Novice Teaching Final Evaluation

11 Apr 2015
Page 1 of 32
Intern Name: Dalluge, Ashley

Internship: 14SP 304 01
Submitted: Jan 29, 2014
Assessed: olson, peter

(Supervisor)
Course/Term: ETE 304 - 1 : EC Novice Teaching ( 14SP-ETE )
Site: Sterling Middle School,

2315 N Sterling Avenue, Peoria
IL 61604-3124
Comments: Ashley has delivered both whole and small group instruction. She was able to differentiate instruction for all
students and provide tier interventions for a small group of students. According to the CT, Ashley has been an excellent
collaborative team member and asset to the classroom.
Subject(s): Special Ed
Grade(s): Pre-K
NAEYC
Standard 1.
The early
childhood
candidate is
grounded in a
child
development
knowledge
base.
1/6 (16%)
NAEYC-2011.1
NEEDS
SIGNIFICANT
BASIC (2.000 pts)
UNSATISFACTORY
IMPROVEMENTS
(1.000 pts)
EXCELLENT
(4.000 pts)
PROFICIENT
(3.000 pts)
The early
childhood teacher
candidate has an
exceptional depth
of understanding
of young childrens
characteristics,
needs, and the
multiple influences
on early
development and
learning from birth
through age 8 and
creates an
exceptionally
healthy, respectful,
supportive, and
challenging
learning
environment for
young children.
The early
childhood teacher
candidate
proficiently
understands
young childrens
characteristics,
needs, and the
multiple influences
on early
development and
learning from birth
through age 8 and
creates a healthy,
respectful,
supportive, and
challenging
learning
environment for
young children.
The early
childhood teacher
candidate
adequately
understands
young childrens
characteristics,
needs, and the
multiple influences
on early
development and
learning from birth
through age 8 but
need some
guidance in
applying this
knowledge to
create a healthy,
respectful,
supportive, and
challenging
learning
environment for
young children.
The early
childhood teacher
candidate
inconsistently
shows an
understanding of
young childrens
characteristics,
needs, and the
multiple influences
on early
development and
learning from birth
through age 8
and/or needs more
guidance in
applying this
knowledge to
create a healthy,
respectful,
supportive, and
challenging
learning
environment for
young children.
The early childhood

teacher candidate
shows little
understanding of
young childrens
characteristics,
needs, and the
multiple influences
on early
development and
learning from birth
through age 8 and
struggles applying
this knowledge
even with guidance
to create a healthy,
respectful,
supportive, and
challenging
learning
environment for
young.
The early
childhood teacher
candidate
proficiently
understands
diverse family and
community
characteristics and
shows this
understanding via
engaging and
supporting families
and communities
by respectfully
involving them in
their childrens
development and
learning.
The early
childhood teacher
candidate
adequately
understands
diverse family and
community
characteristics but
needs some
guidance to
engage and
support families
and communities
through
respectfully
involving them in
their childrens
development and
learning.
The early
childhood teacher
candidate
inconstantly shows
an understanding
of diverse family
and community
characteristics
and/or needs more
guidance to
engage and
support families
and communities
by respectfully
involving them in
their childrens
development and
learning.
The early childhood

teacher candidate
shows little
understanding of
diverse family and
community
characteristics and
struggles, even with
guidance, to
engage and
support families
and communities by
respectfully
involving them in
their childrens
development and
learning.
Comment:
The early
childhood teacher
candidate shows
NAEYC
an exceptional
Standard 2.
depth of
The early
understanding of
childhood
diverse family and
teacher
community
candidate
characteristics via
understands
extremely
successful early effective,
childhood
respectful
education
engagement and
depends on
support of families
partnerships
and communities.
with families
The candidate is
and
able to thoroughly
communities.
involve families
1/6 (16%)
and communities
NAEYC-2011.2
in childrens
development and
learning.
Comment:
N/A
N/A
11 Apr 2015
Page 2 of 32
The early
childhood teacher
candidate shows
an exceptional
NAEYC
depth of
Standard 3.
understanding of
The early
the goals,
childhood
benefits, and uses
teacher
of assessment,
candidate is
and uses excellent
prepared in
understanding assessment
strategies. The
that child
candidate has an
observation,
documentation, advanced
and other forms understanding of:
of assessment technology in
assessment,
are central to
the practice of assistive
technology, and
all early
works with ease in
childhood
assessment
professionals.
1/6 (16%)
partnerships with
NAEYC-2011.3
families and
professional
colleagues.
The early
childhood teacher
candidate
proficiently
understands the
goals, benefits,
and uses of
assessment, and
uses effective
assessment
strategies. The
candidate also
shows proficient
understanding of:
technology in
assessment,
assistive
technology, and is
able to work well in
assessment
partnerships with
families and
professional
colleagues.
The early
childhood teacher
candidate
adequately
understands the
goals, benefits,
and uses of
assessment, and
adequately uses
assessment
strategies. The
candidate also
shows an
adequate
understanding of:
technology in
assessment,
assistive
technology, and is
able to work
adequately in
assessment
partnerships with
families and
professional
colleagues.
The early
childhood teacher
candidate
inconsistently
shows
understanding of
the goals, benefits,
and uses of
assessment, and
the use of
assessment
strategies. The
candidate also
shows an
inconsistent
understanding of:
technology in
assessment,
assistive
technology, and
ability to work in
assessment
partnerships with
families and
professional
colleagues.
The early childhood

teacher candidate
struggles even with
guidance to show
an understanding
of the goals,
benefits, and uses
of assessment, and
the use of
assessment
strategies. The
candidate also
struggles, with
guidance to
understand how to
use technology in
assessment,
assistive
technology, and
has limited ability to
work in assessment
partnerships with
families and
professional
colleagues.
The early
childhood teacher
candidate has a
proficient
understanding of,
and uses a wide
array of
developmentally
appropriate
approaches,
instructional
strategies, and
tools to connect
with children and
families; the
candidate is able
to reflect to
promote positive
outcomes for each
child.
The early
childhood teacher
candidate has an
adequate
understanding and
ability to use
developmentally
appropriate
approaches,
instructional
strategies, and
tools to connect
with children and
families; the
candidate shows
some reflection to
promote positive
outcomes for each
child.
The early
childhood teacher
candidate
inconsistently
shows
understanding and
ability to use
developmentally
appropriate
approaches,
instructional
strategies, and
tools to connect
with children and
families; and/or the
candidate shows
little ability to
reflect in order to
promote positive
outcomes for each
child.
The early childhood

teacher candidate
shows little
understanding of
and/ or struggles
even with guidance
to use
developmentally
appropriate
approaches,
instructional
strategies, and
tools to connect
with children and
families; and/or the
candidate shows
an inability to reflect
in order to promote
positive outcomes
for each child.
The early
childhood teacher
candidate shows
proficient
understanding of
content knowledge
and resources in
all academic
areas, and is able
to design,
implement, and
evaluate
experiences to
promote positive
development and
meaningful,
challenging
curricula for each
child.
The early
childhood teacher
candidate shows
adequate
understanding of
content knowledge
and resources in
all academic
areas, and is able
to adequately
design, implement,
and evaluate
experiences to
promote positive
development and
meaningful,
challenging
curricula for each
child.
The early
childhood teacher
candidate shows
inconsistent
understanding of
content knowledge
and resources in
all academic areas,
and an inconstant
ability to design,
implement, and
evaluate
experiences to
promote positive
development and
meaningful,
challenging
curricula for each
child.
The early childhood

teacher candidate
guidance to
understand content
knowledge and
resources in all
academic areas,
and/or struggles
with guidance to
design, implement,
and evaluate
experiences to
promote positive
development and
meaningful,
challenging
curricula for each
child.
Comment:
The early
childhood teacher
has an exceptional
NAEYC
understanding of,
Standard 4.
and ability to use a
The early
wide array of
childhood
developmentally
teacher
appropriate
candidate is
approaches,
prepared in
instructional
using
strategies, and
developmentally tools to connect
effective
with children and
approaches to
families; the
connect with
candidate is able
children and
to reflect deeply to
families.
promote positive
1/6 (16%)
outcomes for each
NAEYC-2011.4
child.
Comment:
NAEYC
Standard 5.
The early
childhood
teacher
candidate use
content
knowledge to
build
meaningful
curriculum.
1/6 (16%)
NAEYC-2011.5
Comment:
The early
childhood teacher
candidate shows
exceptional
understanding of
content knowledge
and resources in
all academic
areas, and
designs,
implements, and
evaluates
exceptional
experiences to
promote positive
development and
meaningful,
challenging
curricula for each
child.
11 Apr 2015
Page 3 of 32
The early
childhood teacher
candidate shows
exceptional
identification and
NAEYC
involvement with
Standard 6.
Early Childhood the early childhood
profession,
Candidates
upholding ethical
function as
standards,
ethical
engaging in both
professionals,
advocates and continuous,
collaborative
informed
learning to inform
decisionpractice, and
makers.
1/6 (16%)
informed advocacy
NAEYC-2011.6
for children and
the profession.
Early childhood
candidate
proficiently and
consistently shows
identification and
involvement with
the early childhood
profession,
upholding ethical
standards,
engaging in both
continuous,
collaborative
learning to inform
practice, and
informed advocacy
for children and
the profession.
The early
childhood teacher
candidate is able
to adequately
show identification
and involvement
with the early
childhood
profession,
upholding ethical
standards,
engaging in both
continuous,
collaborative
learning to inform
practice, and
informed advocacy
for children and
the profession.
The early
childhood teacher
candidate inconsistently is able
to show
identification and
involvement with
the early childhood
profession, or any
of the following:
the ability to
uphold ethical
standards, engage
in continuous,
collaborative
learning to inform
practice, or
participate in
informed advocacy
for children and
the profession.
The early childhood

