Cycle 5 Submissions

Only students that switch placements are required to upload a document for this cycle. If a student has not switch
placements, please just click Not Applicable for the first question and leave 2-6 blank.
Orientation Goals have
been uploaded Yes

No

Not Applicable (didn't switch placements)

Orientation Goals are

appropriate/approved by Yes
the Student Teaching
Instructor No

Not submitted/Incomplete

Feedback on Orientation N/A

Goals:
Course professionalism:
Resident demonstrated Yes
timely and positive
communication in this No
cycle
Course professionalism:
Resident submitted all assignments on time

did not meet an assignment deadline, but communicated a valid need for an
extension well before the due date

did not meet an assignment deadline and either did not communicate a need for
an extension at all OR communicated last minute showing that he/she did not
plan ahead

Feedback on course I had no issues or concerns to report during this cycle.

professionalism:

Cycle 6 Submissions

New Goals are

appropriate/approved by Yes
the Student Teaching
Instructor No

Not submitted/Incomplete

Feedback on New Goals: Very nice goals, Jessica. They're instructionally specific and seem to be mostly in line with
the feedback provided by your mentor. Inserting more vocab is reasonable and fairly
straight forward. And your third goal makes sense given your aim to land a job. I'm most
interested in your second goal to increas your patience and use of open-ended questions.
This is a an excellent strategy that can be quite difficult to follow through on. I do
encourage you to turn over the floor, so to speak, to the students and allow them to do
more thinking aloud to one another.
WSCU Formal
Observation Form is the resident is performing at effective/exemplary levels in all areas (all 3s and 4s
completed by Mentor and indicated)
indicates:
the resident is showing proficient progress, but there are some areas where
improvement is necessary (less than five 2s indicted)

there are many areas indicated where improvement is necessary (five or more
2s are indicated)

the resident has been performing at some unacceptable levels (1s indicated)

Not submitted/Incomplete

Feedback on WSCU There were some minor behavior issues that started to arise buy you were able to
Formal Observation Form effectively redirect the student behavior.
completed by Mentor: I liked how you separated a few students who needed their own space to work and stay
on the writing trask.
You made a nice connection between the current vocabulary words and including them in
their writing.
I liked how you reminded them of our writing strategies (call the COPS) to help them self-
edit.
As part of the lesson closure, it was great to have a few students share their writing with
the class, and those that used the vocabulary.
I also liked how you integrated technology and demonstrated the final product of an
iMovie for their animal research.
I liked how you included one of the struggling students to share his writing and boost his
self esteem.
It was also smart to have a parent volunteer work one-on-one with a student who needed
extra support.
It was a very effective lesson where students were engaged, learning and interested in
the subject.
Additional Support Track
only: A lesson plan was Yes
submitted to accompany
the resident's video No

Additional Support Track:

A lesson plan was is complete; demonstrates an understanding of the topic or task; communicates
submitted to accompany application to the reader; spelling, grammar, punctuation, and capitalization are
the resident's video and: mostly correct, with few minor errors; has been developed or applied clearly,
accurately, and appropriately with supporting evidence

for the most part is complete; demonstrates an understanding of the topic or task;
communicates application to the reader; spelling, grammar, punctuation, and
capitalization are mostly correct, with few minor errors; has been developed or
applied clearly, accurately, and appropriately with supporting evidence

demonstrates some understanding of the topic or task, but the understanding may
be literal and/or limited; the student explains their understanding and/or application
but misapplies or omits some concepts, facts, principles, or steps; obvious errors in
the spelling, grammar, punctuation, and capitalization; shows little complexity and
may contain some elements of inaccurate, incomplete, unexamined, or unfocused
comprehension

demonstrates little understanding of the topic or task; topic or task is not developed
and/or explained clearly; is likely to be one or more of the following: incomplete,
inaccurate, fragmented, unexamined, incomprehensible, or unfocused

