SCIENCE K-12 EDUCATION
SUPPLEMENTAL PROGRAM ASSESSMENT
WORKSHEET
(Based on National Science Teachers Assocciation (NSTA) 2012 Standards)
College of Education
Kean University
Union, NJ 07083
Dr. Susan Polirstok, Dean
PLEASE COMPLETE THIS CONTENT ASSESSMENT NO EARLIER THAN THE LAST MONTH OF THE STUDENT'S INTERNSHIP.
Semester:
Cooperating Teacher Name:
Cooperating Teacher Email:
District, School and Grade:
Professional Intern:
(Last, First, Program, Status, OCC Student)
Intern Email Address:
University Supervisor/Clinical Instructor:
University Supervisor/Clinical Instructor Email Address
Program Email Address
 fosborne@kean.edu
DIRECTIONS: This assessment is based on National Science Teachers Assocciation (NSTA) 2012 Standards) that the
student should be achieving throughout the internship and focuses directly on what science education teacher
candidates should know and be able to do. Rate the student for each standard. This assessment should be discussed
with all parties and submitted after the candidate’s final assessment.
This assessment must be submitted online. Go to www.kean.edu/~tpc and click on Submit Online Assessment in lefthand menu. (Further information on submitting online assessments, including the password to submit the assessment,
can be located in the cooperating teacher packet that was received at the beginning of the semester.)
Science Supplemental Program Assessment Worksheet
Rev. November 2014
Scoring Rubric
Insufficient
Beginning
Adequate
Competent
Strong
STANDARD 1: CONTENT KNOWLEDGE Effective teachers of science understand and articulate the knowledge and
practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their
fields of licensure
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 1a (unit/lesson plans):
Teacher candidate understands the
concepts, principles, theories, laws and
interrelationships of science in their field
of licensure
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NSTE Standard 1a (classroom): Teacher
Candidate conveys the concepts,
principles, theories, laws and
interrelationships of science in their field
of licensure to students
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Science Supplemental Program Assessment Worksheet
Rev. November 2014
STANDARD 1: CONTENT KNOWLEDGE Effective teachers of science understand and articulate the knowledge and
practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their
fields of licensure.
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 1b-1 (unit/lesson plans):
Teacher Candidate understands the
central concepts of science-supporting
disciplines.
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NSTE Standard 1b-1 (classroom): Teacher
Candidate conveys the central concepts
of science-supporting disciplines.
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NSTE Standard 1b-2 (unit/lesson plans):
Teacher Candidate understands the
supporting role of science-specific
technology.
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NSTE Standard 1b-2 (classroom): Teacher
Candidate demonstrates the
understanding of the supporting role of
science-specific technology with
students.
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STANDARD 1: CONTENT KNOWLEDGE Effective teachers of science understand and articulate the knowledge and
practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their
fields of licensure.
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 1c (unit/lesson plans):
Teacher Candidate understands the
NJCCCS and appropriate national
standards.
 
 
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NSTE Standard 1c (classroom): Teacher
Candidate conveys the understanding of
the NJCCCS and appropriate national
standards to students.
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Science Supplemental Program Assessment Worksheet
Rev. November 2014
STANDARD 2: CONTENT PEDAGOGY Effective teachers of science understand how students learn and develop
scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 2a-1 (unit/lesson plans):
Teacher Candidate plans multiple lessons
using a variety of inquiry approaches to
promote the development of multiple
student skills and levels of understanding.
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NSTE Standard 2a-2 (unit/lesson plans):
Teacher Candidate's lessons
demonstrate knowledge of how students
learn science.
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NSTE Standard 2a-3 (classroom): Teacher
Candidate engages K-12 students
successfully in inquiry-based science
lessons appropriate for their grade level
and abilities.
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STANDARD 2: CONTENT PEDAGOGY Effective teachers of science understand how students learn and develop
scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 2b-1 (unit/lesson plans):
Teacher Candidate understands planning
of active inquiry lessons.
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NSTE Standard 2b-1 (classroom): Teacher
Candidate understands the
implementation of active inquiry lessons
with students.
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 
NSTE Standard 2b-2 (unit/lesson plans):
Teacher Candidate understands the
planning of active inquiry lessons where
students construct knowledge from data
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NSTE Standard 2b-2 (classroom): Teacher
Candidate engages students in active
inquiry lessons where students construct
knowledge from data
Science Supplemental Program Assessment Worksheet
Rev. November 2014
NSTE Standard 2b-3 (unit/lesson plans):
Understands planning of active inquiry
lessons that include applications of
science-specific technology
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NSTE Standard 2b-3 (classroom):Engages
students in active inquiry lessons that
include applications of science-specific
technology.
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 
 
 
STANDARD 2: CONTENT PEDAGOGY Effective teachers of science understand how students learn and develop
scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 2c-1 (unit/lesson plans):
Instruction strategies confront and
address naïve concepts and
misconceptions of the students.
 
