Classroom Observation Form PK-4 Levels/Criteria 1 2 3 4 Score/Level

A. Appropriate Content was covered in the following areas when appropriate:ACEI 2.1 English Language ArtsNAEYC 4c

Failed to demonstrate the knowledge and skills to teach English language arts by building on students’ prior understandings of such things as concepts of print, book knowledge and appreciation, phonemic awareness, fluency, and the writing process

Sometimes demonstrated the knowledge and skills to teach English language arts by building on students’ prior understandings of such things as concepts of print, book knowledge and appreciation, phonemic awareness, fluency, and the writing process

Mostly demonstrated the knowledge and skills to teach English language arts by building on students’ prior understandings of such things as concepts of print, book knowledge and appreciation, phonemic awareness, fluency, and the writing process

Always demonstrated the knowledge and skills to teach English language arts by building on students’ prior understandings of such things as concepts of print, book knowledge and appreciation, phonemic awareness , fluency, and the writing process and exhibited the ability to use such research based approaches as the DRA reading strategy

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

A. Appropriate Content was covered in the following areas when appropriate:ACEI2.2 ScienceNAEYC 4c

Failed to demonstrate the knowledge and skills to teach fundamental concepts in science (i.e., physical, life, and earth and space science) as well as concepts of science and technology

Sometimes demonstrated the knowledge and skills to teach fundamental concepts in science (i.e., physical, life, and earth and space science) as well as concepts of science and technology

Mostly demonstrated the knowledge and skills to teach fundamental concepts in science (i.e., physical, life, and earth and space science) as well as concepts of science and technology

Always demonstrated the knowledge and skills to teach fundamental concepts in science (i.e., physical, life, and earth and space science) as well as concepts of science and technology

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early

Levels/Criteria 1 2 3 4 Score/Level

childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

A. Appropriate Content was covered in the following areas when appropriate:ACEI2.3 MathematicsNAEYC 4c

Failed to teach mathematics by doing such things as using appropriate problem-solving tools, including mental arithmetic, pencil-and-paper computation, a variety of manipulatives and visual materials to teach number systems and number sense, geometry, measurement, statistics and probability, and algebra

Sometimes taught mathematics by doing such things as using appropriate problem-solving tools, including mental arithmetic, pencil-and-paper computation, a variety of manipulatives and visual materials to teach number systems and number sense, geometry, measurement, statistics and probability, and algebra

Mostly taught mathematics by doing such things as using appropriate problem-solving tools, including mental arithmetic, pencil-and-paper computation, a variety of manipulatives and visual materials to teach number systems and number sense, geometry, measurement, statistics and probability, and algebra

Always taught mathematics by doing such things as using appropriate problem-solving tools, including mental arithmetic, pencil-and-paper computation, a variety of manipulatives and visual materials to teach number systems and number sense, geometry, measurement, statistics and probability, and algebra and demonstrated how these things apply to “real world†problem solving�

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

A. Appropriate Content was covered in the following areas when appropriate:ACEI2.4Social StudiesNAEYC 4c

Failed to demonstrate the knowledge and skills to teach(1) culture; (2) time, continuity, and change; (3) people, places, and environment; (4) individual development and identity; (5) individuals, groups, and institutions; (6) power, governance, and authority; (7)

Sometimes demonstrated the knowledge and skills to teach(1) culture; (2) time, continuity, and change; (3) people, places, and environment; (4) individual development and identity; (5) individuals, groups, and institutions; (6) power, governance, and authority; (7)

Mostly demonstrated the knowledge and skills to teach(1) culture; (2) time, continuity, and change; (3) people, places, and environment; (4) individual development and identity; (5) individuals, groups, and institutions; (6) power, governance, and authority; (7)

Always demonstrated the knowledge and skills to teach(1) culture; (2) time, continuity, and change; (3) people, places, and environment; (4) individual development and identity; (5) individuals, groups, and institutions; (6) power, governance, and authority; (7)

