seebaoi6 Intom Name: Zelinsi, Kato Intemship: 1SSP Novice Teach Eary Chi -ETE 304 02 Submited: Mar 23, 2015, ‘Course/Term: ETE 204-2 : EC Novice Teaching ( 15SP-ETE ) ‘Comments: Kati is very eager to do Wel. She has intiated several conferences with me to inquire about the classroom and ‘olaborate on lessons. She is interacting with students every moment that she is here. During Iree-choice centers, Katie Page 113, Assessed: Donnaly, Heather (Superson) Site: Valeska Hinton ECE Center, 800 W Romeo & Garrett Avenue, Peoria 1 61608-2007 Subjects): Settcontained ‘moves trom center to center to ensure that she interacts with every chi. She enters into their play and asks them about thee ~ Grade): Pek Needs Significant Unsatsactory Improvement (.000 Basic(2.000 pls) Proficient (9.000 ps) Excellent (4.000 pls), Ps) The eatycichood The eafy chidhood Te ea chidhood Te eaychidhood fecchercanddae teachorCanddate teacher candidate father anda, shows ‘onatnty shows adequate ron Shdentandng of /anundestandng ot undentands young Undetan young young cries young chiens chiens irons |The early characteristics, needs, characteristics, needs, characteristics, needs, characteristics, needs, erhood, land the multiple [and the multiple [and the multiple ‘and the multiple ‘candidate is influences on early influences on early influences on early _influences on early ‘Grounded in@ evelopment and development and development and development and = leaming from birth —_leaming from birth ——leaming frombirth —_leaming from birth evelopment through age 8 and through age 8 and/or through age 8 but through age 8 and ‘owedve Srugles aping his neese more qisance need sone gance ees a heathy. Base, Knowlodge ovonnih" vapoygtne. "mapping sie” espct supportive Aes dance tomate a knowledge lo coal fnowindge fo evse a and change Reathy,respect, neath tespectul, healt respect taming envronment opera and." |euppotiverand awpootie, and” lforyoung cation Chalorgn earing_ —masimzes rrasimzes ‘rinmizes vaneional_rinimizs tanstonal irdninte instructional time and instructional time and time at least 80% of time at least 90% of Aransitional minimizes transitional minimizes transitional the time. the time. tine) time; and fin: howave reine . oer We ean demonstrates tle demonstrates rotation o improve mesivation fo improve inthinaes, Comments: al 35,000 pis [9722 % Needs Significant Unsatisfactory Improvement (1.000 Basic 2.000 pts) Proficient (.000 pts). Excellent (4.000 ps) NA Early chltnood teacher candidat wth some support trom the cooperating teacher, requently {and profcenty integrates reading, writing, and oral ‘communication into ‘netnictonal activities land lessons. ind weting activities nfo each of her lessons. She has mat vth her cooperating teachersreebane Page 9t8 Eaty cithood —Eaiychitghood ——|Eafy chithood—Earychighood | ERRSHISER teachorcardiate teacher candidate teacher canddateon |teacher candidate leahreanddate iniwquenty and. |intequonty-and./ccrasionwoka |tequoniy and. |aieaud expectant and support inettectually works with effectually works with adequately with other proficiently works with By continually and Personnelt0 other teachers and other teachers and teachers and support other teachers and _eonsistently working ‘design, adiust, cupport personnel to support personnel to personnel to design, support personnel to with other teachers jandmodily eign, achat and. dean, ads and lads ard modly" dean adie, and |andsuppor personnal instruction 10 modify instruction to modify instruction to imstruction to meet modify instruction toto design, adjust, and meet students meet students ‘moet students’ ‘students’ reading, _ meet students’ ‘modify instruction to ‘wading, reading, wating, and reading, writng, and writing, and oral reading, writing, and meet students” ‘wating, and gral communication oral communication communication needs. oral communication reading, weiting, and jot needs. Teacher needs. However needs. ‘oral communication [Pameunication| candidate also heishe demonstrates needs. ineods demonstrates little ‘motivation