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    74 views16 pages

    Chrisstudentteachingobservations

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    © All Rights Reserved
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    BYU ~ IDAHO STUDENT TEACHING MIDTERM SUBMISSION CHECKLIST ‘© Submit your paperwork in this order ‘+ Attach this list to your submission © Print All Information eAsen ‘Name of Student Maré ya faker ~] Name of Supervisor 5 - Sa lew Tr tygh District & Schoo! Amy Tatnan Name(s) of Mentor Teacher) General Fa. “Seca Ea) ( $4, yta GradeG) Taught ‘Summative Evaluation from supervisor TWO Formative Observation from university supervisor (please choose the most representative observation to date) (Please collect ALL required forms from ALL mentor teachers) M YOUNG UNIVERSITY-IDAHO PORMATIVE OBSERV, IP STUDENT TEACHING Date: TofSeadents | Observation Teacher Cpndiat. LA Lense 10 Lids Z > School Sicoge-Salem Ir. he 74 GFK T sunjecuy tauane /) at menortarter Any Ja Inau [ supervisor Mar lyn Pra ker DIRECTIONS: Using the scale below, please cirele the appropriate number to represent the candiday's level of performance on each standard. (1)Below Basie @) Basic ()Profiient (4 Distinguished Grade Lev Planning For Instruct ~The teacher plans meaningfl learning experiones ts promote student achievement and ative engagement in faring Standards, Scoring Deseriptors: *+ Lesson plas and insrutonl goals nshue Teaming 1. Lesson plans and instructional goals are not valuable, clear or suitable for conceptual understanding ‘xperenes that re appropri for curriculum standard and | 2, Lesson plas and irtractonl gals are moderately valuable, clear and sutble for mast students sohievement get. 3. Lesson plas and instructional goals are valuable, cleat, apd suitable for most staan reflec 2» Lesson plans nd intrictonl goals ince infomation diferent ypes of learning and cpportunities for integration. stout sine individual difrencs to plan insttion {4 Letom plans an instiona gous extbinh high expectation and reste to curriculum ameworks ‘+ Lesson plan and insictonal goss are detnled and and standards. Goals keto account the varying earning neds of inva students or groups. respond to tudo eed an chingingereumesances Planning For Instruction: Observation Seore L & > | Subject Matter Knowledge- The teacher unterstnds the subjet mater he o she waches nd cents ening experiences tat make the subject acer meaning 0 tudes, Standards Scoring Descriptors: > Presets lear ad accurate nforaion, 1. Teacher males Content ror r does ao come content errs students take, Subject ate i ot eleva. * Links subject manera stents prior understandings | 2. Teacher displays basic content knowledge but cant arculate connections with eter pas of he discipline sand is elevant othe stent’ el word exprienee or with other disciplines. Subject mater has sme relevance to students experens + Encourges siden tonterpet ides from multiple | Teacher ily soi content knowledge and makes comnetionsbetvecn the content an ter pats ofthe perspectives seine and eer disciplines. Teacber makes subject mater very relevant othe stants experience, ‘+ Cretesiterdscpinary leaming experiences that | 4. Teacher displays extensive coment knowledge, with evidence of eosiauing pursuit such knowledge All Imogat subjet mater across conte aes, subj mate tht eos dre tothe stent epenence, Subject Matter Knowledge: Observa om Des Instruction Delivery- The teacher uses a variety of instructional strategies to promote student achievement and active engagement in learning, Standards Scoring Descriptors: ‘Uses a vray of instructional rsiegies matarils | 1. No variety in ve ofinsrastionalstaesies or esourose that promt ecical thinking and problem solving and resures inching computers and AV Teacher dvsetons and procedures ate confusing to sens, No lee adjustment to student noede and (ulpent wo enlanes leaning hat isabo aligned | abies. ‘nth curiclum standards and achicercnt ages. | 2. Some varity in we of nstructonlsrtegis and resources, Teacher drstons and procedures te clad + Promotes development of stent erica thinking | aerial eonfsion, Limited adjustment to student needs ad abilities, sd probe solving sil 3. Uses avait of instvesonal sategss snd resources to promt crite thinking and problem solving. + Ades instaction sp esponse to student neces and | Teacher devon re clea and contain appropriate level of detail General, teacher ass nation sles response to student need and abies. + Lesson dictions and procedures are ler and 4, Uses a variety of insrasonal statis and resouroes and establishes significant oppomunitis for stars to ppropie, expand thor ete thinking sis, Teachrdiretions and pocedores ave ler to students. Al nsuction shows adjustent in