G CROVECITY,., Department of Education STUDENT TEACHING EDUC 431, 435, 437, 441, 443, SEDU 411 |AL EVALUATION/RECOMMENDATION ‘Tressa Johnson Mrs. Dawn Loughry October 17, 2017 dee Teacher Cooperating Teacher) Date Judith Gosnell-Lamb, Ed.D. Completed By: Cooperating Teacher OR College Supervisor (int nae and crcleTighligh corre Wena) Geo, Washington Intermediate Elementary, New Castle Sehnol Schoo! Dist SE Autistic Support: Grd. 3-6 175 1565 SubjectayGredeay “Tint Obsenation Hous Tol Teaching Hours For each competency, please place an “x” in the appropriate performance column based on the scale below. For those very few exceptional areas of outstanding strengths, place a “+”, rather than an’x’, in the “4” column, “4 Competency equal to that ofa beginning teacher, functions independently. Performance 3. Competency is well developed, needs minimal direction Seale: 2 Competency is somewhat developed; needs direction 4. Competency is beginning to be developed: needs constant supervision. (© Competency is NOT demonstrated at this time. = ma si ae Spiro] Planning and Preparation: ‘Student Teacher's performance appropriately demonstrates: cl Keowisdge of content. x Knowledge of Fedo) +] Knowledge of Fennsyvanlls Common Core/ Academie Standards x Knowledge of students and how to use this knowledge to impar instruction. x Use of resourees, materials, «technology avaiable trough the shoo! or sik. + Instuctional goss that show recognizable sequence with adaptations for indvdual student needs x Asdezsnents of student leaning aligned tothe instructions goals and adapted as required for student nad x! ‘Uso of edestionalpsycelagcalprincples/thoories the construction of fsson plans ad seit instructional goal 4] Classroom Environment: ‘Student Teacher's performance appropriately demonstrates STE Expectations for student achievement wh value placed on the quality of student work, x _Atention to equitable learning opportunities for students +] ‘Approplate interactions between teacher and sudents and among Sudens + Elective classroom rovines aa procedures sulting itl oF no fs of instructional Une x eae standards of conduct and effelive management of student behavior x ‘Aperorlte attention given to safety in the classroom to the extent thats unde the control ofthe student teacher + | ati o establish and maiatain rapport with students. 4 Knowledge of Content/Teaching Strategies: Student Teacher's performance appropriately demonstrates: __|~| =| =| =| = ‘Kouwledge of content and pedagogieal theory though thelr instructional dele 4 Instructional goals reflecting Pernsyivan's Common Core/Academic Standards x ‘Communications of procedures and lear explanations of content 4 Instructional goals that show a recognisable sequence, clear student expectations, and adaptations for ndvidual student needs. | ‘Use of quesBorhg and deusson strategies that encourage many students to partiate + Engagemint of students it larhng and adequate pacing of struction. x] Fedrach to students 08 the loving. x [totes rior id formal secu To et kama goals and io mostor ander lamang x Fleelty an responsiveness in meeting the earning needs of students. + Integration of dscipines within the educational cuericulum. x Professional Responsibilities: Student Teacher's performance appropriately demonstrates: Eel ‘Kowledge of school and dst procedures and regulations related te atendance, punctuality and the ie, x ‘Knohidge of schoo or district requirements fr maintaining accurate records and communicating with fami + Ko ad of schoo and/or dst events x Knowles of tito: colle’ s professional grew and development opportunites x integrity and stavbetavir, professional conduct and stated ln Pennsylvania Code of rafesonal raciceand Conde | 4 dvestors;andocal, state, federal as, and regulations. ectve communication, bath orlwitan with students, coleaguss,paraprolessoralreaied servic personnal & administrators. | Abliy to cultivate professional reatonships wit schoo! coleagues x ‘Krowiedge of Commonweath requirements for contiing professional development and leansure xNARRATIVE EVALUATION AND RECOMMENDATION: Provide explanation or illumination of ratings on the front of this evaluation. Describe the student teacher's unique capabilities and area(s) of improvement, especially those not addressed on the front of this form. Please type, as this will become part of the student’s permanent file. ‘Miss Johnson has performed at an outstanding level in her student teaching assignment of the Gr. 3-6 Autism Support Classroom. Working elbow to elbow in a small room with multiple adults, she made individual plans for the week at a glance and remained able to be flexible when changes happened to the schedule, student attendance, or other special circumstances that happen in the school setting, She continued with instruction even when multiple supervisors, related services providers, and support staff came and went from the classroom on a nearly continuous basis. She planned with student achievement in mind and adapted methods, materials, and pace according to student needs, Miss Johnson utilized curricular and IEP goals to plan and deliver lessons. She demonstrated small group and individualized instruction using direct instruction, guided practice, prompted as needed, and incorporated high interest, real life activities and applications to further ‘engage the leamers. She also varied within each lesson providing differentiation and scaffolds so that students met with 100% success, Tressa used multiple opportunities to celebrate with each individual student. The uses of charting, behavioral choices and on-going reinforcement were foundational in managing classroom climate and student behaviors. Regardless the level of ability or disability, she connected with each child. She is a wonderful teacher and a colleague who faithfully collaborated with her local supervising teacher and college supervisors. Miss Johnson was very reflective and strived to show continuation of mastery in her skills as well as the students’ skills as the weeks in student teaching progressed. She demonstrated exemplary skills as a first-time teacher and no doubt will continue to grow and increase in her skills. 1 have read and understood the contents ofthis evaluation, > Signature of Student Teacher/Date: cs lofis}t Signature of Cooperating Teacher OR College Supervisor 2 = (sign and circle identity) /Date: ha netg. 5 OHELL 7 r