EVALUATION OF STUDENT TEACHER

Candidate Name: Kellie Yest Date:10//1!Assess"# Name: Valent R"le: S$%e#&isin' Tea()e#
* "+ St$dents: Fi#st ,$a#te# -.ee/s 1012 S()""l Name:3len4""d 3#ade: K1 S$56e(t: S(ien(e
Each teaching component has four levels of performance: inadequate, emerging, proficient, and distinctive.
Inade7$ate Eme#'in' 8#"+i(ient Distin(ti&e
The candidate does not yet appear
to understand the concepts
underlying the component. She/he
still needs to work on the
fundamental practices associated
with this component.
The candidate seems to understand
the concepts underlying the
component, but the implementation
is sporadic, intermittent or not
entirely successful. Additional
experience will enable this student
teacher to become proficient in this
area.
The candidate clearly understands
the concepts underlying the
component and implements it well
with minimal to no support from
the cooperating teacher.
The candidate implements the
component at an independent level;
his/her students are motivated,
engaged, and learning at a high
level.
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whole by any method is prohibited by law.
8lannin' and 8#e%a#ati"n -AEA: C"n(e%t$ali9ati"n/Dia'n"sis : .TS: 1; ; !; <; =; >; 10 0 DIS8: Res%e(t; Res%"nsi5ilit?2
*lans show candidate+s comprehensive understanding of the identified content.
Standards/ob,ectives, learning tasks and assessments are clearly aligned to a big idea, essential -uestion, or standard.
*lans provide opportunities for students to make connections with prior knowledge, and scaffolds new content.
.earning tasks and assessments represent differing depths of understanding.
'ses academic language to provide clear connections between content concepts and disciplinary reasoning.
.earning tasks and materials draw upon students+ academic, social/emotional development, and cultural/ lived experiences, including strengths, as well as individual
interests, to help students or modified tasks/ materials and/ or scaffolding of instruction that are closely tied to specific learning ob,ectives and designed to engage
students.
*lanned assessments are aligned to clearly defined benchmarks or criteria for student performance, and are adapted/ modified so that all students provide evidence of what
they know and are able to do.
(nade-uate 0merging @ *roficient 1istinctive
!2%%03TS4 5our lesson plan is thorough and provides comprehensive detail about the content and strategies for the lesson. .ooking at the planned goals, ob,ectives and activities, your
planned lesson is also 1A* for this group of students.
One of the goals/standards listed is not connected to an objective or assessment, Listens and responds to communication with others. !t seems the related to this goal is
turn and tal". #hat are the e$pectations for students% performance related to the goal and activit&'
Inst#$(ti"n -AEA: C"mm$ni(ati"n; C""#dinati"n; Dia'n"sis; Inte'#ati&e Inte#a(ti"n : .TS: 1;; !;<;1; A;=;10 : DIS8: Res%e(t; Res%"nsi5ilit?;
C"mm$ni(ati"n2
'ses a hook 6ex. music, movement, finger play7 to capture the learners+ attention.
8ocuses the students on the learning ob,ectives.
8acilitates real/life connections.
)elates new learning to previous learning.
'ses a variety of strategies to actively engage A.. students in meaningful content.
%odels, promotes, and reinforces the use of academic language.
*rovides clear directions and checks for clarity.
*rovides accurate information.
%odifies instruction to support student understanding.
'ses time efficiently.
1emonstrates enthusiasm for learning.
9aries the levels of -uestioning to support and challenge the learner.
0ncourages critical and creative thinking skills.
Addresses the diverse needs and abilities of students.
'ses informal assessment to monitor student understanding.
*rovides and utili:es meaningful materials 6including technology7 that enhance the learning.
(nade-uate 0merging @*roficient 1istinctive
!2%%03TS4 The implementation of the lesson demonstrated your preparedness, your thorough understanding of the content and the level of the lessons
1A* as all students remained engaged throughout the lesson. ;uestions were used very effectively and students were supported and coached when they
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whole by any method is prohibited by law.
Class#""m En&i#"nment -AEA: C""#dinati"n/Inte'#ati&e Inte#a(ti"n : .TS: 1; ; !; 1 : DIS8: Res%e(t; Res%"nsi5ilit?; Re+le(ti"n2
1emonstrates respect for all constituencies supporting schools// students, parents, colleagues, administrators, and business/community partners.
!reates a safe and welcoming environment for students.
<uilds a classroom community of learners where students connect with one another and are supported both independently and collaboratively.
