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(Forms and other materials also available online at: www.education.uiowa.

edu/students/sfe) 13-14

GENERAL ORIENTATION EXPERIENCES meet building personnel: ____principal ____secretary ____unit teachers ____other teachers ____special teachers ____custodian ____other personnel (media. DISCUSSION WITH COOPERATING TEACHER school policy: ____discipline ____fire/disaster/tornado drill ____lockdown procedures ____injures/illness ____absence ____faculty meetings ____parking ____school calendar ____use of IMC ____use of copy equipment. Efforts should be made to complete and check off the activities appropriate to your assignment. I. etc.) locate building areas: ____toured the building ____IMC/library ____outdoor areas ____cafeteria ____gymnasium ____teachers' work area ____office (nurse) ____supply room/available technology II.STUDENT TEACHER ACTIVITIES CHECKLIST The following orientation experiences are appropriate for the beginning weeks of the student teaching assignment. etc. OBSERVATION OF THE COOPERATING TEACHER'S PROCEDURES: ____lecture ____use of textbook ____discussion ____time management ____whole class work ____small group work ____cooperative learning ____groups work simultaneously ____individualization ____students with disabilities ____gifted children ____ELL children ____communication ____pacing ____lesson plans ____questioning techniques ____reinforcement ____feedback ____student/teacher interaction ____directions ____listening ____synthesis ____conclusions/closure ____evaluation ____management/discipline ____motivational strategies ____short term objectives ____long range objectives ____parent/teacher interaction ____teacher/teacher interaction . unit or room policy: ____classroom rules ____curriculum materials ____teacher manuals ____basic routines ____management techniques ____students with special needs ____record keeping ____grouping ____available resources ____cross-cultural issues III.

Name and Phone#______________________________________________________ Allergies or other medical information that might be required: .UI Secondary Education Student Teacher Emergency Notification Student Name____________________________________________________________ Please print legibly Emergency Contact Person#1________________________________________________ Phone Number___________________________________________________________ Emergency Contact Person#2________________________________________________ Phone Number___________________________________________________________ If possible. Name and Phone#______________________________________________________ Allergies or other medical information that might be required: UI Secondary Education Student Teacher Emergency Notification Student Name____________________________________________________________ Please print legibly Emergency Contact Person#1________________________________________________ Phone Number___________________________________________________________ Emergency Contact Person#2________________________________________________ Phone Number___________________________________________________________ If possible. please take me to _______________________________________________ Hospital Name Dr. please take me to _______________________________________________ Hospital Name Dr.

Student teachers adhere to the local school district calendar. Length of Student Teaching Day--from:____________________to:___________________ 3.______________________________________________________________________________ 5. Report all absences or unexpected tardiness to the following people (include phone #): a. 4. Dates of Experience:___________________________________________________________ 2.______________________________________________________________________________ b.THE UNIVERSITY OF IOWA STUDENT TEACHING PROPOSAL (tentative plan of semester activities to be completed by the Student Teacher and Cooperating Teacher) Student Teacher_________________________________________ Date_______________________________ School _______________________________________________ District______________________________ Cooperating Teacher________________________________ Grade Level ____________________________ TERMS OF PROPOSAL 1. Student teaching assignment and activities will include: ___________________________ Cooperating Teacher _________________________ Student Teacher __________________________ College Supervisor .

In order to evaluate our university’s students’ ability to teach and manage a classroom. These materials will be active on University web servers for approximately two years after a student completes the teacher education program and will then be archived for internal University use only. Those given passwords will be limited to: 1.College of Education Parental Release Form Versions of this form in other languages can be found at the following URL: http://www. 4.edu/services/edtech/resources.University of Iowa Student Name and UID number _____________ Date .uiowa.edu) For technical questions contact: John Achrazoglou Coordinator of Technology. College of Education The University of Iowa 319-335-5620 (john-achrazoglou@uiowa.aspx A University of Iowa student in a teacher-training program has been assigned to your child’s classroom.education. Iowa Department of Education assessors verifying our future teachers meet State of Iowa standards. Thank you I give authorization and consent to The University of Iowa to take pictures and video in which my child may appear as a result of teacher education activities within the school. 3. We hope you will help support this innovative assessment process. _______________________________________ Parent signature _______________________________________ Child’s Name ____________________________________________ Print .edu) Thank you for your consideration. please sign below and have your child return this form to your child’s classroom teacher. School district hiring officials appraising the prospective teacher. The pre-service teacher that is being evaluated. These materials will only be used for official purposes as described above. University of Iowa faculty and staff who supervise our field experiences. 2. If you have any questions feel free to contact your child’s teacher or: Ellie Herman Coordinator of Field Experiences. We are asking your permission to take photographs and short video of selected portions of the learning environment. If you approve of this process. we are requiring our students to produce visual materials of their teaching. your child may or may not appear. These materials will be stored on a secured World Wide Web server that requires passwords before the materials can be viewed. College of Education The University of Iowa 319-335-5356 (ellen-herman@uiowa. The focus of these will always be on the pre-service teacher.

