Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12 Mentor Teacher: Laura Nicodemus Final University Supervisor: Gerry Page

School: Perkins Academy

Advanced Expe rtise (chec k)

Drake University SOE Expectations (based on

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.)

Comments:

InTASC Standards):
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 physical development.

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

2. Learning Differences: The student teacher uses understanding of individual and cultural differences to ensure inclusive learning environments that enable each learner to meet high standards. 3. Learning Environment: The student teacher works with others to create learning environments that support individual and collaborative learning, and that encourage positive social
Last Update: 07/2011

Lessons and instruction need to demonstrate an adequate understanding of students learning differences and/or lessons need to be modified to address these learning differences. Limited understanding and implementation of motivational and/or classroom management strategies are demonstrated.

Implements lessons demonstrating an understanding of students diverse learning strengths and needs, and modifies some lessons accordingly. Demonstrates an understanding of motivational and classroom management strategies that promote a positive learning

Consistently implements lessons demonstrating an understanding of students diverse learning strengths and needs, and provides modifications that meet individual learning differences. X Demonstrates a welldeveloped understanding and consistent implementation of motivational and classroom management strategies that promote a positive learning

Emmas lesson planning was consistently developmentally appropriate as she taught our new CORE curriculum with 100% integrity. Students needs were considered addressed. Emma has demonstrated excellent skills in differentiating instruction for our wide variety of leveled learners. Emma set precedence right off the bat with our third graders by modeling effective, fair, and consistent

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12
interaction, active engagement in learning, and self-motivation. 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 meaningful. Content knowledge is not adequate for teaching and/or improvements are needed to make lesson content accessible and meaningful.

Mentor Teacher: Laura Nicodemus Final

environment. Implementation may be inconsistent. Content knowledge is adequate; however, consistency with implementing accessible and/or meaningful lessons is needed.

University Supervisor: Gerry Page

School: Perkins Academy

environment. X Content knowledge is well developed and lessons are consistently implemented that capture key ideas, utilize meaningful curriculum materials, and promote students understanding of content. X classroom management to all students. I was especially impressed with Emmas knowledge of the latest math and reading practicesCGI and Daily Five.

Drake University SOE Expectations:

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.

Unsatisfactory
Needs to make connections for learners between concepts and real-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.

Developing
Shows the connection between content knowledge and realworld 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.

Proficient
Consistently implements instruction that engages learners in applying content knowledge 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

Advanced Expertise

Comments:
Emmas growth in this criteria area was evident as her social studies lessons improved with more and more meaningful conversation and delivery connecting the material to the students world. Emma created a purposeful lessons with outcomes for the learning presented. Formative

6. Assessment: The student

Last Update: 07/2011

Does not understand or

Understands and uses a

Effectively and consistently

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12
teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher and learners decision-making.

Mentor Teacher: Laura Nicodemus Final

variety of assessments (including formative and summative) for multiple purposes.

University Supervisor: Gerry Page

School: Perkins Academy

implements a variety of assessments (including formative and summative) for multiple purposes. X assessment was a big strength of Emmas. She utilized many opportunities to provide exit and entrance slips. This helped guide her instruction for future lessons and reteaching.

use assessment strategies effectively.

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, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 8. Instructional Strategies: The student teacher understands and uses 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.

Instructional plans are inadequate in detail or need to include a variety of methods to meet curriculum goals, content standards, and student needs.

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.

Lessons show a limited understanding of purposeful instructional strategies and the importance of higher order thinking skills. Opportunities for students to demonstrate learning are needed.

Implements some lessons that incorporate a variety of instructional strategies and support the development of higher order thinking skills, giving students some opportunities to demonstrate knowledge.

Consistently implements lessons that incorporate a variety of instructional strategies and support the development of higher order thinking skills. Consistently provides opportunities for learners to demonstrate their knowledge. X

Emma gave wonderful opportunities for students to demonstrate their thinking and share their knowledge about the third grade content.
Drake University School of Education, 2011

Last Update: 07/2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12 Mentor Teacher: Laura Nicodemus Final University Supervisor: Gerry Page

School: Perkins Academy

Advanced Expertise (check)

Drake University SOE Expectations:

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 actions on others, and adapts practice to meet the needs of each learner. 10. Leadership and Collaboration: The student teacher seeks appropriate leadership roles and opportunities 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.

Unsatisfactory
Inconsistently self-evaluates teaching and learning and/or does not strive to continue professional development. Needs to demonstrate professional and ethical practice in teaching.

Developing
Self-evaluates teaching and learning and strives to continue professional development. Demonstrates professional and ethical practice in teaching.

Proficient
Consistently and thoughtfully self-evaluates teaching and learning and strives to continue professional development. Consistently demonstrates professional and ethical practice in teaching. X

Comments:

Emma did a fantastic job of seeking out feedback and utilizing the feedback given to confirm, or reframe her lessons or presentation. Emma made herself available for every professional development, teacher collaboration or parental contact opportunity.

Needs to demonstrate knowledge of alignment among spheres of influence that impact student learning and participate collaboratively within the school setting. Partnerships are relatively weak with learners, school colleagues, parents and others in the larger community relative to building a supportive learning culture. Little

Knowledge of alignment among spheres of influence that impact student learning can be seen in some instructional planning and implementation. Is working to build professional relationships and contribute collaboratively to a supportive learning culture. Some monitoring of his/her progress is evident.

Designs and implements lessons that align with school standards and coordinate with the mentor teachers 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 contributing to these goals. X

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12
or no monitoring of his/her progress is evident.

Mentor Teacher: Laura Nicodemus Final

University Supervisor: Gerry Page

School: Perkins Academy

*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.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12 Mentor Teacher: Laura Nicodemus Final University Supervisor: Gerry Page

School: Perkins Academy

students.

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

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Comments: Emma was always sensitive to learner differences and adjusted appropriately to expectations of students.

Demonstrates confidence and self-direction in pursuing solutions to problems or questions.

Poor

Fair

Good

Very Good

Excellent
3. Please rate the student teachers success as a reflective practitioner. Sets and achieves professional goals

Communicates high expectations to students

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Demonstrates a professional attitude/appearance Poor Fair Good Very Good Excellent

Comments: Emmas professionalism and dedication to her teaching was always highly commendable. Emma holds high expectations for students and these are evident in her actions and communications.

Articulates high expectations for professional performance

Poor

Fair

Good

Very Good

Excellent

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

Poor

Fair

Good

Very Good

Excellent

2.

Please rate the student teachers success as a student advocate. Develops a teaching philosophy that respects all learners

Poor

Fair

Good

Very Good

Excellent

Demonstrates pedagogical flexibility by adapting, adjusting and modifying practices to meet the needs of
Last Update: 07/2011

Comments: Definitely one of Emmas strengthsit takes a mature, motivated person to be able to accept constructive feedback as often as needed for beginning teachers. Emma took the feedback as an opportunity to make her a better teacher and accepted suggestions with ease and utilized them into her instruction.
Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Emma Sorensen Term: Fall/SpringDate: 3-5-12 4. Mentor Teacher: Laura Nicodemus Final University Supervisor: Gerry Page

School: Perkins Academy

(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?

5.

(Final evaluation only) What do you feel are his/her strongest qualities as a teacher?

Voice- More conversational instead of teachy Volume and control are also areas of attention. I would also encourage Emma to use more proximity and hand touches for management in her lessons as well. She is a fabulous teacher!! Signatures Student Teacher/ Date:

*For Final Evaluation Only Check one: Credit No Credit

Mentor Teacher/Date:

University Supervisor/Date:

Last Update: 07/2011

Drake University School of Education, 2011