Self Assessment for presented lesson plan

Teacher Name: LaQuetta Williams

CATEGORY Excellent Very Good Satisfactory Needs Improvement

Domain 1- Prep Demonstrates Establishes some Establishes some Does not show any
and Planning solid knowledge of of previous traits of previous traits skills in prep and
content, uses but misses one- but misses three. planning.
different two.
viewpoints,
establishes high
expectations for all
students, plans for
diverse learners,
prepares daily
written plans,
develops age
appropriate
material, uses
variety of
assessment tools.

Domain 2- Safe, warm and Establishes some Establishes some Does not show any
Learning caring learning of previous traits of previous traits skills in managing
Environment environment, clear but misses one- but misses three. environment.
standards of two.
conduct, polite
and respectful,
monitors student
behavior,
organized, deals
effectively with
severe disruptions.
Domain 3- Skillful in lecturing Establishes some Establishes some Does not show any
Instruction and giving of previous traits of previous traits skills in instruction.
directions, good but misses one- but misses three.
questioning two.
techniques, clear
communication,
uses technology
when able,
monitors student
learning, models
good verbal and
written skills.

Domain 4- Positive role Establishes some Establishes some Does not show any
Professionalism/ model, open to of previous traits of previous traits skills in
Management constructive but misses one- but misses three. management of
criticism, dress and two. students.
groomed
appropriately,
reliable and
cooperative, team
player,
understands
school issues,
committed to
teaching and
education,
confident,
enthusiasm,
motivational.
Math - Problem Solving : pie fractions-preschool

Teacher Name:

CATEGORY 4 3 2 1

Use of Student always Student typically Student Student rarely

Manipulatives listens and follows listens and follows sometimes listens listens and often
directions and directions and and follows "plays" with the
only uses uses directions and manipulatives
manipulatives as manipulatives as uses instead of using
instructed. instructed most of manipulatives them as
the time. appropriately instructed.
when reminded.

Completion All problems are All but one of the All but two of the Several of the
completed. problems are problems are problems are not
completed. completed. completed.

Working with Student was an Student was an Student Student did not
Others engaged partner, engaged partner cooperated with work effectively
listening to but had trouble others but needed with others.
suggestions of listening to others prompting to stay
others and and/or working on-task.
working cooperatively.
cooperatively
throughout
lesson.

Strategy/Procedures Typically, uses an Typically, uses an Sometimes uses Rarely uses an

efficient and effective strategy an effective effective strategy
effective strategy to solve the strategy to solve to solve problems.
to solve the problem(s). problems but
problem(s). does not do it
consistently.
Early childhood staff skills and analysis

Teacher Name:

Satisfactory Needs improvement Not applicabl

CATEGORY Excellent 4 Good 3 2 1 e

Licensing Consistently Was able to Named a Was not able to Does not
requirements demonstrated reference minimal demonstrate an apply
knowledge of some state number of understanding of state
state licensing licensing state licensing licensing requirements
requirements requirements requirements and CVC3 rules and
and CVC3 and CVC3 and CVC3 rules procedures.
rules and rules and and
procedures. procedures. procedures.

Child Exhibited a Exhibited Exhibited some Was not able to Does not
development thorough adequate knowledge of reference child apply.
knowledge knowledge of knowledge of child development
child child development principles or
development development principles and appropriate practice.
principles and principles and appropriate
appropriate appropriate practice.
practice. practice.

Developmentall Consistently Cited a few Named a Named two or less Does not
y appropriate cited program program minimal programming apply.
programming examples that examples that number of examples that meet
meet the meet the program the developmental
development development examples that needs of children.
al needs of al needs of meet the
children. children. developmental
needs of
children.

Play Showed a real Showed a Showed little Showed no real Does not
opportunities understandin minimal understanding understanding of the apply.
g of the understandin of the importance of play
importance of g of the importance of opportunities in
play importance of play learning.
play
 opportunities opportunities opportunities
in learning. in learning. in learning.

Responsive to Understands Understands Has limited Has very limited Does not
individual the importance of understanding knowledge of the apply.
needs importance of individualized of the importance of
individualized programming importance of individualized
programming but not child individualized programming.
and child assessment. programming
assessment. but not child
assessment.

Understanding Demonstrate Demonstrate Demonstrated Did not have a clear Does not
family and d a thorough d some a minimal understanding of the apply.
community understandin understandin understanding needs of families or
g of the needs g of the needs of the needs of community.
of the families of the families the families
and the and the but not the
community. community. community.

Job Demonstrate Demonstrate Demonstrated Was unclear of their Does not

responsibilities d a thorough d some an job responsibilities and apply.
understandin understandin understanding of other staff
g of their job g of their job of their job members.
responsibilitie responsibilitie responsibilities
s and of other s and of other , but not other
staff staff staff members.
members. members.

Creative and Exhibited a Exhibited a Attitude was Attitude was not Does not
positive positive positive not positive positive and did not apply.
attitude attitude and attitude and and had seem willing to be
aptitude to aptitude to minimal creative or problem
problem solve problem willingness to solve.
and solve. be creative or
willingness to help in
think problem
creatively. solving.
Ethical and Demonstrate Demonstrate Demonstrated Demonstrated some Does not
professional d knowledge d some limited knowledge of apply.
conduct of ethical knowledge of knowledge of professional conduct
behavior and ethical ethical
discussed behavior, and behavior, and
examples of examples examples
their professional professional
professional conduct. conduct
conduct.

Cooperative Consistently Demonstrate Demonstrated Was not able to Does not

team member exhibited d some little evidence demonstrate evidence apply.
evidence of evidence of of cooperation, of cooperation or the
cooperation, cooperation, responsibility promotion of team
responsibility responsibility and promoting cohesiveness.
and and team
promoting promoting cohesiveness.
team team
cohesiveness. cohesiveness.
Student teacher self assessment

Teacher Name

CATEGORY Beginning 1 Developing 2 Accomplished 3 Score

Uses curriculum Does not use Uses standards Consistently uses

standards to plan standards to plan inconsistently to standards to plan
lessons and lesson and plan lesson and lesson and
activities activities activities activities

Utilizes informal, Does not Utilizes Utilizes some Utilizes all types of
formal and human assessments to assessments to assessments to
development identify teaching identify teaching identify teaching
assessments to strategies and strategies and strategies and
identify teaching activities activities activities
strategies and
activities

Identifies Does not identify Identifies some Identifies and

appropriate appropriate appropriate applies appropriate
materials to materials to materials to materials to
promote learning promote learning promote learning promote learning

Identifies needed Does not identify Identifies some of Identifies all of the
prior knowledge the prior the prior prior knowledge
and skills to knowledge and knowledge and and skills needed to
strengthen skills needed to skills to strengthen strengthen reading
reading and strengthen reading reading and and writing
writing skills and writing writing

Plans lesson with Lesson does not Lessons possess Objectives and
clear objectives possess objectives objectives and outcomes are
and outcomes and outcomes outcomes clearly and
concisely stated in
lessons
Collaborates and Does not utilize Uses resources Collaborates and
consults with resources from from colleagues consults with
colleagues and other colleagues and parents colleagues and
parents and parents parents to enhance
students' learning

Incorporates Does not Incorporates some Consistently uses

technology and incorporate technology and technology and
media technology and media media in the lesson
media planning

Uses IEPs to plan Is not familiar with Is familiar with IEP Always uses the IEP
strategies and to IEP and does not and implements to construct
integrate students use the IEP to plan some of the instruction and to
strategies and information in the integrate students
integrate students planning of
strategies and in
the integration of
students