& Conclusions Adaptability/Flexibility E. PLANNING INSTRUCTION Lesson Organization Daily Planning & Preparation Resources in Planning Initiative Creativity Procedures & Management Meets Deadlines Time Management Long-range Planning Original Unit D. LEARNING ENVIRONMENT Interactions with Students Perceptive & Responsive to Student Behavior Consistency in Expectations of Behavior Anticipation & Management of Problems Room Appearance & Environment System for Student Self-Management RATING EVIDENCE/COMMENTS N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 N N N N N N N N N N 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 N N N N N N 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 . Transitions. INSTRUCTIONAL STRATEGIES Variety of Instructional Techniques Skill in Teaching Content Introductions. DIVERSE LEARNERS Respects All Students Responds to Diversity Consideration of Individual Differences Level of Instruction C. STUDENT LEARNING Learning Theories Multiple Levels of Thinking Questioning Skill Student Feedback B.Student Field Experiences College of Education The University of Iowa SECONDARY STUDENT TEACHING EVALUATION FORM (See key on page 41 of Student Teaching Handbook) Student: School Assignment: Date: Cooperating Teacher: College Supervisor: Midterm  Final Cooperating Teacher Student Teacher College Supervisor     Recommended Grade: Interactive: Satisfactory  Pre & Post Active: Satisfactory  RATINGS: Relative to Student Teacher’s ability to Meet State Teaching Performance Standards N=Not Observed 1=Does Not 2=Approaching 3=On Target 4=High Degree Fail  Fail  5=Exceptional STATE PERFORMANCE STANDARD A.

COLLABORATION. REFLECTION AND PROFESSIONAL DEVELOPMENT Skill in Self Evaluation N 1 2 Acceptance of Suggestions and Criticism N 1 2 Implementation of Suggestions/Criticism N 1 2 Learns From Experience N 1 2 Participation in Seminar & School Meetings N 1 2 Video Self-Assessment N 1 2 Portfolio N 1 2 I. SUBJECT MATTER KNOWLEDGE Possesses Content Knowledge Extends Content Knowledge 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 N N N 1 1 1 2 3 4 2 3 4 2 3 4 5 5 5 N N 1 1 2 3 4 2 3 4 5 5 COMMENTS ON STRENGTHS AND AREAS FOR CONTINUED GROWTH: (Response required from student teachers.) Signature/Date . COMMUNICATION Written English Spoken English Interest & Enthusiasm Appreciation & Utilization of Humor Language of Subject Matter G. ETHICS. Responsibility. ASSESSMENT Formative Assessments Summative Assessments Communicates Progress Criteria Record Keeping RATING EVIDENCE/COMMENTS N N N N N 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 H. AND RELATIONSHIPS Self-Confidence N 1 Social Warmth N 1 Reliability. TECHNOLOGY Incorporates Technology in Teaching Appropriate Choice of Materials Effective Implementation K. & Ethics N 1 Professional Relationships N 1 Personal Appearance & Demeanor N 1 J.RATINGS: Relative to Student Teacher’s ability to Meet State Teaching Performance Standards N=Not Observed 1=Does Not 2=Approaching 3=On Target 4=High Degree 5=Exceptional STATE PERFORMANCE STANDARD F.

SECONDARY PROGRAM AREA (cover sheet) MIDTERM EVALUATION FOR SECONDARY STUDENT TEACHING (Completed by Cooperating Teacher and College Supervisor at 3-way conference) Student Teacher UID# Assignment (School) (District) (Area/Level) (Dates) Interactive Phase Pre-/Post-Active Phases Recommended Evaluation: Satisfactory Recommended Evaluation: Satisfactory Fail Fail Cooperating Teacher Signature Date Interactive Phase Pre-/Post-Active Phases Recommended Evaluation: Satisfactory Recommended Evaluation: Satisfactory Fail Fail College Supervisor Signature Date .

