Early Childhood (EC) Key Assessments with Rubrics Following you will find the key assessments for the Early Childhood program.

Early Childhood (EC) Key Assessments with Rubrics Following you will find the key assessments for the Early Childhood program. 1 of 22

Excerpt from the Student Handbook: Key Assessments with Rubrics Early Childhood (EC) Key Assessment #1: GPA Entrance Key Assessment #2: Ongoing GPA Admissions Requirements School of Urban Initiatives Admission Requirements A associate s degree (or the equivalent number of credits) from an accredited college or university A grade point average of 2.75 on a 4.0 scale (probationary acceptance may be granted) To gain full admission to a School of Urban Initiatives program, students must submit: Two letters of recommendation to be sent to the department before the first class Access to preschool children either as a classroom teacher or by written permission from a school Passing scores in the Praxis 1 by the start of the second year Graduation Requirements To qualify for graduation from the Early Childhood program, students must: Complete the course work with a 2.75 overall grade point average on a 4.0 scale with no individual grade below a C Obtain faculty recommendation for graduation Complete and pass requirements for a comprehensive portfolio as part course requirements Complete and pass all field experience courses 2 of 22

Key Assessment #3: Field Experience 1 Performance Inventory Field Experience Observations by University Mentor Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. By the end of the semester, you will need to have earned a rating of D or P in order to earn a PASS in this course and before you may move into the next field experience. Thus, you may begin the semester earning a B in many areas because you are beginning to demonstrate an understanding of the skill. However, your goal is to earn a D or a P during the second or third observation conferences. The program outcomes that are connected to this performance inventory are listed below. FIELD EXPERIENCE 1 BENCHMARK SKILLS PERFORMANCE INVENTORY Standard/Outcome I: Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive and challenging for all students. A. The teacher candidate models language to support the development of self-regulation in children. B. The teacher candidate takes the time to listen to children s stories during situations involving conflict, and responds to children s concerns. Standard/Outcome 2: Candidates know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. A. The teacher candidate provides opportunities for children to share their personal and home stories. B. The teacher candidate listens to and responds to children in ways that encourage and respect their stories. Standard/Outcome 4: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. A. The teacher candidate engages children in relevant conversations during whole class learning experiences. B. The teacher candidate engages children in conversations during center time that invites children s authentic responses. C. The teacher candidate uses developmentally appropriate language to model and encourage language development. D. The teacher candidate engages children in interactive writing experiences. E. The teacher candidate is able to design instructional lessons that encourage the use of children s narratives. F. The teacher candidate chooses appropriate literature to support meaningful and personal conversations. Candidate Dispositions 1 2 3 3 of 22

A. The teacher candidate responds professionally to colleagues, parents and children. B. The teacher candidate demonstrates professional decision-making and demeanor. B. The teacher candidate demonstrates the belief that all children can learn in his/her instructional practice, decision-making and interactions in the classroom. C. The teacher candidate treats all children fairly. Mentor comments: Teacher candidate reflection: B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. P = The teacher candidate is proficient in this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching. N = Not observed at this time. All benchmark skills must earn a final rating of D or P in order to earn a PASS in this course and before the teacher candidate may move into the next field experience. 4 of 22

Key Assessment #4: Field Experience 2 Field Experience Observations by University Mentor Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. By the end of the semester, you will need to have earned a rating of D or P in order to earn a PASS in this course and before you may move into the next field experience. Thus, you may begin the semester earning a B in many areas because you are beginning to demonstrate an understanding of the skill. However, your goal is to earn a D or a P during the second or third observation conferences. Field Experience 2 TEACHING PERFORMANCE INVENTORY AND EVALUATION Student School Level Mentor Teacher: Date: Signature Student Teacher Date: (Signature) Instruction Goals 1. Demonstrate ability to embed communication and math into daily experiences. 2. Model problem solving with children on issues that are relevant to them 3. Create a learning center focused on Math. 4. Incorporate communication tools that will support students' learning 5. Demonstrate ability to facilitate positive interpersonal communication Standard/Outcome I: Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive and challenging for all students. A. The teacher candidate incorporates communication tools (modeling, scaffolding, etc.) that will support student learning. B. The teacher candidate takes the time to listen to children s stories during difficult situations, and responds to children s concerns. C. The teacher candidate can facilitate conflict resolution between children. Standard/Outcome 2: Candidates know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. A. The teacher candidate demonstrates ability to facilitate interpersonal communication in classrooms 1 2 3 5 of 22