Levels/Criteria 1 2 3 4 Score/Level

production, distribution, and consumption; (8) science, technology, and society; (9) global connections; and (10) civic ideals and practices through the integrated study of history, geography, the social sciences, and other related areas

production, distribution, and consumption; (8) science, technology, and society; (9) global connections; and (10) civic ideals and practices through the integrated study of history, geography, the social sciences, and other related area

production, distribution, and consumption; (8) science, technology, and society; (9) global connections; and (10) civic ideals and practices through the integrated study of history, geography, the social sciences, and other related areas

production, distribution, and consumption; (8) science, technology, and society; (9) global connections; and (10) civic ideals and practices through the integrated study of history, geography, the social sciences, and other related areas

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

A. Appropriate Content was covered in the following areas when appropriate:ACEI2.5 The artsNAEYC 4c

Failed to demonstrate the knowledge and skills to teach basic facts, skills, and concepts related to dance, music, theater, and the visual arts

Sometimes demonstrated the knowledge and skills to teach basic facts, skills, and concepts related to dance, music, theater, and the visual arts

Mostly demonstrated the knowledge and skills to teach basic facts, skills, and concepts related to dance, music, theater, and the visual arts

Always demonstrated the knowledge and skills to teach basic facts, skills, and concepts related to dance, music, theater, and the visual arts

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

Levels/Criteria 1 2 3 4 Score/Level

A. Appropriate Content was covered in the following areas when appropriate:ACEI2.6 Health educationNAEYC 4c

Failed to demonstrate the knowledge and skills to teach basic facts, skills, and concepts related to nutrition, hygiene, and bodily functions and illnesses

Sometimes demonstrated the knowledge and skills to teach basic facts, skills, and concepts related to nutrition, hygiene, and bodily functions and illnesses

Mostly demonstrated the knowledge and skills to teach basic facts, skills, and concepts related to nutrition, hygiene, and bodily functions and illnesses

Always demonstrated the knowledge and skills to teach basic facts, skills, and concepts related to nutrition, hygiene, and bodily functions and illnesses

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

A. Appropriate Content was covered in the following areas when appropriate:ACEI2.7 Physical education and motor controlNAEYC 4c

Failed to demonstrate the knowledge and skills to teach basic facts, skills, physical coordination and control, and concepts related to fitness, games, and lifelong physical activity across the developmental continuum

Sometimes demonstrated the knowledge and skills to teach basic facts, skills, physical coordination and control, and concepts related to fitness, games, and lifelong physical activity across the developmental continuum

Mostly demonstrated the knowledge and skills to teach basic facts, skills, physical coordination and control, and concepts related to fitness, games, and lifelong physical activity across the developmental continuum

Always demonstrated the knowledge and skills to teach basic facts, skills, physical coordination and control, and concepts related to fitness, games, and lifelong physical activity across the developmental continuum

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: CURRICULUMStandard: 2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

A. Appropriate Content Failed to either demonstrate Was partially successful in Was mostly successful in either Was always successful in

Levels/Criteria 1 2 3 4 Score/Level

was covered in the following areas when appropriate:ACEI2.8 Connections across the curriculumNAEYC 4c

long term multi-disciplined units focused on one theme or individual lessons that focus on one discipline but make connections to other parts of the curriculum when appropriate

either demonstrating long term multi-disciplined units focused on one theme or individual lessons that focus on one discipline but make connections to other parts of the curriculum when appropriate. Provided limited opportunities for children to learn holistically and focused on teaching in one developmental domain

demonstrating long term multi-disciplined units focused on one theme or individual lessons that focus on one discipline but make connections to other parts of the curriculum when appropriate. Provided opportunities for children to learn holistically and focused on teaching the whole child

demonstrating long term multi-disciplined units focused on one theme and individual lessons that focus on one discipline but make connections to other parts of the curriculum when appropriate; provided exceptional opportunities for children to learn holistically and focused on teaching the whole child

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: INSTRUCTIONStandard: 3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches

b. Pacing Lesson was well paced INTASC (2)NAEYC Standards 1, 4b, 4d

Failed to pace lesson so that it was neither too fast for individuals nor too slow for the group

