Student: - University of Wisconsin–Whitewater



Dear collaborating teacher:

Thank you for welcoming a student teacher from the early childhood education program at UW-Whitewater. The attached evaluation form is used to document the student’s experiences, knowledge, skills, and dispositions in each of the following directed teaching assignments: Infants and Toddlers (Birth to Three), Preschool, Early Childhood/Special Education, Kindergarten, and Early Elementary Regular and Special Education. The purpose of the first part of the evaluation is to reflect on the student teacher’s areas of professional growth, knowledge, and skills throughout the placement. This section is based on initial licensure standards, including the ten Wisconsin Teaching Standards (WTS) and related Council for Exceptional Children (CEC) Knowledge and Skills and National Association for the Education of Young Children (NAEYC) Standards. For this section, we expect students to rarely score at the highest level (demonstrates knowledge and skills at an advanced level like those of an experienced teacher) and score at least at a basic level. The purpose of the second part of the evaluation is to document the student’s dispositions (attitudes). This section is based on defined values, commitments, and professional ethics as documented by the National Council for Accreditation of Teacher Education (NCATE). Here we expect students to score at the two highest levels as good dispositions are expected to be evident during all student teaching placements.

The cooperating teacher completes the evaluation form twice during each student teaching placement, (1) half-way through each student teaching assignment and (2) at the end of each placement. The mid-evaluation is used to identify the student’s goals and needs for improvement; and the final evaluation is used to document the student’s growth and accomplishments. Comments are welcome and should relate to specific behaviors and examples of the student’s performance.

The student completes the evaluation tool at the mid-point of each student teaching experience and discusses goals, improvements, and accomplishments with the cooperating teacher and university supervisor. The student is responsible for sharing the self evaluation with the cooperating teacher and supervisor and discussing outcomes.

The university supervisor uses the evaluation tool to reflect on the student’s dispositions by reporting half way and final scores. The evaluation may also serve as a written document in the event that concerns about the student’s performance or professional conduct should arise.

Directions for completing the form: The form can be completed electronically by filling in the shaded fields. You can move between fields by hitting “Tab” or simply moving the cursor. Please score the student’s performance on each of the 10 Teaching Standards and Dispositions. Using the scale below please put a check in the appropriate shaded areas indicating one overall score for each standard and disposition (mid and final scores are needed). Comments are welcome!

Name of Cooperating Teacher:       Name of University Supervisor:      

Form completed by: Cooperating Teacher: Student: University Supervisor:      

(Signature – if electronic, please attach in email with message)

Name of person completing the form:       Student:      

Student ID:       Beginning/End of Placement: From       (mm/dd/yy) To       (mm/dd/yy)

Placement Location:      Year:       Fall: Spring: Summer:

Date of Completion of 1st Evaluation:       (mm/dd/yy) Date of Completion of 2nd Evaluation:       (mm/dd/yy)

Type of Assignment: 0-3 EI Preschool ECSE Kindergarten Early Elementary (SE/RE)

(Mark placement with X: 0-3 EI = Birth to Three-Early Intervention; ESCE= Early Childhood Special Education; SE=Special Education; RE= Regular Education)

PART ONE: KNOWLEDGE AND SKILLS

|WTS 1: Teachers know the subject they are teaching; CEC 1: Foundations; NAEYC 4b, c, d: Using|Mid score and goals for standard 1: |Final score for standard 1: |

|developmentally appropriate approaches, understanding content knowledge, building meaningful |1 2 3 4 |1 2 3 4 |

|curriculum |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

| |Date completed:       |Date completed:       |

|Understands historical and philosophical foundations, current trends, issues, laws, and |Mid comments related to WTS 1: |Final comments related to WTS 1: |

|policies that affect children, families, and programs. Examples: |      |      |

|Follows and implements the program’s or school’s policies consistently | | |

|Describes and understands the processes of pre-referral, referral, and individualized | | |

|educational planning in accordance with special education law (Individuals with Disabilities | | |

|Education Act)- (e.g. can list the rights of families during referral and educational | | |

|planning) | | |

|Identifies and plans to use content knowledge that is appropriate for children’s ages and | | |

