Early Childhood Student Teaching Evaluation Rubric
Student Teaching Evaluation – Mid-Term and Final Ratings
Adopted from the Connecticut State Department of Education
This form is to be used to record rubric ratings from the Student Teacher, the University Supervisor AND the Cooperating Teacher for Mid-Term
and Final Evaluations. Use ratings of 1(Not Proficient), 2 (Developing Proficiency), or 3 (Proficient), or 4 (Highly Proficient) only, based on rubric
descriptors. DO not total ratings. This rubric has 30 indicators. In order to receive credit in student teaching, candidates must have no score of 1
and scores of 3 or 4 in at least 10 of the 30 indicators. All assessment data must be submitted to receive a final grade.
1. Your Name:
3. Your Position:
2. Student Teacher Candidate’s ID Number:
□ Student Teacher Candidate □ Cooperating Teacher □ University Supervisor
4. Student Teacher Candidate’s Name:
5. Program:
□ Undergraduate
□ Graduate
Area:
6. If you wish to receive a copy of this survey, please enter your email address.
NAEYC
Key
Elements
Other Standards
and Competencies
NAEYC
1c
PTC: 1A, 1B
DIV: 5.1
NAEYC
4c
PTC: 1B, 2G
CNK: 1.1;
PDK: 2.1, 2.3
NAEYC
4c
NAEYC
4c
NAEYC
4c
NAEYC
5a
NAEYC
5b
PTC: 3B, 3C
PDK: 2.1, 2.2
PTC: 3A, 3B, 3D
PDK: 2.1, 2.2;
DIV: 5.1
PTC: 3D
PDK: 2.2
Student Teaching Competency (Abridged)
(Language of NAEYC key elements is in bold)
7.
8.
9.
2.1. Using developmental knowledge to create healthy, respectful,
supportive, and challenging learning environments for all children, including
those of diverse backgrounds, interests and performance levels.
2.2. Using a broad repertoire of developmentally appropriate teaching and
learning approaches to promote engagement in and shared responsibility for
the learning process including encouraging opportunities for students to
initiate their own questions and inquiry.
2.3. Using a broad repertoire of developmentally appropriate teaching and
learning approaches to teach social skills, develop students’ social
competence and responsible and ethical behavior, using a continuum of
proactive strategies that may be individualized to student needs.
10. 2.4. Using a broad repertoire of developmentally appropriate approaches to
foster appropriate standards of behavior that support a productive learning
environment for all students.
11. 2.5. Using a broad repertoire of approaches to manage routines and
transitions and maximize time spent on learning.
12. Comments: Enter online.
13. 3.1. Understanding and applying content knowledge and resources in
CNK: 1.1
academic disciplines to promote student conceptual understanding,
PDK: 2.1, 2.2, 2.3;
INT: 3.1; 3.2
PTC: 2G
PDK: 2.1, 2.2, 2.3
INT: 3.1, 3.2
NAEYC
3b
PTC: 4C
PDK: 2.4;
INT: 3.2
NAEYC
4a
PTC: 1A, 2C, 3A
PDK: 2.2, 2.3;
DIV: 5.1
determine students’ prior knowledge, ensure that content instruction is at
an appropriate level of challenge and differentiated to meet their learning
needs.
14. 3.2. Knowing and using the central concepts, inquiry tools, and structures of
content areas or academic disciplines to develop and organize coherent and
relevant units, lessons and learning tasks that build on students’ prior
knowledge, skills and interests and engage students in the work of the
discipline
15. 3.4. Knowing about and using observation, documentation, and other
appropriate assessment tools and approaches to monitor ongoing student
progress.
16. 3.7. Using positive relationships and supportive interactions to implement
academic/ behavioral interventions and strategies, and differentiated,
supplemental, specialized instruction for students who do not respond to
primary instruction alone.
Evaluation Ratings
Mid-Term
Final
Date:
Date:
ST
CT US ST CT
US
NAEYC
Key
Elements
NAEYC
5a
Student Teaching Competency (Abridged)
(Language of NAEYC key elements is in bold)
Other Standards
and Competencies
L – Literacy
N-Numeracy
PTC: 2B,
CNK: 1.1,
PDK: 2.1, 2.2;
INT: 3.1, 3.2
17. 3.9. Understanding content knowledge and resources in academic
disciplines, including strategies for teaching and supporting content area
literacy skills and numeracy skills
18. Comments: Enter online.
NAEYC
4c
NAEYC
4b
NAEYC
4c
NAEYC
4a
NAEYC
4c
NAEYC
4d
NAEYC
4a
PTC: 2A
PDK: 2.2, 2.4
TTT: 4.1
PTC: 1B, 2G
PDK: 2.1, 2.3
PDK: 2.1
PTC: 2A, 2F
PDK: 2.3;
DIV: 5.1
PTC: 2D
PDK: 2.4
PTC: 2E
PDK: 2.4
19. 4.1. Using a broad repertoire of developmentally appropriate teaching
/learning approaches that are evidence-based and enable students to apply
and construct new learning.
20. 4.2. Knowing and understanding effective strategies and tools for early
education, including appropriate uses of technology and digital resources in a
professional and ethical manner.
