EVALUATION OF STUDENT TEACHER

Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.., !nternational and Universal Copyright Conventions.
"eproduction in part or whole #y any $ethod is prohi#ited #y law.
Candidate Name: Kellie Yust Date:11/1/1! Assess"# Name: Valent R"le: Su$e#%isin& Tea'(e#
) "* Students: Se'"nd +ua#te# ,-ee.s /01 S'(""l Name: 2len3""d 2#ade: K4 Su56e't: Lite#a'7 ,Te8t Featu#es1 S'ien'e
,Tu#.e7s1
Each teaching component has four levels of performance: inadequate, emerging, proficient, and distinctive.
Inst#u'ti"n ,AEA: C"mmuni'ati"n9 C""#dinati"n9 Dia&n"sis9 Inte&#ati%e Inte#a'ti"n : -TS: 19;9 !9<949 /9=91> : DIS?: Res$e't9 Res$"nsi5ilit79
C"mmuni'ati"n1
Uses a hook %e&. $usic, $ove$ent, 'inger play( to capture the learners) attention.
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.., !nternational and Universal Copyright Conventions.
"eproduction in part or whole #y any $ethod is prohi#ited #y law.
?lannin& and ?#e$a#ati"n ,AEA: C"n'e$tuali@ati"n/Dia&n"sis : -TS: 19 ;9 !9 <9 =9 A9 1> 0 DIS?: Res$e't9 Res$"nsi5ilit71
*lans show candidate)s co$prehensive understanding o' the identi'ied content.
tandards+o#,ectives, learning tasks and assess$ents are clearly aligned to a #ig idea, essential -uestion, or standard.
*lans provide opportunities 'or students to $ake connections with prior knowledge, and sca''olds new content.
.earning tasks and assess$ents represent di''ering depths o' understanding.
Uses acade$ic language to provide clear connections #etween content concepts and disciplinary reasoning.
.earning tasks and $aterials draw upon students) acade$ic, social/e$otional develop$ent, and cultural+ lived e&periences, including strengths, as well as
individual interests, to help students or $odi'ied tasks+ $aterials and+ or sca''olding o' instruction that are closely tied to speci'ic learning o#,ectives and
designed to engage students.
*lanned assess$ents are aligned to clearly de'ined #ench$arks or criteria 'or student per'or$ance, and are adapted+ $odi'ied so that all students provide
evidence o' what they know and are a#le to do.
!nade-uate 0$erging *ro'icient 1istinctive
C2MM0345 6our lesson plan, like $any o' your recent lesson plans, is thorough in addressing the chosen content and is develop$entally appropriate 'or this group o'
students. Additionally as a positive response to the 'eed#ack in the previous o#servation the e&pectations 'or students) #ehavior are clear and aligned in #oth the o#,ective and
assess$ent. 2ne area o' growth o' special note is the choice o' $ove$ent activities that are connected with the content. 4he turkey hokey pokey allowed another opportunity to
su$$ari7e and connect with the o#,ective. 6ou de$onstrate an advanced level o' understanding o' how to conceptuali7e co$prehensive lesson plans.
InadeBuate Eme#&in& ?#"*i'ient Distin'ti%e
4he candidate does not yet appear to
understand the concepts underlying the
co$ponent. he+he still needs to work on
the 'unda$ental practices associated with
this co$ponent.
4he candidate see$s to understand the
concepts underlying the co$ponent, #ut the
i$ple$entation is sporadic, inter$ittent or not
entirely success'ul. Additional e&perience will
ena#le this student teacher to #eco$e
pro'icient in this area.
4he candidate clearly understands the
concepts underlying the co$ponent and
i$ple$ents it well with $ini$al to no
support 'ro$ the cooperating teacher.
4he candidate i$ple$ents the
co$ponent at an independent level8
his+her students are $otivated, engaged,
and learning at a high level.
Class#""m En%i#"nment ,AEA: C""#dinati"n/Inte&#ati%e Inte#a'ti"n : -TS: 19 ;9 !9 4 : DIS?: Res$e't9 Res$"nsi5ilit79 Re*le'ti"n1
1e$onstrates respect 'or all constituencies supporting schools// students, parents, colleagues, ad$inistrators, and #usiness+co$$unity
partners.
Creates a sa'e and welco$ing environ$ent 'or students.
9uilds a classroo$ co$$unity o' learners where students connect with one another and are supported #oth independently and
colla#oratively.
9uilds a classroo$ co$$unity that supports diverse perspectives and ownership o' learning.
Co$$unicates clear classroo$ procedures and proactive #ehavioral e&pectations.
Uses proactive classroo$ $anage$ent strategies.
!nade-uate 0$erging *ro'icient 1istinctive
C2MM0345 2nce again you de$onstrated an advanced a#ility to $anage the group #eyond the e&pectation 'or a ::; students. 6our planning
and preparation 'acilitated your a#ility to 'ocus on keeping your students attention while you taught and the develop$entally appropriate strategies,
$any turn and talks, visual cues, -uestioning, $ove$ent etc, kept all students engaged, connected with you and each other and supported
throughout the lesson. With students so thoroughly engaged, and clearly co$$unicated e&pectations %especially what to do i' the independent
activity was co$pleted early, $anage$ent issues were non/e&istent.
<ocuses the students on the learning o#,ectives.
<acilitates real/li'e connections.
"elates new learning to previous learning.
