3.4.G Assessments and Scoring Rubrics

3.4.g Assessments and Scoring Rubrics

Initial and Undergraduate Programs

Early Childhood Education

Candidate Performance in Pre-k Practicum - Rubrics scaled 1-4, disaggregated by campus (UPT Uptown, UC Clermont)
Candidate Performance in Pre-k Practicum
Items / 2008 Means / 2009 Means / 2010 Means
Upt. / CC / Upt. / CC / Upt. / CC
Exhibits Cooperation and Rapport with Mentor, Faculty, and Peers / 3.1 / 2.8
Initiates conversation at appropriate times / 3.3 / 3.1 / 2.9 / 2.8 / 3.1 / 2.8
Offers to assist with classroom activities / 3.5 / 3.4 / 3.0 / 2.6 / 3.0 / 3.0
Exhibits Sense of Responsibility and Dependability / 2.9 / 2.8
Arrives and leaves at scheduled times / 3.6 / 3.5 / 3.2 / 3.0 / 2.9 / 3.0
Notifies mentor and supervisor when illness prevents attendance or emergency causes delay / 3.6 / 4.0 / 3.1 / 3.1 / 2.9 / 3.0
Completes assigned tasks on time / 3.4 / 3.3 / 2.8 / 2.8 / 3.0 / 2.9
Exhibits Enthusiasm and Warmth / 3.2 / 2.9
Focuses attention on the classroom situation rather than personal needs during class / 3.5 / 3.8 / 3.1 / 2.8 / 3.2 / 3.0
Exhibits willingness to go beyond requirements / 3.3 / 3.0 / 3.2 / 3.6 / 3.2 / 2.9
Uses positive techniques in interacting with children and adults / 3.4 / 3.4 / 2.9 / 2.8 / 2.7 / 3.1
Converses about interests important to the specific child with whom he or she is working / 3.4 / 3.8 / 3.0 / 2.8 / 3.0 / 2.8
Indicates that he or she remembers those things that are important to specific children or adults / 3.5 / 3.6 / 3.3 / 3.3 / 3.0 / 3.0
Acts as a Professional Educator / 3.1 / 2.8
Keeps information about children, families, and staff confidential / 3.6 / 3.6 / 3.2 / 3.3 / 3.3 / 3.1
Assumes adult role in classroom / 3.5 / 3.6 / 3.3 / 3.3 / 3.3 / 3.1
Dressed appropriately for the classroom / 3.6 / 3.6 / 3.2 / 3.3 / 3.0 / 3.2
Follows Specific Rules and Policies of the School / 3.0 / 2.8
Demonstrates knowledge of these policies and rules / 3.4 / 3.6 / 3.3 / 3.3 / 3.2 / 2.8
Asks questions of appropriate persons as necessary / 3.5 / 3.8 / 3.3 / 3.3 / 3.4 / 3.0
Demonstrates Interpersonal Skills / 3.3 / 3.1
Kneels to child's level when speaking with him or her / 3.4 / 3.3 / 2.9 / 2.9 / 3.3 / 3.0
Establishes eye contact with child or adult to whom he or she is speaking / 3.5 / 3.5 / 2.9 / 2.7 / 3.5 / 3.1
Touches appropriately based on the individual's preferences and immediate situation / 3.4 / 3.6 / 3.1 / 3.0 / 3.3 / 3.1
Regulates rates and duration of speaking to meet the listener's needs / 3.1 / 3.1 / 3.0 / 3.1 / 3.0 / 3.2
Accepts constructive criticism appropriately / 3.5 / 3.8 / 3.0 / 3.0 / 3.3 / 3.0
Displays Sense of Humor in Classroom / 3.3 / 3.1
Laughs with, rather than at, children and adults / 3.4 / 3.9 / 2.7 / 2.6 / 3.4 / 3.3
Accepts own mistakes with good grace / 3.5 / 3.8 / 2.8 / 2.8 / 2.9 / 3.0
Demonstrates Good Housekeeping Habits / 2.9 / 2.9
Puts materials away correctly after using them / 3.4 / 3.6 / 2.8 / 2.2 / 2.9 / 2.8
Does general clean up quickly and adequately / 3.4 / 3.6 / 3.0 / 2.8 / 3.2 / 2.8
Curriculum / 3.1 / 3.0
Plans activities that reflect an awareness of the developmental skills of children / 3.4 / 3.1 / 3.0 / 3.0 / 3.1 / 3.0
Plans activities that reflect an awareness of children's life experiences and cultural diversity / 3.3 / 3.3 / 3.0 / 2.8 / 3.1 / 2.7
Reinforces a routine / 3.4 / 3.4 / 2.9 / 2.4 / 2.8 / 3.0
Adjusts plans in response to children's interests / 3.2 / 3.3 / 2.9 / 3.0 / 2.9 / 2.7
Allows children opportunities for independent exploration of materials and environment / 3.5 / 3.8 / 3.1 / 3.1 / 2.9 / 2.7
States clear objectives and/or purposes for activities in plans / 3.2 / 3.3 / 3.2 / 3.1 / 2.9 / 3.0
Observes interests of children and builds on them either by extending current activities or planning related activities / 3.3 / 3.4 / 3.0 / 2.8 / 2.7 / 2.9
Group Skills / 3.0 / 2.7
