You are on page 1of 6

Target (3): The student teacher exhibits knowledge, skills or dispositions that are proven to be

appropriate and effective for PreK-12 student learning. The level of proficiency is that expected of a
first-year beginning teacher.
Acceptable (2): The student teacher is developing the knowledge, skills, or dispositions for effective
PreK-12 student learning, but has not yet attained a level of proficiency appropriate for a first-year
beginning teacher.
Unacceptable (1): The student teacher exhibits some knowledge, skills, or dispositions that are
inappropriate or ineffective for PreK-12 student learning. Remediation is necessary if the student
teacher is to remain in student teaching.
Not Applicable (NA): The knowledge, skills, or dispositions are not observed. There is no basis for
determination.
To successfully complete the student teaching practicum, at the MC the student teacher must
not earn more than two (2) Unacceptable ratings in a specific category. For each
unacceptable rating, a written plan of improvement must be created, signed by the
cooperating teacher, the university supervisor, and the student teacher, and approved by the
Director of Educational Field Experiences (with copies of the improvement plans placed in the
student teachers file). During the FC, the student teacher may not earn any unacceptable
ratings.

I. Knowledge
Criterion

Performance Rating
Unacceptable Acceptable Target

Score

Uses clear oral language to communicate with


learners

Uses clear written language to communicate


with learners

Demonstrates content knowledge to develop


student knowledge and understanding

Demonstrates pedagogical knowledge to


develop student knowledge and understanding

Rubric
Score

12

Rubric
Mean

Comments:

Throughout the semester, I can see the dramatic change in


Todd's mastery of content knowledge and pedagogical
knowledge. At the beginning of the semester, Todd showed
his mastery of content knowledge, and confidence in
teaching American history and global studies. He was also
very familiar with school curriculum and grade standards,
and always transmitted knowledge to students in clear oral
and written formats. As the semester went on, Todd became
more familiar with the concept/philosophy "I know, we know, I
do, we do", and adopted inquiry-based instruction. He
developed new teaching skills such as how to help students
develop their own inquiries and find their own interests. He
has done a great job engaging students in learning the
subject through relating the content with students' life
experience and their interests. I would encourage Todd to
continually improve his language choice when teaching and
pay more attention to how to teach students to read socialstudies-related materials.

II. Designs and Plans Instruction


Criterion

Performance Rating
Unacceptable Acceptable Target

Score

Guides planning using relevant content standards 1


and districts academic standards/performance
objectives

Identifies the skills, concepts, attributes, and/or

thinking processes to be learned


Connects lesson content to real life situations or
past experiences appropriate at the level of the
students being taught

Develops effective tasks for procedural and


conceptual knowledge

Incorporates diverse strategies, instructional aids, 1


resources and technology

Specifies strategies for assessing student


understanding in lesson plans

Provides opportunities for higher level thinking


(i.e., questioning, tasks, etc.)

Provides modifications in lesson plans based on


individual student needs

Rubric
Score

24

Rubric
Mean

Comments:

I am VERY impressed by Todd's efforts and improvements


on designing lesson plans. He has worked closely with Mrs.
Kosla and Mrs. Guile to design lesson plans, and always
responded to their constructive feedback in prompt manner.
The improvement of Todd's lesson plan and instruction can
be seen in three areas: 1) incorporated diverse activities for
students with different learning abilities. For example, Todd
developed additional worksheets for students who finished
in-class activities early; 2) revised lesson plans in
accordance with Hartland High's new concept/procedure of
teaching (I know, we know, I do, you do); and 3) developed
new big project for the class (i.e. gallery). Todd spent large
amount of time designing and revising activities that engaged
students in higher level thinking. I would encourage Todd to
continually try new activities and new instructional tools in
teaching.

III. Implements Instruction


Criterion

Performance Rating
Unacceptable Acceptable Target

Score

Uses a variety of instructional aids, resources,


technology, etc. to enhance instruction

Uses a variety of effective teaching strategies to


engage students actively in learning

Maximizes the amount of class time students

are engaged in learning


Uses effective questioning techniques to
engage all learners

Shows energy and enthusiasm toward teaching


and learning

Demonstrates high instructional expectations for 1


others

Rubric
Score

18

Rubric
Mean

Comments:

Todd always encourage students to link prior academic


learning, personal experience and current social issues (or
community assets) to new learning. He never hesitates to
propose changes that address individual and collective
learning needs related to the central focus.?
IV. Assesses and Manages Student Learning
Criterion
Performance Rating
Unacceptable Acceptable Target

Score

Uses a variety of appropriate formal and informal 1


assessments aligned with instruction

Uses a variety of appropriate summative and


formative assessments aligned with instruction

Monitors individual, group, and class learning


and adjusts instruction based on feedback from
students

Adjusts instruction to meet diverse needs of


learners

Maintains records of student work and


performance, and uses them to guide
instructional decisions

Provides students appropriate feedback on


progress on a regular basis

Rubric
Score

21

Rubric
Mean

Promotes student self-assessment

Comments:

Todds always has a list of what students did correctly and

incorrectly. His analyses on these data were thorough and


aligned with standards and learning objectives. He gives
students feedback that identifies specific strength as well as
needs for future improvement. Verbally or in written form,
Todd always gave students specific feedback and suggested
strategic plans that would improve students' learning.?
V. Creates and Maintains an Effective Learning Environment
Criterion
Performance Rating
Unacceptable Acceptable Target

Score

Displays effective classroom management (e.g., 1


procedures, routines, etc.)

Provides appropriate and immediate feedback


to students regarding behavior

Provides a positive and motivating learning


environment

Rubric
Score

12

Rubric
Mean

Communicates behavioral expectations that are


conducive to student learning

Comments:

Todd has built a comfortable community that encourages


students to express varied perspectives and promotes
respects among students. In Todd's class, students are
engaged in cooperative tasks that lead students to deepen
and extend their understanding of knowledge in a meaningful
context.

VI. Professionalism
Criterion

Performance Rating
Unacceptable Acceptable Target

Score

Is prepared for class (or appointments)

Is punctual for class (or appointments)

Collaborates with colleagues (e.g., teachers,


staff, student teachers, etc.) to improve learning
experiences for students

Actively seeks out new information related to his


or her teaching

Seeks help when needed

Seeks professional growth opportunities (e.g.,


such as professional development, mentoring,
etc.)

Accepts and acts upon constructive criticism

Rubric
Score

21

Rubric
Mean

Comments:

I would recommend Todd to join local and national


association of social studies (i.e. Michigan Council for Social
Studies), seeking for more professional development
opportunities and updated information regarding instruction
of social studies.

Total Score

108

Total Mean

Grade
Total Score
Grade

108.0