University of Delaware Teacher Candidate ECE Capstone Clinical Experience Evaluation Teacher Candidate: Semester: Evaluator: Evaluation Date: UD Supervisor/Field Instructor: Clinical Educator: School: District: Length of Placement (Weeks): Teaching Area/Grade Level: Number of classes: Total Number of Students: CLASS PROFILE List the total number of students in the following categories (all classes combined) Female: Male: American Indian/Alaskan Aleut: Asian: Black/African American: Hispanic: Multi-Racial: Native Hawaiian/Pacific Islander: White/Caucasian: Other: Students with active IEPs/504s: English Language Learners: Students who qualify for free/reduced lunch (only provide if access to information is granted): Provide any additional information that is relevant to this profile (e.g., categories of student disabilities in special education placements). PLANNING As an effective educator, the teacher candidate: Not apparent (Not ready for independent practice) 1 Emerging (Not yet ready for independent practice) 2 Proficient (Ready for independent practice) 3 Exemplary (Proficient Plus) 4 Rating Selects appropriate national or state standards Candidate does not select national or state standards or those selected are inappropriate. Candidate selects national or state standards, but some of the selected standards are inappropriate (e.g., age inappropriate, incompatible with the lesson). Candidate selects appropriate national or state standards and, when appropriate, makes cross-curricular standard connections. Candidate selects appropriate national or state standards and, when appropriate, makes cross-curricular standard connections and justifies why the selected standards are appropriate for the learners and the lesson. Writes objectives with measurable outcomes that indicate what learners will know and be able to do Candidate does not write objectives or writes objectives that are not measureable. Candidate writes objectives that are measurable, but not focused on what learners will know and be able to do. Candidate writes objectives that are measurable, indicating what the whole group of learners will know and be able to do. Candidate writes objectives that are measurable, indicating what learners will know and be able to do, and are developmentally appropriate.
As an effective educator, the teacher candidate: Not apparent (Not ready for independent practice) 1 Emerging (Not yet ready for independent practice) 2 Proficient (Ready for independent practice) 3 Exemplary (Proficient Plus) 4 Rating Establishes rapport with and respect for all learners Candidate exhibits disrespectful interactions with one, some, or all learners. Candidate exhibits respect for most learners and makes some effort to develop rapport with the learners, but does not establish rapport with most learners. Candidate exhibits respect for all learners and to establish rapport with most learners. Candidate exhibits respect for all learners and uses appropriate strategies to establish rapport with all learners. Communicates expectations of high quality work by all learners Candidate uses language that communicates expectations that allow for low quality work or sets no expectations for work. Candidate uses language that sets expectations for high quality work for some learners. Candidate uses specific language that sets clear expectations for high quality work for all learners. Candidate uses specific language that sets clear expectations for high quality work for all learners, based on learners’ strengths and needs. Establishes and teaches clear guidelines for routines and appropriate expectations for learners’ behavior Candidate does not establish and/or teach guidelines for routines and behaviors. Candidate establishes guidelines for routines and expectations for learner behavior, but they are not clear, developmentally appropriate, or with logical consequences. Candidate establishes and teaches clear, developmentally appropriate guidelines for routines and expectations for learner behavior. Candidate establishes and teaches clear, developmentally appropriate guidelines for routines and expectations for learner behavior with logical consequences. Implements established guidelines for learners’ behavior Candidate allows disruptive behavior to interfere with learning. Candidate inconsistently addresses disruptive behaviors. Candidate consistently addresses disruptive behavior appropriately with logical consequences. Candidate proactively addresses disruptive behavior appropriately with logical consequences. Engages in and teaches learners’ respectful discourse and turn-taking Candidate provides a learning environment that serves primarily to control learner behavior and does not include opportunities for turn-taking. Candidate provides opportunities for learners to engage in discourse and Candidate teaches learners how to engage in respectful discourse and and provides opportunities for discourse and Candidate teaches learners how to engage in respectful discourse and and provides opportunities for them to express their varied perspectives in respectful ways. LEARNING ENVIRONMENT SUMMARY STATEMENT INSTRUCTION
