ELE 587 Competency Appraisal

National College of Education

Elementary Education Program

ELE 587 Resident Teaching Competency Appraisal

 

This Competency Appraisal is a tool used to assess the active involvement of the candidate (the National Louis teacher candidate) during the ELE 587 Resident Teaching experience.  These Competency Appraisals help determine the course grade for the experience and become a part of the candidate’s permanent record at the university.  The Mentor Teacher, Resident and University Faculty Liaison, each complete a Competency Appraisal. All 3 completed appraisals are turned in to the University Faculty Liaison.

 

__________________________                    __________________________                    __________________________

Resident/School                                                          Mentor                                                            Liaison

 

Form Completed by: __________________________                                Date:  __________________________       

 

ELE 587 Competency Assessment Rubric 

 

The rubric serves as a guide for understanding the terms of the scale used to assess each indicator.  The candidate is to be assessed at this point in their development as a preservice teacher.  Please include comments in the space provided.

 

 

Quality

Frequency

 

 

 

4/Excellent

Complete understanding and outstanding performance of high quality is evident in this area.

Consistently present throughout the experience.

 

 

 

3/Good

Thorough understanding and acceptable performance of high quality is evident in this area.

Present throughout most of the experience.

 

 

 

2/Fair

Partial understanding and uneven performance of some quality is evident in this area.

Present throughout some of the experience.

 

 

 

1/Poor

Minimal understanding and performance of questionable quality is evident in this area.

Present throughout very little of the experience.

 

 

 

NA: Unable to Assess

Understanding or performance of this area was not observed.

Understanding or performance of this area was not observed.

 

The Knowledge and Performance Standards on Which the Competency Appraisal Indicators are Based

 

ISBE - Illinois State Board of Education Illinois Professional Teaching Standards

INTASC – Interstate New Teacher Assessment and Support Consortium Standards

ACEI – Association for Childhood Education International Standards

 

1.     Planning and Preparation

Candidates possess the skills of planning and teaching lessons appropriate for the students, subject, and curriculum. Candidates provide opportunities that support all students’ intellectual, social, and personal development and address the diversity of students and their learning needs.

2.     The Classroom Environment

Candidates demonstrate an awareness of and the ability to maintain a classroom environment conducive to learning.

3.     Instruction

Candidates understand and demonstrate the central concepts, tools of inquiry, and structures of content and create meaningful integrated learning experiences that develop all students' competence in subject matter and skills for various developmental levels. Candidates utilize effective modes of communication (verbal, nonverbal, written, and/or technology). Candidates demonstrate the ability to incorporate assessment in their teaching.

4.     Professional Responsibilities

Candidates collaborate with school colleagues (including support services personnel), parents/families and community agencies to support students and their learning. Candidates are reflective/analytic practitioners in ways that support their own professional development.   Candidates demonstrate a commitment to teaching as a profession.

 

Domain 1: Planning and Preparation

 

The candidate uses cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem structuring and problem solving, memorization and recall).

 

4

3

2

1

N/A

The candidate plans learning activities to allow for variation in student learning styles.

                                                                         

4

3

2

1

N/A

The candidate plans instruction that creates an effective bridge between curriculum goals and students’ previous learning.

 

4

3

2

1

N/A

The candidate creates lesson plans based on scope and sequence when planning curriculum and instruction.

4

3

2

1

N/A

The candidate recognizes that plans must always be open to adjustment and revision based on student needs and changing circumstances. 4 3 2 1 N/A
The candidate understands the value of planning as a collegial activity. 4 3 2 1 N/A

DOMAIN 1 COMMENTS:

 

 

 

 

 

Domain 2:  The Classroom Environment

 

The candidate facilitates a learning community in which individual differences and cultural diversity are respected.

4

3

2

1

N/A

 

The candidate is sensitive to community and cultural norms.

 

4

3

2

1

 

N/A

The candidate appreciates cultural and linguistic diversity and shows respect for students’ varied talents, perspectives and learning styles.

 

4

3

2

1

N/A

The candidate assists in organizing and managing time, materials, and physical space to provide active and equitable engagement of students in productive tasks.

 

4

3

2

1

N/A

The candidate uses different motivational strategies that are likely to encourage development for each student.

 

4

3

2

1

N/A

The candidate talks with and listens to students and is sensitive and appropriately responsive.

 

4

3

2

1

N/A

The candidate promotes a positive climate in the classroom.

 

4

3

2

1

N/A

The candidate helps students work cooperatively and productively in groups.

 

4

3

2

1

N/A

The candidate values the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.

 

4

3

2

1

N/A

The candidate recognizes the value of intrinsic motivation to students’ life-long growth and learning.

 

4

3

2

1

N/A

DOMAIN 2 COMMENTS:

 

 

 

 

 

Domain 3: Instruction

 

The candidate models effective communication strategies in conveying ideas and information and in asking questions.

 

4

3

2

1

N/A

The candidate uses teaching techniques that demonstrate analysis of ideas, problems, and real-world situations.

 

4

3

2

1

N/A

The candidate demonstrates proficiency in the use of oral and written English.

