Drake University School of Education Student Teaching Final Evaluation swudent Teehersvegamited Mentor Teacher: izeieakry University Supervisor: D),\a ue SHilleg - idan ren tap hora Daten. srnrides school: Roose Instructions: Use the rubric vo assess the student teacher's skill evel for each of the InTASC Standards. Ils important to remember that the candidate is 2 pre-service teacher and is not expected to demonstrate the sill level of a master teacher. Fora student teacher to earn credit, minimum expectations on the final evaluation include at least 8 competent or exemplary ratings and 2 developing ratings, with no unsatisfactory ratings. ‘Unsatisiactory Developing Competent c ts: 1 E Geginsingtescher (Betning teacher Competent | Exemplary ‘omments: InTAscStandards: —_,(eghnin a eee cecer | ES ma developing) o i Teamer Development Tessons and Traploments Consistently = ‘The teacher understands how | expectations arenot | lessons thatare implements wweetnoF Seren jes learners grow and davelop, developmentally developmentally lessons that are recognizing that pateras cf | appropriate, appropriate some of | developmentally learning and development vary the time. appropriate emotional, and physical areas, and designs and implements developmentally appropriate and 4 challenging learning experiences. Z, Learning Differences: The | Tassonsand TplemenisTessons | Consistently € iE teacher uses understanding instruction are not that demonstrate implements lessons = Lseretin ae of individual differences connected to students’ | an understanding of | that demonstrate and SPEO ACRS | and diverse cultures and learning strengths and | studemts Yearning | an understanding of ie communities‘o ensure inclusive | needs strengths and needs | students learning piesa) a deat Tearing environments that some ofthe time, strongths and Sreetegies “ro WX high + enable each learner to meet high needs, and provides ix e 5 standards. ‘modifications. a 7 3. Learning Environment’ | Limited understanding | Demonstrates some | Demonstrates ‘Tho teacher works with ‘orno implementation | implementation consistent Wwoenclar ful othersto create environments | ef motivational of motivational implementation Sitclant hat supportindividualand | and/or classroom —_| and classroom ofmotivational jen snipes collaborative learning, and management strategies | management strategies | and classroom releticnsinips - encourage positive sccial | are demonstrated. | that promote apesitive | management strategies learning environment, | that promote a positive xX learning and self motivation Jearning environment pestes 05/0008 (Deake University Scho! sf Bducaon, 2012,Drake University School of Education Student Teaching Final Evaluation ‘met) ing met) Unsatisfactory Developing Competent : 7 (Beginning teacker (Beginning teacher Exemplary: Comments: InTASC Standards: Geman aa nee cher aes ‘© Content knowledge: The teacher understands the central concepts, tools of inquiry, and structures ofth he or she teaches a | learning experiences that make ‘these aspects ofthe discipline accessible and meaningful for Teamers to assure mastery of the content, Content knowledge is not evident for teaching and/or lesson content is not accessible to students, Content knowledge isevident; however, couisistoncy with needed, owlodge is developed and implemonted which make the content accessible and ‘meaningful for the students. learners in their own growth, to monitor leamer progress, and to guide the teacher’s and learner's use of assessments for instructional purposes. 5. application of Content: | Does not inake ‘Shows the connection | Consistently ‘The teacherundersrandshow | connections between | between concepts implements instruction toconnecceonceptsand use | conceptsandreal- | and real-world that engages learners differing perspectives to engage | world applications | applications. Inapplying concepts to learners incritical thinking, | and/or does not Sometimes supports | realsworld situations eee | creativity, and collaborative | facilitate the use of | Jearners’ ase ofcritical | and supports the problem solving related to critical and creative | and creative thi vse oferitical and authentic local and global issues. | thinking and/or and/or collaborative | creative thinking and collaborative problem | problem solving collaborative problem solving. solving. &. ssesmment The teacher | Does not understand | Primary relies on one | Understands-and wes a ; understands and uses moltiple | aruse assessment | farmofassessment variety ofassessments Hataad Greeete methods of assessment to engage | strategies effectively. | and/ar shows limited | for multiple purposes, crn's © essaly pam@rs cuncl mR tcccining qp pcr pani es eee rete that supports every student in ‘meeting rigorous learning goals by drawing upon knowledge of