PK-3 Program Standards Rubric

PK-3 Candidate: Victoria Pecot Cohort year: Spring ‘21

PPB1 PPB2 PPB3 PPB4

Levels: Beginning, Emergent, Proficient, Mastery, Advanced In PK/K In 1-3 In 1-3 In PK/K
Please circle your response
Please indicate teacher name/school/grade level for each block
Block 1: Adele Gremillion/Tanglewood Elementary/ 2 nd grade
Block 2:
Block 3:
Block 4:
Standard 1 – Child Development and Learning in Context
1a: Understand the developmental period of early childhood from birth thru age 8 B E P B E P B EPMA B EPMA
1b: Understand and value each child as an individual with unique developmental B E P B E P B EPMA B EPMA
variations, experiences, strengths, interests, abilities, challenges, approaches to
learning, and with the capacity to make choices.
1c: Understand the ways that child development and the learning process occur in B E P B EPMA B EPMA
multiple contexts, including family, culture, language, community, and early X
learning setting, as well as in larger societal contexts that include inequities.
1d: Use this multidimensional knowledge—that is, knowledge about the
developmental period of early childhood, about individual children, and about X
development and learning in cultural contexts—to make evidence-based decisions
that support each child.
Standard 2 – Family–Teacher Partnerships and Community Connections
2a: Know about, understand, and value the diversity of families. B E P B E P B EPMA B EPMA
2b: Collaborate as partners with families in young children’s development and B E P B EPMA B EPMA
learning through respectful, reciprocal relationships and engagement. X
2c: Use community resources to support young children’s learning and B E P B EPMA B EPMA
development and to support families, and build partnerships between early X
learning settings, schools, and community organizations and agencies.
Standard 3 – Child Observation, Documentation, and Assessment
3a: Understand that assessments (formal and informal, formative and summative) B E P B E P B EPMA B EPMA
are conducted to make informed choices about instruction and for planning in
early learning settings.
3b: Know a wide range of types of assessments, their purposes, and their B E P B E P B EPMA B EPMA
associated methods and tools.
3c: Use screening and assessment tools in ways that are ethically grounded and B E P B EPMA B EPMA
developmentally, ability, culturally, and linguistically appropriate in order to X
document developmental progress and promote positive outcomes for each child.
3d: Knowing about assessment partnerships with families & other professionals B E P B EPMA B EPMA
X
Standard 4 – Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
4a: Understand and demonstrate positive, caring, supportive relationships and B E P B E P B EPMA B EPMA
interactions as the foundation of early childhood educators’ work with young
children.
4b: Understand/use teaching skills that are responsive to the learning trajectories B E P B E P B EPMA B EPMA
of young children and to the needs of each child, recognizing that differentiating
instruction, incorporating play as a core teaching practice, and supporting the
development of executive function skills are critical for young children.
4c: Use a broad repertoire of developmentally appropriate, culturally, and B E P B EPMA B EPMA
linguistically relevant, anti-bias, evidence-based teaching skills and strategies that X
reflect the principles of universal design for learning.

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 PK-3 Program Standards Rubric

Standard 5- Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
5a: Understand content knowledge— the central concepts, methods and tools of inquiry, and structure—and resources for the
academic disciplines in an early childhood curriculum.
ELA B E P B E P B EPMA B EPMA
Mathematics B E P B E P B EPMA B EPMA
Science B E P B E P B EPMA B EPMA
Social Studies B E P B E P B EPMA B EPMA
The Arts B E P B E P B EPMA B EPMA
5b: Understand pedagogical content knowledge—how young children learn in each discipline—and how to use the teacher knowledge
and practices described in Standards 1 through 4 to support young children’s learning in each content area.
ELA B E P B E P B EPMA B EPMA
Mathematics B E P B E P B EPMA B EPMA
Science B E P B E P B EPMA B EPMA
Social Studies B E P B E P B EPMA B EPMA
The Arts B E P B E P B EPMA B EPMA
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their
knowledge of curriculum content resources, and their pedagogical content knowledge
ELA B E P B EPMA B EPMA
X
Mathematics B E P B EPMA B EPMA
X
Science B E P B EPMA B EPMA
X
Social Studies B E P B EPMA B EPMA
X
The Arts B E P B EPMA B EPMA
X
Standard 6- Professionalism as an Early Childhood Educator
6a: Identify and involve themselves with the early childhood field and serve as B E P B E P B EPMA B EPMA
informed advocates for young children, families, and the profession.
6b: Know about and uphold ethical and other early childhood professional B E P B E P B EPMA B EPMA
guidelines
6c: Use professional communication skills, including technology-mediated B E P B E P B EPMA B EPMA
strategies, to effectively support young children’s learning and development and to
work with families and colleagues.
6d: Engage in continuous, collaborative learning to inform practice . B E P B E P B EPMA B EPMA
6e: Develop and sustain the habit of reflective and intentional practice in their daily B E P B E P B EPMA B EPMA
work with young children and as members of the early childhood profession.
Relative area of Strength, as it relates to the Standards:
She has a good rapport with the students. They loved having her here and she spoke to each of them individually and made them feel
important. It is hard to give strengths when I did not see her teach but two lessons all semester.

Relative area of Need, as it relates to the Standards:

I had difficulty with her being here on time for the required full day and half day that they were supposed to be here each week. She
has never come for a true full day. As of today (4/16/21), I have not signed her FEX hour’s sheet since March 3 rd. She is supposed to be
here today, to teach a math lesson, but has not shown up, and I do not have any communication from her.
It was hard to mark this rubric accurately because I do not feel she was here enough to be able to mark appropriately. I would say
Standard 3 and 5 are her weaknesses. She did not know that CCSS stood for Common Core State Standards. When she was working on
her Reading lesson plan, I had to walk her through multiple steps because she did not know what they were asking her to do. I do not
mind doing this at all, but I feel like this is something she should have had some experience with before this class. For example, when it

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 PK-3 Program Standards Rubric

says to model the skill you are teaching, she did not understand what that meant. I never saw a lesson plan finished for her reading
lesson. I have seen the math lesson plan, and it looked good. She emailed it to me to ask for help (which I DO NOT mind giving at all),
and I told her that she had the lesson plan for the lesson from the Eureka manual to use a guide. She did come up with a good lesson,
but has not taught it as of today.
I feel she has many things to work through or out before, she begins student teaching. Communication, being on time and knowledge
of standards are some of the things I see she needs to improve.

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