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17 Feb 2016

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Intern Name: Bartley, Bailey


Internship: 15SP Novice Teach Early Childhood - ETE 304 01
Submitted: May 14, 2015

Assessed:
Donnelly,
Heather
(Supervisor)

Course/Term: ETE 304 - 1 : EC Novice Teaching ( 15SP-ETE )

Site:
Valeska
Hinton ECE
Center, 800
W Romeo B
Garrett
Avenue,
Peoria
IL 616052207

Comments: Bailey developed appropriate, active learning experiences and did a nice job expanding her teaching to include multiple disciplines
Subject(s):
within one lesson. She was able to connect with the children by modeling a positive, friendly, and warm hearted attitude. Bailey was beginning to Selfutilize higher order questioning to encourage her students to predict, analyze, and offer suggestions. She oftentimes expanded beyond the
contained
content related vocabulary, giving her lessons more depth and allowing students to make connections to prior learning and lived experiences.
Bailey's teaching could be improved by her making better use of formal assessments to guide her teaching and evaluate students' current levels
and areas of progress. We've greatly enjoyed Ms. Bailey in or classroom this semester. The children have welcomed her and will miss her when
she's gone. I feel strongly she will do well as a teacher. She's had many eye opening experiences during her time in Blue 3, which will assist her
with her own classroom one day.
Grade(s):
Pre-K

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

The early childhood


teacher candidate
shows little
understanding of
young childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and
struggles applying this
knowledge even with
guidance to create a
healthy, respectful,
supportive, and
challenging learning
environment for
young.

The early childhood


teacher candidate
inconsistently shows
an understanding of
young childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and/or
needs more guidance
in applying this
knowledge to create a
healthy, respectful,
supportive, and
challenging learning
environment for young
children.

The early childhood


teacher candidate
adequately
understands young
childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 but
need some guidance
in applying this
knowledge to create a
healthy, respectful,
supportive, and
challenging learning
environment for young
children.

The early childhood


teacher candidate
proficiently
understands young
childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and
creates a healthy,
respectful, supportive,
and challenging
learning environment
for young children.

The early childhood


teacher candidate has
an exceptional depth
of understanding of
young childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and
creates an
exceptionally healthy,
respectful, supportive,
and challenging
learning environment
for young children.

The early childhood


teacher candidate
shows little
The early
understanding of
childhood
diverse family and
teacher
community
candidate
characteristics and
understands
struggles, even with
successful early guidance, to engage
childhood
and support families
education
and communities by
depends on
respectfully involving
partnerships
them in their childrens
with families
development and
and
learning.
communities.

The early childhood


teacher candidate
inconstantly shows an
understanding of
diverse family and
community
characteristics and/or
needs more guidance
to engage and
support families and
communities by
respectfully involving
them in their childrens
development and
learning.

The early childhood


teacher candidate
adequately
understands diverse
family and community
characteristics but
needs some guidance
to engage and
support families and
communities through
respectfully involving
them in their childrens
development and
learning.

The early childhood


teacher candidate
proficiently
understands diverse
family and community
characteristics and
shows this
understanding via
engaging and
supporting families
and communities by
respectfully involving
them in their childrens
development and
learning.

The early childhood


teacher candidate
shows an exceptional
depth of
understanding of
diverse family and
community
characteristics via
extremely effective,
respectful
engagement and
support of families and
communities. The
candidate is able to
thoroughly involve
families and
communities in
childrens
development and
learning.

The early
childhood
candidate is
grounded in a
child
development
knowledge
base.
1/6 (16%)
NAEYC-2011.1

Proficient (3.000 pts) Excellent (4.000 pts)

Comments:

1/6 (16%)
NAEYC-2011.2

Comments:

N/A

17 Feb 2016

Page 2 of 12

The early childhood


teacher candidate
struggles even with
The early
guidance to show an
childhood
understanding of the
teacher
goals, benefits, and
candidate is
uses of assessment,
prepared in
and the use of
understanding
assessment
that child
strategies. The
observation,
candidate also
documentation,
struggles, with
and other forms
guidance to
of assessment
understand how to
are central to
use technology in
the practice of
assessment, assistive
all early
technology, and has
childhood
limited ability to work
professionals.
in assessment
1/6 (16%)
partnerships with
NAEYC-2011.3
families and
professional
colleagues.

The early childhood


teacher candidate
inconsistently shows
understanding of the
goals, benefits, and
uses of assessment,
and the use of
assessment
strategies. The
candidate also shows
an inconsistent
understanding of:
technology in
assessment, assistive
technology, and ability
to work in assessment
partnerships with
families and
professional
colleagues.

The early childhood


teacher candidate
adequately
understands the
goals, benefits, and
uses of assessment,
and adequately uses
assessment
strategies. The
candidate also shows
an adequate
understanding of:
technology in
assessment, assistive
technology, and is
able to work
adequately in
assessment
partnerships with
families and
professional
colleagues.

