University of Wisconsin – Eau Claire
Department of Education Studies
Middle Childhood / Early Adolescence Program (MCEA)
MCEA ASSESSMENT PROFILE
(Student Teaching)
Mid-Quarter and End-of-Quarter
Conceptual Framework
The University of Wisconsin-Eau Claire Teacher Education Program commits itself to
Preparing Collaborative Leaders who can develop, apply, and integrate knowledge within
and across subjects, as well as reflect on their practice to improve performance. The Block
practicum contributes to the development of knowledge in Planning and Evaluation,
Learning Environment, Instruction, and Professionalism.
The MCEA faculty view collaborative leadership as the involvement of two or more people in
a group working toward a common vision or goal in a manner that reflects shared ownership,
authorship, use, or responsibility. A successful collaboration takes place when participants
with diverse experiences and expertise work together to solve a common problem or
produce a common product. Successful collaborations are non-jurisdictional, relationship
driven and sensitive to issues of inclusion and exclusion.
The information contained in this profile serves two purposes in relation to a student
teacher's performance in the professional semester. The information recorded at an
approximate mid-quarter date provides information to the student teacher as a means of
improving performance for the remainder of the experience. The information provided at the
completion of the experience serves as a record of the cooperating teacher's assessment of
the student teacher's level of professional competence.
The form should be completed, discussed with the student teacher, signed, and shared with
the university supervisor at a designated mid-quarter date. The form should be updated and
signed at the end of the placement. It serves as the cooperating teacher's final evaluation of
the student teacher's performance. At the last supervisor's visit, the information should be
discussed, a recommendation for certification should be recorded, and the signed original
form given to the student. A copy is given to the University Supervisor to be included among
the official records according to University and the Department of Public Instruction
requirements.
Student: _______________________________________________
Cooperating Teacher: _____________________________________
School: ________________________________________________
Grade Level/Subject ______________________________________
1
(rev November 2013)
Directions: Indicate competence level with an "X".
If not observed or not applicable specify that with an "N".
Comments may be included to clarify or elaborate on particular characteristics.
COMPETENCE LEVEL
PLANNING
WT Standards 1, 2, 3, 4, 5, 7, 8, 10)
Mid-Quarter
Low
High
Low
High
Incorporates knowledge of students’
background and capabilities in lessons.
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Creates detailed and articulate learning goals.
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Prepares material and resources.
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Reflects curricular demands in lessons.
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Shows command of subject matter.
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Presents curriculum integration in lessons.
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Integrates appropriate technology in lessons.
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Creates appropriate assessment tools.
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Makes provisions for advanced preparation.
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COMPETENCE LEVEL
LEARNING ENVIRONMENT
(WTS 3, 5, 6)
Mid-Quarter
Low
High
Low
High
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Establishes and maintains rapport with
students.
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Maintains consistent standards of behavior.
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Promotes fairness.
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Arranges and maintains a physical
environment conducive to learning.
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COMPETENCE LEVEL
Mid-Quarter
Low
High
COMMENTS
End-of-Quarter
Provides clear expectations to students.
INSTRUCTION
(WTS 1, 2, 3, 4, 5, 7, 8)
COMMENTS
End-of-Quarter
COMMENTS
End-of-Quarter
Low
High
Articulates clear learning goals to students.
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Structures content and conveys it in an
articulate manner.
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Encourages higher levels of thinking.
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Paces lessons consistent with time allocations.
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Shows awareness of lesson variables and
changes when and where it is needed.
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Maintains effective verbal and nonverbal
communication.
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Provides for different learning styles, talents,
and capabilities.
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Communicates assessment criteria and
processes.
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2
(rev November 2013)
COMPETENCE LEVEL
Mid-Quarter
PROFESSIONALISM
(WTS 8, 9, 10)
Low
High
COMMENTS
End-of-Quarter
Low
High
Displays self-confidence and assertiveness.
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Maintains bearing and demeanor appropriate
for the environment.
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Responds to suggestions, criticisms, and
directions.
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Evaluates self-performance.
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Interrelates with staff and colleagues.
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Communicates with parents or community
members.
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Seeks assistance when needed.
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Adapts to diverseness within the environment.
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Conveys a professional attitude.
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COLLABORATIVE LEADERSHIP
All UWEC Teacher Education programs emphasize the development of educators who are
collaborative leaders. The four core principles of collaborative leadership include the
following:
 Collaborative leadership is the intentional and skillful management of relationships that
enables others to succeed individually while accomplishing a collective outcome.
 Collaborative leaders ably facilitate the involvement of two or more people in a group
working toward a shared outcome in a manner that reflects collective ownership,
authorship, use, or responsibility.
 Collaboration is NOT the outcome or goal. Collaborations are processes that, when
successful, align people’s actions to accomplish a goal or solve a problem.
 Collaborative leaders possess knowledge, skills, and dispositions that enable them to
carry out leaderful actions.
Collaborative leaders make particular kinds of choices about how to work with others,
commit to outcomes that are less individual than collective, and invest time and energy to
sustain shared goals. However, committing to collaborative approaches does not diminish
the importance of individual perspectives or individual expertise. Assessing dispositions
engages educators in thinking about how such choices can empower them to better help
students succeed in becoming self-directed learners committed to sustaining and improving
a socially just, democratic society.
DIRECTIONS: For each of the five collaborative leadership dispositions A – E listed in the left column
on the following page, please circle items in one or both columns that you think best represent trends
in the in the preservice teacher’s performance. Please list some examples as evidence for your
assessment of each disposition. This form should be completed and discussed with the preservice
teacher as part of the mid-quarter evaluation and updated at the end of the placement.
3
(rev November 2013)
DISPOSITION
STRIVES
FOR SHARED
UNDERSTANDING
WORKS INDEPENDENTLY