Sometimes paced lesson too fast for some individuals and provided no accommodation for those falling behind

Mostly paced the lesson so that it was not too slow and provided accommodations for those falling behind

Always effectively paced the lesson and kept students from falling behind by individualizing instruction and also maintained motivation for students by introducing new examples, illustrations, or new concepts when appropriate

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:

Levels/Criteria 1 2 3 4 Score/Level

1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

c. Classroom Management Entire class monitored and more than one activity/group was attended to at a time and classroom management techniques (e.g., proximity) used effectively (INTASC 2,5; NAEYC Standards 1, 3, 4a, 4d)

Individuals and groups were never kept on task and a classroom management plan starting with least invasive interventions (e.g., eye contact and proximity) to most invasive interventions was not evident

Individuals and groups were sometimes kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was used inconsistently

Individuals and groups were mostly kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was attempted but used sometimes unsuccessfully

Individuals and groups were always kept on task and a sequence from least invasive (e.g., eye contact and proximity) to most invasive interventions was used consistently and effectively; interventions promoted a child’s healthy self concept and self regulation

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.Key Element:

Levels/Criteria 1 2 3 4 Score/Level

3a: Understanding the goals, benefits, and uses of assessmentKey Element:3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approachesKey Element:3c: Understanding and practicing responsible assessment to promote positive outcomes for each childKey Element:3d: Knowing about assessment partnerships with families and with professional colleaguesStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

d. Attention gained (INTASC 1,2,4; NAEYC Standards 1, 4b, 4c, 4d) (ACEI 1)

A strategy was used to gain the students’ attention at the beginning of the lesson as well as other relevant times during the lesson to maintain/regain attention.

Strategies related directly to the learning in the lesson.▪Visuals, ambiguity, curiosity, noise, or other ways were effectively used

A strategy was never used to gain the students’ attention at the beginning of the lesson as well as other relevant times during the lesson to maintain/regain attention.

Strategies never related directly to the learning in the lesson.

Visuals, ambiguity, curiosity, noise, or other ways were not used effectively

A strategy was sometimes used to gain the students’ attention at the beginning of the lesson as well as other relevant times during the lesson to maintain/regain attention.

Strategies sometimes related directly to the learning in the lesson.

Visuals, ambiguity, curiosity, noise, or other ways were not used effectively

A strategy was often used to gain the students’ attention at the beginning of the lesson as well as other relevant times during the lesson to maintain/regain attention.

Strategies related directly to the learning in the lesson.

Visuals, ambiguity, curiosity, noise, or other ways were used effectively

A strategy was always used to gain the students’ attention at the beginning of the lesson as well as other relevant times during the lesson to maintain/regain attention.

Strategies related directly to the learning in the lesson and often debunked common preconceptions that would have hampered learning for understanding.

Visuals, ambiguity, curiosity, noise, or other ways were always used effectively

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: DEVELOPMENT, LEARNING AND MOTIVATIONStandard: 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical

Levels/Criteria 1 2 3 4 Score/Level

thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approachesKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

e. Previous knowledge recalled (INTASC 2,4; NAEYC Standards 1, 4b, 4d). (ACEI 1)

Strategies were not used to build on prior knowledge nor did they relate directly to the learning in the lesson and often debunked common preconceptions that would have hampered learning for understanding

Strategies were sometimes related directly to the learning in the lesson and addressed common preconceptions that would have hampered learning for understanding

Strategies related directly to the learning in the lesson and often addressed common preconceptions that would have hampered learning for understanding

Strategies related directly to the learning in the lesson and often addressed common preconceptions that would have hampered learning for understanding. Children’s individual development and learning was constructed on a continuum that built on prior knowledge and experience

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: DEVELOPMENT, LEARNING AND MOTIVATIONStandard: 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)

Levels/Criteria 1 2 3 4 Score/Level

Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

f. Purpose/Objective of the lesson made clear (INTASC 1,4; NAEYC Standards 4b, 4d)

It was not clear what students were to be learning and why they were learning it.