INSTRUCTIONAL STRATEGIES Variety of Instructional Techniques Skill in Teaching Content Introductions. PLANNING INSTRUCTION Lesson Organization Daily Planning & Preparation Resources in Planning Initiative Creativity Procedures & Management Meets Deadlines Time Management Long-range Planning Original Unit D. LEARNING ENVIRONMENT Interactions with Students Perceptive & Responsive to Student Behavior Consistency in Expectations of Behavior Anticipation & Management of Problems Room Appearance & Environment System for Student Self-Management RATING EVIDENCE/COMMENTS N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 N N N N N N N N N N 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 N N N N N N 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 . & Conclusions Adaptability/Flexibility E. Transitions.Student Field Experiences College of Education The University of Iowa SECONDARY STUDENT TEACHING EVALUATION FORM (See key on page 41 of Student Teaching Handbook) Student: School Assignment: Date: Cooperating Teacher: College Supervisor: Midterm  Final Cooperating Teacher Student Teacher College Supervisor     Recommended Grade: Interactive: Satisfactory  Pre & Post Active: Satisfactory  RATINGS: Relative to Student Teacher’s ability to Meet State Teaching Performance Standards N=Not Observed 1=Does Not 2=Approaching 3=On Target 4=High Degree Fail  Fail  5=Exceptional STATE PERFORMANCE STANDARD A. STUDENT LEARNING Learning Theories Multiple Levels of Thinking Questioning Skill Student Feedback B. DIVERSE LEARNERS Respects All Students Responds to Diversity Consideration of Individual Differences Level of Instruction C.

) Signature/Date .RATINGS: Relative to Student Teacher’s ability to Meet State Teaching Performance Standards N=Not Observed 1=Does Not 2=Approaching 3=On Target 4=High Degree 5=Exceptional STATE PERFORMANCE STANDARD F. Responsibility. REFLECTION AND PROFESSIONAL DEVELOPMENT Skill in Self Evaluation N 1 2 Acceptance of Suggestions and Criticism N 1 2 Implementation of Suggestions/Criticism N 1 2 Learns From Experience N 1 2 Participation in Seminar & School Meetings N 1 2 Video Self-Assessment N 1 2 Portfolio N 1 2 I. AND RELATIONSHIPS Self-Confidence N 1 Social Warmth N 1 Reliability. COLLABORATION. & Ethics N 1 Professional Relationships N 1 Personal Appearance & Demeanor N 1 J. TECHNOLOGY Incorporates Technology in Teaching Appropriate Choice of Materials Effective Implementation K. SUBJECT MATTER KNOWLEDGE Possesses Content Knowledge Extends Content Knowledge 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 N N N 1 1 1 2 3 4 2 3 4 2 3 4 5 5 5 N N 1 1 2 3 4 2 3 4 5 5 COMMENTS ON STRENGTHS AND AREAS FOR CONTINUED GROWTH: (Response required from student teachers. ASSESSMENT Formative Assessments Summative Assessments Communicates Progress Criteria Record Keeping RATING EVIDENCE/COMMENTS N N N N N 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 N N N N 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 H. ETHICS. COMMUNICATION Written English Spoken English Interest & Enthusiasm Appreciation & Utilization of Humor Language of Subject Matter G.

SECONDARY PROGRAM AREA (cover sheet) FINAL EVALUATION FOR SECONDARY STUDENT TEACHING (Completed by Cooperating Teacher and College Supervisor at 3-way conference) Student Teacher UID# Assignment (School) (District) (Area/Level) (Dates) Interactive Phase Pre-/Post-Active Phases Recommended Evaluation: Satisfactory Recommended Evaluation: Satisfactory Fail Fail Cooperating Teacher Signature Date Interactive Phase Pre-/Post-Active Phases Recommended Evaluation: Satisfactory Recommended Evaluation: Satisfactory Fail Fail College Supervisor Signature Date .

Maintained an attitude of encouragement and showed interest in the field experience student’s progress 5. Made himself-herself available when needed. Additional comments (may be continued on back of page): N N N N 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5 5 5 5 2 = Fair 3 = Satisfactory 4 = Good 5 = Excellent N 1 2 3 4 YES NO 5 Signature: _________________________________ Date: ____________________ For office use only This evaluation was reviewed with the College Supervisor: YES Submission may either be to this address or a URL which will be emailed to you: Office of Student Field Experiences The University of Iowa N310 Lindquist Center Iowa City. Scale: N = No Opportunity 1 = Poor The College Supervisor: 1. Effectively communicated expectations 2. Provided relevant and useful feedback 4. Set a good example as a professional 3.A URL link to the evaluation form will be emailed to the cooperating teacher Please select appropriate field experience: Elementary Practicum Student Teaching Art Music English Secondary ESL Foreign Language Mathematics Science Social Studies Special Education Cooperating Teacher Evaluation of College Supervisor Name of College Supervisor: ___________________________________________________ Instructions: Please circle the number (1-5) corresponding to the description that most accurately describes your College Supervisor. IA 52242-1529 NO Date: __________ By whom: ___________________________________________________ Signature: ____________________________________________________ Comments: Supervisor Signature: ___________________________________________ Supervisor's Comments: . 6. I would be interested in hosting another field experience student. Feel free to comment on individual items where appropriate.

