Appendix H
Evaluation Tools
Below are the items from the evaluation tools used throughout the semester. The actual copies to be used are distributed to Student Teachers and Cooperating Teachers at the beginning of the semester, along with complete instructions.
Key To Scale
4. Advanced—Complete and outstanding demonstration; exceeds level expected
3. Proficient—Complete demonstration; at level expected
2. Basic—Somewhat limited demonstration; emerging toward level expected
1. Minimal—Limited or inconsistent demonstration; inability to meet level of expectation
0. Undocumented—Undocumented demonstration of competence
Not yet observed—Not yet observed
Interactions with Children and Families
Item |
0 |
1 |
2 |
3 |
4 |
Comments |
|
1 |
Greets children and families (if applicable) as they enter the classroom |
0 |
1 |
2 |
3 |
4 |
|
2 |
Interacts mostly with children, rather than other staff persons, both indoors and outdoors |
0 |
1 |
2 |
3 |
4 |
|
3 |
Shows sensitivity to children’s needs and rights |
0 |
1 |
2 |
3 |
4 |
|
4 |
Respects children by listening to and interacting with them in a positive manner |
0 |
1 |
2 |
3 |
4 |
|
5 |
Respects children by acknowledging their positive and specific needs |
0 |
1 |
2 |
3 |
4 |
|
6 |
Guides children using appropriate discipline techniques (i.e., praise, redirection, voice intonation, etc.) |
0 |
1 |
2 |
3 |
4 |
|
7 |
Uses a variety of methods to know children and determine the extent of their prior knowledge (i.e., observing, listening, reviewing lesson plans, etc.) |
0 |
1 |
2 |
3 |
4 |
|
8 |
Reads books in an appropriate manner, allowing children to ask and respond to questions |
0 |
1 |
2 |
3 |
4 |
|
9 |
Recognizes and makes use of teachable moments |
0 |
1 |
2 |
3 |
4 |
|
10 |
Whenever possible, helps children in need |
0 |
1 |
2 |
3 |
4 |
|
11 |
Uses a variety of ways to initiate communication with parents |
0 |
1 |
2 |
3 |
4 |
|
12 |
Works patiently and professionally with children with special needs and children with diverse cultural background |
0 |
1 |
2 |
3 |
4 |
|
13 |
Models acceptance of and appreciation for all manner of differences in children and adults |
0 |
1 |
2 |
3 |
4 |
|
14 |
Models the use of common courtesies (“manners”) to both children and other adults |
0 |
1 |
2 |
3 |
4 |
|
Interactions with Staff
Item |
0 |
1 |
2 |
3 |
4 |
Comments |
|
1 |
Communicates with and solicits opinions from the cooperating teacher |
0 |
1 |
2 |
3 |
4 |
|
2 |
Hands in lesson plans in a timely manner |
0 |
1 |
2 |
3 |
4 |
|
3 |
Accepts and incorporates feedback from cooperating teacher |
0 |
1 |
2 |
3 |
4 |
|
4 |
Models flexibility, a calm demeanor, and openness to ideas that are different or new |
0 |
1 |
2 |
3 |
4 |
|
5 |
Relates to all other classroom teachers and staff persons in this setting in a friendly, respectful and professional manner |
0 |
1 |
2 |
3 |
4 |
|
6 |
Works collaboratively and cooperatively with other professionals who are in the classroom to provide services to children with disabilities or other special needs |
0 |
1 |
2 |
3 |
4 |
|
Curriculum Planning
Item |
0 |
1 |
2 |
3 |
4 |
Comments |
||
1 |
Prepares for large group experiences that are based on children’s prior knowledge and interests |
0 |
1 |
2 |
3 |
4 |
|
|
2 |
Prepares for the large group time, offering meaningful and purposeful learning opportunities that are based on children’s prior knowledge and their interests (not appropriate for children under 2) |
0 |
1 |
2 |
3 |
4 |
|
|
3 |
Prepares for small group activities that are developmentally appropriate |
0 |
1 |
2 |
3 |
4 |
|
|
4 |
Prepares the environment in an appropriate manner (i.e., safe, interesting, inviting, manageable, etc.) |
0 |
1 |
2 |
3 |
4 |
|
|
5 |
Identifies and uses community resources to foster children’s learning |
0 |
1 |
2 |
3 |
4 |
|
|
6 |
Collects information through informal assessment on a daily basis by observing interactions and manipulation of materials, listening to, & posing questions to children, and by collecting and/or observing children’s art products to reflect on effectiveness of teaching and the modifications that are needed to improve it |
0 |
1 |
2 |
3 |
4 |
|
|
7 |