B. The teacher candidate demonstrates the ability to communicate orally with students, staff, and/or parents in ways that honors others perspective and clearly communicates the speaker s ideas. Standard/Outcome 4: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. A. The teacher candidate demonstrates knowledge of the importance of mathematics development by providing multiple opportunities for children learn about math through integrated instruction in other content areas B. The teacher candidate engages children in culturally and developmentally relevant conversations about math concepts during whole class learning experiences. C. The teacher candidate engages children in culturally and developmentally relevant conversations about math concepts during center time that invites children s authentic responses. D. The teacher candidate uses developmentally appropriate language to model and encourage math language development. E. The teacher candidate is able to design a variety of instructional lessons that encourage the use of problem solving. F. The teacher candidate creates and implements a math center where child can learn through interaction and problem solving. Standard/Outcome 5: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. A. The teacher candidate continually evaluates and refines the effectiveness of his/her teaching and impact on students. Mentor comments Teacher candidate reflection B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. P = The teacher candidate has passed this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching. N = Not observed at this time. All benchmark skills must earn a rating of D or P before the teacher candidate may move into the next field experience. 6 of 22

PPST (or Praxis I) Key Assessment #5: Praxis 1 (licensure candidates only) The Wisconsin Administrative Code PI 34 requires that all candidates in an initial licensure program pass the PPST in reading, writing and math. The passing score for each test is: Reading 175, Writing 174, Math 173. These tests may be taken in either a paper-and-pencil format or on the computer. Study guides for the PPST can be purchased at most bookstores, through ETS or at amazon.com. 7 of 22

Key Assessment #6: Field Experience 3 Field Experience Observations by University Mentor Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. By the end of the semester, you will need to have earned a rating of D or P in order to earn a PASS in this course and before you may move into the next field experience. Thus, you may begin the semester earning a B in many areas because you are beginning to demonstrate an understanding of the skill. However, your goal is to earn a D or a P during the second or third observation conferences. TEACHING PERFORMANCE INVENTORY AND EVALUATION 3 formal observations should be conducted during this semester. Student School Level Mentor Teacher: Date: Signature Student Teacher Date: (Signature) Standard/Outcome I: Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive and challenging for all students. A. The teacher candidate creates a learning environment that is safe and engaging for children. 1 2 3 B. The teacher candidate uses target language in multiple contexts. C. The teacher candidate creates contexts for learning that challenge students. Standard/Outcome 2: Candidates know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. A. The teacher candidate finds meaningful ways to include caregivers and families in the learning environment. B. The teacher candidate demonstrates through his/her interactions with families that s/he understands the children's families and the communities in which the children live. Standard/Outcome 4: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. A. Teacher candidate engages children in multiple opportunities to build a positive community in the classroom. 8 of 22

B. The teacher candidate includes children's literature that focuses on the development of community. C. The teacher candidate plans and implements appropriate lessons that support children's language development. Standard/Outcome 5: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. A. The teacher candidate continually evaluates and refines the effectiveness of his/her teaching and impact on students. B. The teacher candidate assumes a leadership role in the school community. Mentor comments Teacher candidate reflection B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. P = The teacher candidate has passed this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching. N = Not observed at this time. All benchmark skills must earn a rating of D or P before the teacher candidate may move into the next field experience. 9 of 22

Key Assessment #7: Field Experience 4 Field Experience Observations by University Mentor Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. By the end of the semester, you will need to have earned a rating of D or P in order to earn a PASS in this course and before you may move into the next field experience. Thus, you may begin the semester earning a B in many areas because you are beginning to demonstrate an understanding of the skill. However, your goal is to earn a D or a P during the second or third observation conferences. TEACHING PERFORMANCE INVENTORY AND EVALUATION 3 formal observations should be conducted during this semester. Student School Level Mentor Teacher: Date: Signature Student Teacher Date: (Signature) Standard/Outcome I: Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive and challenging for all students. A. The teacher candidate creates a learning environment that is safe and engaging for children. 1 2 3 B. The teacher candidate plans lessons based on students needs and interests. C. The teacher candidate builds on students strengths when planning lessons. D. The teacher candidate uses at least two examples of modeling during the lesson. E. The teacher candidate begins the lesson with an appropriate narrative to make the learning meaningful to the students. Standard/Outcome 2: Candidates know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. A. The teacher candidate finds meaningful ways to include caregivers and families in the learning environment. B. The teacher candidate celebrates the students home lives in the day-to-day interactions in the classroom. Standard 3: Candidates know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other 10 of 22