The early childhood


teacher candidate
proficiently
understands the
goals, benefits, and
uses of assessment,
and uses effective
assessment
strategies. The
candidate also shows
proficient
understanding of:
technology in
assessment, assistive
technology, and is
able to work well in
assessment
partnerships with
families and
professional
colleagues.

The early childhood


teacher candidate
shows an exceptional
depth of
understanding of the
goals, benefits, and
uses of assessment,
and uses excellent
assessment
strategies. The
candidate has an
advanced
understanding of:
technology in
assessment, assistive
technology, and works
with ease in
assessment
partnerships with
families and
professional
colleagues.

The early childhood


teacher candidate
inconsistently shows
understanding and
ability to use
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
and/or the candidate
shows little ability to
reflect in order to
promote positive
outcomes for each
child.

The early childhood


teacher candidate has
an adequate
understanding and
ability to use
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
the candidate shows
some reflection to
promote positive
outcomes for each
child.

The early childhood


teacher candidate has
a proficient
understanding of, and
uses a wide array of
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
the candidate is able
to reflect to promote
positive outcomes for
each child.

The early childhood


teacher has an
exceptional
understanding of, and
ability to use a wide
array of
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
the candidate is able
to reflect deeply to
promote positive
outcomes for each
child.

The early childhood


teacher candidate
shows inconsistent
understanding of
content knowledge
and resources in all
academic areas, and
an inconstant ability to
design, implement,
and evaluate
experiences to
promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood


teacher candidate
shows adequate
understanding of
content knowledge
and resources in all
academic areas, and
is able to adequately
design, implement,
and evaluate
experiences to
promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood


teacher candidate
shows proficient
understanding of
content knowledge
and resources in all
academic areas, and
is able to design,
implement, and
evaluate experiences
to promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood


teacher candidate
shows exceptional
understanding of
content knowledge
and resources in all
academic areas, and
designs, implements,
and evaluates
exceptional
experiences to
promote positive
development and
meaningful,
challenging curricula
for each child.

Comments:
The early childhood
teacher candidate
shows little
The early
understanding of and/
childhood
or struggles even with
teacher
guidance to use
candidate is
developmentally
prepared in
appropriate
using
approaches,
developmentally instructional
effective
strategies, and tools
approaches to to connect with
connect with
children and families;
children and
and/or the candidate
families.
shows an inability to
1/6 (16%)
reflect in order to
NAEYC-2011.4
promote positive
outcomes for each
child.
Comments:

The early
childhood
teacher
candidate use
content
knowledge to
build
meaningful
curriculum.
1/6 (16%)
NAEYC-2011.5

Comments:

The early childhood


teacher candidate
struggles, even with
guidance to
understand content
knowledge and
resources in all
academic areas,
and/or struggles with
guidance to design,
implement, and
evaluate experiences
to promote positive
development and
meaningful,
challenging curricula
for each child.

17 Feb 2016

Page 3 of 12

The early childhood


teacher candidate
struggles, even with
guidance to show
Early Childhood her/his identification
Candidates
and involvement with
function as
the early childhood
ethical
profession, and/or
professionals,
upholding ethical
advocates and
standards, and or/
informed
engaging in
decisioncontinuous,
makers.
collaborative learning
1/6 (16%)
to inform practice,
NAEYC-2011.6
and/or participating in
informed advocacy for
children and the
profession.

The early childhood


teacher candidate inconsistently is able to
show identification
and involvement with
the early childhood
profession, or any of
the following: the
ability to uphold
ethical standards,
engage in continuous,
collaborative learning
to inform practice, or
participate in informed
advocacy for children
and the profession.

The early childhood


teacher candidate is
able to adequately
show identification
and involvement with
the early childhood
profession, upholding
ethical standards,
engaging in both
continuous,
collaborative learning
to inform practice, and
informed advocacy for
children and the
profession.

Early childhood
candidate proficiently
and consistently
shows identification
and involvement with
the early childhood
profession, upholding
ethical standards,
engaging in both
continuous,
collaborative learning
to inform practice, and
informed advocacy for
children and the
profession.

The early childhood


teacher candidate
shows exceptional
identification and
involvement with the
early childhood
profession, upholding
ethical standards,
engaging in both
continuous,
collaborative learning
to inform practice, and
informed advocacy for
children and the
profession.

Comments:
20.000 pts | 83.33 %

Unsatisfactory
Uses
information
about
students
individual
experiences,
families,
cultures, and
communities to
create
meaningful
learning
opportunities
and enrich
instruction for
all students

Early childhood
teacher candidate
effectively uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students less than
70% of the time; and
shows little motivation
to improve in this area.

Needs Significant
Improvement (1.000
pts)
Early childhood
teacher candidate
effectively uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students at least
70% of the time;
however, shows
motivation to improve
in this area.

Basic (2.000 pts)


Early childhood
teacher candidate
adequately uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students at least
80% of the time.

Proficient (3.000 pts) Excellent (4.000 pts)


Early childhood
teacher candidate
proficiently uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students at least
90% of the time.

N/A

Early childhood
teacher candidate
effectively and
consistently uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students nearly
100% of the time.

