Kainrath 15sp-Ete306-Ele-Final 1

18 Feb
2016
Intern Name: Kainrath, Ashley
Page 1 of 12
Internship: 15FA-ETE 306-5 ELEM

Submitted: Dec 12, 2015
Assessed:
(Supervisor)
Course/Term:
Comments: Ms. Kainrath has worked very hard this semester to show that she is ready to work in a classroom. She has a
calm demeanor and is very professional and cares about her students. Although she had students with multiple issues
she met those challenges and worked well with everyone she came in contact with.
Subject(s): Gen Ed
Grade(s): 2nd
Unsatisfactory
Possesses
Knowledge of
Central
Concepts and
Skills of
Reading, Writing and Oral
Language
K-8 teacher makes

reading, writing and
oral language content
or skill errors or does
not correct content
errors students make
1/8 (12%)
IL-PTS-2012.1.A,
IL-PTS-2012.1.D,
IL-PTS-2012.6.D,
ACEI-2008.2.1
Needs Significant
Improvement (1.000
pts)
K-8 teacher displays
basic knowledge of
oral language
concepts and skills
with some errors and
is unable to articulate
connections with other
parts of the disci-pline
or with other
disciplines
Basic (2.000 pts)

K-8 teacher often
displays basic
knowledge of reading,
writing and oral
language concepts
and skills but
articulation of
connections between
parts of the discipline
and with other
disciplines are
infrequent, pursuit of
additional knowledge
is also infrequent
Proficient (3.000 pts) Excellent (4.000 pts)

K-8 teacher
consistently displays
solid knowledge of
oral language
concepts and skills;
makes some
connections among
the content, other
parts of the
discipline, and other
disciplines;
occasionally
pursues
additional
knowledge

exceptional
knowledge of reading,
writing and oral
language concepts
and skills; makes
multiple connections
among the content,
other parts of the
discipline, and other
disciplines; frequently
pursues additional
knowledge
Comments: Ms. Kainrath did a excellent job presenting the vocabulary in an unique way. The small group concept was a good idea.
K-8 teacher
inconsistently displays
Incorporates basic pedagogical
knowledge to guide
Reading,
students development
Writing and
of reading, writing and
Oral Lanoral language
guage
Content Peda- concepts and skills;
does not anticipate or
gogy
adjust for student
1/8 (12%)
misconceptions
IL-PTS-2012.1.C,
IL-PTS-2012.1.J,
ACEI-2008.2.1
K-8 teacher
basic pedagogical
knowledge to guide
oral language
anticipation and
adjustment for student
misconceptions are
seldom
K-8 teacher often

displays basic
pedagogical
knowledge to guide
oral language
only occasionally
anticipates student
misconceptions and
makes adjustments
K-8 teacher
consistently
demonstrates good
pedagogical practices
to guide students
development of
oral language
concepts and skills
that reflect current
research within these
areas; usually
anticipates & adjusts
for student
misconceptions
K-8 teacher
demonstrates
excellent pedagogical
practices to guide
oral language
concepts and skills
that reflect current
areas; regularly
for student
misconceptions
K-8 teacher
solid knowledge of
science concepts,
processes and
methods; particularly
inquiry; makes some
connections among
the science
disciplines, other parts
of the disciplines
including the nature of
science, safety, and
other disciplines;
pursues additional
knowledge

exceptional
knowledge of science
concepts, processes
and methods;
particularly inquiry;
makes multiple
connections among
the science
disciplines, other parts
of the disciplines
including the nature of
science, safety, and
other disciplines;
frequently pursues
Comments: Ms. Kainraith is very knowledgeable in this area.

basic knowledge of
science concepts,
Possesses
processes, methods
Knowledge of
and inquiry are
Central
limited, includes
Concepts, Proerrors and
cesses and
misconceptions and
Methods of
articulation of
Science
connections between
1/8 (12%)
science
and
withdisciplines
other
IL-PTS-2012.1.A,
IL-PTS-2012.1.D,
disciplines are
IL-PTS-2012.6.D,
infrequent; knowledge
ACEI-2008.2.2
of appropriate safety
in science is absent

basic knowledge of
science concepts,
processes, methods
and inquiry are
limited and
articulation of
connections between
science disciplines
and with other
disciplines are
infrequent;
knowledge
in science is not
rarely exhibited
K-8 teacher often

displays basic
knowledge of science
concepts, processes
and methods but
articulation of
understanding about
inquiry and of
connections between
science disciplines
and with other
disciplines are
infrequent; knowledge
in science is not often
exhibited
Comments: I thought explanations were great when students didn't know this concepts.
K-8 teacher
K-8 teacher
K-8 teacher often
inconsistently displays inconsistently displays displays basic
K-8 teacher
consistently
K-8 teacher
demonstrates
N/A
18 Feb
2016
Incorporates
Science
Content
Pedagogy
1/8 (12%)
IL-PTS-2012.1.C,
IL-PTS-2012.1.J,
ACEI-2008.2.2
Page 2 of 12
basic pedagogical
knowledge to guide
of science concepts,
processes, inquiry;
does not anticipate
or adjust for student
misconceptions: fails
to follow appropriate
safety practices
basic pedagogical
knowledge to guide
of scientific concepts,
processes and
methods, including
inquiry; anticipation
and adjustment for
student
misconceptions are
seldom; appropriate
safety practices are
seldom followed
pedagogical
knowledge to guide
processes and
methods, including
inquiry -- only
occasionally
anticipates student
misconceptions and
makes adjustments;
only occasionally
demonstrates
appropriate safety
practices
demonstrates good
to guide students
development of
scientific concepts,
processes and
method, including
inquiry, that reflect
current research within
these areas; usually
for student
misconceptions;
usually demonstrates
appropriate safety
practices
practices to guide
processes and
methods, including
inquiry, that reflect
these areas; regularly
for student
misconceptions;
demonstrates
appropriate safety
practices
Comments: I would have liked to have seen more in this area.

