Department of Education
University of South Carolina Beaufort
EARLY CHILDHOOD EDUCATION PRACTICUMTEACHER CANDIDATE SELF-ASSESMENT
Teacher Candidate: / ID#: / Date:Cooperating Teacher: / Grade: / School:
Check appropriate box: MidtermConference Final Conference
The purpose of the self-assessment is to thoughtfully consider your progress as a teacher candidate and improve your capacities for professional thinking. In collaboration with your Cooperating Teacher, engage in reflection and discussion about the competencies listed below. These conversations, although complex and demanding, will extend your scope and depth to reach alternatives and solutions to teaching and learning challenges.
Directions: The competencies listed below are research-based practices correlated with effective teaching and assessment. Discuss, with your cooperating teacher, the work you have done and the data collected through multiple observations related to the competencies. Rate each competency as one of three categories:
- I consistently exhibit this competency as evidenced by cooperating teacher and University supervisor feedback. I feel confident this competency is now part of my professional repertoire for being an effective educator.
- I am practicing this competency. Although there is evidence to support my ability in the competency, more data is needed to support consistent and autonomous use.
- I need assistance and support to develop this competency. The competency is a professional challenge for me and needs to be a focus of improvement for me to move forward as an effective teacher.
PLANNING– Domain 1
CHECK ONE / I consistently exhibit / I am practicing / I need assistance / My rating is based upon the following supportive evidence:
1. / Develops learning objectives which are appropriate for the subject and grade level and are connected appropriately to the standards. (NAEYC Standard 5c: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 2.A, APS 6.B)
2. / Plans appropriate and logically sequenced lessons. (NAEYC Standard 5c: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 2.B)
3. / Plans developmentally appropriate and differentiated instruction to address diverse learning needs.(NAEYC Standard 1a: Child Development, ADEPT APS 2.A)
4. / Plans appropriate assessment strategies and instruments. (NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families, ADEPT APS 3.A)
5. / Plans indicate a respect for cultural and linguistic diversity. (NAEYC Standard 1: Child development, Standard 2: Family & Community, Standard 3:Assessment, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS 2.A)
Comments/Goals in the area of Planning:
INSTRUCTION – Domain 2CHECK ONE / I consistently exhibit / I am practicing / I need assistance / My rating is based upon the following supportive evidence:
6. / Implements effective instruction for students using knowledge of content and appropriate standards. (NAEYC Standard 1: Child development, Standard 3:Assessment, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS5.A)
7. / Communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and support to assume responsibility for their own learning. (NAEYC Standard 4a: Effective Approaches, ADEPT APS 4.A., APS 4.B)
8. / Provides learning experiences that allow students to form connections between the specific subject area and other disciplines.(NAEYC Standard 1: Child development, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS 4.C)
9. / Uses instructional strategies to actively engage students. (NAEYC Standard 4b: Effective Approaches, ADEPT APS 5.B)
10. / Provides appropriate instructional feedback to all students.(NAEYC Standard 3c: Observing, Documenting and Assessing, ADEPT APS 7.C)
11. / Uses informal and formal assessments to guide instruction.(NAEYC Standard 3d: Observing, Documenting and Assessing, ADEPT APS 7.B)
12. / Uses technology* to enhance student learning. (NAEYC Standard 6c: Effective Approaches, ADEPT 9.B)
13. / Implements strategies that address the needs of diverse learners**. (NAEYC Standard 5c: Using Content Knowledge to Build Meaningful Curriculum,ADEPT APS 6.B)
14. / Demonstrates an enthusiastic and positive attitude in the classroom. (NAEYC Standard C Effective Approaches, ADEPT APS 8.B)
15. / Uses appropriate voice tone, inflection, and nonverbal communication to manage instruction effectively.(NAEYC Standard 4a: Effective Approaches, ADEPT APS 9.A)
Comments/Goals in the area of Instruction:
CONTENT – Domain 3CHECK ONE / I consistently exhibit / I am practicing / I need assistance / My rating is based upon the following supportive evidence:
16. / Demonstrates a thorough command of the content taught.(NAEYC Standard 5b: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.A)
17. / Provides appropriate content.(NAEYC Standard 5b: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.B)
