National College of Education
Elementary Education – Master of Arts in Teaching
The Cooperating Teacher, Teacher Candidate, and University Supervisor [if assigned]
Each Complete a Competency Appraisal
Both midterm and final competency appraisals are completed during student teaching.
Competency Appraisals are tools used to assess the active involvement of the teacher candidate [the National Louis student] with the cooperating teacher and the students during experiences in elementary classrooms. The cooperating teacher, the teacher candidate, and the university supervisor [if assigned] each complete a competency appraisal at the end of the experience related to the teacher candidate’s performance in the classroom. These Competency Appraisals help determine the course grade for the experience and become part of the teacher candidate’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 appraisals will be signed at an evaluation conference 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.
Levels of Performance
Candidate demonstrates mastery at a consistently professional level.
Candidate demonstrates the necessary knowledge and skills but their application are inconsistent.
Candidate performance is consistently below standards.
Candidate performance does not yield sufficient evidence to make a judgment.
Knowledge and Performance Standards on Which Competency Appraisal Indicators Are Based
Association for Childhood Education International – ACEI 2007
Illinois Professional Teaching Standards – IPTS 2013
Interstate Teacher Assessment and Support Consortium – InTASC 2013
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 – Standard 1.0
IPTS – Standard a
InTASC – Standard 1 and 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 – Standard 3.4
IPTS – Standard d
InTASC – 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 – Standard 3.1 – 3.5, and 4.0
IPTS – Standard b, c, e, and g
InTASC – Standard 5 – 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 – Standard 2.1 – 2.7
IPTS – Standard b
InTASC – 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 – Standard 5.1 and 5.2
IPTS – Standard h and i
InTASC – Standard 9 and 10
6. Teaching and Dispositions
Teacher candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning. Teacher candidates continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community. Teacher candidates actively seek out opportunities to grow professionally.
ACEI – Standard 5.1
IPTS – Standard i
InTASC – Standard 1 – 3