12/1/2018 Tk20 by Watermark | Home Fall 2018 - Student Teaching Field Experience (1 CT)

PURPOSE:
- To evaluate the student teacher candidate during student teaching
- To conduct educator preparation program analysis for continuous program improvement

INSTRUCTIONS:

Directions to the candidate:

Please review and discuss this evaluation at the midterm and at the nal evaluation once it's completed by your cooperating teacher/s and the eld
instructor. The instructor provides a pass/fail grade at midterm (EDC 490) and at the nal (EDC 491).

Directions to the cooperating teacher and the eld instructor:

Please carefully read the de nition of each rating. Then read each indicator and rate the teacher candidate as if they were a beginning teacher. Use the
comment sections for clari cation, elaboration, examples and feedback.

When completed at midterm, please review and discuss the ratings with the Student Teacher candidate. When completed as the nal evaluation, please
review and discuss the ratings with the Student Teacher candidate.

NOTE: In order to pass student teaching, a successful Student Teacher candidate will receive not more than two "Inconsistently Meets" in each of the seven
sections of the evaluation, not accumulate more than four "Inconsistently Meets" total, and not receive any "Does Not Meet" scores.

For additional information about and/or support for using this form, please consult the Student Teaching Handbook or contact the Alma College Education
Department directly.

RATING SCALE DEFINITIONS

Exceeds Expectations: The student teacher exceeds expectations -- consistently functions at the level of a successful professional educator and requires
little or no supervision or guidance.
Meets Expectations: The student teacher meets expectations -- is aware, informed, competent, and is usually able to function independently, make
judgments, and re ect on progress. De ciencies are likely the result of inexperience, but they possess the tools for professional growth in this area.
Inconsistently Meets Expectations: The student teacher inconsistently meets expectations -- requires regular supervision and guidance, and currently may
lack some necessary skills and understanding. There is the potential to make professional growth.
Does Not Meet Expectations: The student teacher failed to meet expectations. They do not complete the responsibilities at a level expected of a student
teacher.
NA: Not Observable: The student teacher did not have an opportunity to demonstrate knowledge and skills in this area through no fault of their own.
[Please do not use N.A. for the Final Evaluation.] It is expected that the student will have had the opportunity to demonstrate their ability to meet all the
criteria during the term.

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Student Teacher:*

Shannon Kievit

Cooperating Teacher:*

Bethany Vozar

Grade level(s) taught:*

2nd

Subject(s) taught:*

General Education

School:*

Hillcrest Elementary

School District:*

Alma Public Schools

Term of Student Teaching:*

Fall (September - December)

Year:*

2018

Alma College Field Instructor:*

Mrs. Kathy Paul

Date Evaluation Completed:*

10/09/2018

Numbers in parentheses represent CAEP and InTASC Standards.

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Learners & Learning*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

1. The candidate understands and takes 3  2 1  0  2

into consideration how learners grow and
develop (cognitively, linguistically, socially,
emotionally, and physically) in designing
and implementing developmentally
appropriate learning experiences. (InTASC
1, 2, 3)

2. The candidate understands learning 3  2 1  0  2

processes and uses them to help students
construct knowledge and meaning, acquire
skills, and develop critical thinking. (InTASC
1)

3. The candidate establishes and maintains 3  2 1  0  2

a productive, safe, orderly environment
that supports individual and collaborative
learning and promotes positive social
interaction. (InTASC 3)

4. The candidate understands, identi es, 3  2 1  0  2

respects, and accommodates individual
and group di erences such as learning
styles, abilities, cultures, SES and language;
including appropriate accommodations
and modi cations to the curriculum and
assessments. (InTASC 1,2)

5. The candidate addresses learners' prior 3 2  1  0  3

knowledge, experiences and
misconceptions to make connections and

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build accurate conceptual understanding.

(InTASC 1, 2)

        Rubric Score 11

        Rubric Mean 2.2

Comments:*

Shannon is well-prepared. She knows where the students are going and considers where they have been in their learning. She is consistently asking questions
and is not afraid to ask for support. Shannon also does a great deal of self-re ection and works hard to always improve her teaching and delivery of lessons.

Content Knowledge*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

6. The candidate understands the central 3  2 1  0  2

concepts, tools of inquiry, language and
structures of the discipline(s) he or she
teaches and accurately represents these.
(InTASC 4)

7. The candidate creates learning 3 2  1  0  3

opportunities that make key aspects of the
discipline accessible and meaningful for
learners. (InTASC 4, 5)

8. The candidate knows the content well 3  2 1  0  2

enough to evaluate available materials and
provide supplementary resources,
meaningful examples, multiple
representations and engaging activities to
ensure relevance for all learners. (InTASC 4,
5)

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9. The candidate demonstrates a breadth 3  2 1  0  2

of knowledge that allows him/her to make
interdisciplinary and real world
connections. (InTASC 5)

10. The candidate has a deep knowledge of 3  2 1  0  2

content standards and learning
progressions in the discipline(s) he or she
teaches. (InTASC 4, 7)

11. The candidate demonstrates and 3 2  1  0  3

models e ective and professional
communication skills— oral, written and
nonverbal.