professionals, to positively influence children s development and learning. A. Teacher candidates listen closely to children throughout the day and can use the interactions to document learning. B. Teacher candidates include families/caregivers in the assessment process. C. Teacher candidates create lessons based on assessments. Standard/Outcome 4: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. A. Teacher candidate engages children in multi-day units that are of interest to the children and connected to the Wisconsin Early Learning Standards. B. The teacher candidate includes children's literature that focuses on the development of math understanding. C. The teacher candidate plans and implements appropriate lessons that support children's language development. Standard/Outcome 5: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. A. The teacher candidate continually evaluates and refines the effectiveness of his/her teaching and impact on students. B. The teacher candidate maintains confidentiality regarding children and families. Mentor comments Teacher candidate reflection B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. P = The teacher candidate has passed this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching. N = Not observed at this time. All benchmark skills must earn a rating of D or P before the teacher candidate may move into the next field experience. 11 of 22

Praxis II: Subject Assessments Key Assessment #8: Praxis 2 (for licensure only) All certification candidates are required to pass the Praxis II: Subject Assessment test specified by the state for their license in order to qualify for a state education license. 12 of 22

Key Assessment #9: Student Teaching (for licensure only) OR Field Experience 5 Student Teaching Performance Inventory Classroom Observations by University Mentor Throughout the semester, your university mentor will formally observe you teaching at 4 different times. S/he will use the performance inventory shown below at each observation. You should have a written lesson plan to submit to the supervisor before the observation. You must achieve a final rating of Proficient on all observed items as indicated by the key below to pass student teaching. STUDENT TEACHING PERFORMANCE INVENTORY AND EVALUATION (University Mentor) Key 1-1.4 Beginning 1.5-2.4 Developing 2.5-3.4 Proficient 3.5-4.0 Exemplary Circle One: Approximate Week 4 8 14 18 Date Student Level/Subject School Overall Performance Mentor: Signature Student Teacher (Signature) Indicated Level of _ Standard/Outcome I: Teacher candidate knows the content area he/she is teaching. Performance A. The teacher candidate demonstrates knowledge of the content area(s). B. The teacher candidate demonstrates the ability to create a lesson plan based on WI state standards, appropriate to grade level, that both pre-assesses and post-assesses student learning. C. The teacher candidate demonstrates the ability to analyze a lesson plan, determine its strengths, weaknesses, and adapt it to make it more successful for student learning. Comment _ Standard/Outcome II: Teacher candidates know how children learn and develop. A. The teacher candidate develops appropriate lesson plans based on his/her knowledge of how children learn and develop. B. The teacher candidate delivers instruction that is appropriate to the learning and strengths of the students. C. The teacher candidate designs instruction based on the multiple capacities of students. D. The teacher candidate establishes appropriate goals based on the student population being served. E. The teacher candidate breaks down skills and concepts logically and develops appropriate learning objectives/functional skills. Comment _ Standard/Outcome III: Teacher candidates understand that children learn differently. 13 of 22

