Anda di halaman 1dari 6
Final Student Teaching Evaluation, Secondary Education Teacher Candidate: Bonnie Roach Site Teacher Educator(s): Ruth Adolphson Date:

Final Student Teaching Evaluation, Secondary Education

Teacher Candidate:

Bonnie Roach

Site Teacher Educator(s):

Ruth Adolphson

Date:

5/2/2016

School:

Cyprus High School

District:

Content Area:

Biology

University Supervisor:

Udita Gupta

Grade(s):

9 - 12

Granite

# Lessons Observed:

13

This form was filled out by:

Udita Gupta

Please rate each are below using the following descriptions and 5 point rating scale:

1-2 – Unsatisfactory:

Teacher Candidate lacks basic knowledge and an ability to meet performance standards.

3

– Practicing:

Teacher Candidate possesses developing competencies in his/her knowledge and ability to meet performance standards.

4

– Effective:

Teacher Candidate displays a general understanding of linkages between knowledge and content and executes sound lessons on a consistent basis.

5

– Highly Effective:

Teacher Candidate exhibits exemplary performance, beyond that of a novice teacher.

SECTION 1: LEARNER DEVELOPMENT

5

1.

The Teacher Candidate creates developmentally appropriate and challenging learning

 

experiences based on individual students’ strengths, interests, and needs.

5

2.

The Teacher Candidate collaborates with families, colleagues, and other professionals to

 

promote student growth and development.

Comments:

Bonnie has shown tremendous growth since the start of her student teaching. She incorporated variety of instructional strategies to maintain positive and challenging learning environment for all of her students.

Bonnie is very conscious of the diversity portrayed by her students and is always looking for ways to incorporate that aspect in her teaching.

I am writing this evaluation for Bonnie in the capacity of her instructor and supervisor and having known her for a period of one year.

SECTION 2: LEARNING DIFFERENCES

5

3.

The Teacher Candidate understands individual learner differences and holds high

 

expectations of students.

4

4.

The Teacher Candidate designs, adapts, and delivers instruction to address students’

 

diverse learning strengths and needs.

5

5.

The Teacher Candidate allows students different ways to demonstrate learning sensitive to

 

their multiple experiences and diversity.

4

6.

The Teacher Candidate creates a learning culture that encourages individual learners to

persevere and advance.

5

7.

The Teacher Candidate incorporates tools of language development into planning and

instruction for English language learners, and supports development of English proficiency.

Comments:

All throughout her student teaching, Bonnie modified her lesson plans so that they were aimed at the diverse learning needs of her students. As mentioned after also, the tiered questioning helped students in staying motivated and to think critically about the concepts.

Another instance of acknowledging learning differences was use of guided notes with questioning along the way. This helped students by not just copying the information but also to keep thinking as they were writing the information.

SECTION 3: LEARNING ENVIRONMENTS

  • 5 The Teacher Candidate develops learning experiences that engage and support students as

8.

self-directed learners, who internalize classroom routines, expectations, and procedures.

  • 5 The Teacher Candidate collaborates with students to establish a positive learning climate

9.

of openness, respectful interactions, support, and inquiry.

  • 5 The Teacher Candidate uses a variety of classroom management strategies to effectively

10.

maintain a positive learning environment (e.g., proximity, cuing, desists, routines).

  • 5 The Teacher Candidate equitably engages students in learning by organizing, allocating,

11.

and managing the resources of time, space, and attention.

  • 5 The Teacher Candidate extends the learning environment using technology, media, and

12.

local and global resources.

  • 5 The Teacher Candidate encourages students to use speaking, listening, reading, writing,

13.

analysis, synthesis, and decision-making skills in various real-world contexts.

Comments:

There had been some issues of classroom misbehavior in Bonnie’s classes related to cell phones. Bonnie always was looking for strategies and implementing them to manage student behavior. If these would not work, Bonnie would not give up, but instead was looking for and trying new ones. This attitude of not giving up helped her teach content effectively and also helped her in developing a good relationship with her students.