Asks clarifying
questions for self

Paraphrases for
personal clarification

Cooperates when
working with others
EVIDENCE







SEEKS
BENEFICIAL
SOLUTIONS
ACCEPTS
RESPONSIBILITY
FOR SELF AND
TAKES ON
RESPONSIBILITY
FOR OTHERS
DISPLAYS
PERSEVERANCE
FOR PROJECTS
AND
INTERPERSONAL
RELATIONSHIP
MANAGEMENT







DEMONSTRATES
A PASSION FOR
EXCELLENCE


Describes current
condition
Tells why change might
be necessary
Independently finds
resources to support
change
Defers judgment in
order to come up with
unique and workable
solutions
Accepts responsibility
for tasks when asked to
do so
Assists with meeting
the needs of others
when within own
control
Asks questions to find
out more in order to
make more productive
future attempts at a
task
Describes options for
approaching others for
assistance
States expectations
that go beyond the
status quo
Independently uses the
meaning of excellence
in a context of learning
for individual growth



WORKS COLLABORATIVELY
Asks clarifying questions for self
and/or group needs
Solicits responses from all parties
Paraphrases for better self and group
understanding
Redirects counter-productive
participation
Demonstrates active listening during
collaborations
Seeks input from and works with
others to describe current condition
Works with others to determine need
for change
Considers other’s ideas and
perspectives to generate possible
solutions and meet multiple needs
EVIDENCE
Accepts and seeks out responsibility
for tasks that support others as well
as self









4
Advocates for other’s needs,
regardless of personal beliefs/needs
Actively seeks out assistance from
others to meet identified needs
Actively seeks out others for
contributions in order to make change
and persist with tasks
Acknowledges all participants
contributions, concerns, and ideas
Depersonalizes negativity from others
and contributes positive responses
Active and positive member of groups
Uses excellence in a context of
learning to collaborate with and
influence others
Celebrates group successes
Exhibits an appropriate sense of
humor, a positive manner, and
enthusiasm during interactions
(rev November 2013)
MID-QUARTER ASSESSMENT SIGNATURES
Cooperating Teacher:
___________________________________________________
(Signature)
___________________
(Date)
Student Teacher:
___________________________________________________
(Signature)
___________________
(Date)
University Supervisor :
____________________________________________________
(Signature)
___________________
(Date)
END-of-QUARTER ASSESSMENT SIGNATURES
Cooperating Teacher:
____________________________________________________
(Signature)
___________________
(Date)
Student Teacher:
____________________________________________________
(Signature)
___________________
(Date)
University Supervisor :
____________________________________________________
(Signature)
___________________
(Date)
RECOMMENDATION FOR CERTIFICATION
Please circle one recommendation below.
The student should be certified to teach.
YES
NO
If your answer was NO, please provide or attach reasons. Include a brief summary statement in the space
below.
Reasons for not recommending certification:
Cooperating Teacher Signature:
(Print Full Name)
(Signature)
University Supervisor’s Recommendation:
University Supervisor Signature:
Successful
(Date)
Unsuccessful
__________________________________________________________________________________________
(Print Full Name)
(Signature)
(Date)
5
(rev November 2013)