21. 4.3. Using a broad repertoire of developmentally appropriate teaching
/learning approaches that lead students to construct meaning through the use
of active learning strategies such as purposeful discourse and/or inquiry-based
learning.
22. 4.4. Using positive relationships and supportive interactions to promote
independence and interdependence of learners with the gradual release of
responsibility to students.
23. 4.5. Using a broad repertoire of developmentally appropriate teaching
/learning approaches, including differentiated instruction and supplemental
intervention to support students with learning difficulties, disabilities and/or
particular gifts and talents.
24. 4.6. Reflecting on own practice to promote positive outcomes for each
child, including monitoring student learning and adjusting teaching in response
to student performance and engagement in learning tasks.
25. 4.7. Engaging in positive relationships and supportive interactions and
providing meaningful, appropriate and specific feedback to students during
instruction to improve their performance.
26. Comments: Enter online
27. 5.1 & 5.2. Understanding the goals, benefits, and uses of assessment –
NAEYC
3a
NAEYC
3a
PTC: 4A, 4B, 4C
PDK: 2.4
PDK: 2.4
28.
PTC: 4D, 4E
PDK: 2.4;
PRF: 6.1
29.
PTC: 2E, 4B
PDK: 2.4
30.
PTC: 3B, 4D
PDK: 2.4;
PRF: 6.1
31.
NAEYC
2c
NAEYC
3c
PTC: 4C
PDK: 2.4;
DIV: 5.1
NAEYC
3d
NAEYC
3b
32.
including its use in development of appropriate goals, curriculum, and
teaching strategies for young children, including using and designing
formative and summative assessments that align with the learning objectives
and value the diversity of ways in which students learn.
5.3. Using a comprehensive set of data that provides depth and breadth of
understanding of student achievement and using that data in the development
of appropriate goals, curriculum, and teaching strategies.
5.4. Collaborating with colleagues and forming assessment partnerships
with families to review and interpret assessment data to monitor and adjust
instruction to ensure students’ progress, and to create effective learning
environments.
5.5. Knowing about and using observation, documentation, and other
appropriate assessment tools and approaches to engage students’ selfassessment and to guide their autonomy in learning.
5.6. Involving families and communities in young children’s development
and learning by communicating academic and behavioral performance
expectations and assessment results with students, their families, and other
educators.
5.8. Understanding and practicing responsible assessment to promote
positive outcomes for each child, including the use of assistive technology
for children with disabilities, and the use of health data to select and/or
design interventions, and assist in the development of individualized
educational programs for students with disabilities.
33. Comments: Enter online
Evaluation Ratings
Mid-Term
Final
Date:
Date:
ST
CT US ST CT
US
NAEYC
Key
Elements
PTC: 5E
PRF: 6.1
NAEYC
3d
PTC: 5B
PRF: 6.1
NAEYC
3d
PTC: 5A, 5B, 5C
DIV: 5.1;
PRF: 6.1
NAEYC
2b
PTC: 5D
TTT: 4.1;
DIV: 5.1;
PRF: 6.1
NAEYC
6b
PTC: 5A
DIV: 5.1;
PRF: 6.1
NAEYC
1b
PTC: 5D
DIV: 5.1;
PRF: 6.1
NAEYC
6b
NAEYC
2b
PTC: 5A-5E
PRF: 6.1
Evaluation Ratings
Mid-Term
Final
Date:
Date:
ST
CT US ST CT
US
Student Teaching Competency (Abridged)
(Language of NAEYC key elements is in bold)
Other Standards
and Competencies
34. 6.1 & 6.2 Reflecting on own practice to promote positive outcomes for each
child and engaging in formal and informal professional development to
enhance their understandings of content, pedagogical skills, resources and the
impact of their actions on student learning.
35. 6.3 & 6.4 Forming collaborative partnerships with families and
professional colleagues to examine student learning data, instructional
strategies, and curricula to support learning and positive school climate.
36. 6.5 & 6.10 Forming collaborative partnerships with families and
professional colleagues, including administrators and special services staff to
interpret data and develop individualized student success plans (e.g. attending
PPT and SRBI Data Team meetings) and to monitor the impact of instructional
or behavioral support and interventions.
37. 6.6 Supporting and engaging families and communities through respectful,
reciprocal relationships, including the professional and ethical use of
technology, in order to ensure their ongoing awareness of student progress and
encourage opportunities to support their child’s learning.
38. 6.7 Knowing about and upholding ethical standards and other early
childhood professional guidelines, including the legal rights of students with
disabilities and their families within the intervention, referral, and
individualized education plan process.
39. 6.8 & 5.7 Knowing and understanding the multiple influences on early
development and learning, including race, gender and culture, and how these
affect professional interactions with students, families and colleagues, including
the students with special needs.
40. 6.11 Knowing about and upholding ethical standards and other early
childhood professional guidelines and conducting themselves as professionals
in accordance with the Connecticut’s Code of Professional Responsibility for
Educators.
41. Supporting and engaging families and communities through respectful,
reciprocal relationships by planning family and community events,
educational programs, and effective communications.
42. Comments: Enter online
Teacher Candidate
Date
_____________________________
Teacher Candidate
Date
Cooperating Teacher
Date
________________________________
Cooperating Teacher
Date
University Supervisor
Date
________________________________
University Supervisor
Date