and prior to the end of the semester the student teacher and cooperating teacher will compare and discuss their perceptions. including a mock evaluation performed by the cooperating teacher. and district goals. The teacher: a. Uses student performance data as a guide for decision making. c.Mock Evaluation of Student Teachers on the Iowa Teaching Standards June 2003 House File 549 (spring 2003) mandated that Iowa’s Teacher Preparation Programs provide a student teaching experience that inc ludes opportunities for the student teacher to become knowledgeable about the Iowa teaching standards. d. g. f. and different perspectives related to the content area. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. during the end of the student teaching semester. relationships. Student Teacher: _________________________________________________________ Date: ____________________ Grade Level(s) ____________________________ Subject(s): _______________________________________________ Sponsoring Institution: ____________________________________ School District:______________________________ Cooperating Teacher: ______________________________________ School: __________________________________ This form was completed by: ___ Student Teacher ___Cooperating Teacher/Designee ___ Other: ________________ Directions: Students should complete this form. c. and communities effectively and accurately. Strengths: Areas for Improvement: . Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. colleagues. b. and fairness. Understands and uses instructional strategies that are appropriate to the content area. Cooperating teachers will complete the same form. Creates an environment of mutual respect. d. The teacher: a. and staff. Provides evidence of student learning to students. b. Implements strategies supporting student. The sponsoring i nstitution will not receive a copy. Strengths: Areas for Improvement: II. Participates in and contributes to a school culture that focuses on improved student learning. Relates ideas and information within and across content areas. Understands and uses key concepts. families. e. This mock evaluation does not require that the evaluator be state evaluator approved or that the student teacher provide documentation to support competence. I. rapport. families. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. as a self-assessment. The mock evaluation shall not be used as an assessment tool by the practitioner preparation program. building. Communicates with students. This form is for the student teacher’s use only. underlying themes. DEMONSTRATE ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT’S STUDENT ACHIEVEMENT GOALS.

The teacher: a. Uses student achievement data. Strengths: Areas for Improvement: V. b. Understands and uses the results of multiple assessments to guide planning and instruction. Guides students in goal setting and assessing their own learning. Sets and communicates high expectations for social. in the delivery of instruction. life experiences. including technologies. and academic success of all students. Strengths: Areas for Improvement: IV. d. Communicates assessment criteria and standards to all students and parents. background. behavioral. and academic growth. c. and constructive feedback to students and parents. local standards and the district curriculum in planning for instruction. Uses available resources. Uses research-based instructional strategies that address the full range of cognitive levels. in the development and sequencing of instruction. including technologies. The teacher: a. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. f. d. The teacher: a. Aligns classroom instruction with local standards and district curriculum. Connects students’ prior knowledge. Selects strategies to engage all students in learning. and interests in planning for instruction. Strengths: Areas for Improvement: . Works with other staff and building and district leadership in analysis of student’s progress. b. and interests in the instructional process. e. e. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE NEEDS OF STUDENTS. d. e. Uses available resources. Uses student developmental needs. Aligns classroom assessment with instruction. timely. c. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. f.III. Engages students in varied experiences that meet diverse needs and promote social. emotional. Provides substantive. b. c.

Adheres to board policies. Collaborates with students. Strengths: Areas for Improvement: _____________________________________ ____________ Student Signature Date ____________________________________ ____________ Cooperating Teacher or Designee Signature Date . Establishes. Strengths: Areas for Improvement: VIII. district procedures. Creates a safe and purposeful learning environment. and skills from professional development opportunities to improve practice. knowledge. ENGAGES IN PROFESSIONAL GROWTH. communicates. and self-regulation for every student. Develops and implements classroom procedures and routines that support high expectations for learning. c. models and maintains standards of responsible student behavior. Demonstrates an understanding of and respect for all learners and staff. b. b. b. families. colleagues. Demonstrates professional and ethical conduct as defined by state law and individual district policy. e. and contractual obligations. Works collaboratively to improve professional practice and student learning. The teacher: a. c.VI. The teacher: a. Demonstrates habits and skills of continuous inquiry and learning. Establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals. c. Contributes to efforts to achieve district and building goals. Creates a learning community that encourages positive social interaction. The teacher: a. Applies research. d. active engagement. Strengths: Areas for Improvement: VII. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. d. d. FULFILLS PROFESSIONAL RESPONSIBILITES ESTABLISHED BY THE SCHOOL DISTRICT. Uses instructional time effectively to maximize student achievement. and communities to enhance student learning. e.