lesson plan not submitted

Additional Support Track: N/A
Feedback on lesson plan:
Additional Support Track:
A reflection was is complete; demonstrates an understanding of the topic or task; communicates
submitted to accompany application to the reader; spelling, grammar, punctuation, and capitalization are
the resident's video and: mostly correct, with few minor errors; has been developed or applied clearly,
accurately, and appropriately with supporting evidence

for the most part is complete; demonstrates an understanding of the topic or task;
communicates application to the reader; spelling, grammar, punctuation, and
capitalization are mostly correct, with few minor errors; has been developed or
applied clearly, accurately, and appropriately with supporting evidence

demonstrates some understanding of the topic or task, but the understanding may
be literal and/or limited; the student explains their understanding and/or application
but misapplies or omits some concepts, facts, principles, or steps; obvious errors in
the spelling, grammar, punctuation, and capitalization; shows little complexity and
may contain some elements of inaccurate, incomplete, unexamined, or unfocused
comprehension

demonstrates little understanding of the topic or task; topic or task is not developed
and/or explained clearly; is likely to be one or more of the following: incomplete,
inaccurate, fragmented, unexamined, incomprehensible, or unfocused

reflection not submitted

Additional Support Track: N/A

Feedback on reflection:
Additional Support Track:
The video: is successfully submitted

requires resubmission

is not submitted

Additional Support Track: N/A

Overall (Lesson
plan/reflection/video)
strengths:
Additional Support Track: N/A
Overall (Lesson
plan/reflection/video)
areas for improvement:

Course professionalism:
Resident demonstrated Yes
timely and positive
communication in this No
cycle
Course professionalism:
Resident submitted all assignments on time

did not meet an assignment deadline, but communicated a valid need for an
extension well before the due date

did not meet an assignment deadline and either did not communicate a need for
an extension at all OR communicated last minute showing that he/she did not
plan ahead
 Feedback on course I have no issues or concerns to report for Jessica this cycle.
professionalism:

Closing Cycle Submissions

New Goals are

appropriate/approved by Yes
the Student Teaching
Instructor No

Not submitted/Incomplete

Feedback on New Goals: Jessica, thanks for submitting these final goals. The first seems a little vague and I would
have preferred a little more specificity. You mention creating "sustained excitement," but
what does this mean and how exactly will you measure it? The second and third goals
look better in terms of specificity and measurability. I'll be looking forward to hearing about
your progress towards meeting this goals.
WSCU Formal
Observation Form is the resident is performing at effective/exemplary levels in all areas (all 3s and 4s
completed by RC and indicated)
indicates:
the resident is showing proficient progress, but there are some areas where
improvement is necessary (less than five 2s indicted)

there are many areas indicated where improvement is necessary (five or more
2s are indicated)

the resident has been performing at some unacceptable levels (1s indicated)

Not submitted/Incomplete

Feedback on WSCU It's very important to gather students together in a whole group for a clear conclusion to
Formal Observation Form review counting the dots on the dominoes and how those dots are transposed to digits in
completed by RC: a Fact Family on the Smartboard, chart paper, or whiteboard. I would allow five more
minutes for a conclusion next time.
The two games, one you created for higher level students, are a fantastic way to
informally access students. They had so much fun playing and did not want to stop to go
home!
Additional Support Track:
WSCU Formal the resident is performing at effective/exemplary levels in all areas (all 3s and 4s
Observation Form is indicated)
completed by RC and
indicates: the resident is showing proficient progress, but there are some areas where
improvement is necessary (less than five 2s indicted)

there are many areas indicated where improvement is necessary (five or more
2s are indicated)

the resident has been performing at some unacceptable levels (1s indicated)

Not submitted/Incomplete

NOT APPLICABLE

Additional Support Track: N/A

Feedback on WSCU
Formal Observation Form
completed by RC:
A lesson plan was
submitted to accompany Yes
the resident's video
No