to improve ea [reeatcn to improve [in ti area ‘Conmanis: 81000 pis | 100% Needs Significant Tessas nese il isererese (ona) meri sonobe hl iereseons sonctea | esters evel pa) wa ts) Eaty chihood Ey chghood __Eaty chihooa Ea) Ey citnooa teachorecarddate, teacher candidate, teachercandidate, feachareandidala, teacher cancdato wan much suppot in much support [wah mach suppot SEEN IBERRINE conse and fromthe cooperating [tome cooperating | om the cooperating | ome eSopeAting | tectvely uses ty teacher uses at teacher, uses enry teacher, adequate |fawthog pceanlly | chichood assessment Chithood assessret|Gudhosd asseastant uses ear chhood wees eabyehidhoed| strategies and doves Uses strategies and dovoes|stalegis and dvcesansessrat safosesagoesmant gis] that ae non- fssossrant that ronan. that ee none and devives that are [and devant an ||dctrinatory meaty Statogee end |dictrinacy Ws Geciminatory at ast |nor-dactranatory at |Ronisfeony at) 100% o! the tino Cay Seveonthat. than 70% he tire; 70% of tho tne: wast 80% lhe, east BOMeolthechichood teacher femrons andshows lo however shows _|tmo-Eayehihood lima eidhood || candidate constoniy ciate |iotvation tc prove [melvin toimprove teacher cance, |MMGHSFEANEElag HT an otocbvely uses Sng | this area fats area vith mich suppor wth ome support 8 assessment Uneamern ‘romthe cooperating omthe cooperating srategies and devices teacher adequately” teacher, pole hat ae non- ‘hes 8 assessment uses K@ assessment deceminetoy nearly Strategies and devices. stategis and devees 100% of he time that ere none that ae non- Gicirnatoy at ast | igtnatany at lous 80% ofthe tine. 80% of he tame Kato uses val ecdback, wing, daving, and detalion, as wal ax chueratin tc aesees students undarlanding of conlnl and soda ‘Comments: motional, and behavioral issues. 3.000 pis 75% Needs Significant Unsatistactory Improvement (.000 Basic (000 ps) Proficient (3.000 pls) Excellent (4.000 pts) NA is) \Wois wih al Ey chithood Eary hishood Early chithood _|Eaychidhood ai SHSG fschoolpenonnel teachercandidata teacher canddsto teacher candidate teacher canddale__iachereanddae (ea, sppor snuggles Sugals fequenlyto|musicten be iequenty nods wal Bently and Sta teachers, tremendovsiy wih workin school prompted and thal schoo! eonsistonty pursues Daraprolessonas)colaboraion and personnelto devel encouraged below personelto develop opporinias to fedevelop—[otenvtuses to wo |earing cSatos that |etecivey wating |lomingchnats hat |g WHOA Ieamnng cirats [wih schol panonnel|encoutge unty: [wih echoo personnel encourage uniy. | alashool pamnel forthe schoolthal|to devel waring |however Eary (to davalop ering to develop eaming fencourage unty climates that childhood teacher crates that climates that ‘ies fencourage unity; and foandidate shows encourage ui fncourage uty. KLSROLEY. ols shows Wl motivation fo improve Beate Iirivason to inprove |r this ave. ames inthis aes Comments: Kate colaborates wah myself and the teacher associate, as she plans her lessons and she works with students on a dally basis. She ten refers and mentions the other teaching professionals in the classroom, indicating tothe students that teaching and learning invohes teamwork and cooperation.seebaois Paricpates in eotaboratve decsonmaking and problem song with coteanu other otessionals to ‘achieve success fora students owoiey, oro sroes trrem2nk ‘and Comments: intates alaboratin wth thers to create ‘opportunites that fenhance student teaming owoier, osroan ereameat Comments: Uses cinta tools ‘and resources to promote ‘collaborative interactions 700) Diseots, Dseoz sepa, Dseot wLeTszni2au Comments: Uses etfectve co- planning and co- teaching techniques to sefverinstucion to each sudent Comoe, Camo, osroan iCersam2an Comments: (Colaborates with schoo! personnel in the implementation of appropriate [assessment and instuction for designated students 700) wweTszm280 Comments: Eaty chithood teacher candidate infrequently and inetfectualy participates in collaborative decision. ‘making and problem. solving with colleagues and oth