teacher candidate
guidance to show
her/his identification
and involvement
with the early
childhood
profession, and/or
upholding ethical
standards, and or/
engaging in
continuous,
collaborative
learning to inform
practice, and/or
participating in
informed advocacy
for children and the
profession.
Comment:
19.000 pts | 79.17 %
The
competent
teacher
understands
the diverse
characteristics
and abilities of
each student
and how
individuals
develop and
learn within
the context of
their social,
economic,
cultural,
linguistic, and
academic
experiences.
EXCELLENT
(4.000 pts)
PROFICIENT
(3.000 pts)
BASIC (2.000 pts)
Early childhood
teacher candidate
effectively
understands the
diverse
characteristics and
abilities of each
student and how
individuals develop
and learn within
the context of their
experiences nearly
100% of the time.
Early childhood
teacher candidate
proficiently
understands the
diverse
characteristics and
abilities of each
student and how
individuals develop
and learn within
experiences at
least 90% of the
time.
Early childhood
teacher candidate
adequately
understands the
diverse
characteristics and
abilities of each
student and how
individuals develop
and learn within
experiences at
least 80% of the
time.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate
understands the
diverse
characteristics and
abilities of each
student and how
individuals develop
and learn within
experiences at
least 70% of the
time; however,
shows motivation
to improve in this
area.
UNSATISFACTORY
NA
N/A
Early childhood
NA
teacher candidate
understands the
diverse
characteristics and
abilities of each
student and how
individuals develop
and learn within the
context of their
experiences less
than 70% of the
time; and shows
little motivation to
improve in this
area.
1/1 (100%)
IL-PTS-2012.1.A,
IL-PTS-2012.1.B,
IL-PTS-2012.1.C,
IL-PTS-2012.1.D,
IL-PTS-2012.1.E,
IL-PTS-2012.1.F,
IL-PTS-2012.1.G
Comment:
3.000 pts | 75 %
EXCELLENT
(4.000 pts)
PROFICIENT
(3.000 pts)
BASIC (2.000 pts)
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
UNSATISFACTORY
NA
N/A
11 Apr 2015
Page 4 of 32
Early childhood
teacher candidate
Analyzes and
independently and
uses student successfully
information
analyzes and uses
and individual
student information
experiences to and individual
design
experiences to
instruction that
design instruction.
meets diverse
needs
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
analyzes and uses
student information
and individual
experiences to
design instruction.
Early childhood
teacher candidate,
with a great deal of
support from the
cooperating
teacher,
adequately
analyzes and uses
student information
and individual
experiences to
design instruction.
Early childhood
teacher candidate,
even with a great
deal of support,
struggles to
analyze and use
student information
and individual
experiences to
design instruction;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with a great
deal of support,
struggles to
analyze and use
student information
and individual
experiences to
design instruction;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
effectively designs
and implements
lessons which
stimulate students
prior knowledge
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently designs
and implements
lessons which
stimulate students
prior knowledge at
least 90% of the
time.
Early childhood
teacher candidate
adequately
designs and
implements
lessons which
stimulate students
prior knowledge at
least 80% of the
time.
Early childhood
teacher candidate
effectively designs
and implements
lessons which
stimulate students
prior knowledge at
least 70% of the
time; however,
he/she shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
designs and
implements lessons
which stimulate
students prior
knowledge less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate
effectively and
Differentiates consistently
differentiates
strategies,
strategies,
materials,
pace, levels of materials, pace,
level of complexity,
complexity,
and language and language
1/5 (20%)
nearly 100% of the
IL-PTS-2012.1.J
time.
Early childhood
teacher candidate
proficiently
differentiates
strategies,
materials, pace,
and language at
least 90% of the
time.
Early childhood
teacher candidate
adequately
differentiates
strategies,
materials, pace,
and language at
least 80% of the
time.
Early childhood
teacher candidate
effectively
differentiates
strategies,
materials, pace,
level of complexity
and language at
least 70% of the
time; however,
he/she shows
motivation to
improve in this
area.
Early childhood
teacher candidate
effectively
differentiates
strategies,
materials, pace,
and language less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate
proficient facilitates
a learning
community in which
individual
differences are
respected and
celebrated;
provides
opportunities
where students
can learn to
respect and value
each other in and
outside of their
classroom at least
90% of the time.
Early childhood
teacher candidate
adequately creates
a learning
community in which
individual
differences are
respected and
celebrated;
provides
opportunities
where students
can learn to
respect and value
each other in and
outside of their
classroom at least
80% of the time.
Early childhood
teacher candidate
effectively
encourages and
supports students
understanding and
respect of one
another,
regardless of
disabilities, culture,
& prior experiences
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
effectively
encourages
supportive
interpersonal
relationships
among students,
regarding
disabilities, culture,
& prior experiences
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
1/5 (20%)
IL-PTS-2012.1.H
Comment:
Stimulates
prior
knowledge
1/5 (20%)
IL-PTS-2012.1.I
Comment:
NA
Comment:
Facilitates a
learning
community
1/5 (20%)
IL-PTS-2012.1.K
Comment:
Early childhood
teacher candidate
effectively and
consistently
creates a learning
community in which
individual
differences are
respected and
celebrated;
provides
opportunities
where students
can learn to
respect and value
each other in and
outside of their
classroom nearly
100% of the time.
11 Apr 2015
Uses
information
about
students
individual
experiences,
families,
cultures, and
communities
to create
meaningful
learning
opportunities
and enrich
instruction for
all students
1/5 (20%)
IL-PTS-2012.1.L
Page 5 of 32
Early childhood
teacher candidate
effectively and
consistently uses
information about
students individual
experiences,
families, cultures,
and communities
to create
meaningful
learning
opportunities and
enrich instruction
for all students
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently uses
information about
students individual
experiences,
families, cultures,
and communities
to create
meaningful
learning
opportunities and
enrich instruction
for all students at
least 90% of the
time.
Early childhood
teacher candidate
adequately uses
information about
students individual
experiences,
families, cultures,
and communities
to create
meaningful
learning
opportunities and
enrich instruction
for all students at
least 80% of the
time.
Early childhood
teacher candidate
effectively uses
information about
students individual
experiences,
families, cultures,
and communities
to create
meaningful
learning
opportunities and
enrich instruction
for all students at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
effectively uses
information about
students individual
experiences,
families, cultures,
and communities to
create meaningful
learning
opportunities and
enrich instruction
for all students less
than 70% of the
time; and shows
improve in this
area.
Comment:
15.000 pts | 75 %
The competent
teacher has indepth
understanding
of content area
knowledge that
includes
central
concepts,
methods of
inquiry,
structures of
the disciplines,
and content
area literacy.
1/1 (100%)
IL-PTS-2012.2,
IL-PTS-2012.2.A,
IL-PTS-2012.2.B,
IL-PTS-2012.2.C,
IL-PTS-2012.2.D,
IL-PTS-2012.2.E,
IL-PTS-2012.2.F,
IL-PTS-2012.2.G,
IL-PTS-2012.2.H
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently having
an in-depth
understanding of
content area
knowledge that
includes central
concepts, methods
of inquiry,
structures of the
disciplines, and
content area
literacy.
Early childhood
teacher candidate
has a proficient
understanding of
content area
knowledge that
includes central
concepts, methods
of inquiry,
structures of the
disciplines, and
content area
literacy.
Early childhood
teacher candidate
has a basic
understanding of
content area
knowledge that
includes central
concepts, methods
of inquiry,
structures of the
disciplines, and
content area
literacy.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate
needs significant
improvements
because he/she
lacks an
understanding of
content area
knowledge that
includes central
concepts, methods
of inquiry,
structures of the
disciplines, and
content area
literacy.
Unsatisfactory
NA
N/A
Early childhood
NA
teacher
candidates
performance is
unsatisfactory
because he/she
has significant
deficiencies in the
understanding of
content area
knowledge that
includes central
concepts, methods
of inquiry,
structures of the
disciplines, and
content area
literacy.
Comment:
3.000 pts | 75 %
Evaluates
teaching
resources and
materials for
appropriateness
1/9 (11%)
IL-PTS-2012.2.I
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate
independently and
effectively
evaluates teaching
resources and
materials for
appropriateness.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
evaluates teaching
resources and
materials for
appropriateness.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
evaluates teaching
resources and
materials for
appropriateness.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate
needs significant
improvements
because, even
with much support
from the
cooperating
teacher, struggles
to evaluate
teaching resources
and materials for
appropriateness;
however, shows
motivation to
improve in this
area
Unsatisfactory
Early childhood
NA
teacher
candidates
performance is
unsatisfactory
because, even
with much support
from the
cooperating
teacher, struggles
to evaluate
teaching resources
and materials for
appropriateness;
and shows little
motivation to
improve in this
area.
NA
N/A
11 Apr 2015
Page 6 of 32
Comment:
Early childhood
teacher candidate
effectively uses
viewpoints,
theories, and
Uses differing
methods of inquiry
viewpoints,
appropriate to the
theories, and
methods of inquiry discipline;
1/9 (11%)
engaging students
IL-PTS-2012.2.J
in generating and
testing knowledge
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently uses
viewpoints,
theories, and
methods of inquiry
appropriate to the
discipline;
engages students
in generating and
testing knowledge
at least 90% of the
time.
Early childhood
teacher candidate
adequately uses
differing
viewpoints,
theories, and
methods of inquiry
appropriate to the
discipline at least
80% of the time.
Early childhood
teacher candidate
effectively uses
differing
viewpoints,
theories, and
methods of inquiry
appropriate to the
discipline at least
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
effectively uses
differing
viewpoints,
theories, or
methods of inquiry
appropriate to the
discipline less than
70% of the time;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
multiple teaching
and learning
strategies to
engage students
in active learning
opportunities that
promote the
development of
critical thinking,
inquiry, problem
solving, and
performance
capabilities and
that help students
assume
responsibility for
their own learning.
Early childhood
teacher candidate,
with a great deal
of support from the
cooperating
teacher,
adequately
engages students
in the processes of
critical thinking and
inquiry.
Early childhood
teacher candidate
struggles to
engage students
in the processes of
inquiry; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
struggles to
engage students
in the processes of
inquiry; and shows
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
demonstrates
fluency in
technology
systems uses
technology to
support instruction
and enhances
student learning.
Early childhood
teacher candidate,
with a great deal
of support from the
cooperating
teacher,
adequately
demonstrates
fluency in
technology
systems uses
technology to
support instruction
and enhances
student learning.
Early childhood
teacher candidate
struggles to
demonstrate
fluency in
technology
systems use
technology to
support instruction
and enhance
student learning;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
struggles to
demonstrate
fluency in
technology
systems use
technology to
support instruction
and enhance
student learning;
and shows little
motivation to
improve in this
area.
Comment:
Early childhood
teacher candidate
independently and
effectively uses
multiple teaching
and learning
strategies to
engage students
in active learning
Engages students opportunities that
promote the
in the processes
of critical thinking development of
critical thinking,
and inquiry
1/9 (11%)
inquiry, problem
IL-PTS-2012.2.K
solving, and
performance
capabilities and
that help students
assume
responsibility for
their own learning.
Comment:
Early childhood
teacher candidate
independently and
Demonstrates
consistently
fluency in
demonstrates
technology
fluency in
systems, uses
technology
technology to
systems, using
support instruction
technology to
and enhance
support instruction,
student learning
and enhancing
1/9 (11%)
student learning
IL-PTS-2012.2.L
Comment:
11 Apr 2015
Page 7 of 32
Early childhood
teacher candidate
effectively and
Uses a variety of
explanations and consistently uses a
variety of
multiple
representations of explanations and
multiple
concepts that
capture key ideas representations of
concepts that
to help each
capture key ideas
student develop
to help each
conceptual
student develop
understanding
conceptual
and address
understanding and
common
misunderstandings address common
misunderstanding
1/9 (11%)
IL-BRADLEY-DISP.D2.b, nearly 100% of the
IL-BRADLEY-DISP.D3.b, time.
Early childhood
teacher candidate
proficiently uses a
variety of
explanations and
multiple
representations of
concepts that
capture key ideas
to help each
student develop
conceptual
understanding and
address common
misunderstanding
at least 90% of the
time.
Early childhood
teacher candidate
adequately uses a
variety of
explanations and
multiple
representations of
concepts that
capture key ideas
to help each
student develop
conceptual
understanding and
address common
misunderstanding
at least 80% of the
time.
Early childhood
teacher candidate
effectively uses a
variety of
explanations and
multiple
representations of
concepts that
capture key ideas
to help each
student develop
conceptual
understanding and
address common
misunderstanding
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
effectively uses a
variety of
explanations and
multiple
representations of
concepts that
capture key ideas
to help each
student develop
conceptual
understanding and
address common
misunderstanding
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
proficiently
facilitates learning
experiences that
make connections
to other content
areas and to life
experiences at
least 90% of the
time
Early childhood
teacher candidate
adequately
experiences that
make connections
to other content
areas and to life
experiences at
least 80% of the
time.
Early childhood
teacher candidate
effectively
experiences that
make connections
to other content
areas and to life
experiences at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
teacher candidate
effectively
experiences that
make connections
to other content
areas and to life
experiences less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently designs
learning
experiences and
utilizes assistive
technology and
digital tools to
provide access to
general curricular
content to
individuals with
disabilities.
Early childhood
teacher candidate,
with a great deal
of support from the
cooperating
teacher,
adequately
designs learning
experiences and
utilizes assistive
technology and
digital tools to
provide access to
general curricular
content to
individuals with
disabilities.
Early childhood
teacher candidate,
even with a great
deal of support
from the
cooperating
teacher, struggles
to design learning
experiences and
utilize assistive
technology and
digital tools to
provide access to
general curricular
content to
individuals with
disabilities;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with a great
deal of support
from the
cooperating
teacher, struggles
immensely to
design learning
experiences and
utilize assistive
technology and
digital tools to
provide access to
general curricular
content to
individuals with
disabilities; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
proficiently adjusts
practice to meet
the needs of each
student at least
90% of the time.
Early childhood
teacher candidate
adequately adjusts
practice to meet
the needs of each
student at least
80% of the time
Early childhood
teacher candidate
effectively adjusts
practice to meet
the needs of each
student at least
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
effectively adjusts
practice to meet
the needs of each
student less than
70% of the time;
and shows little
motivation to
improve in this
area.
IL-PTS-2012.2.M
Comment:
Early childhood
teacher candidate
effectively and
Facilitates learning consistently
experiences that
make connections experiences that
make connections
to other content
to other content
areas and to life
areas and to life
experiences
1/9 (11%)
experiences nearly
IL-PTS-2012.2.N
100% of the time.
NA
Comment:
Designs learning
experiences and
utilizes assistive
technology and
digital tools to
provide access to
general curricular
content to
individuals with
disabilities
Early childhood
teacher candidate
independently and
effectively designs
learning
experiences and
utilizes assistive
technology and
digital tools to
provide access to
general curricular
content to
individuals with
disabilities.
1/9 (11%)
IL-PTS-2012.2.O
Comment:
Early childhood
teacher candidate
effectively and
Adjusts practice to consistently
meet the needs of adjusts practice to
meet the needs of
each student
1/9 (11%)
each student
IL-PTS-2012.2.P
nearly 100% of the
time.
Comment:
11 Apr 2015
Page 8 of 32
Early childhood
teacher candidate
exceeds
expectations by
Applies and
adapts an array of continually and
consistently
content area
literacy strategies applying and
1/9 (11%)
adapting an array
IL-PTS-2012.2.Q
of content area
literacy strategies
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently applies
and adapts an
array of content
area literacy
strategies at least
90% of the time.
Early childhood
teacher candidate
adequately applies
and adapts an
array of content
area literacy
strategies at least
80% of the time.
Early childhood
teacher candidate
effectively applies
and adapts an
array of content
area literacy
strategies at least
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
teacher candidate
effectively applies
and adapts an
array of content
area literacy
strategies less
than 70% of the
time; and shows
improve in this
area.
NA
Comment:
26.000 pts | 72.22 %
The competent
teacher plans
and designs
