Mentoring College Teacher (MCT)/ Mentoring School Teacher (MST)

Summative Teaching Practicum Assessment Rubric

Course Code & CRN EPC 4403 – EPC 4406 Final Grade B+
Ohoud AlShamsi
Student Name Student HCT ID

Placement School Al Janaen Date of Assessment March 2022

MCT Name Aysha AlShamsi MST Name

EXPLANATION OF RATINGS

 Outstanding (A-, A) = Consistent modelling of the competency and all of the performance indicators for each focus area

 Exceeds Expectations (B, B+) = Consistent demonstration of the competency at a high level of performance and all or most of the
performance indicators

 Meets Expectations (C, C+, B-) = Regular and proficient demonstration of the competency and most of the performance indicators

 Developing (D, D+, C-) = Demonstrating progress toward competency but not yet consistently proficient

 Below Expectations (F) = Inconsistent and/or poor performance of the competency and/or one or more performance indicators

 Unable to Observe = No opportunity to assess this competency either through direct observation or through review of teacher
candidate’s lesson plans or other materials.

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I. Professional Dispositions (10%)
Responsibility, school duties and punctuality
NAEYC Standard (6a, 6b, 6c, 6e)
TELS ECE Standard (6.1, 6.2, 8.1, 8.4)

• Attends school regularly 󠇬Outstanding (A-, A)

• Participates for the full school day 󠇬Exceeds Expectations (B, B+)
• Is punctual and reliable 󠇬Meets Expectations (C, C+, B-)
1. • Attends school functions (e.g., morning assembly, professional development, parent-teacher meeting, school events, field trips, meetings) 󠇬Developing (D, D+, C-)
• Accepts all responsibility under the mentoring teacher’s supervision
󠇬Below Expectations (F)
• Demonstrates effort and enthusiasm
• Maintains professional appearance 󠇬Unable to Observe
• Has a whole-school perspective
• Demonstrates basic knowledge of school administration and organization
• Demonstrates awareness of school-community connections

Collaboration, positivity, and organizational skills

NAEYC Standard (2b, 6d)
TELS ECE Standard (1.2, 1.5, 7.4)

󠇬Outstanding (A-, A)
• Collaborates effectively and appropriately with students
• Collaborates effectively and appropriately with MCT, MST, and other professionals
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
2. • Communicates effectively and appropriately with families and other members of the school community
• Initiates and responds to offers of professional cooperation and collaboration 󠇬Developing (D, D+, C-)
• Participates productively in school-based teams, committees, and/or departments 󠇬Below Expectations (F)
• Influences constructively the professional practice of others 󠇬Unable to Observe
• Demonstrates effective time management skills
• Meets all deadlines
• Demonstrates positivity and resilience

3. Care, initiative, and consistency of performance 󠇬Outstanding (A-, A)

NAEYC Standard (6c, 6e) 󠇬Exceeds Expectations (B, B+)
TELS ECE Standard (4.1, 4.2, 5.1) 󠇬Meets Expectations (C, C+, B-)
󠇬Developing (D, D+, C-)
• Responds actively to students’ needs 󠇬Below Expectations (F)
• Cares for students’ well-being 󠇬Unable to Observe
• Serves students and/or the school beyond the classroom
• Shows initiative and self-direction
• Initiates communication with family members and responds promptly to concerns
• Interacts effectively and responsively with families to support student learning
• Applies new knowledge of content or methods actively and reasonably
• Demonstrates consistent performance throughout TP

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 Respect, contribution to collegial environment of school and professional ethics
(confidentiality and fairness)
NAEYC Standard (6b)
󠇬Outstanding (A-, A)
TELS ECE Standard (1.1, 1.2, 1.5)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
4. • Acts respectfully in all interactions and situations including but not restricted to students, teachers, parents, school management and
󠇬Developing (D, D+, C-)
support staff.
• Contributes actively to collegial interactions 󠇬Below Expectations (F)
• Contributes to an inclusive and culturally responsive school community 󠇬Unable to Observe
• Upholds professional ethics with respect to confidentiality and fairness
• Promotes social justice (e.g., to eliminate discriminatory practices, incorporate diverse perspectives, challenge prejudices)

Honesty, compliance with education regulations, cultural awareness, and sensitivity