professionals; and shows litle motivation to improve inthis ay chithood teacher candidate infrequently and ineffectual itates collaboration with others to cre opportunites that fenhance student arming; and shows, litle motwation to improve i this area. ay chithood teacher candidate infrequently and/or inetfectualy uses Gigital tools and resources to promote colaborative interactions; and shows title motivation to improve inthis ay chithood teacher candidate infrequently andor inetfectualy uses co- planning and co: teaching techniques to delver instruction to each student: and shows ile motivation to improve inthis ay chithood teacher candidate does not iti collaboration, rary Accepts nuitations to colaborate with school personnel, land shows ile ‘motivation to improve in this are. Eaty childhood cher candidate infrequently and inetfectualy Participates in Collaborative decision- ‘making and problem solving wih colleagues and other professional however, shows ‘motivation to improve inthis area. Eatychithood cher candidate infrequently and ineffectual itates collaboration with others to create pportunties that fenhance student reaming; however, he/she shows ‘motivation to improve in this are. Eatychithood cher candidate infrequently andor inetfectualy uses digital tools and resources to promote colaborative interactions; however, shows motivation fo improve, Eatychithood cher candidate infrequently andor ineffectual uses co- planning and co: ching techniques (0 dalvar instruction to each student, however, shows ‘motivation to improve in this area. Eatychithood cher candidate does not tate colaboration; and rarely accep invitations to collaborate with school personnel: however, shows ‘motivation to improve in this area. Eaty childhood teacher candidate ‘occasionally Participates successtuty in collaborative decision- ‘making and problem solving with colleagues and oth professionals. Eatychidhood teacher candidate fccasionaly initiates fsucceestul collaboration with others to create portunities that fenhance student teaming Eatychidhood teacher candidate cccasionaly uses digital toot and resources to successtuly promote collaborative interactions Eatychidhood teacher candidate cccasionaly uses ettecve co-planning land co-leaching techniques to delver instruction to each student, Eatychidhood teacher candidate does nat initiate collaboration, however, occasional ‘accepts invitations to collaborate wth school personnel in the impiomentation of appropriate [assessment and instruction for designated students. ay chidhood teacher candidate frequent initiates successful collaboration with thers to create pportunitios that fenhance student teaming ay chidhood teacher candidate frequently uses etfecive co-pianning land co-leaching techniques to delver instruction to each student, ay chidhood teacher candida oftentimes: collaborates with school personnel and fon occasion wll inilate cotaboration tons. Eaty childhood teacher candidate continually and consistently pursues. ppertuntias to effectively participate in colaboratve ecision-making and problemsoWing with colleagues and other professionals. Eaty childhood teacher candidate consistently and ettectvely uses digital tools and sources to promote colaborative Interactions. Eaty childhood leacher candidate frequent and school personnel, often times inating the collaboration. Page 10113,Eaty childhood teacher candidate adequately uses contctresoltion skis to enfance the effectiveness of collaboration and teamwork at least 20% ofthe time. sreebaois Uses contiat (Eat chidhood [Ea chidhood teacher candidate teacher candidal resolution skis to effecively uses efectvoly uses fenhance the Conti resolution confit resolution letfectveness of kil to enhance the skis to enhance the colaboration and eon effectiveness of elfectaness of ere collaboration and collaboration and anal. teamworkloss than teamwork a least Dseou, 70% ofthe time: and 70% ofthe time; ICenaauey. shows litle motivation however, shows pseu to improve in thie motivation to improve wrream2en Sea inthawa. Comments: Eaty childhood teacher candidate profcently uses {contctregoltion skis to enhance the ctfectvanass of collaboration and teamwore at least 90% of tha time. Page 11 13, 22.000 pis | 91.67 % Unsatistactory Eaty cithood Models feather candidate's professional behaviors and Bonavorihatgepoeten reflects ‘demonstrate a honesty, Significant acing of iieoty, She necassary to ‘personal model professional responsibilty, behavior that reflects Cantentalty. Reneay integra, attruism and personal responsibilty, eee confidentiality, and jas altruism; and he/she eee A cemonciatus le Bera |etatan to knprove inthis area a ‘Comments: javing her in our class! Waka) Eaty cidhooa facaale [teacher canal een) Joven wih mich Iranages data suppor fom iho efecto, cooperating toncher, and protects |denonstatesexirorne the detcences n ennfidenialty |imaintering accurate ofintomation |recors, managing Petaning to. dat etacivey, and leach eudent |prtecing tne fnd amy Confident of {ec intonation Ws than HESRUGLEY. TOM fin tne: and Beata awa i motivation ace > prove nts aes, toreatees ‘Commanis: Felets on Eaty cithood ofessonal |teacher candidate Pradiee and siuggles on potesonal actos and euteomee; engage in assasumont; |sot-eceossrent and and wdjsts’ |adiet pracices to actzesto\ |inevove eucart Improve perfomance: ane shident | shows tle novation Pedonmance |fo rmprove i tis re. ‘an Coreen beer ‘Comments: Needs Significant Improvement (1.000 is) Early chthood teacher candidate's behaviors and sposiion demonstrate a lacking (of skils necessary to, ‘model professional behavior that reflects honesty, intogrty, personal responsibilty confidently, and truism: however, he/she demonstrates motivation to improve inthis are. Early chithood teacher candidat ‘even with much [support fom the cooperating teach struggles to ‘adequately maintain [accurate records, manage data cttectvely, and protect the confidentiaity of ‘formation at least 70% ofthe ime: however, shows ‘motivation to improve inthis are. Early chthood teacher canddate struggles (on professional practices and ‘outcomes; engage in seltassessment; and adjust practees to Improve student performance: however, shows ‘motivation to improve inthis are. Basic (2.000 pts) Early chithood teacher canddate exhibits basic ails necessary to mode! ‘some degree of professional behavior that reflects honesty, Integrity, personal responsi, confidently, and truism, Early chithood teacher candidat wth much support from the cooperating teacher, adequately maintains accurate records, manages data effecivaly, and protects the ‘contisentiaity of ‘formation at least 80% of the tne. Early chthood teacher canddate ‘adequately reflects on tremendously to relect tremendously to rellet professional practices land outcomes: fengages in sel assessment; and dusts practices to Improve student perfomance at 80% of the tne. it Proficient (3.000 pts) Early chithood teacher canddate protciently models professional behavior that reflects honesty, Integriy, personal responsi, contidentiatty. fatruism, and respect ‘atleast 90% of the time. Early chithood teacher candidat wth some support ftom the cooperating teacher, profciently maintains accurate records, manages data effecivaly, and protects the ‘contisentiaity of ‘information at least 90% of the tne. Early chtnood teacher canddate proficient reflects on professional practices land outcomes: fengages in sel- ‘assessment; and dusts pracices to Improve student performance at ‘90% of the tne. it Excellent (4.000 pts) ie professional, courteous, and respectful. She is alvays on time and prepared and very frendly and cooperative, We have enjoyed NAsreebaois Uses: leadership sas that ‘contibute to individual and collegial ‘growth and ‘development, ‘schoo! improvement, ‘and the ‘advancement of knowledge seen Dseota Dseot Depots iLeTsam2ap ‘Comments: Proactively serves all students and their families wth equity ‘and honor and ‘advocates on theirbehat, ‘ensuring the leaming and wellbeing of, each child see Dseoz Dseoza Dseoz wLetsai290 ‘Comments: Is aware of [and