Concordia University Wisconsin Early Childhood Education Observation Form

General Evaluation of Candidate Performance

M = Minimal M/E = Minimal/Emerging E = Emerging E/P = Emerging/Proficient P = Proficient P/A = Proficient/Advanced A = Advanced

Planning and Preparation M M/E E E/P P P/A Plans are clearly written, developmentally appropriate, and contain a well- developed central focus. Develops quality daily and long range plans. Consideration is given to appropriate timing and quantity of content or activities. Prepares creative, motivating units and lessons using cooperative strategies, varied grouping techniques, as well as discovery and playful learning. Candidate demonstrates knowledge of content, pedagogy, and individual learners. Clear connection between content standards, instructional objectives, and assessments. Uses developmentally appropriate and measurable objectives. Candidate identifies and plans to support vocabulary development. The plan for instruction is clear and coherent; and makes use of appropriate resources, supplementary materials, and technology. Planning includes multiple forms of informal, formal, summative, and formative assessment tied to measurable objectives. Plans include content materials appropriate to age level, individual abilities and interests, social cultural elements and content area standards. Candidate has planned for integrated, multimodal, and emergent learning experiences. Communication Skills M M/E E E/P P P/A Expectations are communicated effectively with clarity and consistency.

Uses appropriate gestures, body language, and eye contact with the learners.

Uses wait time and effective active listening strategies.

Uses good voice inflection, expression, and volume.

Teaching Practice M M/E E E/P P P/A Accurately presents content knowledge and facilitates development in all areas. Uses effective questioning techniques to facilitate emergent thinking. Utilizes a variety of strategies to promote a balanced literacy approach including reading, writing, listening, and speaking. Addresses academic language needs of the lesson, focusing on the development of vocabulary. Encourages many opportunities for verbal interaction and creative expression. Learners are encouraged to use higher order and critical thinking skills. The lesson is paced appropriately, flows well, and the candidate capitalizes on teachable moments. Uses positive role modeling to encourage enthusiastic participation, independence, agency, and self-discipline during classroom activities. Uses a variety of grouping, active, multimodal, and interactive teaching strategies during lessons and activities. Uses knowledge of personal and cultural assets to differentiate teaching strategies for individual learners. Human Relations M M/E E E/P P P/A Candidate uses strategies that motivate learners to grow and to self-regulate. Encourages learners sincerely without predispositions or unrealistic expectations. Values individuality in learner’s interests, choice of activities, play mannerisms, expression and learning styles while encouraging the identification of appropriate values, morals, and lifestyles. Is sensitive to learners’ differences and preferences while being fair and equally concerned for all learners. Encourages learners to be respectful, attentive, and receptive to perspectives. Positive Management Techniques M M/E E E/P P P/A Learners are engaged, motivated, and on task. Supports the development of self-regulatory and dispositional skills within a respectful learning environment. Demonstrates consistency through the use of a variety of appropriate strategies and high expectations. Builds supportive and respectful relationships in a secure community of learning. Displays withitness, flexibility, and the ability to cope with the unexpected. Uses effective and efficient time management strategies, and transitions between lessons and activities. Effectively observes, assesses, and documents learners’ progress and problems as they occur. Demonstrates an awareness of all learners in all areas of the classroom, and utilizes proximity, voice, or facilitation of appropriate choices to support the development of self-regulation and dispositional skills. Assessment Strategies M M/E E E/P P P/A Provides effective, consistent, and positive feedback. Displays constant awareness of learner understanding, and an ability to modify instruction or provide positive feedback. Supports learners with opportunities to utilize consistent feedback. Multiple forms of informal, formal, summative, and formative assessment are observed and utilized effectively. Student Teacher’s Overall Level of Performance: Minimal Emerging Proficient

Advanced - Please indicate below why you have assessed this candidate’s performance to be at an exceptional level:

Professional Dispositions Checkpoint: Please consider the candidate’s weekly reflections, student teaching binder, observations, as well as conversations with the candidate, the cooperating teacher/university supervisor, and other faculty members connected with the placement. Is the candidate enthusiastic about teaching young learners? Is the candidate conscientious in fulfilling the duties and responsibilities required of the university and the placement? Is the candidate reflective in considering new ideas, suggestions, and willing to use feedback to improve professionally? Does the candidate apply Christian behavior to lessons and classroom experiences; AND/OR do they model Christian faith in their behavior and interactions in all environments? Finally, does the candidate consistently demonstrate professionalism in speech, actions, and dress? Narrative Observations:

Summary Reflection: Describe elements of the activities or lesson Candidate’s Goals for that enhanced the learning process. Give specific suggestions about the Improvement Based on Feedback: activities or lessons could be improved.

University Supervisor:

Candidate:

Cooperating Teacher:

Please make copies of this report for the cooperating teacher, candidate, and university supervisor OR make sure that each individual receives the report digitally with the appropriate signatures. Concordia University Wisconsin 8/1/2017