Loras College Teacher Education Program

InTASC Evaluation of Student Teacher

StudentTeacher: SarahLeonard

CooperatingTeacher:Mrs.KarlaKruse

School:St.FrancisXavierSchoolGrade/Subject:KindergartenCollegeSupervisor:SuzanneHeinle
LevelsofPerformance:

Outstanding(7)STperformsindependently
asasuperiorstudent/beginningteacher

AboveAverage(76)STexceedsrequired
expectations

OnTarget(54)STperformanceis
acceptableforastudent/beginningteacher;meets
minimumstandards

Approaching(32)STismakingsome
progress,butperformanceisnotyetacceptablefor
apassinggrade

Unsatisfactory(1)STperformanceisnot
acceptable

NoOpportunitytoObserve(0)notutilized
aftermidterm

RatingsNotes:

Ratingsuseevidencefromavarietyofsources,
includingobservations,lessonplans,student
artifacts,teachingmaterials,conferences,and
otherinteractions.

Allevidencesincethelastobservation/rating
shouldbeconsidered.

NoOpportunitytoObserveratingcannotbe
usedaftermidterm.STmustprovideevidence
ofmeetingstandard,oraratingof
Unsatisfactorywouldapply.

Completedevaluationinstrument(withboth
midtermandfinalratingsandcomments)
shouldbecollectedbyCollegeSupervisorand
submittedasverificationoffinalgrade
determinationPass/Fail.

Identified parties should sign and date hard copy form at the conclusion of

FinalGrade:

Fail
Pass

SignatureofCandidate

Date

SignatureofCooperatingTeacher

Date

SignatureofCollegeSupervisor

Date

the Final Conference. This form will be submitted by College Supervisor at

the conclusion of the placement to document grade earned.

InTASCStandards
Category1:TheLearnerandLearning
CT
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CT
Final

InTASCStandard1:LearnerDevelopment
Theteachercandidateunderstandshowlearnersgrowanddevelop,recognizingthat
patternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,
linguistic,social,emotional,andphysicalareas,anddesignsandimplements
developmentallyappropriateandchallenginglearningexperiences.

InTASCStandard2:LearningDifferences
Theteachercandidateusesunderstandingofindividualdifferencesanddiversecultures
andcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnerto
meethighstandards.

InTASCStandard3:LearningEnvironments
Theteachercandidateworkswithotherstocreateenvironmentsthatsupportindividual
andcollaborativelearning,andthatencouragepositivesocialinteraction,active
engagementinlearning,andselfmotivation.

CooperatingTeacherMidterm
Strengths:

Youve adapted well to the kindergarten level.

You have a strong sense of which students are struggling and excelling.
You pick up on subtle behaviors students are demonstrating to assess in
the moment.
You are very positive, professional, and willing to take suggestions.
You are conscious of which students work well together and understand
how different student dynamics can influence end results.

Goals:

After those quick, in the moment assessments, think about what you will
do going forward to meet the needs of particular students.
Continue to acknowledge and ticket (PBIS) students when they are
demonstrating Xavier STRONG expectations.
Plan for individual and small group reinforcement including home
activities and extra practice
CooperatingTeacherFinalComments

Strengths:
You have strong formative observation skills and continue to be in-tune
with student needs and developmental issues.
You are inclusive to all learners and use your background knowledge to
aid in your teaching, especially with our ELL learner.
You hold students to a high standard and encourage them to try and
succeed.
You have a good understanding of classroom expectations and have
steadily improved your ability to provide a classroom environment where
students can successfully follow them.
Your classroom discipline is improving.
You continue to be positive, professional, open to suggestions, and
respect confidentiality regarding school issues.
You have made a positive connection with all students.
You can manage a general kindergarten classroom effectively and will
continue to improve.
Goals:
Continue to plan and implement instruction to meet the needs of
students after quick, informal assessments, especially low-end and highend learners
Work on documenting informal assessment observations
Continue to acknowledge positive behavior If it seems a bit
uncomfortable (giving lots of tickets), you are doing it right!!
Work to improve collaboration with unit members to share ideas and
implement positive curriculum changes

InTASCStandards
Category2:Content
CT
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CT
Final

InTASCStandard4:ContentKnowledge
Theteachercandidateunderstandsthecentralconcepts,toolsofinquiry,andstructuresof
thediscipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspects
ofthedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.

InTASCStandard5:ApplicationsofContent
Theteachercandidateunderstandshowtoconnectconceptsandusedifferingperspectives
toengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelated
toauthenticlocalandglobalissues.

CooperatingTeacherMidterm
Strengths:

Strong knowledge of content

Implementation of meaningful and relevant activities for students
Sharing of personal experiences to explain content
Understands the importance of making connections with students
Strong formative assessment skills

Goals:

Continue to think about different ways to teach the same concept.