Utilizes facial expressions, voice level, and other communicative techniques to maintain group's attention / 2.8 / 3.0 / 3.3 / 3.1 / 2.8 / 2.9
Allows opportunities for children to participate actively / 3.3 / 3.5 / 3.4 / 3.4 / 3.0 / 2.7
Listens and responds to children's comments and/or questions when appropriate / 3.2 / 3.1 / 3.1 / 3.0 / 3.0 / 2.9
Utilizes effective beginning and ending transitions / 3.0 / 3.1 / 3.1 / 2.7 / 2.9 / 2.9
Introduces activities in a positive, enthusiastic manner / 3.4 / 3.6 / 3.2 / 3.1 / 3.1 / 2.6
Classroom Management / 3.0 / 2.9
Sends well-constructed I messages when appropriate / 2.8 / 3.3 / 2.7 / 2.8 / 3.1 / 2.8
Uses problem-solving strategies in working through conflict situations / 2.8 / 3.5 / 2.7 / 2.7 / 3.2 / 2.9
Conflict Management / 2.9 / 2.9
Sets reasonable limits / 3.1 / 3.3 / 3.0 / 3.0 / 2.8 / 2.9
Follows through with directions and suggestions / 3.2 / 3.3 / 2.6 / 2.4 / 3.2 / 2.9
Redirects children when appropriate to areas of interest / 3.1 / 3.5 / 2.9 / 2.6 / 3.4 / 2.8
Helps children verbalize feelings / 2.9 / 3.3 / 2.7 / 2.4 / 3.1 / 3.0
Utilizes logical consequences for behavior / 3.0 / 3.4 / 3.1 / 2.4 / 3.2 / 2.8
Allows children to assume responsibility for handling their own conflict situations when appropriate / 2.9 / 3.0 / 3.0 / 3.0 / 3.1 / 3.0
Supervision / 3.0 / 3.1
Visually scans entire group frequently / 3.1 / 2.9 / 3.0 / 2.8 / 3.2 / 2.9
Positions self according to cues of children for maximum group awareness / 3.1 / 3.1 / 3.1 / 2.9 / 3.2 / 3.2
Checks for safety of materials and equipment / 3.3 / 3.4 / 2.7 / 2.4 / 2.8 / 3.3
Recognizes unusual behavior indicative of possible health problem / 3.2 / 3.4 / 3.0 / 3.3 / 2.8 / 2.8
Teaches children to clean up materials and areas that they have used / 3.3 / 3.5 / 2.9 / 3.0 / 2.9 / 2.8
Preventive Measures / 2.9 / 2.8
Provides appropriate quantity of materials / 3.5 / 3.8 / 3.4 / 3.3 / 2.8 / 2.9
Makes materials available at child's physical level / 3.6 / 3.9 / 3.2 / 3.1 / 2.8 / 2.7
Gives positive, simple directions / 3.4 / 3.3 / 3.4 / 3.6 / 2.7 / 3.1
Sets self-correcting limits (example, four chairs at a table) / 3.4 / 3.7 / 3.3 / 3.4 / 2.9 / 2.7
Times suggestions or directions to children effectively (does not wait too long to help child, etc.) / 3.3 / 3.5 / 3.4 / 3.4 / 2.6 / 2.9
N / 38 / 8 / 42 / 11 / 53 / 21.0

Candidate Performance in Kindergarten Practicum Rubrics scaled 1-4, disaggregated by campus (UPT Uptown, UC Clermont)

Indicator / 2007* / 2008 Means / 2009 Means / 2010Means
Upt / CC / Upt / CC / Upt / CC
Plans activities that reflect an awareness of the developmental levels of children / 3.5 / 3.5 / 3.5 / 3.3 / 3.4 / 2.96 / 3.12
Plans activities relevant to children's life experiences and cultural diversity / 3.4 / 3.4 / 3.5 / 3.3 / 3.5 / 3.12 / 3.29
Effectively states clear goals and rationale for activities based on understanding of constructivist theory / 3.4 / 3.3 / 3.2 / 3.1 / 3.4 / 2.94 / 3.06
Observes strengths and interests of children and builds on them either by extending current activities or planning related ones / 3.4 / 3.3 / 3.5 / 3.4 / 3.5 / 2.98 / 3.20
Allows opportunities for children to actively explore open ended activities / 3.4 / 3.3 / 3.2 / 3.5 / 3.5 / 2.96 / 3.18
Reflectively evaluates activities and uses personal observation and mentor feedback to plan future curriculum activities / 3.5 / 3.6 / 3.6 / 3.3 / 3.5 / 2.96 / 3.25
Exhibits respect for all children and adults through language and actions / 3.8 / 3.8 / 3.8 / 3.1 / 3.5 / 3.02 / 3.12
Exhibits enthusiasm and warmth / 3.8 / 3.6 / 3.8 / 3.3 / 3.5 / 3.12 / 3.35
Focuses attention on the classroom situation rather than on personal needs during class / 3.7 / 3.7 / 3.6 / 3.4 / 3.4 / 3.11 / 3.44
Converses about interest which are important to the specific child / 3.6 / 3.5 / 3.6 / 3.7 / 3.8 / 2.98 / 3.13
Regulates rates and duration of speaking to meet the listener's needs / 3.2 / 3.2 / 3.4 / 3.5 / 3.3 / 2.86 / 2.88
