College of Education
Handbook
for Early Childhood
Field Experience
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
Fall 2014
Table of Contents – WILL BE ON THIS PAGE
ORDER OF THE SECTIONS (please see each page or insert to make corrections and changes)
Cover page
Table of Contents
Introduction to Field Experiences
Early Childhood Education at North Greenville University
Organization of Field Experiences
Current Program of Early Childhood Field Experiences, By Course
Frequently Asked Questions About Cohorts
Conceptual Framework of the College of Education
Proficiencies and Objectives
Responsibilities of Participants in the Field Experiences
Director of Teacher Education and Field Experience Placement Coordinator
Mentors
Cooperating Districts, Schools, and Cooperating Teachers
North Greenville University Professors and Instructors
North Greenville Students
Assessment of Dispositions, Unit Assessment
NGU Lesson Plan Template -- insert the new one, as provided in this revision
Sophomore Year forms
ECED 3330, Attendance log
ECED 3330, Program Assessment form
Junior Year forms
Attendance log
Lesson Plan scoring guide (Appendix # --)
Unit Plan rubric (Appendix # --)
Assessment of Dispositions (Appendix # --)
Senior Year forms (for ECED 4110, ECED 4610, ECED 4620)
Attendance log
Senior Block Schedule ECED
Autumn Experience description (ECED 4110)
Lesson Plan scoring guide (Appendix # --)
Unit Plan rubric (Appendix # --)
Mentor and Cooperating Teacher forms
Assessment of Dispositions (Appendix # --)
Student Teaching forms
Information about ADEPT and APS notebook
Information about Teacher Work Sample notebook and presentation
Promethean Board tutorial certificate
SC Curriculum Standards
Appendices:
Assessment of Dispositions
Junior Cohort letter to Cooperating Teacher
Senior Cohort letter to Cooperating Teacher
Lesson Plan scoring guide
Mentor evaluation form – see current page 35, but move it if possible to this position in the document.
Mentor End of Semester evaluation form
Cooperating Teacher End of Semester evaluation form
Evaluation of Field Experience Cooperating Teacher
Student evaluation of mentors
Follow-up on Graduates – Principal’s Ratings
Unit Plan rubric
2
INTRODUCTION TO FIELD EXPERIENCES
At each level of the pre-service education experience at North Greenville University, teacher
candidates are given opportunities to apply the knowledge and skills they are obtaining through
simulated and actual classroom situations. Field experiences are offered in cooperating schools as an
integral component of the program. Field experiences provide the opportunity for candidates to
continue to develop their knowledge, skills, and dispositions in the real world of classrooms as they
work with diverse learners in a variety of settings appropriate to the content and level of their program
of study. Designed to be both incremental and well-sequenced, field experiences help candidates
develop the competencies to begin their careers as teachers. Field experiences for early childhood
education majors are based upon and aligned with the Conceptual Framework of the NGU College of
Education and the Standards of both the National Association for the Education of Young Children
(NAEYC) and the National Council for Accreditation of Teacher Education programs (NCATE).
Field experiences and clinical practice are characterized by collaboration, appropriate practice
associated with sound professional expertise, and accountability through extensive assessment. Field
experiences represent a variety of early and ongoing school-based opportunities in which candidates
observe, reflect, assist, tutor, manage, instruct, and assess learning in K-12 classrooms.
The first field experience, as a part of EDUC 1210 Introduction to Education, occurs as your first
education class and is exploratory and primarily observational in nature. After candidates are admitted
to the Teacher Education Program, each major has its own organization for field experiences. The overarching focus, however, is the same throughout the COE, to give candidates authentic learning
experiences within an environment of on-going growth. This is accomplished as candidates are
mentored collaboratively by university supervisors and classroom teachers to become effective
practitioners, caring leaders, and lifelong learners (Conceptual Framework). Students move from
observing both the teacher and the learner to engaging in teaching lessons and to curriculum planning
and development. Field experiences are integrated into specific University courses and represent a
variety of early and on-going school-based opportunities in which candidates observe, reflect, assist,
tutor, manage, instruct, assess, and conduct events in their classrooms.
EARLY CHILDHOOD EDUCATION AT NORTH GREENVILLE UNIVERSITY
The Early Childhood Education Program is designed for students seeking certification to teach in
the public schools at the preschool through third grade levels. This program is grounded in child
development, is sequential, and is field-based. This means that early childhood majors’ course of study
begins with an in-depth study of children, birth through age eight, and moves to examination of program
and career options within the profession. Opportunities for expanding work with children in a classroom
setting are provided during every year of the program. The program culminates in a twelve week, fullday student teaching experience within the public schools – P-3rd grade.
3
ORGANIZATION OF FIELD EXPERIENCES
Early Childhood field experiences provide teacher candidates with opportunities to work in a
variety of classrooms and with a variety of age groups. This facilitates decisions about the age and
grade levels at which they feel most comfortable.
Candidates spend large blocks of time in the schools, while also taking classes on the North
Greenville campus. This requires careful time management and organization of work. To facilitate
these criteria, candidates and/or staff members arrange for candidates to work in groups called cohorts.
Cohorts of four to five individuals enable early childhood majors to complete field experience
requirements at one school rather than having to travel to several different schools to complete field
assignments. Cohorts also serve as support groups, since they encourage opportunities for sharing ideas
and for problem solving with friends.
Cohorts are assigned placements in schools that have agreed to work with the College of
Education at North Greenville University as partners. Faculty members in these schools permit cohort
members to carry out learning experiences in their individual classrooms and critique the work and
progress of the teacher candidate, both verbally and on an evaluation form provided by the North
Greenville University College of Education.
Cohorts also receive support from mentors who are trained by early childhood faculty members.
Mentors are available in each school to answer questions and provide encouragement to the teacher
candidate. They provide candidates with feedback on learning experiences and provide suggestions for
growth. Candidates are mentored to become effective practitioners, caring leaders, and lifelong learners
(Conceptual Framework of the COE).
In addition, throughout all field experiences, candidates follow the standards of quality
established by the major Early Childhood professional organization, the National Association for the
Education of Young Children (NAEYC). Currently, early childhood education students, under the
guidance of a faculty member, are leading a collegiate chapter of the South Carolina Early Childhood
Association. This organization provides support for field experience cohorts and encourages
professional growth among teacher candidates. Membership is open to all Early Childhood majors.
4
CURRENT PROGRAM OF EARLY CHILDHOOD FIELD EXPERIENCES, BY COURSE
At the present time, teacher candidates in early childhood, beginning in their freshman year and
continuing through the first semester senior year, are required to complete a total of 230 hours of field
experience. As shown in the chart below, students move from a small number of hours to entire school
days in the K4 – 3rd grade classrooms, prior to the Student Teaching experience.
