Iowa Department of Education Student Teacher Evaluation
College : Wartburg College
Grade Level: K-6
Standards
1. Content Knowledge
Elementary/ Early Childhood
K-6 Special Education
INTASC Principle 1:
Knowledge of Subject Matter
Candidate:
• Understands subject matter.
• Creates learning experiences that
make subject matter meaningful to
students.
Iowa Teaching Standard #2:
Demonstrates competence in content
knowledge appropriate to the teaching
position.
Possible Sources of Evidence:
Lesson plans
Lessons observed
Revised lesson plans
Artifacts of student work
Teacher materials
(handouts, tests, etc.)
Conferences with candidate
Informal observations
Comments
Maddy exhibits a good knowledge base of mathematical and literacy concepts. She asks questions when she does not know the answer, she adapts the curriculum presented to her to fit the learning needs of her students, and she is
always asking how she can help students better understand the content she's teaching.
Student Teacher: Madison Faga Placement Dates:1/5/2018-2/23/2018
Endorsement Area(s): Special Education Cooperating Teacher: Jennifer Holtzmann
Rate the candidate on each of the Not met/Unacceptable Met/Acceptable Met with Strength/Exemplary Not
10 standards by marking the appropriate box Observed
on the 1-5 scale. 1 2 3 4 5 N
Indicators for Consideration Reading/Literacy/Language Reading/Literacy/Language Reading/Literacy/Language
Arts Arts Arts
Reading/Literacy/Language Arts
The candidate knows, understands, and uses concepts from
reading, language, and child development to teach reading,
writing, speaking, viewing, listening, thinking skills, and to help Math Math Math
students successfully apply their developing skills to many
different situations, materials, and ideas.
Math Science Science Science
The candidate knows, understands, and uses the major
concepts, procedures, and reasoning processes of
mathematics in the areas of operations and number sense,
geometry, measurement, data analysis and probability, and Social Studies Social Studies Social Studies
algebra. Candidate fosters conceptual understanding and use
of patterns, quantities, spatial relationships, and problem-
solving. Rubric for all Subjects Rubric for all Subjects Rubric for all Subjects
• Exhibits misunderstanding • Is able to discuss and present • Consistently discusses and presents
Science or lack of knowledge of instructional content accurately instructional content accurately and
The candidate knows, understands, and uses fundamental instructional content. and with evidence of solid with evidence of solid
concepts in the areas of physical, life, and/or earth and space understanding. understanding. Is able to elaborate
sciences, as determined by the building science curricula. • Prepares instructional and include pertinent
Candidate engages students in the science inquiry process, plans that lack effective • Typically creates instructional information/examples in addition to
introduces them to understandings about science and steps for promoting plans that incorporate effective what is in the lesson plans and/or
technology, and helps students understand the natural world. meaningful learning of the steps for promoting meaningful teachers’ manuals.
subject matter by students. learning of the subject matter by • Creates instructional plans that
Social Studies students. consistently incorporate effective
The candidate knows, understands, and uses the major steps for promoting meaningful
concepts and processes of inquiry from the social studies. The
• Shows minimal interest in learning of the subject matter by
candidate integrates age-appropriate studies of history,
updating or extending • Shows willingness to update or students.
geography, the social sciences and other related areas to
personal subject matter extend personal subject matter • Shows initiative in updating or
promote the development of students’ abilities to make
knowledge for specific knowledge for specific aspects of extending personal subject matter
informed decisions as future citizens of a culturally diverse
aspects of the teaching the teaching assignment, as knowledge for specific aspects of
democratic society and interdependent world.
assignment. needed. the teaching assignment.
• Is able to elicit student interest in the
• Exhibits minimal interest in • Models interest in the subject subject matter, exhibits enthusiasm
the subject matter or in matter and commitment to in teaching the assigned subject,
teaching the assigned teaching the assigned subject. and contributes to discussions and
subject work with colleagues.
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2. Student Learner Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration
INTASC Principle 2: 1 2 3 4 5
Human Development and Learning Candidate:
• Creates appropriate, supportive classroom culture.