1/1 (100%)
IL-PTS-2012.1.L

Comments:
3.000 pts | 75 %

Uses differing
viewpoints,
theories, and
methods of
inquiry
1/3 (33%)
IL-PTS-2012.2.J

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Early childhood
teacher candidate
effectively uses
differing viewpoints,
theories, or methods
of inquiry appropriate
to the discipline less
than 70% of the time;
and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
effectively uses
differing viewpoints,
theories, and methods
of inquiry appropriate
to the discipline at
least 70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately uses
differing viewpoints,
theories, and methods
of inquiry appropriate
to the discipline at
least 80% of the time.

Early childhood
teacher candidate
proficiently uses
viewpoints, theories,
and methods of
inquiry appropriate to
the discipline;
engages students in
generating and testing
knowledge at least
90% of the time.

Early childhood
teacher candidate
effectively uses
viewpoints, theories,
and methods of
inquiry appropriate to
the discipline;
engaging students in
generating and testing
knowledge nearly
100% of the time.

Early childhood
teacher candidate
struggles to
demonstrate fluency in
technology systems,
use technology to
support instruction
and enhance student
learning; and shows
little motivation to
improve in this area.

Early childhood
teacher candidate
struggles to
demonstrate fluency in
technology systems,
use technology to
support instruction
and enhance student
learning; however,
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with a great deal of
support from the
cooperating teacher,
adequately
demonstrates fluency
in technology systems,
uses technology to
support instruction
and enhances student
learning.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
demonstrates fluency
in technology systems,
uses technology to
support instruction
and enhances student
learning.

Early childhood
teacher candidate
independently and
consistently
demonstrates fluency
in technology systems,
using technology to
support instruction,
and enhancing
student learning.

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

Comments:
Demonstrates
fluency in
technology
systems, uses
technology to
support
instruction and
enhance
student
learning
1/3 (33%)
IL-PTS-2012.2.L

Comments:

N/A

17 Feb 2016

Page 4 of 12

Early childhood
Designs
teacher candidate,
learning
even with a great deal
experiences
of support from the
and utilizes
cooperating teacher,
assistive
struggles immensely to
technology
design learning
and digital
experiences and
tools to
utilize assistive
provide access technology and digital
to general
tools to provide
curricular
access to general
content to
curricular content to
individuals with individuals with
disabilities
disabilities; and shows
1/3 (33%)
little motivation to
IL-PTS-2012.2.O
improve in this area.

Early childhood
teacher candidate,
even with a great deal
of support from the
cooperating teacher,
struggles to design
learning experiences
and utilize assistive
technology and digital
tools to provide
access to general
curricular content to
individuals with
disabilities; however,
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with a great deal of
support from the
cooperating teacher,
adequately designs
learning experiences
and utilizes assistive
technology and digital
tools to provide
access to general
curricular content to
individuals with
disabilities.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
designs learning
experiences and
utilizes assistive
technology and digital
tools to provide
access to general
curricular content to
individuals with
disabilities.

Early childhood
teacher candidate
independently and
effectively designs
learning experiences
and utilizes assistive
technology and digital
tools to provide
access to general
curricular content to
individuals with
disabilities.

Comments:
9.000 pts | 75 %

Unsatisfactory

Establishes
high
expectations
for each
students
learning and
behavior
1/3 (33%)
IL-PTS-2012.3.H

Early childhood
teacher candidate
establishes high
expectations for each
students learning and
behavior less than
70% of the time; and
shows little motivation
to improve in this
area.

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
establishes high
expectations for each
students learning and
behavior at least 70%
of the time; however,
shows motivation to
improve in this area.

Early childhood
teacher candidate
adequately
establishes high
expectations for each
students learning and
behavior at least 80%
of the time.

Early childhood
teacher candidate
proficiently establishes
high expectations for
each students
learning and behavior
at least 90% of the
time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently
establishing high
expectations for each
students learning and
behavior nearly 100%
of the time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to create
approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
creates approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
creates approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas.

Early childhood
teacher candidate
effectively and
independently creates
approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to access
and use a wide range
of information and
instructional
technologies to
enhance a students
ongoing growth and
achievement;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
accesses and uses a
wide range of
information and
instructional
technologies to
enhance a students
ongoing growth and
achievement.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
accesses and uses a
wide range of
information and
instructional
technologies to
enhance a students
ongoing growth and
achievement.

Early childhood
teacher candidate
exceeds expectations
by independently and
consistently accessing
and using a wide
range of information
and instructional
technologies to
enhance a students
ongoing growth and
achievement.

N/A

Comments:
Early childhood
teacher candidate,
Creates
even with much
approaches to support from the
learning that
cooperating teacher,
are
struggles to create
interdisciplinary approaches to
and that
learning that are
integrate
interdisciplinary and
multiple
that integrates
content areas
multiple content
1/3 (33%)
areas; and shows little
IL-PTS-2012.3.L
motivation to improve
in this area.
Comments:
Accesses and
uses a wide
range of
information
and
instructional
technologies
to enhance a
students
ongoing
growth and
achievement
1/3 (33%)
IL-PTS-2012.3.N

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to access
and use a wide range
of information and
instructional
technologies to
enhance a students
ongoing growth and
achievement; and
shows little motivation
to improve in this
area.