Course Number
EDUC 1210
ECED 2360
Course Name
Intro to Education
Child Development
ECED 3300
Intro. To Early Childhood
Number of Hours in Field
20
10 (Observation only)
10
Field Experiences for Cohorts 1st Semester
ECED 3210
ECED 3340
ECED 3380
EDUC 3300
EDUC 3410
Utilizing Technology in Early Childhood
Assessment of Young Children
Guiding Behavior of Young Children
Literature for Children
Educational Psychology
Total for Cohort
30
Field Experiences for Cohorts 2nd Semester
ECED 3335
ECED 3350
ECED 3360
ECED 3370
EDUC 3350
Methods & Materials for the Young Child
Reading Methods for Early Childhood
Social Studies for Young Children
Building Family and Community Relationships
The Exceptional Learner
Total for Cohort
30
Field Experiences for Senior Block (Fall semester, Senior year)
ECED 4610
ECED 4620
ECED 4110
Integrated Curriculum I (Lang Arts, Music, Art, Drama)
Integrated Curriculum II (Math, Science)
Autumn Experience
Total for Cohort
120
In the current early childhood curriculum, teacher candidates are placed in cohort groups
beginning in their junior year, with each cohort assigned to one elementary school in one of our partner
schools. Each cohort will work in the school three hours per week for 10 weeks throughout the
semester. A faculty member is assigned to each school to serve as the on-site mentor for each cohort.
Mentors will record and respond to candidates’ performance, noting areas of reinforcement and
refinement and assisting them in developing a plan to strengthen these areas.
5
FREQUENTLY ASKED QUESTIONS ABOUT COHORT GROUPS
What are cohort groups? Cohort groups are groups of teacher candidates who have the same schedule
and take all of their classes as a group.
What is the purpose of using cohort groups? The purpose of the cohort groups is to focus instruction
in the field experiences. Instead of having students go to different schools on different days to complete
requirements from different professors, the teacher candidate will carry out all of the assignments in one
school.
Who will supervise the students? A supervisor from the University will be in the schools on Tuesday
mornings and will supervise one set of teacher candidates. An adjunct will be in the schools on
Thursday mornings and supervise another set of teacher candidates. These two supervisors will be
mentors to the teacher candidates.
What will be the role of these mentors? To be a resource who will provide ideas for strategies,
activities, and materials, and a coach who instructs, trains, encourages, and models learning experiences.
What will these mentors do while they are in the classroom? They will be responsible for observing
and scripting the lesson, using the evaluation scoring guide, identifying areas of reinforcement and
refinement, conferencing with the teacher candidates, leading the teaching candidate to self-reflect,
modeling lessons, and helping develop a plan for improving instruction.
What will be the role of the professors who give the assignments? They will be responsible for
developing the requirements for the teacher candidates and giving the grade to the teacher candidates for
how well the requirements were completed in their field experience.
6
North Greenville University: College of Education Conceptual Framework.
OUTCOME 1: THE TEACHER IS AN EFFECTIVE PRACTITIONER, GROUNDED IN
CONTENT KNOWLEDGE AND SKILLED IN IMPACTING STUDENT LEARNING.
Proficiencies:
A. Candidates demonstrate mastery of the critical content and processes in their fields of study within
the context of a broad understanding of the liberal arts. [CAEP 1.1, APS 6, Praxis II Content Exams,
minimum grades in core courses, minimum GPA. ]
B. Candidates communicate subject matter effectively and accurately to motivate student learning, and
develop deeper levels of understanding of key concepts. [CAEP 1.2, APS 4, FEE, Oral Grammar
Rubric, AOD, Lesson Plan Rubric]
C. Candidates utilize the key principles of educational purposes, curriculum, instruction, and assessment
by designing, adapting, and selecting a variety of appropriate assessments and using the data to improve
student learning and instruction. [CAEP 1.3, APS 3, Lesson Plans, ADEPT evaluation, Unit, TWS]
D. Candidates plan and implement lessons utilizing the knowledge of student diversity, human
development, and research in order to help all students learn. [CAEP 1.5, APS 2, Lesson Plans, Unit
plan, TWS, ADEPT evaluation]
E. Candidates employ multiple resources beyond the textbook such as including concrete objects, online
resources and media to meet the needs of all learners. [CAEP 1.4, APS 5, Unit Plans, Lesson Plans,
FEE, TWS]
F. Candidates use a variety of effective instructional techniques, models, methods (eg. close reading,
critical thinking, problem solving), and materials in a logical sequence for teaching and learning. [CAEP
1.6, APS 5, Lesson Plans, Unit Plan, FEE, TWS]
OUTCOME 2: THE TEACHER IS A NURTURING AND CARING LEADER.
Proficiencies:
A. Candidates exhibit personal responsibility, trustworthiness, fairness, and teamwork in the school
community. [CAEP 1.7, APS 10, AOD]
B. Candidates respect, value, and establish high expectations for all students creating an inclusive
learning environment. [CAEP 1.6, APS 4, AOD, TWS, ADEPT]
C. Candidates design and maintain an effective, safe learning environment that meets the child’s
physical, social, emotional, and cognitive needs. [APS 8, SC safe schools climate act, AOD, TWS,
ADEPT]
D. Candidates value cooperation, practice collaboration, and display fairness and empathy when
working with colleagues and families. [CAEP 1.8, APS 10, AOD]
OUTCOME 3: THE TEACHER IS A LIFELONG LEARNER WHO BY EXAMPLE AND
INSTRUCTION INVITES LIFELONG LEARNING IN STUDENTS.
7
Proficiencies:
A. Candidates engage in activities and utilize resources that contribute to the improvement of self, the
profession, and community. [APS 10, AOD, ADEPT evaluation]
B. Candidates model inquiry and reflection of self, students, families, and communities based on
student performance. [CAEP 1.3, APS 10, Lesson Plans, TWS, ADEPT]
C. Candidates reflect on their choices and biases in order to build strong relationships with learners,
families, colleagues, and the community. [CAEP 1.9, APS 10]
Revised 2.13.2014
8
Responsibilities of Participants in the Field Experiences
Responsibilities of the Director of Teacher Education
The Director of Teacher Education is the chief coordinator for all student field experiences. All
communication concerning the placement of students in the public schools is channeled through the office of the
Director of Teacher Education.
The Director of Teacher Education has the following responsibilities:
1.
Coordinating the placement of students in the field experiences with the Field Experience Placement
Coordinator.
2.
Assisting the faculty with the orientation sessions for field experiences.
3.
Providing guidance and support for university supervisors, students, and public school personnel
involved in the field experiences program.
Responsibilities of the Field Experience Placement Coordinator
The Field Experience Placement Coordinator has the following responsibilities:
1. Obtain needed placements for each semester from department chairs.
2. Obtain list of candidates for each placement from the records coordinator.
3. Contact individual schools regarding candidate placement.
4. Notify cooperating teachers, principals, department chairs, and faculty of candidate placements.
5. Notify candidates of their placement.
6. Serve as a contact between cooperating teachers, principals, and North Greenville University.
7. Order all name tags for candidates and education faculty.
8. Enter assessment data for teacher candidates under the direction and supervision of the
Assessment Coordinator.