K-8 teacher makes
numerous
mathematics
Possesses
conceptual and
Knowledge of
procedural errors,
Central
does not use
Concepts, Promathematics practices
cedures and
appropriately and
Practices of
does not correct
Mathematics 1/8
content errors; does
(12%)
not make connections
IL-PTS-2012.1.A,
IL-PTS-2012.1.D,
among areas of
IL-PTS-2012.6.D,
mathematics and with
ACEI-2008.2.3
other disciplines; does
not pursue additional
knowledge
K-8 teacher makes

some math-ematics
conceptual and procedural errors,
infrequently uses
mathematics practices
appro-priately or does
not correct content
errors; makes few
connections among
areas of mathematics
and with other
disciplines; does not
pursue additional
knowledge
K-8 teacher often

displays basic
conceptual and
procedural knowledge
of mathematics and
mathematics practices;
articulation of
connections between
and with other
disciplines are
occasional;
infrequently pursues
K-8 teacher
solid knowledge of
conceptual and
of mathematics and
makes some
connections among
and with other
disciplines; pursues

exceptional
knowledge of
conceptual and
of mathematics and
makes multiple
connections among
and with other
K-8 teacher rarely

displays
understanding of
pedagogical issues
involved in student
learning of
mathematics
concepts, procedures
and practices; does
not anticipate student
misconceptions
K-8 teacher
basic pedagogical
knowledge to guide
of mathematics
and practices; does
misconceptions
K-8 teacher often

displays basic
pedagogical
knowledge to guide
of mathematics
and practices; does
misconceptions
K-8 teacher
consistently
demonstrates good
to guide students
development of
mathematics
and practices that
reflect current
areas; at times,
anticipates and
adjusts for student
misconceptions
K-8 teacher
demonstrates
practices to guide
of mathematics
and practices that
reflect current
areas; anticipates and
adjusts for student
misconceptions

limited knowledge of
social studies
concepts and modes
of inquiry used in the
social sciences; is
unable to articulate
connections among
the social science
disciplines and other
disciplines; does not
pursue additional
knowledge

some basic knowledge
of social studies
concepts and modes
social sciences; is
unable to articulate
connections among
the social science
disciplines; pursuit of
is infrequent

basic knowledge of
social studies
concepts and modes
social sciences; limited
articulation of
connections among
the social science
some additional
knowledge
K-8 teacher
solid knowledge of
social studies
concepts and modes
social sciences; makes
some connections
among the social
science disciplines
and other disciplines;
pursues additional
knowledge

exceptional
knowledge of social
studies concepts and
modes of inquiry used
in the social sciences;
makes connections
among the social
science disciplines
and other disciplines;
pursues additional
knowledge
K-8 teacher rarely

displays basic
pedagogical
K-8 teacher
K-8 teacher often
inconsistently displays displays basic
basic pedagogical
pedagogical
K-8 teacher
consistently
demonstrates good
K-8 teacher
demonstrates
Comments:
Incorporates
Mathematics
Content
Pedagogy
1/8 (12%)
IL-PTS-2012.1.C,
IL-PTS-2012.1.J,
ACEI-2008.2.3
Comments:
Possesses
Knowledge of
Central
Concepts and
Modes of
Inquiry of
Social Studies
1/8 (12%)
IL-PTS-2012.1.A,
IL-PTS-2012.1.D,
IL-PTS-2012.6.D,
ACEI-2008.2.4
Comments:
18 Feb
2016
Incorporates
Social Studies
Content Pedagogy
1/8 (12%)
IL-PTS-2012.1.C,
IL-PTS-2012.1.J,
ACEI-2008.2.4
Page 3 of 12
knowledge to guide
of social studies
concepts and modes
social sciences that
reflect current
areas, does not
anticipate student
misconceptions
knowledge to guide
of social studies
concepts and modes
reflect current
areas, does not
anticipate student
misconceptions
knowledge to guide
of social studies
concepts and modes
reflect current
areas, does not
anticipate student
misconceptions
to guide students
development of social
studies concepts and
modes of inquiry
used in the social
sciences that reflect
these at times,
areas;
for student
misconceptions
practices to guide
of social studies
concepts and modes
reflect current
areas; anticipates &
adjusts for student
misconceptions
Comments:
28.000 pts | 87.5 %
Unsatisfactory
Uses
information
about
students
individual
experiences,
families,
cultures, and
communities to
create
meaningful
learning
opportunities
and enrich
instruction for
all students
Needs Significant
Improvement (1.000
pts)
K-8 teacher candidate K-8 teacher candidate

effectively uses
effectively uses
information about
information about
students individual
students individual
experiences, families, experiences, families,
cultures, and
cultures, and
communities to create communities to create
meaningful learning
meaningful learning
opportunities and
opportunities and
enrich instruction for
all students less than all students at least
70% of the time; and 70% of the time;
shows little motivation however, shows
to improve in this area. motivation to improve
in this area.
Basic (2.000 pts)

K-8 teacher candidate
adequately uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
all students at least
80% of the time.

proficiently uses
information about
students individual
cultures, and
meaningful learning
opportunities and
all students at least
90% of the time.
N/A

effectively and
consistently uses
information about
students individual
cultures, and
meaningful learning
opportunities and
all students nearly
100% of the time.
1/1 (100%)
IL-PTS-2012.1.L
Comments:
Ms. Kainrath has worked well with children from various backgrounds.Ashley works well with the students and continues to enrich what
they know.
4.000 pts | 100 %
Uses differing
viewpoints,
theories, and
methods of
inquiry
1/3 (33%)
IL-PTS-2012.2.J
Unsatisfactory
Needs Significant
Improvement (1.000
pts)

effectively uses
differing viewpoints,
theories, or methods
of inquiry appropriate
to the discipline less
than 70% of the time;
and shows little
motivation to improve
in this area.

effectively uses
theories, and methods
to the discipline at
least 70% of the time;
however, shows
in this area.
Basic (2.000 pts)

adequately uses
theories, and methods
to the discipline at
least 80% of the time.

proficiently uses
effectively uses
viewpoints, theories, viewpoints, theories,
and methods of
and methods of
inquiry appropriate to inquiry appropriate to
the discipline;
the disci-pline;
engages students in engaging students in
generating and testing generating and testing
knowledge at least
knowledge nearly
90% of the time.
100% of the time.
N/A
Comments: Having students give their input was fantastic idea. So often we give to them but don't allow them to give to us and their peers.
Demonstrates
fluency in
technology
systems, uses
technology to
support
instruction and
enhance
student
learning

struggles to
demonstrate fluency in
technology systems,
use technology to
support instruction
and enhance student
learning; and shows
little motivation to
improve in this area.

struggles to
demonstrate fluency in
technology systems,
use technology to
support instruction
and enhance student
learning; however,
shows motivation to
K-8 teacher
candidate, with a
great deal of support
from the cooperating
teacher, adequately
demonstrates fluen-cy
in technology systems,
uses technology to
support instruction
and enhances student
learning.
K-8 teacher
candidate, with some
support from the
cooperating teacher,
proficiently
demonstrates fluency
uses technology to
support instruction
and enhances student
learning.

independently and
consistently
demonstrates fluency
using technology to
support instruction,
and enhancing
student learning.
K-8 teacher
candidate, even with a
K-8 teacher
candidate, even with a
K-8 teacher
candidate, with a
K-8 teacher
support from the

independently and
effectively designs
learning experiences
1/3 (33%)
IL-PTS-2012.2.L
Comments:
Designs
learning
experiences
and utilizes
18 Feb
2016
assistive
Page 4 of 12
teacher, struggles
immensely to design
technology
and digital
and utilize assistive
tools to
provide access technology and digital
tools to provide
to general
access to general
curricular
curricular content to
content to
individuals with individuals with
disabilities; and shows
disabilities
1/3 (33%)
IL-PTS-2012.2.O
teacher, struggles to
design learning
experiences and
utilize assistive
technology and digital
tools to provide
access to general
individuals with
disabilities; however,
shows motivation to
teacher, adequately
designs learning
experiences and
utilizes assistive
tools to provide
access to general
individuals with
disabilities.
proficiently designs
and utilizes assistive
tools to provide
access to general
individuals with
disabilities.
and utilizes assistive

tools to provide
access to general
individuals with
disabilities.
Comments:
11.000 pts | 91.67 %
Unsatisfactory
Establishes
high
expectations
for each
students
learning and
behavior
1/3 (33%)
IL-PTS-2012.3.H
K-8 music teacher

candidate establishes
high expectations for
each students
learning and behavior
less than 70% of the
time; and shows little
in this area.
Needs Significant
Improvement (1.000
pts)
establishes high
expectations for each
students learning and
behavior at least 70%
of the time; however,
shows motivation to
Basic (2.000 pts)

adequately
establishes high
behavior at least 80%
of the time.

proficiently establishes
high expectations for
each students
learning and behavior
at least 90% of the
time.
N/A

exceeds expectations
by continually and
consistently
establishing high
behavior nearly 100%
of the time.
Comments: Ms. Kainrath has a calming demeanor and she displays that when dealing with the issues of behavior.
Creates
approaches to
learning that
are
interdisciplinary
and that
integrate
multiple
content areas
1/3 (33%)
IL-PTS-2012.3.L
K-8 teacher
candidate, even with
much support from the
struggles to create
approaches to
learning that are
interdisciplinary and
that integrates
multiple content
areas; and shows little
in this area.
K-8 teacher
struggles to create
approaches to
learning that are
that integrate multiple
content areas;
however, shows
in this area.
K-8 teacher
candidate, with much
support from the
adequately creates
approaches to
learning that are
content areas.
K-8 teacher
support from the
proficiently creates
approaches to
learning that are
content areas.

effectively and
independently creates
approaches to
learning that are
content areas.
K-8 teacher
struggles to access
and use a wide range
of information and
instructional
technologies to
enhance a students
ongoing growth and
achievement; and
shows little motivation
to improve in this
area.
K-8 teacher
struggles to access
and use a wide range
of information and
instructional
technologies to
enhance a students
ongoing growth and
achievement;
however, shows
in this area.
K-8 teacher
support from the
adequately accesses
and uses a wide
range of information
and instructional
technologies to
enhance a students
ongoing growth and
achievement.
K-8 teacher
candidate, with
some support from
the cooperating
teacher, proficiently
accesses and uses a
wide range of
information and
instructional
technologies to
enhance a students
ongoing growth and
achievement.

by independently and
consistently accessing
and using a wide
range of information
and instructional
technologies to
enhance a students
ongoing growth and
achievement.
Comments:
Accesses and
uses a wide
range of
information
and
instructional
technologies
to enhance a
students
ongoing
growth and
achievement
1/3 (33%)
IL-PTS-2012.3.N
Comments:
10.000 pts | 83.33 %
Unsatisfactory
Needs Significant
Improvement (1.000
pts)
Basic (2.000 pts)
N/A
18 Feb
2016
Page 5 of 12

does not create a safe
Creates a safe and healthy
and healthy
environment and
environment actions could
1/5 (20%)
potentially risk the
IL-PTS-2012.4.I
safety and health of
students.

creates a safe and
healthy environment
for all students at
however, shows
in this area.

adequately creates a
safe and healthy
environment for all
students at least 80%
of the time.

proficiently creates a
safe and healthy
environment for all
of the time.

effectively and
consistently creates a
safe and healthy
environment for all
students 100% of the
time.

creates clear
effectively creates
expectations and
clear expectations and
procedures for all
procedures for all
students less than
70% of the time; and of the time; however,
shows little motivation shows motivation to
to improve in this area. improve in this area.

adequately creates
procedures for all
of the time.

proficiently creates
procedures for all
of the time.

by continually and
consistently creating
procedures for all
students nearly 100%
of the time.

effectively manages
time, materials,
technology, and
physical space less
and shows little
in this area.

effectively manages
time, materials,
technology, and
physical space at least
70% of the time;
however, shows
in this area.

adequately manages
time, mate-rials,
technology, and
80% of the time.

proficiently manages
time, materials,
technology, and
90% of the time.

effectively manages
time, mate-rials,
technology, and
physical space nearly
100% of the time.
With much support

teacher, the K-8
teacher candidate
uses a variety of
K-8 teacher, with

some support from the
uses a variety of
effective behavioral
K-8 teacher
support from the
uses a variety of

, with no or very little
support from the
cooperating teach-er,
uses a variety of
Comments: This is a strong area for Ms. Kainrath.

Creates clear
expectations
and
procedures
1/5 (20%)
IL-PTS-2012.4.J
Comments:
Manages time,
materials,
technology,
and physical
space
1/5 (20%)
IL-PTS-2012.4.M
Comments:
Even with much
support from the
the K-8 teacher
Uses a variety candidate uses a
18 Feb
2016
of effective
behavioral
management
techniques
appropriate to
the needs of
all students
1/5 (20%)
IL-PTS-2012.4.O
Page 6 of 12
variety of effective
behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports less
and shows little
in this area.
management
techniques
appropriate to the
and supports at least
70% of the time; and
shows motivation to
management
techniques
appropriate to the
80% of the time.
management
techniques appropriate to the needs
of all students that
include positive
90% of the time.
management techniques appropriate to
the needs of all
students that include
positive behavior
interventions and
supports nearly 100%
of the time.
Even with much

support from the
the K-8 teacher
candidate modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics less
and shows little
in this area.
With much support

teacher, the K-8
teacher candidate
modifies the learning
environment (including
the schedule and
physical arrangement)
to facilitate
appropriate behaviors
and learning for
students with diverse
learning characteristics
at least 70% of the
time; and shows
in this area.
K-8 teacher
support from the
the schedule and
to facilitate
and learning for
at least 80% of the
time.
K-8 teacher
support from the
the schedule and
to facilitate
and learning for
at least 90% of the
time.
K-8 teacher
candidate, with no or
very little support from
the cooperating
teacher, modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics nearly
100% of the time.
Comments:
Modifies the
learning
environment
(including the
schedule and
physical
arrangement)
to facilitate
appropriate
behaviors
1/5 (20%)
IL-PTS-2012.4.P
Comments:
20.000 pts | 100 %
The competent
teacher
differentiates
instruction by
using a variety
of strategies
that support
critical and
creative
thinking,
problemsolving, and
continuous
growth and
learning. This
teacher
understands
that the
classroom is a
dynamic
environment
requiring
ongoing
modification of
instruction to
enhance
learning for
each student.
1/9 (11%)
IL-PTS-2012.5.A,
IL-PTS-2012.5.B,
IL-PTS-2012.5.C,
IL-PTS-2012.5.D,
IL-PTS-2012.5.E,
IL-PTS-2012.5.F,
IL-PTS-2012.5.G,
IL-PTS-2012.5.H
Unsatisfactory
Needs Significant
Improvement (1.000
pts)

effectively
differentiates
instruction by using a
variety of strategies
time. This teacher
candidate also has
immense deficiencies
in understanding that
the classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

effectively
differentiates
variety of strategies at
This teacher
candidate also
struggles to
understand that the
classroom is a
dynamic environment
requiring ongoing
modification of
learning for each
student.
Basic (2.000 pts)

adequately
proficiently
differentiates
differentiates
instruction by using a instruction by using a
variety of strategies at variety of strategies at
least 80% of the time. least 90% of the time.
This teacher
This teacher candicandidate also has a date also proficiently
basic understanding
under-stands that the
that the classroom is a classroom is a
dynamic environment dynamic environment
requiring ongoing
requiring ongoing
modification of
modification of
instruction to enhance instruction to enhance
learning for each
learning for each
student.
student.

effectively and
consistently
differentiates
variety of strategies
nearly 100% of the
time. This teacher
candidate also has an
in-depth
understanding that
the classroom is a
dynamic environment
requiring ongoing
modification of
learning for each
student.
N/A
18 Feb
2016
Ms. Kainrath shows effectiveness in this area. She has a strong dynamic is her class and she works hard to maintain a good
Comments:
instructional delivery.
Uses multiple
teaching
strategies,
including
adjusted
pacing and
flexible
grouping, to
engage
students in
active learning
opportunities
that promote
the
development of
critical and
creative
thinking
K-8 teacher
adequately uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
time; and shows little
in this area.
K-8 teacher
adequately uses
multiple teaching
students in active
that promote the
at least 70% of the
time. However,
teacher candidate
shows motivation to
K-8 teacher
support from the
adequately uses
multiple teaching
students in active
that promote the
at least 80% of the
time.
K-8 teacher
support from the
proficiently uses
multiple teaching
students in active
that promote the
at least 90% of the
time.

effectively and
consistently uses
multiple teaching
students in active
that promote the
nearly 100% of the
time.
K-8 teacher
K-8 teacher
candidate, with much candidate, with much
support from the
support from the
cooperating teacher, cooperating teacher,
adequately monitors adequately monitors
and adjusts strategies and adjusts strategies
in response to
in response to
feedback from the
feedback from the
student less than 70% student at least 70%
of the time; and shows of the time. However,
little motivation
he/she shows
to improve in this
area.
in this area.
K-8 teacher
support from the
adequately monitors
and adjusts strategies
in response to
feedback from the
student at least 80%
of the time.
K-8 teacher
support from the
proficiently monitors
in response to
feedback from the
of the time.

effectively and
consistently monitors
in response to
feedback from the
student nearly 100%
of the time.

effectively varies
his/her role in the
instructional process
in relation to the
content and purposes of instruction
and the needs of
students less than
to improve in this
area.

effectively varies
his/her role in the
instructional process
in relation to the
content and purposes
of instruction and the
needs of students at
however, shows
in this area.

adequately varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the

proficiently varies
his/her role in the
and purposes of
instruction and the

effectively varies
his/her role in the
and purposes of
instruction and the
needs of students
nearly 100% of the
time.
K-8 teacher
effectively develops a
variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding less
than 70% of the time.
Teacher candidate
also demonstrates
K-8 teacher
effectively develops a
variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
students
understanding at least
70% of the time.
However, he/she
demonstrates

adequately, with much
support from the
develops a variety of
clear, accurate
presentations and
representations of
concepts, using
alternative
students
80% of the time.
K-8 teacher
support from the
proficiently develops a
variety of clear,
accurate
presentations and
representations of
concepts, using
alternative
students
90% of the time.

by continually and
consistently
developing a variety
of clear, accurate
presentations and
representations of
concepts, using
alternative
students
understanding nearly
100% of the time.
in this area.
1/9 (11%)
IL-PTS-2012.5.I
Comments:
Monitors and
adjusts
strategies in
response to
feedback from
the student
1/9 (11%)
IL-PTS-2012.5.J
Comments:
Varies his/her
role in the
instructional
process as
instructor,
facilitator,
coach, or
audience in
relation to the
content and
purposes of
instruction and
the needs of
students
1/9 (11%)
IL-PTS-2012.5.K
Comments:
Develops a
variety of clear,
accurate
presentations
and
representations
of concepts,
using
alternative
explanations to
assist students
understanding
1/9 (11%)
IL-PTS-2012.5.L
Page 7 of 12
18 Feb
2016
Comments:
Page 8 of 12
K-8 teacher
Uses strategies cooperating teacher,
and techniques uses strategies and
for facilitating techniques for
meaningful
facilitating meaningful
inclusion of
inclusion of individuals
individuals with with a range of
a range of
abilities and
abilities and
experiences less than
experiences
70% of the time.
1/9 (11%)
Teacher candidate
IL-PTS-2012.5.M
also demonstrates
K-8 teacher
uses strategies and
techniques for
with a range of
abilities and
experiences at least
70% of the time.
However, he/she
demonstrates
in this area.
K-8 teacher
support from the
adequately uses
strategies and
techniques for
with a range of
abilities and
80% of the time.
K-8 teacher
support from the
proficiently uses
strategies and
techniques for
with a range of
abilities and
90% of the time.

effectively and
consistently uses
strategies and
techniques for
with a range of
abilities and
experiences nearly
100% of the time.
K-8 teacher
adequately uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student less
and demonstrates
K-8 teacher
adequately uses
technology to
accomplish
differentiated
for each student at
However, he/she
demonstrates
in this area.
K-8 teacher
support from the
adequately uses
technology to
accomplish
differentiated
instructional objectives that enhance
learning for each
of the time.
K-8 teacher
support from the
proficiently uses
technology to
accomplish
differentiated
for each student at

effectively uses
technology to
accomplish
differentiated
for each student
nearly 100% of the
time.

does not use effective
co-planning and coteaching techniques
to deliver instruction to
all students; and
demonstrates little
in this area.

rarely uses effective
co-planning and coteaching techniques
all students; however,
demonstrates
in this area.

occasionally uses
adequate effective coplanning and coteaching techniques
to deliver instruction
to all students.

frequently and
proficiently uses coplanning and coteaching techniques
all students.

by continually and
consistently using
effective co-planning
and co-teaching
techniques to deliver
instruction to all
students.

infrequently and
ineffectually
maximizes
instructional time and
minimizes transitional
time; and
demonstrates little
in this area.

infrequently and
ineffectually
maximizes
time; however,
demonstrates
motivation to improve.

adequately maximizes
time at least 80% of
the time.

proficiently maximizes
time at least 90% of
the time.

by continually and
consistently
maximizing
minimizing transitional
time nearly 100% of
the time.
Comments:
Uses
technology to
accomplish
differentiated
instructional
objectives that
enhance
learning for
each student
1/9 (11%)
IL-PTS-2012.5.N
Comments:
Uses coplanning and

co-teaching
techniques to
deliver
instruction to all
students
1/9 (11%)
IL-PTS-2012.5.Q
Comments:
Maximizes
instructional
time (e.g.,
minimizes
transitional
time)
1/9 (11%)
IL-PTS-2012.5.R
Comments:
33.000 pts | 91.67 %
Unsatisfactory
Needs Significant
Improvement (1.000
pts)
Basic (2.000 pts)
K-8 teacher
K-8 teacher
K-8 teacher
much support from the much support from the support from the

K-8 teacher
support from the

requires little to no
support from the
N/A
18 Feb
2016
Integrates
reading,
writing, and
oral
communication
1/2 (50%)
IL-PTS-2012.6.Q
Page 9 of 12
infrequently and
ineffectually integrates
reading, writing, and
oral communication
into instructional
activities and lessons;
and demonstrates little
in this area.
infrequently and
ineffectually integrates reading, writing,
and oral
communication in-to
instructional activities
and lessons; however,
demonstrates
in this area.
sometimes is able to
adequately integrate
oral communication
into instructional
activities and lessons.
frequently and
proficiently integrates
oral communication
into instructional
cooperating teacher to
effectively and
consistently integrate
oral communication
into instructional
Comments: Ms. Kainrath has good rapport with the students and she explained what she expected.
Works with
other teachers
and support
personnel to
design, adjust,
and modify
instruction to
meet students
reading,
writing, and
oral
communication
needs
1/2 (50%)
IL-PTS-2012.6.R

infrequently and
ineffectually works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
oral communication
needs. Teacher
candidate also
demonstrates little
in this area.

infrequently and
ineffectually works with
other teachers and
design, adjust, and
meet students
oral communication
needs. However
he/she demonstrates
in this area.

on occasion works
adequately with other
teachers and support
personnel to design,
adjust, and modify
instruction to meet
students reading,
writing, and oral
communication needs.

frequently and
proficiently works with
other teachers and
design, adjust, and
meet students
oral communication
needs.

by continually and
consistently working
with other teachers
and support personnel
to design, adjust, and
meet students
oral communication
needs.
Comments:
7.000 pts | 87.5 %
Needs Significant
Improvement (1.000
pts)
Unsatisfactory
K-8 teacher
support from the
Uses
assessment
strategies and uses K-8 assessment
strategies and devices
devices that
that are nonare nondiscriminatory discriminatory less
1/1 (100%)
IL-PTS-2012.7.R
and shows little
in this area.
K-8 teacher
support from the
uses K-8 assessment
strategies and devices
that are nondiscriminatory at least
70% of the time;
however, shows
in this area.
Basic (2.000 pts)
K-8 teacher
support from the
adequately uses K-8
assessment strategies
and devices that are
non-discriminatory at
K-8 teacher
support from the
proficiently uses K-8
non-discriminatory at
N/A

consistently and
effectively uses K-8
non-discriminatory
nearly 100% of the
time.
Comments: Ms. Kainrath had an informal assessment but it worked well with the students. It allowed all learning styles of the students to be shown.
3.000 pts | 75 %
Unsatisfactory
Works with all
school personnel
(e.g., support
staff, teachers,
paraprofessionals)
to develop
learning climates
for the school that
encourage unity
1/7 (14%)
IL-BRADLEYDISP.D4.b,
IL-BRADLEY-
K-8 teacher
candidate struggles
tremendously with
collaboration and
often refuses to work
with school personnel
to develop learning
climates that
encourage unity; and
he/she shows little
in this area.
Needs Significant
Improvement (1.000
pts)
struggles frequently to
work with school
personnel to develop
learning climates that
encourage unity;
however, K-8 music
teacher candidate
shows motivation to
Basic (2.000 pts)

must often be
prompted and
encouraged before
effectively working
with school personnel
to develop learning
climates that
encourage unity.

frequently works well
with all school
personnel to develop
learning climates that
encourage unity.

continually and
consistently pursues
opportunities to
effectively work with
all school personnel
to develop learning
climates that
encourage unity.
N/A
18 Feb
2016
DISP.D3.a,
Page 10 of
12
IL-PTS-2012.8.J,
IL-BRADLEY-DISP.D2.a
Comments:
Participates in
collaborative
decision-making
and problemsolving with
colleagues and
other
professionals to
achieve success
for all students
1/7 (14%)
IL-BRADLEYDISP.D3.a,
IL-PTS-2012.8.K
Although Ms. Kainrath has some collaboration with her peers it was limited due to time constraints. However, she did put some effort
in this area.
K-8 teacher
candidate
infrequently and
ineffectually
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals; and
to improve in
this area.

infrequently and
ineffectually
participates in
professionals;
however, shows
in this area.

occasionally
participates
successfully in
professionals.

frequently and
successfully
participates in
professionals.

continually and
consistently pursues
opportunities to
effectively participate
in collaborative
decision-making and
problem-solving with
professionals.
K-8 teacher
candidate
infrequently and
ineffectually initiates
collaboration with
others to create
opportunities that
enhance student
learning; and shows

infrequently and
ineffectually initiates
collaboration with
others to create
opportunities that
enhance student
learning; however,
he/she shows
in this area.