Comments:
10.000 pts | 83.33 %

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

N/A

17 Feb 2016

Page 5 of 12

Early childhood
teacher candidate
Creates a safe does not create a safe
and healthy
and healthy
environment and
environment
1/5 (20%)
actions could
IL-PTS-2012.4.I
potentially risk the
safety and health of
students.

Early childhood
teacher candidate
creates a safe and
healthy environment
for all students at least
70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately creates a
safe and healthy
environment for all
students at least 80%
of the time.

Early childhood
teacher candidate
proficiently creates a
safe and healthy
environment for all
students at least 90%
of the time.

Early childhood
teacher candidate
effectively and
consistently creates a
safe and healthy
environment for all
students 100% of the
time.

Early childhood
teacher candidate
effectively creates
clear expectations and
procedures for all
students at least 70%
of the time; however,
shows motivation to
improve in this area.

Early childhood
teacher candidate
adequately creates
clear expectations and
procedures for all
students at least 80%
of the time.

Early childhood
teacher candidate
proficiently creates
clear expectations and
procedures for all
students at least 90%
of the time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently creating
clear expectations and
procedures for all
students nearly 100%
of the time.

Early childhood
teacher candidate
effectively manages
time, materials,
technology, and
physical space at least
70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately manages
time, materials,
technology, and
physical space at least
80% of the time.

Early childhood
teacher candidate
proficiently manages
time, materials,
technology, and
physical space at least
90% of the time.

Early childhood
teacher candidate
effectively manages
time, materials,
technology, and
physical space nearly
100% of the time.

With much support


from the cooperating
teacher, the Early
childhood teacher
candidate uses a
variety of effective
behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports at least
70% of the time; and
shows motivation to
improve in this area.

Early childhood
teacher, with some
support from the
cooperating teacher,
uses a variety of
effective behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, uses a variety
of effective behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports at least
90% of the time.

Early childhood
teacher candidate ,
with no or very little
support from the
cooperating teacher,
uses a variety of
effective behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports nearly
100% of the time.

With much support


from the cooperating
teacher, the Early
childhood teacher
candidate modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics at least
70% of the time; and
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics at least
90% of the time.

Early childhood
teacher candidate,
with no or very little
support from the
cooperating teacher,
modifies the learning
environment (including
the schedule and
physical arrangement)
to facilitate
appropriate behaviors
and learning for
students with diverse
learning characteristics
nearly 100% of the
time.

Comments:

Creates clear
expectations
and
procedures
1/5 (20%)
IL-PTS-2012.4.J

Early childhood
teacher candidate
creates clear
expectations and
procedures for all
students less than
70% of the time; and
shows little motivation
to improve in this area.

Comments:
Early childhood
teacher candidate
Manages time, effectively manages
materials,
time, materials,
technology,
technology, and
and physical
physical space less
space
than 70% of the time;
1/5 (20%)
and shows little
IL-PTS-2012.4.M
motivation to improve
in this area.
Comments:
Even with much
support from the
cooperating teacher,
the Early childhood
Uses a variety teacher candidate
uses a variety of
of effective
effective behavioral
behavioral
management management
techniques
techniques
appropriate to appropriate to the
needs of all students
the needs of
that include positive
all students
1/5 (20%)
behavior interventions
IL-PTS-2012.4.O
and supports less
than 70% of the time;
and shows little
motivation to improve
in this area.
Comments:

Modifies the
learning
environment
(including the
schedule and
physical
arrangement)
to facilitate
appropriate
behaviors
1/5 (20%)
IL-PTS-2012.4.P

Even with much


support from the
cooperating teacher,
the Early childhood
teacher candidate
modifies the learning
environment (including
the schedule and
physical arrangement)
to facilitate
appropriate behaviors
and learning for
students with diverse
learning characteristics
less than 70% of the
time; and shows little
motivation to improve
in this area.

Comments:
18.000 pts | 90 %

17 Feb 2016

The competent
teacher
differentiates
instruction by
using a variety
of strategies
that support
critical and
creative
thinking,
problemsolving, and
continuous
growth and
learning. This
teacher
understands
that the
classroom is a
dynamic
environment
requiring
ongoing
modification of
instruction to
enhance
learning for
each student.

Page 6 of 12

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Early childhood
teacher candidate
effectively
differentiates
instruction by using a
variety of strategies
less than 70% of the
time. This teacher
candidate also has
immense deficiencies
in understanding that
the classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Early childhood
teacher candidate
effectively
differentiates
instruction by using a
variety of strategies at
least 70% of the time.
This teacher
candidate also
struggles to
understand that the
classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Early childhood
teacher candidate
adequately
differentiates
instruction by using a
variety of strategies at
least 80% of the time.
This teacher
candidate also has a
basic understanding
that the classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Early childhood
teacher candidate
proficiently
differentiates
instruction by using a
variety of strategies at
least 90% of the time.
This teacher
candidate also
proficiently
understands that the
classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Early childhood
teacher candidate
effectively and
consistently
differentiates
instruction by using a
variety of strategies
nearly 100% of the
time. This teacher
candidate also has an
in-depth
understanding that
the classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
less than 70% of the
time; and shows little
motivation to improve
in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
at least 70% of the
time. However,
teacher candidate
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
at least 80% of the
time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
at least 90% of the
time.