9. Maintain notebook of College of Education syllabi for each semester.
10. Organize tasks for work study students.
11. Other duties as assigned.
9
Responsibilities of Mentors
North Greenville University faculty and the mentors of field experiences work directly with students to
help them gain the maximum benefits from their experience in the public school classroom. Mentors also
communicate regularly with the Instructors of Field Experiences classes and department chairs concerning the
placement, supervision, and evaluation of students in the field experience program.
Mentors of the Field Experience have the following responsibilities:
1.
Coordinate with the Director of Teacher Education to provide information, which will allow appropriate
placement for all students involved in field experiences.
2.
Provide orientation sessions for field experiences.
3.
Inform candidates of the requirements of field experience courses outlined in this Field Experiences
Handbook.
4.
Provide candidates with appropriate forms for recording information concerning student observations
and/or interactions with children.
5.
Assist candidates with problems concerning placement or fulfillment of course requirements.
6.
Help candidates understand the expectations of the partner schools.
7.
Periodically visit and/or telephone the schools to obtain feedback concerning the field experiences.
8.
Evaluate candidates’ lesson plans (based on NGU Performance Assessment Evaluation Model).
9.
Evaluate student lessons taught in the classroom.
10.
Periodically meet with students for conferences.
11.
Coordinate the evaluation process in each field experience course.
12.
Provide feedback on progress of students in field experiences.
13.
Evaluate each student's performance in the field experience.
North Greenville Professors and Instructors have the following responsibilities:
1. Communicate expectations to the candidates and provide forms needed (NGU Lesson Plan
and Unit templates; attendance log).
2. Grade lesson plans and reflections.
3. Communicate with University Mentors, as needed.
10
Responsibilities of Cooperating Districts, Schools and Cooperating Teachers
The selection of cooperating schools is the joint responsibility of the university and the school district
administration and is coordinated through the Director of Teacher Education. The University makes every effort
to place students with cooperating teachers who understand and are willing to participate in the University's
Teacher Education Program. These teachers are recommended by their school administrators. It is the
responsibility of the cooperating districts and schools to select cooperating teachers to participate in training and
orientation sessions conducted by a representative of the North Greenville University College of Education.
The responsibilities of the cooperating teachers include the following:
1.
Participate in an orientation session provided by the North Greenville University Education faculty.
2.
Review the school’s’ expectations for students, assist students in planning appropriate activities for the
classroom, and supervise student’s’ classroom work.
3.
Provide evaluation of students, give appropriate feedback and guidance, and keep the University
supervisor informed of students' problems and progress.
4.
Evaluate the Field Experience Program.
Responsibilities of North Greenville University Students
Students participating in field experiences must comply with all of the academic regulations outlined in
this document, and satisfy all course requirements outlined in the syllabi. It is the student's responsibility to read
and abide by the policies of the University and the cooperating schools. The responsibilities of the students
include the following:
1.
Maintain the degree of professionalism expected by the faculty and administration of North Greenville
University and the cooperating schools.
2.
Travel to the Partner Schools and document each visit by signing in at the school.
3.
Be prompt, courteous, respectful, and responsible to all stakeholders.
4.
Maintain appropriate standards of dress and conduct. Each student should check with the principal or
cooperating teacher concerning dress code in the school.
5.
Notify the mentor and cooperating school and/or teacher in the event of an absence, and cooperate with
them to reschedule the visit.
7.
Maintain confidentiality of students and school personnel.
8.
Schedule and attend all conferences with the mentor, and inform the mentor in the event of any problem.
9.
Fulfill all duties related to the field experience without compensation.
10.
Inform the cooperating teacher of activities/information required in the field experience.
11.
Complete a minimum of 20 hours of observation for each field experience.
12.
Complete and return to the University supervisor all forms or reports relating to the field experience.
Assessment of Dispositions
11
Unit Assessment
An “Assessment of Dispositions” evaluation form (see Appendix, page #) will be completed by course
instructors on all students/candidates enrolled in EDUC, ECED, ELED, and MUED courses.
Evaluations will be completed at mid-term and at the end of each semester in designated courses.
The student/candidate may use the same form for self-evaluation as the course instructor.
Should there be discrepancies between the student’s/candidate’s evaluation and the instructor’s
evaluation, a conference will be held between the instructor and student/candidate.
A summative evaluation will be conducted at the end of each semester. If there have not been
changes in the student’s /candidate’s dispositions since mid-term, an additional form need not
be completed. The mid-term evaluation may be turned in as the summative evaluation.
Instructors of EDUC 1210, Introduction to Education; EDUC 2230, Foundations of Education; and
EDUC 1215, Integration of Technology in the Curriculum, turn in completed evaluation forms to
department chairs. These evaluations are used by the department chairs to make recommendations
for students applying for admission to the Teacher Education Program.
Evaluation forms completed on teacher candidates, students who have been admitted to the program,
are turned in to the Assessment Coordinator for the College of Education.
All evaluation forms will be averaged by the instructor completing the evaluation. Instructors
will attach a list of students/candidates in the class and the average score for each to the evaluation
forms.
An average of 2.5, on a scale of 4.0, will be required for students to be admitted to the Teacher
Education Program. Once admitted, teacher candidates will be expected to maintain an average
of 3.0.
Instructors of general education courses will complete the evaluations on education majors
when they observe dispositions not in agreement with the college’s objectives.
An “Assessment of Dispositions” evaluation form will be completed by University supervisors
and cooperating teachers on candidates participating in field and clinical experiences.
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ECED 3330 – Intro. To Early Childhood
Name:_______________________________Date:________________________________
Observation Site:_____________________________________Age Level:_____________
# of Teachers:_________________
# of Children:__________ Diversity:______________
PROGRAM ASSESSMENT
1.
Would you like to be a child in this classroom?
Evidence
2. Is there a balance of small group/whole group/ individual activities?
Evidence
3. Do children spend more time in self-selected activities than in teacher-directed activities? Evidence
4. Do the children’s interests influence activities and learning experiences?
Evidence
5. Is there a balance of emphasis on intellectual, social, emotional, and physical growth? Evidence
6. Are skills taught in a meaningful context?
7. Are activities and experiences selected on the basis of their relationship to the goals of the
program? Evidence
8. When planning activities, is the information gathered from assessments used to guide planning?
Evidence
9.
Is there evidence of parent involvement?
Evidence
13
North Greenville University
College of Education
FIELD EXPERIENCE
Introduction to Early Childhood
ECED 3330 Only
Name_____________________________________Semester_____________
School____________________________________ Grade __________
Cooperating Teacher____________________________________
ATTENDANCE LOG
Name of School
Date
Time
In
Out
Teacher’s
Signature
Total Number of Hours_________
Total Number of Weeks_________
_________________________
__________________
Cooperating Teacher’s Signature
Student Signature
14
LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTS
Lesson Title:
Common Core Standard:
Indicator(s):
Learning Objectives:
Essential Questions:
Materials: What resources and materials will be needed during the lesson? A summary should be
provided for any book (title/author/summary) or website used. A link to a website should also be
included.