instruction
based on
content area
knowledge,
diverse student
characteristics,
student
performance
data,
curriculum
goals, and the
community
context.
1/1 (100%)
IL-PTS-2012.3,
IL-PTS-2012.3.A,
IL-PTS-2012.3.B,
IL-PTS-2012.3.C,
IL-PTS-2012.3.D,
IL-PTS-2012.3.E,
IL-PTS-2012.3.F,
IL-PTS-2012.3.G
Excellent (4.000
pts)
Proficient (3.000
pts)
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently
planning and
designing
instruction based
on content area
knowledge, diverse
student
characteristics,
student
performance data,
curriculum goals,
and the community
context.
Early childhood
teacher candidate
proficiently plans
and designs
instruction based
on content area
knowledge, diverse
student
characteristics,
student
performance data,
curriculum goals,
and the community
context.
Basic (2.000 pts)
Early childhood
teacher candidate
has a basic
understanding of
how to adequately
plan and design
instruction based
on content area
knowledge, diverse
student
characteristics,
student
performance data,
curriculum goals,
and the community
context.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate
lacks
understanding of
how to plan and
design instruction
based on content
area knowledge,
diverse student
characteristics,
student
performance data,
curriculum goals,
and the community
context.
Unsatisfactory
NA
N/A
Early childhood
NA
teacher candidate
has significant
deficiencies of how
to plan and design
instruction based
on content area
knowledge, diverse
student
characteristics,
student
performance data,
curriculum goals,
and the community
context.
Comment:
3.000 pts | 75 %
Establishes
high
expectations
for each
students
learning and
behavior
1/10 (10%)
IL-PTS-2012.3.H
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently
establishing high
expectations for
each students
learning and
behavior nearly
100% of the time.
Early childhood
teacher candidate
proficiently
establishes high
expectations for
each students
learning and
behavior at least
90% of the time.
Early childhood
teacher candidate
adequately
establishes high
expectations for
each students
learning and
behavior at least
80% of the time.
Early childhood
teacher candidate
establishes high
expectations for
each students
learning and
behavior at least
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
establishes high
expectations for
each students
learning and
behavior less than
70% of the time;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
proficiently creates
short-term and
long-term plans at
least 90% of the
time.
Early childhood
teacher candidate
adequately creates
short-term and
long-term plans at
least 80% of the
time.
Early childhood
teacher candidate
effectively creates
short-term and
long-term plans at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
teacher candidate
effectively creates
short-term and
long-term plans
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Unsatisfactory
NA
Comment:
Early childhood
teacher candidate
exceeds
Creates short- expectations by
term and long- consistently and
effectively creating
term plans
1/10 (10%)
short-term and
IL-PTS-2012.3.I
long-term plans
nearly 100% of the
time.
NA
N/A
11 Apr 2015
Page 9 of 32
Comment:
Uses data to
plan for
differentiated
instruction
1/10 (10%)
IL-PTS-2012.3.J
Early childhood
teacher candidate
effectively and
consistently uses
data to plan for
differentiated
instruction nearly
100% of the time.
Early childhood
teacher candidate
proficiently uses
data to plan for
differentiated
instruction at least
90% of the time.
Early childhood
teacher candidate
adequately uses
data to plan for
differentiated
80% of the time.
Early childhood
teacher candidate
effectively uses
data to plan for
differentiated
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
teacher candidate
effectively uses
data to plan for
differentiated
instruction less
than 70% of the
time; and shows
improve in this
area.
NA
Early childhood
teacher candidate
effectively and
consistently
incorporates
experiences into
instructional
practices that
relate to a
students current
life experiences
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently
incorporates
experiences into
instructional
practices that
relate to a
students current
life experiences at
least 90% of the
time.
Early childhood
teacher candidate
adequately
incorporates
experiences into
instructional
practices that
relate to a
students current
life experiences at
least 80% of the
time.
Early childhood
teacher candidate
effectively
incorporates
experiences into
instructional
practices that
relate to a
students current
life experiences at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
teacher candidate
effectively
incorporates
experiences into
instructional
practices that
relate to a
students current
life experiences
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
NA
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
approaches to
learning that are
interdisciplinary
and that integrate
multiple content
areas.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately creates
approaches to
learning that are
interdisciplinary
and that integrate
multiple content
areas.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to create
approaches to
learning that are
interdisciplinary
and that integrate
multiple content
areas; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to create
approaches to
learning that are
interdisciplinary
and that integrates
multiple content
areas; and shows
improve in this
area.
Early childhood
teacher candidate
proficiently
develops plans
based on student
responses and
provides for
different pathways
based on student
needs at least
90% of the time.
Early childhood
teacher candidate
adequately
develops plans
based on student
responses and
provides for
different pathways
based on student
needs at least
80% of the time
Early childhood
teacher candidate
effectively
develops plans
based on student
responses and
provides for
different pathways
based on student
needs at least
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
effectively
develops plans
based on student
responses and
provides for
different pathways
based on student
needs less than
70% of the time;
and shows little
motivation to
improve in this
area.
Comment:
Incorporates
experiences
into
instructional
practices that
relate to a
students
current life
experiences
1/10 (10%)
IL-PTS-2012.3.K
Comment:
Early childhood
teacher candidate
effectively and
Creates
independently
approaches to
creates
learning that
approaches to
are
learning that are
interdisciplinary interdisciplinary
and that
and that integrate
integrate
multiple content
multiple
areas.
content areas
1/10 (10%)
IL-PTS-2012.3.L
Comment:
Early childhood
teacher candidate
Develops plans effectively and
consistently
based on
develops plans
student
responses and based on student
responses and
provides for
provides for
different
different pathways
pathways
based on student
based on
student needs needs nearly
1/10 (10%)
100% of the time.
IL-PTS-2012.3.M
Comment:
11 Apr 2015
Page 10 of 32
Early childhood
teacher candidate
exceeds
Accesses and
expectations by
uses a wide
independently and
range of
consistently
information
accessing and
and
using a wide range
instructional
of information and
technologies to
instructional
enhance a
technologies to
students
enhance a
ongoing
students ongoing
growth and
growth and
achievement
achievement.
1/10 (10%)
IL-PTS-2012.3.N
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
accesses and uses
a wide range of
information and
instructional
technologies to
enhance a
students ongoing
growth and
achievement.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
accesses and uses
a wide range of
information and
instructional
technologies to
enhance a
students ongoing
growth and
achievement
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to access and use
a wide range of
information and
instructional
technologies to
enhance a
students ongoing
growth and
achievement;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to access and use
a wide range of
information and
instructional
technologies to
enhance a
students ongoing
growth and
achievement; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently plans
instruction by
addressing goals
and objectives
contained in plans
developed under
Section 504 of the
Rehabilitation Act
of 1973.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately plans
instruction by
addressing goals
and objectives
contained in plans
developed under
Section 504 of the
Rehabilitation Act
of 1973.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to plan instruction
by addressing
goals and
objectives
contained in plans
developed under
Section 504 of the
Rehabilitation Act
of 1973; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to plan instruction
by addressing
goals and
objectives
contained in plans
developed under
Section 504 of the
Rehabilitation Act
of 1973; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
accepts invitations
and actively
collaborates with
professionals to
adapt and modify
instruction to meet
individual student
needs at least
90% of the time.
Early childhood
teacher candidate
adequately
accepts invitations
and actively
collaborates with
professionals to
adapt and modify
instruction to meet
individual student
needs at least
80% of the time.
Early childhood
teacher candidate
needs significant
improvements
because he/she
only collaborates
when offered
invitations by
colleagues.
Early childhood
teacher
candidates
performance is
unsatisfactory
because he / she
refuses invitations
to collaborate.
Early childhood
teacher candidate
proficiently
develops or selects
relevant
instructional
content, materials,
resources, and
strategies for
differentiating
90% of the time.
Early childhood
teacher candidate
adequately
develops or selects
relevant
instructional
content, materials,
resources, and
strategies for
differentiating
80% of the time.
Early childhood
teacher candidate
effectively
develops or selects
relevant
instructional
content, materials,
resources, and
strategies for
differentiating
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
effectively
develops or selects
relevant
instructional
content, materials,
resources, and
strategies for
differentiating
instruction less
than 70% of the
time; and shows
improve in this
area
Comment:
Early childhood
teacher candidate
independently and
When planning consistently plans
instruction,
instruction by
addresses
addressing goals
goals and
and objectives
objectives
contained in plans
contained in
developed under
plans
Section 504 of the
developed
Rehabilitation Act
under Section of 1973.
50 of the
Rehabilitation
Act of 1973
1/10 (10%)
IL-PTS-2012.3.O
Comment:
Early childhood
teacher candidate
consistently and
Works with
others to adapt effectively works
with others to
and modify
adapt and modify
instruction to
meet individual instruction to meet
student needs individual student
1/10 (10%)
needs nearly
IL-PTS-2012.3.P
100% of the time.
NA
Comment:
Develops or
selects
relevant
instructional
content,
materials,
resources, and
strategies (e.g.
project-based
learning) for
differentiating
instruction
1/10 (10%)
IL-PTS-2012.3.Q
Early childhood
teacher candidate
effectively and
consistently
develops or selects
relevant
instructional
content, materials,
resources, and
strategies for
differentiating
instruction nearly
100% of the time.
Comment:
25.000 pts | 62.5 %
11 Apr 2015
The competent
teacher
structures a
safe and
healthy learning
environment
that facilitates
cultural and
linguistic
responsiveness,
emotional wellbeing, selfefficacy,
positive social
interaction,
mutual respect,
active
engagement,
academic risktaking, selfmotivation, and
personal goalsetting.
1/1 (100%)
IL-PTS-2012.4,
IL-PTS-2012.4.A,
IL-PTS-2012.4.B,
IL-PTS-2012.4.C,
IL-PTS-2012.4.D,
IL-PTS-2012.4.E,
IL-PTS-2012.4.F,
IL-PTS-2012.4.G,
IL-PTS-2012.4.H
Page 11 of 32
Excellent (4.000
pts)
Proficient (3.000
pts)
Early childhood
teacher candidate
continually and
consistently
structures a safe
and healthy
learning
environment that
facilitates cultural
and linguistic
responsiveness,
emotional wellbeing, selfefficacy, positive
social interaction,
mutual respect,
active
engagement,
personal goalsetting nearly
100% of the time.
Early childhood
teacher candidate
proficiently
structures a safe
and healthy
learning
environment that
and linguistic
responsiveness,
emotional wellbeing, selfefficacy, positive
social interaction,
mutual respect,
active
engagement,
personal goalsetting at least
90% of the time.
Basic (2.000 pts)
Early childhood
teacher candidate
adequately
structures a safe
and healthy
learning
environment that
and linguistic
responsiveness,
emotional wellbeing, self-efficacy,
positive social
interaction, mutual
respect, active
engagement,
80% of the time.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate
structures a safe
and healthy
learning
environment that
and linguistic
responsiveness,
positive social
interaction, mutual
respect, active
engagement,
70% of the time;
however, shows
motivation to
improve in this
area.
Unsatisfactory
NA
N/A
Early childhood
NA
teacher candidate
structures a safe
and healthy
learning
environment that
and linguistic
responsiveness,
positive social
interaction, mutual
respect, active
engagement,
70% of the time;
however, shows
motivation to
improve in this
area.
Comment:
3.000 pts | 75 %
Creates a safe
and healthy
environment
1/9 (11%)
IL-PTS-2012.4.I
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate
effectively and
consistently
creates a safe and
healthy
environment for all
students nearly
100% of the time.
Early childhood
teacher candidate
a safe and healthy
environment for all
students at least
90% of the time.
Early childhood
teacher candidate
adequately creates
a safe and healthy
environment for all
students at least
80% of the time.
Early childhood
teacher candidate
creates a safe and
healthy
environment for all
students at least
70% of the time;
however, shows
motivation to
improve in this
area.
Early childhood
teacher candidate
does not create a
safe and healthy
environment and
actions could
potentially risk the
safety and health
of students.
Early childhood
teacher candidate
clear expectations
and procedures for
all students at
least 90% of the
time.
Early childhood
teacher candidate
adequately creates
clear expectations
and procedures for
all students at
least 80% of the
time.
Early childhood
teacher candidate
effectively creates
clear expectations
and procedures for
all students at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
creates clear
expectations and
procedures for all
students less than
70% of the time;
and shows little
motivation to
improve in this
area.
Unsatisfactory
NA
NA
Comment:
Early childhood
teacher candidate
exceeds
expectations by
Creates clear
continually and
expectations
and procedures consistently
1/9 (11%)
creating clear
IL-PTS-2012.4.J
expectations and
procedures for all
students nearly
100% of the time.
Comment:
N/A
11 Apr 2015
The Early
Childhood teacher
candidate uses
Uses strategies
strategies to
to create a
create a smoothly
smoothly
functioning
functioning
learning
learning
community nearly
community in
100% of the time.
which students
assume
responsibility for
themselves
Page 12 of 32
The Early
Childhood teacher
candidate, with
some support from
the cooperating
teacher, uses
strategies to
create a smoothly
functioning
learning
community at least
90% of the time.
The Early
Childhood teacher
candidate, with
much support from
the cooperating
teacher, uses
strategies to create
a smoothly
functioning
learning community
at least 80% of the
time.
The Early
Childhood teacher
candidate, even
with much support
from the
cooperating
teacher, uses
a smoothly
functioning
learning community
at least 70% of the
time; however,
shows motivation
to improve in this
area.
The Early
NA
Childhood teacher
candidate, even
with much support
from the
cooperating
teacher, uses
a smoothly
functioning
learning community
less than 70% of
the time; and
shows little
motivation to
improve in this
area
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
enhances cultural
and linguistic
responsiveness
and mutual
respect.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
enhances cultural
and linguistic
responsiveness
and mutual
respect.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to enhance cultural
and linguistic
responsiveness
and mutual
respect; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to enhance cultural
and linguistic
responsiveness
and mutual
respect; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
proficiently
manages time,
materials,
technology, and
physical space at
least 90% of the
time.
Early childhood
teacher candidate
adequately
manages time,
materials,
technology, and
physical space at
least 80% of the
time.
Early childhood
teacher candidate
effectively
manages time,
materials,
technology, and
physical space at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
effectively
manages time,
materials,
technology, and
physical space less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
engages students
in individual and
group-learning
activities.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
engages students
in individual and
group-learning
activities.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to engage
students in
individual and
group-learning
activities; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to engage
students in
individual and
group-learning
activities; and
shows little
motivation to
improve in this
area.
1/9 (11%)
IL-PTS-2012.4.K
Comment:
Early childhood
teacher candidate
independently and
effectively
Enhances
enhances cultural
cultural and
and linguistic
linguistic
responsiveness, responsiveness
mutual respect, and mutual
respect.
positive social
relationships
1/9 (11%)
IL-PTS-2012.4.L
Comment:
Early childhood
teacher candidate
effectively
Manages time, manages time,
materials,
materials,
technology, and technology, and
physical space physical space
1/9 (11%)
nearly 100% of the
IL-PTS-2012.4.M
time.
Comment:
Early childhood
teacher candidate
effectively and
independently
Engages
engages students
students in and
in individual and
monitors
group-learning
individual and
activities.
group-learning
activities
1/9 (11%)
IL-PTS-2012.4.N
Comment:
11 Apr 2015
Page 13 of 32
Early childhood
teacher candidate,
with no or very little
support from the
cooperating
teacher, uses a
variety of effective
Uses a variety
behavioral
of effective
management
behavioral
techniques
management
appropriate to the
techniques
needs of all
appropriate to
the needs of all students that
include positive
students
1/9 (11%)
behavior
IL-PTS-2012.4.O
interventions and
supports nearly
100% of the time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, uses a
behavioral
management
techniques
appropriate to the
needs of all
students that
include positive
behavior
interventions and
supports at least
90% of the time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, uses a
behavioral
management
techniques
appropriate to the
needs of all
students that
include positive
behavior
interventions and
supports at least
80% of the time.
With much support