Early childhood
teacher candidate
effectively and
consistently uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
nearly 100% of the
time.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
monitors and adjusts
strategies in response
to feedback from the
student less than 70%
of the time; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
monitors and adjusts
strategies in response
to feedback from the
student at least 70%
of the time. However,
he/she shows
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
monitors and adjusts
strategies in response
to feedback from the
student at least 80%
of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
monitors and adjusts
strategies in response
to feedback from the
student at least 90%
of the time.

Early childhood
teacher candidate
effectively and
consistently monitors
and adjusts strategies
in response to
feedback from the
student nearly 100%
of the time.

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

1/9 (11%)
IL-PTS-2012.5.A,
IL-PTS-2012.5.B,
IL-PTS-2012.5.C,
IL-PTS-2012.5.D,
IL-PTS-2012.5.E,
IL-PTS-2012.5.F,
IL-PTS-2012.5.G,
IL-PTS-2012.5.H

Comments:
Uses multiple
teaching
strategies,
including
adjusted
pacing and
flexible
grouping, to
engage
students in
active learning
opportunities
that promote
the
development of
critical and
creative
thinking
1/9 (11%)
IL-PTS-2012.5.I

Comments:

Monitors and
adjusts
strategies in
response to
feedback from
the student
1/9 (11%)
IL-PTS-2012.5.J

Comments:

N/A

17 Feb 2016

Varies his/her
role in the
instructional
process as
instructor,
facilitator,
coach, or
audience in
relation to the
content and
purposes of
instruction and
the needs of
students

Page 7 of 12

Early childhood
teacher candidate
effectively varies
his/her role in the
instructional process
in relation to the
content and purposes
of instruction and the
needs of students
less than 70% of the
time; and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
effectively varies
his/her role in the
instructional process
in relation to the
content and purposes
of instruction and the
needs of students at
least 70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the
needs of students at
least 80% of the time.

Early childhood
teacher candidate
proficiently varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the
needs of students at
least 90% of the time.

Early childhood
teacher candidate
effectively varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the
needs of students
nearly 100% of the
time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
effectively develops a
variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding less
than 70% of the time.
Teacher candidate
also demonstrates
little motivation to
improve in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
effectively develops a
variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding at least
70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
adequately, with much
support from the
cooperating teacher,
develops a variety of
clear, accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
develops a variety of
clear, accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding at least
90% of the time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently
developing a variety of
clear, accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding nearly
100% of the time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
uses strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences at least
70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences at least
90% of the time.

Early childhood
teacher candidate
effectively and
consistently uses
strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences nearly
100% of the time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student at
least 70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student at
least 80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student at
least 90% of the time.

Early childhood
teacher candidate
effectively uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student
nearly 100% of the
time.

1/9 (11%)
IL-PTS-2012.5.K

Comments:

Develops a
variety of clear,
accurate
presentations
and
representations
of concepts,
using
alternative
explanations to
assist students
understanding
1/9 (11%)
IL-PTS-2012.5.L

Comments:
Early childhood
teacher candidate,
even with much
Uses strategies support from the
and techniques cooperating teacher,
uses strategies and
for facilitating
techniques for
meaningful
facilitating meaningful
inclusion of
individuals with inclusion of individuals
with a range of
a range of
abilities and
abilities and
experiences less than
experiences
1/9 (11%)
70% of the time.
IL-PTS-2012.5.M
Teacher candidate
also demonstrates
little motivation to
improve in this area.
Comments:

Uses
technology to
accomplish
differentiated
instructional
objectives that
enhance
learning for
each student
1/9 (11%)
IL-PTS-2012.5.N

Comments:

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student less
than 70% of the time;
and demonstrates
little motivation to
improve in this area.

17 Feb 2016

Page 8 of 12

Early childhood
Uses coteacher candidate
planning and
does not use effective
co-teaching
co-planning and cotechniques to
teaching techniques
deliver
to deliver instruction to
instruction to all
all students; and
students
demonstrates little
1/9 (11%)
motivation to improve
IL-PTS-2012.5.Q
in this area.

Early childhood
teacher candidate
rarely uses effective
co-planning and coteaching techniques
to deliver instruction to
all students; however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally uses
adequate effective coplanning and coteaching techniques
to deliver instruction to
all students.

Early childhood
teacher candidate
frequently and
proficiently uses coplanning and coteaching techniques
to deliver instruction to
all students.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently using
effective co-planning
and co-teaching
techniques to deliver
instruction to all
students.

Early childhood
teacher candidate
infrequently and
ineffectually
maximizes
instructional time and
minimizes transitional
time; however,
demonstrates
motivation to improve.