Activities/Procedures (Describe each step in a bulleted list format):
How will you establish the behavioral expectations for students? (The teacher will… The
student will…)
What is the hook? How will you link it to the standard? (This is your opening).
How will you activate prior knowledge of the students about this topic?
What content will you teach/explain? What will you and the students do during this lesson?
What will you say?
Questioning: Develop and use questions based on at least three higher levels of Bloom’s Taxonomy of
Educational Objectives during the lesson (as they are asked in the Activities/Procedures section. Beside
each question, identify the level that corresponds to it.
Assessment: How will you know that the students met the learning objectives of the lesson? How will
the assessments accommodate the differences in the students? (Attach a copy of your assessment with
each lesson turned in). Keep in mind that assessment has three parts: the student activity, how the
activity is recorded and how you will re-teach those students who have not mastered the concept.
Closure: Ask a variety of questions as they relate to the EQ; and, evaluate student responses. (“Let
students tell you what they learned…example: think, pair, share; ticket out the door; graphic
organizers/anchor charts/KWHL/thinking maps)
List the ways you will take into consideration, or accommodate for, the individual differences among
students in rates of learning, styles of learning, interests, and special needs, as in the following list:
Visual learners
Auditory learners
Kinesthetic learners
ESL
Gifted
Physical disabilities
Cognitive disabilities
Integrated Curriculum: In what ways are other subjects integrated into this lesson?
15
North Greenville University
College of Education
FIELD EXPERIENCE
COHORT
Junior – Early Childhood
Name
Semester: ________
School
Grade __________
Cooperating Teacher ___________________________
ATTENDANCE LOG
Time
Week No.
Day
Total Number of Hours___________
In
Out
Teacher's Initials
Total Number of Weeks __________
__________________________________
_______________________________
Cooperating Teacher’s Signature
Student Signature
16
COLLEGE OF EDUCATION
SENIOR BLOCK SCHEDULE
EARLY CHILDHOOD EDUCATION
The Senior Block for Early Childhood Education is a cohort placement for teacher candidates in the
semester immediately prior to student teaching. All senior early childhood teacher candidates will take
the Senior Block and will be enrolled in the same early childhood courses: ECED 4610, Integrated
Curriculum I; ECED 4620, Integrated Curriculum II, and ECED 4110, Autumn Experience. The
purpose and design of the Senior Block for Early Childhood Education is to provide teacher candidates
with optimal field experiences for preparation for student teaching. Candidates will be placed in the
school with teachers with whom they will be working in Senior Block and during student teaching.
Early Childhood candidates will complete a placement in K4 through 3rd grade in field experience and
student teaching.
Candidates are in their assigned school for field experiences on Tuesday and Thursday from 08:00 until
03:00. Autumn Experience hours are to be completed in conjunction with the two Integrated
Curriculum courses.
Candidates are in class on campus Monday and Wednesday. ECED 4610 is scheduled for morning
hours; ECED 4620 is scheduled for afternoon hours. Some class meeting times may be flexible to
accommodate such things as special speakers or seminars.
No field experiences are scheduled for Fridays. The North Greenville University calendar will be
observed; regular chapel attendance is expected.
17
AUTUMN EXPERIENCE
Autumn Experience is a four week learning experience for senior early childhood education majors,
scheduled in the semester prior to student teaching. Teacher candidates are placed with the teachers
with whom they will complete their field experience for Integrated Curriculum I, Integrated Curriculum
II, and their student teaching. The purpose of the course is to provide candidates with an opportunity to
assist the classroom teacher and to learn how the school year begins in a K4 through 3rd grade. The
course requires the candidate to complete full day service to the school on Tuesdays and Thursdays.
Ideally, the placement will begin as close to the first of the school year as possible. The placement will
continue for 10 weeks.
During the placement for Autumn Experience, teacher candidates assist the classroom teacher in
preparing the classroom and teaching materials, gathering information on children if permitted to do so,
planning and teaching learning experiences, and completing whatever other duties they may be assigned.
Placement with teachers on a long-term basis will result in a smoother transition to student teaching in
the following semester.
18
North Greenville University
College of Education
FIELD EXPERIENCE
COHORT
Senior – Early Childhood
Name
Semester: ________
School
Grade __________
Cooperating Teacher ___________________________
ATTENDANCE LOG
Time
Week No.
Day
In
Out
Teacher's Initials
Total Number of Hours________
Total Number of Weeks __________
_____________________________
_______________________________
Cooperating Teacher’s Signature
Student Signature
19
The Standard of Excellence
in Teacher Preparation
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
MEMORANDUM
TO:
JUNIOR COHORT COOPERATING TEACHERS AT PARTNER SCHOOLS
OF NORTH GREENVILLE UNVERSITY
FROM: EARLY CHILDHOOD DEPARTMENT CHAIR
North Greenville University
Thank you for agreeing to work with one of our teacher candidates this semester.
Our teacher candidates will be in your classes between 8:00 a.m. and 11:00 a.m. on
Tuesday or Thursdays. Specific hours and day(s) for each student will be assigned by the
College of Education. You will have a faculty member from the university at your school on
Tuesdays from around 8:00 a.m. to 11:00 a.m., and an adjunct will be there on Thursdays from
around that same time. They will be there to observe our candidates conduct lessons, serve as
a resource to you, and be a coach for the candidates. If necessary, they will help you complete,
or answer any questions you may have concerning the evaluation forms you will complete at
the end of the semester.
The university faculty members will meet every other Monday from 2:30 p.m. to 3:30 p.m.
If you have questions, concerns, comments, or suggestions, please let our Mentor faculty member
know and we will address them at this time. Or you may contact us directly. The education office
number is 977-2088.
Thank you for being one of our cooperating teachers and making an investment in the
future teachers of our state. Have a great year!
20
The Standard of Excellence
in Teacher Preparation
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
Senior Cohort
Dear Cooperating Teacher,
The College of Education of North Greenville University would like to express their appreciation
to you for mentoring our seniors in Early Childhood Education. Your willingness to share your
time, talents, and instructional strategies with these future teachers of young children serves as a
demonstration of your commitment and respect for quality education.
Your student will be in classes at the University each Monday and Wednesday and will be in your
classroom on Tuesday and Thursday. The North Greenville University student should arrive at your
classroom from the time students arrive in the morning and stay until the last student leaves in
the afternoon. We would like for them to be exposed to the full school day and have teaching
experiences throughout the day. While there the North Greenville University student should assist
in small group instruction, tutoring, and whole group instruction. How they are utilized will be
at your discretion but our expectation is that they will make a difference in your ability to meet
the needs of all students and that you will make a difference in their teaching abilities by your
model of developmentally appropriate practices and through your constructive suggestions as you
observe and reflect with them on their teaching.