response to student nec and bilities Instructional Delivery: Observation Scare LL © le) ‘Management Of The Learning Environment- The tee creates and maintains a safe and effective leaning enviroasent Standards: Scoring Descriptors: 1 Sets and maining ler expectations for 1. Classroom expectations are uncear and sent behaviors nappropriae. Classroom mangement suatoyes ae not student havior effective, Use of esourees to muna a safe and orderly clsecoe nt evident, + Select snd mer ffciesrtegies to espond | 2. Classoom expectations ar somewhat clear and siden! behaviors generally appropriate. The we of some to behavior problems. ‘lasroon eearee is viet nent nin a safe and enety environment + Organizes and manages resources of ime, 5, Cletroom expectations are generally evden in maintaining an appropriate ard ode classroom enviroment space, active andatlnion foceat asafe | 4 Teacher lays sets clear expectations for student bavi, uses effective stapes t ensure a sae and orderly and rd ering eave learning environment Management Of The Lea White copy: University Supervisor ‘Yellow copy: Student ink copy: Cooperating Teacher 1g Environment: Observation Score riz 2) {Assessment The teacher uses a variety of formal and informal assessments to evaluate leaming and teaching. Standar Scoring Descriptors: + Uses fomative and summative assessmen'to | 1. Content and metods of esessment lack congruence wih inaction goals. Assessment information is at wed 16 side insrasion and evaluat stadent, change istration needed Fea 2. Assessment erera and standards have bee developed bt not clearly commanicte to stents. Some insietional + Uses developmentally approprite slp are assessed, Some evidence of using assessment information fo change insrcton as Deed. ‘sessment hat are aligned with cuculum | 3, Assessment entra and stndars sre ler and have been clearly conimunicated tothe sides, Proposed ‘teva acon ra ‘assessment plan are general congruent with astratonl goal. Teacher generally uss assem feratin 10 + Uses assessment information fo wage sauge effectiveness of enching and anges rend. ffetveness of teaching and changes need | 4. The proposed approach o akessrient is completly cemarvent withthe instruction gals, both in content and rat Tah i ate naa au fant fing aga Assessment: Observation Score > we) Professionalism ‘The racer displays bli, als, znd behaviors that guid he chica mensions of rossonal rate, Standards: Scoring Deseriprors: * Uses appropriate grammar and syntax. | 1. Lacks commitment basic professional espnsibiities. + Profesional in eons and 2. Displays some limited commento profesional esponibiiis + Demenststes punctuality on 53, Adhere: tal esp ofthe expected profesional commitment and responsibility. = Observation Narratives Commendations: ¥ Crm Te nth alin T and treats thes wth Aeope td £y.- > achaine 3, set O ta = “tohire gms st." 7 Ll ond hit om Lirk . Epa phim peak yption ee 8 pea aheeie os / LA 30 te PE PE . ea Areas Needing Improvement and Other Comments: + facing aeemed Ltt, alow Date BRIGHAM YOUNG UNIVERSITY-IDA\ FORMATIVE OBSERVATION OF STUDENT TEACHING Gece Contino: = Dare: Fof Students; | Observation Chris sJense 14/45 Se) +t Sehoot: Sirgay Salen Grade Level: hk Sabjesty Tanah: Sp El~ Spilling Mentor Teather: CLs nina superior: fo ne L. Lab DIRECTIONS: Usitg the scale below, please circle the appropriate number to represent the candidat& level of performance on each standard. (Below Basie G) Basie) Proficient 4) Distinguished Planning For Instruetion- the sche plans meaning! leering experiences ha promete stolen! achievement nd active engagement in Iaming Standards Scoring Dese * Lesson plans an inrssonl gals ine ean ‘xperenes that sr appropiate for euicalum star and ‘chiovonon ares. ‘Lesson plas and instructional goats ince information shout stem inva eifferences to plen instruction. + Lesson plied instructional goals ae detailed and respond to stadet neds an changing circumstances 7. Lesson plans and stration goals are not vals, clear or suitable for concept understanding, Lesson plans ad instructional goal are moscrately valable, clea and suitable fr mos students. 