The Cooperating Teacher and the Teacher Candidate complete the Competency Appraisal for ELE 300 Practicum I by clicking here:
These Competency Appraisals are tools used to assess the active involvement of the teacher candidate with the cooperating teacher and the students during their student teaching experiences. The cooperating teacher and the student teacher each complete competency appraisals at the end of the practicum experience related to the student teacher’s performance in the classroom and at the midterm and final for the student teaching experience. These Competency Appraisals help determine the course grade for the experiences and become part of the student teacher’s permanent record at the university.
Please indicate the level of competency attained by the teacher candidate for each indicator. You are encouraged to include comments to support the assessments. Please do not complete more than one competency appraisal.
Please complete the electronic appraisals. You are asked to print a hard copy when you have finished. The three appraisals will be signed and submitted to the seminar leader.
Please note:This appraisal cannot be saved online. Please allow enough time to complete the entire appraisal at one sitting. When you create a printable version of the appraisal, a unique URL is created that can be copied and saved or bookmarked for later use.
Rubric Scoring Guide:
The rubric serves as a guide to understanding the terms of the scale [Excellent to Unable to Assess] that is used to assess each indicator. The candidate should be assessed at this point in his/her development as a preservice teacher. Please include comments that support the assessment of the indicators in each area.
- Quality – Complete understanding and outstanding performance of very high quality is evident
- Frequency – Consistently present throughout the entire experience
- Quality - Thorough understanding and acceptable performance of high quality is evident
- Frequency – Present throughout most of the experience
- Quality – Partial understanding and uneven performance of some quality is evident
- Frequency – Present throughout some of the experience
- Quality – Minimal understanding and performance of questionable quality is evident
- Frequency – Present throughout very little of the experience
Unable to Assess:
- Quality – Understanding or performance of this area was not observed
- Frequency – Understanding or performance of this area was not observed
Knowledge and Performance Standards on which the Competency Appraisal Indicators are Based
- ACEI 2007 – Association for Childhood Education International
- IL-PTS 2010 – Illinois State Board of Education Professional Teaching Standards
- InTASC 2011 – Interstate Teacher Assessment and Support Consortium
1. Teaching and Students
Teacher Candidates understand the major concepts and principles related to the intellectual, social, and personal development of students and provide opportunities that support their acquisition of knowledge and motivation to learn. Teacher Candidates understand and address the diversity of students and their learning needs.
- ACEI 2007 – Standard 1.0, 3.2
- IL-PTS 2010 – Standard 1
- InTASC 2011 – Standard 1, 2
2. Teaching and the Environment
Teacher Candidates use their knowledge and understanding of group and individual student motivation and behavior to foster active engagement and positive social interactions in the classroom. Teacher Candidates demonstrate an awareness of and the ability to maintain a classroom environment conducive to learning.
- ACEI 2007 – Standard 3.4
- IL-PTS 2010 – Standard 4
- InTASC 2011 – Standard 3
3. Teaching and Instruction
Teacher Candidates possess the skills of planning and teaching lessons appropriate for the students, subject, and curriculum. Teacher Candidates apply knowledge of instruction, engage a diverse population of students in learning, encourage critical thinking and problem solving, utilize effective modes of communication [verbal, nonverbal, written, and/or technology] and demonstrate the ability to incorporate assessment strategies in their teaching.
- ACEI 2007 – Standard 3.1, 3.2, 3.3, 3.5, 4.0
- IL-PTS 2010 – Standard 3, 5, 6, 7
- InTASC 2011 – Standard 5, 6, 7, 8
4. Teaching and Curriculum
Teacher Candidates understand and demonstrate the central concepts, tools of inquiry, and structures of the content of the curriculum in order to create meaningful and appropriate learning experiences that develop all students’ competence in subject matter and skills for various developmental levels.
- ACEI 2007 – Standard 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
- IL-PTS 2010 – Standard 2
- InTASC 2011 – Standard 4
5. Teaching and the Profession
Teacher Candidates collaborate with parents/families, colleagues, and community agencies to support students, their well-being, and intellectual growth. Teacher Candidates apply the skills of reflection/analytic practice and decision making in ways that support their own continuous professional development. Teacher Candidates demonstrate a commitment to the ethics and responsibilities of the teaching profession.
- ACEI 2007 – Standard 5.1, 5.2
- IL-PTS 2010 – Standard 8, 9
- InTASC 2011 – Standard 9, 10