The College of Saint RoseSchool of Education

Department of Literacy and Special Education

Teacher Candidate Assessment

Early Childhood Education / Special Education B-2

College of Saint Rose Conceptual Framework

The National Council for the Accreditation of Teacher Education

Council for Exceptional Children

National Association for the Education of Young Children

CSR

CEC

NAEYC

NCATE

Childhood Education / Special Education 1-6

CSR

CEC

ACEI

NCATE

College of Saint Rose Conceptual Framework

The National Council for the Accreditation of Teacher Education

Council for Exceptional Children

Association for Childhood Education International

Formative and Summative Assessments for

Teacher Candidates Formative

Course-embedded projects Course-embedded field experience

evaluations Professional Qualities Assessment

Summative Student Teaching Evaluations Portfolio Evaluation

Student Teaching Evaluations Completed at the end of each of two eight week

student teaching placements. Candidates rated at one of four levels based upon

level of support required for candidate’s successful demonstration of the competency.* Distinguished *Proficient *Novice *Unsatisfactory

Completed independently by cooperating teacher, supervisor and student.

Evaluations discussed at the final 3-way conference held during the last week of each eight week placement.

Student Teacher EvaluationsStrengths

Evaluation rates candidate on 59 areas of teaching competency.

Observation evaluation form is directly aligned with final evaluation form.

Supports conversation at 3-way conference about candidate performance related to CSR program standards.

Challenges Different placement

settings provide varied opportunities to demonstrate competencies.

Difficult to achieve common interpretation of competencies and ratings among evaluators.

Components of Student Teaching Portfolio

Philosophy of Education Collection of artifacts which the candidate has

selected from his/her body of work to represent specific teaching competencies.

Rationale statements written to describe how artifact represents competency.

Student Teaching Portfolio Development

Orientation to Portfolio Taken along with first course in the major. Provides introduction to portfolio rubric. Provides encouragement to students to save work.

Portfolio Class Taken along with student teaching. Guides student in the selection and organization

of artifacts for the portfolio. Aids in preparation for the portfolio presentation.

Portfolio Evaluation Stage 1

Competencies related to teaching performance evaluated by supervisor at the end of first student teaching placement.

(B-2 program 10 elements) ( 1-6 program 20 elements)

Stage 2 Formal portfolio presentation to two reviewers at the end

of the student teaching semester. Early Childhood Education / Special Education on-line format Childhood Education / Special Education paper document format

Reviewers evaluate portfolio artifacts according to a common rubric.

(B-2 program 23 elements) (1-6 Program 24 elements)

Portfolio Presentation Teacher candidate presents portfolio to a team

of two reviewers.(20 minutes) Faculty and professionals from the field

Reviewers then use rubric to collaboratively evaluate the competencies documented by portfolio evidence.(60 minutes)

Reviewers meet with candidate to provide feedback. (10 minutes)

Portfolio EvaluationStrengths

Student reflection on comprehensive body of work.

Collaborative review representing higher education and professionals from the field.

Presentation challenges students to speak about their learning.

Challenges Workload during the student

teaching semester. Inter-rater reliability. Scheduling review to maximize

faculty participation. ECE digital format influenced by

differing levels of comfort among students in using technology and access to technology.

Much of student work is currently submitted as paper copy, thereby requiring the scanning of large projects.

Need for tech support.

Future Goals Move all portfolio evaluation to on-line format using iWebfolio as platform.

Increase student engagement with portfolio development throughout the program. Create an opportunity early in the program where students

would purchase on-line account. Upload all assignments and graded rubrics as they are

completed in each class. Revise and reflect on assignment based on faculty feedback. Align each assignment with portfolio principles and elements.

Select artifacts for final portfolio from digital file cabinet during the student teaching semester.