PDE 430 – Student Teacher Evidence Form & Log

Student Teacher: Shannon Bohling

Category I: Planning and Preparation

Student teacher/candidate demonstrates thorough knowledge of content and
pedagogical skills in planning and preparation. Student teacher makes plans
and sets goals based on the content to be taught/learned, knowledge of
assigned students, and the instructional context.

Lesson and/or Unit Plans: Please list how approximately how many plans you wrote
and in what subject area(s). Include small group plans (Rti).

Social Studies:
 Lesson on compass rose, as well as cardinal directions: 9/4/18
 Lesson on creating compass rose and learning about intermediate
directions:9/5/18
 Lesson on map skills: 9/6/18
 Lesson plan on Barefoot island: 9/7/18
 Lesson plan on continents and oceans: 9/11/18
 Second lesson extension on continents and oceans: 9/12/18
 Study guided lesson for first test: 9/18/18
 Game review lesson for first test: 9/19/18
 Community lesson plan: 9/24/18
 Custom and traditions: 9/25/18
 Needs and wants: 9/26/18
 Goods and services: 9/27/18
 Review of goods and services 9/28/18
 Lesson plan on rural communities: 10/9/18
 Lesson plan on Urban communities: 10/10/18
 Lesson plan on suburban communities: 10/11/18
 Lesson plan on urban, rural, and suburban areas: 10/12/18

ElA:
 Story works lesson: 9/12/18
 Lesson on reading with grit: 9/21/18
 Reading lesson on using textual clues to help student figure out unfamiliar
words: 9/24/18
 Reading lesson on how to gather information from their text to try and
understand the author’s purpose. 10/1/18
 Reading lesson readers of nonfiction texts are active, constructive readers.
10/9/18
 Reading lesson on pausing while reading to summarizes important events read:
10/10/18
 Reading lesson on organizing information from non-fiction text into categories:
10/11/18
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 Reading lesson on paying close attention to the main ideas and supporting
details while reading: 10/12/18
 Vowel shield lesson 10/29/18
 Learning center activity: We Dig Vowel Sounds! 11/30/18
 Learning Center Activitiy: Dog Bone Sorting. 11/30/18
 Dog vowel sorting lesson 11/1/18

Writing
 Autobiography first lesson in unit: 9/27/18
 Autobiography second lesson in unit: 9/28/18
 Autobiography third lesson: 10/1/18
 Autobiography fourth lesson: 10/2/18
 Autobiography Fifth lesson: 10/9/18
 Autobiography sixth lesson: 10/10/18
 Autobiography seventh lesson 10/11/18
Math
 Lesson plan on distributive property with arrays: 9/14/18
 Mid module two review: 9/18/18
 Lesson on relationship between multiplication and division: 10/1/18

Resources: What resources did you use in your planning? Include standard materials
(teacher texts), online sources, documents, primary sources, etc. How did these
demonstrate your knowledge of content, pedagogy/content pedagogy?
 Eureka math book,
 Reading to learn unit of study reading books
 Story works
 Brainpop
 Bouncyballs.org
 Classdojo
 Zern
 Epic
 Kids-AZ
 Youtube

Materials and Manipulatives: What materials and manipulatives did you build into
your plans to maximize student learning? This may include reading materials,
literature, primary sources, math manipulatives, science supplies, etc.) How did these
demonstrate your knowledge of pedagogy/content pedagogy?
 Student small group name list for ELA lesson plan:10/1/18
 Questions for each student group for ELA:10/1/18
 Goods and services rubric: 9/28/18
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 Goods and services PowerPoint: 9/27/18

 Hop and think sort for lesson: 9/27/18
 Needs and wants PowerPoint: 9/26/18
 Customs and cultures PowerPoint 9/25/18
 Communities I am a part of worksheet: 9/24/18
 List of communities at KES worksheet: 9/24/18
 Exit ticket for community’s lesson: 9/24/18
 Grit scale worksheet
 Grit scale Anchor chart
 Math review worksheet for first test: 9/14/18
 Map review game: 9/18/18
 Blank map sheet 9/18/18
 Story works ELA student parts worksheet: 9/12/18
 Play reading kit sequencing worksheet: 9/12/18
 Storyworks magazine September issue: 9/12/18
 Traveling the world packet: 9/12/18
 Fill in the blank globe map: 9/12/18
 Barefoot island template: 9/12/18
 Barefoot island example: 9/12/18
 Barefoot island rubric: 9/12/18
 Map skills flip book: 9/12/18
 Map packet: 9/7/18
 Map skills PowerPoint: 9/6/18
 Intermediate directions PowerPoint 9/4/18
 Compass rose activity and example: 9/4/18
 PowerPoint on Compass rose and cardinal directions 9/3/18

Technology Use: How did you use technology in your PLANNING?

