Key Assessment: Study Topic

D/F

C

B

A

100

Unsatisfactory

Average

Good

Very Good

Standard or

 Supportive Skill

 Key Elements

Basic Knowledge

 Comprehension

Application

Synthesis

Comments

Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families

 (Attach Weekly Planning Form to Standard 4c in School Chapters)

 4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches

 Activities are not developmentally appropriate and do not incorporate a range of teaching approaches   0 – 12

 Activities are mostly developmentally appropriate and incorporate a few teaching approaches

    13

 Activities are developmentally appropriate and incorporate varied teaching approaches

  14

Activities are developmentally appropriate and incorporate a wide array of teaching approaches

  15

Standard 5. Using Content Knowledge to Build Meaningful Curriculum

(Attach Weekly Planning Form and Planning Changes to Environment Form to Standard 5a in School Chapters)

5a: Understanding content knowledge and resources in academic disciplines

Activities are not challenging and do not promote comprehensive developmental and learning outcomes for every young child

  0 - 12

Activities are somewhat challenging and mostly promote developmental and learning outcomes for every young child

  13

Activities are mostly challenging and promote comprehensive developmental and learning outcomes for every young child

    14

Activities are challenging and promote comprehensive developmental and learning outcomes for every young child

  15

(Attach Thematic Unit Required Components Form to Standard 5b in School Chapters)

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

No study topic is present, purpose is unclear, no goals or objectives listed, unit not age appropriate

  0 - 12

Some attempt at a study topic is evident but mostly unclear, goals and objectives lack inter-discipline approach

  13

Study topic is evident and most disciplines are included, goals and objectives are written in measurable terms  

 14

Study topic purpose is clear, objectives integrate all disciplines and encourage higher order thinking skills

 15

(Attach Thematic Unit Required Components Form to Standard 5b in School Chapters)  

5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.

Appropriate standard(s) not selected or absent

  0 – 12

Appropriate standard(s) selected which supports at least one stated learning objective(s)

  13

Appropriate standard(s) selected which supports most stated learning objective(s)

  14

Appropriate standard(s) selected which supports all stated learning objective(s)

  15

Supportive Skill: 3

Written and Verbal Communication Skills

The Outline and Planning Forms have serious and persistent errors in word choice, mechanics, spelling and sentence structure.  0 - 4

The Outline and Planning Forms have an accumulation of errors in mechanics, spelling and sentence structure.

6

The Outline and Planning Forms have few errors in mechanics, spelling and sentence structure.

8

The Outline and Planning Forms are generally free from errors in mechanics, usage and sentence structure.

10

Supportive

Skill: 4 Skills in Making Connections between Prior Knowledge/ Experience

And New learning

Activities are not clearly defined. Students not actively engaged in learning concepts, no evidence of assessment provided

  0 - 12

Some activities provide for multiple intelligences, are student oriented, they encourage creative expression and problem solving skills, evaluation correlates to unit objectives

 13 

Activities provide for multiple intelligences, are mostly student oriented, they encourage creative expression and problem solving skills, evaluation correlates to unit objectives

  14

Activities provide for multiple intelligences, are student oriented, encourage creative expression and problem solving skills, evaluation is a continuous process and correlates to unit objectives.

15

Supportive Skill:

5 Skills in Identifying and Using Professional Resources

No resources are available.

 0 - 12

Few resources are cited for teachers and students. Some materials appear to be inappropriate for the developmental or other needs of students.

13

A reasonable number and variety of identifiable resources are used to support student learning relative to unit objectives.

14

A rich variety of resources facilitate meeting objectives through, the creative use of technology, and children’s literature.

15