E_f14_s15
Student Teacher:
Cooperating Teacher:
District:
School:
University Supervisor: Grade:
Final Date: Content:
DIRECTIONS: This Assessment is to be completed collaboratively by the cooperating teacher and university supervisor using evidence collected during the student teaching experience. Using the scoring criteria, indicate the teacher candidate’s performance of each element of the standard. Select only one score per element. This, along with the Ohio
Standards Final Assessment will help you determine if the candidate is ready for licensure. This signed Assessment will be returned to the Office of Student Field Experiences and will remain in this office as part of the student’s file. The
Assessment is evidence that the student teacher has been involved in an on-going evaluation process during the student teaching experience.
A.
Final Assessment
This Assessment is divided into the six Standards of NAEYC that includes;
1.
Promoting Development and Learning;
2.
Building Family and Community Relationships;
3.
Observing, Documenting and Assessing to Support Young and Families;
4.
Using Developmentally Effective Approaches;
5.
Using Content Knowledge to Build Meaningful Curriculum; and
6.
Becoming a Professional
B.
The Scoring Process
 The scoring of the standard’s elements is based on evidence collected to support the element. Collected evidence includes cooperating teacher and university supervisor observations, conferencing, the lesson plan binder, and any other evidence collected during the student teaching experience.

The score indicates the cooperating teacher and university supervisor have sufficient evidence to support that the teacher candidate is performing at the indicated level for the element for the NAEYC Standards within the student teaching setting.

Scoring is based on a scale of 1 to 4 and only one score is selected per element.
Scoring Guide: To assist resource teachers and university supervisor in understanding the various performance levels, please read below.
1: Ineffective A teacher candidate whose performance consistently fails to demonstrate minimum competency of the element, has shown little or no improvement over time, requires constant assistance , and needs to gain further experience in the classroom for this element on an improvement plan.
2: Developing A teacher candidate whose performance demonstrates some competency of the standard element with occasional performance. The performance indicates the candidate is making progress
and growing with support towards the criteria.
3. Competent A teacher candidate whose performance meets expectations, demonstrates competency of most of or the entire standard’s element, has impacted student learning and indicates the candidate is capable and requires little support for growth to occur.
4. Skilled A teacher candidate, whose performance consistently meets the expectations of the standard’s
criteria and can even exceeds expectations; competently demonstrates the entire standard’s element, has significantly impacted student learning and indicates the candidate is proficient, requires no assistance for growth .
C.
Review of the Assessment
Upon completion of the scoring, the cooperating teacher and/or university supervisor will conference with the teacher candidate to discuss the candidate’s progress and performance related to the NAEYC Standards. The cooperating teacher, university supervisor, and student teacher will sign the form to indicate that a review of the Assessment has taken place. A copy of the Assessment will be provided to the teacher candidate.

NAEYC Standard 1- Promoting Development and Learning
Does the Candidate promote the understanding of development and learning in the classroom?
1
Ineffective
2
Developing
The candidate knows and understands the characteristics and needs of students in their classroom. (NAEYC 1a)
The candidate rarely demonstrated knowledge and understanding about the characteristics and needs of the children in the class.
The candidate occasionally demonstrated knowledge and understanding about the characteristics and needs of the children in the class.
3
Competent
The candidate usually demonstrated knowledge and understanding about the characteristics and needs of the children in the class.
4
Skilled
The candidate consistently demonstrated knowledge and understanding about the characteristics and needs of the children in the class.
Score
The candidate uses developmental knowledge to create healthy, respectful, supportive and challenging learning environments for the children in their classroom. (NAEYC 1c)
The candidate rarely used developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children
NAEYC Standard 2- Building Family and Community Relationships
The candidate occasionally used developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children
Does the candidate have an understanding of the importance of the family and community in supporting development & learning of each child in their student teaching placement?
1
Ineffective
2
Developing
The candidate knows about and understands the diverse families and community characteristics pertinent to their student teaching placement (NAEYC
2a)
Through conversations and/or reflections the candidate rarely demonstrated an understanding about the diverse characteristics of families and the community.
Through pertinent conversations and/or reflections the candidate occasionally demonstrated an understanding about the diverse characteristics of the families and community.
The candidate usually used developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children
3
Competent
The candidate consistently used developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children
4
Skilled
The candidate involves families and the community in young children’s development and learning throughout the student teaching experience. (NAEYC 2c)
The candidate rarely involved families and the community at appropriate times to support students’ development and learning throughout the student teaching experience.
Through pertinent conversations and/or reflections the candidate usually demonstrated an understanding about the diverse characteristics of families and the community.
The candidate occasionally involved families and the community at appropriate times to support students’ development and learning throughout the student teaching experience.
The candidate usually involved families and the community at appropriate times to support students’ development and learning throughout the student teaching experience.
Through pertinent conversations and/or reflections the candidate consistently demonstrated an understanding about the diversity of families in their classroom.
The candidate supports and engages the families and the community through respectful, reciprocal relationships. during their student teaching experience.
(NAEYC 2b)
The candidate rarely demonstrated a variety of communication skills to foster relationships with families and the community during their student teaching experience
The candidate occasionally demonstrated a variety of communication skills to foster relationships with families and the community during their student teaching experience
The candidate usually demonstrated a variety of communication skills to foster relationships with families and the community during their student teaching experience
The candidate consistently demonstrated a variety of communication skills to foster relationships with families and the community during their student teaching experience
The candidate consistently involved families and the community at appropriate times to support students’ development and learning throughout the student teaching experience.
Score