Makes comments and asks questions which stimulate and extend thinking / 3.2 / 3.1 / 3.3 / 3.4 / 3.4 / 2.92 / 3.18
Introduces activities in a positive, enthusiastic manner / 3.5 / 3.5 / 3.6 / 3.5 / 3.5 / 2.77 / 3.13
Kneels to child's level when speaking with him or her / 3.6 / 3.6 / 3.8 / 3.6 / 3.5 / 3.14 / 3.38
Establishes eye contact with child or adult to whom she or he is speaking / 3.8 / 3.7 / 3.8 / 3.6 / 3.5 / 3.30 / 3.38
Helps children verbalize feelings / 3.3 / 3.1 / 3.2 / 3.8 / 3.6 / 3.26 / 3.53
Reinforces a routine / 3.3 / 3.4 / 3.3 / 3.5 / 3.6 / 3.06 / 3.18
Puts materials away correctly after using them / 3.6 / 3.6 / 3.6 / 3.3 / 3.4 / 3.14 / 3.24
Does general clean-up willingly, quickly and adequately / 3.7 / 3.7 / 3.6 / 3.6 / 3.7 / 3.26 / 3.41
Checks for safety of materials and equipment / 3.4 / 3.4 / 3.3 / 3.6 / 3.8 / 3.24 / 3.47
Assumes an adult role in the classroom / 3.5 / 3.6 / 3.7 / 3.5 / 3.6 / 3.18 / 3.35
Allows children opportunities for independent exploration of materials and environment / 3.3 / 3.3 / 3.5 / 3.3 / 3.3 / 3.42 / 3.44
Listens and responds to children's comments and questions in a timely, appropriate manner / 3.5 / 3.4 / 3.5 / 3.1 / 3.4 / 3.40 / 3.35
Adjusts activities in response to children's interests/use / 3.3 / 3.3 / 3.4 / 3.4 / 3.6 / 3.34 / 3.44
Asks open ended questions which stimulate thinking and discovery / 3.3 / 3.1 / 3.3 / 3.3 / 3.5 / 3.06 / 3.06
Intervenes or facilitates only when it will enhance the child's exploration / 3.2 / 3.2 / 3.1 / 3.4 / 3.5 / 3.20 / 3.47
Dresses appropriately for the classroom / 3.7 / 3.7 / 3.7 / 3.1 / 3.3 / 3.40 / 3.53
Follows specific rules and policies of the school / 3.7 / 3.7 / 3.7 / 3 / 3.2 / 3.22 / 3.35
Completes assignments and tasks on time / 3.6 / 3.7 / 3.6 / 3.2 / 3.4 / 3.06 / 3.18
Arrives and leaves at scheduled times / 3.6 / 3.7 / 3.6 / 3.2 / 3.5 / 2.84 / 2.82
Notifies mentor and university mentor when illness prevents attendance or emergency causes delay / 3.6 / 3.8 / 3.7 / 3.2 / 3.4 / 2.96 / 2.82
Accepts constructive feedback appropriately / 3.7 / 3.7 / 3.7 / 3.2 / 3.4 / 3.20 / 3.18
Exhibits a sense of responsibility and dependability / 3.7 / 3.8 / 3.7 / 3.2 / 3.4 / 2.98 / 3.06
Exhibits a willingness to go beyond requirements / 3.5 / 3.7 / 3.6 / 3.1 / 3.5 / 2.93 / 2.81
Exhibits cooperation and rapport with mentor, cooperating teacher, and staff / 3.7 / 3.7 / 3.8 / 3.3 / 3.4 / 3.20 / 3.06
Shows initiative by offering to assist mentor or attend school meetings or conferences / 3.5 / 3.6 / 3.6 / 3.2 / 3.3 / 2.76 / 2.56
Initiates conversation and asks questions of mentor in order to further learning / 3.6 / 3.5 / 3.7 / 3.4 / 3.5 / 2.82 / 2.65
Establishes appropriate relationships with parents reflecting an understanding of the student teacher's role / 3.3 / 3.2 / 3.3 / 3.2 / 3.5 / 2.78 / 2.82
Kneels to child's level when speaking with him or her / 3.6 / 3.6 / 3.8 / 3.4 / 3.6 / 2.90 / 2.88
Establishes eye contact with child or adult to whom he/she is speaking / 3.7 / 3.7 / 3.8 / 3.2 / 3.3 / 2.92 / 2.88
Touches appropriately based on the response to the immediate situation and the individual child's preferences / 3.5 / 3.5 / 3.7 / 3.3 / 3.3 / 2.92 / 2.88
Models appropriate grammar, language and tone / 3.5 / 3.5 / 3.4 / 3.4 / 3.5 / 2.83 / 2.69
Adjusts volume and tone of voice to suit the situation / 3.2 / 3.2 / 3.4 / 3.6 / 3.6 / 3.00 / 3.12
Uses statements of encouragement rather than praise / 3.2 / 3.3 / 3.1 / 3.3 / 3.6 / 3.00 / 3.00
Demonstrates active listening skills / 3.5 / 3.4 / 3.4 / 3.2 / 3.4 / 2.92 / 3.00
Avoids giving unintentional choices to children / 3 / 3 / 2.8 / 3.3 / 3.5 / 3.05 / 3.25
Initiates and extends conversations which are natural and relevant / 3.4 / 3.3 / 3.5 / 3.4 / 3.5 / 3.09 / 3.06
Demonstrates ability to interact with individual or small groups while maintaining total group awareness / 3 / 3 / 3.2 / 3 / 3.2 / 3.00 / 3.27