        Rubric Score 14

        Rubric Mean 2.333

Comments:*

Shannon does an excellent job communicating with students and adults. She does the research beforehand so that she knows the material well and is prepared
to teach it. I am impressed with her attention to detail.

Instructional Practices:

Assessment*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

12. The candidate successfully conducts 3 2  1  0  3

valid, reliable and appropriate formative
and summative assessments that gather
evidence of learning aligned with

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objectives, CCR and state standards and

instruction. (InTASC 6)

13. The candidate uses technology and 3  2 1  0  2

other tools to e ectively analyze and use
various types of assessment data to
identify and address learning needs and
inform instruction for all students,
including those with special learning needs.
(InTASC 6) (CAEP 1.5)

14. The candidate provides speci c timely 3  2 1  0  2

and constructive feedback to guide student
progress and documents learner progress
for various audiences and purposes.
(InTASC 6)

        Rubric Score 7

        Rubric Mean 2.333

Planning*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

15. The candidate makes short- and long- 3 2  1  0  3

term plans that include a carefully
organized sequence of opportunities for
student learning with appropriate
questions, examples, activities and
resources to aid in understanding. (InTASC
7)

16. The candidate bases planning on 3  2 1  0  2

student prior knowledge and interests,

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curricular goals, key concepts and skills,

and current CCR/state standards. (InTASC
7) (CAEP 1.3, 1.4)

17. The candidate is prepared and 3 2  1  0  3

organized for instruction including
appropriate groupings, physical
environment arrangements, resources,
digital tools, and special needs
accommodations/modi cations. (CAEP 1.5)

18. The candidate shows the ability to think 3 2  1  0  3

creatively in planning for classroom
experiences.

        Rubric Score 11

        Rubric Mean 2.75

Instruction*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

19. The candidate knows and e ectively 3  2 1  0  2

uses a variety of evidence-based and
developmentally appropriate instructional
strategies and resources, including
technology, to meet the needs of diverse
learners. (InTASC 7, 8) (CAEP 1.5)

20. The candidate demonstrates re ective 3 2  1  0  3

practice that allows for the adjustment and
revision of lessons based on student needs,
assessment and circumstances. (InTASC 7,
8) (CAEP 1.2)

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21. The candidate supports student 3 2  1  0  3

learning of key concepts and processes
through the use of questions, prompts,
cues, examples, representations,
connections and appropriate discourse
patterns that engage and motivate
learners. (InTASC 7, 8)

22. The candidate develops and maintains 3  2 1  0  2

e ective classroom norms and
management techniques. (InTASC 7, 8)

        Rubric Score 10

        Rubric Mean 2.5

Comments:*

This area is a strength for Shannon. I am impressed with her ability to continually re ect on both the students' learning and her own. She is always thinking ahead
of what students need to know. She is clear about expectations and holds them to a high standard.

Professional Responsibilities*

3 2 1 0
  Exceeds Meets Inconsistently Meets Does Not Meet Score/Comment

23. The candidate is able to set goals and 3 2  1  0  3

make plans for professional growth based
on feedback, performance data, re ection
and self-evaluation. (InTASC 9)

24. The candidate independently and 3  2 1  0  2

collaboratively uses a variety of data
sources to analyze practice and evaluate

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learning in order to improve instruction.

(InTASC 9) (CAEP 1.2)

25. The candidate collaborates with other 3 2  1  0  3

teachers, administrators, and support sta
to enhance student learning and well-
being. (InTASC 10)

26. The candidate is sensitive to various 3 2  1  0  3

learner backgrounds, while acknowledging
personal biases and frames of reference,
and collaborates well with families and
communities. (InTASC 9)

27. The candidate engages in meaningful 3  2 1  0  2

and appropriate professional learning
experiences. (InTASC 9)

28. The candidate acts in accordance with 3 2  1  0  3

legal, ethical and professional practices and
policies. (InTASC 9) (CAEP 3.6)

29. The candidate understands and follows 3  2 1  0  2

district policies including maintaining
accurate records in a timely manner.
(InTASC 10)

        Rubric Score 18

        Rubric Mean 2.571

Comments:*

Shannon is extremely professional and wise beyond her years. She is respectful of all sta and students and families. If you came into our classroom, you would
not know that she is at the beginning of her teaching career. Shannon is an asset to our students, classroom, and school.

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In order to pass student teaching, a successful teacher candidate will receive not more than two "Inconsistently Meets" in each of the seven sections of the
evaluation, not accumulate more than four "Inconsistently Meets" total, and receive no "Does Not Meet" scores.
Based on observation of classroom teaching, I believe this student teacher has demonstrated readiness for certi cation.*

This is the midterm.

I have discussed this evaluation with the student teacher.*

Yes

Electronically Signed by:*

Bethany Vozar

Title:*

Cooperating Teacher

Date:*

10/15/2018

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