Drake University School of Educati

Student Teacher: Term: Fall/Spring Drake University SOE Expectations (based on 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. 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 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.
Last Update: 07/2011

dent Teaching Final Evaluation University Supervisor:

School:

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Unsatisfactory
(Beginning teacher competency is not being met.) Lessons and expectations need to be more developmentally appropriate and need to address each domain.

Developing
(Beginning teacher competency is being met some of the time.) Implements lessons that are developmentally appropriate and addresses student needs in each domain some of the time.

Proficient (Beginning teacher competency is consistently being met.)

Advanced Expertise (check)

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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 environment. Implementation may be inconsistent. Content knowledge is adequate; however, consistency with implementing accessible and/or meaningful lessons is needed. Consistently implements lessons demonstrating an understanding of students' diverse learning strengths and needs, and provides modifications that meet individual learning differences. Demonstrates a welldeveloped understanding and consistent implementation of motivational and classroom management strategies that promote a positive learning environment.

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Content knowledge is not adequate for teaching and/or improvements are needed to make lesson content accessible and meaningful.

Content knowledge is well developed and lessons are consistently implemented that capture key ideas, utilize meaningful curriculum materials, and promote students' understanding of content.

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Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Mentor Teacher: University Supervisor:

Term: Fall/Spring Drake University SOE Expectations:

Date:
Unsatisfactory

Final
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. Understands and uses a variety of assessments (including formative and summative) for multiple purposes. Plans instruction using a variety of methods to meet curriculum goals, content standards, and student needs.

School:
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. Effectively and consistently implements a variety of assessments (including formative and summative) for multiple purposes. Consistently plans detailed instruction using a variety of methods to meet curriculum goals, content standards, and student needs. Advanced Expertise

Comments:

5. Application of Content: The Needs to make student teacher understands how to connections for learners connect concepts and use differing between concepts and perspectives to engage learners in real-world applications critical thinking, creativity, and and/or needs to facilitate the use of collaborative problem solving related to authentic local and global critical and creative issues. thinking to solve problems, develop communication skills, use resources, & look at multiple perspectives. 6. Assessment: The student Does not understand or teacher understands and uses use assessment multiple methods of assessment to strategies effectively. engage learners in their own growth, to monitor learner progress, and to guide the teacher and learner's decision-making. 7. Planning for Instruction: The Instructional plans are student teacher plans instruction inadequate in detail or that supports every student in need to include a meeting rigorous learning goals by variety of methods to drawing upon knowledge of meet curriculum goals, content areas, curriculum, crosscontent standards, and disciplinary skills, and pedagogy, student needs. as well as knowledge of learners and the community context. 8. Instructional Strategies: The Lessons show a limited student teacher understands and understanding of purposeful instructional uses a variety of instructional strategies to encourage learners to strategies and the develop deep understanding of importance of higher content areas and their connections, order thinking skills. and to build skills to apply Opportunities for knowledge in meaningful ways. students to demonstrate learning are needed.
Last Update: 07/2011

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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.

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Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Term: Fall/Spring 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.

Mentor Teacher: Date: 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.

University Supervisor: School: Advanced Expertise (check)

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Final 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.

Comments:

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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 or no monitoring of his/her progress is evident.

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 teacher's 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.

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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.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: S7 Term: Fall/Spring Mentor Teacher: Date: V ~J7~ /J/Final
3. 1. Please rafeTne student teacher's 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. Poor Fair Good Very Good (Excellent Communicates high expectations to student*

University Supervisor: School:

Please rate the student teacher's success as a reflective practitioner. Sets and achieves professional goals

Poor

Fair

Good

Very Good (Excellent

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 nerjormanct Poor Fair Good Very Good (Excellent Comments:

Poor

Fair

Good

Very Good /Excellent

Demonstrates a professional attitude/arspearanct Poor Fair Good Very Good [Excellent Comments: , 2. Please rate the student teacher's success as a student advocate. Develops a teaching philosophy that respects&li learners Poor Fair Good Very Good Excellent }
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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?

Demonstrates pedagogical flexibility by adapting, adjusting and modifying practices to meet the needs of students. Poor Fair Good Very Good Qxcellent/ Comments:

5.

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

*For Final Evaluation Only Check one: Credit No Credit Signatures Teacher/ Date: MentorJeacher/Date: University Supervisor/Date:

ast Update:

Drake University School of Education, 2011