7. Collaboration: Written report Written report Written report Written report Written report does shows understanding shows shows weak not show any exceptional strong 3d understanding of the of the importance of understanding of understanding of understanding of importance of assessment the importance of the importance of the importance of CEC 8, 2, 3, 7 assessment partnerships with assessment assessment assessment LAC Tier 3, partnerships with families and with partnerships with partnerships with partnerships with independent inquiry families and with professional families and with families and with families and with learning outcome 1, professional colleagues and professional professional professional 2, 3, 4, 5, 6, 7 colleagues and demonstrates this colleagues and colleagues and colleagues. demonstrates this through collaborative demonstrates this demonstrates this through highly partnerships that through some through some effective build effective collaborative collaborative collaborative teaching partnerships that partnerships that partnerships that fairly fairly environments. build build data-based build effective effective effective teaching teaching teaching environments. environments. environments. Entire project is Entire project is Entire project Entire project Entire project 8. Organization & Reflection: strong strong in reflection, shows reflection shows weak shows no reflection exceptionally in reflection, outlining a good outlining growing reflection with on one’s own NAEYC 4d outlining a deep awareness of the awareness of the some growing growing awareness awareness of the SRBI process, SRBI process, awareness of the of the SRBI LAC Tier 3, SRBI process, including reflecting including reflecting SRBI process, process, with little independent inquiry including reflecting on own practice on own practice including reflecting on own learning outcome 3, on own practice (with reference to (with reference to reflecting on own practice (few 5, 7 (with clear reference teaching strategies teaching strategies practice (with a references to to teaching and adaptations) to and adaptations) to few references to teaching strategies strategies and promote positive promote positive teaching strategies and adaptations). adaptations) to outcomes for each outcomes for each and adaptations) to promote positive child (as documented child (as promote positive outcomes for each by data on change). documented by data outcomes for each child (as on change). child (as documented by data documented by on change). data on change).
7. Collaboration: 3d CEC 8, 2, 3, 7 LAC Tier 3, independent inquiry learning outcome 1, 2, 3, 4, 5, 6, 7 Written report shows exceptional understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through highly effective collaborative partnerships that build effective teaching environments. Written report strong understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through collaborative partnerships that build effective teaching environments. Written report shows understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through some collaborative partnerships that build fairly effective data-based teaching environments. Written report shows weak understanding of the importance of assessment partnerships with families and with professional colleagues and demonstrates this through some collaborative partnerships that build fairly effective teaching environments. Written report does not show any understanding of the importance of assessment partnerships with families and with professional colleagues. 8. Organization & Reflection: NAEYC 4d LAC Tier 3, independent inquiry learning outcome 3, 5, 7 Entire project is exceptionally strong in reflection, outlining a deep awareness of the SRBI process, including reflecting on own practice (with clear reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project is strong in reflection, outlining a good awareness of the SRBI process, including reflecting on own practice (with reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project shows reflection outlining growing awareness of the SRBI process, including reflecting on own practice (with reference to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project shows weak reflection with some growing awareness of the SRBI process, including reflecting on own practice (with a few references to teaching strategies and adaptations) to promote positive outcomes for each child (as documented by data on change). Entire project shows no reflection on one’s own growing awareness of the SRBI process, with little reflecting on own practice (few references to teaching strategies and adaptations).
ECE-575.docx