It could be somewhat inferred what students were to be learning but no discussion of why they were learning it

It could clearly be inferred what students were to be learning and it could be inferred as to why they were learning it.

Objectives were clearly posted for all to see and there was a clear discussion of why they were learning it.

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

g. Teacher Input Provided(INTASC 2, 4, 6; NAEYC Standards 1, 4a, 4b, 4d)

Skills or concepts of the lesson were never introduced and explained (2,4) by using clear examples and language (2,4,6)

Skills or concepts of the lesson were sometimes introduced and explained (2,4) by using somewhat clear examples and

Skills or concepts of the lesson were always introduced and explained (2,4) by using clear examples and language (2,4,6)

Skills or concepts of the lesson were always introduced and explained (2,4) by using clear examples and language that

Levels/Criteria 1 2 3 4 Score/Level

and the sequence and organization of instruction was not appropriate (2,4)

language (2,4,6) and the sequence and organization of instruction was not appropriate (2,4)

but the sequence and organization of instruction was not appropriate (2,4)

debunked student preconceptions (2,4,6) and the sequence and organization of instruction introduced new principles of increasing complexity (2,4)

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

h. Teacher guided practice was adequate and appropriate (INTASC 2, 4; NAEYC Standards 1, 4b, n4d)

The teacher and students never worked through examples together as needed and students were not expected to do similar problems on their own

The teacher and students sometimes worked through examples together as needed but students were not expected to do similar problems on their own

The teacher and students always worked through examples together as needed but students were not always expected to do similar problems on their own

The teacher and students always worked through examples together as needed, the teacher provided scaffolding that addressed individual student needs and students were not expected to do similar problems on their own. Learning was a balance of

Levels/Criteria 1 2 3 4 Score/Level

self discovery, supportive, and nurturing teacher construction of challenging, yet attainable tasks

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

i. Repetition of key concepts occurred throughout the lesson (INTASC 2,4; NAEYC Standards 1, 4b, 4d)

No repetition took place Some repetition took place but no use of mnemonics or organization of the material into meaningful patterns was used to help students learn and remember

Repetition took place and mnemonic devices used to help students learn and remember

Repetition occurred, mnemonic devices used, chunking and the organization of the material into meaningful patterns used to help students learn and remember essential facts and concepts

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)

Levels/Criteria 1 2 3 4 Score/Level

Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

j. A variety of instructional materials were used to actively engage the students. (INTASC 2,3,4,6; NAEYC Standards 1, 2, 4a, 4b, 4d)

No instructional materials were used

Instructional materials were used but their use was not aligned with the lesson objectives

A variety of instructional materials were used and they were aligned with the lesson objectives

A variety of instructional materials were used and they were aligned with the lesson objectives and they helped to create a “hands-on-minds-on†experiences that �motivated students to apply the lesson concepts to an authentic problem

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needs

Levels/Criteria 1 2 3 4 Score/Level

Key Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

k. All of the students were actively engaged in the learning throughout the lesson. (INTASC 2,4; NAEYC Standards 1, 4b, 4d) (ACEI 3.4)

All students were off task Most students were off task All students appeared to be engaged in the lesson activities

All students appeared to be engaged in the lesson activities and their performances (answers to questions, results of projects/papers, etc.) demonstrate their engagement

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: INSTRUCTIONStandard: 3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are

Levels/Criteria 1 2 3 4 Score/Level

grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

l. Students were encouraged to understand, question, and interpret ideas from diverse perspectives. (INTASC 4; NAEYC Standards 4b, 4d)

Open-ended questions were never used, and diverse perspectives were never explored

Open-ended questions were sometimes used, and diverse perspectives were never explored

Open-ended questions were always used when appropriate, and diverse perspectives were sometimes explored

Open-ended questions were always used when appropriate, and diverse perspectives were always explored and students were encouraged to ask their own questions