Transitions self in and out of interactions / 3.3 / 3.2 / 3.3 / 3 / 3.2 / 3.24 / 3.29
Uses clearly stated, positive redirections / 3.2 / 3.2 / 3.3 / 3.1 / 3.2 / 2.98 / 3.24
Uses problem solving techniques to manage interpersonal conflicts / 3.2 / 3 / 3.2 / 3.1 / 3.5 / 3.02 / 3.06
Allows children to assume responsibility for solving interpersonal conflicts when possible / 3.1 / 3.1 / 3.2 / 3.2 / 3.4 / 3.18 / 3.00
Takes the role of mediator to facilitate problem solving when necessary / 3.2 / 3.2 / 3.3 / 3.3 / 3.3 / 3.44 / 3.29
N / 133 / 110 / 38 / 43 / 19 / 50 / 17

Pilot data for the revised Kindergarten Practicum Evaluation (Winter, 2011)

Indicator / Ratings / % / #
1a: Knowing and understanding young children’s characteristics and needs / Does not meet expectations: Candidate plans activities with little regard to the developmental levels, interests, and strengths of children. Activities are not extended. / 0.0% / 0
Meets expectations: Candidate plans activities that reflect an awareness of the developmental levels of children and observes the strengths and interests of children and builds on them either by extending current activities or planning related ones. / 60.0% / 60
Exceed expectations: Meets expectations and candidate differentiates instruction to meet the various developmental needs within a given classroom. / 40.0% / 40
1a: Knowing and understanding young children’s characteristics and needs (Part 2) / Does not meet expectations: Plans contain little or no theory or candidate is unable to provide a rationale based on theory or current research. / 1.0% / 1
Meets expectations: Candidate is able to provide a rationale for plans that is based on sound child development theory. / 51.5% / 51
Exceeds expectations: Meets expectations and candidate relates activity to current research in the field. / 47.5% / 47
1b: Knowing and understanding the multiple influences on development and learning / Does not meet expectations: Plans have little relevance to children’s life experiences or cultural diversity. Plans do not allow for individual developmental variations. / 0.0% / 0
Meets expectations: Candidates plan activities relevant to children’s life experiences and cultural diversity. Activity plans are multi-leveling to allow for individual developmental variations. / 55.0% / 55
Exceeds expectations: Meets expectations and candidate plans activities to meet a variety of learning styles. / 45.0% / 45
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (part 1) / Does not meet expectations: Classroom routines are not clear or children do not understand expectations. Transitions are too long, too frequent, or inefficient. / 1.0% / 1
Meets expectations: Candidate reinforces routines and manages transitions in a confident and positive manner. Children understand what is expected. Candidate positions self according to cues of children for maximum group awareness and safety of all children. / 50.5% / 50
Exceeds expectations: Meets expectations and candidate is aware of areas that may need extra supervision. / 48.5% / 48
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (part 2) / Does not meet expectations: Candidate provides mostly teacher-directed activities and provides little time for independent exploration. Candidate intervenes frequently, inhibiting the child’s exploration / 0.0% / 0
Meets expectations: Candidate allows children opportunities for independent exploration of materials and environment and intervenes or facilitates only when it will enhance the child’s exploration / 60.6% / 60
Exceeds expectations: Meets expectations and candidate uses intentional teaching strategies during children’s explorations. / 39.4% / 39
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (part 3) / Does not meet expectations: Activities are either too easy or too difficult for children. Candidate does little to adjust activities in response to children’s cues. Children show little engagement or interest in activities. / 0.0% / 0