Iowa Teaching Standard #1: Demonstrates • Supports the learning of every student. Has difficulty using teaching Generally demonstrates the ability to Regularly uses teaching practices that
ability to enhance academic performance • Provides age/ability-appropriate learning experiences. practices that are consistent use teaching practices that are are consistent with recommended
and support for implementation of the • Provides opportunities for active learning. with recommended learning consistent with recommended learning principles.
school district’s student achievement goals. • Encourages students to assume responsibility for learning. principles. learning principles.
• Uses student performance as guide for decision making.
Possible Sources of Evidence: • Helps students link new information to prior knowledge. Does not appropriately use Displays ability to use students’ ages Regularly uses students’ ages,
Lessons plans students’ ages and and developmental levels in making developmental levels, needs, and
• Seeks to discover students’ thinking through discussion and active
Lessons observed developmental levels in valid instructional decisions. interests as guides in making valid
listening.
Revised lesson plans making valid instructional instructional decisions.
• Uses students’ strengths for growth and errors as opportunities.
Artifacts of student decisions.
Teacher materials • Engages students in varied experiences that promote social and
Conference with candidate emotional as well as academic growth. Does not demonstrate the Promotes growth and achievement of Promotes growth and achievement of
Observation of interaction ability to promote the growth students. entire class with attention to special
with students and achievement of students needs of individual students.
at this age/level of
development.
Comments
Maddy adapts the learning materials to meet the needs of students. When she felt a math lesson was too static, she created a kinesthetic component to better engage students.

3. Diverse Learners Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 3: Diversity in Learning
Iowa Teaching Standard #4: Uses strategies
to deliver instruction that meets the multiple
learning needs of students.
Possible Sources of Evidence:
Lessons plans
Lessons observed
Revised lesson plans
Artifacts of student
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Observation of interaction
with students
Comments
Working with a small group of students, it came easy to Maddy to adapt for the needs of her students. She created visuals, created kinesthetic learning opportunities, and made sure the material reached each student.
Indicators for Consideration
1 2 3 4 5
Candidate:
• Provides for the instructional needs of all students, including remedial
and enrichment/extension activities as needed.
• Selects materials and media that match learning styles of individual Lacks an awareness of the Recognizes and appreciates the Demonstrates a keen awareness of and
students. various forms of diversity various forms of diversity among appreciation for the various forms of
• Collaborates with resource teachers for students with exceptional among students and students’ students and students’ needs. diversity among students and students’
learning needs, including gifted. needs. needs.
• Paces instruction appropriately for varied needs of students.
• Utilizes flexible grouping practices to respond to diverse learning Regularly anticipates instructional needs
needs. Pays minimal attention to Pays attention to instructional needs of individual students, as well as the
instructional needs of
• Demonstrates respect for individual, cultural, religious, and racial of individual students as well as the class in general, and plans learning
differences. individual students or specific class in general and plans learning experiences accordingly.
needs of the class in general.
• Believes that all students can learn and persists in helping all achieve experiences accordingly.
success.

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4. Classroom Environment &
Management
INTASC Principle 5:
Motivation and Management
Iowa Teaching Standard #6: Demonstrates
competence in classroom management.
Possible Sources of Evidence:
Lessons plans
Lessons observed
General classroom observations
Revised lesson plans
Artifacts of student
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Interviews with students
Comments
Maddy has a strong ability to connect with students and build rapport with even the most challenging students. Maddy needs to develop her management skills and hold students accountable for their behavior by being consistent with the
systems in place in the classroom, rather than giving students chance after chance.
5. Communication
INTASC Principle 6:
Communication Skills
Iowa Teaching Standard #1g:
Communicates with students, families,
colleagues, and communities effectively and
accurately.
Possible Sources of Evidence:
Lessons observed
General classroom observations
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Interviews with students
Observation of parent/parent-student
conferences
Artifacts of communication
(newsletters, e-mails, notes,
etc.)
