Student Teaching Final Evaluation

7/30/2019 Student Teaching Final Evaluation

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Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Allison Millea Mentor Teacher: Pam ThomasonUniversity Supervisor: Diane Stilley

Term: Spring Date: 4-19-13 Final School: Valley High School, Language Arts/Reading Resource

Drake University SOE

Expectations (based on

InTASC Standards):

Unsatisfactory(Beginning teacher

competency is not being

met.)

Developing(Beginning teacher

competency is being met

some of the time.)

Proficient(Beginning teacher competency

is consistently being met.)

Advanced

Expertise

(chec

k)

Comments:

1. Learner Development: The

student teacher understands how

learners grow and develop, and

can implement learning

experiences that reflect a robust

understanding of students

cognitive, linguistic, social,

emotional, and physicaldevelopment.

Lessons and expectations

need to be more

developmentally

appropriate and need to

address each domain.

Implements lessons that

are developmentally

appropriate and

addresses student needs

in each domain some of

the time.

Consistently implements

lessons that are

developmentally appropriate

and consistently addresses

student needs in each

domain.

X

Ms. Millea develops

excellent rapport

with students. She

seeks to know every

student and makes

connections with

student lives

through individual

conversations and

group discussions;

she creates a

classroom

environment which

encourages positive

peer-to-peer

interactions.

Ms. Millea adapts

lessons and

differentiateslessons for the

various needs of

individual students.

2. Learning Differences: The

student teacher uses

understanding ofindividual and

cultural differences to ensure

inclusive learning environments

that enable each learner to meet

high standards.

Lessons and instruction

need to demonstrate an

adequate understanding

of students learning

differences and/or

lessons need to be

modifiedto address these

learning differences.

Implements lessons

demonstrating an

understanding of

students diverse

learning strengths and

needs, and modifies

some lessons

accordingly.


lessons demonstrating an

understanding of students

diverse learning strengths

and needs, andprovides

modifications that meet

individual learning

differences.

X Ms. Millea

addresses a wide

spectrum of abilities

within the Language

Arts classroom,

ranging from

English Language

Learners and

Last Update: 07/2011 Drake University School of Education, 2011


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Reading Resource

students to Gifted

and Talented

students.

She also attends to

special needs, 504

plan students, and

students with

behavioral plans.

3. Learning Environment: The

student teacher works with others

to create learning environments

that support individual and

collaborative learning, and that

encourage positive social

interaction, active engagement

in learning, and self-motivation.

Limited understanding

and implementation of

motivational and/or

classroom management

strategies are

demonstrated.

Demonstrates an

understanding of

motivational and

classroom management

strategies that promote a

positive learningenvironment.

Implementation may be

inconsistent.

Demonstrates a well-

developed understanding and

consistent implementation of

motivational and classroom

management strategies that

promote a positive learningenvironment.

X Ms. Millea models

respect and concern

for students and sets

the tone for a safe,

productive and

pleasant classroomenvironment.

She provides

students with

opportunities for

open discussion, all

within guidelines

for appropriate and

respectful behavior.

She uses a variety of

methods to ensure

optimum student

focus and positive

interactions.

She listens to

students concerns

and addresses any

needs they may

express.

Ms. Millea provides

a well-balanced

curriculum that



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provides for small

group cooperative

learning, whole

group processing,

and individual

challenges.

(Examples of

cooperative lesson

plans: peer partners,

peer work-

shopping; examples

of whole group

activities: guided

discussion, drama;

examples ofindividual learning:

presentations,

creative writing).

Ms. Milla interacts

with all students to

assure individual

growth and

encourage

metacognition. She

gives verbal and

written feedback to

guide and respond

to each students

efforts.

4. Content Knowledge: The

student teacher 1) understands the

central concepts, tools of inquiry,

and structures of the discipline(s)

being taught and 2) creates

learning experiences that make

the content accessible and

Content knowledge is

not adequate for teaching

and/or improvements are

needed to make lesson

content accessible and

meaningful.

Content knowledge is

adequate; however,

consistency with

implementing accessible

and/or meaningful

lessons is needed.

Content knowledge is well

developed and lessons are

consistently implemented

that capture key ideas, utilize

meaningful curriculum

materials, and promote

students understanding of

X Ms. Milleas depth

of content

knowledge along

with teaching

concepts in reading,

writing, speaking,

and listening



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meaningful. content. combine to benefit

student learning.

She guides students

in methods of

research, including

determination of

validity and

reliability of

sources.

Ms. Millea

constantly adds to

her subject matter

background and

teaching techniquesthrough reading

student texts, as

well as professional

development

materials.


Expectations:Unsatisfactory Developing Proficient

Advanced

Expertise

Comments:

5. Application of Content: The

student teacher understands how to

connect concepts and use

differing perspectives to engage

learners in critical thinking,

creativity, and collaborative

problem solving related to

authentic local and global issues.

Needs to make

connections for learners

between concepts andreal-world applications

and/or needs to

facilitate the use of

critical and creative

thinking to solve

problems, develop

communication skills,

use resources, & look at

multiple perspectives.