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

m. Higher order thinking skills were used. (INTASC 4; NAEYC Standards 4b, 4d) i.e., critical thinking and problem solving

Higher levels of Bloom’s Taxonomy such as analysis, application, creating, and evaluation were never reached

Higher levels of Bloom’s Taxonomy such as analysis, application, creating, and evaluation were sometimes reached

Higher levels of Bloom’s Taxonomy such as analysis, application, were reached but creating, and evaluation were not reached when appropriate

Higher levels of Bloom’s Taxonomy such as analysis, application, creating, and evaluation were always reached when appropriate

Levels/Criteria 1 2 3 4 Score/Level

(ACEI 3.3) StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: INSTRUCTIONStandard: 3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

n. Evaluation of student comprehension occurred throughout the lesson and appropriate feedback provided. (INTASC 8; NAEYC Standard 3) (ACEI 4)

Students were never asked questions or asked to perform a task that would demonstrate student understanding during the lesson

Students were sometimes asked questions or asked to perform a task that would demonstrate student understanding during the lesson

Students were always asked questions or asked to perform a task that would demonstrate student understanding during the lesson when appropriate but the appropriate feedback was not always given

Students were always asked questions or asked to perform a task that would demonstrate student understanding during the lesson when appropriate and the appropriate feedback was always given and accommodations were made when necessary

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: ASSESSMENTStandard: 4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.Key Element:3a: Understanding the goals, benefits, and uses of assessmentKey Element:

Levels/Criteria 1 2 3 4 Score/Level

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approachesKey Element:3c: Understanding and practicing responsible assessment to promote positive outcomes for each childKey Element:3d: Knowing about assessment partnerships with families and with professional colleagues

o. The lesson ended with closure/review that focused on the main objectives of the lesson. (INTASC 3,4; NAEYC Standards 1, 2, 4b, 4d))

No summary took place The teacher candidate summarized the lesson

The students were asked to summarize the learning

The students were asked to summarize the learning and it focused on the main objectives of the lessons and included a key takeaway (essential principle) or application of the objectives to students’ lives or the “real world†when �possible.

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know,

Levels/Criteria 1 2 3 4 Score/Level

understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

p. Variety of teaching methods/instructional strategies were used to reach different types of learners. (INTASC 2,4,8; NAEYC Standards 1, 4b, 4d)

Failed to any of the following strategies: direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on†�materials, paired students, etc.

Failed to use an appropriate combination of the following strategies so that the need of the diverse students could be met: direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on†�materials, paired students, etc.

An appropriate amount of the following strategies were used so that most of the diverse students’ needs for learning were met direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on†�materials, paired students, etc

An appropriate amount of the following strategies were used so that all of the diverse students’ needs for learning were met: direct instruction, discovery learning, cooperative learning, role playing, discussions, technology simulations, “hands-on/minds-on†�materials, paired students, etc.

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.Principle: 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

Levels/Criteria 1 2 3 4 Score/Level

q. Relevant subject areas & “real world†�problems were integrated into the lesson. (INTASC 1,2,3,7; NAEYC Standards 1, 2, 3, 4a, 4b, 4c, 4d)

No reference to the application of the content was made

A brief reference was made concerning the application of the content

It was clear how the subject could be applied to “real world†problems�

Students were engaged in real world problem solving by applying lesson content to the solution of real world problems

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Principle: 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.Key Element:3a: Understanding the goals, benefits, and uses of assessmentKey Element:3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approachesKey Element:3c: Understanding and practicing responsible assessment to promote positive outcomes for each childKey Element:

Levels/Criteria 1 2 3 4 Score/Level

3d: Knowing about assessment partnerships with families and with professional colleaguesStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approachesKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

r. Inclusion of special needs student occurred. (INTASC 2,3; NAEYC Standards 1, 2, 4b, 4d)

No IEP’s were referenced, no accommodations were made, and many pathways to learning were not provided

IEP’s were referenced, but no accommodations were made, and many pathways to learning were not provided

IEP’s were referenced, and some accommodations were made, but not enough pathways to learning were provided

