Student Name Kelli Henderson OAKLAND UNIVERSITY UNIVERSITY SUPERVISOR’S ASSESSMENT Kelli recently completed her student teaching internship at Imlay City High School in Imlay City, Michigan in April 2017. During this time she had the opportunity to teach Biology and Anatomy and Physiology with students in grades 9-12, within the STEP Program at Oakland University. As a part of her internship she used a variety of instructional strategies to help motivate student interest and keep their attention. Her lesson plans were extremely thorough, concise, very well organized and most creative, giving her the opportunity to give meaningful presentations in both curriculum areas. Where possible, Kelli’s lessons included whole world activities and were enhanced by technology, white board presentations, traditional paper activities, and elicited interaction in whole and small group settings. Her lessons targeted varied learning levels and she worked hard to reach all individual students. She was warm and accepting of all students. Her plans followed district, state, and core curriculum standards and benchmarks. Kelli accepted her responsibilities positively and melted right into the Imlay City High School science program. She worked extremely well with her cooperating teacher as they sought the activities to create the best learning situations for all students. She consistently delivered clear instruction which left little room for any misunderstanding by her students. She was diligent about making sure the students understood the material. As with all her planning, Kelli’s lessons were designed to achieve specific outcomes and the activities incorporated into the lessons were appropriately chosen to meet these expectations. Unlike many novice teachers, Kelli Jeamed to utilize wait time in order to give students the chance to formulate responses to the questions she posed. Kelli was thoughtful in her reflection about her teacl adjustments to classroom activities, directions, or deli and planning. Many times she made appropriate ry if she realized a particular plan was not working as she anticipated, Kelli also established close working relationships with members of the science department and with other staff members. Her willingness to arrive early before school and to voluntarily become the leader of the Imlay City High School STEM 10" grade Biology program researching infectious diseases speaks highly of her dedication to students and the school. Kelli excelled in the use of instructional technology as she incorporated it into her lessons, formative assessments, and interactive labs. Some forms of assessment included classroom discussions, quizzes, interactive lab activates, and the KWL (Know, What and Learn) assessment for all new units of study, and creative exit slips. Kelli was always willing to ask for suggestions or ideas if she found an area in which she thought she needed to modify or improve. This is the quality of a mature individual who strives to be the best she can be with the help of others. Kelli is always professionally attired, punctual, diligent, extremely detailed, and is very conscientious and dedicated. She possesses a great work ethic and is a team player. She goes above and beyond expectations. Kelli has met the challenges of her internship, along with being involved in the community and school activities. In closing, Kelli possesses the necessary tools to be an excellent educator. Her common sense approach, leadership qualities, energetic take charge altitude, sound judgement, and concer for student achievement are all excellent attributes for any educator. She always smiles, has a gentle demeanor, continually offers praise and is a good role model for students. Any employer seeking a science educator would benefit greatly in hiring Kelli for his or her staff.