I used technology in my planning, by using lots of
 PowerPoints,
 class dojo,
 Gonoddel
 Youtube
 Brainpop
 Epic
 Plickers
 Overhead projector
 Laptop
 Elmo
 PowerPoint Jeopardy games.

How did you PLAN for your students to use technology?

 Student used Ipad’s, and chrome books to go on Zern during math, Epic or kids
a to z during reading.
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 Participating in Plickers activity

Assessment Materials: What assessment materials did you use? Please include
subject areas, as well as whether it is pre-made (including if your cooperating teacher
made it!) or teacher (you only) made! How does your choice of assessment materials
support you meeting the expectations of Category I?
 ELA:
- Exit ticket
- Grit scale
- Sequencing worksheet
- Vocabulary test
 Social studies:
- Exit ticket
- Rubric
- Study guided
- Social studies maps test
- Communities map test
 Math:
- Study guided
- Mid module assessment practice worksheet
- Math test
 Writing:
- Spelling test
- Spelling pre test
These assessments support me meeting the expectations of Category I by being based
on what the content and knowledge we want to students to know and understand at
the end. What the main objective of the lesson was, and how to properly assess it.

assigned students, and the instructional context.

Classroom Observations: Please list the dates when the university supervisor and
your cooperating teacher observed you.
Supervisor:
 9/25/18,
 9/5/18

Cooperating Teaching:
 9/3/18,
 10/5
Information About Students (Including IEP’s): Please describe (briefly) how you
used knowledge of students to inform your planning/instructional practices. This may
include how you routinely differentiated instruction for diverse learners.
- I used my knowledge of students IEP’s/ learning difficulties when planning
my instruction by making sure to modify certain long reading items for my
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kids that have an IEP for reading. This would apply to reading them their
math and social studies tests that are too wordy.
- I also used the knowledge to help plan my breaks into my lessons or check
points for certain students I know have a hard time remaining focused.
-

Instructional Strategies: What instructional strategies did you employ that

demonstrate your commitment to using developmentally appropriate/best
instructional practices/principles of learning in your planning? These may include
educational psychological principles and theories.
- The Directed Reading- Thinking
- Question- answer
- KWL Chart
- Response notebooks
- Response sticky notes
- Anticipation guides
- Classification Chart
- Visualizing
- Think-Aloud
- Graphic organizers
- Using context clues to determine a word meaning.
- Word sort

Category II: Classroom Environment

Student teacher/candidate establishes and maintains a purposeful and
equitable environment for learning, in which students feel safe, valued, and
respected, by instituting routines and setting clear expectations for student
behavior.

Lesson and/or Unit Plans: How did you PLAN for your classroom environment?
This may include planning for transitions, use of visuals, etc.
- I planned for my classroom environment by making sure to include many
visuals and examples in my lesson plans because I have a group of students
that have various learning needs, IEPs and different ways of learning.
- For my unit plan/ other lesson plans I made sure to plan all my activites to
be fun and engaging for students because many of my kids have add/ adhd
and seem to struggle with completing activities unless they are very fun and
engaging and include lots of breaks, and transitions from one activity to the
next the flow nicely.
-

Resources/Technology/Space: What adaptive/adapted resources, technology did

you use to demonstrate your commitment to providing equitable learning
opportunities? How did you use the space in your classroom in your lessons to
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maximize the learning environment? Did you change the set-up from what it is
normally?
- An example of adaptive resources that I used during my unit was giving my
students with IEP’s a packet outline for them to write their rough draft on
as well as a packet that told them exactly what I wanted them to include in
each paragraph of their autobiography with multiple examples.
- I did not change the set-up of the classroom from what it normally looks
like, however I did rearrange students’ original seats, moving students
based on how much they were interacting, or if they were distracting those
around them in their current seat.
- I used the space in the classroom to maximize the learning environment
with my lessons, by making sure that while teaching my lessons I was using
all different parts of the room, and walking around the room while
teaching, not just standing up in the front of the room teaching at the
students.

