2013 Danielles On Level 3 Nmu Student Teaching Evaluations

NMU Pilot Document Fall 2013
NMU Educator Preparation Student Teaching Final Evaluation Based on the Charlotte Danielson Framework for Teaching 2013 This mid-term evaluation is to be completed by the student teacher, cooperating teacher, and the university supervisor at the midpoint of the student teaching experience. After each of the Four Domains there is space for comments and goals. Please complete these sections as evidence of reflection and purposeful planning. This mid-term, should be completed in the following order: 1. Student teacher 2. Cooperating teacher 3. University supervisor Once the university supervisor has completed the form, they should submit a copy to the Field Office: Tracy VanAbel, tvanabel@nmu.edu, FAX: 906-227-2764, School of Education, Leadership and Public Service 1401 Presque Isle Avenue, Marquette, MI 49855. Student Teacher Name: Student Teacher IN: Cooperating Teacher Name: University Supervisor Name: School Name: Grade(s) taught during this period: Subject(s) taught during this period:
Domain 1 Planning and Preparation

1a: Demonstrating knowledge of content The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teachers plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.
Assessment by Student Teacher frequently requires direction from the cooperating teacher emerging independence independent independent and consistent
Assessment by Cooperating Teacher frequently requires direction from the cooperating teacher emerging independence independent independent and consistent
Assessment by University Supervisor frequently requires direction from the cooperating teacher emerging independence independent independent and consistent
1b: Demonstrating knowledge of students
The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.
NMU Pilot Document Fall 2013 1c: Setting instructional outcomes Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.
1d: Demonstrating knowledge of resources
The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending ones professional skill, and seeks out such resources.
NMU Pilot Document Fall 2013 1e: Designing coherent instruction Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent signicant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.
Planning and Preparation Comments: Danielle: When planning and preparing my lesson plans I make sure to always first start out with the main objectives I want my students to learn. Then, I work on finding and creating activities that will help students be successful in learning the objectives. I also have improved on pre-thinking out each and every single detail of my lesson and how it is going to go. I individually think of each student and how they are going to react to the activity and if they will be successful in achieving my expectations. If I have any doubts, I make sure to make accommodations and/or adjust the activity so that every student can be successful. This has happened to me quite a few times during activities I have planned, but I feel I have been a good problem solver during these times. I have put forth a lot of time and effort in to my lesson planning and preparation.
Planning and Preparation Goals: Danielle: I would like to continue to improve on my ability to visualize details and foresee minor errors or bumps in my lesson plans before they happen. I know that this kind of mastery comes with experience, but I would like to make it a goal of mine to really go through group activities or stations in detail and foresee any problems that may occur.
1f: Designing student assessments
All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.
Planning and Preparation Comments: Danielle: I have used several different types of formative assessment with students. For example, during this lesson I was continually engaged with each group of students as I walked around listening to their comments, and checking for understanding. I also asked that they write down examples of their understanding on sticky notes, which we reviewed together as a whole class at the end of the activity. At the end of the activity I also had the students complete a worksheet that asked, what three things theyve learned, two questions they might have, and one opinion they now have about what theyve learned. I did make minor adaptations for the assessment by telling the students they may draw or write three things theyve learned.
Planning and Preparation Goals:
Danielle: I would like to see myself use for assessments like the three things I learned worksheet we did. I find these to be very helpful in knowing what the students actually took away from the activity. What kind of stuck and what did not, and this gives me an idea of what I need to review with them the following day. Time always plays a big factor in this, as there is not enough. However, I would like to make it a goal of mine to incorporate more of this assessment tool in to my teaching.
Domain 2 The Classroom Environment