Throughout the semester the seniors will have multiple assignments to complete including
collecting demographic data from your classroom, examining your long range plans, compiling
documentation of their teaching strategies, classroom management, technology integration,
professional development, and assessment techniques used. Additional assignments will include
planning and implementing eight lessons in your classrooms. Two formal observations and
several unannounced informal observations will be scheduled by the North Greenville University
faculty during this term. If any problems occur with our students, please contact Ann Foster at
864-977-2088. We will be glad to discuss any issues or concerns with you. Thank you again for
your assistance with the professional development of our Early Childhood Education candidates.
Sincerely,
Ann H. Aust, Ed.D.
Chair, Early Childhood Education
North Greenville University * Post Office Box 1892 * Tigerville, SC 29688-1892 * Telephone: 864-977-7000
21
Learning Plan Rubric, Early Childhood Education
Criteria
Target
5 (must meet all criteria)
The Effective Practitioner
Plans indicate standards
Lesson Plan
Addresses State that are addressed are
appropriate for the grade
Standard(s)
level and accommodate
the needs, interests, and
abilities of the students.
Lesson objectives for
instruction are clear and
show alignment to
standards.
Learning
Objectives
Activities and
Procedures
Acceptable
3
Plans may not clearly
indicate standards
addressed. Some standards
may not be appropriate for
the grade level or may not
accommodate the needs,
interests and abilities of the
students.
Developing
1
Plans do not indicate
standards addressed, or
they address standards
that are inappropriate
for grade level and
students’ interests and
abilities.
There is limited
Some lesson objectives for evidence of alignment
instruction and assessment of objectives for
display an understanding of instruction and
students’ needs, interests,
assessment to students’
and abilities. Some
needs, interests, and
objectives, instruction, and abilities, or to standards.
assessment are aligned to
the standards.
Plans relate the
Plans may not clearly
The relationship of
objectives, instruction,
relate objectives,
objectives, instruction,
and assessment to
instruction, and assessment and assessment to
students’ needs, interests
to students’ needs,
students’ needs,
and abilities. Plans show
interests, and abilities.
interests, and abilities is
the alignment of
Instruction and assessment very limited.
instruction and
activities are not clearly
Alignment of instruction
assessment activities to
aligned to objectives based and assessment
objectives based on
on curriculum standards.
activities to each other
curriculum standards.
and/or to objectives
based on curriculum
standards is very
limited.
Plans for instruction
Some accommodations are Few accommodations
indicate how information made in the
were made in the
about students impacts the implementation of
implementation of
implementation and
instruction based on
instruction based on
evaluation of instruction
information about students. information about
by describing the specific Some instructional
students.
accommodations to be
strategies used
Instructional strategies
made.
accommodate differences
are limited in
in rates of learning and
accommodating the
Instructional strategies
styles.
differences in rates of
used accommodate
Portions of plans build on
learning and styles.
differences in rates of
students’ prior learning and Activation of students’
learning and styles.
Plans build on students’
development. There is
prior learning and
prior learning and
some evidence of
development are limited
22
Criteria
Target
5 (must meet all criteria)
The Effective Practitioner
development.
Plans provide for
(Activities/
integration of content
Procedures,
across disciplines in
cont.)
instructional activities.
Manipulatives were used
to promote child
understanding.
Engaging hook and clear
closure with a summating
activity are evident.
Materials used go beyond
Materials
textbook to other sources
to ensure comprehensive
and accurate presentation
of content.
Resources, materials, and
technologies used are
chosen with a view to
presenting information
from a variety of cultural
perspectives and in a
variety of formats to meet
learners’ needs and
abilities.
Materials used are ageappropriate and include a
minimum of 2 of the
following:
Audiovisual
Multimedia
Online services
Texts representing
various perspectives and
genres
Additional resources for
learning centers
Manipulatives
Questioning/
Higher Order
Thinking
Plans provide students an
opportunity to develop
critical thinking and
problem-solving skills.
Activities and
assessments address
various levels of Bloom’s
taxonomy, but focus on
Acceptable
3
Developing
1
integration and content
across disciplines in
instructional activities.
Manipulatives were not
used. Lesson lacks hook
OR closure.
or missing.
Few instructional
activities provide for
integration of content
across disciplines. No
hook or closure evident
in the lesson.
Materials used go beyond
textbook to other sources
but are not comprehensive
in the presentation of
content.
Some resources, materials,
and technologies used are
chosen with a view to
presenting information
from a variety of cultural
perspectives.
Some resources, materials,
and technologies present
information in a variety of
formats to meet learners’
needs and abilities.
Materials used are ageappropriate but include
only one of the following:
Audiovisual
Multimedia
Online services
Texts representing
various perspectives and
genres
Additional resources for
learning centers
Manipulatives
Materials used may go
beyond textbook to
other sources but are not
comprehensive or may
present some inaccurate
content information.
Resources, materials,
and technologies used
are limited in presenting
information from a
variety of cultural
perspectives.
Few resources and
materials meet learners’
needs and abilities.
Materials used are
accurate but do not go
beyond textbook.
No provision for
additional center
materials.
Plans provide limited
opportunities for students
to develop critical thinking
and problem solving skills.
Activities and assessments
only address two levels of
Bloom’s taxonomy, or
focus on lower levels.
Instructional activities
only promote single
solution problems.
Activities and
assessments only
address the lowest level
of Bloom’s taxonomy.
23
Criteria
Target
5 (must meet all criteria)
The Effective Practitioner
atleast 3 of the higher
levels.
Assessment is clearly
Assessment
aligned to the standards,
objectives and instruction.
Assessment strategies are
appropriate for students’
ability and developmental
levels.
Assessment is clearly
related to students’ needs,
interests, and abilities.
Acceptable
3
Developing
1
Alignment of assessment to
standards, objectives, and
instruction is not complete.
Some assessment strategies
are inappropriate for
students’ ability and
developmental levels.
Parts of assessment are
related to students’ needs,
interests, and abilities.
Assessment is not
clearly aligned to the
standards, objectives,
and instruction.
Assessment strategies
are inappropriate for
students’ ability and
developmental levels.
There is limited
evidence that the
assessment is related to
students’ needs,
interests, and abilities.
24
Candidate’s Name:
Teaching
Objective
Promoting
Child
Development
and
Learning
(Pre K-3)
Early Childhood Education
End of Semester
Candidate Evaluation by Cooperating Teacher
Date:
Target
(5) (4)
Acceptable Developing
(3) (2)
(1) NA
(5) (4)
(3)
(2)
(1) NA
Plans and adjusts learning experiences and the environment to
meet the needs of typical; gifted and talented; special needs;
developmentally delayed children, or culturally diverse.
Indicators: plans experiences and environment that affirm culturally
and linguistically diverse children; diversity is valued; accept child’s
home language; plans and implements non-biased curriculum
Comments/Evidence: ____________________________________
(5) (4)
(3)
(2)
(1) NA
Building
Family and
Community
Relationships
Demonstrates recognition of families as partners in children’s
learning
Indicators: Establishes positive home/school relations, is respectful
and accepting of children’s diverse family backgrounds; respects
families’ goals and decisions.
Comments/Evidence: _________________________________
(5) (4)
(3)
(2)
(1) NA
Assessment
Uses developmentally appropriate strategies.