18. / Structures the content to provide meaningful learning. (NAEYC Standard 5b: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.B)
19. / Employs literacy strategies that assist learners in accessing content in their discipline.(NAEYC Standard 5b: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.B)
Comments/Goals in the area of Content:
ENVIRONMENT – Domain 4CHECK ONE / I consistently exhibit / I am practicing / I need assistance / My rating is based upon the following supportive evidence:
20. / Promotes positive, collaborative peer interactions. (NAEYC Standard 1: Child development, Standard 4: Teaching (b & d), Standard 5: Professionalism, ADEPT APS 8.C)
21. / Maintains a positive and safe classroom environment conducive for learning. (NAEYC Standard 1: Child development, Standard 4: Teaching (a, b & d), Standard 5: Professionalism, ADEPT APS 8.A)
22. / Demonstrates confidence and poise when managing the classroom environment.(NAEYC Standard 1: Child development, Standard 4: Teaching (a, b & d), Standard 5: Professionalism, ADEPT APS 8.B)
23. / Maintains effective rules, procedures, and routines. (NAEYC Standard 1: Child development, Standard 4: Teaching (a, b & d), Standard 5: Professionalism, ADEPT APS 9.B)
24. / Provides for smooth transitions between activities and implements introductions and closures in lessons. (NAEYC Standard 1: Child development, Standard 4: Teaching (a- d), Standard 5: Professionalism, ADEPT APS 9.C)
Comments/Goals in the area of Environment:
PROFESSIONALISM –Domain5CHECK ONE / I consistently exhibit / I am practicing / I need assistance / My rating is based upon the following supportive evidence:
25. / Demonstrates a positive rapport with students, parents, colleagues, administrators, and supervisors. (NAEYC Standard 1: Child development, Standard 2: Family & Community, Standard 4: Teaching (a), Standard 5: Professionalism, ADEPT APS 10.A)
26. / Demonstrates effective verbal communication that is appropriate for the intended audiences and uses Standard English. (NAEYC Standard 6c: Becoming a Professional, ADEPT APS 10.C)
27. / Demonstrates effective external written communication that is appropriate for the intended audience and uses Standard English. (NAEYC Standard 6b: Becoming a Professional, ADEPT APS 10.C)
28. / Adheres to the university and school/district rules, Standards of Conduct for South Carolina Educators, andFERPA requirements and acts appropriately when faced with legal issues with children.***
(NAEYC Standard 6b: Becoming a Professional, ADEPT APS 10.D)
29. / Is receptive to constructive criticism from cooperating teacher, university supervisor, and administrators and incorporates feedback.(NAEYC Standard 6c: Becoming a Professional, ADEPT APS 10.E)
30. / Demonstrates professional responsibility (e.g. preparedness, responsibility, initiative, time management).(NAEYC Standard 5c: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 10.D)
31. / Uses self-reflection to evaluate and improve professional practice.
(NAEYC Standard 6d: Becoming a Professional, ADEPT APS 10.E)
Comments/Goals in the area of Professionalism:
CHECK ONE / I consistently exhibit / I am practicing / I need assistance / My rating is based upon the following supportive evidence:
32. / Language Arts: Integrates listening, speaking, reading, and writing across a developmental continuum. Uses an integrated approach to include content from other disciplines. (NAEYC Standard 1: Child development, Standard 3:Assessment, Standard 4: Teaching (a-c), Standard 5: Professionalism)
33. / Science: Engages students in simple investigations, including making predictions, gathering and interpreting data, recognizing simple problems and drawing conclusions. Uses an integrated approach to include content from other disciplines. (NAEYC Standard 1: Child development, Standard 3:Assessment, Standard 4: Teaching (a-c), Standard 5: Professionalism)
34. / Mathematics: Engages students in experiences that include operations, algebra, geometry, measurement, data analysis, and probability. Uses an integrated approach to include content from other disciplines. (NAEYC Standard 1: Child development, Standard 3:Assessment, Standard 4: Teaching (a-d), Standard 5: Professionalism)
35. / Social Studies: Provides experiences in geography, history, economics, and social relations/civics across a developmental continuum. Uses an integrated approach to include content from other disciplines. (NAEYC Standard 1: Child development, Standard 3:Assessment, Standard 4: Teaching (a-d), Standard 5: Professionalism)
Comments/Goals in the area of Early Childhood Education Standards:
This self-assessment was completed in collaboration with my cooperating teacher. We used multiple data points as evidence for the ratings such as cooperating teacher observation record(s), University supervisor observation record(s), lesson plans, student work samples, and reflections.
