Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Carolyn Beaty Term: Spring

Drake University SOE Expectations (based on

Mentor Teacher: Jill BouslogUniversity Supervisor: Denny Warren Final Evaluation

Developing
(Beginning teacher competency is being met some of the time.)

Date: April 30, 2014

Unsatisfactory
(Beginning teacher competency is not being met.)

School: Hubbell
Advanced Expe rtise (chec k)

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. 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

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.

Carolyn continues to effectively plan lessons that accommodate the different learning styles and needs of the students.

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.

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

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.

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

Carolyn continues to consistently be aware of each students developmental stage and makes accommodations when needed. Carolyn continues to try new management strategies that promote positive learning expectations and experiences for all students. Carolyns broad knowledge of related fields and experiences contributes to her exceptionally detailed and thorough plans.

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Carolyn Beaty Term: Spring 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.

Mentor Teacher: Jill BouslogUniversity Supervisor: Denny Warren Final Evaluation

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.

Date: April 30, 2014

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. Does not understand or use assessment strategies effectively.

School: Hubbell
Advanced Expertise

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.

Comments:
Carolyn continues to be exceptional at making real-world connections during instruction. She encourages all students to be focused and use their critical and creative thinking skills when problem solving. Carolyn is consistent and effective when implementing assessment strategies and uses the results to plan for further instruction. Carolyns lesson plans are exceptionally thorough and detailed including a variety of methods to support students and standards.

6. Assessment: The student teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making. 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.

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.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Carolyn Beaty Term: Spring
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.

Mentor Teacher: Jill BouslogUniversity Supervisor: Denny Warren Final Evaluation

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.

Date: April 30, 2014

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.

School: Hubbell
Carolyn is advanced in using inquirybased teaching and learning. This gives students the opportunity to demonstrate their knowledge.

Advanced Expertise

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. 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

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:
Carolyn consistently selfevaluates her teaching and learning and adapts her practice in order to make the most positive impact on student learning. Carolyn continues to do an exceptional job of collaborating effectively in our third grade level planning meetings. She has built wonderful relationships with staff because of her positive and confident attitude. She is not afraid to share her love of learning and shares many

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.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Carolyn Beaty Term: Spring Mentor Teacher: Jill BouslogUniversity Supervisor: Denny Warren Final Evaluation School: Hubbell
wonderful teaching ideas.

Date: April 30, 2014

his/her progress is evident.

*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: Carolyn Beaty Term: Spring Mentor Teacher: Jill BouslogUniversity Supervisor: Denny Warren Final Evaluation Poor Fair Good School: Hubbell Very Good Excellent Date: April 30, 2014

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

practitioner. Sets and achieves professional goals

Poor

Fair

Good

Very Good

Excellent
Articulates high expectations for professional performance

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

Poor

Fair

Good

Very Good

Excellent

Poor Poor

Fair Fair

Good Good

Very Good Very Good

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

Communicates high expectations to students

Excellent

Poor

Fair

Good

Very Good

Excellent

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

Comments: Carolyn has earned a reputation of being a dedicated and respected teacher by students, parents, and staff. 2. Please rate the student teachers success as a student advocate. Develops a teaching philosophy that respects all learners 4.

Comments: Carolyn has had the experience of working collaboratively with a grade level team of close-knit teachers. This experience has given her insight into the validity and the power of reflective practice, the giving and sharing of ideas and strategies, and the building of meaningful relationships. (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? Carolyn will constantly grow in her development as a teacher and a professional because she sees the value of life-long learning. Carolyn has a genuine concern for her students and goes above and beyond to ensure that she sets up and creates an environment that fosters learning. Carolyn is a dedicated teacher but needs to make time for herself and find that good balance between her personal and professional life.

Poor

Fair

Good

Very Good

Excellent

Demonstrates pedagogical flexibility by adapting, adjusting and modifying practices to meet the needs of students

Poor

Fair

Good

Very Good

Excellent

Comments: Carolyn is genuinely loved by all of her students. She encourages them to be kind, respectful, and to have fun while learning.

3.

Please rate the student teachers success as a reflective

5.

(Final evaluation only) What do you feel are his/her

Drake University School of Education, 2011

Last Update: 07/2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Carolyn Beaty Term: Spring Mentor Teacher: Jill BouslogUniversity Supervisor: Denny Warren Final Evaluation School: Hubbell Date: April 30, 2014

strongest qualities as a teacher? Carolyn has demonstrated qualities that make her an outstanding educator. Shes mature, highly motivated, organized, resourceful, openminded, and has excellent communication skills. I would highly recommend her for a teaching position.

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

Signatures Student Teacher/ Date:

Mentor Teacher/Date: Jill DeLashmutt Bouslog 4/30/14

Last Update: 07/2011

Drake University School of Education, 2011