Indicators: observation, check-lists, anecdotal records, and case
studies to assess, select appropriate assessments, uses rubrics,
includes learning objectives, constructs assessments.
Comments/Evidence: __________________________________
(5) (4)
(3)
(2)
(1)
NA
Uses results of assessments.
Indicators: to plan, individualize, and implement curriculum, teaching
strategies, interactions, and environments for typical, gifted/talented,
and special needs children
Comments/Evidence: __________________________________
Maintains accurate records of all assessments.
Indicators: Uses technology to maintain records, maintains
confidentiality, able to interpret and analyze results, able to explain
assessments to parents/guardians.
Comments/Evidence: __________________________________
Bases curriculum on knowledge of children, goals, SC standards,
and content of the disciplines,
Indicators: Selects goals that emphasize curiosity, decision making,
problem solving, and critical thinking. Ties curriculum to standards,
Meets the total developmental needs of children: social, physical,
emotional, cognitive, linguistic and aesthetic.
Comments/Evidence: __________________________________
Uses developmentally appropriate teaching methods.
Indicators: play; individual and small group projects; cooperative
learning; total group discussions; open-ended questioning; problem
solving
Comments/Evidence: __________________________________
Integrates content areas and emphasizes meaningful content from
all the disciplines: math, science, language, arts, health, safety,
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
Teaching
and
Learning
Target Criteria
Applies knowledge of child development to meeting children’s total
developmental needs: social, emotional, physical, cognitive,
linguistic and aesthetic.
Comments/Evidence: __________________________________
25
Child
Guidance
Professional
-ism
nutrition, social studies, arts, music, drama, and creative
movement.
Indicators: curriculum is based on children’s needs, interests and
cultural backgrounds. Uses materials and equipment that are
developmentally appropriate.
Comments/Evidence: __________________________________
Ensures that methods and learning environments meet the needs
of typical, special needs, and gifted/talented children
Indicators: incorporates IEPs and IFSPs
Comments/Evidence: __________________________________
Uses positive methods for helping children develop social
interactions with others: self-control; self-motivation; self-esteem;
individual and group guidance; problem-solving; caring and
concerned support
Indicator: Learning environments reduce stress, foster resilience,
emphasize supportive relationships between teach and child and
between children.
Comments/Evidence: __________________________________
Establishes and maintains a healthy safe classroom through basic
health and safety procedures
Indicators: has health and safety procedures in place, recognizes and
reports child abuse and neglect
Comments/Evidence: __________________________________
Plans and implements positive ways to guide children’s behavior,
emphasizing growth in self-control rather than punishment
Indicators: Involves children in developing and maintaining classroom
rules, uses preventative discipline techniques, Acknowledges positive
behavior, redirects behavior, is consistent, assesses possible causes for
behavior, avoids making children wait, reduces stress in the class
Comments/Evidence: __________________________________
Demonstrates a professional attitude and behavior.
Indicators: participates in in-service opportunities, works
cooperatively with faculty, staff, and administrators, Communicates
effectively with faculty, staff and administrators, receives and acts on
constructive criticism, Upholds the NAEYC code of Ethics,
communicates appropriately with parents when necessary,
Comments/Evidence: __________________________________
Demonstrates daily personal reflection on effectiveness of learning
experiences, interaction with children and colleagues, choices
made, and the effect of personal choices on others.
Indicators: can explain the relationship between Early Childhood
philosophy and educational choices, uses reflections to improve ECE
program and to grow professionally, keeps abreast of current trend,
issues, legislation, and policy affecting ECE and the profession, Uses
professional journals, organizations, conferences, and resources to
improve self.
Comments/Evidence: __________________________________
Demonstrates professionalism and effectiveness when working on an
educational team
Comments/Evidence: __________________________________
Works actively as an advocate for improved program quality,
children’s services, professional status, and working conditions in early
childhood programs
Comments/Evidence: __________________________________
______________________
Co-operating Teacher’s Signature
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
________________________
Date
26
North Greenville University Field Experience: Assessment of Dispositions
Candidate________________________________________Semester_________Average________
Please rate 1-4: never = 1; seldom = 2; acceptable = 3; exceptional = 4 by writing the appropriate number in the box.
Circle indicators that are weak for student and/or make specific comments below.
1.
EFFECTIVE PRACTIONER
A.
Exhibits Professional Attitude
Indicators: Confident, responsible, appropriate dress, punctual, meets deadlines,
prepared, possesses self-efficacy, takes responsibility for own actions.
____________________________________________________________________________________
B.
Values Communication
Indicators: Communicates content enthusiastically, values correct grammar, has
good communication skills, able to relate and communicate with all stake holders.
____________________________________________________________________________________
C.
Demonstrates a Positive Attitude towards Teaching/Students
Indicators: Enthusiastic, goes the extra mile, meets the needs of all learners, values students,
demonstrates patience with students, uses a variety of teaching strategies.
____________________________________________________________________________________
D.
Displays a Positive Attitude toward the Profession, Colleagues, and Authority
Indicators: Loyal, flexible, cooperative, values teamwork, promotes the school, ethical,
Demonstrates self-control, respectful of mentor, cooperating teacher, and school officials.
____________________________________________________________________________________
2.
CARING LEADER
A.
Promotes Nurturing and Kindness
Indicators: Tone of voice, word choices, interacts well with students, sensitive to students, is
respectful, patient in class, praises students for positive work, keeps students on task.
____________________________________________________________________________________
B.
Values Relationships
Indicators: Keeps a confidence, concerned for others’ well-being, loyal, respectful, trustworthy,
team player, able to work with others, cheerful positive and encouraging, helpful, giving.
____________________________________________________________________________________
C.
Creates a Nurturing Environment
Indicators: Includes all learners, creates a warm learning space, students are free from
harassment, respects diverse learners, utilizes a variety of resources beyond the text.
____________________________________________________________________________________
3.
LIFELONG LEARNER
A.
Values Professional Development
Indicators: Engages positively in learning opportunities, joins professional organizations, keeps
abreast of current issues, seeks learning opportunities, utilizes research to improve practice,
open to correction, makes every effort to improve lessons.
____________________________________________________________________________________
B.
Takes Initiative
Indicators: Is organized, prepared, contributes, plans, turns in work, produces quality work, ethical.
____________________________________________________________________________________
C.
Practices Reflective Inquiry
Indicators: Understands effects of decisions on students, reads with a critical understanding, knows
how to write reflections, understands consequences of actions, corrects misunderstandings quickly.
____________________________________________________________________________________
COMMENTS: (Use the back if necessary.)
Signature: ____________________________________________Date: _________________________
27
Candidate’s Name:
Teaching
Objective
Promoting
Child
Development
and
Learning
(Pre K-3)
Early Childhood Education
Candidate Evaluation by Mentor
Date:
Target
(5) (4)
Acceptable Developing
(3) (2)
(1) NA
(5) (4)
(3)
(2)
(1) NA
Plans and adjusts learning experiences and the environment to
meet the needs of typical; gifted and talented; special needs;
developmentally delayed children, or culturally diverse.