 

4

3

2

1

N/A

The candidate applies knowledge of current standards relating to the content taught in grades K-8.

 

4

3

2

1

N/A

The candidate can relate his/her disciplinary knowledge to other subject areas.

 

4

3

2

1

N/A

The candidate uses a variety of assessments to evaluate progress and performance of students.

 

4

3

2

1

N/A

The candidate evaluates the effect of class activities on both individuals and the class as a whole.

4

3

2

1

N/A

 

The candidate uses a variety of media communication tools, including audio-visual aids and/or computer-based technologies, to enrich learning opportunities.

 

4

3

2

1

N/A

The candidate has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.

 

4

3

2

1

N/A

The candidate believes that all children can learn at high levels and persists in helping all children achieve success.

 

4

3

2

1

N/A

 

DOMAIN 3 COMMENTS:

 

 

 

 

 

 

Domain 4: Professional Responsibilities

 

The candidate monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional strategies accordingly

 

4

3

2

1

N/A

The candidate utilizes processes that encourage reflection, problem solving and love of learning.

4

3

2

1

N/A

 

The candidate demonstrates commitment to reflection, assessment, and learning as an ongoing process.

 

4

3

2

1

N/A

The candidate is willing to seek and integrate constructive feedback.

 

4

3

2

1

N/A

The candidate follows school policy and procedures, respecting boundaries of professional responsibilities, when working with students, colleagues, and/or families.

 

4

3

2

1

N/A

The candidate seeks assistance and guidance from resource personnel and other resources to address students’ learning needs.

 

4

3

2

1

N/A

The candidate displays a commitment to teaching as a profession.

 

4

3

2

1

N/A

 

 

DOMAIN 4 COMMENTS:

 

 

 

 

 

 

 

 

ADDITIONAL COMMENTS:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GOALS FOR WINTER/SPRING:

 

 

 

 

 

 

 

 

 

 

 

 

 

Signatures:

 

 

________________________________

Resident

 

________________________________

Mentor

 

________________________________

University Faculty Liaison

 

________________________________

MRC if applicable

Locations
  • CHICAGO DOWNTOWN CAMPUS

    NLU’s Chicago campus on South Michigan Avenue occupies five floors of the historic Peoples Gas Building. This landmark building, across the street from the Art Institute of Chicago and Grant Park, is easily accessible by train, bus and car and is surrounded by restaurants, parking lots/garages and shops.

    122 S. Michigan Avenue
    Chicago, IL 60603
    (888) 658.8632
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  • ELGIN

    Conveniently located in a fast-growing business district off I-90 and Route 31, NLU Elgin features 10 classrooms with high-tech media equipment; a computer lab with high-speed Internet access; two conference rooms; and comfortable student lounges. Parking is free at this recently remodeled and upgraded teaching site, which now includes wireless Internet access.

    620 Tollgate Road
    Elgin, IL 60123
    (888) 658.8632
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  • NORTH SHORE

    Opened in the summer of 2006, NLU North Shore at Skokie is a state-of-the-art modern campus located just off the Edens Expressway near the Old Orchard Shopping Center. The campus includes 44 wireless classrooms equipped with high-tech media equipment; four computer labs with high-speed Internet access, including a walk-in lab in the library; six conference rooms; a public café for beverages and snacks; a student welcome center; a library for research and study; and multiple, comfortable student lounge areas.

    5202 Old Orchard Road
    Skokie, IL 60077
    (888) 658.8632
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  • LISLE

    Located just minutes from the East-West Tollway (I-88), NLU Lisle features 42 wireless classrooms equipped with high-tech media equipment; four computer labs with high-speed Internet access, including a separate walk-in lab in the library; a café for beverages and snacks; a student welcome center; a library for research and study; conference rooms; and six comfortable student lounge areas with wireless access.

    850 Warrenville Road
    Lisle, IL 60532
    (888) 658.8632
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  • WHEELING

    Located in one of Chicago's major northwest suburbs, the newly renovated NLU Wheeling includes 20 classrooms with high-tech media equipment, four conference rooms, four computer labs with high-speed Internet access, large student lounge areas with wireless capabilities and interactive video capabilities, and an extensive research library. The site also houses the university library research collection.

    1000 Capitol Drive
    Wheeling, IL 60090
    (888) 658.8632
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  • FLORIDA (TAMPA)

    Established in 1988 and located in one of the city's major business districts, NLU's Florida Regional Center serves students in 13 counties in central Florida. In addition to six classrooms, this location features a conference room, a computer lab with high-speed Internet access, an extensive research library and comfortable student lounges.

    5110 Eisenhower Boulevard Suite 102
    Tampa, FL 33634
    (800) 366.6581
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  • WISCONSIN

    NLU's Milwaukee campus has a proud history of serving graduate students in education in southeastern Wisconsin. Nearly one in five certified Wisconsin teachers looks to NLU for graduate education programs – more than any other university in the state. In addition to classrooms with high-tech media equipment, the campus offers a state-of-the-art computer lab with wireless Internet access and an extensive IDS research library.

    12000 West Park Place, Suite 100
    Milwaukee, WI 53224-3007
    (414) 577.2658
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