Shows the connection

between content

knowledge and real-world applications.

Sometimes supports

learners use of critical

and creative thinking to

solve problems, develop

communication skills,

use resources, and look

at more than one

perspective.


instruction that engages

learners in applying contentknowledge to real-world

problems, utilizing critical

and creative thinking.

Facilitates the development

of communication skills, use

of current tools/resources,

and multiple perspectives

within collaborative problem

solving.

X Ms. Millea

incorporates

multiculturalliterature and

resources to enhance

students

perspectives and

broaden background

on diversity.

She guides students

to make text-to-

world connections

that transfer to realLast Update: 07/2011 Drake University School of Education, 2011


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world application.

(Example: She

guides students to

deduce themes from

literature that help

them to broaden

their understanding

of themselves,

others, and the

world.)

Ms. Millea asks

students to respond

in writing through

private journals, aswell as more formal

reflections on

reading and personal

journeys that have

broadened their

ideas and/or capacity

for divergent

thinking and

expression.

6. Assessment: The student

teacher understands and uses

multiple methods of assessment

to engage learners in their own

growth, to monitor learner

progress, and to guide the

teachers and learners decision

making.

Does not understand or

use assessment

strategies effectively.

Understands and uses a

variety of assessments

(including formative and

summative) for multiple

purposes.

Effectively and consistently

implements a variety of

assessments (including

formative and summative)

for multiple purposes.

X Ms. Millea

structures her

lessons around

student progress as

determined by

formative

assessment

strategies, such as

discussion, journal

reflections, student

questions, and pre-

tests.



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For differentiation,

she helps students

select texts based on

individual student

lexile assessment

(reading level

determined by Read

180 program) and

Iowa Assess-ments.

She takes into

account student

interests to motivate

learning.

Summativeassessments that Ms.

Millea develops

draw students

toward synthesis and

metacognitive

reflection.

Ms. Millea

developed student-

friendly learning

targets as a focus for

all lesson plans; she

continually revises

targets based on

student progress and

understanding.

7. Planning for Instruction: The

student teacher plans instruction

that supports every student in

meeting rigorous learning goals by

drawing upon knowledge of

content areas, curriculum, cross-

Instructional plans are

inadequate in detail or

need to include a

variety of methods to

meet curriculum goals,

content standards, and

Plans instruction using a

variety of methods to

meet curriculum goals,

content standards, and

student needs.

Consistently plans detailed

instruction using a variety of

methods to meet curriculum

goals, content standards, and

student needs.

X Ms. Millea creates

and implements

original and

engaging lesson

plans by culling

resource materials



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disciplinary skills, and pedagogy,

as well as knowledge of learners

and the community context.

student needs. and selecting

excellent models of

learning that meet

curriculum standards

and guidelines.

She incorporates

other disciplinary

area content,

especially in the arts

and humanities:

music, art, history.

8. Instructional Strategies: The

student teacher understands anduses a variety of instructional

strategies to encourage learners

to develop deep understanding of

content areas and their connections,

and to build skills to apply

knowledge in meaningful ways.

Lessons show a limited

understanding ofpurposeful instructional

strategies and the

importance of higher

order thinking skills.

Opportunities for

students to demonstrate

learning are needed.

Implements some

lessons that incorporate avariety of instructional

strategies and support

the development of

higher order thinking

skills, giving students

some opportunities to

demonstrate knowledge.


lessons that incorporate avariety of instructional

strategies and support the

development of higher order

thinking skills. Consistently

provides opportunities for

learners to demonstrate their

knowledge.

X Ms. Milleas

knowledge of avariety of best

practices in teaching

and learning is

evident in her lesson

preparation and

presentation.

She promotes

reading strategies

and reader

engagement

focusing on student-

friendly learning

targets, allowing for

differentiation.

She models various

styles of writing and

allows student

choice in both

reading and writing

tasks.



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Ms. Milleas

summative

assessments often

involve a high

degree of student

synthesis and

promote creative

thinking and

expression.

Ms. Millea

demonstrates

knowledge of

current technologies

and connects withstudents through a

variety of

technological

support, including

research processes,

Read 180, creative

writing prompts

which are centered

on student interests.


Expectations:Unsatisfactory Developing Proficient

Advanced

Expertise

(check)

Comments:

9. Professional Learning and

Ethical Practice: The student

teacher engages in ongoing

professional learning and uses

evidence to continually evaluate

his/her practice, particularly the

effects of his/her choices and

Inconsistently

self-evaluates teaching

and learning and/or

does not strive to

continue professional

development.

Needs to demonstrate

Self-evaluates teaching

and learning and strives

to continue professional

development.

Demonstrates

professional and ethical

practice in teaching.

Consistently and thoughtfully

self-evaluates teaching and

learning and strives to

continue professional

development.

Consistently demonstrates


practice in teaching.