Early childhood
teacher candidate
adequately maximizes
instructional time and
minimizes transitional
time at least 80% of
the time.

Early childhood
teacher candidate
proficiently maximizes
instructional time and
minimizes transitional
time at least 90% of
the time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently
maximizing
instructional time and
minimizing transitional
time nearly 100% of
the time.

Comments:

Maximizes
instructional
time (e.g.,
minimizes
transitional
time)
1/9 (11%)
IL-PTS-2012.5.R

Early childhood
teacher candidate
infrequently and
ineffectually
maximizes
instructional time and
minimizes transitional
time; and
demonstrates little
motivation to improve
in this area.

Comments:
29.000 pts | 80.56 %

Unsatisfactory
Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
Integrates
infrequently and
reading,
ineffectually integrates
writing, and
reading, writing, and
oral
communication oral communication
1/2 (50%)
into instructional
IL-PTS-2012.6.Q
activities and lessons;
and demonstrates little
motivation to improve
in this area.

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
infrequently and
ineffectually integrates
reading, writing, and
oral communication
into instructional
activities and lessons;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, sometimes is
able to adequately
integrate reading,
writing, and oral
communication into
instructional activities
and lessons.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, frequently
and proficiently
integrates reading,
writing, and oral
communication into
instructional activities
and lessons.

Early childhood
teacher candidate
requires little to no
support from the
cooperating teacher to
effectively and
consistently integrate
reading, writing, and
oral communication
into instructional
activities and lessons.

Early childhood
teacher candidate
infrequently and
ineffectually works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs. However
he/she demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate on
occasion works
adequately with other
teachers and support
personnel to design,
adjust, and modify
instruction to meet
students reading,
writing, and oral
communication needs.

Early childhood
teacher candidate
frequently and
proficiently works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently working
with other teachers
and support personnel
to design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs.

N/A

Comments:
Works with
other teachers
and support
personnel to
design, adjust,
and modify
instruction to
meet students
reading,
writing, and
oral
communication
needs
1/2 (50%)
IL-PTS-2012.6.R

Early childhood
teacher candidate
infrequently and
ineffectually works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs. Teacher
candidate also
demonstrates little
motivation to improve
in this area.

Comments:
6.000 pts | 75 %

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

N/A

17 Feb 2016

Page 9 of 12

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, uses early
childhood assessment
strategies and devices
Uses
that are nonassessment
strategies and discriminatory less
than 70% of the time;
devices that
and shows little
are nondiscriminatory motivation to improve
1/1 (100%)
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, uses early
childhood assessment
strategies and devices
that are nondiscriminatory at least
70% of the time;
however, shows
motivation to improve
in this area.

IL-PTS-2012.7.R

Early childhood
teacher candi-date,
with much support
from the cooperating
teacher, ade-quately
uses early childhood
assessment strategies
and devic-es that are
non-discriminatory at
least 80% of the
time.Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses K-8 assessment
strategies and devices
that are nondiscriminatory at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses early childhood
assessment strategies
and devices that are
non-discriminatory at
least 90% of the
time.Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses K-8 assessment
strategies and devices
that are nondiscriminatory at least
90% of the time.

Early childhood
teacher candidate
consistently and
effectively uses early
childhood assessment
strategies and devices
that are nondiscriminatory nearly
100% of the time.Early
childhood teacher
candidate consistently
and effectively uses K8 assessment
strategies and devices
that are nondiscriminatory nearly
100% of the time.

Comments:
3.000 pts | 75 %

Unsatisfactory
Works with all
school personnel
(e.g., support
staff, teachers,
paraprofessionals)
to develop
learning climates
for the school that
encourage unity
1/7 (14%)
IL-BRADLEYDISP.D4.b,
IL-BRADLEYDISP.D3.a,
IL-PTS-2012.8.J,
IL-BRADLEY-DISP.D2.a

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
struggles
tremendously with
collaboration and
often refuses to work
with school personnel
to develop learning
climates that
encourage unity; and
he/she shows little
motivation to improve
in this area.

Early childhood
teacher candidate
struggles frequently to
work with school
personnel to develop
learning climates that
encourage unity;
however, Early
childhood teacher
candidate shows
motivation to improve
in this area.

Early childhood
teacher candidate
must often be
prompted and
encouraged before
effectively working
with school personnel
to develop learning
climates that
encourage unity.

Early childhood
teacher candidate
frequently works well
with all school
personnel to develop
learning climates that
encourage unity.

Early childhood
teacher candidate
continually and
consistently pursues
opportunities to
effectively work with
all school personnel
to develop learning
climates that
encourage unity.

Early childhood
teacher candidate
infrequently and
ineffectually
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate
infrequently and
ineffectually
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally
participates
successfully in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals.

Early childhood
teacher candidate
frequently and
successfully
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals.

Early childhood
teacher candidate
continually and
consistently pursues
opportunities to
effectively participate
in collaborative
decision-making and
problem-solving with
colleagues and other
professionals.