Indicators: plans experiences and environment that affirm culturally
and linguistically diverse children; diversity is valued; accept child’s
home language; plans and implements non-biased curriculum
Comments/Evidence: ____________________________________
(5) (4)
(3)
(2)
(1) NA
Building
Family and
Community
Relationships
Demonstrates recognition of families as partners in children’s
learning
Indicators: Establishes positive home/school relations, is respectful
and accepting of children’s diverse family backgrounds; respects
families’ goals and decisions.
Comments/Evidence: _________________________________
(5) (4)
(3)
(2)
(1) NA
Assessment
Uses developmentally appropriate strategies.
Indicators: observation, check-lists, anecdotal records, and case
studies to assess, select appropriate assessments, uses rubrics,
includes learning objectives, constructs assessments.
Comments/Evidence: __________________________________
(5) (4)
(3)
(2)
(1)
NA
Uses results of assessments.
Indicators: to plan, individualize, and implement curriculum, teaching
strategies, interactions, and environments for typical, gifted/talented,
and special needs children
Comments/Evidence: __________________________________
Maintains accurate records of all assessments.
Indicators: Uses technology to maintain records, maintains
confidentiality, able to interpret and analyze results, able to explain
assessments to parents/guardians.
Comments/Evidence: __________________________________
Bases curriculum on knowledge of children, goals, SC standards,
and content of the disciplines,
Indicators: Selects goals that emphasize curiosity, decision making,
problem solving, and critical thinking. Ties curriculum to standards,
Meets the total developmental needs of children: social, physical,
emotional, cognitive, linguistic and aesthetic.
Comments/Evidence: __________________________________
Uses developmentally appropriate teaching methods.
Indicators: play; individual and small group projects; cooperative
learning; total group discussions; open-ended questioning; problem
solving
Comments/Evidence: __________________________________
Integrates content areas and emphasizes meaningful content from
all the disciplines: math, science, language, arts, health, safety,
nutrition, social studies, arts, music, drama, and creative
movement.
Indicators: curriculum is based on children’s needs, interests and
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
Teaching
and
Learning
Target Criteria
Applies knowledge of child development to meeting children’s total
developmental needs: social, emotional, physical, cognitive,
linguistic and aesthetic.
Comments/Evidence: __________________________________
28
Child
Guidance
Professional
-ism
cultural backgrounds. Uses materials and equipment that are
developmentally appropriate.
Comments/Evidence: __________________________________
Ensures that methods and learning environments meet the needs
of typical, special needs, and gifted/talented children
Indicators: incorporates IEPs and IFSPs
Comments/Evidence: __________________________________
Uses positive methods for helping children develop social
interactions with others: self-control; self-motivation; self-esteem;
individual and group guidance; problem-solving; caring and
concerned support
Indicator: Learning environments reduce stress, foster resilience,
emphasize supportive relationships between teach and child and
between children.
Comments/Evidence: __________________________________
Establishes and maintains a healthy safe classroom through basic
health and safety procedures
Indicators: has health and safety procedures in place, recognizes and
reports child abuse and neglect
Comments/Evidence: __________________________________
Plans and implements positive ways to guide children’s behavior,
emphasizing growth in self-control rather than punishment
Indicators: Involves children in developing and maintaining classroom
rules, uses preventative discipline techniques, Acknowledges positive
behavior, redirects behavior, is consistent, assesses possible causes for
behavior, avoids making children wait, reduces stress in the class
Comments/Evidence: __________________________________
Demonstrates a professional attitude and behavior.
Indicators: participates in in-service opportunities, works
cooperatively with faculty, staff, and administrators, Communicates
effectively with faculty, staff and administrators, receives and acts on
constructive criticism, Upholds the NAEYC code of Ethics,
communicates appropriately with parents when necessary,
Comments/Evidence: __________________________________
Demonstrates daily personal reflection on effectiveness of learning
experiences, interaction with children and colleagues, choices
made, and the effect of personal choices on others.
Indicators: can explain the relationship between Early Childhood
philosophy and educational choices, uses reflections to improve ECE
program and to grow professionally, keeps abreast of current trend,
issues, legislation, and policy affecting ECE and the profession, Uses
professional journals, organizations, conferences, and resources to
improve self.
Comments/Evidence: __________________________________
Demonstrates professionalism and effectiveness when working on an
educational team
Comments/Evidence: __________________________________
Works actively as an advocate for improved program quality,
children’s services, professional status, and working conditions in early
childhood programs
Comments/Evidence: __________________________________
______________________
Mentor’s Signature
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
________________________
Date
29
Candidate’s Name:
Teaching
Objective
Promoting
Child
Development
and
Learning
(Pre K-3)
Early Childhood Education
End of the Semester
Candidate Evaluation by Cooperating Teacher
Date:
Target
(5) (4)
Acceptable Developing
(3) (2)
(1) NA
(5) (4)
(3)
(2)
(1) NA
Plans and adjusts learning experiences and the environment to
meet the needs of typical; gifted and talented; special needs;
developmentally delayed children, or culturally diverse.
Indicators: plans experiences and environment that affirm culturally
and linguistically diverse children; diversity is valued; accept child’s
home language; plans and implements non-biased curriculum
Comments/Evidence: ____________________________________
(5) (4)
(3)
(2)
(1) NA
Building
Family and
Community
Relationships
Demonstrates recognition of families as partners in children’s
learning
Indicators: Establishes positive home/school relations, is respectful
and accepting of children’s diverse family backgrounds; respects
families’ goals and decisions.
Comments/Evidence: _________________________________
(5) (4)
(3)
(2)
(1) NA
Assessment
Uses developmentally appropriate strategies.
Indicators: observation, check-lists, anecdotal records, and case
studies to assess, select appropriate assessments, uses rubrics,
includes learning objectives, constructs assessments.
Comments/Evidence: __________________________________
(5) (4)
(3)
(2)
(1)
NA
Uses results of assessments.
Indicators: to plan, individualize, and implement curriculum, teaching
strategies, interactions, and environments for typical, gifted/talented,
and special needs children
Comments/Evidence: __________________________________
Maintains accurate records of all assessments.
Indicators: Uses technology to maintain records, maintains
confidentiality, able to interpret and analyze results, able to explain
assessments to parents/guardians.
Comments/Evidence: __________________________________
Bases curriculum on knowledge of children, goals, SC standards,
and content of the disciplines,
Indicators: Selects goals that emphasize curiosity, decision making,
problem solving, and critical thinking. Ties curriculum to standards,
Meets the total developmental needs of children: social, physical,
emotional, cognitive, linguistic and aesthetic.
Comments/Evidence: __________________________________
Uses developmentally appropriate teaching methods.
Indicators: play; individual and small group projects; cooperative
learning; total group discussions; open-ended questioning; problem
solving
Comments/Evidence: __________________________________
Integrates content areas and emphasizes meaningful content from
all the disciplines: math, science, language, arts, health, safety,
nutrition, social studies, arts, music, drama, and creative
movement.