SECTION 4: CONTENT KNOWLEDGE

  • 5 The Teacher Candidate knows the content of discipline and conveys accurate information

14.

and concepts.

  • 5 The Teacher Candidate demonstrates an awareness of the Utah Common Core/Core

15.

curriculum and references it in short and long term planning.

  • 5 The Teacher Candidate engages students in applying methods of inquiry and standards of

16.

evidence of the discipline.

  • 5 The Teacher Candidate uses multiple representations and explanations of concepts that

17.

capture key ideas.

  • 5 The Teacher Candidate supports students in learning and using academic language

18.

accurately and meaningfully.

Comments:

Bonnie has concrete understanding of the content of Biology and uses it well to impart instruction in all of her classes. She also adapts lessons and teaching according to the needs of her students.

SECTION 5: ASSESSMENT

  • 4 The Teacher Candidate designs, and/or selects pre-assessments, formative, and summative

19.

assessments in variety of formats that match learning objectives and engages the learner in demonstrating knowledge and skills.

  • 5 The Teacher Candidate engages students in understanding and identifying the elements of

20.

quality work and provides them with timely and descriptive feedback to guide their progress in producing that work.

  • 4 The Teacher Candidate adjusts assessment methods and makes appropriate

21.

accommodations for English Language Learners, students with disabilities, advanced students, and students who are not meeting learning goals.

  • 4 The Teacher Candidate uses data to assess the effectiveness of instruction and to make

22.

adjustments in planning and instruction.

  • 5 The Teacher Candidate documents student progress, and provides descriptive feedback to

23.

students, parents, and other stakeholders in a variety of ways.

  • 5 The Teacher Candidate provides opportunities for students to understand, question, and

24.

analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

Comments:

All throughout her student teaching, Bonnie used a variety of assessment tools to gather understanding of her students. These ranged from questioning during starters, giving quizzes in regular course of teachnig to having a conversation about objectives for the class for that particular day.

During the course of student teaching, Bonnie developed better understanding of her students’ understanding which, in turn, helped her in creating appropriate assessments for her students.

SECTION 6: INSTRUCTIONAL PLANNING

  • 5 The Teacher Candidate plans instruction based on the approved state curriculum.

25.

  • 5 The Teacher Candidate individually and collaboratively selects and creates learning

26.

experiences that are appropriate for reaching content standards, relevant to learners, based on principles of effective instruction.

  • 5 The Teacher Candidate differentiates instruction for individuals and groups of students by

27.

choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.

  • 5 The Teacher Candidate creates opportunities for students to generate and evaluate new

28.

ideas, seek inventive solutions to problems, and create original work.

  • 5 The Teacher Candidate integrates cross-disciplinary skills into instruction to purposefully

29.

engage learners in applying content knowledge.

Comments:

Having sound understanding of the content plays a key role in planning for that content. Same is the case with Bonnie. Since she has good understanding of the content, she is able to apply that content knowledge to planning the lessons, keeping in mind needs of her students.

She created variety of projects for students to work on, depending on their instersts and how they tied to the content taught.

In a nutshell, over the course of her student teaching, Bonnie was able to bridge the gap between learning and mastering content for herself as a student and then teaching it to her students.

SECTION 7: INSTRUCTIONAL STRATEGIES

  • 5 The Teacher Candidate understands and practices a range of developmentally, culturally,

30.

and linguistically appropriate instructional strategies.

  • 5 The Teacher Candidate uses appropriate strategies and resources to adapt instruction and

31.

vary his or her role to meet the needs of individual and group learners.

  • 5 The Teacher Candidate analyzes student errors and misconceptions in order to redirect,

32.

focus, and deepen learning.

  • 5 The Teacher Candidate uses a variety of instructional strategies to support and expand

33.

learners’ communication skills.

  • 5 The Teacher Candidate provides multiple opportunities for students to develop higher

34.

order and meta-cognitive skills.

  • 5 The Teacher Candidate provides opportunities for students to understand, question, and

35.

analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

  • 5 The Teacher Candidate supports content and skill development by using multiple media

36.

and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness.