Meets expectations: Candidates create activities and environments that are appropriately challenging. Candidate adjusts activities in response to children’s interests, uses, and abilities. Children are consistently interested and engaged in activities. / 60.6% / 60
Exceeds expectations: Meets expectations and candidate demonstrates high expectations for all children and uses a variety of instructional methods to reach various learning styles. / 39.4% / 39
2b: Supporting and engaging families and communities through respectful, reciprocal relationships / Does not meet expectations: Candidate converses with parents on topics that are more appropriate for the mentor teacher or engages in appropriate conversations with parents. / 0.0% / 0
Meets expectations: Candidate establishes appropriate relationships with parents reflecting an understanding of the student teacher’s role. / 80.8% / 80
Exceeds expectations: Meets expectations and candidate communicates with mentor teacher about community resources that may be useful for families. / 19.2% / 19
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches / Does not meet expectations: Candidate demonstrates little use of systematic observation. / 1.0% / 1
Meets expectations: Candidate uses systematic observations to gather information on children’s development. / 46.0% / 46
Exceeds expectations: Meets expectations and candidate interprets and reflects on observations to guide future planning. / 53.0% / 53
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children (Part 1) / Does not meet expectations: Candidate has no or few displays of positive affect in the classroom. / 1.0% / 1
Meets expectations: Candidate exhibits enthusiasm and warmth frequently. Candidate introduces activities in a positive and enthusiastic manner. / 28.3% / 28
Exceeds expectations: Meets expectations and candidate displays positive attitude about the classroom setting. Children respond to candidate with positive displays of affection. / 70.7% / 70
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children (Part 2) / Does not meet expectations: Candidate demonstrates communication techniques that are disrespectful to children such as sarcasm, teasing, yelling, threats, harsh voices, irritability, or humiliation. Candidate consistently uses praise and may model incorrect grammar or language. / 0.0% / 0
Meets expectations: Candidate regulates rates, duration, volume, and tone of voice to meet listener’s needs and to suit the situation. Candidate models appropriate grammar, language, and tone. Candidate uses encouragement rather than praise. / 53.0% / 53
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children (Part 3) / Does not meet expectations: Few if any indications of warm, supportive, respectful relationships exist. Candidate speaks to children without making eye contact and rarely kneels to child’s level. Candidate calls to children from across room. / 1.0% / 1
Meets expectations: Candidate exhibits respect for all children and adults through language and actions. Candidate establishes eye contact and kneels to child’s level when speaking with him or her. Candidates refrain from calling across the room. / 31.0% / 31
Exceed expectations: Meets expectations and candidate demonstrates respect for children’s ideas and feelings by conversing about topics of interest to the child. / 68.0% / 68
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children (Part 4) / Does not meet expectations: Candidate rarely acknowledges children’s emotions. Candidate focuses on personal needs during class. / 0.0% / 0
Meets expectations: Candidate focuses attention on the classroom situation rather than on personal needs during class. Candidate is responsive to children’s emotions and helps children verbalize feelings. Candidate provides comfort and assistance when needed. / 33.0% / 33
