reschool Eduction
inal aluation by Cooperating Teacher
Due: Nolater than Taceday, May 8,201
Soden meanacs anal tudent throughout hirer student etching experience pease esate the tent to which he
wing NAEYC (National Associaton forthe Education of Young Crea) Sundari ere ood
teacher candidates using the allowing rubs
‘Standard: Prometing Child Development and Leurning
Cras Snes ether enderstanding of young chiens characteris and eas, anf hip
‘mens evelopment and earning cet ronments that arc ea, epee apnoea ee
Punsaciiierwehliie | Pansaciiier reenter
concern tadeveopmentst | anawarenes of ‘eet the vou developmental
eves interes. andstenets | devdopmenalerlsor | ees tan
tehiren ‘hilren sad obervs the
Strength an interes of
ildrer dbus on them
lyearren atiesor
‘Fins have ie sgn = and plas actviesto ect
chldetccemeiencesr | crn eemeencsand | Sateen ae
‘sural dione done | see one solelo or inaar
Sevlopmentadierences,
Frovidesmesty teacher. | Provides opporunisesfor | -andurespurpeem oor
fdreced acter Indrpendestexplration, | Szatepes daring childrens
Provides ide tie for Interveningenyoentance | exporaton, 2
Elden to explore thech'semlraton,
Independent
‘Actes ae eer any of | Avie are evelopment | — and ean vac oP
‘ooadvanced for crenand | appropriate and catenin.” | inrucioat ache ethos
Aosonens are not made | Aeties ae sje x.
Tesponsetochidrens cee | reponse childrens terest
rcticum Stdent knows abut understand nd vale the importance an complex characteristic of children's miles
EEmimtntes. They ue ths understanding t create respec, reciprocal relationships that supportsed sent bese ond to
vole al fails in thet children's developmen sndlcraing
Pe ae area a
Seodeemre [raceme | theres
erctrcmenng | Gletnee tein | tices
Sorermpsarice’® | ada 2
[NAEYC Standard: Observing. and Aseing io Soppor®
Practicum Stdent know about and understand the goals benefits, and ses f assessment
‘observations, docamentaen and other efecive sessment
rofessionals to postvly influence hiren's development
Deere
Ce aE
trconandnrotennie | wicca 2
oo Saseccaaest
NAEYC Standard Using Developmental Eectve Approaches to Connect wth hilren and Famies (Teaching Learning)iene ee ee
recent” [etme acura. | 3
on
a
mga | eae oe
sete en
sore, 3
=
a
rane oe
Fevernondeatoa”— Ursa apararal —| “amano
rmcppereerayeces [ona oisae” | sae
Felstonelige ober feescnginconestonset” | 3
neler goat
Cleary states measurable
selo/objectves
‘Standard Using Content Knowledge Yo Wald Weaning Carta
‘crept adieu met fede dines ig iplnet and re expres ht proeteyosive
development and earning fo each oe
chil Student understands the importance of deveopmeral domains aed nde oe ines
tov the essen concept Ing tals, and structure of content seas, lode sa
cco thelr understanding, ude uss ther Knowle and oer aera he
stenting cura tht proms comprehensive development snd learfag ates every‘rridesKsrsngeperenes Disign larig expences] —and proves pan Tor al
iatarenoedeelopmenally | thiteredeveopmensiy | exandagnanioe eeviencer
sppe appropriate and chalga
‘Standard 6: Becoming aProfssonst
Sieg ewyand condos theives a member tthe xt coo profesin. They kn nd ethics pds
ace, Theyarcomtineayclaborive lanai eet
work, making normed decison tha ategraenowiedge roms ant of
advocates for sound educational acces tn poe,
a aoe ya
cooperating teacher, staffand | cooperating teacher, staff ‘cooperating teacher. 3
Seige tes | pee
Seer ee fe
mogectte [ees ae
iecateret im [iota
‘Completes askin atime
coenierncncriganre Lisadn Nice Bred,
Practicum eaten’ Senate
Instructor Snir:
NAEYC Standards 16
ey eens 1, thy 16.28 3, 40,4560