  • 5 The Teacher Candidate uses a variety of questioning strategies to promote engagement

37.

and learning.

Comments:

During all observations in Bonnie’s classes, I got several opportunities to see multiple instructional strategies in action to teach students. These strategies were based off from complexity of the content to be taught and also students’ prior understanding of the content. Sometimes, students were asked to work in groups to create a project, while other times, they would work individually on an assignment.

All of Bonnie’s classes started with prior knowledge questions and/or short quizzes. Both of these helped students think about the concepts covered in previous class and build up on that in the present class.

SECTION 8: REFLECTION AND CONTINUOUS GROWTH

  • 5 The Teacher Candidate independently and in collaboration with colleagues, uses a variety

38.

of data to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice.

  • 5 The Teacher Candidate actively seeks professional, community, and technological

39.

learning experiences within and outside the school, as supports for reflection and problem- solving.

5

40.

The Teacher Candidate recognizes and reflects on personal and professional biases and

accesses resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences.

  • 5 The Teacher Candidate actively investigates and considers new ideas that improve

41.

teaching and learning and draws on current education policy and research as sources of reflection.

  • 5 The Teacher Candidate develops a professional learning plan based on individual needs

42.

and the needs of learners, schools, and educational communities.

Comments:

All throughout her student teaching, Bonnie has been very reflective of her teaching practices. She looked forward to the suggestions made by me and her site teacher and tried to incorporate them in her teaching.

As a part of her student teaching course requirements, Bonnie had to write weekly plans for her classes. She was very thoughtful and reflective in those plans in indentifying the points where she needed to work upon.

SECTION 9: LEADERSHIP AND COLLABORATION

  • 5 The Teacher Candidate prepares for and participates actively as a team member in

43.

decision-making process and building a shared culture that affects the school and larger educational community.

  • 5 The Teacher Candidate participates actively as part of the learning community, sharing

44.

responsibility for decision-making and accountability for each student’s learning and giving and receiving feedback.

  • 5 The Teacher Candidate advocates for the learners, the school, the community, and the

45.

profession.

  • 5 The Teacher Candidate works with other school professionals to plan and jointly facilitate

46.

learning to meet diverse needs of learners.

  • 5 The Teacher Candidate engages in professional learning to enhance knowledge and skill,

47.

to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.

Comments:

Bonnie did very good job at reaching out to diverse learners and catering to the needs of the community. All throughout her student teaching, Bonnie worked hand-in-hand with her site teacher in understanding school dynamics, developing lesson plans, imparting instruction and assessing students. Along with working with her site teacher, Bonnie also collaborated with other teachers in the deprtment in planning lessons according to the curriculum.

SECTION 10: PROFESSIONAL AND ETHICAL BEHAVIOR

  • 5 The Teacher Candidate is responsible for compliance with federal and state laws, State

48.

Board of Education administrative rules, state assessment policies, and supervisory directives.

  • 5 The Teacher Candidate is responsible for compliance with all requirements of State Board

49.

of Education Rules R277-530 at all levels of teacher development.

Comments:

Overall, during the course of her student teaching, Bonnie developed a very nice rapport with her students in all of her classes along with finessing her teaching skills.

Bonnie will be an asset for the school wherever she teaches.

I wish her all the very best for her future.

 

Signatures

Date

 

By typing your name, you, a Teacher Candidate, are signing this document electronically and confirming that you understand the content of this form.

 

Type Name (Signature)

Teacher Candidate

Please fill in your email address below. The email you supply will be used to verify that you have signed this document.

m/d/yyyy

Type Email Address

 

By typing your name, you, a Site Teacher and/or Supervisor, are signing this document electronically and confirming that you understand the content of this form.

 

Site Teacher

Udita Gupta

Educator/Supervisor Signature

Please fill in your email address below. The email you supply will be used to verify that you have signed this document.

5/2/2016

udita.gupta77@gmail.com

To pass student teaching, Teacher Candidates must receive 3 or higher on all evaluation categories.