NAEYC Standard (1b)
TELS ECE Standard (1.1, 1.4) 󠇬Outstanding (A-, A)
󠇬Exceeds Expectations (B, B+)
• Demonstrates honesty in all interactions and situations 󠇬Meets Expectations (C, C+, B-)
5. • Complies with school policies and procedures 󠇬Developing (D, D+, C-)
• Values and encourages respect for diversity
󠇬Below Expectations (F)
• Recognizes that everyone is shaped by their own culture(s) and experiences
• Demonstrates cultural awareness and sensitivity in all interactions and accepts children in spite of their cultural, socioeconomic and family 󠇬Unable to Observe
differences

Integrity and professional growth

NAEYC Standard (6d)
TELS ECE Standard (7.2, 7.3, 8.3)
󠇬Outstanding (A-, A)
• Demonstrates integrity in all interactions and situations
󠇬Exceeds Expectations (B, B+)
• Participates in professional communities 󠇬Meets Expectations (C, C+, B-)
6. • Shares professional learning with colleagues 󠇬Developing (D, D+, C-)
• Uses action research and literature to inform teaching decisions 󠇬Below Expectations (F)
• Acts upon professional development plan 󠇬Unable to Observe
• Makes informed instructional decisions based on continuous reflection upon past experiences, present instructional situations, and future
instructional goals

II. Planning for Teaching and Learning (15%)

1. Teaching and learning materials, learning centers, and learning environments 󠇬Outstanding (A-, A)
NAEYC Standard (5b, 5c) 󠇬Exceeds Expectations (B, B+)
TELS ECE Standard (4.1) 󠇬Meets Expectations (C, C+, B-)
󠇬Developing (D, D+, C-)

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 • Plans effective homework and extension activities that reinforce or enhance student learning and the home-school collaboration
• Selects materials that enhance the learning process
• Uses outside resources as needed
󠇬Below Expectations (F)
• Uses a variety of supplemental materials
• Adapts and modifies materials as needed 󠇬Unable to Observe
• Selects materials that engage students through diverse perspectives
• Incorporates multimedia instructional technology

Bloom’s Revised Taxonomy and S.M.A.R.T learning objectives to achieve desired

developmental outcomes
󠇬Outstanding (A-, A)
NAEYC Standard (5b)
TELS ECE Standard (3.1, 3.2) 󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
2. 󠇬Developing (D, D+, C-)
• Creates S.M.A.R.T learning objectives that align with appropriate Bloom’s Taxonomy levels
• Develops appropriate learning activities that align with the planned learning objectives 󠇬Below Expectations (F)
• Prepares appropriate learning resources and materials that align with the planned learning objectives 󠇬Unable to Observe
• Plans appropriate assessment methods or tools that align with planned learning objectives

Developmentally and culturally appropriate unit and lesson planning

NAEYC Standard (1b, 4b, 5b)
TELS ECE Standard (1.1)
󠇬Outstanding (A-, A)
• Engages in day-to-day and long-range planning 󠇬Exceeds Expectations (B, B+)
• Develops focused lessons 󠇬Meets Expectations (C, C+, B-)
3. • Identifies appropriate flexible grouping strategies based on instructional goals 󠇬Developing (D, D+, C-)
• Identifies and selects activities/strategies that engage students
󠇬Below Expectations (F)
• Applies knowledge of diverse ways of knowing and prior experiences to design culturally responsive practices
• Integrates and effectively responds to issues of diversity (e.g., stereotypes, prejudices, institutional barriers, discriminatory policies, 󠇬Unable to Observe
privilege, power) in planning, designing, implementing, and evaluating responsive practices
• Selects materials appropriate for diverse student populations (e.g. language proficiencies, special needs, gifted, cultural groups, gender)

Differentiation and the Framework for 21st century learning

NAEYC Standard (1b, 1d, 4b) 󠇬Outstanding (A-, A)
TELS ECE Standard (3.2)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
4. • Identifies differentiated learning outcomes for individual learners 󠇬Developing (D, D+, C-)
• Differentiates instructional strategies/activities for diverse learners (e.g. language proficiencies, special needs, gifted, cultural groups,
󠇬Below Expectations (F)
gender)
• Uses the Framework for 21st century learning to plan activities for young learners 󠇬Unable to Observe