Exceeds expectations: Meets expectations and candidate provides individualized support to children. / 67.0% / 67
4b: Knowing and understanding effective strategies and tools for early education Part 1) / Does not meet expectations: Candidate provides mostly large group instruction for children. Candidate either dominates discussion during activities or provides little interaction. / 0.0% / 0
Meets expectations: Candidate provides a variety of small group, large group, and open play experiences. Candidate demonstrates ability to interact with individuals or small groups while maintaining total group awareness. Candidate actively facilitates activities to encourage participation and involvement. / 64.3% / 63
Exceeds expectations: Meets expectations and candidate uses a variety of scaffolding and intentional teaching strategies. / 35.7% / 35
4b: Knowing and understanding effective strategies and tools for early education Part 2) / Does not meet expectations: Candidate rarely responds to or extends children’s comments. Candidate asks mostly closed-ended questions and provides little scaffolding. / 0.0% / 0
Meets expectations: Candidate listens and responds to children’s comments and questions in a timely, appropriate manner and asks open ended questions which stimulate thinking and discovery. Candidate provides scaffolding techniques at appropriate moments. / 55.6% / 55
Exceeds expectations: Meets expectations and candidate engages children in frequent conversations on topics of interest to the children using advanced language. / 44.4% / 44
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 1) / Does not meet expectations: Candidate does not actively facilitate activities to encourage child involvement and interest. Candidate uses ineffective strategies to transition the group. / 0.0% / 0
Meets expectations: Candidate observes strengths and interests of children and builds on them either by extending current activities or planning related ones. Candidate uses facial expressions, voice level, and other communication techniques to maintain the attention of an individual child or the group depending on the situation. Candidate uses effective whole group transitions. / 67.0% / 67
Exceeds expectations: Meets expectations and candidate uses a variety of modalities to effectively engage students. / 33.0% / 33
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 2) / Does not meet expectations: Candidate is reactive to problems. Monitoring is not efficient to prevent behavior difficulties, and redirection attempts are ineffective. / 1.0% / 1
Meets expectations: Candidate uses clearly stated, positive redirections, uses problem solving techniques to manage interpersonal conflicts, and allows children to assume responsibility for solving interpersonal conflicts when possible. Candidate avoids giving unintentional choices, and is proactive in preventing problems from developing. / 55.0% / 55
Exceeds expectations: Meets expectations and candidate effectively takes on the role of mediator to facilitate problem solving when necessary. Candidate individualizes responses to behavior. / 44.0% / 44
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 3) / Does not meet expectations: Candidate is rigid, inflexible, or controlling in plans or rarely goes along with children’s ideas. Most activities are teacher-led. There are few opportunities for children to talk or express ideas. Candidates choose children’s activities. / 1.0% / 1
Meets expectations: Candidate is flexible in plans, incorporates child’s ideas, and allows for choice of activities. Candidate provides many opportunities for children to talk and express ideas. / 55.0% / 55
Exceeds expectations: Meets expectations and candidate organizes activities around student children’s interests. / 44.0% / 44
