Assessment 4: Assessment of candidate’s professionalism in pre-kindergarten learning environments:
Candidate’s Performance in Field Experience
Description of the assessment:
The assessment of Candidate’s Performance in Field Experience is a comprehensive assessment of the
candidate’s performance in the pre-k classroom setting during the clinical experiences of Student
Teaching A, B, and Internship. The assessment covers a variety of areas including curriculum planning,
creating an environment that builds relationships and stimulates learning, teaching for student learning,
teacher professionalism, and communication/management skills. The assessment rates candidates on a
scale of 1-4.
Description of how this assessment specifically aligns with the standards: 6.6 Candidates participate in
300 hours of field experiences in a variety of settings in which young children from birth through age 8 are
served. 6.6.1 Candidates participate in field-based experiences in culturally, racially, and
socioeconomically diverse settings, and include opportunities to work with a range of student abilities.
Curriculum Planning
Plans activities that reflect awareness of the
developmental levels of children (A-1)
Ohio Standard
1.1 Candidates know and understand theoretical
concepts and are able to apply that knowledge in
Pre-Kindergarten curriculum and environments.
Plans activities relevant to children's life
experiences and cultural diversity (A-1)
2.3 Candidates apply knowledge of their children’s
cultural and linguistic diversity to create learning
environments and experiences that affirm and
value diversity.
Aligns curriculum goals and objectives with Ohio's
Early Learning Content Standards (A-4)
6.3 Candidates understand legal and procedural
requirements (e.g., Division of Early Childhood
(DEC) Recommended Practices, Individuals with
Disabilities Education Act (IDEA).
Effectively states clear goals and rationales for
activities based on understanding of constructivist
theory (A-2)
1.2 Candidates demonstrate their understanding
of developmentally effective approaches to
teaching and learning (e.g., play, small group
projects, open-ended questioning, group
discussion, problem-solving, cooperative learning,
and inquiry experience)
1.3 Candidates develop lessons/units of study to
promote a high degree of learning for all students.
Observes strengths and interests of children and
builds on them either by extending current activities
or planning related ones (A-3)
Reflectively evaluates activities and uses personal
observation and mentor feedback to plan future
curriculum activities (A-5)
4.1 Candidates participate in classroom and
program evaluation, and assess and utilize data to
inform instruction in Pre-Kindergarten learning
environments.
4.2 Candidates select, construct, and utilize a
variety of formative and summative assessment
strategies and instruments as part of the
instructional process appropriate to the learning
outcomes being evaluated.
4.3 Candidates accurately define the
characteristics, uses, advantages and limitation of
different types of student assessments, including,
but not limited to state value-added dimension
reports and data.
4.4 Candidates collect and use assessment
information with the assistance of parents and
other professionals.
Exhibits respect for all children and adults through
language and actions (B-1)
Exhibits enthusiasm and warmth (B-2)
Uses encouragement rather than praise when
responding to children (B-1)
Focuses attention on the classroom situation rather
than on personal needs during class (B-2)
Converses about interests which are important to
the specific child (B-2) (E)
Regulates rates and duration of speaking to meet
listener's needs (B-2)
Makes comments and asks questions which
stimulate and extend thinking (B-3) (C-3)
Introduces activities in a positive, enthusiastic
manner
Kneels to child's level when speaking with him or
her (B-2) (E)
Establishes eye contact with child or adult to whom
he or she is speaking (B-2)
Helps children verbalize feelings (B-2)
Reinforces routine and manages transitions in a
confident and positive manner (B-4)
2.3 Candidates apply knowledge of their children’s
cultural and linguistic diversity to create learning
environments and experiences that affirm and
value diversity.
Positions self according to cues of children for
maximum group awareness (B-5)
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
Checks for safety of materials and equipment (B-5)
2.2 Candidates demonstrate use of developmental
knowledge and approaches to create healthy and
safe learning environments.
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
2.1 Candidates practice classroom management
techniques; maximize time on task, treat all
students fairly, and establish an environment that
is respectful, supportive, and caring.
2.2.1 Candidates know and apply effective
sanitation procedures, recognize signs and
symptoms of communicable diseases, and follow
medication administration policies.