As an effective educator, the teacher candidate: Not apparent (Not ready for independent practice) 1 Emerging (Not yet ready for independent practice) 2 Proficient (Ready for independent practice) 3 Exemplary (Proficient Plus) 4 Rating Adjusts lessons based on learners’ responses Candidate does not make adjustments or the adjustments made are not relevant to the learners’ responses. Candidate’s instructional adjustments are related to the learners’ responses, but are ineffective. Candidate’s instructional adjustments provide some individuals or groups of learners with the support needed to improve their learning. Candidate’s instructional adjustments provide individuals and groups of learners with the support needed to improve their learning. Uses available technology to impact learning Candidate does not use available technology. Candidate uses available technology for purposes other than learning (e.g., as a reward for work completed, to fill time). Candidate and learners use available technology that aligns to the curriculum and appropriately supports learning. OR Technology is not available or inappropriate in this setting. Candidate and learners use available technology that is linked to learning needs and extends learners’ understanding of content, skills, or strategies. Engages learners using a range of questions, including higher order questions Candidate does most of the talking and the learners provide few responses. Candidate primarily asks questions. Candidate asks an appropriate range of questions, including higher order questions that elicit and build on learners’ responses. Candidate asks an appropriate range of questions, including higher order questions that elicit and build on learner responses, and facilitates interactions among learners. Models strategies that support learning Candidate does not model for learners how to use essential strategies. Candidate models the discipline’s strategies, but does not provide, or provides limited, opportunities for learners to practice or apply strategies. Candidate models the discipline-specific strategies, explicitly teaches learners how to apply strategies, and provides learners with opportunities for guided practice. Candidate models discipline-specific strategies, explicitly teaches learners how and when to apply the strategies in meaningful contexts, and provides opportunities for guided practice. Makes content explicit through explanation, modeling, representations, and examples Candidate does not make content explicit using the strategies identified. Candidate uses explanation and examples to attempt to build learners’ understanding. Candidate uses representations and examples to build learners’ understanding, highlights core ideas, and uses modeling and demonstrating. Candidate uses representations and examples to build learners’ understanding and remediate misconceptions, highlights core ideas while sidelining potentially distracting ones, and makes their thinking visible during modeling and demonstrating.
Works with other professionals to plan and facilitate learning Candidate does not work with professionals. Candidate works with other professionals, but only during required times (e.g., PLC, PD, department meetings). Candidate collaborates with other professionals to plan and facilitate learning. Candidate collaborates with professionals to plan and facilitate learning and creates opportunities to work with professionals in learning communities. ASSESSMENT SUMMARY STATEMENT EARLY CHILDHOOD EDUCATION ADDENDUM As an effective educator, the teacher candidate: Not apparent (Not ready for independent practice) 1 Emerging (Not yet ready for independent practice) 2 Proficient (Ready for independent practice) 3 Exemplary (Proficient Plus) 4 Rating AD1. Creates safe, inclusive, culturally responsive learning environments to engage individuals in meaningful experiences. (CEC 2.1/NAEYC 1C) Candidate does not create safe, inclusive, or culturally responsive learning environments and does not modify environments to meet the needs of learners. Candidate’s work show limited ability to create and maintain learning environments for leaners that are safe, inclusive, culturally responsive learning environments to engage individuals in meaningful experiences. Candidate creates and maintains safe, inclusive, and culturally responsive learning environments to engage individuals in meaningful experiences; candidate modifies learning environment to meet the of most learners. Candidate creates and maintains safe, inclusive, and culturally responsive learning environments to engage individuals in meaningful experiences; candidate modifies learning environment to meet the needs of all learners. AD2. Involves families, colleagues, and communities in children’s development and learning through respectful, reciprocal relationships. (NAEYC 2B and C) Candidate does not involve families, colleagues, or communities in children’s development and learning; or relationships are not respectful and reciprocal relationships Candidate involves families, colleagues, and/or communities in children’s development and learning and is respectful, but relationships are not reciprocal. Involves families, colleagues, and communities in children’s development and learning through respectful, reciprocal relationships; candidate involves families and colleagues in the assessment of children’s development and learning Involves families, colleagues, and communities and uses them as resources in children’s development and learning through respectful, reciprocal relationships; candidate involves families and colleagues and uses them as resources in the assessment of children’s development and learning ADDENDUM SUMMARY STATEMENT