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 Integration of plans, and scope and sequence 󠇬Outstanding (A-, A)
NAEYC Standard (4b, 5a, 5c) 󠇬Exceeds Expectations (B, B+)
TELS ECE Standard (3.1, 3.2) 󠇬Meets Expectations (C, C+, B-)
5. 󠇬Developing (D, D+, C-)
• Integrates concepts and skills from across subject areas into unit and lesson plans 󠇬Below Expectations (F)
• Develops learning resources for integrated lessons
󠇬Unable to Observe
• Uses scope and sequence information to guide unit and lesson planning
Homeroom teaching
NAEYC Standard (1b, 1d, 2b, 2c, 4a, 4b)
TELS ECE Standard (3.1, 3.2, 4.1, 4.2, 5.1, 6.1, 6.2) 󠇬Outstanding (A-, A)
󠇬Exceeds Expectations (B, B+)
• Shows interest and initiative to know each child within and beyond the classroom 󠇬Meets Expectations (C, C+, B-)
6. • Provides day-to-day pastoral care and guidance 󠇬Developing (D, D+, C-)
• Supports holistic development across domains (cognitive, physical, social, emotional and language) 󠇬Below Expectations (F)
• Collaborates with families to support children’s development and learning 󠇬Unable to Observe
• Maintains nurturing classroom routines

III. Managing Teaching and Learning (10%)

Classroom rules, routines, transitions
NAEYC Standard (4a)
TELS ECE Standard (5.1)
󠇬Outstanding (A-, A)
• Shows understanding of the importance of involving learners in establishing rules and routines
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
1. • Appreciates the importance of smooth transitions between activities
• Demonstrates awareness of efficient procedures for use of materials 󠇬Developing (D, D+, C-)
• Discusses effective procedures with the MST for managing individual, small group, and whole class activities 󠇬Below Expectations (F)
• Maintains respect for rules and policies to interact appropriately and develop social etiquette skills 󠇬Unable to Observe
• Discusses the importance of setting clear expectations and responding consistently
• Demonstrates appropriate behaviour

2. Physical learning spaces and learning environments 󠇬Outstanding (A-, A)

NAEYC Standard (4a, 4c) 󠇬Exceeds Expectations (B, B+)
TELS ECE Standard (5.1) 󠇬Meets Expectations (C, C+, B-)
󠇬Developing (D, D+, C-)
• Describes appropriate grouping strategies to align with instructional goals (e.g., cooperative learning) 󠇬Below Expectations (F)
• Explains how classrooms can be organized for effective instruction including layout, learning resources 󠇬Unable to Observe
• Prepares all learning resources in advance
• Discusses the importance of regulating lighting, temperature, and ventilation for an environment conducive to learning
• Demonstrates awareness of exhibiting culturally appropriate displays
• Discusses the need to showcase student work
• Explains how to extend learning spaces beyond the classroom

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 Classroom management strategies
NAEYC Standard (4a, 4b)
TELS ECE Standard (5.1)
󠇬Outstanding (A-, A)
• Demonstrates ability to turn unexpected situations into teachable moments 󠇬Exceeds Expectations (B, B+)
• Applies effective procedures for managing individual, small group, and whole class activities 󠇬Meets Expectations (C, C+, B-)
3. • Responds positively and equitably to appropriate and inappropriate behaviour 󠇬Developing (D, D+, C-)
• Uses appropriate strategies to redirect off-task behaviour
󠇬Below Expectations (F)
• Implements appropriate approaches to guide positive behaviour
• Manages disruptive behaviour effectively 󠇬Unable to Observe
• Implements efficient procedures for use of materials
• Generates enthusiasm and/or appreciation for learning

Teacher and student expectations, rights, and responsibilities

NAEYC Standard (1b)
TELS ECE Standard (5.1) 󠇬Outstanding (A-, A)
• Investigates teacher and student rights and responsibilities, if available 󠇬Exceeds Expectations (B, B+)
• Guides students into setting learning expectations 󠇬Meets Expectations (C, C+, B-)
4. • Maintains respect for rules and policies 󠇬Developing (D, D+, C-)
• Sets and communicates clear expectations and responds consistently 󠇬Below Expectations (F)
• Responds fairly and equitably to all students 󠇬Unable to Observe
• Provides high level of support for students

Emotional safety and positive student/teacher relationships

NAEYC Standard (4a)
TELS ECE Standard (5.1)
󠇬Outstanding (A-, A)
• Develops a positive collaborative classroom environment
󠇬Exceeds Expectations (B, B+)
• Communicates enthusiasm, encouragement, and support 󠇬Meets Expectations (C, C+, B-)
5. • Establishes and nurtures positive relationships 󠇬Developing (D, D+, C-)
• Models professionalism, caring, fairness, courtesy, respect, and active listening 󠇬Below Expectations (F)
• Develops social interaction skills guided by the cultural context 󠇬Unable to Observe
• Promotes an inclusively responsive classroom community
• Establishes a high level of support for students’ well-being and learning