Classroom Management Techniques: What management techniques did you use

for transitions, student participation, discipline, etc.? What routines did you establish
and use (continue)?
- Saying to students Hocus Pocus- they repeat back everybody focus
- Using class dojo as a form of classroom management- giving students
points/ and or taking away points
- Using causes signs that I put on two students by the end of each day. The
desks of the students that get the caution signs are ones that I think have
done an outstanding job today, or have done well with paying attention or
being on task, or just did super well on a certain activity. At the end of the
day my students that received the caution sings will get award 4 extra dojo
points to their end of the day total, along with getting to pick a prize from
my prize box.
- To monitor classroom noise, I have started using the online website
bouncyballs.org that tracks the noise level in the classroom and gives alerts
to students of when they are being too loud.

Learning Styles and Early Childhood/Middle Level Philosophy: What visual

technology did you use to help students who are visual learners? What verbal or audio
technology/techniques did you use? How did you help kinesthetic learners? How did
you use your knowledge of best practices for early childhood instruction/ML
Philosophy to inform your classroom environment?
- I used PowerPoint technology to help my visual learns.
- I also used YouTube videos to teach students certain things in social studies
along with playing read aloud videos for the students with pictures for
certain books for vocabulary. (helps my audio, and visual learners.)
- Brainpop videos to introduce new concepts to students.
- Giving the students lots of examples as written as well as picture examples
to help my visual learns.
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- Zern- Online math games and learning website

- Epic- Online reading website where students can have books read to them
with illustrations or watch a video of someone reading the book.
- Kids A-Z another online reading website that is great for students who
have trouble with comprehension. This website allows the teacher to pick
out specific books in the child reading level that we think would be a good
fit for them. Then after the child had read a book, it will prompt them
directly after with a comprehension quiz that the must passes on the
reading, in order for them to move forward onto another book.
Student Relationships: What did you do to develop student relationships? How did
you develop rapport with them? What were your interactions with students like?
- To start developing a relationship with students I started by sharing with
them an about me ppt the second day into my placement so they could learn
a little about me where I am from, and a few of my favorite things. I Also
had each student do the same thing for me by filling out an all about me
worksheet.
- I also helped better develop relationships with my students, by making sure
to have each and every students name memorized by the third day in my
placement.
- Talking to each student at different times during the day.
- Interacting with students in line or on the way to lunch, special, at recess.
- Giving students encouraging notes on their desks before tests.
- Reading with students during rise and read.
- Giving each student fun bookmarks to use while reading.
- Talking with students about their weekend each Monday morning.

Setting Clear Behavioral Expectations/Standards of Conduct and Effective

Management of Student Behavior: What were your expectations of student
behavior? How did you establish these? How did you redirect students who did not
meet your expectations?
- My expectation of student’s behavior was a little different at first. I had in
my mind that they would already know all these things and be so well
behaved like my last placement with My co-op. However, I had to keep
reminding myself that my last placement was during the spring after
students had already learned a fair amount and had established rules,
expectations. Which is different from the fall when in the very beginning of
school the students do not know much of anything or classroom rules, or
grade rules, and what is expected of them as third graders.
- I had to establish all of these behaviors and expectations of my students and
manage student’s behavior with the help of my co-op and the use of online
behavior tools, such as Bouncyballs.org and Classdojo.

Other: Please list anything else you feel is relevant to show how you created a
classroom environment conducive to learning.
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 I have also done to create a conductive classroom environment and an

environment of having students being able to truly work hard for me. I started
my first week and have continued to do it every day , I have colored “cautions
signs.” That I put on 2 students desks, sometimes I will decided to give more
then 2 students cautions signs depending on the day. The caution signs go to a
student that I think that day has done a really great job at a certain subject, or
being a model student, or has been helping others through the day, or has just
always been on tasks every time I look. The caution sign stays on the students
desks till the end of the day. Then at the end of the day the students who have
received the caution signs get to come to me and pick a prize out of my treasure
chest that I keep on my desks with all fun prizes inside. This really helps to
motivate the students to want to do well and be on their best behavior so that
they can receive a caution sign and be able to get a prize. I change out the
prizes each week, so that there is always something new and exciting for the
students to want to try and work hard for. This helps I think create a classroom
environment that is conductive to learning.
 PDE 430 – Student Teacher Evidence Form & Log

Category III: Instructional Delivery

Student teacher/candidate, through knowledge of content, pedagogy and skill in
delivering instruction, engages students in learning by using a variety of
instructional strategies.

