EASTERN KENTUCKY UNIVERSITY
Interdisciplinary Early Childhood Education Supervised Student Teaching
Mid-placement and Final EVALUATION FORM
[Adapted from Kentucky Teacher Internship Program]
Directions for Cooperating Teacher:
Complete this evaluation both at mid-placement and end of placement and share the information with the student teacher and the university supervisor at three-way conferences. Please use different shapes to indicate Mid-placement evaluation and Final evaluation ratings.
Student Teacher: Placement: First or Second
Placement Name & Address:
Cooperating Teacher: University Supervisor:
MID-PLACEMENT GRADE DATE:
Please check the level that best represents the student teacher’s potential for success, as an IECE educator in the age group of your placement (___Birth to 3 or ___3-5 years old).
¾ Outstanding (5)
¾ Very Good (4)
¾ Good (3)
¾ Marginal (2)
¾ Poor (1)
The signatures below verify that the marking of each standard and the supporting data have been discussed with the student teacher.
Cooperating Teacher’s Signature___________________________________________________
Student Teacher’s Signature_______________________________________________________
University Supervisor’s Signature
END-OF-PLACEMENT GRADE DATE:
Please check the level that best represents the student teacher’s potential for success, as an IECE educator in the age group of your placement (___Birth to 3 or ___3-5 years old).
¾ Outstanding (5)
¾ Very Good (4)
¾ Good (3)
¾ Marginal (2)
¾ Poor (1)
The signatures below verify that the marking of each standard and the supporting data have been discussed with the student teacher.
Student Teacher’s Signature_______________________________________________________
University Supervisor’s Signature
Student teacher, please complete the following statement and sign/date:
I ___do ___do not consent to the release of my EVALUATION FORM FOR STUDENT TEACHING to any prospective employer or graduate school at the request of the employer, graduate school, or by the Division of Career Services.
Student Signature Date
Total Number of Days Absent:
Total Number of Days Tardy:
In marking both the Holistic Scoring of the standard and the Analytical Scoring of the benchmarks, consider the extent to which the evidence reveals that the student teacher uses knowledge of developmentally appropriate and research-based practice to design and plan experiences and instruction that supports the development and learning for all children including those with disabilities.
|
Satisfactory Performance on the Standard Midterm 3 Final 3 |
Making Progress Toward Standard 2 2 |
Not Making Progress Toward Standard 1 1 |
|
The IECE educator: a. Designs developmentally appropriate, comprehensive curriculum, instruction, and assessment strategies for all children aligned with program, school, district, and/or state goals. |
3 |
2 |
1 |
NA |
|
b. Plans developmentally appropriate and activity-based instruction. |
3 |
2 |
1 |
NA |
|
c. Includes assessments that target learning objectives. |
3 |
2 |
1 |
NA |
|
d. Individualizes curriculum, instruction plans, and assessment strategies for ALL children |
3 |
2 |
1 |
NA |
|
e. Plans for the effective involvement of team members including assistants, staff and volunteers across learning environments. |
3 |
2 |
1 |
NA |
|
f. Includes knowledge and strategies of multiple disciplines. |
3 |
2 |
1 |
NA |
|
g. Plans experiences and instruction based on family strengths, resources, priorities and concerns. |
3 |
2 |
1 |
NA |
Analytic Scoring Key
3 - Benchmark satisfactorily demonstrated.
2 - Benchmark partially demonstrated – some improvements are needed.
1 - Benchmark not demonstrated – significant improvements are needed.
NA – Benchmark is not applicable in this context.
Midterm comments:
Final comments:
|
STANDARD II THE IECE EDUCATOR CREATES/MAINTAINS ENVIRONMENT |
In marking both the Holistic Scoring of the standard and the Analytical Scoring of the benchmarks, consider the extent to which the evidence reveals that the student teacher uses knowledge of developmentally appropriate and research-based practice to design and plan experiences and instruction that supports the development and learning for all children including those with disabilities.
|
Satisfactory Performance on the Standard Midterm 3 Final 3 |
Making Progress Toward Standard 2 2 |
Not Making Progress Toward Standard 1 1 |
|
The IECE educator: a. Maintains a healthy and safe environment. |
3 |
2 |
1 |
NA |
|
b. Creates and maintains consistent routines and schedules that engage children and maximize learning. |
3 |
2 |
1 |
NA |
|
c. Facilitates smooth transitions for children between activities. |
3 |
2 |
1 |
NA |
|
d. Creates and maintains individually appropriate activity-based learning environments. |
3 |
2 |
1 |
NA |
|
e. Adapts environments to support children with special needs and disabilities. |
3 |
2 |
1 |
NA |
|
f. Creates and maintains culturally responsive environments to support all children and families. |
3 |
2 |
1 |
NA |
|
g. Creates, evaluates, and selects technology, materials, and media to enhance the learning environment. |
3 |
2 |
1 |
NA |
|
h. Uses positive, guidance techniques to foster children’s self-regulation. |
3 |
2 |
1 |
NA |
|
i. Designs antecedent and consequent conditions to foster child self-regulation and learning. |
3 |
2 |
1 |
NA |
|
j. Facilitates mutual respect among class members through cooperative and independent learning activities. |
3 |
2 |
1 |
NA |
Analytic Scoring Key
3 - Benchmark satisfactorily demonstrated.