Collects information through informal assessment on a daily basis by observing interactions and manipulation of materials, listening to, & posing questions to children, and by collecting and/or observing children’s art products to consider the effectiveness of the activities provided to children and modifications that are needed to improve them |
0 |
1 |
2 |
3 |
4 |
|
|
8 |
Collects information through informal assessment on a daily basis by observing interactions and manipulation of materials, listening to, & posing questions to children, and by collecting and/or observing children’s art products to reflect on children’s learning and, in order to improve it, modifications that are needed in preparing lesson plans |
0 |
1 |
2 |
3 |
4 |
|
|
9 |
Understands the content of DAP (Developmentally Appropriate Practice) with respect to this particular age group, and the need to prepare a suitable environment and provide appropriate activities during her/his lead weeks |
0 |
1 |
2 |
3 |
4 |
|
|
10 |
Plans and implements appropriate approaches to make smooth transitions |
0 |
1 |
2 |
3 |
4 |
|
|
11 |
Adapts teaching to meet the needs of children with exceptional educational needs |
0 |
1 |
2 |
3 |
4 |
|
|
12 |
Focuses on process art rather than product art (does not use models for art products) |
0 |
1 |
2 |
3 |
4 |
|
|
13 |
Works patiently and professionally with children with special needs and children with diverse cultural background |
0 |
1 |
2 |
3 |
4 |
|
|
14 |
Manages the large group time in a friendly, interactive manner, clearly explaining actions or activities that children are expected to do |
0 |
1 |
2 |
3 |
4 |
|
|
15 |
Modifies plans sufficiently to allow maximum participation by children with disabilities and by children with diverse cultural or language backgrounds |
0 |
1 |
2 |
3 |
4 |
|
|
Communication
Item |
0 |
1 |
2 |
3 |
4 |
Comments |
|
1 |
Clearly explains activities through a variety of styles based on the children’s needs (i.e., orally, language boards, visually, etc.) |
0 |
1 |
2 |
3 |
4 |
|
2 |
Communicates with children frequently indoors and outdoors |
0 |
1 |
2 |
3 |
4 |
|
3 |
Uses the children’s names often during conversation |
0 |
1 |
2 |
3 |
4 |
|
4 |
Uses humor when appropriate with children, and does so appropriately without the use of sarcasm |
0 |
1 |
2 |
3 |
4 |
|
5 |
Uses correct grammar in oral communication |
0 |
1 |
2 |
3 |
4 |
|
6 |
Uses correct grammar in written communication |
0 |
1 |
2 |
3 |
4 |
|
7 |
Asks questions only when there is a choice for the children (for example does not say “Do you want to wash your hands” when the child must wash his/her hands) |
|
1 |
2 |
3 |
4 |
|
8 |
Gives children choices as often as possible (for example, “Do you want to wash your hands at the front sink or the back sink?) |
|
1 |
2 |
3 |
4 |
|
9 |
Uses appropriate body positioning (i.e., positions body to see all or most of the children, body language is not defensive – hands on hips, gets down to the children’s eye level when communicating, etc.) |
|
1 |
2 |
3 |
4 |
|
Health and Safety
Item |
1 |
2 |
3 |
4 |
Comments |
|
1 |
Supervises children at all times and or makes arrangements with other adults when temporary absence needs arise |
1 |
2 |
3 |
4 |
|
2 |
Follows the appropriate diaper changing or toilet use procedures |
1 |
2 |
3 |
4 |
|
3 |
Follows the appropriate snack procedures, including disinfecting the table surfaces and handwashing (10 seconds under running water, turning off faucet with paper towel) by adults and children, both before and after eating. |
1 |
2 |
3 |
4 |
|
4 |
Has basic understanding of WI licensing rules for childcare and preschool programs (i.e., computing ratios, sitting with children at meals, evacuation plan, first aid, etc.) |
1 |
2 |
3 |
4 |
|
5 |
Has basic understanding of the specific center’s policies |
1 |
2 |
3 |
4 |
|
Additional Areas to be Evaluated:
This area is included to offer some flexibility to the cooperating teacher and to respect
that each program varies. If the cooperating teacher would like to add additional areas
to be evaluated, please do so. However, these must be added before the end of the first
week of student teaching so that the student knows what he/she is being evaluated on.
1
1
2
3
4
2
1
2
3
4
3
1
2
3
4
4
1
2
3
4
5
1
2
3
4
6
1
2
3
4
7
1
2
3
4
8
1
2
3
4