1 
 
 
University of the Virgin Islands 
School of Education 
Bachelor of Arts in Education 
Inclusive Early Childhood  
Spring 2014 
 
Student Teacher Competency and Evaluation Record 
 
N = 1 
TO THE EVALUATOR: Place your evaluation in the appropriate column entitled “Rating.” The 
ST column is for the student teacher to do a self-assessment. The CT column is for the 
cooperating teacher and the US column is for the University supervisor. Please evaluate 
according to the table below. 
 
A rating of “5” indicates a continuous outstanding or superior performance with unusual 
initiative and imagination. 
 
A rating of “4” indicates that the student’s work is of a very good quality and is performed 
without much assistance. 
 
A rating of “3” indicates generally satisfactory work with guidance and supervision, but denotes 
need for improvement. Is also indicates average performance for a student teacher in relation to 
his/her peers.    
 
A rating of “2” indicates a definite weakness in the area. The student teacher however, seems 
capable of attaining satisfactory standards if carefully guided and supervised.  
 
A rating of “1” indicates a very serious weakness and it is questionable whether the student can 
attain a satisfactory level of performance in that area even with continued help. (Please add a 
written comment for a “5” rating.) 
 
Competencies 
CT 
US 
 
DAILY PLANNING (CEC Standard 7) 
 
1. Written daily lesson plans are completed. 
4  
4 
2. Outcomes for students are clearly stated. 
5 
5 
3. A variety of teaching strategies is used. 
4 
5 
4. Assessment strategies are indentified and used.  
4 
5 
5. Accommodations and adaptations for 
individualized instruction are evident. 
 
4 
 
5 
  
2 
 
 
6. Lessons are integrated across disciplines and 
domains. 
 
4 
 
5 
7. Assessment guides planning. 
4 
4 
8. Classroom management is considered when 
planning.  
 
3 
 
4 
9. There is a balance between teacher initialed and 
student initiated activities. 
 
5 
 
4 
10. Lessons are developmentally appropriate in 
content and implementation. 
 
5 
 
5 
11. Scaffolding and appropriate motivational 
strategies are planned. 
 
4 
 
4 
 
DEVELOPMENTALLY APPROPRIATE PRACTICE (NAEYC 1; CEC 2) 
 
12. Develop and implement classroom procedures 
and expectations that promote an effective 
developmentally appropriate learning environment.  
 
4 
 
5 
13. A variety of instructional strategies in used 
responsive to varied needs and learning styles. 
 
4 
 
5 
14. Knowledge of appropriate environments and 
practices is demonstrated. 
 
5 
 
5 
15. There is a balance between child and initiated 
and teacher initiated learning. 
 
5 
 
5 
16. Instruction includes strategies to promote 
critical thinking, problem solving, and skills. 
 
5 
 
5 
17. Instruction is designed to maximize student 
engagement and success. 
 
5 
 
5 
18. Cues are taken from the children to guide 
individualized learning. 
 
5 
 
5 
19. Learning occurs through active participation and 
play. 
 
4 
 
5 
20. Learning occurs though individual, small groups 
and large group’s activities. 
 
-- 
 
5 
21. Instructional content, materials, resources, and 
strategies are responsive to cultural, linguistic, and 
gender differences.  
 
5 
 
5 
  
TEACHING AIDS AND TECHNOLOGY (NAEYC) 
 
22. A variety of teaching aids and materials are used 
regularly in instruction. 
 
4 
 
5 
23. Technology is used, when appropriate, as a 
teaching tool. 
 
5 
 
5 
24. Materials and supplies ate organized and 
accessible.  
 
5 
 
5 
  
3 
 
 
ASSESSMENT (NAEYC 4; CEC 8) 
 
25. Authentic assessment methods are used to 
track student progress. 
 
4 
 
5 
26. Standard assessments are used to track student 
progress. 
 
4 
 
5 
27. Results of ongoing assessment are 
communicated to the mentor teacher and parents. 
 
4 
 
5 
28. Results of informal and formal assessment are 
communicated to the mentor teacher and parents. 
 
4 
 
5 
 
CLASSROOM ENVIRONMENT (NAEYC 4; CEC 5) 
  
29. Classroom is arranged to provide adequate 
space for independent, small group and large group 
activities. 
 
5 
 
5 
30. Appropriate time periods are provided for 
activities/lessons. 
 
