WALSH UNIVERSITY CLINICAL PRACTICE EVALUATION (SPA) EARLY CHILDHOOD EDUCATION (NAEYC)

Transcription

1 WALSH UNIVERSITY CLINICAL PRACTICE EVALUATION (SPA) EARLY CHILDHOOD EDUCATION (NAEYC) FINAL TERM Person Completing This Form: [ ] Teacher Candidate [ ] University Supervisor [ ] Cooperating Teacher Teacher Candidate Teacher Candidate Walsh ID Number (not social security) Date Semester Licensure Area for this Placement Placement Site (Building Name) District Grade Level Subject(s) Taught Cooperating Teacher University Supervisor Directions: This evaluation is to be completed by the teacher candidate, university supervisor and the cooperating teacher. Interpretation Guide: 3 = Target; 2 = Acceptable; 1 = Unacceptable Rubric Item Number Target (Rating of 3) Acceptable (Rating of 2) Unacceptable (Rating of 1) Evaluator s Rating NAEYC STANDARD #1: PROMOTING CHILD DEVELOPMENT AND LEARNING Standard 1a: Knowing and understanding young children s characteristics and needs from birth through age 8. Work is grounded in developmental theory and knowledge of characteristic and needs of young Work reflects knowledge of specific needs and provides examples of interrelationships among the Understanding of characteristics and needs of young children are not always reflected in the educational 1 children. Play, activity, learning developmental areas. Play, activity, setting. processes and motivation to learn are learning processes and motivation to recognized and demonstrated components of an early childhood program. learn are recognized as essential components of an early childhood program. Standard 1b: Knowing and understanding the multiple influences on early development and learning 2 Knows and applies an understanding of the multiple influences on young children s development and learning. There is a recognition of how these influences may interact to affect development and outcomes. The nature of multiple influences on children is recognized. The impact these have on an early childhood program are understood. Understanding of multiple influences on young children s learning is not always reflected in the educational setting.

2 Standard 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 3 Uses principles of early childhood development to create an effective, respectful learning environment which supports the health, culture and individuality of children while challenging them to gain new competencies. Interactions and teaching practices show this understanding. Recognizes the importance of a healthy, respectful, supportive and challenging learning environment and utilizes this developmental knowledge when interacting, planning and choosing strategies and learning materials for young children. Classroom practices are inconsistent and do not always support positive, developmental outcomes which are essential to the learning environment. Standard 2: Building Family and Community Relationships Standard 2a: Knowing about and understanding diverse family and community characteristics 4 Describes the significant characteristics of the family and community and their influence on child development. Understands that this knowledge is critical in helping young children learn and develop well. Applies this knowledge to meeting varied needs. Describes the characteristics of the family and community and how these influence child development. Through dialogue, understands that this knowledge is essential if varied needs are to be met. Has acquired information regarding family and community characteristics but does not always apply it to help young children learn. Standard 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 5 Builds respectful, supportive and positive relationships with families taking into account preferences and goals. Incorporates knowledge of families languages and culture and uses family members and community members as resources for curriculum and program development. Builds respectful and positive relationships with families. Engages families and communities in the educational process, encouraging involvement and support. Understands that support from families and community members are important to successful early childhood programs but does not use these resources. Standard 2c: Involving families and communities in young children s development and learning 6 Understands the value and role of families as children s primary teachers and uses a variety of approaches toward involvement. Family and community members are recognized as partners in the education of young children and included as resources in all facets of the program in or out of the classroom setting. Family and community members are recognized as partners in the education of young children and are involved in a variety of ways so as to impact development and learning both in and out of the classroom setting. Knows family and community involvement is important to children s development and learning but there is little evidence of this both in and out of the classroom setting.

3 Standard 3: Observing, Documenting and Assessing Standard 3a: Understanding the goals, benefits, and uses of assessment including its use in development of appropriate goals, curriculum, and teaching strategies for young children 7 Demonstrates an understanding and importance of the goals, benefits and uses of assessment. Shows how assessments selected align with standards, curriculum and teaching strategies. Assessment is used to support learning and improve outcomes for young children and their families. Demonstrates an understanding of assessment and how the goals, benefits and uses support learning and can improve outcomes for young children and families. Understanding of goals, benefits and uses of assessment are inconsistent and do not always align with standards, curriculum and teaching strategies. Standard 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches - including the use of technology in documentation, assessment and data collection. Has in depth knowledge and a high level of skill using varied assessment Shows basic competence in using varied assessment tools and Understanding and use of assessment are not consistent. 8 tools and approaches, including approaches, including technology, to technology, to gather data. Selects gather data. valid tools that are developmentally and culturally appropriate. Standard 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child including the use of assistive technology for children with disabilities. Understands and practices responsible assessment to determine the extent of the learning goals having been met and to suggest future instruction to support Understands that responsible assessment is used to determine the extent of the learning goals having been met and to suggest future instruction. Uses assistive Understanding of assessment and its uses are not always put into practice assistive technology is not pursued or utilized. 9 children s development. Adapts and/or uses assistive technology when working with children with disabilities. technology when working with children with disabilities. Standard 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments. Knows about and recognizes the importance of partnerships with families and with professional colleagues. Has an awareness that Knows about assessment partnerships with families and professional colleagues and how these involvements can assist in Has limited knowledge of assessment partnerships with families and professional colleagues and how they impact the learning 10 positive assessment is used to assessing children s development, environment. identify the strengths of families and strengths and needs which impact children as well as the knowledge the learning environment. and support colleagues can offer, contributing to the development of effective learning environments.