|abilities (at ages b to 3, preschool, Kindergarten, 1st, 2nd, and 3rd grades) | | |

|Knows and identifies instructional strategies that work (help children learn) | | |

|Uses subject matter and content (concepts to teach) that are consistent with the program’s | | |

|or classroom’s philosophy and curriculum | | |

|WTS 2: Teachers know how children learn. CEC 2: Development and characteristics of learners; |Mid score for standard 2: |Final score for standard 2: |

|NAEYC 1, 4b,d : Promoting child development, using developmentally appropriate approaches, |1 2 3 4 |1 2 3 4 |

|building meaningful curriculum |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Knows typical and atypical early childhood development as related to young children’s |Mid comments related to WTS 2: |Final comments related to WTS 2: |

|characteristics and needs. Examples: |      |      |

|Interacts with children in an emotionally supportive way | | |

|Is knowledgeable about child development and children with special needs | | |

|Asks families and professionals about their knowledge of children to understand individual | | |

|children’s developmental strengths and needs | | |

|Talks about families’ and children’s unique experiences, medical histories, and overall | | |

|developments with cultural sensitivity | | |

|Maximizes children’s abilities to be autonomous | | |

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|WTS 3: Teachers understand that children learn differently; CEC 3: Individual Learning |Mid score for standard 3: |Final score for standard 3: |

|Differences; NAEYC 2, 4b: Family and community relationships, developmentally effective |1 2 3 4 |1 2 3 4 |

|approaches |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Knows and understands the effects an exceptional condition(s) can have on an individual’s |Mid comments related to WTS 3: |Final comments related to WTS 3: |

|life. Examples: |      |      |

|Applies child development knowledge to create environments and activities that are healthy | | |

|and supportive of individual children’s learning | | |

|Knows how to design learning opportunities that are interesting and challenging for children | | |

|Uses knowledge about the real world of children’s lives (children’s primary language, | | |

|culture, family background, special needs, and interests) to guide teaching and learning | | |

|Makes the most of environments and routines (designs learning experiences that help children | | |

|gain skills they are ready to learn next) | | |

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|WTS 4: Teachers know how to teach; CEC 4: Instructional strategies; NAEYC 4b, d: Using |Mid score for standard 4: |Final score for standard 4: |

|developmentally appropriate approaches, building meaningful curriculum |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Uses effective teaching strategies to facilitate integration. Examples: |Mid comments related to WTS 4: |Final comments related to WTS 4: |

|Uses child-initiated and adult-directed learning activities (allowing children to engage in |      |      |

|unstructured and structured activities) | | |

|Guides children’s learning through scaffolded supports (e.g. creating highly engaging | | |

|environments, curriculum modifications, activity-based learning, and child-focused | | |

|instruction). | | |

|Creates learning opportunities that encourage children to explore freely, communicate with | | |

|others, solve problems, and express themselves creatively (integrating curriculum contents | | |

|such as language arts, math, science, music, art, and movement as appropriate) | | |

|Knows how to help children acquire new skills in a variety of situations and environments | | |

|(the home, (pre)school, and community settings such as child care and with a variety of | | |

|people the child trusts) | | |

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|WTS 5: Teachers know how to manage a classroom; CEC 5: Learning environments and social |Mid score for standard 5: |Final score for standard 5: |

|interactions; NAEYC 1, 3, 4, b and d: Promoting child development and learning, observing to |1 2 3 4 |1 2 3 4 |

|support young children and families, using developmentally appropriate approaches, building |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|meaningful curriculum | | |

|Knows how to design, create, and evaluate safe, equitable, positive, and supportive learning |Mid comments related to WTS 5: |Final comments related to WTS 5: |

|environments in which diversities are valued to assure developmental and functional |      |      |

|appropriateness. Examples: | | |

|Enjoys warm, supportive relationships with children | | |

|States rules and behavioral expectations affirmatively (tells children what to do rather than| | |

|what not to do) | | |

|Consistently anticipates and eliminates potential problems and redirects children’s | | |

|misbehaviors by modeling and teaching appropriate behaviors | | |

|Acknowledges children’s feelings, frustrations, and points of view, and responds with respect| | |