Teacher Candidate Signature: ______Cooperating Teacher Signature: ______
EARLY CHILDHOOD PRACTICUMSELF-ASSESSMENT SCORING RUBRIC
Practicum Assessment Item—Domain 1 / Consistently Exhibit / Practicing / Need Assistance1. Develops learning objectives which are appropriate for the subject and grade level and are connected appropriately to the standards. (NAEYC Standard 1: Child development; Standard 3: Assessment; Standard 4: Teaching [b-d]; Standard 5: Professionalism, ADEPT APS 2.A, APS 6.B) / Objectives are appropriate for subject area/developmental level of learners and are connected appropriately to the standards. Most objectives are measurable and identify criteria. / Some objectives are appropriate for subject area/developmental level. Some objectives are (a) stated in measurable terms, (b) include criteria, and (c) are appropriately connected to the standards. / Objectives are inappropriate for the subject area/developmental level of learners. Objectives are not stated in measurable terms, do not include criteria, and/or are not appropriatelyconnected to the standards.
2. Plans appropriate and logically sequenced lessons. (NAEYC Standard 1: Child development; Standard 3: Assessment; Standard 4: Teaching (b-d); Standard 5: Professionalism, ADEPT APS 2.B) / Instructional strategies are congruent with lesson objectives. The sequence of the lesson(s) is logical, with few gaps in progressions. / Some instructional strategies match lesson objectives. Some strategies used in lessons do not fully encompass a logical sequence, allowing gaps in progressions. / Instructional strategies rarely match lesson objectives. The sequence of the lesson(s) may be illogical, with gaps in progressions.
3. Plans developmentally appropriate and differentiated instruction to address diverse learning needs. (NAEYC Standard 1a: Child Development, ADEPT APS 2.A) / Most lessons include instructional adaptations for individual differences (all levels). Student needs (e.g. motivation or interests) are addressed in plans. Candidate can articulate an appropriate rationale for adaptations. / Lessons demonstrate adaptations (abilities/needs/interests) for at least one student. / No plan for adaptation for individual differences (abilities/needs/interests) is evidenced in lessons.
4. Plans appropriate assessment strategies and instruments. (NAEYC Standard 3:Assessment, Standard 5: Professionalism, ADEPT APS 3.A) / Appropriate strategies to formally or informally assess student learning are used. Assessments used adequately address most lesson objectives and/or standards. / Some evidence of planning for formal or informal assessments. Assessments used adequately address some lesson objectives and/or standards. / No evidence of planning for formal or informal assessment. Assessments do not match the lesson objectives and/or standards.
5. Plans indicate a respect for cultural and linguistic diversity.* (NAEYC Standard 1: Child development, Standard 2: Family & Community, Standard 3:Assessment, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS 2.A) / Cultural and linguistic diversity of the students who may be present in the class is addressed through instructional content, strategies, and/or materials. / Plans provide some evidence that the candidate has considered how the lesson can be modified for the cultural or linguistic diversity of students who may be present in the classroom. / Plans do not reflect the cultural and linguistic diversity of the students who may be present in the classroom.
Practicum Assessment Item-Instruction Domain 2 / Consistently Exhibit / Practicing / Need Assistance
6. Implements effective instruction for students using knowledge of content and appropriate standards. (NAEYC Standard 1: Child development, Standard 3:Assessment, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS 5.A) / Most lessons reflect a good understanding of the content in the discipline and adequately address the standards. / Some lessons reflect an understanding of the content in the discipline and adequately address the standards / Knowledge of content is minimally reflected in the lessons and/or instruction is not adequate to meet the standards.
7. Communicates, and maintains high expectations for student achievement and participation. (NAEYC Standard 4a: Effective Approaches, ADEPT APS 4.A., APS 4.B) / Teacher candidate consistently communicates and designs many experiences that require student participation in a challenging, yet supportive environment. / Teacher candidate communicates and designs some experiences that encourage student participation in a challenging, yet supportive environment. / Teacher candidate does not communicate and/or design experiences that encourage student participation in a challenging, yet supportive environment.
8. Provides learning experiences that allow students to form connections between the specific subject area and other disciplines. (NAEYC Standard 1: Child development, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS 4.C) / Most lessons contain aspects that enable students to make connections with their prior or future learning in other subjects or disciplines. / Some connections between subject areas and other disciplines are made. / Connections are not made or made infrequently.