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines / Does not meet expectations: Candidate has unclear goals or rational or goals are trivial. / 0.0% / 0
Meets expectations: Candidate effectively states clear goals and rationale for activities based on understanding of constructivist theory. Goals are measurable. / 62.2% / 61
Exceeds expectations: Meets expectations and Candidate relates goals and rationale to current theory and research. / 37.8% / 37
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. (Part 1) / Does not meet expectations: Candidate lacks reference to the Early Learning Content Standards or chooses indicators that are not relevant or meaningful to the activity. / 1.0% / 1
Meets expectations: Candidate aligns curriculum goals and objectives with Ohio’s Early Learning Content Standards. / 70.7% / 70
Exceeds expectations: Candidate meets expectations and candidate provides alignment to other recognized standards, such as Head Start Outcomes. / 28.3% / 28
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. (Part 1) / Does not meet expectations: Candidate provides experiences that are below or above children’s developmental level preventing support of later academic skills and understandings. / 0.0% / 0
Meets expectations: Candidate designs learning experiences that support later academic skills and understandings. / 63.6% / 63
Exceed expectations: Exceeds expectations and candidate provides plan for extending experiences. / 36.4% / 36
6a: Identifying and involving oneself with the early childhood field / Does not meet expectations: Candidate fails to establish rapport or is uncooperative with mentor, cooperating teacher, staff, instructors, or other colleagues. / 0.0% / 0
Meets expectations: Candidate exhibits cooperation and rapport with mentor, cooperating teacher, staff, instructors, and colleagues. / 39.4% / 39
Exceeds expectations: Meets expectations and candidate seeks input from more experienced professionals. / 60.6% / 60
6b: Knowing about and upholding ethical standards and other professional guidelines / Does not meet expectations: Candidate dresses in appropriately, disregards rules and policies of the school, or fails to complete assignments and tasks on time. / 0.0% / 0
Meets expectations: Candidate exhibits a sense of responsibility and dependability, dresses appropriately for the classroom, follows specific rules and policies of the school, and completes assignments and tasks on time. / 34.3% / 34
Exceeds expectations: Meets expectations and candidate exhibits a willingness to go beyond requirements / 65.7% / 65
6c: Engaging in continuous, collaborative learning to inform practice / Does not meet expectations: Candidate rarely seeks input on practice or does not initiate conversations or ask questions of mentor or Candidate responds inappropriately to constructive feedback. / 0.0% / 0
Meets expectations: Candidate accepts constructive feedback appropriately and initiates conversation and asks questions of mentor in order to further learning. / 71.7% / 71
Exceeds expectations: Meets expectations and candidate participates in outside professional development opportunities to inform practice. / 28.3% / 28
6d: Integrating knowledgeable, reflective, and critical perspectives on early education / Does not meet expectations: Candidate exhibits little or no reflection in observations, journals, or conferences. / 0.0% / 0
Meets expectations: Candidate reflectively evaluates activities and uses personal observation and mentor feedback to plan future curriculum activities. Candidate uses reflective practice as evidenced by journal and conferencing. / 51.5% / 51
Exceeds expectations: Meets expectations and candidate seeks to understand differing perspectives on early education. / 48.5% / 48

Candidate performance in internship; rubric scaled 1-3; disaggregated by campus