A. The teacher candidate demonstrates an understanding of various cultures and diverse learning styles. B. The teacher candidate demonstrates an understanding of differences found in children who are identified as having exceptional needs. C. The teacher candidate demonstrates an ability to assess the diverse learning needs of students and adapts instruction accordingly. D. The teacher candidate develops/summarizes appropriate IEPs for individual students. E. The teacher candidate plans and implements instruction based on the students IEPs. Comment _ Standard/Outcome IV: Teacher candidates know how to teach. A. The teacher candidate is able to design a variety of instructional lessons that encourage critical thinking, problem solving, and performance skills for student learning. B. The teacher candidate selects appropriate goals and objectives that match a specific curriculum and the student population being served. C. The teacher candidate designs and implements learning experiences that are responsive to student feedback/reaction. D. The teacher candidate uses multimedia to facilitate learning. Comment _ Standard/Outcome V: Teacher candidates know how to manage a classroom. A. The teacher candidate recognizes individual differences in students and adapts learning experiences based on student needs and behaviors. B. The teacher candidate implements classroom management that supports a quality-learning environment. C. The teacher candidate adapts management strategies based on the needs of diverse learners. D. The teacher candidate designs and implements strategies that teach all students to resolve differences and manage their own behaviors. E. The teacher candidate provides clear and understandable directions. F. The teacher candidate uses routine and structure and facilitates smooth transitions. Comment _ Standard/Outcome VI: Teacher candidates communicate well A. The teacher candidate displays characteristics indicative of an ability to work cooperatively and collaboratively in a classroom environment. B. The teacher candidate demonstrates the ability to communicate effectively in writing to students, staff, and/or parents. C. The teacher candidate demonstrates the ability to communicate effectively orally with students, staff, and/or parents. D. The teacher candidate effectively uses technology to communicate with student, staff and/or parents. E. The teacher candidate utilizes technology in preparation and delivery of instruction. F. The teacher candidate works cooperatively and collaboratively with parents, teachers, paraprofessionals, and students. G. The teacher candidate facilitates students assuming responsibility for learning. Comment 14 of 22

_ Standard/Outcome VII: Teacher candidates are able to plan different kinds of lessons. A. The teacher candidate designs learning experiences that facilitate the achievement of instructional goals. B. The teacher candidate uses a variety of instructional strategies. C. The teacher candidate creates an environment for learning that encourages positive social interaction, active engagement in learning, and self-motivation. D. The teacher candidate uses inquiry and problem solving methods within instruction. Comment _ Standard/Outcome VIII: Teacher candidates know how to test for student progress. A. The teacher candidate demonstrates the ability to design lesson plans that effectively assess learning objectives and accommodate student needs. B. The teacher candidate demonstrates an understanding of various assessment methods to measure different learning objectives including: knowledge, reasoning, and performance. C. The teacher candidate demonstrates an understanding of the three levels of assessment: classroom, grade level/district benchmarks, and standardized tests and assessment. D. The teacher candidate demonstrates an understanding of and an ability to use grading systems and reporting options for student learning. E. The teacher candidate demonstrates an ability to communicate feedback, assessment conclusions, and recommendations for improvement to students, parents, and staff. F. The teacher candidate utilizes effective ongoing assessment of IEP goals. Comment _ Standard/Outcome IX: Teacher candidates are able to evaluate themselves. A. The teacher candidate continually evaluates and refines the effectiveness of his/her teaching and impact on students. B. The teacher candidate continually reflects on teaching and devises ways to improve instruction. C. The teacher candidate seeks the advice of others and draws upon the expertise of colleagues to improve his/her own practice. Comment _ Standard/Outcome X: Teacher candidates are connected with other teachers and the community. A. The teacher candidate demonstrates an awareness of educational responsibilities in and outside of the classroom. B. The teacher candidate successfully interacts with other teachers, parents, and the administrative staff in his/her student teaching placement. C. The teacher candidate communicates with reports to parents. D. The teacher candidate is an effective collaborative member of the school and the IEP team. Comment B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. 15 of 22

P = The teacher candidate has passed this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching. E = The teacher candidate has demonstrated consistent competency in this area. In addition, the teacher candidate has demonstrated his/her ability to go beyond the expectation of a novice teacher. All skills must earn a rating of E or P in order to pass student teaching. Field Experience 5 Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. By the end of the semester, you will need to have earned a rating of D or P in order to earn a PASS in this course and before you may move into the next field experience. Thus, you may begin the semester earning a B in many areas because you are beginning to demonstrate an understanding of the skill. However, your goal is to earn a D or a P during the second or third observation conferences. TEACHING PERFORMANCE INVENTORY AND EVALUATION 3 formal observations should be conducted during this semester. Student School Level Mentor Teacher: Date: Signature Student Teacher Date: (Signature) Standard/Outcome I: Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive and challenging for all students. A. The teacher candidate creates a learning environment that is safe and engaging for children. 1 2 3 B. The teacher candidate plans lessons based on students needs and interests. C. The teacher candidate builds on students strengths when planning lessons. Standard/Outcome 2: Candidates know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. A. The teacher candidate finds meaningful ways to include caregivers and families in the learning environment. B. The teacher candidate celebrates the students home lives in the day-to-day interactions in the 16 of 22