Assumes an adult (rather than a playmate) role in
the classroom (C-5) (D-2)
Allows children opportunities for independent
exploration of materials and environment (C-2)
Listens and responds to children's comments and
questions in a timely, appropriate manner (C-1)
2.2.2 Candidates understand and comply with
local, state, and federal emergency procedures.
5.3 Candidates demonstrate use of strategies to
connect with Pre-Kindergarten children, and
collaborate with families.
Adjusts activities in response to children's interests
and use (C-4)
3.4 Candidates demonstrate the use of a variety of
instructional strategies, resources, and technology,
to support the learning needs of young children.
Asks open ended questions which stimulate thinking
and discovery (C-3)
Intervenes or facilitates only when it will enhance
the child's exploration (C-3)
Extends children's language and thinking through
carefully timed comments and questions, I.e. uses
scaffolding techniques (C-3)
3.5 Candidates demonstrate use of instructional
strategies, activities, resources, materials, and
technologies that engage students in their learning
and support content.
Dresses appropriately for the classroom (D-2)
Follow specific rules and policies of the school (D-2)
Complete assignments and tasks on time (D-2)
Exhibits cooperation and rapport with mentor,
instructors and colleagues (D-3)
Uses reflective practice as evidenced by journal and
conferencing (D-3)
6.5 Candidates demonstrate professional work
habits including confidentiality, dependability, and
time management.
Accepts constructive feedback appropriately (D-1)
5.4 Candidates establish and maintain positive,
collaborative relationships with colleagues, other
professionals, and families and work effectively as
part of an educational team
Exhibits a sense of responsibility and dependability
(D-3)
Exhibits a willingness to go beyond requirements
(D-2)
Exhibits cooperation and rapport with mentor,
cooperating teacher, and staff (D-3)
6.5 Candidates demonstrate professional work
habits including confidentiality, dependability, and
time management.
Evaluates the effectiveness of activities in written
assignments and in conversation with mentor and/or
instructor (D-1)
6.4 Candidates reflect on their practices, articulate
a philosophy and rationale for decisions; selfassess and evaluate themselves as a basis for
professional development
Initiates conversation and asks questions of mentor
in order to further learning (D-3)
5.4 Candidates establish and maintain positive,
collaborative relationships with colleagues, other
professionals, and families and work effectively as
part of an educational team
Establishes appropriate relationships with parents
reflecting an understandingof the student teacher's
role (D-5)
4.4.1 Candidates recognize families’ contributions
identifying their children’s various strengths and
use this information to construct appropriate
learning goals.
Kneels to child's level when speaking with him or
her
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
Establishes eye contact with child to who he/she is
speaking
5.1 Candidates demonstrate proficiency in
listening, written and verbal communication skills.
1.4 Candidates demonstrate use of knowledge of
how children develop and learn to provide
opportunities that support the physical, social,
emotional, language, cognitive, and aesthetic
development of all children from birth to age eight.
6.4 Candidates reflect on their practices, articulate
a philosophy and rationale for decisions; selfassess and evaluate themselves as a basis for
professional development.
5.2 Candidates understand the importance of
building positive and supportive relationships with
families and communities to enhance learning
experiences.
Models appropriate grammar, language and tone
Adjusts volume and tone of voice to suit the
situation
Uses effective whole group transition such as
songs, finger plays and movement activities as part
of the regular classroom routine
3.3 Candidates demonstrate use of individual and
group guidance techniques to encourage positive
social interaction among children and to foster a
sense of security, promote personal self-control,
and develop positive strategies to resolve conflict.
Follows a consistent cleanup routine that is effective
in engaging the children in cleaning up quickly and
moving on to the next activity with ease
Demonstrates active listening skills
2.2.3 Candidates demonstrate understanding of
emotional distress, stress and trauma, basic health
and nutrition, and safety management practices.
Avoids giving unintentional choices to children
Initiates and extends conversations which are
natural and relevant
Demonstrates ability to interact with individual or
small groups while maintaining total group
awareness
3.1.2 Candidates interact with children in ways
that facilitate the development of expressive
language and thought in all children.
Uses facial expressions, voice level, and other
communication techniques to maintain the attention
of an individual child or the group depending on the
situation
Uses clearly stated, positive redirections
Uses problem solving techniques to manage
interpersonal conflicts
Allows children to assume responsibility for solving
interpersonal conflicts when possible
Takes the role of mediator to facilitate problem
solving when necessary
n
2.2.3 Candidates demonstrate understanding of
emotional distress, stress and trauma, basic health
and nutrition, and safety management practices.