A lesson plan was

submitted to accompany is complete; demonstrates an understanding of the topic or task; communicates
the resident's video and: application to the reader; spelling, grammar, punctuation, and capitalization are
mostly correct, with few minor errors; has been developed or applied clearly,
accurately, and appropriately with supporting evidence

for the most part is complete; demonstrates an understanding of the topic or

task; communicates application to the reader; spelling, grammar, punctuation,
and capitalization are mostly correct, with few minor errors; has been developed
or applied clearly, accurately, and appropriately with supporting evidence

demonstrates some understanding of the topic or task, but the understanding

may be literal and/or limited; the student explains their understanding and/or
application but misapplies or omits some concepts, facts, principles, or steps;
obvious errors in the spelling, grammar, punctuation, and capitalization; shows
little complexity and may contain some elements of inaccurate, incomplete,
unexamined, or unfocused comprehension

demonstrates little understanding of the topic or task; topic or task is not

developed and/or explained clearly; is likely to be one or more of the following:
incomplete, inaccurate, fragmented, unexamined, incomprehensible, or
unfocused

lesson plan not submitted

Feedback on lesson plan: Jess, you've provided a thorough plan that capably scripts out what you planned to do
(and what students were expected to do and learn). The objectives were clear and the
activities and assessment strategies seemed appropriate. My one concern was the
differentiation plan: it's too vague. What specific kinds of assistance did you plan to
provide students? What would "delving deeper" look like, exactly? It's crucial that you give
greater attention to the ways in which you will ensure that all students have an opportunity
to learn. I also want to caution you against thinking of students as "high" or "low." I realize
that this is common language in schools reflecting students' relative performance levels.
Too often, though, it leads teachers to miss the nuances of student differences and ways
of learning. I'd be happy to chat further about this if you'd like. Aside from this concern,
overall you've provided a solid plan that fulfills the assignment requirements.
A reflection was
submitted to accompany is complete; demonstrates an understanding of the topic or task; communicates
the resident's video and: application to the reader; spelling, grammar, punctuation, and capitalization are
mostly correct, with few minor errors; has been developed or applied clearly,
accurately, and appropriately with supporting evidence

for the most part is complete; demonstrates an understanding of the topic or

task; communicates application to the reader; spelling, grammar, punctuation,
and capitalization are mostly correct, with few minor errors; has been developed
or applied clearly, accurately, and appropriately with supporting evidence

demonstrates some understanding of the topic or task, but the understanding

may be literal and/or limited; the student explains their understanding and/or
application but misapplies or omits some concepts, facts, principles, or steps;
obvious errors in the spelling, grammar, punctuation, and capitalization; shows
little complexity and may contain some elements of inaccurate, incomplete,
unexamined, or unfocused comprehension
 demonstrates little understanding of the topic or task; topic or task is not
developed and/or explained clearly; is likely to be one or more of the following:
incomplete, inaccurate, fragmented, unexamined, incomprehensible, or
unfocused

reflection not submitted

Feedback on reflection: Thanks for taking the time to reflect on your teaching, Jess. It did seem like you were
well-prepared for the lesson -- and I'm glad to hear how engaging it was for students! I
appreciate your thoughtful consideration of the depth & complexity poster and how best to
promote such things in the students' learning. Don't lose sight of the fact that the students
understood the concepts and "big idea" -- economics is a tough thing to understand with
little economic experience. The question to ask yourself is, "Was the students expressed
comments and work revealing an appropriate level of understanding given their life
experiences and knowledge more generally?" I also want to comment on your goals -- I'm
glad to hear that you feel that you've made progress. Keep up the good work next year!
The video:
is successfully submitted