classroom. Standard 3: Candidates know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children s development and learning. A. Teacher candidates listen closely to children throughout the day and can use the interactions to document learning. B. Teacher candidates include families/caregivers in the learning process. Standard/Outcome 4: Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. A. Teacher candidate engages children in dramatic play opportunities that are of interest to the children and connected to the Wisconsin Early Learning Standards. B. The teacher candidate includes children's literature that focuses on the development of socialemotional domains. C. The teacher candidate plans and implements appropriate lessons that support children's language development. Standard/Outcome 5: Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. A. The teacher candidate continually evaluates and refines the effectiveness of his/her teaching and impact on students. B. The teacher candidate maintains confidentiality regarding children and families. Mentor comments Teacher candidate reflection B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. P = The teacher candidate has passed this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching. N = Not observed at this time. All benchmark skills must earn a rating of D or P in order to pass this field experience. 17 of 22

Key Assessment #10: Portfolio (for licensure only) Student Teaching Portfolio One of the requirements of student teaching is the creation of a portfolio. The portfolio contains artifacts and explanations that demonstrate your readiness to be a licensed teacher. The DPI requires that all teacher candidates complete a portfolio that connects to the 10 Wisconsin Teaching Standards. In addition, teacher candidates in early childhood programs must show their competence on the NAEYC Standards. Your portfolio will be electronic and housed on the wolfmail site used for the student portfolio in Field Experience 4. It should contain, at the minimum, the following documents, but may contain more. The portfolio will be organized by the Wisconsin Teacher Standards and the NAEYC Standards. An electronic template is available for this. Each section will begin with a brief narrative that explains the artifacts, connects to the standards, and provides a reflection on your growth as a teacher in this area. Wisconsin Teacher Standard 1: Teachers know the subjects they are teaching Current resume Praxis scores Wisconsin Teacher Standard 2: Teachers know how children grow NAEYC Standard 1: Promoting Child Development and Learning Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Classroom visits project Wisconsin Teacher Standard 3: Teachers understand that children learn differently Revised children s story from Field Experience 1 Wisconsin Teacher Standard 4: Teachers know how to teach Wisconsin Teacher Standard 7: Teachers are able to plan different kinds of lessons NAEYC Standard 4: Teaching and Learning Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. Lesson plan and reflection for each of the following content areas Literacy Math Social Studies Science Fine Arts Physical Movement Wisconsin Teacher Standard 5: Teachers know how to manage a classroom NAEYC Standard 1: Promoting Child Development and Learning Candidates use their understanding of young children s characteristics and needs, and of multiple interacting influences on children s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Revised problem solving project from Field Experience 2 Wisconsin Teacher Standard 6: Teachers communicate well. 18 of 22

Your choice. This might include a paper written for a class with the accompanying rubric and as well as a rubric for an oral presentation. These two combined would demonstrate written and oral communication skills. Wisconsin Teacher Standard 8: Teachers know how to test for student progress NAEYC Standard 3: Observing, Documenting and Assessing to Support Young Children and Families Candidates know about and understand the goals, benefits and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children s development and learning. Revised portfolio project from Field Experience 4 Wisconsin Teacher Standard 9: Teachers know how to evaluate themselves Your choice. This might include lesson plan reflections. Wisconsin Teacher Standard 10: Teachers are connected with other teachers and the community. NAEYC Standard 5: Becoming a Professional Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Revised leadership project from Field Experience 3 NAEYC Standard 2: Building Family and Community Relationships Candidates know about, understand, and value the importance and complex characteristics of children s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children s development and learning. Revised family/school connection artifact from Field Experience 3 19 of 22