NAEYC Standard 3: OBSERVING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Does the candidate understand and effectively use varied assessments?
1
Ineffective
2
Developing
The candidate understands the goals, benefits, and uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children (NAEYC 3a)
Throughout the student teaching experience, the candidate rarely demonstrated an understanding of the goals, benefits and uses of assessment throughout their curriculum planning.
Throughout the student teaching experience, the candidate occasionally demonstrated an understanding of the goals, benefits and uses of assessment throughout their curriculum planning.
3
Competent
4
Skilled
Throughout the student teaching experience, the candidate usually demonstrated an understanding of the goals, benefits and uses of assessment throughout their curriculum planning.
Throughout the student teaching experience, the candidate consistently demonstrated an understanding of the goals, benefits and uses of assessment throughout their curriculum planning.
Score
The candidate knows about and uses observation, documentation, and other appropriate assessment tools and approaches including the use of technology in documentation, assessment and data collection. (NAEYC 3b)
The candidate rarely used a variety of developmentally appropriate assessment approaches that were both formal and informal including technology.
The candidate occasionally used a variety of developmentally appropriate assessment approaches that were both formal and informal including technology.
The candidate usually used a variety of developmentally appropriate assessment approaches that were both formal and informal including technology.
The candidate consistently used a variety of developmentally appropriate assessment approaches that were both formal and informal including technology.
The candidate understands and practices responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. (NAEYC 3c)
The candidate rarely practiced responsible assessment to promote positive outcomes for each child, including children with special needs.
The candidate occasionally practiced responsible assessment to promote positive outcomes for each child, including children with special needs.
The candidate usually practiced responsible assessment to promote positive outcomes for each child, including children with special needs.
The candidate consistently practiced responsible assessment to promote positive outcomes for each child, including children with special needs.
The candidate knows about assessment partnerships with families and with professional colleagues to build effective learning environments (NAEYC 3d)
The candidate rarely collaborated with families and/or colleagues to understand and build effective assessments into the learning environment.
The candidate occasionally collaborated with families and/or colleagues to understand and build effective assessments into the learning environment.
NAEYC Standard 4: USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Does the candidate plan and deliver effective instruction that advances the learning of each individual student?
1
Ineffective
2
Developing
The candidate usually collaborated with families and/or colleagues to understand and build effective assessments into the learning environment.
The candidate collaborated on a regular basis with families and/or colleagues to understand and build effective assessments into the learning environment.
3
Competent
4
Skilled Score
The candidate understands positive relationships and supportive interactions as the foundation of their work with young children (NAEYC 4a)
The candidate knows and understanding effective strategies and tools for early education, including appropriate uses of technology (NAEYC 4b)
The candidate seldom worked at building positive relationships with students as a foundation of their work in their field placement.
The candidate occasionally worked at building positive relationships with students as a foundation of their work in their field placement.
The candidate usually worked at building positive relationship with students as a foundation of their work in their field placement.
The candidate rarely used effective teaching strategies including technology throughout the student teaching experience
The candidate occasionally used effective teaching strategies including technology throughout the student teaching experience
The candidate usually used effective teaching strategies including technology throughout the student teaching experience
The candidate continually worked at building positive relationships with students to create an effective foundation for their work.
The candidate consistently used effective teaching strategies including technology throughout the student teaching experience.

