Preservice teacher Preservice teacher does not have clear has or Professional Preservice teacher has Preservice teacher is open ideas around the inappropriate Engagement demonstrated to learning the principles of teaching aspirations for readiness for teaching, requirements for teaching and requires further teaching and is yet to is meeting ethical and is beginning to opportunity and demonstrate a requirements and is understand the principles scaffolding to prepare readiness in terms of attentive to the around quality teaching for the classroom meeting ethical graduate standards for practices. requirements and teaching graduate standards for teaching. Almost always listens Usually listens to, shares Focuses on the task Rarely listens to, to, shares with, and with, and supports the and what needs to be shares with, and supports the efforts of efforts of others. done most of the time. supports the efforts of others. Team members can others. Needs support usually count on this in developing person. collaborative practices. Consistently stays Focuses on what to be Focuses on needs Rarely focussed. focused on what needs done most of the time. some of the time. Other Other team members to be done. Very Other team members can team members must constantly prompting, Works with count on this person. prompt and remind to to keep this person on initiative keep this person on task. task. Continued Little initiative. Needs support in self-direction support in developing is needed. self-direction. Mentor Teacher Comment: Click here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
Professional Engagement Preservice teacher has demonstrated readiness for teaching, is meeting ethical requirements and is attentive to the graduate standards for teaching Preservice teacher is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. Preservice teacher does not have clear ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom Preservice teacher has or inappropriate aspirations for teaching and is yet to demonstrate a readiness in terms of meeting ethical requirements and graduate standards for teaching. Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares with, and supports the efforts of others. Focuses on the task and what needs to be done most of the time. Team members can usually count on this person. Rarely listens to, shares with, and supports the efforts of others. Needs support in developing collaborative practices. Consistently stays focused on what needs to be done. Very Works with initiative Focuses on what to be done most of the time. Other team members can count on this person. Focuses on needs some of the time. Other team members must prompt and remind to keep this person on task. Continued support in self-direction is needed. Rarely focussed. Other team members constantly prompting, to keep this person on task. Little initiative. Needs support in developing self-direction. Mentor Teacher Comment: Click here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
ins-epe210-form-b-ec-15.docx