Knowledge of Content/Pedagogical Theory through Instructional Delivery:

How did you use educational psychological principles/theories and knowledge of
content pedagogy/child development through your instructional delivery? (Please
note – this is different than PLANNING! Here – describe how you used these principles
DURING instruction!) Example – “When I realized my students’ attention span was
waning, I gave them movement/brain brakes where I sang a song and allowed them to
dance to it.”
- When I realized that a few of my students were having a hard time staying
on task and paying attention I made sure to include check in with them
during the lesson for me to make sure they were on task and doing what
they were supposed to be doing.
- I also added in more brain breaks Gonodel videos(Dances/songs) When I
realized that a bunch of my kiddos were having trouble with paying
attention or learning for long periods of time.

Instructional Goals Reflecting PA Standards: Did you set goals for your students
that reflect PA standards? How well did you communicate these goals to your
students? (Ex: setting clear objectives at the beginning of all lessons and making sure
the closure of each lesson referred back to the goals.)
- I did make sure that for each of my lesson my instructional goals reflected
the pa standards as well as the district standards.
- Each objective at the beginning of each lesson were very clear and related
directly to what I wanted the students to get out of the lesson and know/
understand at the end. Each of my lessons referred back to the main goal of
the lesson.

Communication of Procedures and Explanations of Content: Reflect on your

ability to explain procedures and content. How did you ensure that directions were
followed? How well do you explain new content in a way your learners can
understand?
- I think that I did a very good job at communicating to students the
procedures and content explanations of each lesson I made sure to ensure
that directions were explained properly without students have questions, by
makings sure to ask students, to give me a thumbs up after directions if they
were good to go and understood what I wanted them to do, a thumbs in the
middle if they sort of understood, but need more clarification, or a thumbs
down if they needed me to completely re- explain directions.
- I also ensure that directions were followed by having an assessment piece to
each lesson to check to see if students were able to grasp and follow what I
taught them and what I wanted them to do.
 PDE 430 – Student Teacher Evidence Form & Log

Use of Questioning/Discussion Strategies that Encourage Participation: How

did you work to ensure that all students (not just the ones who raise their hands)
participate? How do you work to ask questions at high levels of cognition?
- I made sure that all students were participating, not just the ones who
raised their hands by either calling on students who did not have their hand
raised.
- Or after asking a question, saying out loud to the class so only one person
knows the answer, then more hands go up okay so three people know, 4
people ect?
- After asking a question saying why I am seeing the same people raise their
hands come on guys let me hear from someone who has yet to answer.
- Having lots of chances for students to turn and talk to the person next to
them to share if they did not feel comfortable participating or sharing to
the whole class.

Engagement and Pacing: How did engage your learners during your lessons? How
did you ensure that your pacing was on target?
- I engaged learners during my lessons by making sure all my activites that I
planned and used with the students were creative and were not boring and
just worksheet based.

Informal/Formative and Formal/Summative Assessments: How did you use

informal/formative assessment during your lessons to inform your instruction? How
did you use summative assessment and the data from it to inform your assessment?
What tools/instruments did you use/create? What tools/instruments did you
use/create? Be as specific as you can!
A few examples of the types of assessments formative and informal as well as
summative and formal
- I used checklist
- Having students write down their answers on a sticky note and place it on
the board
- Rubrics
- Review games
- Test
- Having students fill out study guides

Authentic Assessment: How did you use authentic assessment to create real-world
situations for your students? What tools/instruments did you use/create?

Student Feedback: How did you give students feedback on their learning? This may
include during lessons, as well as student work.