 
 
 
 
NSTE Standard 2c-2 (unit/lesson plans):
Instruction strategies confront and
address naïve concepts and
misconceptions of the students.
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 
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Science Supplemental Program Assessment Worksheet
Rev. November 2014
STANDARD 3: LEARNING ENVIRONMENT Effective teachers of science are able to plan for engaging all students in
science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are
aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and
appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources
- including science-specific technology - to achieve those goals; and they plan fair and equitable assessment strategies to
evaluate if the learning goals are met.
Insufficient
Beginning
Adequate
Competent
Strong
NSTE Standard 3a-1 (unit/lesson plans):
Instruction strategies confront and
address naïve concepts and
misconceptions of the students.
 
 
 
 
 
NSTE Standard 3a-1 (classroom):
Instruction strategies confront and
address naïve concepts and
misconceptions of the students.
 
 
 
 
 
NSTE Standard 3a-2 (unit/lesson plans):
Instruction strategies confront and
address naïve concepts and
misconceptions of the students.
 
 
 
 
 
NSTE Standard 3a-2 (classroom): Engages
students in lessons that reflect the nature
and social context of science as well as
appropriate safety considerations.
 
 
 
 
 
NSTA Standard 3a-3 (unit/lesson plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3a-3 (classroom): Engages
students in lessons that reflect the nature
and social context of science as well as
appropriate safety considerations.
 
 
 
 
 
Science Supplemental Program Assessment Worksheet
Rev. November 2014
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 3b-1 (unit/lesson plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3b-1 (classroom):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3b-2 (unit/lesson plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3b-2 (classroom):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3b-3 (unit/lessons plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3b-3 (classroom):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
Science Supplemental Program Assessment Worksheet
Rev. November 2014
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 3c-1 (unit/lesson plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3c-2 (classroom): Engages
students in lessons that reflect the nature
and social context of science as well as
appropriate safety considerations.
 
 
 
 
 
NSTA Standard 3c-3 (unit/lesson plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3c-3 (classroom): Engages
students in lessons that reflect the nature
and social context of science as well as
appropriate safety considerations.
 
 
 
 
 
Beginning
Adequate
Insufficient
Competent
Strong
NSTA Standard 3d-1 (unit/lesson plans):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
 
NSTA Standard 3d-1 (classroom):
Engages students in lessons that reflect
the nature and social context of science
as well as appropriate safety
considerations.
 
 
 
 
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NSTA Standard 3d-2 (unit/lesson plans):
Develops plans that demonstrate
chemical safety, safety procedures, and
the ethical treatment of living organisms.
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NSTA Standard 3d-2 (classroom):
Develops plans that demonstrate
chemical safety, safety procedures, and
the ethical treatment of living organisms.
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Science Supplemental Program Assessment Worksheet
Rev. November 2014
STANDARD 4: SAFETY Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical
safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 classroom appropriate to
their area of licensure.
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 4a-1 (unit/lesson plans):
Preparation Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
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NSTA Standard 4a-1 (classroom):
Preparation Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
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NSTA Standard 4a-2 (unit/lesson plans):
Storage Develops plans that demonstrate
chemical safety, safety procedures, and
the ethical treatment of living organisms.
 
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NSTA Standard 4a-2 (classroom): Storage
Develops plans that demonstrate
chemical safety, safety procedures, and
the ethical treatment of living organisms.
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NSTA Standard 4a-3 (unit/lesson plans):
Dispensing Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
 
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 
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NSTA Standard 4a-3 (classroom):
Dispensing Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
 
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NSTA Standard 4a-4 (unit/lesson plans):
Supervision of Use Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
 
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 
 
 
NSTA Standard 4a-4 (classroom):
Supervision of Use Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
 
 
 
 
 
Science Supplemental Program Assessment Worksheet
Rev. November 2014
living organisms.
NSTA Standard 4a-5 (unit/lesson plans):
Disposal Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
 
 
 
 
 
NSTA Standard 4a-5 (classroom):
Disposal Develops plans that
demonstrate chemical safety, safety
procedures, and the ethical treatment of
living organisms.
 