4 Standard 4: Teaching and Learning Standard 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children 11 Displays warm, nurturing interactions, communicating genuine liking for and interest in young children s activities. Builds a caring community of learners by using encouragement to help young children meet challenging learning expectations. Interacts with young children in a positive way showing a liking for them and interest in their activities. Works at making personal connections to help children build confidence. Has begun to interact with young children and build a positive relationship with them but sometimes is hesitant to become involved and has to be prompted to do so. Standard 4b: Knowing and understanding effective strategies and tools for early education- including appropriate uses of technology 12 Knows, understands and uses varied and effective strategies and tools supported by research, including technology, to positively influence children s development and learning. Knows, understands and uses varied strategies and tools, including technology, to positively influence children s development and learning. Strategies and tools to influence children s development and learning are limited. Standard 4c:Using a broad repertoire of developmentally appropriate teaching/learning approaches 13 Uses various learning formats and effective and appropriate teaching strategies which are based on an understanding of early childhood development with a focus on children s individual characteristics, needs and interests. Adjustments are readily made when indicated. Uses learning formats and teaching strategies based on an understanding of children s development so that needs are met. Adjustments are made, when needed, most of the time. Has difficulty varying teaching and learning approaches. Standard 4d:Reflecting on own practice to promote positive outcomes for each child 14 Has developed the habit of reflective, responsive and intentional practice to promote outcomes for each child. Makes professional judgments through each day based on knowledge of child development and learning, needs of individual children and the social and cultural contexts in which children live. Recognizes the importance of reflection and had begun to develop the habit. Is responsive to the needs of each student and has seen positive outcomes. Does not make decisions based on reflective practice.

5 Standard 5 Using Content Knowledge to Build Meaningful Curriculum Standard 5a: Understanding content knowledge and resources in academic disciplines- language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. 15 Has strong mastery of content across the disciplines. Understands the importance of each content area in young children s learning and demonstrates these essential concepts by writing lesson plans that contain clear learning goals, appropriate, creative methods, materials and activities aligned to goals. Is moving toward mastery of content areas across disciplines. Understands the importance of each content area in young children's learning as demonstrated in lesson plans that contain strategies, activities and the use of varied materials which support learning goals. Has not shown an understanding of the importance of each content area in young children s learning as evidenced through lesson plans. Lesson content and activities do not always support learning goals. Standard 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 16 Knows and understands the essential central concepts, inquiry tools and structures of academic content. Uses authoritative sources and applies current research based knowledge of this content as is evidenced in planning. Is aware and uses essential central concepts, inquiry tools and structures of content areas as is evidenced in planning. Plans do not always show knowledge of central concepts, inquiry tools and structures of content areas or academic disciplines. Standard 5 c:using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child 17 Uses knowledge and other resources to design, implement, and evaluate developmentally meaningful, challenging curriculum by writing lesson plans that are developmentally appropriate and show clear learning goals. Promotes comprehensive developmental and learning outcomes for all young children by using questions, activities, or strategies to encourage independent, creative, and critical thinking Uses knowledge and other resources to design, implement, and evaluate developmental curriculum by writing lesson plans that are developmentally appropriate and have clear learning goals. Activities and strategies are appropriate and address the needs of young children. Implements curriculum but does not always evaluate the developmental appropriateness of chosen strategies and activities.

6 Standard 6 Becoming a Professional Standard 6a: Identifying and involving oneself with the early childhood field 18 Identifies with and is involved in the early childhood field both in and out of the classroom. Articulates a well developed perspective on the profession. Shows a clear sense of belonging. Identifies with and is involved in the early childhood field as evidenced through the practicum. Demonstrates an understanding of the expected professional roles and challenges. Has a beginning understanding of the early childhood field and the expertise that is needed for young children to be successful learners. Standard 6 b: Knowing about and upholding ethical standards and other early childhood professional guidelines 19 Has knowledge of the ethical code and professional standards and guidelines related to early childhood practice. Recognizes the importance of upholding high standards of confidentiality, sensitivity and respect for children, families and colleagues and demonstrates such. Knows the ethical code and other professional standards and guidelines related to early childhood practice. Has a sense of responsibility in upholding high standards of confidentiality, sensitivity, and respect for children, families and colleagues. Has some knowledge of ethical code and professional standards and guideline related to early childhood practice. Standard 6c: Engaging in continuous, collaborative learning to inform practice-; using technology effectively with young children, with peers, and as a professional resource. Demonstrates self-motivated, purposeful learning that influences the quality of work with peers, children and their families. Monitors Has beginning skills in collaborative learning to inform practice. Monitors and gives feedback to young children and adjusts lessons. Uses Has limited involvement and skill in collaborative learning. Uses little technology. 20 and gives feedback to young children technology in a variety of ways. and adjusts lesson as indicated. Uses technology effectively in a variety of ways. Standard 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 21 Integrates knowledgeable, reflective, and critical perspectives on early education. Based on this information, classroom practice is analyzed, work is modified and improved. Integrates knowledgeable, reflective, and critical perspectives on early education and justifies decisions based on this knowledge. Has minimal knowledge and understanding of central issues, standards and research findings. Standard 6 e: Engaging in informed advocacy for young children and the early childhood profession 22 Has become an informed advocate for sound educational practices and policies. Demonstrates knowledge about the central policy issues in the field. Supports young children and their families in a variety of ways through collaboration and communication on common issues. Is becoming an advocate for sound educational practices and policies. Is acquiring knowledge about the central policy issues in the field. Recognizes the importance of supporting young children and their families as a member of the profession. Is learning about the importance of advocacy in the early childhood profession but has not been engaged.

7 WALSH UNIVERSITY CLINICAL PRACTICE EVALUATION (SPA) EARLY CHILDHOOD EDUCATION (NAEYC) FINAL Total Points / possible 66 Composite Score (1-3): = 3 Target = 2 Acceptable = 1 Unacceptable Candidate Signature Person Completing this Form (print name) Person Completing this Form (signature) Date For the Academic Year