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Curriculum and Instruction Department

Teaching-Learning Project Rating Form for Childhood Education

Teacher Candidate____________________________________ Semester_____________________________ Instructor / Supervisor_________________________________ Course/Section_________________________
Use the following rating scale to evaluate the teacher candidates performance on the Teaching Learning Project using criteria indicated below. These criteria are aligned with the ACEI Standards, a set of knowledge, dispositions, and performances deemed essential for beginning childhood educators and the expectations that SUNY Oswego School of Education has for its Childhood Education teacher candidates. 2 = Met The teacher candidate has demonstrated clear evidence of meeting the target criteria.

1 = Developing The teacher candidate has begun to demonstrate evidence toward meeting the target criteria, but has not yet met it. 0 = Not Met The teacher candidate has not demonstrated evidence of meeting the target criteria. Task 1: Planning for Instruction and Assessment The Candidate:
1a: Context for Learning

Rating: 2 1 0

1. Demonstrates in-depth knowledge of the characteristics of the community, school, and classroom that may affect learning; draws appropriate and specific conclusions regarding their implications for teaching and learning. (ACEI 3.2) 2. Demonstrates in-depth knowledge of the characteristics and learning needs of the target students; draws appropriate and specific conclusions regarding their implications for teaching and learning in regard to the group and individual students. (ACEI 3.2) Comments:

1b: Lesson Plans; 1c: Key Instructional Materials

3. Identifies accurate knowledge, concepts, and skills specific to the central focus and shows alignment of the central focus with state and/or national learning standards. (ACEI 3.1) 4. Writes standards-based learning objectives that are aligned to the central focus and appropriate and challenging for the target students. (ACEI 3.1) 5. Plans for on-going assessment of learning objectives through varied and well-aligned informal and formal approaches to assessment. (ACEI 4.0) 6. Adapts assessment strategies to accommodate developmental needs of students. (ACEI 4.0) 7. Designs instruction and learning tasks that are aligned with the stated learning objectives, appropriate for the development and experiences of the target students, and sequenced logically to scaffold students achievement of the learning objectives. (ACEI 3.1) 8. Plans for students literacy and language development through the integration of literature, text-based resources, the production of texts, and meaningful conversation around texts. (ACEI 2.1) 9. Incorporates a variety of instructional strategies, learning tasks, and resources into lessons that are wellselected for promoting students engagement in higher-order thinking. (ACEI 3.3) 10. Integrates learning resources and tasks that are culturally relevant for the target students. (ACEI 3.2) 11. Differentiates and modifies instruction and learning tasks according to the needs of students with learning exceptionalities and language differences. (ACEI 3.2) 12. Incorporates discipline-appropriate ways of promoting students understandings of the lessons content and related concepts. (ACEI 3.1) 13. Selects appropriate technology and media communication tools to facilitate instruction and actively engage students in learning. (ACEI 3.5)

2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1

0 0 0 0 0 0 0 0 0 0 0

14. Plans for student-centered learning opportunities that actively and purposefully engage students with one another. (ACEI 3.4) 15. Plans for communication and/or collaboration with families for the purpose of supporting students growth and well-being. (ACEI 5.2) Comments:

1d: Written Assessments

16. Selects assessment instruments that are valid for measuring the stated learning objectives and have clear procedures and performance criteria. (ACEI 4.0) Comments:

1e: Planning Commentary

17. Knows how to draw on learning theory, subject matter content, curriculum development, and knowledge of students in planned instruction. (ACEI 3.1) 18. Knows and understands how students learning is influenced by development, individual experiences, disabilities, prior learning, culture, and home language. (ACEI 3.2) 19. Knows principles and techniques, advantages and limitations, and appropriate uses of instructional strategies. (ACEI 3.3) 20. Has knowledge of language development and techniques for fostering students acquisition and application of language, especially as it relates to academic learning. (ACEI 3.5) 21. Knows the reasons to implement certain assessments based on type, use, advantage, disadvantage, limitations, and subject matter. (ACEI 4.0) Comments:

2 2 2 2 2

1 1 1 1 1

0 0 0 0 0

Task 2: Instructing and Engaging Students in Learning The Candidate:

2a: Video Clip of Instruction; 2b: Instruction Commentary

Rating: 2 2 2 2 2 1 1 1 1 1 0 0 0 0 0

22. Fosters a respectful and responsive learning environment for diverse students. (ACEI 1.0). 23. Uses knowledge of individual and group motivation to foster students active engagement in learning, selfmotivation, and positive social interaction. (ACEI 3.4) 24. Uses observation of own teaching, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice. (ACEI 5.1) 25. Engages in critical reflection regarding the cultural relevance of the instruction and learning tasks for individual students and groups of diverse students. (ACEI 5.1) 26. Reflects on and demonstrates insights regarding the effectiveness of various instructional approaches for engaging individual students and groups of diverse students in higher order thinking and authentic learning. (ACEI 5.1) Comments:

Task 3: Assessing Students Learning The Candidate:

3a: Student Work Samples; 3b: Evidence of Feedback

Rating: 2 1 0

27. Provides oral and/or written feedback to students for the purpose of extending their understanding of subject matter (ACEI 3.5).


3c: Assessment Commentary; 3d: Evaluation Criteria

28. Presents a clear, accurate summary of whole group learning outcomes on a selected assessment according to identified evaluation criteria. (ACEI 4.0) 29. Analyzes the data from the whole group and focus students work samples to draw appropriate, meaningful conclusions about student learning. (ACEI 4.0) 30. Demonstrates knowledge of and ability to use assessment data, analysis, and feedback given to students to promote students continuous learning. (ACEI 4.0) 31. Reflects on and demonstrates insights regarding the extent to which students are able to acquire and apply academic language. (ACEI 5.1) 32. Uses analysis of assessment data and research for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice. (ACEI 5.1) Comments:

2 2 2 2 2

1 1 1 1 1

0 0 0 0 0