Uses a variety o' strategies to actively engage A.. students in $eaning'ul content.
Models, pro$otes, and rein'orces the use o' acade$ic language.
*rovides clear directions and checks 'or clarity.
*rovides accurate in'or$ation.
Modi'ies instruction to support student understanding.
Uses ti$e e''iciently.
1e$onstrates enthusias$ 'or learning.
=aries the levels o' -uestioning to support and challenge the learner.
0ncourages critical and creative thinking skills.
Addresses the diverse needs and a#ilities o' students.
Uses in'or$al assess$ent to $onitor student understanding.
*rovides and utili7es $eaning'ul $aterials %including technology( that enhance the learning.
!nade-uate 0$erging *ro'icient 1istinctive
C2MM0345 4here are $any ways this lesson de$onstrated your advanced a#ilities to teach lessons that are develop$entally appropriate and
culturally responsive to your students. <irst and 'ore$ost, the response o' your students who re$ained eagerly attentive and engaged throughout the
lesson. Additionally $ulti $odal strategies were used %visual/ enlarged pictures o' #ook8 auditory/-uestions, reading o' story, turn and talk,
kinesthetic/$aking o' #ook and $ove$ent activities, which supported understanding 'or the diverse learners in the class. As noted #e'ore, your
positive response to the 'eed#ack 'ro$ the previous o#servation is very evident in the use o' enlarged pictures to #etter 'ocus on lesson o#,ectives.
Assessment ,AEA: Dia&n"sis/Inte&#ati%e Inte#a'ti"n : -TS: ;9A991> : DIS?: Re*le'ti"n9 C"mmuni'ati"n1
!ntegrates peer and sel'/assess$ent strategies to rein'orce and 'ocus on the process o' learning
!ncorporates acade$ic language relevant to the standards and learning o#,ectives
*rovides oral or written 'eed#ack during and+or a'ter the lesson that5
o is ti$ely, clear, speci'ic and accurate
o helps the student understand what s+he did well
o and provides guidance 'or i$prove$ent
Uses assess$ent related to the standards and learning o#,ectives to5
o identi'y and address individual needs
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.., !nternational and Universal Copyright Conventions.
"eproduction in part or whole #y any $ethod is prohi#ited #y law.
o identi'y and address needs o' the group
Uses assess$ent to e&plain changes to teaching practices citing5
o e&a$ples o' success'ul and unsuccess'ul teaching practices
o evidence o' student learning
o knowledge o' students) prior learning and e&periences
Maintains accurate records and co$$unicates per'or$ance to students and adults. N/A
!nade-uate 0$erging *ro'icient 1istinctive
C2MM0345 Although you consider this an area in which you want to grow %4eacher tandard ;(, reading your sel'/assess$ents and
rationales it is clear that you re'lectively assess the e''ect o' your lessons on student learning, assess the e''ectiveness o' the strategies
you use, use assess$ent in'or$ation relative to the learning o#,ectives to in'or$ your lesson plans and consider students) prior learning
in planning and incorporating 'eed#ack 'ro$ the 'irst o#servation considered how lessons $ight #e ad,usted to #etter $eet students)
needs.
?#"*essi"nal Res$"nsi5ilities ,AEA: C"mmuni'ati"n/Inte&#ati%e Inte#a'ti"n : -TS: =991> : DIS?: C"lla5"#ati"n9
Res$"nsi5ilit79 C"mmuni'ati"n1
Acts as an advocate 'or students, 'a$ilies, colleagues and co$$unity %3+A(8 honors con'identiality
Actively participates in class, and other appropriate school events
Meets deadlines 'or all pro'essional responsi#ilities8 de$onstrates punctuality and accounta#ility
Acts as an a$#assador 'or the progra$ and college in all interactions with school/related audiences8 *ro,ects pro'essionalis$ in
dress and appearance
0sta#lishes pro'essional and productive relationships with students, supervisor, cooperating teacher, caregivers, sta'' and peers
Uses pro'essional literature to i$prove instruction8 engages in pro'essional discourse and collegial discussions a#out education
!nade-uate 0$erging *ro'icient 1istinctive
C2MM0345 6ou continue to e&e$pli'y pro'essionalis$ in your approach to developing as an educator, in your colla#orations, hard
work, and dispositions toward teaching as a pro'ession are all -uite re$arka#le.
The more I read your rationales and reflections on the lessons the more I continue to encourage you to speak up more in class. You have important insights and
other contributions to share with your peers.
Final Rema#.s: 6our 'irst lesson was success'ul and the way you supported students learning and understanding in this lesson was
a$a7ing and #eyond $y e&pectations 'or the level o' skill 'or a ::; student. 6our thought'ul and thorough preparation %use o'
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.., !nternational and Universal Copyright Conventions.
"eproduction in part or whole #y any $ethod is prohi#ited #y law.
MA"4 9oard pictures o' leaves, -uestions and 'ollow/up -uestions, activities...( was evident throughout the lesson. 6ou are well on
your way to #eco$ing an e&cellent and e''ective educator.
OVERALL ?ERFORCANCE5 !nade-uate 0$erging *ro'icient 1istinctive
T(is e%aluati"n (as 5een s(a#ed 3it( t(e '""$e#atin& tea'(e# in a t#iadi' '"n*e#en'e5 60 32 %separate discussion
occurred(
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.., !nternational and Universal Copyright Conventions.
"eproduction in part or whole #y any $ethod is prohi#ited #y law.