|Organizes social (group) activities as well as individual activities that help children | | |

|succeed and meet their learning goals | | |

|Supports nutritional and health needs of the children by implementing appropriate practices | | |

|(e.g. hand washing) | | |

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|WTS 6: Teachers communicate well; CEC 6: Language; |Mid score for standard 6: |Final score for standard 6: |

|NAEYC 4a, b: Connecting with children and families, using developmentally effective |1 2 3 4 |1 2 3 4 |

|approaches |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Supports and facilitates family and child interactions as primary contexts for learning and |Mid comments related to WTS 6: |Final comments related to WTS 6: |

|development. Examples: |      |      |

|Uses effective verbal and non-verbal communication | | |

|Works through misinterpretations or misunderstandings by problem solving effectively | | |

|Communicates regularly with families and empowers families to participate in the education of| | |

|their child | | |

|Plans ways to communicate with and effectively teach children who sign, who speak English as | | |

|a second language, or who need a communication board or special device | | |

|Provides rich language modeling to promote children’s language use | | |

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|WTS 7: Teachers are able to plan different kinds of lessons; CEC 7: Instructional planning; |Mid score for standard 7: |Final score for standard 7: |

|NAEYC 1, 4a, b, d: Child development and learning, connecting with children and families, |1 2 3 4 |1 2 3 4 |

|using developmentally effective approaches, building meaningful curriculum |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Demonstrates understanding of the scope and sequences of developmentally appropriate and |Mid comments related to WTS 7: |Final comments related to WTS 7: |

|individualized curricula by integrating general knowledge into the planning of learning |      |      |

|activities. Examples: | | |

|Is organized in planning lessons and setting up activities and materials | | |

|Observes children to see if they are engaged (passively or actively e.g. listening to a story| | |

|or acting out a story) | | |

|Plans individual and group activities that include play, routines, group projects, | | |

|exploration, and systematic instruction. | | |

|Plans activities that allow children to use all their senses by using visual cues (e.g. | | |

|signs), pictures, verbal cues (e.g. beginning sounds of words), touching and using | | |

|manipulatives (e.g. cubes), smelling, and tasting (e.g. preparing a snack) | | |

|Encourages children’s independence by breaking large learning goals into small steps | | |

|Delegates responsibilities among team members including paraprofessionals to enhance a | | |

|positive teaching and learning climate | | |

|Uses computer technology to create and share lesson plans | | |

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|WTS 8: Teachers know how to test for student progress; CEC 8: Assessment; NAEYC 3: Observing,|Mid score for standard 8: |Final score for standard 8: |

|documenting, and assessing to support young children and families |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Understands the goals, benefits, and uses of assessment and knows how to link assessment to |Mid comments related to WTS 8: |Final comments related to WTS 8: |

|instructional planning and program evaluation. Examples: |      |      |

|Uses a variety of informal assessments (e.g. observations about children’s engagement in the | | |

|process of learning, student work) to guide teaching and documenting what children are | | |

|learning | | |

|Uses formal assessments responsibly and ethically (e.g. acquiring test results from multiple| | |

|observers as part of a child’s evaluation process) | | |

|Explains assessment results to others in ways that they can understand | | |

|Uses routines-based interviews and observations regularly to identify learning goals for | | |

|children | | |

|Advocates for fair testing practices for children whose cultural priorities, primary | | |

|language, or disability demand special considerations and adaptations | | |

|Uses technology to develop charts and checklists for use in educational assessments | | |

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|WTS 9: Teachers are able to evaluate themselves to reflect; CEC 9: Professional and ethical |Mid score for standard 9: |Final score for standard 9: |

|practice; NAEYC 5: Becoming a professional |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Demonstrates an understanding of the continuum of lifelong professional development. |Mid comments related to WTS 9: |Final comments related to WTS 9: |

|Examples: |      |      |

|Abides by rules and ethical practices of early childhood organizations | | |

|Participates in family night meetings and other family events | | |

|Uses people first language (e.g. saying and writing “children with special needs” not | | |

|“special needs children”) | | |

|Provides multicultural books, activities, and materials that are inclusive of all children | | |