Sometimes explaining something in a different way will help a student
struggling with content.
Continue to implement problem-solving strategies into your instruction
Continue to plan hands-on activities in reading and/or math
Think about ways to effectively record and document student progress
CooperatingTeacherFinalComments

Strengths:
You create a positive learning environment allowing all students to

demonstrate progress.
Students have accepted you as their teacher and look to you regarding
all aspects of their learning.
You understand students learn at different paces, have different learning
styles, and you are beginning to think about why a student learns or
behaves as s/he does.
Strong understanding of content and use of reading/math/religion
manuals as a resource
Effective delivery of Core content
Goals:
Work to take content further when appropriate and when student
interest and curriculum topics allow
Continue to work on real-life applications to connect curriculum to early
learners
Continue to think about varied ways of approaching different topics
movement, verbal, use of manipulatives, sensory, etc. This sometimes
comes back to time management.

INTASCStandards
Category3:InstructionalPractice
CT
Mdtm

CT
Final

InTASCStandard6:Assessment

Theteachercandidateunderstandsandusesmultiplemethodsofassessmenttoengage
learnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteachersand
learnersdecisionmaking.

InTASCStandard7:PlanningforInstruction

Theteachercandidateplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinary
skills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.

InTASCStandard8:InstructionalStrategies

Theteachercandidateunderstandsandusesavarietyofinstructionalstrategiesto
encouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,
andtobuildskillstoapplyknowledgeinmeaningfulways.

CooperatingTeacherMidterm
Strengths:

You do well helping students to make connections between learning

activities (comparing stories, relating instruction to previous activities,
etc.)
You use your knowledge of Spanish to aid in the learning of our ELL
student.
You approach students in a respectful and encouraging manner.
You have a strong grasp of learner differences.
You are developing strategies to gain and keep student attention.
Your language arts and math lesson plans are organized and include

lesson objectives
Goals:

Browse the Keystone media library and explore the use of the many
resources found there.
Explore the use of technology use in the classroom. Implement one way
to use technology during a reading and/or math lesson.
Plan for small group reading lessons to address varied skill levels
Plan volunteer time with reinforcement activities for low and/or high
ability students
Continue to think about how assessment can drive your instruction
Continue to work on religion and science planning
Continue to refine language arts and math plans
CooperatingTeacherFinalComments

Strengths:
Detailed large group lesson plans
Strong formative assessment skills
After a relatively short time in our classroom, I feel you know our learners
well.
Continue to think about higher-level questioning You set students up for
success by the questions you ask. This is particularly noted during
language arts.
Effective instruction of Core curriculum
Goals:
Think about how all assessments would be completed in your own
classroom Where would you find the time while continuing to meet
instruction expectations?
Turn in all plans in a timely manner as set forth by the guidelines of your
college supervisor
Fully document small group lesson plans, volunteer planning,
reinforcement activities use a pre-made template, notebook, lesson plan
book, digital resource, create lists or whatever works for you!
Get to know your resources and what is available to you. Improvement
noted recently as you are creating more of your own activities.
Be aware of time management Develop a system that works for you.
Be confident in your instructional decisions

INTASCStandards

Category4:ProfessionalResponsibility
CT
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Final

InTASCStandard9:ProfessionalLearningandEthicalPractice
Theteachercandidateengagesinongoingprofessionallearningandusesevidenceto
continuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactions
onothers(learners,families,otherprofessionals,andthecommunity),andadaptspractice
tomeettheneedsofeachlearner.

InTASCStandard10:LeadershipandCollaboration

Theteachercandidateseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,other
schoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvance
theprofession.

CooperatingTeacherMidterm
Strengths:

You willingly participate in professional development opportunities and

school meetings
You are learning to be a reflective educator.
You are professional in your interactions with students, staff members,
and administration.
You volunteer to complete tasks before being asked.

Goals:

Continue to reflect on teaching practices and improvement in all areas of

your teaching
Experience parent communication through e-mail, conferences, or in
person contact
CooperatingTeacherFinalComments

Strengths:

You are willing to work beyond contract time to complete classroom

work.
Willing to attend all meetings grade-level and school-wide meetings
You are willing to take on tasks when asked.
You have a solid grasp of InTASC standards and how they apply to your
teaching experience.
You continue to be a reflective educator. Reflections are well-written and
insightful.
Interested in advice and guidance from staff beyond the cooperating
teacher (Principal, Curriculum Coordinator, Classroom Observations)
You are willing to work on and improve your skills.
Goals:
Continue to read and learn about new strategies and best practice Education is always changingwork and be willing to change with it!
Continue to address the needs of high and low learners while effectively
teaching those in the middle, too!