure and clarity to lesson content; uses effective
instructional strategies/resources/technology to engage
students in meaningful learning
9
4
9
3 Shows clearly defined structure, clarity and sequence to
lesson content; uses effective and differentiated instructional
strategies/resources/technology to engage students in
meaningful learning
32
6
28
The candidate encourages students to extend their thinking.
NAEYC 4-Using Developmentally Effective Approaches to Connect with Children and Families.
NAEYC 5-Using Content Knowledge to Build Meaningful Curriculum.
1 Inconsistently encourages students’ ability to think
independently/extend their thinking
0
0
0
2 Encourages students to extend their thinking, be
independent, and make real life connections
8
3
9
3 Encourages students to creatively, critically, independently
extend their thinking, and make real life connections.
33
7
28
The candidate provides feedback to students to support their learning and adjusts activities as
necessary.
NAEYC 4- Using Developmentally Effective Approaches to Connect with Children and Families.
1 Candidate does not utilize systematic assessment nor provide
students with feedback
0
0
0
2 Candidate provides feedback and appropriate assessment
6
4
8
3 Candidate provides feedback, uses appropriate assessment,
and differentiates instruction accordingly
35
6
29
0
8
13
0
7
14
1
8
12
0
6
15
The candidate uses instructional time effectively.
NAEYC 4- Using Developmentally Effective Approaches to Connect with Children and Families.
1 Pacing is not appropriate for students; students off task;
considerable lost instructional time
0
0
0
0
2 Pacing is appropriate for most students; student s on task for
entire lesson; minimal lost instructional time
15
5
17
9
3 Pacing is appropriate to keep all students consistently on
task; no lost instructional time
26
5
20
12
Professionalism (OSTP 6, 7)
The candidate reflects on students’ development and personal growth.
NAEYC 1- Promoting Child Development and Learning.
1 Reflections fail to review students’ development nor
comment on personal strengths/weakness
0
0
0
0
2 Reflects generally on students’ development and personal
strengths/weaknesses/ways to improve
6
0
5
4
35
10
32
17
0
0
0
0
4
37
2
8
5
32
6
15
1 Makes no attempt to interact with colleagues or is
inappropriate in communications
0
0
0
0
2 Participates with colleagues to increase student
success/address concerns/plan activities/etc.
3
2
10
4
37
8
27
The candidate communicates with parents or guardians about students’ learning.
NAEYC 2-Building Family and Community Relationships.
NAEYC 3-Observing, Documenting, and Assessing to Support Young Children and Families.
17
3 Reflects on students’ development and provides specific
evidence of positive impact on teaching and student
achievement; cites personal strengths, weaknesses and actively
problem solves
The candidate demonstrates a sense of efficacy.
NAEYC 6-Becoming a Professional.
1 Candidate demonstrates low levels of confidence,
competence, and integrity
2 Candidate demonstrates developing sense of efficacy
3 Candidate demonstrates sense of efficacy
The candidate has professional relationships with colleagues.
NAEYC6-Becoming a Professional.
3 Collaborates and communicates with colleagues by sharing
new ideas and insights to increase student success/address
concerns/plan activities/etc.
1 Provides no evidence, or provides evidence of inadequate or
inappropriate communication
0
0
0
0
2 Provides evidence of communication with parents or
guardians
7
5
9
6
34
5
28
14
3 Provides evidence of active engagement with parents or
guardians in the education of their children