Portfolio Rubric NOTE: WTS = Wisconsin Teacher Standard; NAEYC = National Association for the Education of Young Children Standard Pass Needs Revision WTS 1 Resume included, up-to-date and professionally Resume wasn t included or isn t up-to-date presented Praxis scores are included Praxis scores not included WTS 2 NAEYC 1 WTS 3 WTS 4, 7 NAEYC 4 WTS 5 NAEYC 1 WTS 6 Narrative explains the artifacts, connects to the standards and describes growth as a teacher 10 hours of observation at the appropriate level have been documented The response charts are detailed and complete The response chart demonstrates the teacher candidate s understanding of children s development and learning, and the need to create environments at varying developmental levels that are healthy, respectful, supportive, and challenging for all children. Narrative explains the artifacts, connects to the standards and describes growth as a teacher Reflection is detailed and includes discussion on student performance, design and instruction The original child s story submission and a revised child s story have been included. The revisions reflect the teacher candidate s growth over time. Narrative explains the artifacts, connects to the standards and describes growth as a teacher At least one lesson plan and reflection for each of the following content areas is included: Literacy, Math, Social Studies, Science, Fine Arts, Physical Movement Narrative explains the artifacts, connects to the standards and describes growth as a teacher The original problem solving project and a revised version have been included The revisions reflect the teacher candidate s growth over time. Narrative explains the artifacts, connects to the standards and describes growth as a teacher The artifact is appropriate for demonstrating competency for this standard One or more of the required components missing OR the narrative is difficult to understand Less than 10 hours of observation documented OR the observations have not been at the appropriate level The response charts are not detailed OR sections are incomplete The responses do not demonstrate the teacher candidate s understanding of children s development and learning, and the need to create environments at varying developmental levels that are healthy, respectful, supportive, and challenging for all children. One or more of the required components missing OR the narrative is difficult to understand Reflection is not detailed or is missing discussion on student performance, design or instruction At least one copy is missing The revisions do not reflect the teacher candidate s growth over time. One or more of the required components missing OR the narrative is difficult to understand At least one lesson plan or content area is missing One or more of the required components missing OR the narrative is difficult to understand At least one copy is missing The revisions do not reflect the teacher candidate s growth over time. One or more of the required components missing OR the narrative is difficult to understand The artifact is not appropriate for demonstrating competency for this standard Narrative explains the artifacts, connects to the standards and describes growth as a teacher One or more of the required components missing OR the narrative is difficult to understand 20 of 22

WTS 8 NAEYC 3 WTS 9 WTS 10 NAEYC 5 NAEYC 2 The original portfolio project and a revised version have been included The revisions reflect the teacher candidate s growth over time. Narrative explains the artifacts, connects to the standards and describes growth as a teacher The artifact is appropriate for demonstrating competency for this standard Narrative explains the artifacts, connects to the standards and describes growth as a teacher The original leadership project and a revised version have been included. The revisions reflect the teacher candidate s growth over time. Narrative explains the artifacts, connects to the standards and describes growth as a teacher The original family/school connection project and a revised version have been included The revisions reflect the teacher candidate s growth over time. Narrative explains the artifacts, connects to the standards and describes growth as a teacher At least one version is missing The revisions do not reflect the teacher candidate s growth over time. One or more of the required components missing OR the narrative is difficult to understand The artifact is not appropriate for demonstrating competency for this standard One or more of the required components missing OR the narrative is difficult to understand At least one version is missing The revisions do not reflect the teacher candidate s growth over time. One or more of the required components missing OR the narrative is difficult to understand At least one version is missing The revisions do not reflect the teacher candidate s growth over time. One or more of the required components missing OR the narrative is difficult to understand In order to be considered passed on the portfolio all areas must earn a pass. A student who has areas to revise will have one opportunity to revise and resubmit the portfolio. If the portfolio does not earn a pass with the revision, the student will earn a fail in this course and will need to re-register and repeat it. Classroom Visits Project The Department of Public Instruction requires that students in the Early Childhood Program have field experiences at the preschool and 1-3 level during their certification program. Since most students in the program teach full-time during the day at one of these levels and have conducted their field experiences at that level, all students are required to conduct at least 10 hours of observation in classroom settings that are at the level other than their current teaching placement. Observations must be documented. Following the observation students are required to complete a response chart as indicated below. These response charts will be included in the final portfolio. Location of Observation: Time: Grade Level: Teacher: 21 of 22

Instructional Objectives of Lesson Classroom Environment Teacher s Use of Language Students Responses in Relation to Objectives Reflection on Lesson (focus on the student progress towards lesson objectives) 22 of 22