24 Apr 2019 Page 1 of 3

Intern Name: Lily Harding

Internship: 18SP ETE 304-1 (i/t)

Submitted: Apr 17, 2018 Supervisor(s): Heather Donnelly

Course/Term: ETE 304 - 1 : Early Childhood ( 18SP-edTPA ) Mentor(s): Jennifer McClary
Assessor: Jennifer McClary (Mentor) Site: PALS-Willow Knolls, 2327 W Willow Knolls
Rd, Peoria IL 61614
Comments: Lily would be an asset to any Preschool setting. The children absolutely love her and it shows Subject(s): Infant/Toddler
how much she loves them. She did an awesome job!
Grade(s): Infant and Toddler

Important Note

As a requirement to pass this evaluation and the course the teacher candidate must earn a Mean Minimum of 2.5 score with no Emergent rankings on the
final.

Total points earned divided by 9.

THE LEARNER AND LEARNING

PROFICIENT (3.000 pts) DEVELOPING (2.000 pts) EMERGING (1.000 pts) N/A
Teacher candidate influenced a Not an option. The teacher candidate was
Positively
safe and healthy environment by challenged by one or more of the
influences a
being a good role model for K-12 following: a) influencing a safe
safe and
students and following and and healthy environment; b) being
healthy
enforcing school rules. a good role model for all students;
environment
1/2 (50%)
c) following and/or enforcing
school rules.
Comments:
The teacher candidate modeled The teacher candidate was The teacher candidate was
appropriate technology and digital reminded on one occasion to reminded on more than one
Models
etiquette by refraining from: a) appropriately use technology or occasion to appropriately use
appropriate
speaking on cell phones; b) digit media. On one occasion the technology or digit media. On
technology
sending or receiving text teacher candidate did not refrain more than one occasion the
and digital
messages; and/or c) using from: a) speaking on cell phones; teacher candidate did not refrain
etiquette that
computers in the classroom b) sending or receiving text from: a) speaking on cell phones;
supports and
without permission from the messages; and/or c) using b) sending or receiving text
facilitates
cooperating teacher; or d) posting computers in the classroom messages; and/or c) using
responsible
professional or unprofessional without permission from the computers in the classroom
social
information on social media. cooperating teacher; or d) posting without permission from the
interactions
1/2 (50%)
professional or unprofessional cooperating teacher; or d) posting
information on social media. professional or unprofessional
information on social media.
Comments:
6.000 pts | 100 %

CONTENT KNOWLEDGE

PROFICIENT (3.000 pts) DEVELOPING (2.000 pts) EMERGING (1.000 pts) N/A
Demonstrates Teacher candidate demonstrated The teacher candidate is working While communicating with K-12
a command of an appropriate command of to achieve an appropriate students and all school personnel,
the language: language: standard conventions, command of language: standard the teacher candidate was
standard written and oral, including volume conventions, written and oral, challenged when demonstrating
conventions, and tone while communicating including volume and tone while an appropriate command of
written and with K-12 students and all school communicating with K-12 students language: standard conventions,
oral, including personnel consistently. and all school personnel. written and oral, including volume
volume and and tone.
tone
1/1 (100%)

Comments:
3.000 pts | 100 %

INSTRUCTIONAL PRACTICE

PROFICIENT (3.000 pts) DEVELOPING (2.000 pts) EMERGENT (1.000 pts) N/A
24 Apr 2019 Page 2 of 3
Assists Teacher candidate made excellent The teacher candidate required The teacher candidate was
cooperating progress in taking initiative to consistent guidance when challenged when taking initiative
teacher to consistently assist the cooperating assisting the cooperating teacher and/or following the cooperating
develop and / teacher in planning and delivering in preparing and delivering teacher’s guidance to prepare and
or facilitate instruction to K-12 students. instruction to K-12 students. deliver instruction to K-12
instructional students.
tasks
1/1 (100%)