from the
cooperating
teacher, the early
childhood teacher
candidate uses a
behavioral
management
techniques
appropriate to the
needs of all
students that
include positive
behavior
interventions and
supports at least
70% of the time;
and shows
motivation to
improve in this
area.
Even with much

NA
support from the
cooperating
teacher, the early
childhood teacher
candidate uses a
behavioral
management
techniques
appropriate to the
needs of all
students that
include positive
behavior
interventions and
supports less than
70% of the time;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, modifies
the learning
environment
(including the
schedule and
physical
arrangement) to
facilitate
appropriate
behaviors and
learning for
students with
diverse learning
characteristics at
least 90% of the
time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, modifies
the learning
environment
(including the
schedule and
physical
arrangement) to
facilitate
appropriate
behaviors and
learning for
students with
diverse learning
characteristics at
least 80% of the
time.
With much support

from the
cooperating
teacher, the early
childhood teacher
candidate modifies
the learning
environment
(including the
schedule and
physical
arrangement) to
facilitate
appropriate
behaviors and
learning for
students with
diverse learning
characteristics at
least 70% of the
time; and shows
motivation to
improve in this
area.
Even with much

NA
support from the
cooperating
teacher, the early
childhood teacher
candidate modifies
the learning
environment
(including the
schedule and
physical
arrangement) to
facilitate
appropriate
behaviors and
learning for
students with
diverse learning
characteristics less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
analyzes student
behavior data and
uses positive
behavior
interventions and
supports.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
analyzes student
behavior data and
uses positive
behavior
interventions and
supports.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to analyze student
behavior data and
use positive
behavior
interventions and
supports; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to analyze student
behavior data and
use positive
behavior
interventions and
supports. Teacher
candidate also
shows little
motivation to
improve in this
area.
Comment:
Early childhood
teacher candidate,
with no or very little
support from the
cooperating
teacher, modifies
the learning
Modifies the
environment
learning
(including the
environment
schedule and
(including the
physical
schedule and
arrangement) to
physical
arrangement) to facilitate
appropriate
facilitate
behaviors and
appropriate
learning for
behaviors
1/9 (11%)
students with
IL-PTS-2012.4.P
diverse learning
characteristics
nearly 100% of the
time.
Comment:
Analyzes
student
behavior data
and uses
positive
behavior
interventions
and supports
Early childhood
teacher candidate
effectively and
independently
analyzes student
behavior data and
uses positive
behavior
interventions and
supports.
1/9 (11%)
IL-PTS-2012.4.Q
Comment:
25.000 pts | 69.44 %
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Unsatisfactory
NA
N/A
11 Apr 2015
The competent
teacher
differentiates
instruction by
using a variety
of strategies
that support
critical and
creative
thinking,
problemsolving, and
continuous
growth and
learning. This
teacher
understands
that the
classroom is a
dynamic
environment
requiring
ongoing
modification of
instruction to
enhance
learning for
each student.
Page 14 of 32
Early childhood
teacher candidate
effectively and
consistently
differentiates
instruction by using
a variety of
strategies nearly
100% of the time.
This teacher
candidate also has
an in-depth
understanding that
the classroom is a
dynamic
environment
requiring ongoing
modification of
instruction to
enhance learning
for each student.
Early childhood
teacher candidate
proficiently
differentiates
a variety of
strategies at least
90% of the time.
This teacher
candidate also
proficiently
understands that
the classroom is a
dynamic
environment
requiring ongoing
modification of
instruction to
enhance learning
for each student.
Early childhood
teacher candidate
adequately
differentiates
a variety of
strategies at least
80% of the time.
This teacher
candidate also has
a basic
understanding that
the classroom is a
dynamic
environment
requiring ongoing
modification of
instruction to
enhance learning
for each student.
Early childhood
teacher candidate
effectively
differentiates
a variety of
strategies at least
70% of the time.
This teacher
candidate also
struggles to
understand that
the classroom is a
dynamic
environment
requiring ongoing
modification of
instruction to
enhance learning
for each student.
Early childhood
NA
teacher candidate
effectively
differentiates
a variety of
strategies less
than 70% of the
time. This teacher
candidate also has
immense
deficiencies in
understanding that
the classroom is a
dynamic
environment
requiring ongoing
modification of
instruction to
enhance learning
for each student.
1/1 (100%)
IL-PTS-2012.5.A,
IL-PTS-2012.5.B,
IL-PTS-2012.5.C,
IL-PTS-2012.5.D,
IL-PTS-2012.5.E,
IL-PTS-2012.5.F,
IL-PTS-2012.5.G,
IL-PTS-2012.5.H,
IL-PTS-2012.5
Comment:
3.000 pts | 75 %
Uses multiple
teaching
strategies,
including
adjusted
pacing and
flexible
grouping, to
engage
students in
active learning
opportunities
that promote
the
development of
critical and
creative
thinking
1/11 (9%)
IL-PTS-2012.5.I
Comment:
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate
effectively and
consistently uses
multiple teaching
strategies to
engage students
in active learning
opportunities that
promote the
development of
critical and creative
thinking nearly
100% of the time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
multiple teaching
strategies to
engage students
in active learning
opportunities that
promote the
development of
thinking at least
90% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
multiple teaching
strategies to
engage students
in active learning
opportunities that
promote the
development of
thinking at least
80% of the time.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
adequately uses
multiple teaching
strategies to
engage students
in active learning
opportunities that
promote the
development of
thinking at least
70% of the time.
However, teacher
candidate shows
motivation to
improve in this
area.
Unsatisfactory
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
adequately uses
multiple teaching
strategies to
engage students
in active learning
opportunities that
promote the
development of
thinking less than
70% of the time;
and shows little
motivation to
improve in this
area.
NA
N/A
11 Apr 2015
Monitors and
adjusts
strategies in
response to
feedback from
the student
Page 15 of 32
Early childhood
teacher candidate
effectively and
consistently
monitors and
adjusts strategies
in response to
feedback from the
student nearly
100% of the time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
monitors and
adjusts strategies
in response to
feedback from the
student at least
90% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
monitors and
adjusts strategies
in response to
feedback from the
student at least
80% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
monitors and
adjusts strategies
in response to
feedback from the
student at least
70% of the time.
However, he/she
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
monitors and
adjusts strategies
in response to
feedback from the
student less than
70% of the time;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
effectively varies
his/her role in the
instructional
process in relation
to the content and
purposes of
instruction and the
needs of students
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently varies
his/her role in the
instructional
process in relation
to the content and
purposes of
instruction and the
needs of students
at least 90% of the
time.
Early childhood
teacher candidate
adequately varies
his/her role in the
instructional
process in relation
to the content and
purposes of
instruction and the
needs of students
at least 80% of the
time.
Early childhood
teacher candidate
effectively varies
his/her role in the
instructional
process in relation
to the content and
purposes of
instruction and the
needs of students
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
effectively varies
his/her role in the
instructional
process in relation
to the content and
purposes of
instruction and the
needs of students
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently
developing a
variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
explanations to
assist students
understanding
nearly 100% of the
time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
develops a variety
of clear, accurate
presentations and
representations of
concepts, using
alternative
explanations to
assist students
understanding at
least 90% of the
time.
Early childhood
teacher candidate
adequately, with
much support from
the cooperating
teacher, develops
a variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
explanations to
assist students
understanding at
least 80% of the
time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, effectively
develops a variety
of clear, accurate
presentations and
representations of
concepts, using
alternative
explanations to
assist students
understanding at
least 70% of the
time. However,
he/she
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
develops a variety
of clear, accurate
presentations and
representations of
concepts, using
alternative
explanations to
assist students
understanding less
than 70% of the
time. Teacher
candidate also
demonstrates little
motivation to
improve in this
area.
1/11 (9%)
IL-PTS-2012.5.J
Comment:
Varies his/her
role in the
instructional
process as
instructor,
facilitator,
coach, or
audience in
relation to the
content and
purposes of
instruction and
the needs of
students
1/11 (9%)
IL-PTS-2012.5.K
Comment:
Develops a
variety of clear,
accurate
presentations
and
representations
of concepts,
using
alternative
explanations to
assist students
understanding
1/11 (9%)
IL-PTS-2012.5.L
Comment:
11 Apr 2015
Page 16 of 32
Early childhood
teacher candidate
effectively and
consistently uses
strategies and
Uses strategies techniques for
and techniques facilitating
meaningful
for facilitating
inclusion of
meaningful
individuals with a
inclusion of
individuals with range of abilities
and experiences
a range of
nearly 100% of the
abilities and
time.
experiences
1/11 (9%)
IL-PTS-2012.5.M
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
strategies and
techniques for
facilitating
meaningful
inclusion of
individuals with a
range of abilities
and experiences at
least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
strategies and
techniques for
facilitating
meaningful
inclusion of
individuals with a
range of abilities
and experiences at
least 80% of the
time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, uses
strategies and
techniques for
facilitating
meaningful
inclusion of
individuals with a
range of abilities
and experiences at
least 70% of the
time. However,
he/she
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, uses
strategies and
techniques for
facilitating
meaningful
inclusion of
individuals with a
range of abilities
and experiences
less than 70% of
the time. Teacher
candidate also
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
technology to
accomplish
differentiated
instructional
objectives that
enhance learning
for each student at
least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
technology to
accomplish
differentiated
instructional
objectives that
enhance learning
for each student at
least 80% of the
time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
adequately uses
technology to
accomplish
differentiated
instructional
objectives that
enhance learning
for each student at
least 70% of the
time. However,
he/she
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
adequately uses
technology to
accomplish
differentiated
instructional
objectives that
enhance learning
for each student
less than 70% of
the time; and
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently models
and facilitates
effective use of
current and
emerging digital
tools at least 90%
of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately models
and facilitates
effective use of
current and
emerging digital
tools at least 80%
of the time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, facilitates
effective use of
current and
emerging digital
tools at least 70%
of the time;
however, he/she
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, facilitates
effective use of
current and
emerging digital
tools less than
70% of the time;
and demonstrates
improve in this
area.
Comment:
Uses
technology to
accomplish
differentiated
instructional
objectives that
enhance
learning for
each student
Early childhood
teacher candidate
effectively uses
technology to
accomplish
differentiated
instructional
objectives that
enhance learning
for each student
nearly 100% of the
time.
1/11 (9%)
IL-PTS-2012.5.N
Comment:
Early childhood
teacher candidate
Models and
effectively models
facilitates
and facilitates
effective use of
effective use of
current and
current and
emerging
emerging digital
digital tools to
tools nearly 100%
locate,
of the time.
analyze,
evaluate, and
use information
resources
1/11 (9%)
IL-PTS-2012.5.O
Comment:
11 Apr 2015
Page 17 of 32
Early childhood
teacher candidate
Uses student
effectively and
data to adapt consistently uses
the curriculum
student data to
and implement
adapt the
instructional
curriculum and
strategies and
implement
materials
instructional
according to
strategies and
the
materials nearly
characteristics
100% of the time.
of each
student
Early childhood
teacher candidate
proficiently uses
student data to
adapt the
curriculum and
implement
instructional
strategies and
materials at least
90% of the time.
Early childhood
teacher candidate
adequately uses
student data to
adapt the
curriculum and
implement
instructional
strategies and
materials at least
80% of the time.
Early childhood
teacher candidate
effectively uses
student data to
adapt the
curriculum and
implement
instructional
strategies and
materials at least
70% of the time;
however, teacher
candidate
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
effectively uses
student data to
adapt the
curriculum and
implement
instructional
strategies and
materials less than
70% of the time;
and demonstrates
improve in this
area.
Early childhood
teacher candidate
frequently and
proficiently uses
co-planning and
co-teaching
techniques to
deliver instruction
to all students.
Early childhood
teacher candidate
occasionally uses
adequate effective
co-planning and
co-teaching
techniques to
deliver instruction
to all students.
Early childhood
teacher candidate
rarely uses
effective coplanning and coteaching
techniques to
deliver instruction
to all students;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
teacher candidate
rarely uses
techniques to
deliver instruction
to all students;
however,
demonstrates
motivation to
improve in this
area.
NA
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently
maximizing
instructional time
and minimizing
transitional time
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently
maximizes
instructional time
and minimizes
transitional time at
least 90% of the
time.
Early childhood
teacher candidate
adequately
maximizes
instructional time
and minimizes
transitional time at
least 80% of the
time.
Early childhood
teacher candidate
infrequently and
ineffectually
maximizes
instructional time
and minimizes
transitional time;
however,
demonstrates
motivation to
improve.
Early childhood
teacher candidate
infrequently and
ineffectually
maximizes
instructional time
and minimizes
transitional time;
and demonstrates
improve in this
area.
NA
Early childhood
teacher candidate
exceeds
expectations by
effectively and
consistently
implementing
appropriate
evidence-based
instructional
strategies nearly
100% of the time.
Early childhood
teacher candidate
proficiently
implements
appropriate
evidence-based
instructional
strategies at least
90% of the time.
Early childhood
teacher candidate
adequately
implements
appropriate
evidence-based
instructional
strategies at least
80% of the time.
Early childhood
teacher candidate
effectively
implements
appropriate
evidence-based
instructional
strategies at least
70% of the time;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
teacher candidate
effectively
implements
appropriate
evidence-based
instructional
strategies less
than 70% of the
time; and
demonstrates little
motivation to
improve in this
area
NA
1/11 (9%)
IL-PTS-2012.5.P
Comment:
Early childhood
teacher candidate
Uses effective exceeds
expectations by
co-planning
continually and
and coconsistently using
teaching
techniques to effective coplanning and codeliver
instruction to all teaching
techniques to
students
1/11 (9%)
deliver instruction
IL-PTS-2012.5.Q
to all students.
Comment:
Maximizes
instructional
time (e.g.,
minimizes
transitional
time)
1/11 (9%)
IL-PTS-2012.5.R
Comment:
Implements
appropriate
evidencebased
instructional
strategies
1/11 (9%)
IL-PTS-2012.5.S
Comment:
32.000 pts | 72.73 %
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Unsatisfactory
NA
N/A
11 Apr 2015
The competent
teacher has
foundational
knowledge of
reading,
writing, and
oral
communication
within the
content area
and recognizes
and addresses
student
reading,
writing, and
oral
communication
needs to
facilitate the
acquisition of
content
knowledge.
1/1 (100%)
IL-PTS-2012.6,
IL-PTS-2012.6.A,
IL-PTS-2012.6.B,
IL-PTS-2012.6.C,
IL-PTS-2012.6.D,
IL-PTS-2012.6.E,
IL-PTS-2012.6.F,
IL-PTS-2012.6.G,
IL-PTS-2012.6.H,
IL-PTS-2012.6.I
Page 18 of 32
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently
demonstrating a
foundational
knowledge of
reading, writing,
and oral
communication
within the content
area and
recognizing and
addressing student
reading, writing,
and oral
communication
needs to facilitate
the acquisition of
content
knowledge.
Early childhood
teacher candidate
has a proficient
foundational
knowledge of
reading, writing,
and oral
communication
within the content
area and
recognizes and
addresses student
reading, writing,
and oral
communication
needs to facilitate
the acquisition of
content
knowledge.
Early childhood
teacher candidate
has a basic
foundational
knowledge of
reading, writing,
and oral
communication
within the content
area and
recognizes and
addresses student
reading, writing,
and oral
communication
needs to facilitate
the acquisition of
content
knowledge.
Early childhood
teacher candidate
lacks foundational
knowledge of
reading, writing,
and oral
communication
within the content
area and
recognizes and
addresses student
reading, writing,
and oral
communication
needs to facilitate
the acquisition of
content
knowledge.
Early childhood
NA
teacher candidate
has immense
deficiencies in
foundational
knowledge of
reading, writing,
and oral
communication
within the content
area and
recognizes and
addresses student
reading, writing,
and oral
communication
needs to facilitate
the acquisition of
content
knowledge.
Comment:
3.000 pts | 75 %
Excellent (4.000
pts)
Early childhood
teacher candidate
exceeds
expectations by
continually and
Selects,
consistently
modifies, and
selecting,
uses a wide
modifying, and
range of visual
using a wide range
or auditory
of visual or
materials
auditory materials