content areas, srtculum, cross- Tastractional plang are inadequate in detail or are not submitted. Instructional plans show some details regarding curriculum goals, content standards, and students’ needs Consistently plans usinga variety of methods to meet curriculum goals, content standards, and and pedagogy, and/or planning students’ needs. as well as knowledge of learners for instruction is, and the community context, Inconsistent. cun excetlant co iterperater Updives 05/2006 ‘@deake University Schael ef Bdveron, 2022Drake University School of Education Student Teaching Final Evaluation Unsatistactory Developing Competent variety of instructional strategies incorporate a variety of that incorporate 3 InTASC Standards: (Beginning teacher even ea Geginningteacher | TEMPLRNY Clear competency isnot being competency is conpeeccy ebekmet) | Ceheck met) developing.) ad & instructional Strategies: The | Lessons show a Tmaplements Consistently Ravicksal RE teacher understands and usesa | limited understanding | some lessons that Srrectegies 3. Professional Learning and Tacoasistentiy Sal-evaluates teaching Consistentiy ser ity members to ensure the profession. N. Updaea: 05/2004 (©broke University School of Euston, 2021, to encourage leamers to devslop instructional strategies | variety of instructional meu deep understanding of content | and/orthereareno | andgives students | strategies and provides R ing lissens, areas and their connections, and | opportuntiesfor _| some oppertunitiesta_| opportunities for eee Og) tobulaadletoaplyinoviede | dents toapsiy —[aplyimwiedge | steno apply 7 wit metmaht in meaningful way knowledge. Jnowledge. endl tvensi tons Ethical Practice: The ceacher | selfevaluates teaching | and learning and evaluates teaching fengagesin ongoing professional | andlearningand/ | seeksta continue | andlearningaand uses ardoes notetrivato | professional reflective practice to continue professional | developmeit. continue professional development. Demonstrates some Doesnnot demonstrate | professional and Consistently professional and shied practica in| demonstrates teaching, professional and and adapts practice ethical practice in tomeot the needs ofeach teaching. learner. ne 0. Leadership and Doasnotdemonstrate | Demonstrates some | Cares out ; fe} Collaboration: Tae teacher _| leadership sis and/ | leadership els appropriate leadership reve faron of uence! seeks appropriats leadership | ordoesmotengage in | and participates in| poles, engoges _ roles and oppo collaboration somecollaberation. | in collaboration Parmer, take responsibility for student | Partnerships are Is working to ‘with others, and nnacl, grocisel : learning to collaborate with | weakwith earners, | bulld professional _| fosters postive and learners, familles, colleagues, | schoolecolleagues, and relationshins. effective professional ond wre other school professionals, and families. relationships. Wiha SteFh duite [SAceilant Pr felss ienetisaDrake University School of Education Student Teaching Final Evaluation School of Education Teaching Dispositions Assessment Instructions: Use the questions and rating scale below to assess the student teacher's dispositional attributes, 1. Please rate the student teacher's success as a learning leader. 2. Please rate the student teacher's success asa reflective | Sets professional goals. practitioner. Poor Fair Good Very Good Bxcéllent > Reflects on the progress of his/her prafessional goals. Poor Fair Good Very Good Gxcellent> Demonstrates confidence and self direction th pursuing solutions to problems or questions. Articulates high expectations for professional performance. Poor Fair’ Good Vary Good Ercatent Poor Fair Good Very Good fxcellent Communicates high expectations to students Incorporates feedback into his/her professional practice. Poor Fair Good Very Good CExcellent > Poor Fair Good Very Good. Demonstrates a professional attitude/epnearance, Comments: Poor Fair Good VeryGood Excellent Comments “Gea 3. Please rate the shidont teacher’ success as a st 4 (Final evaluation only) Wat does the seident teacher Need Develops a teaching philosophy that respeetsl learners. ‘improve bofore assuming his/her own classroom? What goals Poor Pair Good Very Good “Brean” Should this student teccher continue to werk on? Centinue to develop classrem mouneegenaain F modifying practices to meet the needs afSBTiegs. puieea a oor Fair Good Very Good Bice crasserm Fieve ae 5. (inal evaluation only) What do you fel are his/her strongest qualities asa teacher? Spa NES Shemg emerges Gund mAs a cwonclarfir( yekonsnip Worn Shuckents Demonstrates flexibility by adapting, adjusting, and poct y *Final Evaluation (Circle one): i No Credit Signatures: _fsdene Teacher Mentor Teacher/Date Univesity Superisor/Date ce vg Bak ore aetif conte taney AT ailibley thshyg