6. Teacher presence 󠇬Outstanding (A-, A)

NAEYC Standard (4a) 󠇬Exceeds Expectations (B, B+)
TELS ECE Standard (5.1) 󠇬Meets Expectations (C, C+, B-)
󠇬Developing (D, D+, C-)
• Uses body language (posture, walk the room while talking, make eye contact, and smile), voice (pauses, voice variations, and tempo) and 󠇬Below Expectations (F)
positions effectively to generate excitement and an active learning classroom environment 󠇬Unable to Observe

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 • Demonstrates awareness of individual child needs and the group dynamic
• Addresses students’ academic and emotional needs while being resourceful about anticipating unknowns
• Develops authentic relationships with students that breed confidence and respect throughout the classroom, allowing for risk taking
• Challenges students to move beyond their comfort zone and supports them through open-ended discussions
• Shows consistent receptivity to the current classroom climate and flexibility to change
• Connects abstract ideas to practical activities that generate enthusiasm and creativity
• Displays and models confidence, self-control, kindness, and positive attitude towards learning
• Speaks with energy and passion for higher student engagement
• Makes use of the classroom space by moving around while interacting with students

IV. Implementing Learning (20%)

Timing of instruction – pace and flow
NAEYC Standard (4b) 󠇬Outstanding (A-, A)
TELS ECE Standard (3.1)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
1. • Identifies appropriate pace to maintain interest and engagement in learning 󠇬Developing (D, D+, C-)
• Recognizes the importance of clear expectations and time frames
󠇬Below Expectations (F)
• Discusses the necessity for smooth transition between learning phases
• Observes how MST uses cues that children are becoming confused, bored or restless and adjusts teaching accordingly 󠇬Unable to Observe

Cooperative learning
NAEYC Standard (4c)
TELS ECE Standard (3.1)

󠇬Outstanding (A-, A)
• Uses different grouping strategies
• Demonstrates an understanding of the basic principles of cooperative learning:
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
2.  positive interdependence
󠇬Developing (D, D+, C-)
 individual and group accountability
 interpersonal and small group skills 󠇬Below Expectations (F)
 face-to-face promotive interaction 󠇬Unable to Observe
 simultaneous interaction
 group processing
• Implements cooperative learning strategies appropriate for the Early Childhood context to promote learning

3. Learner-centred teaching strategies and techniques, and use of appropriate learning 󠇬Outstanding (A-, A)
󠇬Exceeds Expectations (B, B+)

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 technologies
NAEYC Standard (1d, 4c)
TELS ECE Standard (3.1)
󠇬Meets Expectations (C, C+, B-)
󠇬Developing (D, D+, C-)
• Demonstrates knowledge of a variety of student-centred teaching strategies and techniques, and learning technologies appropriate for 󠇬Below Expectations (F)
the Early Childhood context
󠇬Unable to Observe
• Uses student-centred strategies and techniques to promote learning
• Uses a wide variety of appropriate learning technologies, resources and activities to promote learning

Differentiation of activities by process, product, content and environment

NAEYC Standard (1d) 󠇬Outstanding (A-, A)
TELS ECE Standard (3.1, 3.2)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
4. • Evaluates activities that are differentiated by process, product, content and environment 󠇬Developing (D, D+, C-)
• Differentiates activities by process, product, content and environment
󠇬Below Expectations (F)
• Implements personalized scaffolding through choices of differentiated activities
• Justifies the method of differentiation used to promote learning 󠇬Unable to Observe

Strategies to engage and motivate

NAEYC Standard (4a, 4b, 4c)
TELS ECE Standard (3.1, 3.2)
󠇬Outstanding (A-, A)
• Selects a range of strategies and approaches to meet the needs of all learners 󠇬Exceeds Expectations (B, B+)
• Decides on appropriate level of challenge to all learners 󠇬Meets Expectations (C, C+, B-)
5. • Validates students’ achievement by displaying their work 󠇬Developing (D, D+, C-)
• Supports learner understanding and engagement through flexible grouping strategies
󠇬Below Expectations (F)
• Utilises teaching materials that are safe, culturally appropriate, and diverse
• Supports child-initiated play and activities 󠇬Unable to Observe
• Guides children into being positive and confident learners
• Determines developmentally appropriate strategies for children to experience success

