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ELE 470 Field Assessment

The Cooperating Teacher, Teacher Candidate, and University Supervisor complete the Field Assessment for  ELE 470 Student Teaching Experience by clicking here:

Field Assessment


These Field Assessments are tools used to assess the active involvement of the teacher candidate with the cooperating teacher and the students during the student teaching experience.  The cooperating teacher, the teacher candidate, and the NLU supervisor each complete Field Assessments at the midterm point and end point of the experience related to the teacher candidate’s performance in the classroom.  These Field Assessments help determine the course grade for the experience and become part of the teacher candidate’s permanent record at the university.


Please indicate the level of competency attained by the teacher candidate for each indicator.  You are encouraged to include comments to support the assessments.  Please do not complete more than one field assesment.

Please complete the electronic assessment.  You are asked to print a hard copy when you have finished.  The three assessments are signed and submitted to the seminar leader

Please Note: The assessmentl cannot be saved.  Please allow enough time to complete the entire assessment at one sitting.  When you create a printable version, a unique URL is created that can be copied and saved or bookmarked for later use.


Rubric Scoring Guide:

The rubric serves as a guide for understanding the terms of the continuum [Adaptive Expertise, Proficient, Basic, Unsatisfactory, and Not Observed].  The candidate is to be assessed at this point in his/her development as a beginning pre-service teacher.  Please include comments in the text boxes provided.







Adaptive Expertise

Performance at a high level beyond what is expected of a novice/beginning teacher is evident in this area

Consistently present at a high level





Thorough understanding and acceptable performance of high quality is evident in this area

Consistently present throughout the experience





Partial understanding and uneven performance of some quality is evident in this area

Presentation throughout most of the experience





Minimal understanding and performance of questionable quality is evident in this area

Presentation is inconsistent throughout the experience




Not Observed

Understanding or performance on this indicator was not observed

Understanding or performance on this indicator was not observed



ELE 470 Student Teaching Field Experience


The standards with which this competency appraisal are aligned:


  • Learning Environment Analysis: Understanding Students and Their Context
    • Teacher candidates will analyze learning environments in order to create an environment which allows experiential, integrated, and investigative learning developed around accepted curriculum standards.
    • Teacher candidates will understand diverse educational contexts and know how to maintain professional integrity within each.

IPTS #1, #4, and ACEI # 1.0


  • Investigating and Analyzing Content
    • Teacher candidates will understand the role content analysis and investigation plays in elaborating their own content expertise and thus designing more standards aligned and contextualized curriculum for students.

IPTS #2 and ACEI #2.1 – 2.7


  • Whole Class Diagnostic Assessment
    • Teacher candidates will use the NCE Adaptive Cycle of Teaching to complete whole class diagnostic assessments on which to base planning and organization of the classroom and to meet the challenges of students with diverse learning abilities.

IPTS #1 and ACEI #1.0


  • Adaptive Cycles of Teaching – Plan, Instruct, Reflect, Analyze
    • Teacher candidates will make linkages between theory, research and practice, and the university and elementary school classrooms.
    • Teacher candidates will use the Adaptive Cycles of Teaching across content areas to demonstrate their competency in planning, instruction, reflection on instruction, and analysis of student assessment data and coaching feedback to improve their teaching.
    • Teacher candidates will use the Adaptive Cycles of Teaching to meet the challenges of students with diverse learning abilities and demonstrate a beginning repertoire of practices characteristic of effective, novice teachers.

IPTS #, #5, #6, #7 and ACEI #3.1 - 3.5, #4.0


  • Integrating Technology as a Tool for Teaching
    • Teacher candidates will demonstrate their use of technology as a tool to enhance their pedagogy and exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

NETS #3 and #4


  • Leadership, Advocacy, and Collaborative Relationships with Families, Colleagues, and Community Agencies
    • Teacher candidates will work collaboratively with other professionals in the schools, with parents, with children, and with community agencies.
    • Teacher candidates will demonstrate a commitment to the importance of life-long learning.

IPTS #8, #9 and ACEI #5.1, #5.2


Illinois State Board of Education Professional Teaching Standards 2013 – IPTS
Association of Childhood Education International 2007 - ACEI



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