Comments
Maddy continues to work on illiciting student feedback throughout lessons. She would benefit from being more comfortable with silence, instead of filling in the gaps when students don't provide a response. She is incredibly positive and
supportive of student growth and learning.
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
• Creates a safe and purposeful learning community.
• Encourages students to respect themselves and others. Does not adequately set a Sets a positive classroom tone that Sets a positive classroom tone that
• Empowers students to take responsibility for their own behavior and positive classroom tone that makes students feel welcome, makes students feel welcome,
learning. makes students feel welcome, encourages appropriate interaction, encourages appropriate interaction, and
• Communicates, models, and maintains clear expectations for encourages appropriate and facilitates student involvement in facilitates student involvement in
appropriate student behavior. interaction, and facilitates learning, learning, Anticipates potential problems
• Implements classroom procedures and routines that support high student involvement in and plans accordingly.
expectations for learning. learning,
• Engages all students in productive learning tasks.
• Uses time well in maximizing student learning. Consistently appears comfortable in
Is unsuccessful in setting setting appropriate expectations for
• Analyzes classroom environment/student interactions, addresses
expectations for student Sets appropriate expectations for student behavior, monitoring, and
behavioral issues, and adjusts classroom organization and
behavior, monitoring, and/or student behavior. Monitors, and addressing issues as they may arise.
expectations as needed.
addressing issues as they addresses issues as they may arise.
may arise.
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
• Models effective verbal and non-verbal communication strategies. Communication does not Communication displays adequate Communication displays excellent
• Uses precise language, correct vocabulary and grammar, and display adequate clarity, clarity, accuracy, and fluency across clarity, accuracy, and fluency across
acceptable forms of oral and written expression. accuracy, and fluency across modes (e.g., oral, written, nonverbal). modes (e.g., oral, written, nonverbal).
• Solicits comments, questions, examples, and other contributions from modes (e.g., oral, written,
students throughout lessons. nonverbal.)
• Responds positively to student questions and encourages active
engagement. Usually demonstrates successful use Regularly demonstrates successful
• Uses questioning strategies effectively. Does not adequately of communication media to support use of a variety of communication
• Utilizes technological resources effectively to engage students in demonstrate successful use of student learning as appropriate to the media to support student learning as
varied learning experiences. communication media to setting. appropriate to the setting.
• Gives clear, reasonable directions that contain an appropriate level of support student learning as
detail. appropriate to the setting.
Displays exceptional communication in
• Provides support for student expression in speaking, writing, and
Displays positive communication in working with colleagues, families, and
other media.
Does not adequately display working with colleagues, families, and others.
• Communicates with families, colleagues, and community effectively
positive communication in others.
and accurately.
working with colleagues,
families, and others.
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6. Planning Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration
INTASC Principle 7: 1 2 3 4 5
Instructional Planning Skills Candidate:
• Bases instruction on goals that reflect conceptual understanding of the
Iowa Teaching Standard #3: Demonstrates subject.
competence in planning and preparing for • Designs appropriate learning activities that are clearly connected to Struggles in designing Usually designs instruction based Consistently designs instruction based
instruction. instructional objectives. instruction based upon solid upon solid knowledge of subject upon solid knowledge of subject
• Utilizes student assessment data, local standards, and district knowledge of subject matter, matter, students, and curricular goals matter, students, and curricular goals
Possible Sources of Evidence: curriculum in planning instruction. students, and curricular goals as appropriate to classroom setting. as appropriate to classroom setting.
Lessons plans • Develops lesson plans that are clear, logical, and sequential. as appropriate to classroom
Revised lesson plans • Uses students’ developmental needs, background, and interests in setting.
Teacher materials planning for instruction. Generally prepares complete lesson Thorough in preparing complete lesson
(handouts, tests, etc.) • Uses available resources, including technology. Fails to prepare lesson plans plans that provide meaningful learning plans that provide meaningful learning
Conferences with candidate • Differentiates lesson plans to provide appropriate learning and/or prepares lesson plans activities suited to appropriate activities suited to appropriate
Observations of lessons experiences for all students, especially those with special needs, lacking in meaningful learning objectives. objectives.
gifted and talented students, and English language learners. activities suited to appropriate
objectives.