1/10 (10%)
nearly 100% of the
IL-PTS-2012.6.J
time.
Proficient (3.000
pts)
Basic (2.000 pts)
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Unsatisfactory
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently selects,
modifies, and uses
a wide range of
visual or auditory
materials at least
90% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
selects, modifies,
and uses a wide
range of visual or
auditory materials
at least 80% of the
time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
adequately
selects, modifies,
and uses a wide
range of visual or
auditory materials
at least 70% of the
time; however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
adequately
selects, modifies,
and uses a wide
range of visual or
auditory materials
less than 70% of
the time; and
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
assessment data
and observations
to affect
instruction.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
assessment data
and observations
to affect
instruction.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to use assessment
data and
observations to
affect instruction;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
demonstrates
significant
deficiencies in
using assessment
data and
observations to
affect instruction;
and demonstrates
improve in this
area.
Comment:
Early childhood
teacher candidate
exceeds
expectations by
autonomously and
Uses
effectively using
assessment
assessment data
data and
and observations
observations to
to affect
effective
instruction.
instruction
1/10 (10%)
IL-PTS-2012.6.K
Comment:
NA
N/A
11 Apr 2015
Page 19 of 32
Early childhood
teacher candidate
exceeds
expectations by
Facilitates the independently
facilitating the use
use of
of appropriate
appropriate
word identification
work
and vocabulary
identification
and vocabulary strategies to
develop students
strategies to
develop each understanding of
content.
students
understanding
of content
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
facilitates the use
of appropriate
word identification
and vocabulary
strategies to
develop students
understanding of
content.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
facilitates the use
of appropriate
word identification
and vocabulary
strategies to
develop students
understanding of
content.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to facilitate the use
of appropriate
word identification
and vocabulary
strategies to
develop students
understanding of
content; however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
demonstrates
tremendous
deficits in
facilitating
appropriate word
identification and
vocabulary
strategies to
develop students
understanding of
content; and
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently teaches
fluency and
comprehension
strategies.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
teaches fluency
and
comprehension
strategies.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to effectively teach
fluency and
comprehension
strategies;
however
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, continues
to show significant
deficits in his/her
abilities to
proficiently teach
fluency and
comprehension
strategies; and
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
modeling,
explanation,
practice, and
feedback to teach
students to monitor
and apply
comprehension
strategies.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
modeling,
explanation,
practice, and
feedback to teach
students to monitor
and apply
comprehension
strategies.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to use modeling,
explanation,
practice, and
feedback to teach
students to monitor
and apply
comprehension
strategies;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, shows
significant
deficiencies in
using modeling,
explanation,
practice, and
feedback to teach
students to monitor
and apply
comprehension
strategies; and
demonstrates little
motivation to
improve in this
area.
1/10 (10%)
IL-PTS-2012.6.L
Comment:
Early childhood
teacher candidate
exceeds
expectations
independently and
effectively teaching
Teaches
fluency and
fluency and
comprehension
comprehension strategies.
strategies
1/10 (10%)
IL-PTS-2012.6.M
Comment:
Uses modeling,
explanation,
practice, and
feedback to
teach students
to monitor and
apply
comprehension
strategies
independently
1/10 (10%)
IL-PTS-2012.6.N
Comment:
Early childhood
teacher candidate
independently and
effectively employs
modeling,
explanation,
practice, and
feedback to teach
students to monitor
and apply
comprehension
strategies.
11 Apr 2015
Early childhood
teacher candidate
Teaches
requires little to no
students to
support from the
analyze,
cooperating
evaluate,
teacher to
synthesize,
effectively teach
and summarize students to
information in analyze, evaluate,
single texts
synthesize, and
and across
summarize
multiple texts,
information in
including
multiple type texts.
electronic
resources
Page 20 of 32
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
students to
analyze, evaluate,
synthesize, and
summarize
information in
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
teaches students
to analyze,
evaluate,
synthesize, and
summarize
information in
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to teach students
to analyze,
evaluate,
synthesize, and
summarize
information in
multiple type texts;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
demonstrates
significant
deficiencies and
improve his / her
abilities to teach
students to
analyze, evaluate,
synthesize, and
summarize
information in
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
students to
develop written
text appropriate to
the content areas.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
teaches students
to develop written
text appropriate to
the content areas.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
to teach students
to develop written
text appropriate to
the content areas;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
demonstrates
significant
deficiencies and
improve abilities to
teach students to
develop written
text appropriate to
the content areas.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, frequently
and proficiently
integrates reading,
writing, and oral
communication into
instructional
activities and
lessons.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
teaches students
to develop written
text appropriate to
the content areas.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
sometimes is able
to adequately
integrate reading,
writing, and oral
communication into
instructional
activities and
lessons.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually
integrates reading,
writing, and oral
communication into
instructional
activities and
lessons; however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually
integrates reading,
writing, and oral
communication into
instructional
activities and
lessons; and
demonstrates little
motivation to
improve in this
area.
1/10 (10%)
IL-PTS-2012.6.O
Comment:
Early childhood
teacher candidate
support from the
Teaches
cooperating
students to
develop written teacher to
effectively teach
text
appropriate to students to
develop written
the content
text appropriate to
areas
1/10 (10%)
the content areas.
IL-PTS-2012.6.P
Comment:
Early childhood
teacher candidate
support from the
cooperating
teacher to
effectively and
consistently
integrate reading,
writing, and oral
Integrates
communication into
reading,
instructional
writing, and
activities and
oral
communication lessons.
1/10 (10%)
IL-PTS-2012.6.Q
Comment:
11 Apr 2015
Works with
other teachers
and support
personnel to
design, adjust,
and modify
instruction to
meet students
reading,
writing, and
oral
communication
needs
1/10 (10%)
IL-PTS-2012.6.R
Page 21 of 32
Early childhood
teacher candidate
exceeds
expectations by
continually and
consistently
working with other
teachers and
support personnel
to design, adjust,
and modify
instruction to meet
students reading,
writing, and oral
communication
needs.
Early childhood
teacher candidate
frequently and
proficiently works
with other teachers
and support
personnel to
design, adjust, and
modify instruction
to meet students
reading, writing,
and oral
communication
needs.
Early childhood
teacher candidate
on occasion works
adequately with
other teachers and
support personnel
to design, adjust,
and modify
instruction to meet
students reading,
writing, and oral
communication
needs.
Early childhood
teacher candidate
infrequently and
ineffectually works
with other teachers
and support
personnel to
design, adjust, and
modify instruction
to meet students
reading, writing,
and oral
communication
needs. However
he/she
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually works
with other teachers
and support
personnel to
design, adjust, and
modify instruction
to meet students
reading, writing,
and oral
communication
needs. Teacher
candidate also
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate
frequently
stimulates
proficient
discussions for
instructional and
conversational
purposes.
Early childhood
teacher candidate
occasionally
stimulates
adequate
discussions for
instructional and
conversational
purposes.
Early childhood
teacher candidate
infrequently and
with some
difficulties
stimulates
discussion for
instructional and
conversational
purposes; however
demonstrates
motivation to
improve in this
area.
Early childhood
teacher candidate
infrequently and
with some
difficulties
stimulates
discussion for
instructional and
conversational
purposes; and
demonstrates little
motivation to
improve in this
area.
Comment:
Early childhood
teacher candidate
Stimulates
exceeds
discussion in
expectations by
the content
consistently and
areas for
effectively
varied
stimulating
instructional
discussions for
and
instructional and
conversational
conversational
purposes
purposes.
1/10 (10%)
IL-PTS-2012.6.S
NA
Comment:
30.000 pts | 75 %
The competent
teacher
understands
and uses
appropriate
formative and
summative
assessments
for determining
student needs,
monitoring
student
progress,
measuring
student
growth, and
evaluating
student
outcomes.
1/1 (100%)
IL-PTS-2012.7,
IL-PTS-2012.7.A,
IL-PTS-2012.7.B,
IL-PTS-2012.7.C,
IL-PTS-2012.7.D,
IL-PTS-2012.7.E,
IL-PTS-2012.7.F,
IL-PTS-2012.7.G,
IL-PTS-2012.7.H,
IL-PTS-2012.7.I
Excellent (4.000
pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate
effectively and
consistently
understands and
uses appropriate
formative and
summative
assessments for
determining
student needs,
monitoring student
progress,
measuring student
growth, and
evaluating student
outcomes nearly
100% of the time.
Early childhood
teacher candidate
proficiently
understands and
uses appropriate
formative and
summative
assessments for
determining
student needs,
monitoring student
progress,
measuring student
growth, and
evaluating student
outcomes at least
90% of the time.
Early childhood
teacher candidate
adequately
understands and
uses appropriate
formative and
summative
assessments for
determining
student needs,
monitoring student
progress,
measuring student
growth, and
evaluating student
outcomes at least
80% of the time.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Early childhood
teacher candidate
understands and
uses appropriate
formative and
summative
assessments for
determining
student needs,
monitoring student
progress,
measuring student
growth, and
evaluating student
outcomes at least
70% of the time;
however, shows
motivation to
improve in this
area.
Unsatisfactory
NA
N/A
Early childhood
NA
teacher candidate
understands and
uses appropriate
formative and
summative
assessments for
determining
student needs,
monitoring student
progress,
measuring student
growth, and
evaluating student
outcomes less
than 70% of the
time; and shows
improve in this
area.
Comment:
3.000 pts | 75 %
11 Apr 2015
Page 22 of 32
Excellent (4.000
pts)
Early childhood
teacher candidate
support from the
cooperating
Uses
teacher to
assessment
effectively and
results to identify consistently use
learning targets assessment results
1/13 (7%)
to identify learning
IL-PTS-2012.7.J
targets nearly
100% of the time.
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Proficient (3.000
pts)
Basic (2.000 pts)
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
assessment results
targets at least
90% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
assessment results
targets at least
80% of the time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
uses assessment
results to identify
learning targets at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
uses assessment
results to identify
learning targets
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher proficiently
uses a variety of
formal and informal
assessments to
enhance
knowledge,
evaluate progress
or performance,
and modify
teaching and
learning strategies
at least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses a
variety of formal
and informal
assessments to
enhance
knowledge,
evaluate progress
or performance,
and modify
teaching and
learning strategies
at least 80% of the
time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, uses a
variety of formal
and informal
assessments to
enhance
knowledge,
evaluate progress
or performance,
and modify
teaching and
learning strategies
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, uses a
variety of formal
and informal
assessments to
enhance
knowledge,
evaluate progress
or performance,
and modify
teaching and
learning strategies
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently and
frequently involves
students in
assessing their
own performance
and encourages
students to take
responsibility for
monitoring and
improving their own
performance.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
involves students
in assessing their
own performance.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually
involves students
in assessing their
own performance;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually
involves students
in assessing their
own performance;
and shows little
motivation to
improve in this
area.
Unsatisfactory
Comment:
Early childhood
teacher candidate
support from
cooperating
teacher to
effectively use a
variety of formal
and informal
Appropriately
uses a variety of assessments to
enhance
formal and
knowledge,
informal
1/13 (7%)
evaluate progress
IL-PTS-2012.7.K
or performance,
and modify
teaching and
learning strategies
nearly 100% of the
time.
Comment:
Involves
students in selfassessment
1/13 (7%)
IL-PTS-2012.7.L
Comment:
Early childhood
teacher candidate
support from the
cooperating
teacher to
effectively involve
students in
assessing their
own performance
and encouraging
student to take
responsibility for
monitoring and
improving their
own performance.
NA
N/A
11 Apr 2015
Page 23 of 32
Early childhood
teacher candidate
support from the
cooperating
teacher to
effectively and
Maintains useful consistently use
and accurate
an appropriate
records
system for
1/13 (7%)
maintaining and
IL-PTS-2012.7.M
monitoring
accurate student
records nearly
100% of the time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses an
appropriate system
for maintaining and
monitoring
accurate records at
least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
an appropriate
system for
maintaining and
monitoring
accurate records
at least 80% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
an appropriate
system for
maintaining and
monitoring
accurate records
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
an appropriate
system for
maintaining and
monitoring
accurate records
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
accurately
interprets and
clearly
communicates
performance data
to students and
parents/guardians
nearly 100% of the
time.
Early childhood
teacher candidate
proficiently
interprets and
clearly
communicates
performance data
to students and
parents/guardians
at least 90% of the
time.
Early childhood
teacher candidate
adequately
interprets and
clearly
communicates
performance data
to students and
parents/ guardians
at least 80% of the
time.
Early childhood
teacher candidate
adequately
interprets and
clearly
communicates
performance data
to students and
parents/ guardians
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
adequately
interprets and
clearly
communicates
performance data
to students and
parents/ guardians
less than 70% of
the time; and
shows little
motivation to
improve in this
area
Early childhood
teacher candidate
independently and
effectively uses
appropriate
Uses appropriate technologies for
technologies for assessment.
assessment
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, is able to
proficiently use
appropriate
technologies for
assessment.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
appropriate
technologies for
assessment.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually uses
appropriate
technologies for
assessment;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually uses
appropriate
technologies for
assessment; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
proficiently
collaborates with
families of students
and other
professionals when
invitations are
extended.
Early childhood
teacher candidate
collaborates with
families of
students and other
professionals
when invitations
are extended;
however, often
struggles to
effectively
collaborate.
Early childhood
teacher candidate
often declines
invitations to
collaborate with
families of
students and other
professionals
and/or lacks skills
to effectively
collaborate.
Early childhood
NA
teacher candidate
often declines
invitations to
collaborate with
families of students
and other
professionals and
/or shows a
tremendous lack of
skills to effectively
collaborate.
Comment:
Accurately
interprets and
clearly
communicates
performance
data
1/13 (7%)
IL-PTS-2012.7.N
Comment:
1/13 (7%)
IL-PTS-2012.7.O
Comment:
Early childhood
teacher candidate
seeks
Collaborates with opportunities to
effectively
families and
collaborate with
other
families of
professionals
1/13 (7%)
students and other
IL-PTS-2012.7.P
professionals.
Comment:
11 Apr 2015
Early childhood
teacher candidate
independently and
effectively makes
assessment
Makes
accommodations
assessment
accommodations for students nearly
100% of the time.
students
1/13 (7%)
IL-PTS-2012.7.Q
Page 24 of 32
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently makes
assessment
accommodations
for students at
least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately makes
assessment
accommodations
for students at
least 80% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher, makes
assessment
accommodations
for students at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
with much support
from the
cooperating
teacher, makes
assessment
accommodations
for students less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently uses
birth to grade 3
assessment
strategies and
devices that are
non-discriminatory
at least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately uses
birth to grade 3
assessment
strategies and
devices that are
non-discriminatory
at least 80% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher, uses birth
to grade 3
assessment
strategies and
devices that are
non-discriminatory
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
with much support
from the
cooperating
teacher, uses birth
to grade 3
assessment
strategies and
devices that are
non-discriminatory
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
With some support