X Ms. Millea assisted

in preparing and

implementing a

staff development

course: Reading

Strategies for Non-

Language Arts

Teachers.Last Update: 07/2011 Drake University School of Education, 2011


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actions on others, and adapts

practice to meet the needs of each

learner.


practice in teaching. Ms. Millea reflects

on her teaching

practices through

daily conversations

with her mentor

teacher and also in

formal weekly

reflection logs. She

has also video-

taped her

instruction and

reviewed the

recordings for

herself and withothers for personal

reflection and with

objective feedback.

10. Leadership and

Collaboration: The student

teacher seeks appropriate

leadership roles andopportunities to take

responsibility for student

learning, to collaborate with

learners, families, colleagues,

other school professionals, and

community members to ensure

learning growth and to advance

the profession.

Needs to demonstrate

knowledge of

alignment among

spheres of influencethat impact student

learning and

participate

collaboratively within

the school setting.

Partnerships are

relatively weak with

learners, school

colleagues, parents

and others in the

Knowledge of

alignment among

spheres of influence

that impact studentlearning can be seen in

some instructional

planning and

implementation. Is

working to build

professional

relationships and

contribute

collaboratively to a

supportive learning

Designs and implements

lessons that align with

school standards and

coordinate with the mentorteachers curriculum.

Engages in collaboration

with other professionals to

plan and jointly facilitate

learning. Fosters positive

and effective professional

relationships to build a

supportive learning

culture, while monitoring

his/her progress in

X Ms. Milleacommunicates with

students/parents/

guardians inpositive ways. She

has assisted in

Sophomore

Planning

Conferences and in

regular teacher-

parent conferences;

at the latter, she

reported on student

performance and

answered any



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larger community

relative to building a

supportive learningculture. Little or no

monitoring of his/her

progress is evident.

culture. Some

monitoring of his/her

progress is evident.

contributing to these goals. questions posed.

On an on-going

basis, Ms. Millea

has communicated

with parents of

students who have

been absent for a

period of time.

Administrative

referrals have not

been needed, but

she does understand

the importance of

documenting thenature of all

parent/administrator

interactions.

Ms. Millea has had

an active role in

building

relationships in

Advisory group

(assigned students

of like age and

gender, meeting ina homeroom-like

setting).

Ms. Millea has

attended regular

Language Arts

Department

meetings, gathering

insight on

curriculum

decisions, bestLast Update: 07/2011 Drake University School of Education, 2011


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practices, budgets,

and scheduling.

She has also

participated in staff

meetings where

similar subjects

were discussed, as

well as building

concerns.

Ms. Millea easily

navigates the

Infinite Campus

grade program and

other computerprograms to provide

up-to-date progress

reports on students.

Ms. Millea has

observed seminar

discussion in an AP

classroom, as well

as other Language

Arts classrooms and

those in the

Humanities.

Ms. Millea has

participated in a

mock interview

with her high

school

administrator for

professional growth

and development.



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*For a student teacher to earn credit during his/her student teaching placement, minimum competency on the final evaluation is 8

proficient ratings and 2 developing ratings, with no unsatisfactory ratings.



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1. Please rate the student teachers success as a learning leader.

Sets professional goals

Poor Fair Good Very Good Excellent

Demonstrates confidence and self direction in pursuing

solutions to problems or questions


Communicates high expectations to students


Demonstrates a professional att itude/appearance


Comments:

Ms. Millea models professional/ethical character for her

students. She presents herself well and creates a positive

and accepting environment where students feel safe and

know what is expected both socially and academically.

2. Please rate the student teachers success as a student

advocate.

Develops a teaching philosophy that respects all learners


Demonstrates pedagogical flexibili ty by adapting,

adjusting and modifying practices to meet the needs of

students


Comments:

This is an area of strength for Ms. Millea. I have seen

students come to her on a variety of levels and about many

subjects and concerns. They trust her professional

judgment and accept her direction as in their best interest.

Because she offers differentiated instruction and expressly

teaches skills, every student can be successful in her

classroom.

3. Please rate the student teachers success as a reflective

practitioner.

Sets and achieves professional goals


Articulates high expectations for professional

performance


Incorporates feedback from supervisors, mentor teachers,and peers into revisions of products and performances


Comments:

Ms. Millea has developed lessons to promote high level

thinking. She reflects on achievements and areas of

improvement.

In tandem with student teaching, Ms. Millea has

participated in elective courses/seminars and activities,

such as guidance for teens who encounter violence,

leadership training, and development of a teaching

portfolio. These extras have added to her practice in the

classroom.

4. (Final evaluation only) What does the student teacher need to

improve before assuming his/her own classroom? What goals

should this student teacher continue to work on?

Ms. Millea will continue to hone her direct instruction

skills through a process of self-reflection and professional

development on best teaching practices. She will develop



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new classroom management strategies that are fair and

productive.

5. (Final evaluation only) What do you feel are his/her

strongest qualities as a teacher? Ms. Millea is foremost a

learner. She is enthusiastic and knowledgeable about her

subject area. She is personable and compassionate.

*For Final Evaluation OnlyCheck one:

Credit No Credit

Signatures

Student Teacher/ Date: Mentor Teacher/Date: University Supervisor/Date:


Student Teaching Final Evaluation

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