Submission Date
2016-05-11 08:07:07
Student Teacher
Patricia Cardoso
Date
05-11-2016
School
Lackawanna Trail
Grade
11
cardosop@ltsd.org
piercet@ltsd.org
scott.reilly@scranton.edu
Comments:
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Incorporation of adaptations
addressing individual students
strengths and needs
Engagement of students in
meaningful learning
Patricia had some major issues with the adaptations we are expected to make for the
learning support students. These problems ranged from the type of adaptations and the
amount of time our LS teachers felt was a proper time to compete assignments.
Although Patricia continues to have issues with the system, she has adequately
adapted to our system. I can understand the issues she has since I have often had
them myself. She has allowed the amount of time that the LS teachers request, even
though in my own opinion is often much more time than is necessary.
CLASSROOM ENVIRONMENT
: Student teacher creates and
maintains a classroom
environment that supports
optimal learning
opportunities for all students.
The student teachers
performance in creating and
maintaining a positive
learning environment reflects
the following characteristics
and components:
Comments:
INSTRUCTIONAL DELIVERY:
Student teacher delivers
instruction appropriately and
effectively, supporting the
learning, growth, and
development of all students.
The student teachers
performance in instructional
delivery reflects the following
characteristics and
components:
Comments:
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Patricia has made great strides towards improving in the areas where she was having
difficulties due to her manner of speaking to and interacting with the students. We had
some difficulty in how Patricia handled classroom issues such as students not wanting
to sit in the assigned seats that they were given. After some discussion with the
emotional support/learning support teachers and the students, the issues were
successfully resolved which was a good learning experience for Patricia.
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Effective communication of
instructional goals, procedures, and
content
Incorporation of adaptations
addressing individual students
strengths and needs
Integration of instructional
technology to support students
learning
Integration of disciplines
At the beginning of her student teaching experience Patricia was having a great deal of
difficulty in the way she spoke to the students. With her tone of voice and her
mannerisms they felt like she was calling them "stupid" or some other version of that.
She has softened her approach and now interacts with much less antagonism.
PROFESSIONALISM : Student
teacher demonstrates
qualities of professionalism
throughout the student
teaching experience. The
student teachers
performance in
professionalism reflects the
following characteristics and
components:
Comments:
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Cultivation of professional
relationships with school colleagues,
participating in grade- and buildinglevel collaborative
structures,curricular, and cocurricular activities
ASSESSMENT AND
KNOWLEDGE OF DIVERSE
LEARNERS
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Comments:
Student Teacher
true
PC
Cooperating Teacher
true
Cooperating Teacher"s
Initials
TP