<uilds a classroom community that supports diverse perspectives and ownership of learning.
!ommunicates clear classroom procedures and proactive behavioral expectations.
'ses proactive classroom management strategies.
(nade-uate 0merging *roficient 1istinctive
!2%%03TS4 5our ability to manage the group is beyond expectations at this point in your development. 5ou -uietly and firmly establish the parameters
for a productive learning environment, then proactively 6=0yes back on me>( would love to hear what you talked about =7 and consistently 6=( am going to
wait for my friends to look at me.7 apply them throughout the learning segments. 5our thorough preparation, and the 1A* of the lesson also contributed to
the productive and engaging learning environment.
struggled, monitored and supported students during their independent work and summari:ed the learning at the end of the lesson.
(s we discussed in the post lesson conference, consider how &ou might involve students when clarif&ing directions )who can tell me what*+. #e also discussed the
importance of having visuals all students can see )in this lesson it would have been helpful to enlarge the pages of the boo" students were to complete. !t would not onl&
allow for a clearer demonstration, it would also provide a tool to focus attention on the life c&cle of a pump"in.
Assessment 6A0A4 1iagnosis/(ntegrative (nteraction ? &TS4 ",@,A,$# ? 1(S*4 )eflection, !ommunication7
(ntegrates peer and self/assessment strategies to reinforce and focus on the process of learning
(ncorporates academic language relevant to the standards and learning ob,ectives
*rovides oral or written feedback during and/or after the lesson that4
o is timely, clear, specific and accurate
o helps the student understand what s/he did well
o and provides guidance for improvement
'ses assessment related to the standards and learning ob,ectives to4
o identify and address individual needs
o identify and address needs of the group
'ses assessment to explain changes to teaching practices citing4
o examples of successful and unsuccessful teaching practices
o evidence of student learning
o knowledge of students+ prior learning and experiences
%aintains accurate records and communicates performance to students and adults. 3/A
(nade-uate 0merging *roficient 1istinctive
!2%%03TS4 There were some very effective assessment practices demonstrated during the lesson and in your lesson $ self/assessment. (n this lesson you
provided feedback to students during the lesson by paraphrasing what they said, asking why they said it and sometimes adding a comment 6=( agree7. 5ou
also listened during the turn and talk and told students what you heard 6=( am hearingBC7
&hen assessing the effectiveness of a lesson it is helpful to consider ways the lesson can be ad,usted in the future to better meet the needs of students who
struggle.
8#"+essi"nal Res%"nsi5ilities -AEA: C"mm$ni(ati"n/Inte'#ati&e Inte#a(ti"n : .TS: =;B;10 : DIS8: C"lla5"#ati"n; Res%"nsi5ilit?;
C"mm$ni(ati"n2
Acts as an advocate for students, families, colleagues and community 63/A7; honors confidentiality
Actively participates in class, and other appropriate school events
%eets deadlines for all professional responsibilities; demonstrates punctuality and accountability
Acts as an ambassador for the program and college in all interactions with school/related audiences; *ro,ects professionalism in dress and
appearance
0stablishes professional and productive relationships with students, supervisor, cooperating teacher, caregivers, staff and peers
'ses professional literature to improve instruction; engages in professional discourse and collegial discussions about education
(nade-uate 0merging *roficient 1istinctive
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whole by any method is prohibited by law.
!2%%03TS4 5our sense of professionalism is evident in every way you participate in this course. 5our !T mentioned your productive
relationship and you relate professionally with your peers and with me, you meet or exceed all deadlines, dress professionally for class and the
placement and participate in discussions when asked.
(lthough it is quite a challenge at times ! would encourage &ou to spea" up more in class. ,eading the wor" &ou submit, &ou have the potential to share valuable and
helpful information with &our colleagues.
Final Rema#/s: 5our first observation was very successful, thorough planning and practice paid off in the smooth implementation of your lessons as
planned. ( look forward to observing another lesson soon.
OVERALL 8ERFORCANCE4 (nade-uate 0merging @ *roficient 1istinctive
T)is e&al$ati"n )as 5een s)a#ed 4it) t)e (""%e#atin' tea()e# in a t#iadi( ("n+e#en(e4 50S 32
!opyright "#$". Alverno !ollege, %ilwaukee, &isconsin. All rights reserved under '.S., (nternational and 'niversal !opyright !onventions. )eproduction in part or
whole by any method is prohibited by law.