Early childhood
teacher candidate
infrequently and
ineffectually initiates
collaboration with
others to create
opportunities that
enhance student
learning; and shows
little motivation to
improve in this area.

Early childhood
teacher candidate
infrequently and
ineffectually initiates
collaboration with
others to create
opportunities that
enhance student
learning; however,
he/she shows
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.

Early childhood
teacher candidate
frequently initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.

Early childhood
teacher candidate
autonomously and
effectively initiates
collaboration with
others to create
opportunities that
enhance student
learning.

Comments:
Participates in
collaborative
decision-making
and problemsolving with
colleagues and
other
professionals to
achieve success
for all students
1/7 (14%)
IL-BRADLEYDISP.D4.b,
IL-BRADLEYDISP.D3.a,
IL-PTS-2012.8.K

Comments:
Initiates
collaboration with
others to create
opportunities that
enhance student
learning
1/7 (14%)
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.8.L

Comments:

N/A

17 Feb 2016

Uses digital tools


and resources to
promote
collaborative
interactions
1/7 (14%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D2.b,
IL-BRADLEYDISP.D3.b,
IL-BRADLEYDISP.D1.b,
IL-PTS-2012.8.M

Page 10 of 12

Early childhood
teacher candidate
infrequently and/or
ineffectually uses
digital tools and
resources to promote
collaborative
interactions; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses
digital tools and
resources to promote
collaborative
interactions; however,
shows motivation to
improve.

Early childhood
teacher candidate
occasionally uses
digital tools and
resources to
successfully promote
collaborative
interactions.

Early childhood
teacher candidate
frequently uses digital
tools and resources to
successfully promote
collaborative
interactions.

Early childhood
teacher candidate
consistently and
effectively uses digital
tools and resources to
promote collaborative
interactions.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses coplanning and coteaching techniques
to deliver instruction
to each student; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses coplanning and coteaching techniques
to deliver instruction
to each student;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally uses
effective co-planning
and co-teaching
techniques to deliver
instruction to each
student.

Early childhood
teacher candidate
frequently uses
effective co-planning
and co-teaching
techniques to deliver
instruction to each
student.

Early childhood
teacher candidate
actively pursues
opportunities to
effectively use coplanning and coteaching techniques
to deliver instruction
to each student.

Early childhood
teacher candidate
does not initiate
collaboration, rarely
accepts invitations to
collaborate with
school personnel,
and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
does not initiate
collaboration; and
rarely accepts
invitations to
collaborate with
school personnel;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
does not initiate
collaboration;
however, occasionally
accepts invitations to
collaborate with
school personnel in
the implementation of
appropriate
assessment and
instruction for
designated students.

Early childhood
teacher candidate
often times
collaborates with
school personnel and
on occasion will
initiate collaboration
efforts.

Early childhood
teacher candidate
frequently and
effectively
collaborates with
school personnel,
often times initiating
the collaboration.

Early childhood
teacher candidate
effectively uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork less than
70% of the time; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate
effectively uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork at least
70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork at least
80% of the time.

Early childhood
teacher candidate
proficiently uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork at least
90% of the time.

Early childhood
teacher candidate
satisfactorily uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork nearly
100% of the time.

Comments:
Uses effective coplanning and coteaching
techniques to
deliver instruction
to each student
1/7 (14%)
IL-BRADLEYDISP.D3.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.8.N

Comments:
Collaborates with
school personnel
in the
implementation of
appropriate
assessment and
instruction for
designated
students
1/7 (14%)
IL-PTS-2012.8.O

Comments:
Uses conflict
resolution skills to
enhance the
effectiveness of
collaboration and
teamwork
1/7 (14%)
IL-BRADLEYDISP.D4.d,
IL-BRADLEYDISP.D4.b,
IL-PTS-2012.8.R

Comments:
22.000 pts | 78.57 %

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

N/A

17 Feb 2016

Page 11 of 12

Early childhood
Models
teacher candidates
professional
behaviors and
behavior that disposition
reflects
demonstrate a
honesty,
significant lacking of
integrity,
skills necessary to
personal
model professional
responsibility, behavior that reflects
confidentiality, honesty, integrity,
altruism and
personal responsibility,
respect
confidentiality, and
1/8 (12%)
altruism; and he/she
IL-PTS-2012.9.I,
demonstrates little
IL-BRADLEYmotivation to improve
DISP.D4
in this area.

Early childhood
teacher candidates
behaviors and
disposition
demonstrate a lacking
of skills necessary to
model professional
behavior that reflects
honesty, integrity,
personal responsibility,
confidentiality, and
altruism; however,
he/she demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
exhibits basic skills
necessary to model
some degree of
professional behavior
that reflects honesty,
integrity, personal
responsibility,
confidentiality, and
altruism.

Early childhood
teacher candidate
proficiently models
professional behavior
that reflects honesty,
integrity, personal
responsibility,
confidentiality,
altruism, and respect
at least 90% of the
time.