|and their families’ life styles, interests, and priorities | | |

|Attends and participates in professional meetings and trainings | | |

|Is open to constructive criticism, celebrates successes, and reflects on areas that need | | |

|improvement | | |

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|WTS 10: Teachers are connected with other teachers and the community; CEC 10: Collaboration; |Mid score for standard 10: |Final score for standard 10: |

|NAEYC 2: Building family and community relationships |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Collaborates with families, community service providers, school professionals, and members of|Mid comments related to standard 10: |Final comments related to standard 10: |

|community organizations to integrate young children into various settings. Examples: |      |      |

|Uses the “All About Me” book or poster as an introductory activity | | |

|Writes a letter of introduction for the families of all children the student teacher works | | |

|with using language families understand easily | | |

|Comfortably greets families | | |

|Publishes a regular newsletter and communicates daily in some way with families and team | | |

|members in an effective way | | |

|Advocates for each child | | |

|Solves problems when working with others and contributes ideas | | |

|Participates actively in educational planning meetings with families and staff | | |

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Overall comments regarding the student teacher’s knowledge and skills:      

PART TWO: DISPOSITIONS

|1. Values evidence-based, student-focused practice |Mid score for disposition 1: |Final score for disposition 1: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 1:       |Final comments regarding disposition 1:       |

|Analyzes and discusses student involvement in learning | | |

|Focuses professional decision-making around children’s needs rather than personal preference | | |

|Creates a positive emotional tone when interacting with children | | |

|Uses credible research to guide instructional practices | | |

|2. Values professional collaboration and consultation |Mid score for disposition 2: |Final score for disposition 2: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 2:       |Final comments regarding disposition 2: |

|Makes time for families and staff on behalf of children | |      |

|Makes time on behalf of the school or program | | |

|Seeks information and assistance from others on behalf of children | | |

|Establishes positive rapport and appropriate relationships | | |

|3. Practices effective self-management |Mid score for disposition 3: |Final score for disposition 3: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 3: |Final comments regarding disposition 3: |

|Is present and punctual for professional activities and assigned duties |      |      |

|Is prepared for assigned duties and activities | | |

|Cites and acknowledges sources of information (honors intellectual property) | | |

|Does not share any information with persons outside a group that shares concerns without | | |

|first seeking consent (maintains confidentiality) | | |

|Maintains a professional appearance and self-control | | |

|Uses language free of profane or derogatory language | | |

|4. Interacts at a professional level |Mid score for disposition 4: |Final score for disposition 4: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 4: |Final comments regarding disposition 4: |

|Listens with purpose |      |      |

|Speaks effectively for various professional purposes and audiences | | |

|Writes clearly for various professional purposes and audiences | | |

|Uses technology effectively in professional roles | | |

|5. Demonstrates commitment to learning as a lifelong pursuit |Mid score for disposition 5: |Final score for disposition 5: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 5: |Final comments regarding disposition 5: |

|Is receptive and responsive to professional feedback |      |      |

|Critically reflects on professional experiences and adjusts performance accordingly | | |

|Seeks to stay current about evidence-based professional practices | | |

|6. Respects the legal and ethical norms of the profession |Mid score for disposition 6: |Final score for disposition 6: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 6: |Final comments regarding disposition 6: |

|Is truthful and honest |      |      |

|Seeks consent from families before discussing contents of educational records with other | | |

|professionals or staff | | |

|Discusses sensitive information regarding children, families, the program or school, or the | | |

|community only after appropriate consent has been received (maintaining confidentiality) | | |

|Complies with legal requirements of educational settings | | |

|7. Demonstrates equitable treatment and respect for all individuals |Mid score for disposition 7: |Final score for disposition 7: |

| |1 2 3 4 |1 2 3 4 |

| |Minimal Basic Proficient Advanced |Minimal Basic Proficient Advanced |

|Examples: |Mid comments regarding disposition 7: |Final comments regarding disposition 7: |

|Responds respectfully to children’s perspectives and contributions |      |      |

|Respects individual persons’ cultural interests by acknowledging their priorities and | | |

|thinking | | |

|Treats others with dignity and respect | | |

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Overall comments regarding the student teacher’s dispositions:      

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