2. Lesson ples and inaction] goals are valuable, clear, and suitable for most stdems and ree Afferent pes of lrring and cpportnies Foe ietgraton. ‘4 Lesson plans and inivetonal goals sabi high expectation and reste fo curriculum frameworks ‘sd suns Goal ake ito Secoan the verying leenng neo of individual studs or soups. Planning For Instruction: Observation Seore 1 S Subject Matter Knowledge- The teacher understands the subjct mater or she teaches and rats Jeaming experiences hat make the sject mater meaning 10 studs Standards: Presents lea an accuse information + ooumges studs onterpre das frm mui penpetves Creates ieaiscpiary earning experiences that Integrate subject mater across content aes, Links subject ater to students prior understandings ands relevan the stents real world experience Scoring Descriptors: [Teacher makes content mors or docs aot comet content errors tients make, Subject mater is ot elevant. Teacher display basic content knowledge but cana anieuate connections with ther pars ofthe discipline ‘or with ther disciplines. Subject mane hs some elevance o student's experiene- 4, Teachar dls soi conten knowledge and makes cornestins ete the coven! and oe pars of he ‘cipline and cer dsilines. Teacher makes subjoet mer very relevant othe students expeieees 4, Teachar dsplas extensive content knowledge, wit evidence of continuing pursuit of such knowledge. All Subjst mar taught rae dc to te taden’s experiences, ie Subject Matter Knowledge: Observation Seore Standards: © Uses a vary of instetonal strategies, materials snd rescues incading compara and AV tsupaeotioeskance easing that is also aligned Promates dvelopment of teat crea thinking and problem solving sills stulites Lesson directions and procedures are clear and appropri. Instructional Delivery: Observation Score Instruction Delivery- The teacher uses a variety of Soi cariulom standards ad achievement arses ‘Adj instracion a esponse to student nods sn instructional strategies to promote student achievement and active engagement in earning Scoring Descriptors: 1. No variety in eof struction sttegies or resources that promote rita thinking and problem slving Teacher dvestion and procedures are cnfusing to students. No cea adjustment to stukent needs ad abies (© Some variety in use of nsrctionalsutepes and resources. Teacher ietions and procedures are clarified O= afer inital confision. Limited adjusment to student needs and abies. |GUses a variety of structional strategies and resourees to promote critical thinking and problem solving. Teacher directions ae elear and contain appropriate level of det. Generally, eacher adjusts instruction in response to stunt neds and abi. 4. Ures variety ofnscional sratepes and resources apd establishes sigufican oppeetunites for tudes expand their ical thiking sill Teacer dictions and procedures are clear to stdens. A intacion ede nd abit Management Of The Learning Environment: Standards 1 Soy and ining clear expecnions for student behavior. 1 Selects nd uses festive strategies to respond tobehavior problems + Organizes and manages resources oftine, spe, sete, and atenton Yo create a safe sd onder larg eavicament - The teacher creates and maintains a safe and effective learning environment. Scoring Descriptors: Ty Clessoom expcttons are unc and student behsvir i inppropriae. Claesteom management sretgis are not effective. Use of resources to msinain a safe and order chssoom isnot evden |C2) Castroom expetations ae somewhat ler and student behaves poner appropiate. The use of some ‘lsasroom epouec evident nerd to unainasfe and order environment Classroom expevations ate generally evident in matting an appropriate nd del classroom environment 14. Teacher always ses clear expectations for tun! Behavior ures effective tees to ensuea sae and orderly Management OF The Learning Environment: Observation Seore Segoe _ ~h ‘White copy: University Supervisor Yellow copy: Student Pink copy: Cooperating Teacher Assessment The teachorusos a varioty of formal and informal assessments to ovaluate learning and teaching. Standards: * Uses formative and summative asesament ide insection and evaluate stdet earing, Uses developmentally appropiate assessnent that ae aligned with cure ‘Sondar and acheveren targets + Uses ascssment infomation to gauge effcavenesof caching and changes needed ‘Scoring Descriptors: 1. Content and methods of assessment lack cangracnce with instructional goals. Assessment infomation is no used 19 ‘hange nsuction as needed @Asessment criteria and standards have been developed but not clearly communicated o stents. Some instruction ‘goals ar steed. Some evidence of wing asetsment informal to change iston ax needed 3. Assessment eva and stundards are leat and have been larly communicated tothe students. Proposed assessment plans ar generally congruent with instructional goals. Teacher generally wses assessment information to etvenes of teaching and changes neces. 