24 Nov 2018 Page 1 of 3

Intern Name: Violet Brooks

Internship: ED 619 Classroom Management

Submitted: Dec 2, 2016 Supervisor(s): Katy Spangler

Course/Term: ED S619 - JD1 : Classrm Mgmt/Discipline ( ) Mentor(s): Heather Bauman
Assessor: Heather Bauman (Mentor) Site: Knik Elementary School, PO Box 877830, Wasilla AK 99687
Comments: Subject(s): Elementary Graduate
Grade(s): 5th

Practicum Assessment Form ED 619

Please assess your practicum student in all of the areas. If your rating is "In progress; needs development" in any area, we request that you explain at the
end of the form.

Assessment

In progress; needs Meets expectations for a Exceeds expectations for a

N/A
development (1.000 pts) beginning teacher (2.000 pts) beginning teacher (3.000 pts)
Philosophies and Was not able to articulate or Articulated and discussed basic Articulates, discusses and
Theories of understand basic theories of philosophies and theories of practices a consistent philosophy,
Discipline discipline discipline in the classroom based on educational theory, of
ACEI-2007.5.1, discipline in the classroom.
AK-UAS-SGP.6,
ACEI-2008.1,
ACEI-2008.3.4

Comments:
Developmental Not yet able to recognize and Able to recognize and teach to Recognizes developmental levels,
Levels teach to developmental levels appropriate developmental levels and teaches to all developmental
ACEI-2007.1, levels.
AK-UAS-SGP.2

Comments:
Learning and Not yet aware of basic principles Applies principles of learning and Sophisticated understanding and
Motivation of learning and motivation motivation to teaching. application of principles of
ACEI-2007.1, learning and motivation.
AK-UAS-SGP.2

Comments:
Diversity Not yet able to adapt for diversity Able to teach and adapt for some Able to teach and adapt for all
ACEI-2007.3.2, in the classroom diverse learners learners.
AK-UAS-SGP.3

Comments:
Differentiated Was not able to provide Was able to plan and teach a Provided differentiation in a
Instruction differentiation in a lesson differentiated lesson. variety of settings, included a
AK-UAS-SGP.3, planned differentiated lesson.
AK-UAS-SGP.6,
ACEI-2008.3.4,
ACEI-2008.3.2

Comments:
Independence Not yet able to encourage Helped students work Sophisticated knowledge and
and Autonomy student independence and independently and to develop practice in helping students gain
AK-UAS-SGP.6, autonomy autonomy. independence and autonomy
ACEI-2008.3.4

Comments:
Critical Did not encourage critical thinking Encouraged students to think Skilled at encouraging students to
Thinking/Problem or problem solving; lessons were critically and solve problems some think critically and solve problems.
Solving rote. of the time.
ACEI-2007.3.3

Comments:
Self Was not able to work with a Was able to work with a student Worked successfully to help a
Management student make goals and learn self to make goals and learn self- student make goals and improve
AK-UAS-SGP.6, management. management. self management skills and
ACEI-2008.3.4 behaviors.
Comments:
Discipline Was not able to handle minor Handled minor incidents of I trusted this practicum student to
AK-UAS-SGP.6, issues of discipline in the discipline in my classroom. handle minor issues of discipline
ACEI-2008.3.4 classroom in my classroom.
Comments:
24 Nov 2018 Page 2 of 3
Communication Was not effective in interactions Interacted and communicated Strong interpersonal skills with
with Students and communications with effectively with students students.
ACEI-2007.3.5 students
Comments:
Long View of Was not able to see discipline Was able to see discipline issues Was able to view and discuss the
Discipline beyond the short term as both short term and long term. short and long term effects of
AK-UAS-SGP.6, discipline in my classroom.
ACEI-2008.3.4

Comments:
Engagement Was not able to manage the Managed the classroom Managed classroom environment
ACEI-2007.3.4, learning environment for student environment for student learning for optimum engagement and
AK-UAS-SGP.6 learning. learning
Comments: She has self reflected that she would like more training in Kagan Cooperative Learning Strategies to help with her students' engagement
Communication Had difficulty communicating with Communicated effectively with Showed strong skills in
with Adults me and other school staff. me, school staff and parents communication with me, the
ACEI-2007.5.2, when necessary. school staff and with parents.
AK-UAS-SGP.7

Comments:
Professionalism Some behaviors were not Behavior was professional Behavior was always highly
ACEI-2007.5.1, professional, and were a cause professional
AK-UAS-SGP.8 for concern
Comments:
Did not meet the course Met the expectations of this Met and exceeded the
Met Expectations
expectations for teaching social course in teaching social studies. expectations for this course in
ACEI-2008.2.4
studies. teaching social studies.
Comments:
39.000 pts

Ready for Student Teaching

Yes No Undecided N/A

The practicum
student is
ready for
student
teaching.
Comments:
0.000 pts

Suggestions: Please click "Yes" and click the blue icon in each row to add your

Yes No N/A
My
suggestions
for this
practicum
student are:
My suggestions would be to continue working on building strategies for student engagement. To focus on things like Students Time on Task,
Comments: Ratio of Interactions and giving clear, explicit expectations and directions and being consistent with corrections. I recommend looking into
Randy Sprick teaching and Kagan Cooperative Learning Strategies.
Strengths that
are evident
and should be
built upon:
Personal connection with students
Comments: Creative lesson planning and differentiation
Preparation and thoughtfulness towards lesson
Areas that
need attention
and should be
improved are:
These aren't really areas of high concern but everyone has room to grow. Areas to work on include understanding that it is never a bad thing
Comments:
to repeat expectations and there really isn't a time where kids
Experiences
that might be
helpful are:
24 Nov 2018 Page 3 of 3
More time observing other classroom when another teacher is teaching (has lots of experience leading as a guest teacher in our school.)
Comments: Instructional tours and also having the opportunity to have someone collect Ratio of interactions data, Opportunities to Respond Data, and
Time on task data for her while she teaches so she can see reflect and continue to improve and grow
Additional
Comments:
Please
comment on
any areas that
you marked
"In-progress;
needs
development"
or "Meets
expectations
for a
beginning
teacher"
above:
Violet is going to be a fabulous teacher. She is dedicated, hard working. She understands the reality of teaching. She is self-motivated to
Comments: reflect and improve and she truly gives her students her best at every moment. She is a positive addition to our school's climate and will be a
wonderful addition to any school when she is certified and hired.
Number of
hours the
practicum
student spent
in your
classroom:
Comments: 50
0.000 pts