Richard J. Daley Student: uan.¢ Rodriguez Cooperating Teacher: Ana Gonzalez Semester/Year: Fall 2015, Instruetio and/or inadequacy. Richard Daley College (cb 259; Practicum in Preschool Education inal Evaluation by Cooperating Teacher ease rate the Practicum Student using the following ratings, which demonstrates the student's areas of strength, adequacy, oes Not Meet Expectations (2) Meets Expectations (2) Exceeds Expectations (3) | Rating vidence/Comments | NAEVC Standard 1: Promoting Child Development and Learning Key Element 1a: Knowing and understanding, ung children’s characteristics and needs Plans activities with tie concer, todevelopmental levels, interest, and strengths of children, Plans activities that displays an awareness of developmental levels of children and observes the strengths and Interest of children and builds on them by planning related ones. —_ ‘and designs instruction | 3 tomeet the various developmental needs childeen Key Element 1b: Knowing and u ‘ir, Juan became cognizant ofeach ofthe children’s needs and was able to {ndividvalize to each child as the lessons were implemented. jerstanding the multiple influences on development and learning. Plans have ltde significance to children’s life experiences or | children's ie meet children’s differing cultural diversity. Plans do not | experiences and cultural | learning styles. allow for individual Aiversity, developmental differences, lan activites related to ‘And plansactivitie to | 3 Mr. juan was able t use his knowledge of the Spanish language to assist all the children inthe classroom, Mr. Juan also used the {guidance ofthe teachers to assist him to Detter plan for students with IEPs.Rey Element 1c. Using developmental knowledge to create healthy, respectful supportive, and challenging learning environments Provides mosty teacher-directed activities and provides lite time for children to explore Provides opportunites for independent ‘exploration, intervening ‘and uses purposeful 3 teaching strategies during children's exploration. ‘i, Juan was able to adjust his teaching ‘methods ashe saw fit during lesson presentations Independently ‘only to enhance the chll’s exploration, “Activities are ether to easy orto | Activities are ‘and uses a variety oF 3 | Lessons were developmentally appropriate advanced for children and ‘developmentally instructional teaching for children, Mr, Juan used visual, tactile and adjustments are not madein | appropriate and methods verbal references to help all children response to children's cues. ‘challenging. Activities are adjusted in response to children's interestand abilities. ‘understand instruction, NAEYC Standard 2: Building Fam ily and Community Relationships Key Element 2b: Supporting and. gaging families and co smunities through respectful re eal relationships CConverses with parents on topics thatare more appropriate for ‘cooperating teacher or Inappropriate conversations with parents. Establishes appropriate relationships with parents, understanding the practicum student's role and discusses with a cooperating teacher about resources available inthe community for parents Mr Juan bull relationships with parents and provided resources for parents who wished tohave their children learn the Spanish songs that he presented in lessons; NAEYC Standard 3: Observing, and Assessing to Support Young Children and Families Key Element 3b: Knowing about: ind using observation, di priate assessment tools and approaches Demonstrates litte understanding of systematic observations. Uses systematic observations to obtain information on| children’s development. sass observations to 2 fulde future planning, Mr; Juan used story dictations, ‘communications loops and photographs to help document his activities.[ NAEYC Standard 4; Using Developmentally Effective Approaches to Connect with Children and Families ey Element 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children ave no or few displays of Exhibits warmth and ‘and hasa postive | Mr juan always as asmileon his face, The positive affect inthe classroom. | enthusiasm regulary. | attitude about the children enjoy being around him, practicum experience. Demonstrates communication | Models appropriate | ...and demonstrates active | 3 | Not only does Mr. Juan listen attentively to techniques thataredisrespectful_| grammar languageand | listening skills. the children, but he also observes ll the tochildren (yelling threats,and | tone teachers in the classroom and learns from harsh tone) their teaching methods. Models incorrect grammar language. Few ornoindicationsofwarm, | Displays respectforall_| .. and demonstrates 3 _ | Mir Juan uses proper open-ended questions supportive respect children and adults. | respects for children's ‘tw engage children in extensive relationships observed, ‘ideas and feelings by ‘communication oops. Mr. Juan sable to engaging in conversations lunderstand children’s code switching to ofinerest to the child. ‘communicate and engage with children more effectively, ‘Key Element 4. Using a broad repertoire of developmentally appropriate teaching/learning approaches Unclear goals/objectives, Cleary states wand goalsare based on | 3 | Perfect! measurable Understanding of goals/objctives. ‘constructivist theory ‘Standard 5: Using Content Knowledge to Build Meaningful Curriculum Key Element Se: Uses their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate ‘meaningful challenging curricula for each child Provides learning experiences | Designs learning ‘and provides planfor | 3 | Mr Juan’sTessons always Included an thatare not developmentally | experiences thatare | extending learning ‘extension or other ways to use the lesson he appropriate, developmentally experiences, ‘was presenting. appropriateand challengingStandard 6: Becoming a Professional ‘Key Element 6a: Identifying and involving oneself with the early childhood communi ‘Uncooperative with cooperating | Cooperates with and ask fr guidance | Miz Juan communicated with me through teacher, staffand other colleagues | cooperating teacher, | from cooperating teacher. email textand In person, Mr. Juan also had Staff and colleagues. constant communication with the other two teachers in the classroom, His questions helped clarify his thought process in working with children and the children that we currently have enrolled with IEPS. enjoyed his questions as they were well thought out Does notfollow rules and policies | Displaysasense of | ..andacceptsadditonal | 3 Mr. Juan was a great assist to my classroom. ofthe school. Isnot dependable | responsibility and assignments, He always made himself available to learn and does not complete assigned | dependability. Follows from my Instruction and take on other tasks task the rules ofthe school asassigned, ‘And completes task n'a timely manner. ‘Additional Comments 11am truly going to miss his presence in my classroom and I know thatthe children will also, Cooperating Teacher's Signature: Practicum Student’ Signature Instructor's Signature: [ABYC Standards 1-6 Supportive Sil: