21 Feb 2018 Page 1 of 13

Intern Name: Kalee Alter

Internship: 17SP-ETE304

Submitted: May 5, 2017 Supervisor(s):

Heather Donnelly
Course/Term: ETE 304 - 1 : Early Childhood ( 17SP-edTPA ) Mentor(s): Amanda
Richardson
Assessor: Heather Donnelly (Supervisor) Site: Pleasant Hill
Elementary
School, 3717 W
Malone, Peoria
IL 61607-1263
Comments: Kalee has shown substantial growth while being in the preschool classroom. She has made great strides in learning about Subject(s): Pre-K
early childhood curriculum and has also improved her classroom management skills. It is obvious she does have the passion and is eager
to teach. She does put thought into her lessons, but at times over thinks it, which makes the lesson too complicated. Kalee is willing to
take suggestions, make changes, and learn from her lessons. From the beginning, she has taken the initiative to get to know the students
and coworkers.
Grade(s): Pre-K

Early Childhood Content Area and Pedagogical Knowledge

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
The early childhood The early childhood The early childhood The early childhood The early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate has
shows little inconsistently shows adequately proficiently an exceptional depth
understanding of an understanding of understands young understands young of understanding of
young children’s young children’s children’s children’s young children’s
The early
characteristics, needs, characteristics, needs, characteristics, needs, characteristics, needs, characteristics, needs,
childhood and the multiple and the multiple and the multiple and the multiple and the multiple
candidate is
influences on early influences on early influences on early influences on early influences on early
grounded in a
development and development and development and development and development and
child learning from birth learning from birth learning from birth learning from birth learning from birth
development
through age 8 and through age 8 and/or through age 8 but through age 8 and through age 8 and
knowledge struggles applying this needs more guidance need some guidance creates a healthy, creates an
base. knowledge even with in applying this in applying this respectful, supportive, exceptionally healthy,
1/6 (16%)
NAEYC-2011.1 guidance to create a knowledge to create a knowledge to create a and challenging respectful, supportive,
healthy, respectful, healthy, respectful, healthy, respectful, learning environment and challenging
supportive, and supportive, and supportive, and for young children. learning environment
challenging learning challenging learning challenging learning for young children.
environment for environment for young environment for young
young. children. children.
Kalee has learned the preschool curriculum, what is age appropriate, and what the students are able to do. She has shown a lot of
Comments:
imporvements and more understanding of the curriculum. She is always willing to take suggestions in order to build a meaningful curriculum.
The early childhood The early childhood The early childhood The early childhood The early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
shows little inconstantly shows an adequately proficiently shows an exceptional
The early
understanding of understanding of understands diverse understands diverse depth of
childhood
diverse family and diverse family and family and community family and community understanding of
teacher
community community characteristics but characteristics and diverse family and
candidate
characteristics and characteristics and/or needs some guidance shows this community
understands
struggles, even with needs more guidance to engage and understanding via characteristics via
successful early guidance, to engage
to engage and support families and engaging and extremely effective,
childhood
and support families support families and communities through supporting families respectful
education
and communities by communities by respectfully involving and communities by engagement and
depends on respectfully involving respectfully involving them in their children’s respectfully involving support of families and
partnerships
them in their children’s them in their children’s development and them in their children’s communities. The
with families
development and development and learning. development and candidate is able to
and learning. learning. learning. thoroughly involve
communities.
families and
1/6 (16%)
NAEYC-2011.2 communities in
children’s
development and
learning.
Comments:
21 Feb 2018 Page 2 of 13
The early childhood The early childhood The early childhood The early childhood The early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
struggles even with inconsistently shows adequately proficiently shows an exceptional
The early
guidance to show an understanding of the understands the understands the depth of
childhood understanding of the goals, benefits, and goals, benefits, and goals, benefits, and understanding of the
teacher
goals, benefits, and uses of assessment, uses of assessment, uses of assessment, goals, benefits, and
candidate is
uses of assessment, and the use of and adequately uses and uses effective uses of assessment,
prepared in
and the use of assessment assessment assessment and uses excellent
understanding
assessment strategies. The strategies. The strategies. The assessment
that child
strategies. The candidate also shows candidate also shows candidate also shows strategies. The
observation,
candidate also an inconsistent an adequate proficient candidate has an
documentation,
struggles, with understanding of: understanding of: understanding of: advanced
and other forms
guidance to technology in technology in technology in understanding of:
of assessment
understand how to assessment, assistive assessment, assistive assessment, assistive technology in
are central to use technology in technology, and ability technology, and is technology, and is assessment, assistive
the practice of
assessment, assistive to work in assessment able to work able to work well in technology, and works
all early
technology, and has partnerships with adequately in assessment with ease in
childhood limited ability to work families and assessment partnerships with assessment
professionals.
in assessment professional partnerships with families and partnerships with
1/6 (16%)
NAEYC-2011.3 partnerships with colleagues. families and professional families and
families and professional colleagues. professional
professional colleagues. colleagues.
colleagues.
Comments:
The early childhood The early childhood The early childhood The early childhood The early childhood
teacher candidate teacher candidate teacher candidate has teacher candidate has teacher has an
shows little inconsistently shows an adequate a proficient exceptional
The early understanding of and/ understanding and understanding and understanding of, and understanding of, and
childhood
or struggles even with ability to use ability to use uses a wide array of ability to use a wide
teacher guidance to use developmentally developmentally developmentally array of
candidate is developmentally appropriate appropriate appropriate developmentally
prepared in
appropriate approaches, approaches, approaches, appropriate
using approaches, instructional instructional instructional approaches,
developmentally instructional strategies, and tools strategies, and tools strategies, and tools instructional
effective
strategies, and tools to connect with to connect with to connect with strategies, and tools
approaches to to connect with children and families; children and families; children and families; to connect with
connect with children and families; and/or the candidate the candidate shows the candidate is able children and families;
children and
and/or the candidate shows little ability to some reflection to to reflect to promote the candidate is able
families. shows an inability to reflect in order to promote positive positive outcomes for to reflect deeply to
1/6 (16%)
NAEYC-2011.4 reflect in order to promote positive outcomes for each each child. promote positive
promote positive outcomes for each child. outcomes for each
outcomes for each child. child.
child.
Comments:
The early childhood The early childhood The early childhood The early childhood The early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
struggles, even with shows inconsistent shows adequate shows proficient shows exceptional
The early guidance to understanding of understanding of understanding of understanding of
childhood understand content content knowledge content knowledge content knowledge content knowledge
teacher knowledge and and resources in all and resources in all and resources in all and resources in all
candidate use resources in all academic areas, and academic areas, and academic areas, and academic areas, and
content academic areas, an inconstant ability to is able to adequately is able to design, designs, implements,
knowledge to and/or struggles with design, implement, design, implement, implement, and and evaluates
build guidance to design, and evaluate and evaluate evaluate experiences exceptional
meaningful implement, and experiences to experiences to to promote positive experiences to
curriculum. evaluate experiences promote positive promote positive development and promote positive
1/6 (16%) to promote positive development and development and meaningful, development and
NAEYC-2011.5 development and meaningful, meaningful, challenging curricula meaningful,
meaningful, challenging curricula challenging curricula for each child. challenging curricula
challenging curricula for each child. for each child. for each child.
for each child.
Comments:
21 Feb 2018
The early childhood
teacher candidate
struggles, even with
guidance to show
Early Childhood her/his identification
Candidates and involvement with
function as
the early childhood
ethical profession, and/or
professionals, upholding ethical
advocates and
standards, and or/
informed engaging in
decision-
continuous,
makers.
collaborative learning
1/6 (16%)
NAEYC-2011.6 to inform practice,
and/or participating in
informed advocacy for
children and the
profession.
Comments:
Page 3 of 13
The early childhood The early childhood Early childhood The early childhood
teacher candidate in- teacher candidate is candidate proficiently teacher candidate
consistently is able to able to adequately and consistently shows exceptional
show identification show identification shows identification identification and
and involvement with and involvement with and involvement with involvement with the
the early childhood the early childhood the early childhood early childhood
profession, or any of profession, upholding profession, upholding profession, upholding
the following: the ethical standards, ethical standards, ethical standards,
ability to uphold engaging in both engaging in both engaging in both
ethical standards, continuous, continuous, continuous,
engage in continuous, collaborative learning collaborative learning collaborative learning
collaborative learning to inform practice, and to inform practice, and to inform practice, and
to inform practice, or informed advocacy for informed advocacy for informed advocacy for
participate in informed children and the children and the children and the
advocacy for children profession. profession. profession.
and the profession.
19.000 pts | 79.17 %

Standard 1 - Teaching Diverse Students

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
Uses Early childhood Early childhood Early childhood Early childhood Early childhood
information teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
about effectively uses effectively uses adequately uses proficiently uses effectively and
students’ information about information about information about information about consistently uses
individual students’ individual students’ individual students’ individual students’ individual information about
experiences, experiences, families, experiences, families, experiences, families, experiences, families, students’ individual
families, cultures, and cultures, and cultures, and cultures, and experiences, families,
cultures, and communities to create communities to create communities to create communities to create cultures, and
communities to meaningful learning meaningful learning meaningful learning meaningful learning communities to create
create opportunities and opportunities and opportunities and opportunities and meaningful learning
meaningful enrich instruction for enrich instruction for enrich instruction for enrich instruction for opportunities and
learning all students less than all students at least all students at least all students at least enrich instruction for
opportunities 70% of the time; and 70% of the time; 80% of the time. 90% of the time. all students nearly
and enrich shows little motivation however, shows 100% of the time.
instruction for to improve in this area. motivation to improve
all students in this area.
1/1 (100%)
IL-PTS-2012.1.L

Comments:
3.000 pts | 75 %

Standard 2 - Content Area and Pedagogical Knowledge

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
Uses differing effectively uses effectively uses adequately uses proficiently uses effectively uses
viewpoints, differing viewpoints, differing viewpoints, differing viewpoints, viewpoints, theories, viewpoints, theories,
theories, and theories, or methods theories, and methods theories, and methods and methods of and methods of
methods of of inquiry appropriate of inquiry appropriate of inquiry appropriate inquiry appropriate to inquiry appropriate to
inquiry to the discipline less to the discipline at to the discipline at the discipline; the discipline;
1/3 (33%) than 70% of the time; least 70% of the time; least 80% of the time. engages students in engaging students in
IL-PTS-2012.2.J and shows little however, shows generating and testing generating and testing
motivation to improve motivation to improve knowledge at least knowledge nearly
in this area. in this area. 90% of the time. 100% of the time.
Kalee seeems to know the etchnology we use in the classromm and is able to use it when needed. She has used the computer and the
Comments:
projector in a few of her lessons.
21 Feb 2018 Page 4 of 13
Demonstrates Early childhood Early childhood Early childhood Early childhood Early childhood
fluency in teacher candidate teacher candidate teacher candidate, teacher candidate, teacher candidate
technology struggles to struggles to with a great deal of with some support independently and
systems, uses demonstrate fluency in demonstrate fluency in support from the from the cooperating consistently
technology to technology systems, technology systems, cooperating teacher, teacher, proficiently demonstrates fluency
support use technology to use technology to adequately demonstrates fluency in technology systems,
instruction and support instruction support instruction demonstrates fluency in technology systems, using technology to
enhance and enhance student and enhance student in technology systems, uses technology to support instruction,
student learning; and shows learning; however, uses technology to support instruction and enhancing
learning little motivation to shows motivation to support instruction and enhances student student learning.
1/3 (33%) improve in this area. improve in this area. and enhances student learning.
IL-PTS-2012.2.L learning.
Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
Designs teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate
learning even with a great deal even with a great deal with a great deal of with some support independently and
experiences
of support from the of support from the support from the from the cooperating effectively designs
and utilizes cooperating teacher, cooperating teacher, cooperating teacher, teacher, proficiently learning experiences
assistive struggles immensely to struggles to design adequately designs designs learning and utilizes assistive
technology
design learning learning experiences learning experiences experiences and technology and digital
and digital experiences and and utilize assistive and utilizes assistive utilizes assistive tools to provide
tools to utilize assistive technology and digital technology and digital technology and digital access to general
provide access
technology and digital tools to provide tools to provide tools to provide curricular content to
to general tools to provide access to general access to general access to general individuals with
curricular access to general curricular content to curricular content to curricular content to disabilities.
content to
curricular content to individuals with individuals with individuals with
individuals with individuals with disabilities; however, disabilities. disabilities.
disabilities disabilities; and shows shows motivation to
1/3 (33%)
IL-PTS-2012.2.O little motivation to improve in this area.
improve in this area.
Comments:
11.000 pts | 91.67 %

Standard 3 - Planning for Differentiated Instruction

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
Early childhood Early childhood Early childhood Early childhood Early childhood
Establishes teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
high establishes high establishes high adequately proficiently establishes exceeds expectations
expectations expectations for each expectations for each establishes high high expectations for by continually and
for each student’s learning and student’s learning and expectations for each each student’s consistently
student’s behavior less than behavior at least 70% student’s learning and learning and behavior establishing high
learning and 70% of the time; and of the time; however, behavior at least 80% at least 90% of the expectations for each
behavior shows little motivation shows motivation to of the time. time. student’s learning and
1/3 (33%)
IL-PTS-2012.3.H to improve in this improve in this area. behavior nearly 100%
area. of the time.
Kalee does a great job keeping high expectations for all students but sometimes they are too high of an expectation. She does make both
Comments:
short term and long term plans and keeps me informed of them.
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate
Creates even with much even with much with much support with some support effectively and
approaches to support from the support from the from the cooperating from the cooperating independently creates
learning that cooperating teacher, cooperating teacher, teacher, adequately teacher, proficiently approaches to
are struggles to create struggles to create creates approaches to creates approaches to learning that are
interdisciplinary approaches to approaches to learning that are learning that are interdisciplinary and
and that learning that are learning that are interdisciplinary and interdisciplinary and that integrate multiple
integrate interdisciplinary and interdisciplinary and that integrate multiple that integrate multiple content areas.
multiple that integrates that integrate multiple content areas. content areas.
content areas multiple content content areas;
1/3 (33%)
IL-PTS-2012.3.L
areas; and shows little however, shows
motivation to improve motivation to improve
in this area. in this area.
Comments:
21 Feb 2018 Page 5 of 13
Early childhood Early childhood Early childhood Early childhood Early childhood
Accesses and teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate
uses a wide even with much even with much with much support with some support exceeds expectations
range of support from the support from the from the cooperating from the cooperating by independently and
information cooperating teacher, cooperating teacher, teacher, adequately teacher, proficiently consistently accessing
and struggles to access struggles to access accesses and uses a accesses and uses a and using a wide
instructional and use a wide range and use a wide range wide range of wide range of range of information
technologies of information and of information and information and information and and instructional
to enhance a instructional instructional instructional instructional technologies to
student’s technologies to technologies to technologies to technologies to enhance a student’s
ongoing enhance a student’s enhance a student’s enhance a student’s enhance a student’s ongoing growth and
growth and ongoing growth and ongoing growth and ongoing growth and ongoing growth and achievement.
achievement achievement; and achievement; achievement. achievement.
1/3 (33%) shows little motivation however, shows
IL-PTS-2012.3.N to improve in this motivation to improve
area. in this area.
Comments:
10.000 pts | 83.33 %

Standard 4 - Learning Environment

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
Creates a safe does not create a safe creates a safe and adequately creates a proficiently creates a effectively and
and healthy and healthy healthy environment safe and healthy safe and healthy consistently creates a
environment environment and for all students at least environment for all environment for all safe and healthy
1/5 (20%) actions could 70% of the time; students at least 80% students at least 90% environment for all
IL-PTS-2012.4.I potentially risk the however, shows of the time. of the time. students 100% of the
safety and health of motivation to improve time.
students. in this area.
Kalee's expectations seem to be clear, bu the students sometimes do not understand. She is doing a better job of giving the students
Comments: reminders of the expectations throguhout the lessons. She has imporved and learned when to ignore behaviors and when to address them in
order for her lesson to flow.
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
Creates clear creates clear effectively creates adequately creates proficiently creates exceeds expectations
expectations expectations and clear expectations and clear expectations and clear expectations and by continually and
and procedures for all procedures for all procedures for all procedures for all consistently creating
procedures students less than students at least 70% students at least 80% students at least 90% clear expectations and
1/5 (20%)
IL-PTS-2012.4.J
70% of the time; and of the time; however, of the time. of the time. procedures for all
shows little motivation shows motivation to students nearly 100%
to improve in this area. improve in this area. of the time.
Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
Manages time, effectively manages effectively manages adequately manages proficiently manages effectively manages
materials, time, materials, time, materials, time, materials, time, materials, time, materials,
technology,
technology, and technology, and technology, and technology, and technology, and
and physical physical space less physical space at least physical space at least physical space at least physical space nearly
space than 70% of the time; 70% of the time; 80% of the time. 90% of the time. 100% of the time.
1/5 (20%)
IL-PTS-2012.4.M and shows little however, shows
motivation to improve motivation to improve
in this area. in this area.
Comments:
21 Feb 2018 Page 6 of 13
Even with much With much support Early childhood Early childhood Early childhood
support from the from the cooperating teacher, with some teacher candidate, teacher candidate ,
cooperating teacher, teacher, the Early support from the with some support with no or very little
the Early childhood childhood teacher cooperating teacher, from the cooperating support from the
Uses a variety teacher candidate candidate uses a uses a variety of teacher, uses a variety cooperating teacher,
of effective uses a variety of variety of effective effective behavioral of effective behavioral uses a variety of
behavioral effective behavioral behavioral management management effective behavioral
management management management techniques techniques management
techniques techniques techniques appropriate to the appropriate to the techniques
appropriate to appropriate to the appropriate to the needs of all students needs of all students appropriate to the
the needs of needs of all students needs of all students that include positive that include positive needs of all students
all students that include positive that include positive behavior interventions behavior interventions that include positive
1/5 (20%) behavior interventions behavior interventions and supports at least and supports at least behavior interventions
IL-PTS-2012.4.O and supports less and supports at least 80% of the time. 90% of the time. and supports nearly
than 70% of the time; 70% of the time; and 100% of the time.
and shows little shows motivation to
motivation to improve improve in this area.
in this area.
Comments:
Even with much With much support Early childhood Early childhood Early childhood
support from the from the cooperating teacher candidate, teacher candidate, teacher candidate,
cooperating teacher, teacher, the Early with some support with some support with no or very little
Modifies the the Early childhood childhood teacher from the cooperating from the cooperating support from the
learning teacher candidate candidate modifies the teacher, modifies the teacher, modifies the cooperating teacher,
environment modifies the learning learning environment learning environment learning environment modifies the learning
(including the environment (including (including the (including the (including the environment (including
schedule and the schedule and schedule and physical schedule and physical schedule and physical the schedule and
physical physical arrangement) arrangement) to arrangement) to arrangement) to physical arrangement)
arrangement) to facilitate facilitate appropriate facilitate appropriate facilitate appropriate to facilitate
to facilitate appropriate behaviors behaviors and behaviors and behaviors and appropriate behaviors
appropriate and learning for learning for students learning for students learning for students and learning for
behaviors students with diverse with diverse learning with diverse learning with diverse learning students with diverse
1/5 (20%) learning characteristics characteristics at least characteristics at least characteristics at least learning characteristics
IL-PTS-2012.4.P less than 70% of the 70% of the time; and 80% of the time. 90% of the time. nearly 100% of the
time; and shows little shows motivation to time.
motivation to improve improve in this area.
in this area.
Comments:
15.000 pts | 75 %

Standard 5 - Instructional Delivery

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
21 Feb 2018 Page 7 of 13
The competent Early childhood Early childhood Early childhood Early childhood Early childhood
teacher teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
differentiates effectively effectively adequately proficiently effectively and
instruction by differentiates differentiates differentiates differentiates consistently
using a variety instruction by using a instruction by using a instruction by using a instruction by using a differentiates
of strategies variety of strategies variety of strategies at variety of strategies at variety of strategies at instruction by using a
that support less than 70% of the least 70% of the time. least 80% of the time. least 90% of the time. variety of strategies
critical and time. This teacher This teacher This teacher This teacher nearly 100% of the
creative candidate also has candidate also candidate also has a candidate also time. This teacher
thinking, immense deficiencies struggles to basic understanding proficiently candidate also has an
problem- in understanding that understand that the that the classroom is a understands that the in-depth
solving, and the classroom is a classroom is a dynamic environment classroom is a understanding that
continuous dynamic environment dynamic environment requiring ongoing dynamic environment the classroom is a
growth and requiring ongoing requiring ongoing modification of requiring ongoing dynamic environment
learning. This modification of modification of instruction to enhance modification of requiring ongoing
teacher instruction to enhance instruction to enhance learning for each instruction to enhance modification of
understands learning for each learning for each student. learning for each instruction to enhance
that the student. student. student. learning for each
classroom is a student.
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

Comments: Kalee has shown a lot of improvments in this area.

Uses multiple Early childhood Early childhood Early childhood Early childhood Early childhood
teaching teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate
strategies, even with much even with much with much support with some support effectively and
including support from the support from the from the cooperating from the cooperating consistently uses
adjusted cooperating teacher, cooperating teacher, teacher, adequately teacher, proficiently multiple teaching
pacing and adequately uses adequately uses uses multiple teaching uses multiple teaching strategies to engage
flexible multiple teaching multiple teaching strategies to engage strategies to engage students in active
grouping, to strategies to engage strategies to engage students in active students in active learning opportunities
engage students in active students in active learning opportunities learning opportunities that promote the
students in learning opportunities learning opportunities that promote the that promote the development of critical
active learning that promote the that promote the development of critical development of critical and creative thinking
opportunities development of critical development of critical and creative thinking and creative thinking nearly 100% of the
that promote and creative thinking and creative thinking at least 80% of the at least 90% of the time.
the less than 70% of the at least 70% of the time. time.
development of time; and shows little time. However,
critical and motivation to improve teacher candidate
creative in this area. shows motivation to
thinking improve in this area.
1/9 (11%)
IL-PTS-2012.5.I

Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate
with much support with much support with much support with some support effectively and
Monitors and
from the cooperating from the cooperating from the cooperating from the cooperating consistently monitors
adjusts
teacher, adequately teacher, adequately teacher, adequately teacher, proficiently and adjusts strategies
strategies in
monitors and adjusts monitors and adjusts monitors and adjusts monitors and adjusts in response to
response to
strategies in response strategies in response strategies in response strategies in response feedback from the
feedback from to feedback from the to feedback from the to feedback from the to feedback from the student nearly 100%
the student student less than 70% student at least 70% student at least 80% student at least 90% of the time.
1/9 (11%)
IL-PTS-2012.5.J of the time; and of the time. However, of the time. of the time.
shows little motivation he/she shows
to improve in this motivation to improve
area. in this area.
Comments:
21 Feb 2018
Varies his/her Early childhood
role in the teacher candidate
instructional effectively varies
process as his/her role in the
instructor, instructional process
facilitator, in relation to the
coach, or content and purposes
audience in of instruction and the
relation to the needs of students
content and less than 70% of the
purposes of time; and shows little
instruction and motivation to improve
the needs of in this area.
students
1/9 (11%)
IL-PTS-2012.5.K
Comments:
Early childhood
teacher candidate,
even with much
Develops a support from the
variety of clear, cooperating teacher,
accurate effectively develops a
presentations variety of clear,
and accurate
representations presentations and
of concepts, representations of
using concepts, using
alternative alternative
explanations to explanations to assist
assist students’ students’
understanding understanding less
1/9 (11%) than 70% of the time.
IL-PTS-2012.5.L Teacher candidate
also demonstrates
little motivation to
improve in this area.
Comments:
Early childhood
teacher candidate,
even with much
Uses strategies support from the
and techniques cooperating teacher,
for facilitating uses strategies and
meaningful techniques for
inclusion of facilitating meaningful
individuals with inclusion of individuals
a range of with a range of
abilities and abilities and
experiences experiences less than
1/9 (11%) 70% of the time.
IL-PTS-2012.5.M Teacher candidate
also demonstrates
little motivation to
improve in this area.
Comments:
Early childhood
teacher candidate,
even with much
Uses support from the
technology to cooperating teacher,
accomplish adequately uses
differentiated technology to
instructional accomplish
objectives that differentiated
enhance instructional objectives
learning for that enhance learning
each student for each student less
1/9 (11%) than 70% of the time;
IL-PTS-2012.5.N and demonstrates
little motivation to
improve in this area.
Comments:
Page 8 of 13
Early childhood Early childhood Early childhood Early childhood
teacher candidate teacher candidate teacher candidate teacher candidate
effectively varies adequately varies proficiently varies effectively varies
his/her role in the his/her role in the his/her role in the his/her role in the
instructional process instructional process in instructional process in instructional process in
in relation to the relation to the content relation to the content relation to the content
content and purposes and purposes of and purposes of and purposes of
of instruction and the instruction and the instruction and the instruction and the
needs of students at needs of students at needs of students at needs of students
least 70% of the time; least 80% of the time. least 90% of the time. nearly 100% of the
however, shows time.
motivation to improve
in this area.
Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate teacher candidate, teacher candidate
even with much adequately, with much with some support exceeds expectations
support from the support from the from the cooperating by continually and
cooperating teacher, cooperating teacher, teacher, proficiently consistently
effectively develops a develops a variety of develops a variety of developing a variety of
variety of clear, clear, accurate clear, accurate clear, accurate
accurate presentations and presentations and presentations and
presentations and representations of representations of representations of
representations of concepts, using concepts, using concepts, using
concepts, using alternative alternative alternative
alternative explanations to assist explanations to assist explanations to assist
explanations to assist students’ students’ students’
students’ understanding at least understanding at least understanding nearly
understanding at least 80% of the time. 90% of the time. 100% of the time.
70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.
Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate, teacher candidate, teacher candidate
even with much with much support with some support effectively and
support from the from the cooperating from the cooperating consistently uses
cooperating teacher, teacher, adequately teacher, proficiently strategies and
uses strategies and uses strategies and uses strategies and techniques for
techniques for techniques for techniques for facilitating meaningful
facilitating meaningful facilitating meaningful facilitating meaningful inclusion of individuals
inclusion of individuals inclusion of individuals inclusion of individuals with a range of
with a range of with a range of with a range of abilities and
abilities and abilities and abilities and experiences nearly
experiences at least experiences at least experiences at least 100% of the time.
70% of the time. 80% of the time. 90% of the time.
However, he/she
demonstrates
motivation to improve
in this area.
Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate, teacher candidate, teacher candidate
even with much with much support with some support effectively uses
support from the from the cooperating from the cooperating technology to
cooperating teacher, teacher, adequately teacher, proficiently accomplish
adequately uses uses technology to uses technology to differentiated
technology to accomplish accomplish instructional objectives
accomplish differentiated differentiated that enhance learning
differentiated instructional objectives instructional objectives for each student
instructional objectives that enhance learning that enhance learning nearly 100% of the
that enhance learning for each student at for each student at time.
for each student at least 80% of the time. least 90% of the time.
least 70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.
21 Feb 2018 Page 9 of 13
Early childhood Early childhood Early childhood Early childhood Early childhood
Uses co- teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
planning and does not use effective rarely uses effective occasionally uses frequently and exceeds expectations
co-teaching
co-planning and co- co-planning and co- adequate effective co- proficiently uses co- by continually and
techniques to
teaching techniques teaching techniques planning and co- planning and co- consistently using
deliver
to deliver instruction to to deliver instruction to teaching techniques teaching techniques effective co-planning
instruction to all all students; and all students; however, to deliver instruction to to deliver instruction to and co-teaching
students demonstrates little demonstrates all students. all students. techniques to deliver
1/9 (11%)
IL-PTS-2012.5.Q
motivation to improve motivation to improve instruction to all
in this area. in this area. students.
Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
Maximizes infrequently and infrequently and adequately maximizes proficiently maximizes exceeds expectations
instructional
ineffectually ineffectually instructional time and instructional time and by continually and
time (e.g.,
maximizes maximizes minimizes transitional minimizes transitional consistently
minimizes
instructional time and instructional time and time at least 80% of time at least 90% of maximizing
transitional minimizes transitional minimizes transitional the time. the time. instructional time and
time) time; and time; however, minimizing transitional
1/9 (11%)
IL-PTS-2012.5.R
demonstrates little demonstrates time nearly 100% of
motivation to improve motivation to improve. the time.
in this area.
Comments:
27.000 pts | 75 %

Standard 6 - Reading, Writing, and Oral Communication

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate
even with much even with much with much support with some support requires little to no
support from the support from the from the cooperating from the cooperating support from the
Integrates cooperating teacher, cooperating teacher, teacher, sometimes is teacher, frequently cooperating teacher to
reading, infrequently and infrequently and able to adequately and proficiently effectively and
writing, and ineffectually integrates ineffectually integrates integrate reading, integrates reading, consistently integrate
oral reading, writing, and reading, writing, and writing, and oral writing, and oral reading, writing, and
communication oral communication oral communication communication into communication into oral communication
1/2 (50%) into instructional into instructional instructional activities instructional activities into instructional
IL-PTS-2012.6.Q activities and lessons; activities and lessons; and lessons. and lessons. activities and lessons.
and demonstrates little however,
motivation to improve demonstrates
in this area. motivation to improve
in this area.
Kalee does a great job with reading, writing, and communication. Modeling writing is very important in the preschool environment because it
Comments:
helps them link letters to words.
Early childhood Early childhood Early childhood Early childhood Early childhood
Works with
teacher candidate teacher candidate teacher candidate on teacher candidate teacher candidate
other teachers infrequently and infrequently and occasion works frequently and exceeds expectations
and support ineffectually works with ineffectually works with adequately with other proficiently works with by continually and
personnel to
other teachers and other teachers and teachers and support other teachers and consistently working
design, adjust,
support personnel to support personnel to personnel to design, support personnel to with other teachers
and modify
design, adjust, and design, adjust, and adjust, and modify design, adjust, and and support personnel
instruction to
modify instruction to modify instruction to instruction to meet modify instruction to to design, adjust, and
meet students’ meet students’ meet students’ students’ reading, meet students’ modify instruction to
reading, reading, writing, and reading, writing, and writing, and oral reading, writing, and meet students’
writing, and
oral communication oral communication communication needs. oral communication reading, writing, and
oral
needs. Teacher needs. However needs. oral communication
communication
candidate also he/she demonstrates needs.
needs
demonstrates little motivation to improve
1/2 (50%)
IL-PTS-2012.6.R motivation to improve in this area.
in this area.
Comments:
6.000 pts | 75 %

Standard 7 - Assessment

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
21 Feb 2018 Page 10 of 13
Early childhood Early childhood Early childhood Early childhood Early childhood
teacher candidate, teacher candidate, teacher candi-date, teacher candidate, teacher candidate
with much support with much support with much support with some support consistently and
from the cooperating from the cooperating from the cooperating from the cooperating effectively uses early
teacher, uses early teacher, uses early teacher, ade-quately teacher, proficiently childhood assessment
childhood assessment childhood assessment uses early childhood uses early childhood strategies and devices
Uses strategies and devices strategies and devices assessment strategies assessment strategies that are non-
assessment that are non- that are non- and devic-es that are and devices that are discriminatory nearly
strategies and discriminatory less discriminatory at least non-discriminatory at non-discriminatory at 100% of the time.Early
devices that than 70% of the time; 70% of the time; least 80% of the least 90% of the childhood teacher
are non- and shows little however, shows time.Early childhood time.Early childhood candidate consistently
discriminatory motivation to improve motivation to improve teacher candidate, teacher candidate, and effectively uses K-
1/1 (100%) in this area. in this area. with much support with some support 8 assessment
IL-PTS-2012.7.R from the cooperating from the cooperating strategies and devices
teacher, adequately teacher, proficiently that are non-
uses K-8 assessment uses K-8 assessment discriminatory nearly
strategies and devices strategies and devices 100% of the time.
that are non- that are non-
discriminatory at least discriminatory at least
80% of the time. 90% of the time.
Comments: All of the assessments that she puts in her lesson plans are nondiscriminatory.
3.000 pts | 75 %

Standard 8 - Collaborative Relationships

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
Works with all Early childhood Early childhood Early childhood Early childhood Early childhood
school personnel teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
(e.g., support struggles struggles frequently to must often be frequently works well continually and
staff, teachers, tremendously with work with school prompted and with all school consistently pursues
paraprofessionals) collaboration and personnel to develop encouraged before personnel to develop opportunities to
to develop often refuses to work learning climates that effectively working learning climates that effectively work with
learning climates with school personnel encourage unity; with school personnel encourage unity. all school personnel
for the school that to develop learning however, Early to develop learning to develop learning
encourage unity climates that childhood teacher climates that climates that
1/7 (14%) encourage unity; and candidate shows encourage unity. encourage unity.
IL-BRADLEY- he/she shows little motivation to improve
DISP.D4.b,
motivation to improve in this area.
IL-BRADLEY-
DISP.D3.a, in this area.
IL-PTS-2012.8.J,
IL-BRADLEY-DISP.D2.a

Collaborative relationships is one of Kalee's strong points. From day one she enetered the classroom and started building positive
Comments: relationships with staff, cowrokers, and students. She has participated in an IEP meeting, professional development day, and also
parent/teacher conferences in a professional way.
Participates in Early childhood Early childhood Early childhood Early childhood Early childhood
collaborative teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
decision-making infrequently and infrequently and occasionally frequently and continually and
and problem- ineffectually ineffectually participates successfully consistently pursues
solving with participates in participates in successfully in participates in opportunities to
colleagues and collaborative decision- collaborative decision- collaborative decision- collaborative decision- effectively participate
other making and problem- making and problem- making and problem- making and problem- in collaborative
professionals to solving with solving with solving with solving with decision-making and
achieve success colleagues and other colleagues and other colleagues and other colleagues and other problem-solving with
for all students professionals; and professionals; professionals. professionals. colleagues and other
1/7 (14%) shows little motivation however, shows professionals.
IL-BRADLEY- to improve in this motivation to improve
DISP.D4.b,
area. in this area.
IL-BRADLEY-
DISP.D3.a,
IL-PTS-2012.8.K

Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
Initiates teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
collaboration with infrequently and infrequently and occasionally initiates frequently initiates autonomously and
others to create ineffectually initiates ineffectually initiates successful successful effectively initiates
opportunities that collaboration with collaboration with collaboration with collaboration with collaboration with
enhance student others to create others to create others to create others to create others to create
learning opportunities that opportunities that opportunities that opportunities that opportunities that
1/7 (14%) enhance student enhance student enhance student enhance student enhance student
IL-BRADLEY- learning; and shows learning; however, learning. learning. learning.
DISP.D3.b, little motivation to he/she shows
IL-PTS-2012.8.L improve in this area. motivation to improve
in this area.
21 Feb 2018 Page 11 of 13
Comments:
Uses digital tools Early childhood Early childhood Early childhood Early childhood Early childhood
and resources to teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
promote infrequently and/or infrequently and/or occasionally uses frequently uses digital consistently and
collaborative ineffectually uses ineffectually uses digital tools and tools and resources to effectively uses digital
interactions digital tools and digital tools and resources to successfully promote tools and resources to
1/7 (14%) resources to promote resources to promote successfully promote collaborative promote collaborative
IL-BRADLEY- collaborative collaborative collaborative interactions. interactions.
DISP.D4.a,
interactions; and interactions; however, interactions.
IL-BRADLEY-
DISP.D2.b, shows little motivation shows motivation to
IL-BRADLEY- to improve in this improve.
DISP.D3.b, area.
IL-BRADLEY-
DISP.D1.b,
IL-PTS-2012.8.M

Comments:
Uses effective co- Early childhood Early childhood Early childhood Early childhood Early childhood
planning and co- teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
teaching infrequently and/or infrequently and/or occasionally uses frequently uses actively pursues
techniques to ineffectually uses co- ineffectually uses co- effective co-planning effective co-planning opportunities to
deliver instruction planning and co- planning and co- and co-teaching and co-teaching effectively use co-
to each student teaching techniques teaching techniques techniques to deliver techniques to deliver planning and co-
1/7 (14%) to deliver instruction to deliver instruction instruction to each instruction to each teaching techniques
IL-BRADLEY-
to each student; and to each student; student. student. to deliver instruction
DISP.D3.a,
IL-BRADLEY-
shows little motivation however, shows to each student.
DISP.D3.b, to improve in this motivation to improve
IL-PTS-2012.8.N area. in this area.
Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
Collaborates with teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
school personnel does not initiate does not initiate does not initiate often times frequently and
in the collaboration, rarely collaboration; and collaboration; collaborates with effectively
implementation of accepts invitations to rarely accepts however, occasionally school personnel and collaborates with
appropriate collaborate with invitations to accepts invitations to on occasion will school personnel,
assessment and school personnel, collaborate with collaborate with initiate collaboration often times initiating
instruction for and shows little school personnel; school personnel in efforts. the collaboration.
designated motivation to improve however, shows the implementation of
students in this area. motivation to improve appropriate
1/7 (14%) in this area. assessment and
IL-PTS-2012.8.O instruction for
designated students.
Comments:
Early childhood Early childhood Early childhood Early childhood Early childhood
Uses conflict
teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
resolution skills to
effectively uses effectively uses adequately uses proficiently uses satisfactorily uses
enhance the
conflict resolution conflict resolution conflict resolution conflict resolution conflict resolution
effectiveness of
skills to enhance the skills to enhance the skills to enhance the skills to enhance the skills to enhance the
collaboration and
effectiveness of effectiveness of effectiveness of effectiveness of effectiveness of
teamwork
1/7 (14%) collaboration and collaboration and collaboration and collaboration and collaboration and
IL-BRADLEY- teamwork less than teamwork at least teamwork at least teamwork at least teamwork nearly
DISP.D4.d, 70% of the time; and 70% of the time; 80% of the time. 90% of the time. 100% of the time.
IL-BRADLEY- shows little motivation however, shows
DISP.D4.b,
to improve in this motivation to improve
IL-PTS-2012.8.R
area. in this area.
Comments:
24.000 pts | 85.71 %

Standard 9 - Professionalism, Leadership, and Advocacy

Needs Significant
Unsatisfactory Improvement (1.000 Basic (2.000 pts) Proficient (3.000 pts) Excellent (4.000 pts) N/A
pts)
21 Feb 2018 Page 12 of 13
Early childhood Early childhood Early childhood Early childhood Early childhood
Models teacher candidate’s teacher candidate’s teacher candidate teacher candidate teacher candidate
professional behaviors and behaviors and exhibits basic skills proficiently models continually and
behavior that disposition disposition necessary to model professional behavior consistently models
reflects demonstrate a demonstrate a lacking some degree of that reflects honesty, professional behavior
honesty, significant lacking of of skills necessary to professional behavior integrity, personal that reflects honesty,
integrity, skills necessary to model professional that reflects honesty, responsibility, integrity, personal
personal model professional behavior that reflects integrity, personal confidentiality, responsibility,
responsibility, behavior that reflects honesty, integrity, responsibility, altruism, and respect confidentiality,
confidentiality, honesty, integrity, personal responsibility, confidentiality, and at least 90% of the altruism, and respect
altruism and personal responsibility, confidentiality, and altruism. time. nearly 100% of the
respect confidentiality, and altruism; however, time.
1/8 (12%)
altruism; and he/she he/she demonstrates
IL-PTS-2012.9.I,
IL-BRADLEY- demonstrates little motivation to improve
DISP.D4 motivation to improve in this area.
in this area.
Comments: Kalee does a great job modleing professionalism.
Maintains Early childhood Early childhood Early childhood Early childhood Early childhood
accurate teacher candidate, teacher candidate, teacher candidate, teacher candidate, teacher candidate,
records, even with much even with much with much support with some support with little or no needed
manages data support from the support from the from the cooperating from the cooperating support from the
effectively, cooperating teacher, cooperating teacher, teacher, adequately teacher, proficiently cooperating teacher,
and protects demonstrates extreme struggles to maintains accurate maintains accurate consistently and
the deficiencies in adequately maintain records, manages records, manages effectively maintains
confidentiality maintaining accurate accurate records, data effectively, and data effectively, and accurate records,
of information records, managing manage data protects the protects the manages data
pertaining to data effectively, and effectively, and protect confidentiality of confidentiality of effectively, and
each student protecting the the confidentiality of information at least information at least protects the
and family confidentiality of information at least 80% of the time. 90% of the time. confidentiality of
1/8 (12%) information less than 70% of the time; information nearly
IL-BRADLEY-
70% of the time; and however, shows 100% of the time.
DISP.D4.a,
shows little motivation motivation to improve
IL-BRADLEY-
DISP.D3.b, to improve in this area. in this area.
IL-PTS-2012.9.J

Comments:
Reflects on Early childhood Early childhood Early childhood Early childhood Early childhood
professional teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
practice and struggles struggles adequately reflects on proficiently reflects on consistently and
resulting tremendously to reflect tremendously to reflect professional practices professional practices effectively reflects on
outcomes; on professional on professional and outcomes; and outcomes; professional practices
engages in practices and practices and engages in self- engages in self- and outcomes;
self- outcomes; engage in outcomes; engage in assessment; and assessment; and engages in self-
assessment; self-assessment; and self-assessment; and adjusts practices to adjusts practices to assessment; and
and adjusts adjust practices to adjust practices to improve student improve student adjusts practices to
practices to improve student improve student performance at least performance at least improve student
improve performance; and performance; 80% of the time. 90% of the time. performance nearly
student shows little motivation however, shows 100% of the time.
performance to improve in this area. motivation to improve
1/8 (12%) in this area.
IL-PTS-2012.9.K,
IL-BRADLEY-
DISP.D1

Comments:
Uses Early childhood Early childhood Early childhood Early childhood Early childhood
leadership teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
skills that infrequently and infrequently and adequately exhibits proficiently exhibits consistently and
contribute to ineffectually exhibits ineffectually exhibits leadership skills at leadership skills at effectively exhibits
individual and leadership skills; and leadership skills; least 80% of the time. least 90% of the time. leadership skills nearly
collegial demonstrates little however, 100% of the time.
growth and motivation to improve demonstrates
development, in this area. motivation to improve
school in this area.
improvement,
and the
advancement
of knowledge
1/8 (12%)
IL-BRADLEY-
DISP.D1.a,
IL-BRADLEY-
DISP.D1.b,
IL-BRADLEY-
DISP.D1.c,
IL-PTS-2012.9.P

Comments:
21 Feb 2018 Page 13 of 13
Proactively Early childhood Early childhood Early childhood Early childhood Early childhood
serves all teacher candidate, teacher candidate, teacher candidate, teacher, candidate, teacher candidate,
students and even with much even with much with much support with some support with little or no needed
their families support from the support from the from the cooperating from the cooperating support from the
with equity cooperating teacher, cooperating teacher, teacher, proactively teacher, proactively cooperating teacher,
and honor and serves all students serves all students serves all students serves all students proactively serves all
advocates on and their families and and their families and and their families and and their families and students and their
their behalf, advocates on their advocates on their advocates on their advocates on their families and
ensuring the behalf, ensuring the behalf, ensuring the behalf, ensuring the behalf, ensuring the advocates on their
learning and learning and well- learning and well- learning and well- learning and well- behalf, ensuring the
well-being of being of each child being of each child at being of each child at being of each child at learning and well-
each child less than 70% of the least 70% of the time; least 80% of the time. least 90% of the time. being of each child
1/8 (12%) time; and however, nearly 100% of the
IL-BRADLEY- demonstrates little demonstrates time.
DISP.D2.b,
motivation to improve motivation to improve
IL-BRADLEY-
DISP.D2.a, in this area. in this area.
IL-BRADLEY-
DISP.D2.c,
IL-PTS-2012.9.Q

Comments:
Is aware of Early childhood Not an option for this Not an option for this Not an option for this Early childhood
and complies teacher candidate is standard. standard. standard. teacher candidate is
with the unaware and does not aware and complies
mandatory comply with the with the mandatory
reporter mandatory reporter reporter provisions of
provisions of provisions of Section 4 Section 4 of the
Section 4 of of the Abused and Abused and
the Abused Neglected Child Neglected Child
and Neglected Reporting Act. Reporting Act 100% of
Child the time.
Reporting Act
1/8 (12%)
IL-BRADLEY-
DISP.D4.c,
IL-BRADLEY-
DISP.D4.d,
IL-PTS-2012.9.R

Comments:
Models digital Early childhood Early childhood Early childhood Early childhood Early childhood
etiquette and teacher candidate teacher candidate teacher candidate teacher candidate teacher candidate
responsible models digital models digital models digital models digital consistently models
social actions etiquette and etiquette and etiquette and etiquette and digital etiquette and
in the use of responsible social responsible social responsible social responsible social responsible social
digital actions in the use of actions in the use of actions in the use of actions in the use of actions in the use of
technology digital technology less digital technology at digital technology at digital technology at digital technology
1/8 (12%) than 70% of the time; least 70% of the time; least 80% of the time. least 90% of the time. nearly 100% of the
IL-BRADLEY-
and demonstrates little however, time.
DISP.D4.a,
motivation to improve demonstrates
IL-BRADLEY-
DISP.D3.b, in this area. motivation to improve
IL-PTS-2012.9.S in this area.
Comments:
Models and Early childhood Early childhood Early childhood Early childhood Early childhood
teaches safe, teacher candidate teacher candidate, teacher candidate, teacher candidate, teacher candidate,
legal, and does not appropriately even with much with much support with some support with little or no needed
ethical use of model and teach safe, support from the from the cooperating from the cooperating support from the
digital legal, and ethical use cooperating teacher, teacher, occasionally teacher, frequently cooperating teacher,
information of digital information infrequently models models and teaches models and teaches continually models
and and technology, and teaches safe, safe, legal, and ethical safe, legal, and ethical and teaches safe,
technology, including respect for legal, and ethical use use of digital use of digital legal, and ethical use
including copyright and of digital information information and information and of digital information
respect for intellectual property. and technology, technology, including technology, including and technology,
copyright, including respect for respect for copyright respect for copyright including respect for
intellectual copyright and and intellectual and intellectual copyright and
property intellectual property. property. property. intellectual property.
1/8 (12%)
IL-BRADLEY-
DISP.D4.a,
IL-BRADLEY-
DISP.D3.b,
IL-PTS-2012.9.T

Comments:
25.000 pts | 78.13 %