Teaching Style/Teacher Presence: How would you describe your teacher presence
and style? How did you gain information on your own instructional delivery and
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teaching style? This may include conversations with your cooperating teacher,
supervisor, students, and video.
- I would say that my teaching presence and style has definitely become a
whole lot strong from when I first started teaching. I am most definitely
more confident in my teaching ability and when it comes to teaching
different lessons, or subjects that I might not necessary know a whole lot
about or be comfortable with
- I have also gotten a lot strong with my teacher voice.
- I gain information on my own instructional delivery after each lesson from
my mentor teacher, as well as when writing my own reflections for each
lesson and really reflecting long and hard about my teaching, and finding
things that I can improve upon or do different for next time.

Integration of Disciplines: How did you work to ensure that students are making
interdisciplinary connections during your lessons?

Grouping Practices: How did you flexibly group students during your lessons to
ensure equity?
- For student grouping I made such each time to take into consideration
different students learning levels. Students who get along good together
and ones that do not. As well as students who are easily distracted by other
student. Or students that are too chatty when in certain groups.

Other: Please list anything else you feel is relevant as evidence of your instructional
delivery.
 PDE 430 – Student Teacher Evidence Form & Log

Category IV: Professionalism

Student teacher/candidate, through knowledge of content, pedagogy and skill in
delivering instruction, engages students in learning by using a variety of
instructional strategies.

Personal Attendance and Punctuality: What evidence can you use to support your
own punctuality and attendance?
- My teacher evaluations

School District Documents: What school district documents did you familiarize
yourself with to inform yourself of district policies, expectations, etc.? These may
include district/school faculty and policy manuals and handbooks, emergency
information guides, district curricula, etc.
- School district polices
- School faculty dress code
- School Manuals
- School handbook
- School Emergency plan, what to do for fire drill, lockdown drill.
- School Districts curriculum

Meetings and Professional Development Opportunities: What professional

development workshops, faculty meetings, workshops, conferences, etc., did you attend
during this placement that demonstrate your commitment to lifelong learning? Please
list dates whenever possible!
The professional development opportunites and meetings I got to attend that have
helped me demonstrate a commitment to lifelong learning are:
- I got to attend weekly Wednesday 3rd grade team meetings during our
special time on Wednesdays
- Teacher in service 9/21/18
- Teacher in-service 10/8/18

School District Events: Besides mandatory faculty meetings, what school

wide/district events did you attend during your placement? These may include
- Teacher in services

Communication with Families: How did you communicate with families during this
placement? This may include letters of introduction, newsletters, parent conferences
(list dates), emails etc.
- Letter of introduction sent home to parents

Overall Communication Skills: Besides family communication, what evidence do

you have for being an effective communicator in written and oral form with all
stakeholders in the educational process (para professionals, colleagues,
administrators/supervisors, etc.)?
 PDE 430 – Student Teacher Evidence Form & Log

- I have had great communication skills overall with other educators at the
school. Such as the para professionals that are in our classroom for
writing, in the morning, and then social studies at the end of the day.
Communicating with other colleagues of the same grade as well as
different grades. Talking with teachers second grade teachers, about my
students that I currently have that they had last year, and things that I
should watch out for with certain students, or things that worked or
didn’t work for students when they had them.
Professional Relationships: What evidence do you have for developing professional
relationships at your school? How did you collaborate with other adults in your
school?
- I collaborated with other adults in my school, by attending and working
and collaborating with the other third grade teachers at our weekly
Wednesday meeting.
- I covered for a few teachers in their classroom if they were in a pickle and
needed to run to the bathroom quick, or needed to make a quick copy and
could not find anyone to cover their room.
- I Have also gotten to develop a close relationship with the janitorial staff,
the specialist teachers, and the ladies that work in the front office.

Integrity, Ethical Behavior and Professional Conduct: What evidence do you have
to support your own integrity, ethical behavior, and professional conduct?
- My professor evaluations as well as co-op evaluations,
- My Professional dress attire and, always being on time or making sure to
email my co-op and advisor right away when I knew I was not going to
make it into school because of being sick or something medical that came
up.
-

Continuing Education Requirements: In what ways have you informed yourself of

PA’s licensure requirements, as well as the continuing professional development
requirements for teachers? How have you striven to meet some of these requirements
already?
- I have already completed my praxis exams and passed for my teaching
certification in the state of pa,
- I have started looking at what is required for the state of New Jersey where
I am from. I

Other: Please list anything else you feel is relevant to support your professionalism.