4 Tie propre recht seems opel congut with in isto ol, bth incon ad wocess. The teacher alays ues sscrument formation Lo gauge efletveness of escing and changes seeded Assessment: Observation Score 1 a4 Professionalism The teicher displays belie, values ani behaviors that guide the tical dimensions of profesional practice Standards: ‘Scoring Descriptors: © Uses appropriate grammar and syntax, | 1- Lacks commitment to hase professional responsibil Profesional in conduc and dress 2: Displays some imied commitment to pofssiona esponiiits ‘Demonte petty tnd preparation. | 3. Adheres tall aspects of th expected profesional commitment snd responsibility, _Acsopsgidano and sugpetons 4 Displays oustanding commitment tthe teaching profession tough atonal esponsiitis outside the gular ‘asrcam, Professional Commitment and Responsibility: Observation Score L ‘S72 Observation Narratives GeO LHI Ms Commendations: ZL Hace gen ra x # ttth atid, aan ¢ Bee woe ill ~ Te cine Improvement and Other Comments: Tet 2fide te on “Come cha. 9 oy lo » nha le A nabs Dounce all sdadea te A hot 1a fssing ead ? > a YUUALS Signature of Evaluator Date ramen Sregger dale Gre Hg pas //4//~ rain 3: tic Domain 4: Professionalism 4a Reflecting (4 Knowledge of students (4 ‘4b Showing Professionalism [-1 1c Setting Outcomes [2] ‘id knowledge of Resources [4] 2d Managing Behavior [ 3d Using Assessment [7] 2e Organizing Space [1 3e Flexibility/ Responsiveness [9] Evidence: Next Steps: 5 bil dotrdinte werleng arrind You alt hacr| To there a SO that Conner ond yaa dastynrente- hb dake Gel hee “her |” them Na? diffs the , - - tue E here ‘ede, holes — yr beeblp Ker ford he ante Whe xr we 4 ie E etied the Chae or integrate That ipurlere a aprodbie Aspprt Ui. ure Aer w Abe VO he quence) info ares 4 ee dizcrecatens abr Ya |Your tts Ze Thay ake Upew mere, 5 reall gucotions | pepectfil artensopmr pook hyve beer Aeating) ~ MA <9 ~ $e foage y anki Guertin PU || pyc (gated) TO telhtiy WA an gas { (en Te off ” rans te ve ee we “Gadliey anck goer help Ahem 0 oreo! Ye fo eng of Thebrrk ard yak | MOET AO sake Bde ti agi ee dae cg. Welt Kinet pa) . Atak, vel te be dang, whale OE ” Aoki.» g . ae, qt py his 2 Clea Oe pee ae hshe Gk 4 hear. i “evaluated by: ‘, Ypaget Chea tg PS TEE Sapte Olgas moves te lbaka te type pape, : arte wWhyele ae 2 Aernar dor Shrevghoct. BYU - IDAHO STUDENT TEACHING END OF SEMESTER SUBMISSION CHECKLIST ‘+ Submit your paperwork in his order ‘+ Attach this list to your submission © Print All Information ¢ Vris Tensen ‘Name of Student [Meare by Baker Name of Superior Deaer- Ti High Disiriet & Scho Name(s) of Mentor Teacher(s) Sonera ba Special Zig Gracy Tawa Summative Evaluation from supervisor Letter of Recommendation from supervisor Letter of Recommendation from (each) mentor teacher ‘TWO Formative Observation from university supervisor (please choose the most representative observation to date since Midterm) Please collect ALL required forms and ALL required letters from ALL mentor teachers Please ensure that All forms and All letters are properly signed BRIGHAM YOUNG UNIVER: IDAHO FORMATIVE OBSERVATION On rien TEACHING, Tat Saat Pehle A PZ School Su t Salen =, Hell Grade Levels ewer Tach Ay Talia, supervisor: /Yari le <4 Spe! ‘DIRECTIONS: Udng the seale below, please circle the appropriate number to represent the candidate's level of performance on each standard. (1) Below Basie 2) Basle) Proficlent (4) Distinguished Planning For Instruction- Th teacher plans meaningful lsring experiences tht promote student echivernent and active engacerent in ering. Standards Scoring Descriptors: ‘+ Lesson plans and insnctiona goals include kaming ‘Leston plans and insrtonal goa ar nt valiable, claro suitable fr sonespial nesting. ‘Speen te apopate occurs! and | 2. Lesson las and mate! ae ode abate clean stad for ms stants. schevement rget. 5 Lesson plans an instructional goals ae veloabl, clear, and suitable fr most students and elect + Leon pins end istritonl gels nea information differen ypes of Fearing and apport fr integration. shout stent nal ferences to plan insrton 4, Lesson plans and instructional pols establish high expectations and pela co cucu frameworks + Lion plans sr istredonl goals ae died end. sd standards. Goal tke Ino stcount the varying leering nceds of individual students or groups. ‘Repond to siden needs an changing eireumsances. Planning For Instruction: Observation Score i_|2 jo x ‘Subject Matter Knowledge- The ccher understands the subject matter he o he teaches an cates easing experiences that make the subject mater meaningful 0 stents ‘Standards: Scoring Deseriptors: Presents clear and accuse information 1. Teacher makes cote eros er does it eorect content errors sides mike. Subject ater not eet * Links subject matcrtosuden's prior undersandings | 2. Teacher displays basic content knowledge bu eannot aiculte connections With her pars ofthe iscipline ‘nd relevant othe students el world experience ‘or with ther depines, Subject mater has some relevance Yo stident¥ expen + Broouragesstadens once ideas from mi 4 Teacher displays solid conten: knowidge ahd males contecons between the coer and ober pars of the perpestves,

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