SOME CRITERIA TO CONSIDER IN COMPLETING BOTH THE FORMATIVE AND SUMMATIVE EVALUATIONS

Assessment, Planning, and Instruction
  • The candidate prepares lesson plans for all curricular lessons.

  • The candidate's lessons have clear objectives and the learning activities are organized sequentially and logically.
  • Candidate's teaching of concepts and skills moves from simple to complex and from concrete to abstract
  • The candidate provides learning tasks and experiences that relate to what the children already know and are appropriate to each child's level of development.
  • The candidate listens to children and responds in ways that stimulate further questions, observations, and explorations.
  • The candidate uses methods of assessment and evaluation which let children know when they are successful and which provoke questions, involvement and a desire for further learning.
  • The candidate takes initiative in trying a variety of teaching strategies, techniques, and materials.
Classroom Management
  • The candidate knows classroom and school routines and works to establish a positive learning environment.
  • The candidate establishes respect and rapport with children.
  • The candidate makes children aware of standards of behaviour expected and deals with discipline problems in a fair, consistent and sensitive manner.
  • The candidate ensures that the goals of each activity (academic, social, behavioural) are understood by the children.
  • The candidate develops skill in planning and managing transitions from whole-class to small-group to individual activities.
  • The candidate develops skill in managing those whole-class events that mark turning points in the classroom day: opening circle; discussions of "what we have accomplished today" and "what we will do tomorrow"; and cleanup times.
Understanding Curriculum and the Learner
  • The candidate demonstrates knowledge of the expectations, content, teaching strategies, and assessment techniques set out in Ministry curriculum documents.
  • The candidate provides learning experiences/activities appropriate for the children's age, level of maturity, and prior knowledge and experience.
  • The candidate develops skill in selecting and teaching curriculum content that satisfies children's search for pattern by building concepts that can be developed and related to other learning.
Diversity/Equity
  • The candidate attempts to work with all children in an effective and caring manner.
  • The candidate acknowledges and values diversity and aims to deal with equity issues tactfully and effectively.
  • The candidate develops skill in planning and using instructional strategies that are inclusive an equitable.
Professionalism
  • The candidate is punctual and is prepared to teach.
  • The candidate is open to the suggestions of the Associate.
  • The candidate treats staff and children with respect.
  • The candidate is enthusiastic and participates actively.
  • The candidate strives to meet the professional Standards of Practice as set out by the Ontario College of Teachers.
Involvement in School/Community Life
  • The candidate interacts with professional colleagues in the school.
  • The candidate is willing to interact with children in school events beyond the classroom.