complies wih the mandatory reporter provisions of ‘Secon 4 of the Abused ‘and Neglected ‘cn Reporting Act seca Diseous, Dspous wwetsanz9n. ‘Comments: Models digital etiquette and responsible ‘socal actions inthe use of daital technology see Deets, sepa, iLersami2as Comments: Eaty chlhood teacher canddate infrequently and ineffectualy exhibits leadership skils; and demonstrates ile ‘motivation to improve inthis area. Eatychléhood teacher candidat ‘even with much ‘support fom the cooperating teacher, serves al students land theitfamiles and {advocates on their behalf, ensuring the leaming and wel! boing of each chile less than 70% of the time; and demonstrates tle ‘motivation to improve in this are. Eatychléhood teacher canddate ie unaware and does not ‘comply wih the ‘mandatory reporter provisions of Section 4 ff the Abused and Neglected Child Reporting Act Eatychléhood teacher canddate models digital letquette and responsibi social factions in the use of Cigital technology less than 70% ofthe tine; land demonstrates ite ‘motivation to improve in this are. ail chthood teacher canddate ‘ntrequently and Ineffectualy exhibits leadership skis; however, demonstrates ‘motivation te improve inthis are. Early chithood teacher canddate, ‘even with much [support fom the cooperating teach serves al students ‘and theifamiles and feaming and wel! boing of each child at feast 70% ofthe time: however, demonstrates ‘motivation to improve inthis are. [Not an option fortis standard Early chithood teacher canddate models dtl ‘etiquette and responsibi social factons in the use of digital technology at feast 70% ofthe time; however, demonstrates ‘motivation to improve inthis area. Eaily chthood teacher canddate adequately exhibits leadership sits at feast 80% of the time, Early chithood teacher canddate, wth much support ftom the cooperating teacher, proactively serves al students land theiefamiles and [advocates on their behall, ensuring the feaming and wel! boing of each chit at feast 80% of the tim, [Not an option fortis standard Early chithood teacher canddate models dal {etiquette and responsibi social factions in the use of digital technology at feast 80% o the tim, aly chthood teacher canddate profciently exhibits leadership sils at feast 90% of the time, Early chithood teacher, canddat th some support ftom the cooperating teacher, proactively serves al students ‘and thee familes and [advocates on their behalf, ensuring the foaming and wel! boing of each child at feast 90% of the tim, [Not an option fortis standard Early chithood teacher canddate models digital etiquette and responsibi social factions in the use of digital technology at feast 90% a the tim, Page 120113seebaoie Models and teaches sale, legal, and ethical use of atl infomation land technology, inetsing respect for ‘copyright, intetectual property feria Iteroie. Dseoa5 iuersan2ar ‘Comments: Eaty chlhood teacher canddate does not appropriately ‘model and teach safe, legal, and ethical use of cigtal information land technology, including respect for copyright and intellectual property. ail chthood teacher canddate, ‘even with much [support fom the cooperating teacher ‘ntrequently models land teaches safe, legal, and ethical use of cigital information land technology, Including respect for ‘copyright and intelectual property. Page 13013, Eaily chthood teacher canddate, wth much support ftom the cooperating teacher, cccasionally teacher, frequently cooperating teacher ‘models and teaches models and teaches continually models safe, legal, and ethical safe, legal, and ethical and teaches safe use of digtal use of digtal legal, and ethical use ‘formation and information and -——_o egal infomation technology, incuding technology, mcluding and technology, aly chthood teacher candida wth some support trom the cooperating Early chthood teacher candida wth tle or no needed ‘support from the respect or copyright respect for copyright including respect for {and intellect {and intellect ‘copyright and property property ‘intelectual property. 28.000 pis | 100 %