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Page 1 of 9

Crews, Jason, Michael

Candidate Name: (Last, First, Middle)

Basha High School

School

Chandler Unified School District

School District

Chandler, AZ

City, State

12-Sep

Grade Level (s) Taught

Band

Subject

Matt Kozacek

Name of Mentor Teacher Signature Mentor Teacher Signature Student Teacher Signature University Supevisor Checked by Director, Professional Field ExperiencesDate Prepared

STUDENT TEACHER -

MID TERM

STUDENT TEACHING EVALUATION

Page 1 of 9

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OTTAWA UNIVERSITYMID TERM STUDENT TEACHING EVALUATIO

This evaluation is to be used for employment purposes and to detail the completion of student teaching. It is intended to provide the prospective employer with specific, pertinent information regarding the candidate’s performance as a student teacher.The University Supervisor will submit the mid term and final evaluation to Ottawa University. It will then be the candidate’sresponsibility to submit copies of this evaluation to potential employers.Candidate Name: (Last, First, Middle)School DistrictDate PreparedCrews, Jason, MichaelChandler Unified School District9-Sep-08SchoolCity, StateBasha High ScholChandler, AZGrade Level (s) TaughtSubjectName of Mentor Teacher 12-SepBandMatt Kozacek Brief description of classroom setting, review of student teacher’s strengths, contributions and professional potential.Level 1 = Student teacher has not yet developed or used this skillLevel 2 = Student teacher is beginning to incorporate this skill in his/her instructional repertoire.Level 3 = Student teacher uses this skill appropriately and competentlyLevel 4 = Student teacher uses this skill consistently with a high degree of competence and confidence.ProficiencyProficiencyAREA12341234

Teaching Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9)

Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1)

1. Specifies desired leaner outcomes for lessons

13. Begins lesson effectively

2. Specifies teaching procedures for lessons

14. Presents information clearly

3. Specifies resources for lessons

15. Gives clear directions and explanations

4. Specifies procedures for assessing student

16. Uses student responses/questions in teaching

progress17. Maximizes opportunities for all to participate

5. Plans for student diversity, abilities and styles

18. Provides student feedback throughout lesson

6. Plans address all levels of knowledge and

19. Instruction promotes student retention/

understanding understanding

Classroom Interaction and Management (APTS: 2-2, 2-6)

20. Uses effective closure/summarization techniques

7. Communicates enthusiasm for student learning

21. Effectively uses instructional material in group

8. Demonstrates warmth and friendliness

presentation9. Shows sensitivity to needs and feelings of

22. Instructional materials promote individual student

students learning10. Provides feedback to students about behavior

23. Uses teaching methods appropriately/

11. Maintains positive classroom behavior

effectively12. Manages disruptive behavior

24. Uses Instructional time effectively

25. Demonstrates knowledge of subject

26. Manages conditions for teaching and learning

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Jason has been teaching Marching Band, Concert Band, Symphonic Band, Jazz Band, JV Jazz Band and AP Music Theory. Jason'scontribution to the Basha Band Program has been very helpful and educational, not only for him, but for the student's he teaches andmyself as well. Jason has a very strong belief system and it is interesting to get into discussions with him about music and his educational philosophies. He has the potential to become a very strong band director because of his desire to achieve high levels of success with hisstudents. We have been working on the details of his teaching to help him become a stronger conductor and band leader, but its obviousthat his level of interest is high.

Instructional Development Scale

. Summarize the proficiency level for each area listed.