requires resubmission

is not submitted

Overall (Lesson Jess, it's great to see a video of you leading a group discussion. You do so with a calm
Plan/Reflection/Video) and inquisitive presence that seems to be establishing a safe environment for students to
Strengths: participate -- to dig into the questions you pose and form thoughtful responses. Framing
the discussion around the chart/diagram on the board is fantastic -- it makes the learning
visible and focuses the discussion on what they've produced thus far. The moment when
the student comes up to use it to aid his answer is a good example of how such an
instructional tool can invite engaged participation. I also want to highlight your use of
questions throughout the discussion. You avoid providing students with the "correct"
answers and refrain from being overtly judgmental of their responses -- instead you push
their thinking and persist in asking open-ended questions that encourage them to think
further. Very nice! Thanks for sharing.
Overall (Lesson Jess, you have much of the sound structures in place for healthy and productive group
Plan/Reflection/Video) discussion. I have two suggestions for further enriching what you already do: 1) Consider
Areas for Improvement: inserting more opportunities for quick pair-sharing to allow students the chance to
vocalize their thinking before having individuals share out ("Take 20 seconds and turn to
your neighbor and share what you think _________."). The time spent doing this will
actually lead to quicker responses from students, and it will give the "eager" students a
chance to share their thoughts without intimidating or dominating the conversation. 2) I
recommend documenting their thinking on the board during the group discussion -- this
keeps the focus on that thinking and how it evolves and is enriched by the group as they
talk. It will also shift the focus from you as arbiter of ideas to discussion guide. Let me
know if you have any questions on these suggestions.
The Final Semester
Reflection is submitted is complete; demonstrates an understanding of the topic or task; communicates
and: application to the reader; spelling, grammar, punctuation, and capitalization are
mostly correct, with few minor errors; has been developed or applied clearly,
accurately, and appropriately with supporting evidence

for the most part is complete; demonstrates an understanding of the topic or

task; communicates application to the reader; spelling, grammar, punctuation,
and capitalization are mostly correct, with few minor errors; has been developed
or applied clearly, accurately, and appropriately with supporting evidence

demonstrates some understanding of the topic or task, but the understanding

may be literal and/or limited; the student explains their understanding and/or
application but misapplies or omits some concepts, facts, principles, or steps;
 obvious errors in the spelling, grammar, punctuation, and capitalization; shows
little complexity and may contain some elements of inaccurate, incomplete,
unexamined, or unfocused comprehension

demonstrates little understanding of the topic or task; topic or task is not

developed and/or explained clearly; is likely to be one or more of the following:
incomplete, inaccurate, fragmented, unexamined, incomprehensible, or
unfocused

final reflection is not submitted

Final Reflection Jess, thanks for taking the time to reflect on your progress this year. It sounds like you
feedback: feel that you've been able to achieve your instructional goals and that you have some
worthwhile goals for next year and beyond. I'm glad to hear that you've been receptive to
the feedback of mentors and willing to invest time in understanding the programs used by
your district. It's great that you are ending this challenging year on a positive note, with
enthusiasm for teaching and excitement about the years ahead. I appreciate your
thoughtful dedication to teaching and have full confidence in your abilities going forward.
WSCU Disposition Rubric
is completed by Mentor the resident is performing at effective/exemplary levels in all areas (all 3s and 4s
and indicates: indicated)

the resident is showing proficient progress, but there are some areas where
improvement is necessary (less than five 2s indicted)

there are many areas indicated where improvement is necessary (five or more
2s are indicated)

the resident has been performing at some unacceptable levels (1s indicated)

Not submitted/Incomplete

Feedback on WSCU No comments provided.

Disposition Rubric
completed by Mentor:
Course professionalism:
Resident demonstrated Yes
timely and positive
communication in this No
cycle
Course professionalism:
Resident submitted all assignments on time

did not meet an assignment deadline, but communicated a valid need for an
extension well before the due date

did not meet an assignment deadline and either did not communicate a need for
an extension at all OR communicated last minute showing that he/she did not
plan ahead

Feedback on course Jess endured some hardships this semester but did an excellent job of keeping me
professionalism: posted and with ensuring that everything was submitted. I have no issues to report
regarding her professionalism.