NAEYC Standard 4: Cont.
Does the candidate plan and deliver effective instruction that advances the learning of each individual student?
The candidate uses a broad repertoire of developmentally appropriate teaching
/learning approaches (NAEYC 4c)
The candidate understands the content knowledge and resources in the academic disciplines including language and literacy; the Arts- music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, health and safety; and social studies. (NAEYC 5a)
The candidate knows and uses the central concepts, inquiry tools, and structures of content areas or academic disciplines
(NAEYC 5b)
1
Ineffective
The candidate rarely used a broad repertoire of developmentally appropriate teaching /learning approaches
2
Developing
3
Competent
4
Skilled
The candidate occasionally used a broad repertoire of developmentally appropriate teaching /learning approaches
The candidate usually used a broad repertoire of developmentally appropriate teaching /learning approaches
The candidate consistently used a broad repertoire of developmentally appropriate teaching /learning approaches
The candidate rarely used the central concepts, inquiry tools, and structures of content effectively as they taught their lessons.
The candidate occasionally used the central concepts, inquiry tools, and structures of content effectively as they taught their lessons.
The candidate usually used the central concepts, inquiry tools, and structures of content effectively as they taught their lessons.
The candidate consistently and effectively used the central concepts, inquiry tools, and structures of content as they taught their lessons.
Score
The candidate reflects on their own practice to promote positive outcomes for each child (NAEYC 4d)
The candidate rarely reflected on their practice in order to promote positive outcomes for each child.
The candidate occasionally reflected on their practice in order to promote positive outcomes for each child.
NAEYC Standard 5 USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
The candidate usually reflected on their practice in order to promote positive outcomes for each child.
Does the candidate understand the content they are to teach to impact learning for all children?
1
Ineffective
2
Developing
3
Competent
The candidate consistently reflected on their practice in order to promote positive outcomes for each child.
4
Skilled
Score
The candidate rarely demonstrated content knowledge effectively through their planning and teaching
The candidate occasionally demonstrated content knowledge effectively through their planning and teaching
The candidate usually demonstrated content knowledge effectively through their planning and teaching
The candidate consistently and effectively demonstrated content knowledge through their planning.
Using own knowledge, appropriate content standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. (NAEYC 5c)
The candidate rarely used their own knowledge, appropriate content standards, and/or other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
NAEYC Standard 6: BECOMING A PROFESSION
Does the candidate collaborate and communicate effectively with colleagues, administrators, parents and the community?
1
Ineffective
The candidate involved themselves with the early childhood field. (NAEYC 6a)
The candidate rarely involved themselves with the early childhood field through their school, community, or beyond
The candidate occasionally used their own knowledge, appropriate content standards, and/or other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
The candidate usually used their own knowledge, appropriate content standards, and/or other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
The candidate consistently used their own knowledge, appropriate content standards, and/or other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
2
Developing
3
Competent
The candidate occasionally involved themselves with the early childhood field through their school, community, or beyond
The candidate usually involved themselves with the early childhood field through their school, community, or beyond
4
Skilled
The candidate consistently involved themselves with the early childhood field through their school, community, or beyond.
Score

NAEYC Standard 6: Cont.
Does the candidate collaborate and communicate effectively with colleagues, administrators, parents and the community?
1
Ineffective
2
Developing
3
Competent
4
Skilled
The candidate knew about and upheld ethical standards and other early childhood professional guidelines (NAEYC 6b)
The candidate knew about and rarely upheld ethical standards and guidelines of the school and district.
The candidate knew about and occasionally upheld ethical standards and guidelines of the school and district.
The candidate engaged themselves in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
(NAEYC 6c)
The candidate knew about and usually upheld ethical standards and other early guidelines of the school and district.
The candidate rarely engaged themselves in continuous, collaborative learning to inform their practice, and/or rarely used technology effectively with young children and as a professional resource
The candidate occasionally engaged themselves in collaborative learning to inform their practice, and/or occasionally used technology effectively with young children and as a professional resource
The candidate usually engaged themselves in collaborative learning to inform their practice, and usually used technology effectively with young children and as a professional resource
The candidate knew about and consistently upheld ethical standards and other professional guidelines of the school and district.
The candidate engaged themselves in continuous, collaborative learning to inform their practice, and used technology effectively with young children and as a professional resource
The candidate integrates knowledgeable, reflective, and critical perspectives on earl education (NAEYC 6d)
The candidate rarely integrated knowledgeable, reflective, and critical perspectives on early education in professional dialogue, planning or teaching.
The candidate occasionally integrated knowledgeable, reflective, and critical perspectives on early education through professional dialogue, planning or teaching.
The candidate usually integrated knowledgeable, reflective, and critical perspectives on early education through professional dialogue, planning and teaching.
The candidate consistently and effectively integrated knowledgeable, reflective, and critical perspectives on early education through professional dialogue, planning and teaching.
The candidate engaged themselves in informed advocacy for young children and the early childhood profession (NAEYC
6e)
FINAL COMMENTS:
Review Date
The candidate was rarely engaged in some form of purposeful advocacy for young children and/or the early childhood profession
The candidate was occasionally engaged in some form of purposeful advocacy for young children and/or the early childhood profession
The candidate was usually engaged in some form of purposeful advocacy for young children and/or the early childhood profession
The candidate was consistently engaged in some form of purposeful advocacy for young children and/or the early childhood profession
Sign and date the provided space to indicate that a formal evaluation has taken place and shared with the teacher candidate.
Cooperating Teacher University Supervisor Student Teacher
Score