from the
cooperating
teacher, the early
childhood teacher
candidates
planning and
instruction of birth
to grade 3
objectives
effectively includes
assessment of
prior learning in
areas to be taught
at least 90% of the
time.
With much
support, the early
childhood teacher
candidates
planning and
to grade 3
objectives
assessment of
prior learning in
areas to be taught
at least 80% of the
time
With much
support, the early
childhood teacher
candidates
planning and
to grade 3
objectives
adequately
includes
assessment of
prior learning in
areas to be taught
at least 70% of the
time; however,
candidate shows
motivation to
improve in this
area.
With much support, NA

the early childhood
teacher
candidates
planning and
to grade 3
objectives
adequately
includes
assessment of
prior learning in
areas to be taught
less than 70% of
the time; and
candidate shows
improve in this
area.
With some
assistance from
the cooperating
teacher, the early
childhood teacher
candidate
effectively plans
and executes
appropriate birth to
grade 3 instruction
to advance
student learning
based on prior
assessment data
at least 90% of the
time.
With much
assistance from
the cooperating
teacher, the early
childhood teacher
candidate
effectively plans
and executes
grade 3 instruction
to advance
student learning
based on prior
assessment data
at least 80% of the
time.
With much
assistance from
the cooperating
teacher, the early
childhood teacher
candidate
effectively plans
and executes
grade 3 instruction
to advance
student learning
based on prior
assessment data
at least 70% of the
time. However,
teacher candidate
shows motivation
to improve in this
area.
Even with much

NA
assistance from
the cooperating
teacher, the early
childhood teacher
candidate
effectively plans
and executes
grade 3 instruction
to advance
student learning
based on prior
assessment data
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
Comment:
Early childhood
teacher candidate
consistently and
effectively uses
birth to grade 3
assessment
Uses
strategies and
assessment
devices that are
strategies and
devices that are non-discriminatory
nondiscriminatory nearly 100% of the
1/13 (7%)
time.
IL-PTS-2012.7.R
Comment:
Early childhood
teacher
candidates
planning and
to grade 3
Evidence of of
Birth to Grade 3 objectives
Learning:Preassessment data assessment of
prior learning in
collection
areas to be taught
1/13 (7%)
IL-PTS-2012.7.J,
nearly 100% of the
IL-PTS-2012.7.K,
time.
IL-PTS-2012.7.L
Comment:
Early childhood
teacher candidate
support from the
cooperating
teacher to
Evidence of of
Birth to Grade 3 effectively plan
and execute
Learning:
Assessment data appropriate birth to
grade 3 instruction
guides
to advance
instruction
students learning
1/13 (7%)
IL-PTS-2012.7.J,
based on prior
IL-PTS-2012.7.K,
assessment data
IL-PTS-2012.7.L
nearly 100% of the
time.
Comment:
11 Apr 2015
Page 25 of 32
Early childhood
teacher candidate
independently
designs and
implements
Evidence of Birth appropriate birth to
to Grade 3
grade 3
Learning:
assessment
Assessment data instruments to
used to monitor measure progress
progress
toward objectives
1/13 (7%)
nearly 100% of the
IL-PTS-2012.7.J,
time.
IL-PTS-2012.7.K,
IL-PTS-2012.7.L
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, designs
and implements
grade 3
assessment
instruments to
measure progress
toward objectives
at least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher, designs
and implements
grade 3
assessment
instruments to
measure progress
toward objectives
at least 80% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher, designs
and implements
grade 3
assessment
instruments to
measure progress
toward objectives
at least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate,
with much support
from the
cooperating
teacher, designs
and implements
grade 3
assessment
instruments to
measure progress
toward objectives
less than 70% of
the time; and
shows little
motivation to
improve in this
area.
With some required

support, the early
childhood teacher
candidate
demonstrates
evidence of
effective data
analysis to guide
future instruction at
least 90% of the
time.
With much
required support,
the early childhood
teacher candidate
demonstrates
evidence of
effective data
analysis to guide
future instruction
at least 80% of the
time.
With much
required support,
the early childhood
teacher candidate
demonstrates little
to no evidence of
effective data
analysis to guide
future instruction;
however, he/she
shows motivation
to improve in this
area.
With much required NA