5 
 
5 
31. Transitions are planned for, anticipated, and 
used as part of learning. 
 
4 
 
5 
32. Rules, expectations, routines, and procedures 
are clearly defined and communicated to students. 
 
5 
 
-- 
33. Maintains a safe and healthy environment. 
Classroom climate is friendly, student-focused, and 
enjoyable.  
 
5 
 
-- 
 
RELATIONSHIPS WITH STUDENTS (NAEYC 1, 2, 4; CEC 3) 
 
34. Classroom climate is respectful to all. 
5 
-- 
35. A climate of cooperation is promoted. 
5 
-- 
36. Sincere efforts are made to know each student. 
5 
-- 
37. Students’ problems are addressed and 
resources are provided for assistance. 
 
4 
 
-- 
38. Friendships and a sense of belonging are 
promoted among students. 
 
5 
 
-- 
39. Appropriate behaviors and interpersonal skills 
are modeled. 
 
5 
 
-- 
40. Positive feedback is provided during lessons, 
guided practice, individual, and group work. 
 
5 
 
-- 
41. Behavioral expectations are clearly defined and 
communicated.  
 
5 
 
-- 
42. Behavior problems are approached proactively. 
-- 
-- 
43. Strategies for guiding behavior are appropriate 
for age and individual. 
 
4 
 
-- 
44. Strategies for conflict resolution are used when 
appropriate. 
 
5 
 
-- 
  
4 
 
45. Students are held accountable for their 
behavior and work. 
 
5 
 
-- 
46. Discipline strategies are respectful and focus on 
learning skills.  
 
5 
 
-- 
 
COMMUNICATION WITH STUDENTS (NAEYC 4; CEC 6) 
 
47. Communication is respectful, positive, friendly, 
and inviting. 
 
5 
 
5 
48. Responds promptly and appropriately to 
students. 
 
5 
 
4 
49. Ideas are expressed with clarity, fluency, and 
accuracy.  
 
5 
 
5 
50. Voice tone is varied. 
5 
5 
51. Instruction is energetic and enthusiastic. 
5 
5 
52. Loudness of voice is controlled and appropriate. 
5 
5 
53. A variety of visuals are used to enhance learning 
and communicate ideas. 
 
5 
 
5 
54. Appropriate vocabulary and Standard English 
are modeled in written and spoken communication.  
 
5 
 
5 
55. Cultural and linguistic differences are respected.  
5 
5 
56. Demonstrates clarity in writing.  
5 
3 
 
COMMUNICATION WITH PARENTS (NAEYC 2; CEC 10) 
 
57. Creates clear communication systems between 
school and home. 
 
3 
 
4 
58. Communication is respectful, positive, friendly, 
and inviting. 
 
5 
 
4 
59. Encourages parent involvement. 
4 
4 
60. Participates in parent-teacher conferences, 
open houses, PTA meetings, etc. 
 
4 
 
NA 
 
COMMUNICATION WITH STAFF/PROFESSIONALS (NAEYC 5) 
61. Works cooperatively with mentor teacher. 
5 
5 
62. Accepts constructive feedback. 
5 
5 
63. Communication is respectful, positive, friendly, 
and inviting. 
 
5 
 
5 
64. Participates in one school committee. 
5 
NA 
65. Participates in IEP meetings. 
NA 
NA 
66. Participates in team planning meetings. 
5 
5 
 
PROFFESSIONALISM (NAEYC 5; CEC 9) 
 
67. Understands and follows the NAEYC 
Professional Code of Ethics. 
 
4 
 
5 
  
5 
 
 
68. Engages in self-reflective behavior to evaluate 
teaching, seeking, and opportunities to grow 
professionally. 
 
5 
 
5 
69. Demonstrates professional characteristics of 
punctuality, flexibility, cooperation and 
responsibility.  
 
5 
 
5 
70. Maintains confidentiality in all aspect of work 
with students, families, and colleagues. 
 
4 
 
5 
71. Demonstrates enthusiasm and initiative. 
5 
5 
72. Demonstrates understanding of federal and 
local laws. 
 
5 
 
5 
73. Demonstrates knowledge of school procedures 
and systems.  
 
5 
 
5