occasionally initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.

frequently initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.

autonomously and
effectively initiates
collaboration with
others to create
opportunities that
enhance student
learning.
K-8 teacher
candidate
infrequently and/or
ineffectually uses
digital tools and resources to promote
collaborative
interactions; and
to improve in this
area.

infrequently and/or
ineffectually uses
digital tools and
resources to promote
collaborative
interactions; however,
shows motivation to
improve.

occasionally uses
digital tools and
resources to
successfully promote
collaborative
interactions.

frequently uses digital consistently and
tools and resources to effectively uses digital
successfully promote tools and resources to
collaborative
promote collaborative
interactions.
interactions.
K-8 teacher
candidate
infrequently and/or
ineffectually uses coplanning and coteaching techniques
to each student; and
to improve in this
area.

infrequently and/or
ineffectually uses coplanning and coteaching techniques
to each student;
however, shows
in this area.

occasionally uses
and co-teaching
instruction to each
student.

frequently uses
and co-teaching
instruction to each
student.
Comments:
Initiates
collaboration with
others to create
opportunities that
enhance student
learning
1/7 (14%)
IL-PTS-2012.8.L
Comments:
Uses digital tools

and resources to
promote
collaborative
interactions
1/7 (14%)
IL-PTS-2012.8.M
Comments:
Uses effective coplanning and coteaching
techniques to
deliver instruction
to each student
1/7 (14%)
IL-PTS-2012.8.N
Comments:

actively pursues
opportunities to
effectively use coplanning and coteaching techniques
to each student.
18 Feb
2016
Collaborates with
school personnel
in the
implementation of
appropriate
assessment and
instruction for
designated
students
1/7 (14%)
IL-PTS-2012.8.O
K-8 teacher
candidate does not
initiate collaboration,
rarely accepts
invitations to
collaborate with
school personnel,
and shows little
in this area.

does not initiate
collaboration; and
rarely accepts
invitations to
collaborate with
school personnel;
however, shows
in this area.

does not initiate
collaboration;
however, occasionally
accepts invitations to
collaborate with
school personnel in
the implementation of
appropriate
assessment and
instruction for
designated students.

often times
collaborates with
school personnel and
on occasion will
initiate collaboration
efforts.

frequently and
effectively
collaborates with
school personnel,
often times initiating
the collaboration.
K-8 teacher
candidate effectively
uses conflict
resolution skills to
enhance the
effectiveness of
collaboration and
teamwork less than
to improve in
this area.
K-8 teacher candidate K-8 teacher candidate K-8 teacher candidate K-8 teacher candidate
effectively uses
adequately uses
proficiently uses
satisfactorily uses
conflict resolution
conflict resolution
conflict resolution
conflict resolution
skills to enhance the skills to enhance the skills to enhance the skills to enhance the
effectiveness of
effectiveness of
effectiveness of
effectiveness of
collaboration and
collaboration and
collaboration and
collaboration and
teamwork at least 70% teamwork at least 80% teamwork at least 90% teamwork nearly 100%
of the time;
of the time.
of the time.
of the time.
however, shows
in this area.
Page 11 of
12
Comments:
Uses conflict
resolution skills to
enhance the
effectiveness of
collaboration and
teamwork
1/7 (14%)
IL-BRADLEYDISP.D4.d,
IL-PTS-2012.8.R
Comments:
21.000 pts | 75 %
Unsatisfactory
Models
professional
behavior that
reflects
honesty,
integrity,
personal
responsibility,
confidentiality,
altruism and
respect
1/8 (12%)
IL-PTS-2012.9.I,
IL-BRADLEYDISP.D4
K-8 teacher
candidates behaviors
and disposition
demonstrate a
significant lacking of
skills necessary to
model professional
behavior that reflects
honesty, integrity,
personal responsibility,
confidentiality, and
altruism; and he/she
demonstrates little
in this area.
Needs Significant
Improvement (1.000
pts)
K-8 teacher
candidates behaviors
and disposition
demonstrate a lacking
of skills necessary to
model professional
behavior that reflects
honesty, integrity,
personal responsibility,
altruism; however,
he/she demonstrates
in this area.
Basic (2.000 pts)

exhibits basic skills
necessary to model
some degree of
professional behavior
that reflects honesty,
integrity, personal
responsibility,
altruism.

proficiently models
integrity, personal
responsibility,
confidentiality,
altruism, and respect
at least 90% of the
time.

continually and
consistently models
integrity, personal
responsibility,
confidentiality,
altruism, and respect
nearly 100% of the
time.
Comments: Ms. Kainrath is a very professional attitude and works to enhance students' learning.
Maintains
accurate
records,
manages data
effectively,
and protects
the
confidentiality
of information
pertaining to
each student
and family
1/8 (12%)
IL-PTS-2012.9.J
K-8 teacher
K-8 teacher
much support from the much support from the
demonstrates extreme struggles to
deficiencies in
adequately maintain
maintaining accurate
accurate records,
records, managing
manage data
data effectively, and
effectively, and protect
protecting the
the confidentiality of
confidentiality of
information at least
information less than
70% of the time;
70% of the time; and however, shows
shows little motivation motivation to improve
to improve in this area. in this area.
K-8 teacher
support from the
adequately maintains
accurate records,
manages data
effectively, and
protects the
confidentiality of
80% of the time.
K-8 teacher
support from the
proficiently maintains
accurate records,
manages data
effectively, and
protects the
confidentiality of
90% of the time.
K-8 teacher
candidate, with little or
no needed support
teacher, consistently
and effectively
maintains accurate
records, manages
data effectively, and
protects the
confidentiality of
information nearly
100% of the time.