IEP’s were referenced, accommodations were made, many pathways to learning were provided and students with special needs were incorporated into the classroom so that their strengths could be showcased

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:

Levels/Criteria 1 2 3 4 Score/Level

2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

s. Individual differences were addressed. (INTASC 2,3,5; NAEYC Standards 1, 2, 3, 4b, 4d) and adaptations made for diverse students (ACEI 3.2)

Individual differences were not addressed

Some instruction built on students’ prior knowledge and experiences and some differentiated instruction took place

Instruction clearly built on students’ prior knowledge and experiences; however, more differentiated instruction geared to the particular needs of the students was needed. More pathways to learning need to be geared to students’ differing learning styles, interests, abilities, and culture

Instruction clearly built on students’ prior knowledge and experiences, and differentiated instruction and accommodations took place so that the particular needs of the students in the class were clearly met. Multiple pathways were provided that met the needs of the students’ learning styles. Student’s individualized learning opportunities were supported by providing meaningful experiences that engage their interests, abilities, and culture

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: INSTRUCTIONStandard: 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Principle: 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and

Levels/Criteria 1 2 3 4 Score/Level

of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.Key Element:3a: Understanding the goals, benefits, and uses of assessmentKey Element:3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approachesKey Element:3c: Understanding and practicing responsible assessment to promote positive outcomes for each childKey Element:3d: Knowing about assessment partnerships with families and with professional colleaguesStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

t. Classroom instruction and assignments provided for Limited English Proficiency (LEP) students. (INTASC 2,3;

No standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom

Some standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, and no integration

Standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom

Standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom

Levels/Criteria 1 2 3 4 Score/Level

NAEYC Standards 1, 2, 4b, 4d) (TESOL Standard 3)

organization, were used, and no integration of language skills, and adapted classroom resources were used

of language skills, and adapted classroom resources were used

organization, were clearly used and some integration of language skills, and adapted classroom resources were used

organization, were clearly used and the integration of language skills, and adapted classroom resources were used effectively

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

u. Diversity issues were addressed in an appropriate manner. (INTASC 2,3,6,10;

Students were not at the center of their learning and did not have appropriate choices for applying course content to

Students were sometimes at the center of their learning and sometimes had appropriate choices for applying course

Students were mostly at the center of their learning and mostly had appropriate choices for applying course content to

Students were always at the center of their learning and had appropriate choices for applying course content to

Levels/Criteria 1 2 3 4 Score/Level

NAEYC Standards 1, 2, 4a, 4b, 4d) and adaptations made for diverse students (ACEI 3.2)

issues important to them and examples and illustrations that were not inclusive of individuality, awareness of oneself and one’s own preferences, of multi-cultures were consistently used

content to issues important to them and examples and illustrations that were inclusive of individuality, awareness of oneself and one’s own preferences, of multi-cultures were not consistently used

issues important to them and examples and illustrations that were inclusive of individuality, awareness of oneself and one’s own preferences, of multi-cultures were sometimes used

issues important to them and examples and illustrations that were inclusive of individuality, awareness of oneself and one’s own preferences, and of multi-cultures were used

StandardsUSA- ACEI- Association for Childhood Education International Elementary Education StandardsDomain: INSTRUCTIONStandard: 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;USA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.Principle: 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know,

Levels/Criteria 1 2 3 4 Score/Level

understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

v. Displayed Enthusiasm. (INTASC 1,6; NAEYC Standards 4a, 4b, 4c, 4d)

Voice inflection, smiling, gestures were never used when appropriate

Voice inflection, smiling, gestures were sometimes used when appropriate

Voice inflection, smiling, gestures were mostly used when appropriate

Voice inflection, smiling, gestures were always used when appropriate and students responded with their own enthusiasm

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.Principle: 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approachesKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

w. Exhibited Confidence. (INTASC 1; NAEYC Standards 4b, 4c, 4d)

