Student Teaching Practicums in Early Childhood Education Cooperating Teacher Final Assessment Part 1: Core Abilities [WTC and our Farly Childhood program have made a commitment 1o ensure tht students who are working on their associate degree in our program meet not only academic standards but standards that reflect professional ‘actions, responsibilities and behavior that are important to prepare students t enter the workforce In addition 1 your evaluation ofthe practicum student on the Mid-Term and Final evaluation, please evaluate the practicum student on her/his performance of each ofthe “core abilities” on the Core Ability Rubric, Core abilities are the “soft skills” that employers have identified as crucial to an employee's successful on-the:job petformanee. Please complete the attached Core Abilities Rubric about midway through the semester ~the same time as you complete the Mid-term Evaluation. Send it to me inthe postage paid envelope along with the Midterm Eyaluation, Then complete it again atthe end ofthe semester when you complete the Final Evaluation ‘Thank you! Under each ofthe seven Core Abilities is bulleted list of behaviors and characteristics to assess the student's achievement in each of the Core Abilities. Indicate with a Yes or No if the student has shown evidence of ‘each behavior. ‘Then use the following point seale to rate the student's performance on each of the seven, Core Abilities: 2 Alor most of the components of this core ability are being performed - Some of the components ofthis core ability are being performed. 0 None of the components of this core abi Student Name Practicum we Oadby Cooperating Teacher Signature LC: ac felc vate 12/1214 Core Av Evidence of Performance of the Core Abii Ys [Ne Communicate" > Counce to cooperating teacher te NWTC ECE x sffetvely progran’s expectations of practicum stdent perfomance + Uses Sundard English inal communication (email, phone, | discussions, assignments and a practicum sit), x = Asks relevant questions and engages in reflective discussion ‘with cooperating teacher about ehldren classroom routines, civ and weaching duties, + Uses active listening skills with children, Families and wa at practicum ste a > Uses appropriate verbal and non-verbal techniques to communicate effectively with children at practicum site + Asks for elarifcation and communicates concems with cooperating teacher. + Is friendly and confident in communicating wid ues and Staff at practicum sit, [> Offers answers, ideas, and comments to problems and questions posed in class or discussions. + Writen works completed according to expectations forthe course and conveys thoughts, ideas snd information cleatyPoints earned” Comments on how the ent has ors not demonstred th by To communicate (7 | effectively ft o 1) eral om KA Conmliuueden . abi Yaty, prdecerel J 10 Glen rankec to Commuriest. Jaahuces Pho Special Odlrcatirr -Kackr & ths Geno jthutation Katcher Think + Applies basic cil development princpis to work at % ccitcaly and |" practicum sit creatively [5 Sensitive in choosing appropriate times to observe and record, and participate an help csroom avi x + Able toads environment, ctivities, teaching statis and ‘esgonses fone the needs, ilies and interest oft % children > Able obransiown with cooperating eacherreganding caching Sxmegin cnsroom des nd cd us x + Performance inthe classroom demonstrates undewanding and pplication best practices nearly care and education + Takes risks in atempiing activites wit children and infront oF | > als x + Able to observe chiles objectively and make iierretations that are accurate and based on knowledge of development and |X? ofthe cil Points earned | Comments on iow the sade has or has no demonstrat he ay to think erica and creatively flex D Gade rw Opler Katy hock to adyut her plan Panne asaporse fo tre Shidewto Mado. she did very well Uotth Thin wlhowd becoming Lprudvedeel Solve problems effectively ‘> Aitends fo probiem situations as they occur and avoids procrastination ‘Uses various resources when solving problems. ‘+ Uses cooperating teacher and/or instructor to relate problem oF dilemma and seek solutions. ‘Asks questions when necessary and does not dwell on one RA RIK problem for 100 lonPoints earned ‘Comments on how the student has or has not demonsiraied the ability to solve problems effectively Goodly Upset. SRL Lo Gb slo Grube Ae and Problem cole before Sm MOY Occur. The Scene Kody terked wit Can econ (Es rene Work ‘cooperatively and professionally * Works well as part ofa team with cooperating teacher and other aff at practicum site; ready to perform specific dsily duties such as preparing, presenting, or cleaning up after eating, activities, or play. © Adheres to NAEYC Code of Eshical Conduct (maintain confidentiality, fulfills responsibilities to children, staff, program and families) ‘Consults with cooperating teacher in planning the activities and work assigned by NWTC instructor. ‘+ Is prepared, organized and carries out aetvites and tasks as planned. Ts considerate of program and staf ia making decisions regarding utilization of resources at practicum ste; plans projects, assignments and activities to minimize waste at practicum site. XK [Ke [K | Points earned ‘Comments on how the student has or has noi demonstrated the ability to cooperatively and professionally work