Flexibility and adaptability in context (reflection in action)

NAEYC Standard (5c) 󠇬Outstanding (A-, A)
TELS ECE Standard (3.1)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
6. • Reviews teaching and learning practices and adapts them as appropriate for the Early Childhood context 󠇬Developing (D, D+, C-)
• Considers adopting new high impact teaching and learning practices appropriate for the Early Childhood context
󠇬Below Expectations (F)
• Assesses how teaching accommodates students’ needs and abilities at different stages of development
• Values teachable moments and adjusts teaching accordingly 󠇬Unable to Observe

V. Assessing Learning (25%)

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 Success criteria (Mini- rubric)
NAEYC Standard (3a)
TELS ECE Standard (1.3)
󠇬Outstanding (A-, A)
• Classifies success criteria according to learners’ developmental stages
󠇬Exceeds Expectations (B, B+)
• Observes use of success criteria to inform teaching and learning 󠇬Meets Expectations (C, C+, B-)
1. • Matches students’ behaviour to existing success criteria 󠇬Developing (D, D+, C-)
• Distinguishes between levels of performance according to existing success criteria 󠇬Below Expectations (F)
• Discusses success criteria with MST/peers 󠇬Unable to Observe
• Explains success criteria to learners
• Gives examples of observed behaviour that illustrate existing success criteria

Elements of constructive feedback

NAEYC Standard (3a)
TELS ECE Standard (1.3) 󠇬Outstanding (A-, A)
󠇬Exceeds Expectations (B, B+)
• Demonstrates the ability to give clear feedback 󠇬Meets Expectations (C, C+, B-)
2. • Practices giving immediate and regular feedback tailored to each student’s needs 󠇬Developing (D, D+, C-)
• Employs feedback that is affirming, future-oriented, educative, and meaningful for each learner
󠇬Below Expectations (F)
• Applies clear success criteria to give justifiable feedback
• Uses learner-friendly language 󠇬Unable to Observe
• Employs elements of constructive feedback to communicate with parents

Assessment data to inform planning

NAEYC Standard (3a) 󠇬Outstanding (A-, A)
TELS ECE Standard (3.1) 󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
3. • Examines recorded student assessment data available with MST/school 󠇬Developing (D, D+, C-)
• Interprets available student assessment data to determine teaching and learning next steps 󠇬Below Expectations (F)
• Utilizes student assessment data in lesson and unit planning 󠇬Unable to Observe

Assessment and observation techniques

NAEYC Standard (3a, 3b, 3c)
TELS ECE Standard (3.1) 󠇬Outstanding (A-, A)
󠇬Exceeds Expectations (B, B+)
• Uses both formal and informal types of assessment 󠇬Meets Expectations (C, C+, B-)
4. • Employs structured and unstructured observation methods 󠇬Developing (D, D+, C-)
• Observes children and interpret observations on an individual basis 󠇬Below Expectations (F)
• Implements observations to assess progress against learning outcomes 󠇬Unable to Observe
• Evaluates different types of assessment for specific purposes

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 Questioning techniques
NAEYC Standard (3a, 3c) 󠇬Outstanding (A-, A)
TELS ECE Standard (3.1, 3.2)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
5. • Designs questions with reference to Bloom’s Taxonomy as appropriate for the lesson outcomes 󠇬Developing (D, D+, C-)
• Formulates questions to promote critical thinking
󠇬Below Expectations (F)
• Devises questions to increase academic-engaged time
• Employs the full range of questions from closed to elaboration 󠇬Unable to Observe

Records as evidence of learning for reporting to stakeholders

NAEYC Standard (3a, 3d)
TELS ECE Standard (3.3, 8.4)

• Collects and analyses data from different sources (e.g., observations and running records
of learners’ performance, parental input, learners’ work samples) 󠇬Outstanding (A-, A)
• Records and interprets progress against the developmental and learning goals 󠇬Exceeds Expectations (B, B+)
• Maintains records of learners’ progress in a systematic way using learner portfolios 󠇬Meets Expectations (C, C+, B-)
6. • Provides timely assessment results in a positive, clear, and systematic way 󠇬Developing (D, D+, C-)
󠇬Below Expectations (F)
󠇬Unable to Observe