support, the early
childhood teacher
candidate
demonstrates little
to no evidence of
effective data
analysis to guide
future instruction;
and shows little
motivation to
improve in this
area.
Comment:
With little to no
required support,
the early childhood
teacher candidate
demonstrates
evidence of
effective data
analysis to guide
future instruction
nearly 100 % of
the time.
Evidence of of
Birth to Grade 3
Learning: Data
analyzed to
guide future
instruction
1/13 (7%)
IL-PTS-2012.7.J,
IL-PTS-2012.7.K,
IL-PTS-2012.7.L
Comment:
39.000 pts | 75 %
The competent
teacher builds
and maintains
collaborative
relationships to
foster
cognitive,
linguistic,
physical, and
social and
emotional
development.
Excellent (4.000
pts)
Proficient (3.000
pts)
The early
childhood teacher
candidate
continuously and
enthusiastically
strives to build and
maintain effective
collaborative
relationships to
foster each
students
development.
The early
childhood teacher
candidate often
strives to build and
maintain effective
collaborative
relationships to
foster each
students
development.
Basic (2.000 pts)
The early
childhood teacher
candidate must
often be prompted
and encouraged to
build and maintain
collaborative
relationships to
foster each
students
development.
1/1 (100%)
IL-PTS-2012.8,
IL-PTS-2012.8.A,
IL-PTS-2012.8.B,
IL-PTS-2012.8.C,
IL-PTS-2012.8.D,
IL-PTS-2012.8.E,
IL-PTS-2012.8.F,
IL-PTS-2012.8.G,
IL-PTS-2012.8.H,
IL-PTS-2012.8.I
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
The early
childhood teacher
candidate
infrequently and
ineffectually builds
and maintains
collaborative
relationships to
foster each
students
development;
however, he/she
shows motivation
to improve in this
area.
Unsatisfactory
NA
N/A
The early
NA
childhood teacher
candidate
infrequently and
ineffectually builds
and maintains
collaborative
relationships to
foster each
students
development; and
he/she shows little
motivation to
improve in this
area.
Comment:
3.000 pts | 75 %
EXCELLENT
(4.000 pts)
PROFICIENT
(3.000 pts)
BASIC (2.000 pts)
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
UNSATISFACTORY
NA
N/A
11 Apr 2015
The competent
teacher is an
ethical and
reflective
practitioner who
exhibits
professionalism;
provides
leadership in
the learning
community; and
advocates for
students,
parents or
guardians, and
the profession.
Page 26 of 32
Early childhood
teacher candidate
continually and
consistently is an
ethical and
reflective
practitioner who
exhibits
professionalism;
provides
leadership in the
learning
community; and is
an advocate
nearly 100% of the
time.
1/1 (100%)
IL-PTS-2012.9,
IL-PTS-2012.9.A,
IL-PTS-2012.9.B,
IL-PTS-2012.9.C,
IL-PTS-2012.9.D,
IL-PTS-2012.9.E,
IL-PTS-2012.9.F,
IL-PTS-2012.9.G,
IL-PTS-2012.9.H
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, is an
ethical and
reflective
practitioner who
exhibits
professionalism;
provides
leadership in the
learning
community; and is
an advocate at
least 90% of the
time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher, is an
ethical and
reflective
practitioner who
exhibits
professionalism;
provides
leadership in the
learning
community; and is
an advocate at
least 80% of the
time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, struggles
tremendously in
knowledge and
skills necessary to
be an ethical and
reflective
practitioner and
advocate;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, lacks most
skills and
knowledge
necessary to be an
ethical and
reflective
practitioner and
advocate; and
shows little
motivation to
improve in this
area.
Comment:
3.000 pts | 75 %
Works with all

school personnel
(e.g., support
staff, teachers,
paraprofessionals)
to develop
learning climates
for the school that
encourage unity
1/26 (3%)
IL-BRADLEYDISP.D4.b,
IL-BRADLEYDISP.D3.a,
IL-PTS-2012.8.J,
IL-BRADLEY-DISP.D2.a
NEEDS
SIGNIFICANT
IMPROVEMENT
(1.000 pts)
Excellent (4.000
pts)
Proficient (3.000
pts)
Early childhood
teacher candidate
continually and
consistently
pursues
opportunities to
effectively work
with all school
personnel to
develop learning
climates that
encourage unity.
Early childhood
teacher candidate
frequently works
well with all school
personnel to
develop learning
climates that
encourage unity.
Early childhood
teacher candidate
must often be
prompted and
encouraged
before effectively
working with
school personnel
to develop
learning climates
that encourage
unity.
Early childhood
teacher candidate
struggles
frequently to work
with school
personnel to
develop learning
climates that
encourage unity;
however, Early
childhood teacher
candidate shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
struggles
tremendously with
collaboration and
often refuses to
work with school
personnel to
develop learning
climates that
encourage unity;
and he/she shows
improve in this
area.
Early childhood
teacher candidate
continually and
consistently
pursues
opportunities to
effectively
participate in
collaborative
decision-making
and problemsolving with
colleagues and
other
professionals.
Early childhood
teacher candidate
frequently and
successfully
participates in
collaborative
decision-making
colleagues and
other
professionals.
Early childhood
teacher candidate
occasionally
participates
successfully in
collaborative
decision-making
colleagues and
other
professionals.
Early childhood
teacher candidate
infrequently and
ineffectually
participates in
collaborative
decision-making
colleagues and
other
professionals;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually
participates in
collaborative
decision-making
colleagues and
other
professionals; and
shows little
motivation to
improve in this
area.
Basic (2.000 pts)
Unsatisfactory
Comment:
Participates in
collaborative
decision-making
colleagues and
other
professionals to
achieve success
for all students
1/26 (3%)
IL-PTS-2012.8.K
Comment:
NA
N/A
11 Apr 2015
Page 27 of 32
Early childhood
teacher candidate
autonomously and
Initiates
collaboration with effectively initiates
collaboration with
others to create
opportunities that others to create
enhance student opportunities that
enhance student
learning
learning.
1/26 (3%)
Early childhood
teacher candidate
frequently initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.
Early childhood
teacher candidate
occasionally
initiates successful
collaboration with
others to create
opportunities that
enhance student
learning
Early childhood
teacher candidate
infrequently and
ineffectually
initiates
collaboration with
others to create
opportunities that
enhance student
learning; however,
he/she shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually
initiates
collaboration with
others to create
opportunities that
enhance student
learning; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
consistently and
effectively uses
digital tools and
resources to
promote
collaborative
interactions.
Early childhood
teacher candidate
frequently uses
digital tools and
resources to
successfully
promote
collaborative
interactions.
Early childhood
teacher candidate
occasionally uses
digital tools and
resources to
successfully
promote
collaborative
interactions.
Early childhood
teacher candidate
infrequently and/or
ineffectually uses
digital tools and
resources to
promote
collaborative
interactions;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and/or
ineffectually uses
digital tools and
resources to
promote
collaborative
interactions; and
shows little
motivation to
improve in this
area
Early childhood
teacher candidate
actively pursues
opportunities to
effectively use coplanning and coteaching
techniques to
deliver instruction
to each student.
Early childhood
teacher candidate
frequently uses
techniques to
deliver instruction
to each student.
Early childhood
teacher candidate
occasionally uses
techniques to
deliver instruction
to each student.
Early childhood
teacher candidate
infrequently and/or
ineffectually uses
co-planning and
co-teaching
techniques to
deliver instruction
to each student;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and/or
ineffectually uses
co-planning and
co-teaching
techniques to
deliver instruction
to each student;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
frequently and
Collaborates with effectively
school personnel
collaborates with
in the
school personnel,
implementation of
often times
appropriate
initiating the
assessment and
collaboration.
instruction for
designated
students
Early childhood
teacher candidate
often times
collaborates with
school personnel
and on occasion
will initiate
collaboration
efforts.
Early childhood
teacher candidate
does not initiate
collaboration;
however,
occasionally
accepts invitations
to collaborate with
school personnel
in the
implementation of
appropriate
assessment and
instruction for
designated
students.
Early childhood
teacher candidate
does not initiate
collaboration; and
rarely accepts
invitations to
collaborate with
school personnel;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
does not initiate
collaboration,
rarely accepts
invitations to
collaborate with
school personnel,
and shows little
motivation to
improve in this
area.
IL-PTS-2012.8.L
Comment:
Uses digital tools
and resources to
promote
collaborative
interactions
1/26 (3%)
IL-PTS-2012.8.M
Comment:
Uses effective coplanning and coteaching
techniques to
deliver instruction
to each student
1/26 (3%)
IL-PTS-2012.8.N
Comment:
4/26 (15%)
IL-PTS-2012.8.O
Comment:
11 Apr 2015
Page 28 of 32
With little or no
Develops
required support
professional
from the
relationships with
cooperating
parents or
teacher, the early
guardians that
childhood teacher
result in fair and
candidate
equitable
continually
treatment of each
develops effective
student to support
professional
growth and
relationships with
learning
parents and
1/26 (3%)
guardians.
IL-BRADLEY-
With some support

from the
cooperating
teacher, the early
childhood teacher
candidate
sometimes
develops proficient
professional
relationships with
parents and
guardians.
With much support

from the
cooperating
teacher, early
childhood the
teacher candidate
occasionally
develops proficient
professional
relationships with
parents and
guardians.
Even with much

support from the
cooperating
teacher, the early
childhood teacher
candidate
infrequently and
ineffectually
develops
professional
relationships with
parents and
guardians;
however, shows
motivation to
improve in this
area.
Even with much