 
 
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Beginning
Adequate
Insufficient
Competent
Strong
NSTA Standard 4b-1 (unit/lesson plans):
Emergency Procedures Design learning
activities demonstrating ability to
implement emergency procedures.
 
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NSTA Standard 4b-1 (classroom):
Emergency Procedures Design learning
activities demonstrating ability to
implement emergency procedures.
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NSTA Standard 4b-2 (unit/lesson plans):
Maintenance of Safety Equipment Design
learning activities demonstrating ability
to implement emergency procedures.
 
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NSTA Standard 4b-2 (classroom):
Maintenance of Safety Equipment.
Design learning activities demonstrating
ability to implement emergency
procedures.
 
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NSTA Standard 4b-3 (unit/lesson plans):
State/National Guidelines. Design
learning activities demonstrating ability
to implement emergency procedures.
 
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NSTA Standard 4b-3 (classroom):
State/National Guidelines. Design
learning activities demonstrating ability
to implement emergency procedures.
 
 
 
 
 
Science Supplemental Program Assessment Worksheet
Rev. November 2014
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 4c-1 (unit/lesson plan):
Treatment of Living Organisms. Design
learning activities demonstrating ethical
decision-making with respect to the
treatment of all living organisms
 
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 
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NSTAStandard 4c-1 (classroom):
Treatment of Living Organisms. Design
learning activities demonstrating ethical
decision-making with respect to the
treatment of all living organisms
 
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 
 
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NSTA Standard 4c-2 (unit/lesson plans):
Compliance with Legal Restrictions.
Design learning activities demonstrating
ethical decision-making with respect to
the treatment of all living organisms
 
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 
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 
NSTA Standard 4c-2 (classroom):
Compliance with Legal Restrictions.
Design learning activities demonstrating
ethical decision-making with respect to
the treatment of all living organisms
 
 
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STANDARD 5: IMPACT ON STUDENT LEARNING Effective teachers of science provide evidence to show that P-12
students' understanding of major science concepts, principles, theories, and laws have changed as a result of instruction
by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide
evidence for the diversity of students they teach.
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 5a-1 (unit/lesson plans):
Plans include collection, organization,
analysis and reflection on diagnostic,
formative and summative evidence.
 
 
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NSTA Standard 5a-2 (classroom):
Evidence demonstrates that students
gain and/or correct scientific knowledge.
 
 
 
 
 
Science Supplemental Program Assessment Worksheet
Rev. November 2014
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 5b-1a (unit/lesson plans):
Plans for collection of data that show
students are able to distinguish science
from nonscience.
 
 
 
 
 
NSTA Standard 5b-1b (unit/lesson plans):
Plans for collection of data that show
students are able to distinguish science
from nonscience.
 
 
 
 
 
NSTA Standard 5b-1c (unit/lesson plans):
Plans for collection of data that show
students are able to distinguish science
from nonscience.
 
 
 
 
 
NSTA Standard 5b-2a (classroom): Plans
for collection of data that show students
are able to distinguish science from
nonscience.
 
 
 
 
 
NSTA Standard 5b-2b (classroom): Plans
for collection of data that show students
are able to distinguish science from
nonscience.
 
 
 
 
 
NSTA Standard 5b-2c (classroom): Plans
for collection of data that show students
are able to distinguish science from
nonscience.
 
 
 
 
 
Beginning
Adequate
Insufficient
Competent
Strong
NSTA Standard 5c-1 (unit/lesson plans):
Develops plans that include inquiries that
require students to develop concepts and
relationships from their observations,
data and inferences.
 
 
 
 
 
NSTA Standard 5c-2 (classroom):
Develops plans that include inquiries that
require students to develop concepts and
relationships from their observations,
data and inferences.
 
 
 
 
 
Science Supplemental Program Assessment Worksheet
Rev. November 2014
STANDARD 6: PROFESSIONAL KNOWLEDGE AND SKILL Effective teachers of science strive continuously to improve
their knowledge and understanding of the ever changing knowledge base of both content and science pedagogy,
including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct
themselves as part of the science education community.
Insufficient
Beginning
Adequate
Competent
Strong
NSTA Standard 6a: Engage actively and
continuously in opportunities for
professional learning and leadership in
their subject area that reach beyond
minimum job requirements.
 
 
 
 
 
NSTA Standard 6b: Engage actively and
continuously in opportunities for
professional learning and leadership in
their subject area that reach beyond
minimum job requirements.
 
 
 
 
 
Comments:
Science Supplemental Program Assessment Worksheet
Rev. November 2014