9. Uses instructional strategies to actively engage students. (NAEYC Standard 1: Child development, Standard 4: Teaching (b-d), Standard 5: Professionalism, ADEPT APS 5.B) / Ieffectively and frequently employ a variety of instructional strategies to actively engage students in lessons. / I begin to effectively and frequently employ instructional strategies to actively engage students in lessons. / I rarely demonstrate the use of strategies to actively engage students in lessons.
10. Provides appropriate instructional feedback to all students. (NAEYC Standard 3c: Observing, Documenting and Assessing, ADEPT APS 7.C) / I provide specific, corrective, and timely instructional feedback to students related to lesson objectives. Feedback is based on class wide and individual responses. / I provide specific and timely instructional feedback to students related to lesson objectives. Feedback is based on class wide and individual responses. / I provide general feedback, unrelated to lesson objectives. For example, I tell the student “it is better” without identifying why it was better.
11. Uses informal and formal assessments to guide instruction. (NAEYC Standard 3d: Observing, Documenting and Assessing, ADEPT APS 7.B) / Ieffectively modify instruction and/or learning tasks based on student responses, informal or formal assessments. Modifications may include things such as choosing alternative instructional strategies, re-teaching, modifying instructional sequence, restating the questions, providing additional explanation, etc. / I attempt to modify instruction and/or learning tasks based on student responses, informal or formal assessments. Modifications may include things such as choosing alternative instructional strategies, re-teaching, modifying instructional sequence, restating the questions, providing additional explanation, etc. / I do not attempt to modify instruction and/or learning tasks based on student responses, informal or formal assessments.
12. Uses technology* to enhance student learning. (NAEYC Standard 6c: Effective Approaches, ADEPT 9.B) / I use digital tools to support content presentation, engage students in learning activities, and facilitate content mastery. The students and Iuse technology* to enhance the learning experience. / I use digital tools to support content presentation, engage students in learning activities, and facilitate content mastery. The students or Iuse technology* to enhance the learning experience. / I use digital tools, but the use of the digital tools does not enhance content presentation, engagement of students or facilitate content mastery. Only Iuse technology*.
13. Implements strategies that address the needs of diverse learners**. (NAEYC Standard 5c: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.B) / I use of a variety of strategies specific to each lesson that address the needs of students from diverse cultural and/or linguistic backgrounds including such strategies as providing examples from different cultures or using multiple methods for presenting content. / I use strategies that address the needs of students from diverse cultural and/or linguistic backgrounds including such strategies as providing examples from different cultures or using multiple methods for presenting content. / I exhibit a “one size fits all” approach to content presentation and learning experiences, ignoring cultural and linguistic backgrounds.
14. Demonstrates an enthusiastic and positive attitude in the classroom ((NAEYC Standard 4c: Effective Approaches,ADEPT APS 8.B) / I consistently display an enthusiastic and positive attitude in the classroom. / My enthusiastic and positive attitude is developing in the classroom. / My enthusiastic and positive attitude is not displayed in the classroom.
15. Uses appropriate voice tone, inflection, and nonverbal communication to manage instruction effectively. (NAEYC Standard 4a: Effective Approaches, ADEPT APS 9.A) / I demonstrate effective communication skills by varying voice inflection and tone, changing the pacing of the presentation, and using body language that encourages student engagement. In addition, Imove throughout the space to maintain eye contact with students. / Idemonstrate effective communication skills by varying voice inflection and tone, changing the pacing of the presentation, and using body language that encourages student engagement. / I exhibit one or more of the following: (a) a monotone with no changes in inflection or tone, (b) flat presentation with no changes in pacing, (c) body language that does not encourage student engagement, (d) limited eye contact with students, and/or (e) limited movement (rooted in one place).
Practicum Assessment Item - Content Domain 3 / Consistently Exhibit / Practicing / Need Assistance
16. Demonstrates a thorough command of the content taught. (NAEYC Standard 5b: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.A) / My presentation of content is consistentlyclear, precise, accurate and relevant to learners. / My presentation of content is generally clear, precise, accurate and relevant to learners. / My presentation of content has misinformation and lacks clarity.
17. Provides appropriate content. (NAEYC Standard 5b: Using Content Knowledge to Build Meaningful Curriculum, ADEPT APS 6.B) / I draw lesson content from multiple sources and present it in innovative ways to expose students to a variety of intellectual, social, and/or cultural perspectives. / I draw lesson content from a few sources and present it in ways to expose students to a variety of intellectual, social, and/or cultural perspectives. / I draw lesson content from one source and does not presents it in ways to expose students to a variety of intellectual, social, and/or cultural perspectives.