Value = 1s courteous and respectfl to children, Individuat differences and abilities + Tscourteous and respectfl to adults (cooperating teacher, other staff, and families). x 1s nonjudgmental and values self and others ‘Demonstrates empathy, respect and honest ‘Encourages, values and appreciates ALL. viewpoints (including those of children, families and staf at practicum ste). Points earned “6 © Employs culturally sensitive language and nonverbal ‘communication appropriate forthe setting ‘Comments on how the student has or has not demonstrated valuing ind differences and abilities: faty 10 & Krdeful aduate fir Sfudent LY ecabilis |Demonstrate personal * Comes to practicum site prepared (notebook, activites, materials required, et). ‘accountability ‘+ Arrives to every student teaching on lime and says the whole 5 time and comes back from breaks on time. ‘+ Follows directions given by cooperating teacher and completes assigned tasks as requested, IX ‘+ Shows initiative at practicum site. + Adheres to cooperating teacher's schedule and helps to keep schedule on wack as expected. Points earned “E © Gives advanced notice of missing student teaching for unavoidable situations, ‘© Auhetes to center policy niles and regulations regarding dies, ‘conduct, and communication at practicum site. x [ARR Utilizes appropriate skills necessary for working with young. children. ‘Comments on how the student has or has ol demonstrated personal accountability: Demonstrate community and global accountability Points earned 016) ‘+ Employs culturally sensitive language and nonverbal . ‘communication appropriate for work seting. ‘© Expresses sensitivity towards and respect forthe complex range ‘f people including abilities, ethnicity, gender, social class, Kw ‘religion, nationality, and a © Considte ofthe wor view of sf and Tans a praoum | site nd the larger community. ‘+ Is apositive representative of NWTC and the Early Childhood | Education program, ‘Comments on how the student has oF has not demonstrated community and global accountability: Katy hao ber Werte © wok with, Ske WT custo anck Ace Downy perenality Stare a oT cing Werkeng vf a y “ UL, Sitident, “Tova points for Pat 1Part 2: Performance Evaluation ‘The following evaluation form has two ways to rate or score the student. There are 6 performance ares in which to score the student. Each area is worth 5 points, forthe total evaluation score of 30. The scoring scale is as follows: ‘Scoring Criteria for each performance area: 0—Never met: student does not show any strengths or exhibits undesired behaviors 1 —Rarely met: student very rarely exhibits strengths in this area 2—Occasionally met: student shows emerging skill inthis area 3 Inconsistently met: student shows some skills inthis area but not often 4 Frequently met: student shows good skill in this area, but hasn't yet become fully competent 5—Fully met: student shows mastery inthis area ‘Within each of these performance areas, ae lists of behaviors that show competence in the area. As a guide f0 scoring the student, use the quick checklist to indicate whether the student exhibits the desired Behavior in a satisfactory manner. ‘The rating scale forthe checklists Rating Scale for each behavior: ‘++ = Particular Strength Not sure or Not Observed Competent ¥-= Developing - = Unsatisfactory 1, Personal Characteristics competent v= Developing -= Unsatisfactory Rating Seale for each bea ++ = Particular Strength 2 = Not sure or Not Observed SEL Good personal grooming S= Dressed neatly and professionally (clothing suitable for siting on floor, playing with children, with no "ips or ters, no cleavage showing or bate midsection, etc.) 2c Warm and friendly manner (smiles, greets children and adults, is approachable) A= Gentle and relaxed (not rough, hurried, frantic ot irritable) A Maintains confidentiality regarding children, families, staff and center. 4— Responsive to suggestions for improvement and willing to ty something new, risk making mistakes, or failing Personal Characteristics Seore: di Jaret: ‘Comment on areas of student strength and ateas needing improvement Het 29 alias Staking ort Cayo te Liners ful usleos FD Sore 2 Health & Safety ‘ompetent = Developing - = Unsatisfactory Rating Seale for each behavi += Particular Strength + 2 = Not sure or Not Observed Washes hands wen appropriate, using effective techniques (upon arrival and coming in from outside, before and after food preparation and diapering, after wiping noses or assisting with toileting after touching Pets, ete.) seis chika in god hygiene practices (ping wth handwashing, toileting, nose wiping, et.) SE Recognizes safety hazards in environment (uncovered oullets, open sais, cleaning supplies accessible ‘ochildren, ete.)4 Awareness of potential safety concerns (aware of and anticipates potential problem situations and moves to prevent) a eee A= Positions self both indoors and outdoors to observe and ensure safety of children A Acts to minimize hazardous situations (moves near children who are in conflict, ___ follow rues, “feet on the floor”, “walking feet”, et.) L_ Knows etassroom mules and helps children follow them ZI Repos accidents or injuries o cooperating teacher ={— Understands emergency procedures and follows them when needed = Recognizes signs of health problems; takes aetion or reports to cooperating