VI. Reflection (20%)

Reflection - definition, purpose and key elements
NAEYC Standard (6e) 󠇬Outstanding (A-, A)
TELS ECE Standard (N/A)
󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
1. • Discusses the meaning and definition of a reflection in an accurate way 󠇬Developing (D, D+, C-)
• Outlines the different purposes of reflective practices clearly
󠇬Below Expectations (F)
• Distinguishes between the different elements of a reflection
• Clarifies how reflection can demonstrate foundational understanding 󠇬Unable to Observe

2. Reflection models and types (Foundational understanding) 󠇬Outstanding (A-, A)

NAEYC Standard (6e) 󠇬Exceeds Expectations (B, B+)
TELS ECE Standard (N/A) 󠇬Meets Expectations (C, C+, B-)
󠇬Developing (D, D+, C-)
• Compares reflection models and types during, pre and post observation discussion 󠇬Below Expectations (F)
• Analyses personal teaching performance based on a specific reflection model

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 • Deconstructs personal teaching performance based on a specific reflection type
• Structures a specific reflection model to demonstrate foundational understanding (Theories of child development, interplay of
developmental domains, approaches to teaching and learning in ECE context, content areas in ECE, health, safety, and nutrition in early 󠇬Unable to Observe
years etc.)

Reflection on teaching and learning

NAEYC Standard (5c, 6e)
TELS ECE Standard (7.1, 7.3) 󠇬Outstanding (A-, A)
󠇬Exceeds Expectations (B, B+)
• Reflects actively and consistently upon own practice to enhance teaching and learning 󠇬Meets Expectations (C, C+, B-)
3. • Considers making necessary adjustments in teaching and learning based on learners’ performance 󠇬Developing (D, D+, C-)
• Determines appropriate instructional actions based on self-reflection
󠇬Below Expectations (F)
• Evaluates how these instructional actions demonstrate foundational understanding (Theories of child development, interplay of
developmental domains, learning approaches, approaches to teaching and learning in ECE context, content areas in ECE, health, safety, and 󠇬Unable to Observe
nutrition in early years etc.)

Reflection on impact of relationships on teaching and learning

NAEYC Standard (6e) 󠇬Outstanding (A-, A)
TELS ECE Standard (7.1, 7.3) 󠇬Exceeds Expectations (B, B+)
󠇬Meets Expectations (C, C+, B-)
4. • Formulates reflective statements on the importance of peer and teacher-learner relationships for effective teaching and learning 󠇬Developing (D, D+, C-)
• Synthesizes own reflections on teacher-learner relationships into a personal perspective of their impact on teaching and learning 󠇬Below Expectations (F)
• Constructs a model of impactful teacher-learner relationships based on reflective practices 󠇬Unable to Observe

Reflection on resources, physical environment, and sociocultural contexts

NAEYC Standard (6e)
TELS ECE Standard (7.1)
󠇬Outstanding (A-, A)
• Writes reflection on planning and design of the physical learning environment to suit the children’s needs, interests, development, and
󠇬Exceeds Expectations (B, B+)
learning 󠇬Meets Expectations (C, C+, B-)
5. • Prepares reflection to identify and document effects of resources, physical environment, and sociocultural context on each individual 󠇬Developing (D, D+, C-)
child’s behaviour, development, and learning 󠇬Below Expectations (F)
• Generates reflection on their knowledge of cultural codes and cues in TP setting 󠇬Unable to Observe
• Composes a reflection on selection of a variety of resources, stimulating materials and activities in teaching and learning to accommodate
diversity

6. Reflecting on dispositions, PDP development, self-improvement, and importance of 󠇬Outstanding (A-, A)

󠇬Exceeds Expectations (B, B+)
education 󠇬Meets Expectations (C, C+, B-)
NAEYC Standard (6a, 6e)
TELS ECE Standard (7.1) 󠇬Developing (D, D+, C-)
󠇬Below Expectations (F)
󠇬Unable to Observe

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 • Demonstrates the ability to make informed professional decisions based on continuous reflection of their knowledge, skills, beliefs, and
attitudes
• Attends to the intellectual, emotional, and ethical aspects of the profession
• Writes reflections on own professional dispositions
• Composes reflections on the importance of education
• Plans next step actions for professional development based on reflections
• Develops action plans to address areas for improvement based on self-reflection
• Reflects on progress against the personally generated action plans

ADDITIONAL COMMENTS

You have a good planning skills including the pedagogy and creative learning activities. However, you need to continue working on your
differentiated activities and performance assessment. You need to continue working on the different emergent literacy strategies.

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