struggles
tremendously to reflect
on professional
practices and
outcomes; engage in
self-assessment; and
adjust practices to
improve student
performance; and

adequately reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance at least
80% of the time.

proficiently reflects on
and outcomes;
improve student
performance at least
90% of the time.

consistently and
effectively reflects on
and outcomes;
improve student
performance nearly
Comments:
Reflects on
professional
practice and
resulting
outcomes;
engages in
selfassessment;
and adjusts
practices to

struggles
tremendously to reflect
on professional
practices and
outcomes; engage in
self-assessment; and
adjust practices to
improve student
performance;
N/A
18 Feb
2016
improve
student
performance
shows little motivation however, shows

to improve in this area. motivation to improve
in this area.
100% of the time.
1/8 (12%)
IL-PTS-2012.9.K,
IL-BRADLEYDISP.D1
Comments:
Uses
leadership
skills that
contribute to
individual and
collegial
growth and
development,
school
improvement,
and the
advancement
of knowledge

infrequently and
ineffectually exhibits
leadership skills; and
demonstrates little
in this area.

infrequently and
ineffectually exhibits
leadership skills;
however,
demonstrates
in this area.

adequately exhibits
leadership skills at

proficiently exhibits
leadership skills at

consistently and
effectively exhibits
leadership skills nearly
100% of the time.
K-8 teacher
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child
time; and
demonstrates little
in this area.
K-8 teacher
serves all students
advocates on their
learning and wellbeing of each child at
however,
demonstrates
in this area.
K-8 teacher
support from the
proactively serves all
students and their
families and
advocates on their
K-8 teacher,
support from the
proactively serves all
students and their
families and
advocates on their
K-8 teacher
no needed support
teacher, proactively
serves all students
advocates on their
learning and wellbeing of each child
nearly 100% of the
time.
K-8 teacher candidate Not an option for this Not an option for this Not an option for this
is unaware and does standard.
standard.
standard.
not comply with the
mandatory reporter
provisions of Section 4
of the Abused and
Neglected Child
Reporting Act.

is aware and complies
with the mandatory
reporter provisions of
Section 4 of the
Abused and
Neglected Child
Reporting Act 100% of
the time.

models digital
etiquette and
responsible social
actions in the use of
digital technology less
and demonstrates little

consistently models
digital etiquette and
responsible so-cial
digi-tal technology
nearly 100% of the
time
1/8 (12%)
IL-BRADLEYDISP.D1.c,
IL-PTS-2012.9.P
Comments:
Proactively
serves all
students and
their families
with equity
and honor and
advocates on
their behalf,
ensuring the
learning and
well-being of
each child
1/8 (12%)
IL-PTS-2012.9.Q
Comments:
Is aware of
and complies
with the
mandatory
reporter
provisions of
Section 4 of
the Abused
and Neglected
Child
Reporting Act
1/8 (12%)
IL-BRADLEYDISP.D4.d,
IL-PTS-2012.9.R
Comments:
Models digital
etiquette and
responsible
social actions
in the use of
digital
technology
1/8 (12%)

models digital
etiquette and
responsible social
digital technology at
however,

models digital
etiquette and
responsible social

models digital
etiquette and
responsible social
Page 12 of
12
18 Feb
2016
IL-PTS-2012.9.S
in this area.
demonstrates
in this area.

does not appropriately
model and teach safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.
K-8 teacher
infrequently models
and teaches safe,
and tech-nology,
copyright and
Page 13 of
12
Comments:
Models and
teaches safe,
legal, and
ethical use of
digital
information
and
technology,
including
respect for
copyright,
intellectual
property
K-8 teacher
support from the
occasionally models
and teaches safe,
and technology,
copyright and
K-8 teacher
support from the
frequently models and
teaches safe, legal,
and ethical use of
digital infor-mation and
technology, includ-ing
respect for copyright
and intellectual
property.
K-8 teacher
no needed support
teacher, continually
models and teaches
safe, legal, and ethical
use of digital
information and
technology, including
respect for copyright
and intellectual
property.
1/8 (12%)
IL-PTS-2012.9.T
Comments:
30.000 pts | 93.75 %

Kainrath 15sp-Ete306-Ele-Final 1

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Kainrath 15sp-Ete306-Ele-Final 1

Transféré par

Droits d'auteur :

Formats disponibles

18 Feb

Internship: 15FA-ETE 306-5 ELEM

K-8 teacher makes

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

K-8 teacher displays

K-8 teacher often

K-8 teacher displays

Comments: Ms. Kainraith is very knowledgeable in this area.

K-8 teacher displays

K-8 teacher often

Comments: I would have liked to have seen more in this area.

K-8 teacher makes

K-8 teacher often

K-8 teacher displays

K-8 teacher rarely

K-8 teacher often

K-8 teacher displays

K-8 teacher displays

K-8 teacher displays

K-8 teacher displays

K-8 teacher rarely

K-8 teacher candidate K-8 teacher candidate

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

K-8 teacher candidate

K-8 teacher candidate K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

and utilizes assistive

K-8 music teacher

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

K-8 teacher candidate

With much support

K-8 teacher, with

K-8 teacher candidate