• Adjusts plans as necessary in response to student performance.
Has difficulty in using Is learning to base both short and Bases both short and long term
assessment data in making long term planning decisions on planning decisions on assessment
planning decisions or fails to assessment data. data.
use such data.
Comments
Maddy very quickly began adding instructional value to lessons by creating flipcharts and other visuals to support student learning, or crafting additional activities related to the content in order to ensure students understand the concept.

7. Teaching Strategies Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 4: Indicators for Consideration 1 2 3 4 5

Variety of Teaching Strategies
Iowa Teaching Standard #4: Uses
strategies to deliver instruction that meets
the multiple learning needs of students.
Possible Sources of Evidence:
Lessons plans
Lessons observed
Revised lesson plans
Artifacts of student
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Comments
Candidate:
• Uses a balanced approach to instruction that includes skills and deep Employs a limited range of Demonstrates effective use of an Consistently, and often independently,
understanding of the concepts and processes. appropriate teaching appropriate range of teaching determines and demonstrates effective
• Uses research-based strategies that address the full range of strategies. strategies. use of a large range of appropriate
cognitive levels. teaching strategies.
• Provides choices in learning activities.
• Engages students in varied experiences that promote social and Uses instructional approaches that are
emotional as well as academic growth. Uses instructional approaches that engaging and well-suited to the
• Demonstrates flexibility and responsiveness in adapting instruction on Has difficulty engaging are engaging and appropriate to the learners as well as to curricular goals.
the spot, as well as in planning. students in learning activities. learners as well as to curricular goals.
• Uses a variety of organization methods as appropriate to learning Has difficulty Regularly employs strategies that
goals (e.g., individual work, partners, cooperative groups, whole choosing/implementing facilitate higher order/creative thinking.
class). strategies appropriate to the Generally employs strategies that
• Integrates creative/critical thinking and problem-solving into learning curricular goals. facilitate higher order thinking.
activities.
.
Employs strategies focused
solely on retention of
information without attention
to higher order thinking.

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Maddy utilized and planned for a variety of types of interactions between students, including pairs and individual work. With a group of 4 students max, there are limitations in student interactions, but Maddy adapted to the needs of her
students, fostering conversation when she could.

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8. Assessment of Learning Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 8: Indicators for Consideration 1 2 3 4 5

Assessment
Candidate:
Iowa Teaching Standard # 5: Uses a variety • Utilizes multiple assessment practices congruent with instructional
of methods to monitor student learning. goals, both in content and process. Effectively uses several assessment Consistently demonstrates effective
• Monitors student understanding on an ongoing basis and adjusts Has difficulty using tools, including development, use of a variety of assessment tools,
Possible Sources of Evidence: teaching when necessary. assessment tools, including administration, scoring, and feedback including development, administration,
Lesson plans • Effectively uses both teacher-made and standardized tests as development, administration, as needed. scoring, and feedback as needed.
Revised lesson plans appropriate. scoring, and feedback as
Teacher materials • Uses student products as a source for assessment and instructional needed.
(assignments, tests, etc.) decisions. Organizes and maintains assessment
Student projects • Provides prompt and meaningful feedback to students about Organizes and maintains assessment records to provide clear and useful
Student portfolios performance and progress. records to provide clear and useful information about student progress.
Student self-assessment • Demonstrates competence in the use of acceptable grading/scoring information about student progress.
Peer assessment practices in recording and reporting student achievement. Does not organize and
Student interview • Maintains and uses organized records of student progress for maintain adequate Consistently uses results of
Data on student work assessment records. assessment to adapt ongoing
instructional decisions.
Outcomes of instruction Uses results of assessment to adapt instruction to support individual and
• Communicates clear expectations for learning to students and
Standardized tests ongoing instruction to support group needs.
parents.
individual and group needs.