Comments:
3.000 pts | 100 %

PROFESSIONAL RESPONSIBILITIES

PROFICIENT (3.000 pts)
When offered constructive
criticism the teacher candidate
Demonstrates
reacted professionally as
acceptance of
indicated by body language,
constructive criticism
tone of voice, and / or through
and adjusts teaching
written communication.
practicesDemonstrates
Furthermore, the teacher
acceptance of
candidate adjusted his or her
constructive criticism
actions (teaching practices) as a
and adjusts teaching
response to the cooperating
practices
1/5 (20%)
teacher’s constructive criticism.
Comments:
With the exception of an
emergency, the teacher
candidate consistently arrived to
the classroom on time with no
more than two absences. If an
Demonstrates absence was necessary, the
professionalism teacher candidate notified the
through scheduled cooperating teacher before the
attendance and start of the school day in writing.
punctuality Note: (If the teacher candidate
1/5 (20%) was absent two or less times but
did not notify the cooperating
teacher before the beginning of
the school day, then he or she
should receive a “Developing”
for this criterion.)
Comments:
Every day the teacher candidate
displayed appropriate personal
Displays appropriate appearance and grooming for
personal appearance the classroom professional
and grooming for the activities, including meeting the
classroom professional guidelines as indicated in the
activities school’s Code of Conduct for
1/5 (20%) piercings, tattoos, hair color, hair
styles, jewelry, and clothing.
Comments:
Each day the teacher candidate Not an option.
modeled professional behaviors
that reflected responsibility and
respect: a) valued K-12
students’ cultural backgrounds
Models professional
and languages; b) came
behaviors that reflect
prepared with appropriate
responsibility and
dispositions, materials, and
respect
resources to support K-12
1/5 (20%)
students’ individual needs.
Comments:
DEVELOPING (2.000 pts)
When offered constructive
criticism by the cooperating
teacher, the teacher candidate
reacted professionally as
indicated by body language,
tone of voice, and / or through
written communication. However,
either by willful choice or inability,
the teacher candidate did not
adjust his or her actions
(teaching practices) as a
response to the cooperating
teacher’s constructive criticism.
With the exception of an
emergency, the teacher
candidate was late to class on
one occasion. and/or The
teacher candidate was absent
from class three times; however,
notified the cooperating teacher
before the start of the school
day.
On one occasion, the teacher
candidate did not display
appropriate personal
appearance and grooming for
the classroom professional
activities; therefore, not meeting
the guidelines as indicated in
the school’s Code of Conduct for
piercings, tattoos, hair color, hair
styles, jewelry, and / or clothing.
EMERGENT (1.000 pts) N/A
When offered constructive
criticism, the teacher candidate
reacted unprofessionally as
indicated by body language,
tone of voice, and / or through
written communication. In
addition, by willful choice or
inability, the teacher candidate
did not adjust his or her actions
(teaching practices) as a
response to the cooperating
teacher’s constructive criticism.
With the exception of an
emergency, the teacher
candidate was late to class on
more than one occasion. and/or
The teacher candidate was
absent from class three or more
times; however, did not notify the
cooperating teacher before the
start of the school day on at
least one occasion.
On two or more occasions, the
teacher candidate did not
display appropriate personal
appearance and grooming for
the classroom professional
activities; therefore, not meeting
the guidelines as indicated in the
school’s Code of Conduct for
piercings, tattoos, hair color, hair
styles, jewelry, and / or clothing.
On more than one occasion, the
teacher candidate did not model
professional behaviors that
reflected responsibility and
respect. Therefore, the teacher
candidate was challenged in one
or both of the following areas: a)
valuing K-12 students’ cultural
backgrounds and languages; b)
coming prepared with
appropriate dispositions,
materials, and resources to
support K-12 students’ individual
needs.
24 Apr 2019 Page 3 of 3
The teacher candidate The teacher candidate required The teacher candidate was
collaboratively worked with the consistent guidance when challenged in collaboratively
Collaboratively works cooperating teacher to support working with the cooperating working with his or her
with cooperating K-12 students’ academic teacher to support K-12 cooperating teacher. Even with
teacher to support success by effectively students’ academic success. tremendous support, the teacher
student success performing assigned tasks. candidate experienced
1/5 (20%) difficulties much of the time in
performing tasks to support K-12
students’ academic success.
Comments:
15.000 pts | 100 %