2 - Benchmark partially demonstrated – some improvements are needed.
1 - Benchmark not demonstrated – significant improvements are needed.
NA – Benchmark is not applicable in this context.
Midterm comments:
Final comments:
HOLISTIC SCORING OF STANDARD III
In marking both the Holistic Scoring of the standard and the Analytical Scoring of the benchmarks, consider the extent to which the evidence reveals that the student teacher uses knowledge of developmentally appropriate and research-based practice to design and plan experiences and instruction that supports the development and learning for all children including those with disabilities.
|
Satisfactory Performance on the Standard Midterm 3 Final 3 |
Making Progress Toward Standard 2 2 |
Not Making Progress Toward Standard 1 1 |
|
The IECE educator: a. Implements developmentally appropriate, comprehensive curriculum and instruction aligned with program, school, district, and/or state goals. |
3 |
2 |
1 |
NA |
|
b. Implements instructional strategies that meet the individual needs of each child. |
3 |
2 |
1 |
NA |
|
c. Engages children in a variety of child-initiated and teacher-facilitate developmentally appropriate activities. |
3 |
2 |
1 |
NA |
|
d. Provides guidance, cues, and feedback to children to foster self-management and learning. |
3 |
2 |
1 |
NA |
|
e. Implements culturally responsive learning experiences to support children and their families. |
3 |
2 |
1 |
NA |
|
f. Implements and supports family-centered activities that reflect the family’s resources, priorities, and concerns. |
3 |
2 |
1 |
NA |
|
g. Involves all team members in instructional activities. |
3 |
2 |
1 |
NA |
Analytic Scoring Key
3 - Benchmark satisfactorily demonstrated.
2 - Benchmark partially demonstrated – some improvements are needed.
1 - Benchmark not demonstrated – significant improvements are needed.
NA – Benchmark is not applicable in this context.
Midterm comments:
Final comments:
HOLISTIC SCORING OF STANDARD IV
In marking both the Holistic Scoring of the standard and the Analytical Scoring of the benchmarks, consider the extent to which the evidence reveals that the student teacher uses knowledge of developmentally appropriate and research-based practice to design and plan experiences and instruction that supports the development and learning for all children including those with disabilities.
|
Satisfactory Performance on the Standard Midterm 3 Final 3 |
Making Progress Toward Standard 2 2 |
Not Making Progress Toward Standard 1 1 |
|
The IECE educator: a. Selects and implements developmentally appropriate assessments to evaluate instruction that are aligned with program, school, district, and/or state goals, to evaluate instruction. |
3 |
2 |
1 |
NA |
|
b. Uses a systematic process for collecting ongoing assessment data to monitor child progress and/or family outcomes. |
3 |
2 |
1 |
NA |
|
c. Participates in the team process to determine program eligibility and development of IEPs and/or IFSPs. |
3 |
2 |
1 |
NA |
|
d. Uses multiple modes and methods of assessment sensitive to unique cultural and learning needs. |
3 |
2 |
1 |
NA |
|
e. Involves families and other team members in the assessment process. |
3 |
2 |
1 |
NA |
|
f. Interprets and communicates assessment results to families and other team members. |
3 |
2 |
1 |
NA |
Analytic Scoring Key
3 - Benchmark satisfactorily demonstrated.
2 - Benchmark partially demonstrated – some improvements are needed.
1 - Benchmark not demonstrated – significant improvements are needed.
NA – Benchmark is not applicable in this context.
Midterm comments:
Final comments:
HOLISTIC SCORING OF STANDARD V
In marking both the Holistic Scoring of the standard and the Analytical Scoring of the benchmarks, consider the extent to which the evidence reveals that the student teacher uses knowledge of developmentally appropriate and research-based practice to design and plan experiences and instruction that supports the development and learning for all children including those with disabilities.
|
Satisfactory Performance on the Standard Midterm 3 Final 3 |
Making Progress Toward Standard 2 2 |
Not Making Progress Toward Standard 1 1 |