teaches Health & Safety Score: #0: Raia aa Rae (Comment on areas of student strength and areas needing improvement: inds children 10 Fey does © nies yo Conticipa Ney ecterhal prebunta Rating Seale foreach behavior ‘tt Particular Strength r= Competent = Developing 2 Notaur or Not Observed elieen pel oma Calls infor of nero absence eschatles Se TSE: Ascop eponsibeseatpad by sogpnting ther incon npeaut bt cer ks TEE Show nv in asstng ih diy drs (ep invl hrn'vnents nts ma diag rang deating a uaicalng nek pep sd er eae oat alr soporte pry, =) _ apace el peat nabs a 1 Knows where supplies and materials are Kept (assists with clean-up, places materials in appropriate ang nay, ps pei an tages yn oe) i Manages ie eecely Manage cea po ces end even effet axvsmeaarSp i insatisfactory Initiative & Organization Score: CPT ‘Comment on areas of student strength and areas needing improvement 4. Interactions with Children Rating Seale for each behavior: 4++=Particular Strength +=Competent_V = Developing 2 = Not sure or Not Observed. — Warm, friendly and appropriately alfectionate with children (smiles, touches, hugs, etc.) Attentive to children’s needs and interests (listens, watches, sits in proximity to children, responsive to their verbal and non-verbal cues) Sensitive to children's individual and special needs Balances directing activities with following children’s lead in play Unsatisfactory5 Encourages children’s independence and mastery (evelopment of sl-help sil sich as handwashing. eating, undressing, se of leaning material, ete.) Speaks appropriately to children (at children’s level, uses eye contact, appropriate voce tone and pitch, ses clear and appropriate language te.) Encourages language and communication, using sla, parallel talk, responding to and expanding on childrens vocalizations and speech Responsive to cildren (watches and anticipates children’s needs, ead child's non-verbal cues, responds to child's need appropri, ee) Verbalzes intentions and waits for child response before picking up child or performing caregiving routines Hanes group and individual interactions effectively Promotes children's development and laming (asks questions and provides information to expand shires knovledge a understanding of concepts, extends childrens interes with adional props oF uses of materials, ee) andes challenging stations an children with patience, understanding and respect and seks etective strategies fo dealing wit them Uses effetve techniques to guide children's behavior anticipates and moves to prevent conflicts, Promotes pro-social behaviors, acknowledges felings and intentions, clear and consistent in ies, ses redirection and prevention, te) Recognizes and accepts children’s fll range of emotions Encourages children's problem-soiving (assists chien in denying a problem situation, and encourages childeens appropriate solutions, et) Interactions with Children Score: 123 Comment on areas of stent stent and areas needing improvement: Fam), nao grace pabence wth the Shidento, SK kitaina Calin clan, ¢ falenging Shuateno Ke fe RE RE 5. Performance of Activities Since the student has not performed the formal activities ye, score the student on the how well fe has performed on informal activites or duties you have assigned so far in this practicum. Rating Seale for each behavior: ++=Particular Strength + 2S Not sure or Not Observed “> Activity plans ae completed and submited on time SE Aves ar cai ou efftey with planning, oganzatin an appropiate cont Bases activites and responses o understanding of chien gained through observation SE Uses techniques which are appropriate tothe developmental level ofthe children —ZE Follows children's interests and reactions during activites, is flexible in adjusting the activity AE Uses effective voice and actions (good eye contac, use of gestures and expressions to emphasize words, ‘atied voice tone and pitch, et) AC Eeectvely reinforces children’s teaming during the activity = Shows ability to reflect and analyze own performance for future improvement “F Submits required paperwork in a timely manner UAL aera & ‘ompetent ¥'= Developing - = Unsatisfactory ease Cheah oo ea aera Ny ee oO lily Ad bell adwaric The steko nord.‘Comment on areas of student strength and areas needing improvement: 6. Working with Adults ‘Rating Seale for each behavior: ‘4++=Particular Strength += Competent “= Developing 2= Not sure or Not Observed Engages in meaningful and respectful iterations wih cooperating eacher and oer tat Keeps cooperating teacher informed about own activities, schedule, and participation —2E Shows cooperation in taking responsibility as needed, discussing roles, room areas, oF tasks to perform, each day Engages in thoughtlul discussion about children, planned activites, tasks, and strategies = Accepts constructive criticism, and is able to articulate reasons behind actions -— Greets parents and engages them in appropriate conversation Working with Adults Score: RATS asst, 2. a ‘Comment on areas of student strength and areas needing improvement: insatisfuctory fatty io cacy, Fo wok with Shs ho A cprot 4 t ¥ Somos cfihemor Gnd Gabag aelotwreheas goth SRL Gnct students, ZO ww Please be sure to include a score for each section; and the total score as well. Give a copy ofthe evaluation withthe student along with your verbal feedback Part 2 Total Sco