A brief analysis of data findings:
Data indicate that candidates in the clinical experience demonstrate an expected level of performance
for the associate degree level. Data across the years indicate a slightly upward trend, indicating that
coursework experiences have prepared and continue to prepare students to be effective teachers in the
field. Scores are strong in most areas, with the weakest scores showing in areas of communicating with
young children, including extending thinking through questions and problem solving, as well as
reinforcing routines and managing transitions. It should be noted, however, that all scores with the
exception of one are 3.16 or above on a 1-4 scale, indicating an appropriate level of knowledge for
associate degree candidates.
Data:
05 06
06 07
07 08
08 09
09 10
3.4
3.4
3.4
3.7
3.7
3.52
3.3
3.2
3.3
3.6
3.6
3.48
3.3
3.4
3.3
3.5
3.6
3.39
3.3
3.2
3.5
3.6
3.5
3.38
3.3
3.3
3.6
3.7
3.7
3.4
3.4
3.5
3.6
3.6
3.7
3.56
3.6
3.6
3.7
3.8
3.8
3.68
3.7
3.6
3.8
3.8
3.7
3.68
3.5
3.1
3.3
3.4
3.6
3.32
3.2
3.7
3.6
3.7
3.7
3.64
3.1
3.4
3.6
3.7
3.7
3.52
3.4
3.3
3.4
3.6
3.6
3.6
3.6
3.4
3.5
3.6
3.5
3.72
3.7
3.6
3.7
3.8
3.7
3.64
3.2
3.5
3.8
3.8
3.8
3.52
3.4
3.6
3.8
3.8
3.8
3.52
3.7
3.3
3.5
3.6
3.5
3.6
3.7
3.3
3.4
3.6
3.5
2.72
Positions self according to cues of children for maximum
group awareness (B-5)
3.5
3.3
3.6
3.6
3.5
3.64
Checks for safety of materials and equipment (B-5)
3.6
3.5
3.6
3.6
3.7
3.32
3.4
3.6
3.6
3.8
3.7
3.54
3.2
3.6
3.7
3.7
3.7
3.56
3.1
3.6
3.6
3.8
3.7
3.56
Plans activities that reflect awareness of the
developmental levels of children (A-1)
Plans activities relevant to children's life experiences and
cultural diversity (A-1)
Aligns curriculum goals and objectives with Ohio's Early
Learning Content Standards (A-4)
Effectively states clear goals and rationales for activities
based on understanding of constructivist theory (A-2)
Observes strengths and interests of children and builds
on them either by extending current activities or planning
related ones (A-3)
Reflectively evaluates activities and uses personal
observation and mentor feedback to plan future
curriculum activities (A-5)
Exhibits respect for all children and adults through
language and actions (B-1)
Exhibits enthusiasm and warmth (B-2)
Uses encouragement rather than praise when responding
to children (B-1)
Focuses attention on the classroom situation rather than
on personal needs during class (B-2)
Converses about interests which are important to the
specific child (B-2) (E)
Regulates rates and duration of speaking to meet
listener's needs (B-2)
Makes comments and asks questions which stimulate
and extend thinking (B-3) (C-3)
Introduces activities in a positive, enthusiastic manner
Kneels to child's level when speaking with him or her (B2) (E)
Establishes eye contact with child or adult to whom he or
she is speaking (B-2)
Helps children verbalize feelings (B-2)
Reinforces routine and manages transitions in a confident
and positive manner (B-4)
Assumes an adult (rather than a playmate) role in the
classroom (C-5) (D-2)
Allows children opportunities for independent exploration
of materials and environment (C-2)
Listens and responds to children's comments and
questions in a timely, appropriate manner (C-1)
10 11
Adjusts activities in response to children's interests and
use (C-4)
Asks open ended questions which stimulate thinking and
discovery (C-3)
Intervenes or facilitates only when it will enhance the
child's exploration (C-3)
Extends children's language and thinking through
carefully timed comments and questions, I.e. uses
scaffolding techniques (C-3)
Dresses appropriately for the classroom (D-2)