Early childhood
teacher candidate
continually and
consistently models
professional behavior
that reflects honesty,
integrity, personal
responsibility,
confidentiality,
altruism, and respect
nearly 100% of the
time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
demonstrates extreme
deficiencies in
maintaining accurate
records, managing
data effectively, and
protecting the
confidentiality of
information less than
70% of the time; and
shows little motivation
to improve in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to
adequately maintain
accurate records,
manage data
effectively, and protect
the confidentiality of
information at least
70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
maintains accurate
records, manages
data effectively, and
protects the
confidentiality of
information at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
maintains accurate
records, manages
data effectively, and
protects the
confidentiality of
information at least
90% of the time.

Early childhood
teacher candidate,
with little or no needed
support from the
cooperating teacher,
consistently and
effectively maintains
accurate records,
manages data
effectively, and
protects the
confidentiality of
information nearly
100% of the time.

Early childhood
teacher candidate
struggles
tremendously to reflect
on professional
practices and
outcomes; engage in
self-assessment; and
adjust practices to
improve student
performance; and
shows little motivation
to improve in this area.

Early childhood
teacher candidate
struggles
tremendously to reflect
on professional
practices and
outcomes; engage in
self-assessment; and
adjust practices to
improve student
performance;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance at least
80% of the time.

Early childhood
teacher candidate
proficiently reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance at least
90% of the time.

Early childhood
teacher candidate
consistently and
effectively reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance nearly
100% of the time.

Early childhood
teacher candidate
infrequently and
ineffectually exhibits
leadership skills; and
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
infrequently and
ineffectually exhibits
leadership skills;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
adequately exhibits
leadership skills at
least 80% of the time.

Early childhood
teacher candidate
proficiently exhibits
leadership skills at
least 90% of the time.

Early childhood
teacher candidate
consistently and
effectively exhibits
leadership skills nearly
100% of the time.

Comments:
Maintains
accurate
records,
manages data
effectively,
and protects
the
confidentiality
of information
pertaining to
each student
and family
1/8 (12%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.9.J

Comments:
Reflects on
professional
practice and
resulting
outcomes;
engages in
selfassessment;
and adjusts
practices to
improve
student
performance
1/8 (12%)
IL-PTS-2012.9.K,
IL-BRADLEYDISP.D1

Comments:
Uses
leadership
skills that
contribute to
individual and
collegial
growth and
development,
school
improvement,
and the
advancement
of knowledge
1/8 (12%)
IL-BRADLEYDISP.D1.a,
IL-BRADLEYDISP.D1.b,
IL-BRADLEYDISP.D1.c,
IL-PTS-2012.9.P

Comments:

17 Feb 2016

Proactively
serves all
students and
their families
with equity
and honor and
advocates on
their behalf,
ensuring the
learning and
well-being of
each child
1/8 (12%)
IL-BRADLEYDISP.D2.b,
IL-BRADLEYDISP.D2.a,
IL-BRADLEYDISP.D2.c,
IL-PTS-2012.9.Q

Page 12 of 12

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child
less than 70% of the
time; and
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child at
least 70% of the time;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, proactively
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child at
least 80% of the time.

Early childhood
teacher, candidate,
with some support
from the cooperating
teacher, proactively
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child at
least 90% of the time.

Early childhood
teacher candidate,
with little or no needed
support from the
cooperating teacher,
proactively serves all
students and their
families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child
nearly 100% of the
time.

Early childhood
Not an option for this
teacher candidate is
standard.
unaware and does not
comply with the
mandatory reporter
provisions of Section 4
of the Abused and
Neglected Child
Reporting Act.

Not an option for this


standard.

Not an option for this


standard.

Early childhood
teacher candidate is
aware and complies
with the mandatory
reporter provisions of
Section 4 of the
Abused and
Neglected Child
Reporting Act 100% of
the time.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology less
than 70% of the time;
and demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology at
least 70% of the time;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology at
least 80% of the time.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology at
least 90% of the time.

Early childhood
teacher candidate
consistently models
digital etiquette and
responsible social
actions in the use of
digital technology
nearly 100% of the
time.

Early childhood
teacher candidate
does not appropriately
model and teach safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
infrequently models
and teaches safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, occasionally
models and teaches
safe, legal, and ethical
use of digital
information and
technology, including
respect for copyright
and intellectual
property.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, frequently
models and teaches
safe, legal, and ethical
use of digital
information and
technology, including
respect for copyright
and intellectual
property.

Early childhood
teacher candidate,
with little or no needed
support from the
cooperating teacher,
continually models
and teaches safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.

Comments:
Is aware of
and complies
with the
mandatory
reporter
provisions of
Section 4 of
the Abused
and Neglected
Child
Reporting Act
1/8 (12%)
IL-BRADLEYDISP.D4.c,
IL-BRADLEYDISP.D4.d,
IL-PTS-2012.9.R

Comments:
Models digital
etiquette and
responsible
social actions
in the use of
digital
technology
1/8 (12%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.9.S

Comments:
Models and
teaches safe,
legal, and
ethical use of
digital
information
and
technology,
including
respect for
copyright,
intellectual
property
1/8 (12%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.9.T

Comments:
27.000 pts | 84.38 %

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