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
Teaching
and
Learning
Target Criteria
Applies knowledge of child development to meeting children’s total
developmental needs: social, emotional, physical, cognitive,
linguistic and aesthetic.
Comments/Evidence: __________________________________
30
Child
Guidance
Professional
-ism
Indicators: curriculum is based on children’s needs, interests and
cultural backgrounds. Uses materials and equipment that are
developmentally appropriate.
Comments/Evidence: __________________________________
Ensures that methods and learning environments meet the needs
of typical, special needs, and gifted/talented children
Indicators: incorporates IEPs and IFSPs
Comments/Evidence: __________________________________
Uses positive methods for helping children develop social
interactions with others: self-control; self-motivation; self-esteem;
individual and group guidance; problem-solving; caring and
concerned support
Indicator: Learning environments reduce stress, foster resilience,
emphasize supportive relationships between teach and child and
between children.
Comments/Evidence: __________________________________
Establishes and maintains a healthy safe classroom through basic
health and safety procedures
Indicators: has health and safety procedures in place, recognizes and
reports child abuse and neglect
Comments/Evidence: __________________________________
Plans and implements positive ways to guide children’s behavior,
emphasizing growth in self-control rather than punishment
Indicators: Involves children in developing and maintaining classroom
rules, uses preventative discipline techniques, Acknowledges positive
behavior, redirects behavior, is consistent, assesses possible causes for
behavior, avoids making children wait, reduces stress in the class
Comments/Evidence: __________________________________
Demonstrates a professional attitude and behavior.
Indicators: participates in in-service opportunities, works
cooperatively with faculty, staff, and administrators, Communicates
effectively with faculty, staff and administrators, receives and acts on
constructive criticism, Upholds the NAEYC code of Ethics,
communicates appropriately with parents when necessary,
Comments/Evidence: __________________________________
Demonstrates daily personal reflection on effectiveness of learning
experiences, interaction with children and colleagues, choices
made, and the effect of personal choices on others.
Indicators: can explain the relationship between Early Childhood
philosophy and educational choices, uses reflections to improve ECE
program and to grow professionally, keeps abreast of current trend,
issues, legislation, and policy affecting ECE and the profession, Uses
professional journals, organizations, conferences, and resources to
improve self.
Comments/Evidence: __________________________________
Demonstrates professionalism and effectiveness when working on an
educational team
Comments/Evidence: __________________________________
Works actively as an advocate for improved program quality,
children’s services, professional status, and working conditions in early
childhood programs
Comments/Evidence: __________________________________
______________________
Co-operating Teacher’s Signature
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
(5) (4)
(3)
(2)
(1)
NA
________________________
Date
31
Evaluation of Field Experience Cooperating Teacher
Cohort Name: ____________________
Semester___________ 20________
Cooperating Teacher _________________________________________________
School ____________________________________________________________
Check the most appropriate box using the following scale:
3 = Consistently 2 = Sometimes
NO.
ITEM
1 = Never
1
The teacher was a good model to follow.
2
The teacher maintained effective
discipline.
3
The teacher used varied activities.
4
The teacher helped me with planning.
5
The teacher offered constructive criticism.
6
The teacher was available for conference.
7
The teacher gave support and
encouragement.
8
The teacher was interested in my
improvement.
9
The teacher gave appropriate background
information.
10
The teacher was positive and professional,
yet developed a personal rapport with me.
N/A = No opportunity to observe
3
2
1
N/A
Comments:
_____________________________________
Cohort Signature
__________________________
Date
32
Student Evaluation of Mentors
Mentor’s Name: ____________________
Semester___________
Major________
Mentors in the Division of Education are committed to modeling the skills and dispositions of an effective
practitioner, caring leader, and lifelong learner. To help in this endeavor, please rate the mentor for your field
experience on the following objectives. Check the most appropriate box using the following scale:
3 = Consistently 2 = Sometimes
1 = Never
N/A = No opportunity to observe
Objective
3
2
1
N/A
Mentor demonstrates an understanding of
1.A
1.C
1.D
2.A
2.D
3.C
3.E
content within his/her field of practice.
Mentor understands the interrelationship
of educational purposes, curriculum,
instruction, and assessment through their
feedback and suggestion of resources and
instructional strategies or activities.
Mentor understands how diversity, human
development, and intelligence affect
teaching and learning.
Mentor exhibits personal responsibility,
trustworthiness, fairness, and good
citizenship by being supportive and
encouraging.
Mentor communicates effectively through
oral and written communication.
Mentor models inquiry and reflection by
offering constructive suggestions and
feedback.
Mentor demonstrates professional
enthusiasm in instruction, collaboration,
and reflection.
Comments:
33
TEACHER EDUCATION PROGRAM
NORTH GREENVILLE UNIVERSITY
Follow-up on Graduates – Principal’s Ratings
Name of Graduate:
Date of Hire:
According to North Greenville University’s records, you hired a graduate from the
Teacher Education Program as a member of your staff. In order to improve the
program, faculty need to have input from employers about the quality of the person
that graduates from the program. Please take a few minutes and evaluate the
teacher you hired. To do this, you may want to compare North Greenville
University’s graduate with others graduates you have employed on the entry level.
Skills
Rating (Please Check)
Above other
About the
Below other
entry-level
same as other
entry-level
teachers
entry- level
teachers
teachers
Planning (Long-Range and Short-Range)
Assessment of Students (Formal & Informal)
Expectations for Learners
Instructional Strategies (Variety)
Knowledge of Content and Management
Ability to Monitor Student Learning
Classroom organization and Management
Personal and Professional Development
Interpersonal Relationship with Students
Reflective Decision Making
Directions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Sensitivity to Gender, Race, and Ethnic
Differences
12.
Collaboration with Peers and Other Educators
Name of Principal:
Name and Address of School:
Please use the back for additional comments:
34
35
Indicator
Target
5
4
Acceptable
3
2
Developing
1
0
Comments
I. EFFECTIVE PRACTITIONER
Effective communication and questioning
Fully prepared for eventualities; flexible
Resources are ready and developmentally
appropriate
Effective use of time and pacing
Keeps students on task
Uses a variety of teaching strategies
Includes review and developmentally
appropriate assessments
Professional dress
Demeanor and enthusiasm about content and
teaching
Works within the policies of the school
II. CARING LEADER
Effective classroom management
Responsive to student needs
Encourages students to try
Appropriate praise and correction
Directs behavior to acceptable ones
Shows respect to students and colleagues
Shows respect and acceptance of students’
diverse family backgrounds
III. LIFE LONG LEARNER
Adequate planning and preparation
Lessons align with appropriate SC Standards
Demonstrates initiative
Modifies plans in an appropriate manner
Uses Assessments for instruction
Modifies instruction for learning styles
Evaluator:..........................................................................................Position ...........................................................................Total (100) ..............
Using this lesson plan, did the candidate contribute to student learning? _______ Supervising Teacher ______________________