Follow specific rules and policies of the school (D-2)
Complete assignments and tasks on time (D-2)
Exhibits cooperation and rapport with mentor, instructors
and colleagues (D-3)
Uses reflective practice as evidenced by journal and
conferencing (D-3)
Accepts constructive feedback appropriately (D-1)
Exhibits a sense of responsibility and dependability (D-3)
Exhibits a willingness to go beyond requirements (D-2)
Exhibits cooperation and rapport with mentor,
cooperating teacher, and staff (D-3)
Evaluates the effectiveness of activities in written
assignments and in conversation with mentor and/or
instructor (D-1)
Initiates conversation and asks questions of mentor in
order to further learning (D-3)
Establishes appropriate relationships with parents
reflecting an understanding of the student teacher's role
(D-5)
Kneels to child's level when speaking with him or her
Establishes eye contact with child to who he/she is
speaking
Models appropriate grammar, language and tone
Adjusts volume and tone of voice to suit the situation
Uses effective whole group transition such as songs,
finger plays and movement activities as part of the
regular classroom routine
Follows a consistent cleanup routine that is effective in
engaging the children in cleaning up quickly and moving
on to the next activity with ease
Demonstrates active listening skills
Avoids giving unintentional choices to children
Initiates and extends conversations which are natural and
relevant
Demonstrates ability to interact with individual or small
groups while maintaining total group awareness
Uses facial expressions, voice level, and other
communication techniques to maintain the attention of an
individual child or the group depending on the situation
3.1
3.5
3.5
3.6
3.6
3.44
3.7
3.4
3.3
3.6
3.5
3.48
3.7
3.3
3.3
3.5
3.5
3.24
3.6
3.3
3.2
3.5
3.4
3.16
3.8
3.7
3.7
3.7
3.7
3.4
3.7
3.6
3.5
3.8
3.8
3.7
3.8
3.8
3.6
3.24
3.64
3.71
3.5
3.7
3.8
3.9
3.7
3.6
3.7
3.6
3.6
3.7
3.5
3.72
3.5
3.6
3.7
3.8
3.5
3.2
3.6
3.4
3.6
3.6
3.8
3.7
3.8
3.7
3.6
3.68
3.56
3.54
3.6
3.7
3.8
3.8
3.8
3.71
3.7
3.3
3.6
3.7
3.6
3.54
3.4
3.7
3.7
3.7
3.8
3.54
3.4
3.6
3.7
3.6
3.7
3.50
3.1
3.6
3.8
3.9
3.7
3.52
3.4
3.6
3.8
3.8
3.7
3.68
3.0
3.5
3.6
3.6
3.3
3.5
3.5
3.7
3.6
3.6
3.68
3.64
3.0
3.4
3.5
3.7
3.4
3.6
3.2
3.4
3.5
3.6
3.5
3.44
3.2
3.1
3.4
3.2
3.4
3.5
3.7
3.4
3.6
3.4
3.48
3.40
3.0
3.5
3.6
3.6
3.6
3.48
3.1
3.6
3.5
3.6
3.4
3.58
3.1
3.5
3.5
3.7
3.5
3.56
Uses clearly stated, positive redirections
Uses problem solving techniques to manage
interpersonal conflicts
Allows children to assume responsibility for solving
interpersonal conflicts when possible
Takes the role of mediator to facilitate problem solving
when necessary
n
3.4
3.6
3.5
3.6
3.5
3.28
3.0
3.4
3.4
3.6
3.3
3.36
3.3
3.3
3.4
3.5
3.4
3.28
3.0
3.4
3.4
3.6
3.5
3.38
137
38
19
38
59
26
An interpretation of how the data provide evidence for meeting the standard:
Data indicate that candidates in the clinical experience demonstrate an expected level of performance
for the associate degree level. Data across the years indicate an overall upward trend, indicating that
coursework experiences have prepared and continue to prepare students to be effective teachers in the
field. The program has implemented several examples of best practice videos for candidates to reflect
upon to enhance candidate performance in the field experiences. The program has also strived to
maintain instructor and mentor continuity throughout the practicum and internship experiences. These
results provide strong evidence that candidates demonstrate the knowledge, skills, and dispositions
related to the Ohio Teaching Standards indicated above.