2a: Creating an environment of respect and rapport Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions among students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and businesslike, though students may be somewhat cautious about taking intellectual risks.
2b: Establishing a culture for learning
The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.
2c: Managing classroom procedures
There is little loss of instructional time due to effective classroom routines and procedures. The teachers management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines.
2d: Managing Student Behavior
Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.
2e: Organizing physical space
The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively. Assessment by Cooperating Teacher frequently requires direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor frequently requires direction from the cooperating teacher emerging independence independent independent and consistent
Classroom Environment Comments: Danielle: I am pretty confident with my classroom management. For example, at the beginning of my lesson students were confused as to what station they were supposed to be at. To fix this problem, I asked for all students to return to their seats. I repeated the directions and had students point to their station that they were going to, and then we tried it again. The second time it was successful. I think sometimes just taking a moment and regrouping helps.
Classroom Environment Goals: Danielle: I would like to see myself work at remembering to compliment and give praise to those students who are always working hard, or are quieter. I have found it is very easy to gravitate your attention to those students who are noisy, or at times disruptive. However, it is no excuse to forget about those who are on-task and working hard. There are 26 students, it is challenging but necessary that all student receive positive feedback, praise, and acknowledgement.
Domain 3 Instruction 3A Communication with Students The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher's explanation of content is scaffold, clear, and accurate and connects with students' knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher's spoken and written language is clear and correct and is suitable to students' ages and interests. The teacher's use of academic vocabulary is precise and serves to extend student understanding.
3B Using Questioning and Discussion Techniques
While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
3C Engaging Students in Learning
The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
3D Using Assessment in Instruction
Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in self-assessment.
3E Demonstrating Flexibility and Responsiveness
The teacher successfully accommodates students' questions and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly.
Instruction Comments: During my lesson before we even read through the article on, Potawatomi Indians I talked about the three questions I was going to ask, I posted them on a poster board in the front, and I had the students repeat them after me. I made to remind them to keep these questions in mind as we read through the article together. Drawing information out of an expository text is something new for third grade students, and its challenging for some. I wanted provide them with another opportunity to read it together in their small groups, before answering the three questions. For those students who have difficulty reading, I placed each of these students in a group together so I could work with them along with our classroom aide. I put a lot of thought into the groups I placed students in. I tried to make them as heterogeneous as possible, and with whom I think they would work best with.
Instruction Goals: Danielle: I would like to continue to improve on explaining my expectations and directions to the students more clearly. Although, I always post each of these on the board and we model, discuss, and provide examples of each. I am not sure everyone always understands. I would like to find some more strategies I could use to make sure ALL students understand the directions and expectations.
Domain 4 Professional Responsibilities 4A Reflection on Teaching The teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.
4B Maintaining Accurate Records
The teacher's system for maintaining information on student completion of assignments, student progress in learning, and no instructional records is fully effective.
4C Communicating with Families
The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner. The teacher makes some attempts to engage families in the instructional program.
NMU Pilot Document Fall 2013 4D Participating in a Professional Community The teachers relationships with colleagues are characterized by mutual support and cooperation; the teacher actively participates in a culture of professional inquiry. The teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.
4E Growing and Developing Professionally
The teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.
NMU Pilot Document Fall 2013 4F Showing Professionalism The teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. The teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. The teacher maintains an open mind in team or departmental decision-making. The teacher complies fully with school and district regulations.
Professional Responsibilities Comments: Danielle: I work together with two other third grade teachers and we collaborate our ideas and plans with one another. I always try to make sure they know what activities we will be doing for the day, and offer to share if they would like to do the same. They are always willing to share their ideas as well as their knowledge and experience with me.
Professional Responsibilities Goals: Danielle: One goal I would like to work towards would be improving my communication with parents. I know it is very important, and I have communicated with many parents especially during parent-teacher conferences. I think my lack of experience with it though makes me question myself. I would just like to see myself be more confident in this area.

2013 Danielles On Level 3 Nmu Student Teaching Evaluations

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2013 Danielles On Level 3 Nmu Student Teaching Evaluations

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NMU Pilot Document Fall 2013

NMU Pilot Document Fall 2013

Domain 1 Planning and Preparation

1b: Demonstrating knowledge of students

1d: Demonstrating knowledge of resources

NMU Pilot Document Fall 2013

1f: Designing student assessments

Planning and Preparation Goals:

NMU Pilot Document Fall 2013

Domain 2 The Classroom Environment

2b: Establishing a culture for learning

NMU Pilot Document Fall 2013

2c: Managing classroom procedures

2d: Managing Student Behavior

NMU Pilot Document Fall 2013

2e: Organizing physical space

NMU Pilot Document Fall 2013

NMU Pilot Document Fall 2013

3B Using Questioning and Discussion Techniques

NMU Pilot Document Fall 2013

3C Engaging Students in Learning

3D Using Assessment in Instruction

NMU Pilot Document Fall 2013

3E Demonstrating Flexibility and Responsiveness

NMU Pilot Document Fall 2013

NMU Pilot Document Fall 2013

4B Maintaining Accurate Records

4C Communicating with Families

4E Growing and Developing Professionally

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