NA
support from the
cooperating
teacher, the early
childhood teacher
candidate
infrequently and
ineffectually
develops
professional
relationships with
parents and
guardians; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
willingly and
whole-heartedly
establishes
respectful and
productive
relationships with
parents /
guardians and
continually seeks
to develop
cooperative
partnerships.
Early childhood
teacher candidate
frequently
establishes
respectful and
productive
relationships with
parents /
guardians and
repeatedly seeks
to develop
cooperative
partnerships.
With some
encouragement
from the
cooperating
teacher, the early
childhood teacher
candidate
occasionally
establishes
respectful and
productive
relationships with
parents /
guardians and
intermittently seeks
to develop
cooperative
partnerships.
Early childhood
teacher candidate
infrequently and
/or ineffectually
establishes
respectful and
productive
relationships with
parents /
guardians and
rarely seeks to
develop
cooperative
partnerships.
Early childhood
NA
teacher candidate
does not establish
respectful and
productive
relationships with
parents /
guardians and
does not seek to
develop
cooperative
partnerships.
Early childhood
teacher candidate
satisfactorily uses
conflict resolution
skills to enhance
the effectiveness
of collaboration
and teamwork
nearly 100% of
the time.
Early childhood
teacher candidate
proficiently uses
conflict resolution
skills to enhance
the effectiveness
of collaboration
and teamwork at
least 90% of the
time.
Early childhood
teacher candidate
adequately uses
conflict resolution
skills to enhance
the effectiveness
of collaboration
and teamwork at
least 80% of the
time.
Early childhood
teacher candidate
effectively uses
conflict resolution
skills to enhance
the effectiveness
of collaboration
and teamwork at
least 70% of the
time; however,
shows motivation
to improve in this
area.
Early childhood
NA
teacher candidate
effectively uses
conflict resolution
skills to enhance
the effectiveness
of collaboration
and teamwork less
than 70% of the
time; and shows
improve in this
area.
Early childhood
teacher candidate
proficiently
participates in the
design and
implementation of
individualized
instruction for
students with
special needs,
ELLs, and
students who are
gifted at least 90%
of the time.
Early childhood
teacher candidate
adequately
participates in the
design and
implementation of
individualized
instruction for
students with
special needs,
ELLs, and
students who are
gifted at least 80%
of the time.
Early childhood
teacher candidate
adequately
participates in the
design and
implementation of
individualized
instruction for
students with
special needs,
ELLs, and
students who are
gifted at least 70%
of the time;
however, shows
motivation to
improve.
Early childhood
NA
teacher candidate
adequately
participates in the
design and
implementation of
individualized
instruction for
students with
special needs,
ELLs, and
students who are
gifted less than
70% of the time;
and shows little
motivation to
improve in this
area.
DISP.D4.b,
IL-PTS-2012.8.P
Comment:
Establishes
respectful and
productive
relationships with
parents or
guardians and
seeks to develop
cooperative
partnerships to
promote student
learning
1/26 (3%)
IL-PTS-2012.8.Q,
IL-BRADLEY-DISP.D3
Comment:
Uses conflict
resolution skills to
enhance the
effectiveness of
collaboration and
teamwork
1/26 (3%)
IL-BRADLEYDISP.D4.d,
IL-PTS-2012.8.R
Comment:
Early childhood
teacher candidate
Participates in the effectively and
consistently
design and
implementation of participates in the
design and
individualized
implementation of
instruction for
individualized
students with
instruction for
special needs,
students with
ELLs, and
students who are special needs,
ELLs, and
gifted
students who are
1/26 (3%)
IL-BRADLEYgifted nearly 100%
DISP.D4.d,
of the time.
IL-PTS-2012.8.S
Comment:
11 Apr 2015
With little to no
required support,
Identifies and
utilizes community Early childhood
teacher candidate
resources to
enhance student consistently and
effectively pursues
learning and to
opportunities to
provide
opportunities for identify and utilize
community
students to
resources to
explore career
enhance student
opportunities
1/26 (3%)
learning and to
IL-BRADLEYprovide
DISP.D4.d,
opportunities for
IL-BRADLEYcareer exploration.
DISP.D3.a,
Page 29 of 32
Early childhood
teacher candidate,
with some
assistance from
the cooperating
teacher, frequently
is effective in
identifying and
utilizing community
resources to
enhance student
learning and to
provide
opportunities for
career exploration.
Early childhood
teacher candidate,
with much support,
occasionally is
effective in
identifying and
utilizing community
resources to
enhance student
learning and to
provide
opportunities for
career exploration.
Early childhood
teacher candidate,
even with much
support,
infrequently and
ineffectually
identifies and
utilizes community
resources to
enhance student
learning and to
provide
opportunities for
career exploration.
opportunities;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support,
infrequently and
ineffectually
identifies and
utilizes community
resources to
enhance student
learning and to
provide
opportunities for
career exploration;
and shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
proficiently models
professional
behavior that
reflects honesty,
integrity, personal
responsibility,
confidentiality,
altruism, and
respect at least
90% of the time.
Early childhood
teacher candidate
exhibits basic skills
necessary to
model some
degree of
professional
behavior that
reflects honesty,
integrity, personal
responsibility,
confidentiality, and
altruism.
Early childhood
teacher
candidates
behaviors and
disposition
demonstrate a
lacking of skills
necessary to
model professional
behavior that
reflects honesty,
integrity, personal
responsibility,
altruism; however,
he/she
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher
candidates
behaviors and
disposition
demonstrate a
significant lacking
of skills necessary
to model
professional
behavior that
reflects honesty,
integrity, personal
responsibility,
altruism; and
he/she
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
maintains accurate
records, manages
data effectively,
and protects the
confidentiality of
information at least
90% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
maintains accurate
records, manages
data effectively,
and protects the
confidentiality of
80% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
maintains accurate
records, manages
data effectively,
and protects the
confidentiality of
70% of the time;
and shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher
demonstrates
extreme
deficiencies in
maintaining
accurate records,
managing data
effectively, and
protecting the
confidentiality of
information; and
shows little
motivation to
improve in this
area.
IL-PTS-2012.8.T
Comment:
Early childhood
teacher candidate
continually and
consistently
models
Models
professional
professional
behavior that
behavior that
reflects honesty,
reflects honesty, integrity, personal
integrity, personal responsibility,
responsibility,
confidentiality,
confidentiality,
altruism, and
altruism and
respect nearly
respect
100% of the time.
1/26 (3%)
IL-PTS-2012.9.I,
IL-BRADLEY-DISP.D4
Comment:
Early childhood
teacher candidate,
with little or no
Maintains
needed support
accurate records, from the
manages data
cooperating
effectively, and
teacher,
protects the
consistently and
confidentiality of
effectively
information
maintains accurate
pertaining to each records, manages
student and family data effectively,
1/26 (3%)
and protects the
IL-BRADLEYconfidentiality of
DISP.D4.a,
information nearly
IL-BRADLEY100% of the time.
DISP.D3.b,
IL-PTS-2012.9.J
Comment:
11 Apr 2015
Page 30 of 32
Early childhood
teacher candidate
consistently and
effectively reflects
on professional
practices and
outcomes;
engages in selfassessment; and
adjusts practices
to improve student
performance
nearly 100% of
the time.
Early childhood
teacher candidate
proficiently reflects
on professional
practices and
outcomes;
adjusts practices
to improve student
performance at
least 90% of the
time.
Early childhood
teacher candidate
adequately reflects
on professional
practices and
outcomes;
adjusts practices
to improve student
performance at
least 80% of the
time.
Early childhood
teacher candidate
struggles
tremendously to
reflect on
professional
practices and
outcomes; engage
in self-assessment;
and adjust
practices to
improve student
performance;
however, shows
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
struggles
tremendously to
reflect on
professional
practices and
outcomes; engage
in self-assessment;
and adjust
practices to
improve student
performance; and
shows little
motivation to
improve in this
area.
Early childhood
teacher candidate
Communicates
exceeds
with families,
expectations by
responds to
effectively and
concerns, and
consistently
contributes to
communicating
enhanced family
with families,
participation in
responding to
student education
concerns, and
1/26 (3%)
contributing to
enhanced family
IL-BRADLEYparticipation in
DISP.D3.a,
student education
IL-PTS-2012.9.L
nearly 100% of
the time.
Early childhood
teacher candidate
proficiently
communicates with
families, responds
to concerns, and
contributes to
enhanced family
participation in
student education
at least 90% of the
time.
Early childhood
teacher candidate
adequately
communicates with
families, responds
to concerns, and
contributes to
enhanced family
participation in
student education
at least 80% of the
time.
Early childhood
teacher candidate
infrequently and
ineffectually
communicates with
families, responds
to concerns, and
contributes to
enhanced family
participation in
student education;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually
communicates with
families, responds
to concerns, and
contributes to
enhanced family
participation in
student education;
and demonstrates
improve in this
area.
Early childhood
teacher candidate,
with little or no
needed support
from the
cooperating
teacher,
consistently and
effectively
communicates
relevant
information and
ideas to students,
families, and
peers, using a
variety of
technology nearly
100% of the time.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher,
proficiently
communicates
relevant
information and
ideas to students,
families, and
peers, using a
variety of
technology at least
90% of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
adequately
communicates
relevant
information and
ideas to students,
families, and
peers, using a
variety of
technology at least
80% of the time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually
communicates
relevant
information, using
varied technology;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently and
ineffectually
communicates
relevant
information, using
varied technology;
and, demonstrates
improve in this
area.
Early childhood
teacher candidate
consistently and
effectively
collaborates with
others to enhance
students learning
nearly 100% of
the time.
Early childhood
teacher candidate
proficiently
collaborates with
others to enhance
students learning
at least 90% of the
time.
Early childhood
teacher candidate
adequately
collaborates with
others to enhance
students learning
at least 80% of the
time.
Early childhood
teacher candidate
infrequently and
ineffectually
collaborates with
others to enhance
students learning;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually
collaborates with
others to enhance
students learning;
and demonstrates
improve in this
area.
Reflects on
professional
practice and
resulting
outcomes;
adjusts practices
to improve
student
performance
1/26 (3%)
IL-PTS-2012.9.K,
IL-BRADLEY-DISP.D1
Comment:
Comment:
Communicates
relevant
information and
ideas effectively
to students,
parents or
guardians, and
peers, using a
variety of
technology
1/26 (3%)
IL-PTS-2012.9.M
Comment:
Collaborates with
other teachers,
students, parents
or guardians,
specialists,
administrators,
and community
partners to
enhance
students learning
1/26 (3%)
IL-BRADLEYDISP.D2.e,
IL-BRADLEYDISP.D3.c,
IL-PTS-2012.9.N
Comment:
11 Apr 2015
Participates in
professional
development,
professional
organizations,
and learning
communities, and
engages in peer
coaching and
mentoring
activities
1/26 (3%)
IL-BRADLEYDISP.D2.e,
IL-PTS-2012.9.O
Page 31 of 32
Early childhood
teacher candidate
frequently and
effectively
participates in
professional
development,
professional
organizations, and
learning
communities; and
engages in peer
coaching and
mentoring
activities.
Early childhood
teacher candidate
occasionally
participates in
professional
development,
professional
organizations, and
learning
communities; and
engages in peer
coaching and
mentoring
activities.
Early childhood
teacher candidate
seldom
participates in
professional
development,
professional
organizations, and
learning
communities; and
engages in peer
coaching and
mentoring
activities.
Early childhood
teacher candidate
infrequently and
ineffectually
participates in
professional
development,
professional
organizations, and
learning
communities; and
engages in peer
coaching and
mentoring
activities. However,
teacher candidate
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually
participates in
professional
development,
professional
organizations, and
learning
communities; and
engages in peer
coaching and
mentoring
activities. Teacher
candidate
demonstrates little
motivation to
improve in this
area
Early childhood
teacher candidate
consistently and
effectively exhibits
leadership skills
nearly 100% of
the time.
Early childhood
teacher candidate
proficiently exhibits
leadership skills at
least 90% of the
time.
Early childhood
teacher candidate
adequately
exhibits leadership
skills at least 80%
of the time.
Early childhood
teacher candidate
infrequently and
ineffectually
exhibits leadership
skills; however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
infrequently and
ineffectually
exhibits leadership
skills; and
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with little or no
needed support
from the
cooperating
teacher,
proactively serves
all students and
their families and
advocates on their
behalf, ensuring
the learning and
well-being of each
child nearly 100%
of the time.
Early childhood
teacher,
candidate, with
some support from
the cooperating
teacher,
proactively serves
all students and
their families and
advocates on their
behalf, ensuring
the learning and
well-being of each
child at least 90%
of the time.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
proactively serves
all students and
their families and
advocates on their
behalf, ensuring
the learning and
well-being of each
child at least 80%
of the time.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher, serves all
students and their
families and
advocates on their
behalf, ensuring
the learning and
well-being of each
child at least 70%
of the time;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate,
even with much
support from the
cooperating
teacher, serves all
students and their
families and
advocates on their
behalf, ensuring
the learning and
well-being of each
child less than
70% of the time;
and demonstrates
improve in this
area.
Not an option for

this standard
Not an option for

this standard
Early childhood
NA
teacher candidate
is unaware and
does not comply
with the mandatory
reporter provisions
of Section 4 of the
Abused and
Neglected Child
Reporting Act.
Comment:
Uses leadership
skills that
contribute to
individual and
collegial growth
and development,
school
improvement, and
the advancement
of knowledge
1/26 (3%)
IL-PTS-2012.9.P
Comment:
Proactively serves
all students and
their families with
equity and honor
and advocates on
their behalf,
ensuring the
learning and wellbeing of each
child
1/26 (3%)
IL-PTS-2012.9.Q
Comment:
Is aware of and
complies with the
mandatory
reporter provisions
of Section 4 of
the Abused and
Neglected Child
Reporting Act
1/26 (3%)
IL-PTS-2012.9.R
Comment:
Early childhood
Not an option for
teacher candidate this standard
is aware and
complies with the
mandatory
reporter provisions
of Section 4 of the
Abused and
Neglected Child
Reporting Act
100% of the time.
11 Apr 2015
Page 32 of 32
Early childhood
teacher candidate
Models digital
consistently
etiquette and
models digital
responsible social
etiquette and
actions in the use
responsible social
of digital
actions in the use
technology
of digital
1/26 (3%)
technology nearly
100% of the time.
Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use
of digital
technology at least
90% of the time.
Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use
of digital
technology at least
80% of the time.
Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use
of digital
technology at least
70% of the time;
however,
demonstrates
motivation to
improve in this
area.
Early childhood
NA
teacher candidate
models digital
etiquette and
responsible social
actions in the use
of digital
technology less
than 70% of the
time; and
demonstrates little
motivation to
improve in this
area.
Early childhood
teacher candidate,
with some support
from the
cooperating
teacher, frequently
models and
teaches safe,
legal, and ethical
use of digital
information and
technology,
including respect
for copyright and
intellectual
property.
Early childhood
teacher candidate,
with much support
from the
cooperating
teacher,
occasionally
models and
teaches safe,
legal, and ethical
use of digital
information and
technology,
including respect
for copyright and
intellectual
property.
Early childhood
teacher candidate,
even with much
support from the
cooperating
teacher,
infrequently
models and
teaches safe,
legal, and ethical
use of digital
information and
technology,
including respect
for copyright and
intellectual
property.
Early childhood
NA
teacher candidate
does not
appropriately
model and teach
safe, legal, and
ethical use of
digital information
and technology,
including respect
for copyright and
intellectual
property.
IL-PTS-2012.9.S
Comment:
Models and
teaches safe,
legal, and ethical
use of digital
information and
technology,
including respect
for copyright,
intellectual
property
1/26 (3%)
IL-PTS-2012.9.T
Early childhood
teacher candidate,
with little or no
needed support
from the
cooperating
teacher,
continually models
and teaches safe,
legal, and ethical
use of digital
information and
technology,
including respect
for copyright and
intellectual
property.
Comment:
80.000 pts | 76.92 %

Novice Teaching Final Evaluation

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Novice Teaching Final Evaluation

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11 Apr 2015

Intern Name: Dalluge, Ashley

Assessed: olson, peter

Course/Term: ETE 304 - 1 : EC Novice Teaching ( 14SP-ETE )

Site: Sterling Middle School,

The early childhood

The early childhood

The early childhood

The early childhood

The early childhood

The early childhood

BASIC (2.000 pts)

BASIC (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

With much support

Even with much

With much support

Even with much

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

Basic (2.000 pts)

With some support

With much support, NA

Even with much

With some required

With much required NA

Basic (2.000 pts)

BASIC (2.000 pts)

Works with all

Basic (2.000 pts)

With some support

With much support

Even with much

Even with much

Not an option for

Not an option for

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