• Uses pre-assessment data in developing expectations for students
and as a basis for documenting learning gains.
Does not adequately use
• Provides opportunities for students to contribute to the development of results of assessment to adapt
criteria and standards as appropriate. ongoing instruction.
Comments
Maddy can benefit from developing systems to complete progress monitoring for IEP goals regularly (every 2 weeks) and sticking with that system. She utilized assessments within the curriculums she was using well, but can benefit from
thinking about how she can reteach a concept if students do poorly on the assessment.

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9. Professional Growth/Reflective
Teaching
INTASC Principle 9:
Reflection and Responsibility
Iowa Teaching Standard # 7: Engages in
professional growth.
Possible Sources of Evidence:
Revised lesson plans
Discussions/conferences with
candidate
Observation of interactions with
students
Candidate journals
Comments
Maddy is an incredibly reflective teacher, without being asked to be reflective. Immediately after students leave a group, Maddy had questions about how she can improve, make something more meaningful, or teach the concept better.
10. Professional Responsibilities
INTASC Principle 10:
Relationships and Partnerships
Iowa Teaching Standard # 8: Fulfills
professional responsibilities established by
the school district.
Possible Sources of Evidence:
Observation of candidate with parents
Observation of candidate with
colleagues
Involvement in building committees
Involvement with community agencies
(when appropriate)
Comments
Maddy builds relationships quickly and well. She quickly became an integral part of the special education classroom.
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
• Evaluates and identifies areas of personal strength and weakness Seldom evaluates the effects Evaluates the effects of his/her Consistently evaluates the effects of
related to professional skills and their effect on student learning. of his/her choices and actions choices and actions on himself/herself his/her choices and actions on
• Sets and works toward goals for improvement of skills and professional on himself/herself and others and others (students, parents, and himself/herself and others (students,
performance. (students, parents, and other other professionals in the learning parents, and other professionals in the
• Applies research, knowledge, and skills from professional development professionals in the learning community). learning community).
opportunities and current literature to improve practice. community).
• Collaborates with colleagues to improve and enhance instructional Requests suggestions from
knowledge and skills. May resist suggestions from Is open to suggestions from cooperating teacher and supervisor,
• Uses classroom observation and information about students to cooperating teacher or cooperating teacher and supervisor. but seldom needs such suggestions.
evaluate learning and, thus, teaching. supervisor.
• Revises classroom practice based on reflection and feedback. Consistently models active learning for
students and seeks opportunities for
• Demonstrates habits of continuous inquiry and learning.
Seldom models active Models active learning for students his/her own professional growth.
• Actively seeks out opportunities to grow professionally. learning for students and and seeks opportunities for his/her
rarely seeks opportunities for own professional growth.
his/her own professional
growth.
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
• Adheres to school policies, district procedures, and professional Has difficulty interacting with Interacts with others respectfully, Interacts with others respectfully,
obligations and responsibilities. others respectfully, sensitively, and positively in fulfilling sensitively, and positively in fulfilling all
• Demonstrates professional and ethical conduct as defined by state law sensitively, and positively in all aspects of the teaching role. aspects of the teaching role.
and individual school district policy. fulfilling all aspects of the
• Contributes to efforts to achieve district and building goals. teaching role. Shows initiative in establishing strong
• Demonstrates an understanding of and respect for all learners, Establishing positive working working relationships in the school
families, and staff. Does not establish necessary relationships in the school setting. setting. Displays characteristics of
• Collaborates with students, families, colleagues, and community to working relationships in the professional leadership.
enhance student learning. school setting.
• Responds promptly to parental concerns. Exhibits a high degree of
• Initiates communication with parents or guardians concerning student professionalism, comparable to that
progress or problems in a timely manner. Exhibits professionalism in personal expected of an early-career teacher.
Does not exhibit an adequate demeanor, in the classroom, and in
• Is sensitive to the social and cultural background of students and
degree of professionalism in interactions with others.
parents.
personal demeanor, in the
classroom, and/or in
interactions with others.