Final Grade: Fall Student Teaching

Final Student Teaching Grade Rubric: Fall ***Note: All criteria must be met within the performance
rating to earn that score *
Criterion Assigned Points
Score
Consistent Progress Shown
Video: - Demonstrates growth and/or progress on Baseline Goals Lesson Plan, Reflections & Goals 4 4
(consistently): - Assignments at this level are accurate, complete and demonstrate an understanding
of the topic or task - The student communicates their understanding and/or application to the reader
- The spelling, grammar, punctuation, and capitalization are mostly correct, with few minor errors - It
is obvious that the topic or task has been developed or applied clearly, accurately, and appropriately
with supporting evidence - The information in the response contains very few errors or
misconceptions SMART Goals: - Student consistently sets relevant and challenging goals AND
shows progress towards meeting said goals Final reports from the MT and RC show
effective/exemplary progress (all 3s and 4s on forms) Course Professionalism (Consistent): - Timely
and positive communication - Timely assignment submissions
Some Progress Shown
Video: - Demonstrates some growth and/or progress on Baseline Goals Lesson Plan, Reflections &
Goals (for the most part): - Assignments at this level are accurate, complete and demonstrate an
understanding of the topic or task - The student communicates their understanding and/or
application to the reader - The spelling, grammar, punctuation, and capitalization are mostly correct,
with few minor errors - It is obvious that the topic or task has been developed or applied clearly,
accurately, and appropriately with supporting evidence - The information in the response contains
very few errors or misconceptions SMART Goals: - For the most part, student sets relevant and
challenging goals AND shows progress towards meeting said goals Final reports from the MT and
RC show proficient progress (mostly 3s and 4s on forms) AND/OR - Progress has been noted in any
areas graded as a 2 earlier in the semester Course Professionalism (For the most part): - Timely and
positive communication - Timely assignment submissions
Minimal Progress Shown
Video: - Demonstrates minimal growth and/or progress on Baseline Goals Lesson Plan, Reflections
& Goals: - Assignments at this level demonstrate some understanding of the topic or task, but the
understanding may be literal and/or limited - The student explains their understanding and/or
application but misapplies or omits some concepts, facts, principles, or steps - There are obvious
errors in the spelling, grammar, punctuation, and capitalization - The assignment shows little
complexity and may contain some elements of inaccurate, incomplete, unexamined, or unfocused
comprehension SMART Goals: - Student sets irrelevant goals AND/OR does not show progress on
goals Final reports from the MT and RC show there are still some areas of concern AND/OR new
areas of concern Course Professionalism (Randomly): - Timely and positive communication - Timely
assignment submissions
Little to No Progress Shown
Video: - No submission/incorrect submission OR Baseline Goals are not evident in video/no growth
is evident Lesson Plan, Reflections & Goals: - No submissions/incorrect submission OR
Assignments at this level demonstrate little understanding of the topic or task. - The topic or task is
not developed and/or explained clearly. - The assignment is likely to be one or more of the following:
incomplete, inaccurate, fragmented, unexamined, incomprehensible, or unfocused. SMART Goals: -
No submission/Incorrect submissions OR - Student sets irrelevant goals AND does not show
progress on goals Final reports from the MT and RC show there are still many areas of concern
AND/OR new areas of concern Course Professionalism (Infrequent): - Timely and positive
communication - Timely assignment submissions
Rubric Score
4

Rubric Mean
4

Final Fall Student Teaching Grade: ***Note:All criteria must be met within the performance rating to earn that score. *
Criterion Performance Rating
 Exemplary Proficient Developing Beginning Incomplete Score

Body of 4 3 2 1 0 4
Evidence
Student: -Has met all stated goals Student: Student: Student: Student:
throughout the semester -Lesson plan
and reflections are thorough (see
below): - The student communicates
their understanding and/or application
effectively to the reader. - The spelling,
grammar, punctuation, and
capitalization are consistently correct. -
The topic or task has been thoroughly
developed or applied throughout with
specific supporting evidence. - The
facts, concepts, or principles used for
the explanation are appropriate and
accurately applied. - The explanation
reflects thorough and careful research
or understanding. - The assignment
accomplishes everything that a
proficient assignment does, plus it
goes above and beyond. -Final reports
from the MT and RC show exemplary
progress (all 3s and 4s on forms)

Rubric 4
Score

Rubric 4
Mean

Comments for Final Jess, you've amassed a compelling body of evidence demonstrating your growth as a
Spring Student Teaching teacher and instructional quality. Thanks for your hard work this year. Best of luck in your
Grade: career!
Attachment option No file attached

Total Score 8

Total Mean 4