Form B: ECP120 (BECL) A copy of this form should be kept by the pre-service teacher and may be used to contribute towards evidence in his or her electronic portfolio to be presented at the completion of the course. Completed form needs to be sent to Pre-Service Teacher: Click here to enter Teacher Student No: Click here to enter student id School: Click here to enter school State Or Territory: Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader Applicable) Click here to enter Mentor Teacher Date of Completion: Pre-service and mentor teacher: Please circle the description in each category that you both collaboratively feel best describes the pre-service teacher’s performance in relation to their collaboration with the school/service team. Highly comprehensive Comprehensive Working towards Emerging or not achieving Working with others Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares with, and supports the efforts of others. Often listens to, shares with, and supports the efforts of others, but needs continued support in developing collaborative practices. Rarely listens to, shares with, and supports the efforts of others. Needs support in developing collaborative practices. Focus on task Consistently stays focused on the task and what needs to be done. Very Focuses on the task and what needs to be done most of the time. Other team members can count on this person. Focuses on the task and what needs to be done some of the time. Other team members must prompt and remind, to keep this person on-task. Continued support in self direction is needed. Rarely focuses on the task and what needs to be done. Other team members constantly prompting, to keep this person on-task. Needs support in developing self direction. Attitude Always has a positive attitude and models professionalism. Never publicly critical of the setting or of the children/families or other staff. Often has a positive attitude and models professionalism. Rarely publically critical of the setting or of the children/families or other staff. Usually has a positive attitude and models professionalism. Occasionally publicly critical of the setting or of the children/families or other staff. Needs to develop a positive attitude and model professionalism. Often publicly critical of the setting or of the children/families or other staff.
Time management Routinely uses time well to ensure things get done. Team members do not have to adjust deadlines or work responsibilities. Usually uses time well. Team members do not have to adjust deadlines or work responsibilities. Team members do not have to adjust deadlines or work responsibilities. Continued support with time management skills is needed. Team members have had to adjust deadlines or work responsibilities because of this person's inadequate Support with developing time management skills is needed. Quality of work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other team members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Needs support in developing problem solving practices. Mentor Teacher Comment: here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature: