USVI Public Records

Document text

1 University of the Virgin Islands School of Education Bachelor of Arts in Education Inclusive Early Childhood Fall 2013 Student Teacher Competency Evaluation N=1 TO THE EVALUATOR: Place your evaluation in the appropriate column entitled “Rating.” The ST column is for the student teacher to do a self-assessment. The CT column is for the cooperating teacher and the US column is for the University supervisor. Please evaluate according to the table below. A rating of “5” indicates a continuous outstanding or superior performance with unusual initiative and imagination. A rating of “4” indicates that the student’s work is of a very good quality and is performed without much assistance. A rating of “3” indicates generally satisfactory work with guidance and supervision, but denotes need for improvement. Is also indicates average performance for a student teacher in relation to his/her peers. A rating of “2” indicates a definite weakness in the area. The student teacher however, seems capable of attaining satisfactory standards if carefully guided and supervised. A rating of “1” indicates a very serious weakness and it is questionable whether the student can attain a satisfactory level of performance in that area even with continued help. (Please add a written comment for a “1” rating.) Competencies CT US PLANNING (NAEYC 5 CEC Standard 7) 1. Written lesson plans are prepared for daily lessons. 5 4 2. Outcomes for students are clearly stated in measurable and observable terms. 5 5 3. A variety of teaching strategies is planned with attention to varied needs and learning styles. 5 4 2 Competencies CT US 4. Varied assessment strategies are identified in the plans. 5 2 5. Accommodations and adaptations for individualized instruction are evident in plans. 5 2 6. Lessons are integrated across disciplines and domains. 5 4 7. Classroom -arrangement is considered when planning. 5 5 8. There is a balance between teacher initiated and student initiated activities. 5 4 9. Lessons are developmentally appropriate in content. 5 5 10. Scaffolding and appropriate motivational strategies are planned. 5 3 11. Transitions are planned for and anticipated, as part of learning. 5 4 INSTRUCTIONAL PRACTICE (NAEYC 4, 5; CEC 4) 12. Instruction is energetic and enthusiastic. 5 4 13. Instruction includes strategies to promote critical thinking, problem solving, and skills. 5 5 14. Instruction is designed and implemented to maximize student engagement and success. 5 5 15. Instruction is developmentally appropriate for the diverse groups in the class. 5 5 16. Learning occurs though individual, small groups and large group’s activities. 5 5 17. Instructional content, materials, resources, and strategies are responsive to cultural, diverse, linguistic, and gender differences. 5 5 18. Accommodations and adjustments for student learning are evident. 5 5 19. Learning activities are appropriately sequenced. 5 4 20. A variety of teaching aids and materials are appropriately and regularly used during instruction to enhance learning. 5 5 21. Instruction is implemented with developmentally appropriate timelines. 5 5 22. Technology and assistive devices are used as teaching tools. 5 5 23. Materials and supplies are organized and accessible. 5 5 ASSESSMENT (NAEYC 3 ; CEC 8) 24. Authentic and performance assessment methods are used to monitor and determine student progress. 5 2 25. Standard assessments are used to monitor and record 3 Competencies CT US student progress. 5 3 26. Assessment data are utilized to modify instruction for optimal learning for all students. 5 2 27. Results of informal and formal assessment are utilized to determine student understanding and progress. 5 2 28. Formative assessment is integrated with Instruction to make adjustments in lessons. 5 2 CLASSROOM ENVIRONMENT (NAEYC 1 ; CEC 5) 29. Classroom is arranged to provide adequate space for small group and large group activities. 5 5 30. Develop and implement classroom procedures and expectations that promote pro-social behaviors. 5 5 31. Classroom environment accepts and fosters diversity. 5 5 32. Rules, expectations, routines, and procedures are clearly defined and communicated to students. 5 5 33. Maintains a safe and healthy environment. 5 5 34. Classroom climate is friendly, student-focused, and enjoyable. 5 5 35. The environment fosters cultural understanding and emotional well-being of diverse groups within the class. 5 5 36. Creates a climate of openness, inquiry, cooperation, and support. 5 5 RELATIONSHIPS WITH OTHERS (NAEYC 1, 2, 4; CEC 5) 37. Teacher shows respect ---for and treats all students equitably. 5 5 38. The teacher accepts and values students from diverse cultures. 5 5 39. Students’ problems are addressed proactively and resources are provided for assistance as needed 5 5 40. Friendships and a sense of belonging are promoted among students. 5 5 41. Appropriate behaviors and interpersonal skills are modeled. 5 5 42. Works cooperatively with mentor teacher. 5 5 43. Positive feedback is provided during lessons, guided practice, individual, and group work. 5 5 44. Behavioral expectations are clearly defined and communicated. 5 5 45. Strategies for conflict resolution are used when appropriate. 5 5 4 Competencies CT US COMMUNICATION (NAEYC 4; CEC 6) 46. Communication is respectful, positive, inviting, and professional. 5 5 47. Responds promptly and appropriately to students. 5 5 48. Ideas are expressed with clarity, fluency, and accuracy. 5 5 49. Voice tone is varied, controlled, and appropriate. 5 5 50. Appropriate vocabulary and Standard English are modeled in written and spoken communication. 5 3 51. Creates clear communication systems between school and home. 5 4 52. Communication encourages parent / family involvement. 5 4 PROFFESSIONALISM (NAEYC 6; CEC 9) 53. Accepts constructive feedback. 5 5 54. Participates in one school committee, IEP meetings, and team planning opportunities. 5 5 55. Understands and follows the NAEYC and CEC Professional Code of Ethics. 5 5 56. Engages in self-reflective behaviors to promote professional growth. 5 5 57. Demonstrates professional characteristics of punctuality, flexibility, cooperation and responsibility. 5 5 58. Maintains confidentiality in all aspect of work with students, families, and colleagues. 5 5 59. Demonstrates understanding of federal and local laws. 5 5 60. Demonstrates knowledge of school procedures and systems. 5 5 61 Demonstrates an understanding for the goals and challenges of an inclusive classroom. 5 5