Never projected voice, or led the class by example

Sometimes projected voice, but did not lead the class by example

Always projected voice when appropriate, and mostly led the class by example

Always projected voice when appropriate, and always led the class by example

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary

Levels/Criteria 1 2 3 4 Score/Level

depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4c: Using a broad repertoire of developmentally appropriate teaching/learning approachesKey Element:4d: Reflecting on their own practice to promote positive outcomes for each child

x. Displayed empathy. (INTASC 5,9,10; NAEYC Standards 1, 2, 3, 4a, 4b, 4d, 5)

Never listened to students and never served as students’ advocate

Sometimes listened to students and attempted to serve as student advocate

Always listened to students when appropriate and sometimes served as students’ advocate when determining, for example, that factors in the students’ environment outside of school may be influencing the students’ life and learning

Always listened to students when appropriate and always served as students’ advocate when appropriate (e.g., when determining that factors in the students’ environment outside of school may be influencing the students’ life and learning)

StandardsUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.Principle: 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.Key Element:1a: Knowing and understanding young children’s characteristics and needsKey Element:1b: Knowing and understanding the multiple influences on development and learningKey Element:1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:

Levels/Criteria 1 2 3 4 Score/Level

2a: Knowing about and understanding diverse family and community characteristicsKey Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.Key Element:3a: Understanding the goals, benefits, and uses of assessmentKey Element:3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approachesKey Element:3c: Understanding and practicing responsible assessment to promote positive outcomes for each childKey Element:3d: Knowing about assessment partnerships with families and with professional colleaguesStandard: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.Key Element:4a: Understanding positive relationships and supportive interactions as the foundation of their work with childrenKey Element:4b: Knowing and understanding effective strategies and tools for early educationKey Element:4d: Reflecting on their own practice to promote positive outcomes for each childStandard: Standard 5. Using Content Knowledge to Build Meaningful Curriculum Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child.Key Element:5a: Understanding content knowledge and resources in academic disciplinesKey Element:5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplinesKey Element:5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

y. Spoke and acted in a professional manner. (INTASC 9,10; NAEYC

Failed to start and end on time and failed to wear professional attire

Levels/Criteria 1 2 3 4 Score/Level

Standard 5) (ACEI 5.3, 5.4)

StandardsUSA- ACEI- Association for Childhood Education International Program Standards for Elementary Teacher PreparationDomain: PROFESSIONALISMStandard 5.3: Collaboration with families--Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic, social and emotional growth of childrenStandard 5.4: Collaboration with colleagues and the community--Candidates foster relationships with school colleagues and agencies in the larger community to support students’ learning and well-beingUSA- INTASC: Principles from the Model Standards for Beginning Teacher Licensing and Development (1992)Principle: 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.Principle: 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.USA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 5. Using Content Knowledge to Build Meaningful Curriculum Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child.Key Element:5a: Understanding content knowledge and resources in academic disciplinesKey Element:5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplinesKey Element:5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

z. Parent and Community RelationshipsNAEYC 2, 5

Parents were not provided with the opportunity to share information and become involved in their child’s development and learning.

Parents were provided limited opportunity to share information and become involved in their child’s development and learning

Parents were provided with an opportunity to share information and work collaboratively to advance their child’s development and learning, as well as, to help parents gain confidence and competence as their child’s primary teacher

Parents were provided with opportunities to share information and work collaboratively to advance their child’s development and learning in the program at home, as well as, help parents gain confidence and competence as their child’s primary teacher

StandardsUSA- NAEYC Standards for Early Childhood Professional Preparation Programs (2009)Standard: Standard 2. Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.Key Element:2a: Knowing about and understanding diverse family and community characteristics

Levels/Criteria 1 2 3 4 Score/Level

Key Element:2b: Supporting and engaging families and communities through respectful, reciprocal relationshipsKey Element:2c: Involving families and communities in their children’s development and learningStandard: Standard 5. Using Content Knowledge to Build Meaningful Curriculum Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child.Key Element:5a: Understanding content knowledge and resources in academic disciplinesKey Element:5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplinesKey Element:5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.