NCATE Program Reviewer Worksheet
ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL

Name of Institution
 ______________________________________

NOTE: In the boxes for reviewer decisions about elements of the candidate proficiency evidence, "U" stands for unacceptable level of evidence, "A" for acceptable, and "T" for target, as under NCATE 2000 unit standards. The rubric descriptions that define each of the sections A.1 though A.6 under individual standards, and D.1 through D.4 under the section for a "nationally recognized" decision, are defined above.

PART I. PROGRAM REVIEWER FINDINGS ON EACH STANDARD

Section A. How does the quality and relevance of assessment evidence for each standard support judgments of candidate proficiencies in relation to the standards?

Section B. From the evidence provided for this standard, what is the judgment of the reviewer about whether the quality of candidates' performance is at an acceptable level for all elementary program completers?

Section C. What is the reviewer's conclusion as to whether the standard is met or not, based on analysis of evidence provided in the program report?

Standard 1: Development, Learning, and Motivation:
   
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
 A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
 U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

 

Standard 2.1: English Language Arts:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.2: Science:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.3: Mathematics:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.4: Social Studies:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.5: The Arts:
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.6: Health Education:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.7: Physical Education:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 2.8: Connections Across the Curriculum:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 3.1: Integrating and Applying Knowledge for Instruction:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 3.2: Adaptation to Diverse Students:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 3.3: Development of Critical Thinking, Problem Solving, and Performance Skills:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:
B. Standard is met [_____]
B. Standard is not met [_____]

Standard 3.4: Active Engagement in Learning:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 3.5: Communication to foster learning:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 4: Assessment for Instruction:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 5.1: Practices and Behaviors of Developing Career Teachers:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 5.2: Reflection and Evaluation:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Standard 5.3: Collaboration with Families:    
A.1 Measure all attributes
A.2 Measure all components
A.3 Evidence relevant to the standard
A.4 Clear definition of candidate proficiency levels
A.5 Evidence samples full range of candidate proficiencies
U A T
U A T
U A T
U A T
U A T

Reviewer Comments:

B. Standard is met [_____]
B. Standard is not met [_____]

Click here to see the Reviewer's Rubrics

Click here to see the Reviewer's Summarized Findings

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This page is copyright 2004 by the Association for Childhood Education International. Please send any comments to Marilyn Gardner at aceimemb@aol.com.

Last updated June 2004