The teacher does not understand or Primarily relies onone understands and uses multiple useassessment form of assessment variety of assessments inthis area. Christina frequently checks for understanding with her students and modifies her instruction as needed to help all children learn. She uses her knowledge of disciplinary skills, and pedagogy, planning for students' needs.
The teacher does not understand or Primarily relies onone understands and uses multiple useassessment form of assessment variety of assessments inthis area. Christina frequently checks for understanding with her students and modifies her instruction as needed to help all children learn. She uses her knowledge of disciplinary skills, and pedagogy, planning for students' needs.
The teacher does not understand or Primarily relies onone understands and uses multiple useassessment form of assessment variety of assessments inthis area. Christina frequently checks for understanding with her students and modifies her instruction as needed to help all children learn. She uses her knowledge of disciplinary skills, and pedagogy, planning for students' needs.
Updated: OS/2014 Drake University School of Education, 2011
Drake University School of Education Student Teaching Final Evaluation
6. Assessment: Theteacher Doesnot understand or Primarily relies onone Understands and uses a Christina continues to excel understands and uses multiple useassessment formof assessment variety of assessments inthis area. Shehas demonstrated her methods of assessment to engage strategies effectively. and/or shows limited for multiple purposes. understanding of the Gold learners intheir own growth, to use of assessments for Exemplary Assessment process by monitor learner progress, and to instructional purposes. taking observations which guide the teacher's and learner's she uses to plan individually decision-making. appropriate activities for children. Christina frequently checks for understanding with her students and modifies her instruction as needed to help all children learn. 7. Planning for Instruction: Instructional plans are Instructional plans Consistently plans Christinaplansactivities Theteacher plans instruction inadequate indetail or show some details detailed instruction that support our NP that supports every student in are not submitted. regarding curriculum usingavariety of alignmentdocument meeting rigorous learning goals goals, content methods to meet whichalignsour MISIC by drawing upon knowledge of standards, and curriculum goals, map,IowaCore,and GOLDObjectives.She content areas, curriculum, cross- students' needs and/or content standards, and usesher knowledgeof disciplinary skills, and pedagogy, planning for students' needs. eachstudenttoplanand as well as knowledge oflearners instruction is implementactivitiesthat and the community context. inconsistent. Competent meettheir needs. Unsatisfactory Developing Competent Comments: InTASCStandards: (Beginningteacher (Beginningteacher Exemplary competencyisnotbeing competencyis (Beginningteacher (check) met.] developing.) competencyisbeingmet.) 8. Instructional Strategies: The Lessons show alimited Implements some Consistently Christina teacher understands and uses a understanding of lessons that implements lessons incorporated many variety of instructional strategies purposeful incorporate avariety of that incorporate a instructi0nal to encourage learners to develop instructional strategies instructional strategies variety of instructional strategies during her deep understanding of content and/or there are no and gives students strategies and provides foodstudy. She areas and their connections, and opportunities for some opportunities to opportunities for planned cooking to build skills to apply knowledge students to apply apply knowledge. students to apply activities as well as inmeaningful ways. knowledge. knowledge. other hands onways of exploring food. Competent Shealso used the aforementioned apple tasting activity to teach math and literacy skills.