You are on page 1of 9

Iowa Department of Education Student Teacher Evaluation

College : Wartburg College Student Teacher: Madison Faga Placement Dates:1/5/2018-2/23/2018

Grade Level: K-6 Endorsement Area(s): Special Education Cooperating Teacher: Jennifer Holtzmann

Standards Rate the candidate on each of the Not met/Unacceptable Met/Acceptable Met with Strength/Exemplary Not
10 standards by marking the appropriate box Observed
on the 1-5 scale. 1 2 3 4 5 N
1. Content Knowledge Indicators for Consideration Reading/Literacy/Language Reading/Literacy/Language Reading/Literacy/Language
Arts Arts Arts
Reading/Literacy/Language Arts
Elementary/ Early Childhood The candidate knows, understands, and uses concepts from
K-6 Special Education reading, language, and child development to teach reading,
writing, speaking, viewing, listening, thinking skills, and to help Math Math Math
INTASC Principle 1: students successfully apply their developing skills to many
Knowledge of Subject Matter different situations, materials, and ideas.
• Understands subject matter. Math Science Science Science
• Creates learning experiences that The candidate knows, understands, and uses the major
make subject matter meaningful to concepts, procedures, and reasoning processes of
students. mathematics in the areas of operations and number sense,
geometry, measurement, data analysis and probability, and Social Studies Social Studies Social Studies
algebra. Candidate fosters conceptual understanding and use
Iowa Teaching Standard #2: of patterns, quantities, spatial relationships, and problem-
Demonstrates competence in content solving. Rubric for all Subjects Rubric for all Subjects Rubric for all Subjects
knowledge appropriate to the teaching • Exhibits misunderstanding • Is able to discuss and present • Consistently discusses and presents
position. Science or lack of knowledge of instructional content accurately instructional content accurately and
The candidate knows, understands, and uses fundamental instructional content. and with evidence of solid with evidence of solid
concepts in the areas of physical, life, and/or earth and space understanding. understanding. Is able to elaborate
Possible Sources of Evidence: sciences, as determined by the building science curricula. • Prepares instructional and include pertinent
Lesson plans Candidate engages students in the science inquiry process, plans that lack effective • Typically creates instructional information/examples in addition to
Lessons observed introduces them to understandings about science and steps for promoting plans that incorporate effective what is in the lesson plans and/or
Revised lesson plans technology, and helps students understand the natural world. meaningful learning of the steps for promoting meaningful teachers’ manuals.
Artifacts of student work subject matter by students. learning of the subject matter by • Creates instructional plans that
Teacher materials Social Studies students. consistently incorporate effective
(handouts, tests, etc.) The candidate knows, understands, and uses the major steps for promoting meaningful
Conferences with candidate concepts and processes of inquiry from the social studies. The
• Shows minimal interest in learning of the subject matter by
Informal observations candidate integrates age-appropriate studies of history,
updating or extending • Shows willingness to update or students.
geography, the social sciences and other related areas to
personal subject matter extend personal subject matter • Shows initiative in updating or
promote the development of students’ abilities to make
knowledge for specific knowledge for specific aspects of extending personal subject matter
informed decisions as future citizens of a culturally diverse
aspects of the teaching the teaching assignment, as knowledge for specific aspects of
democratic society and interdependent world.
assignment. needed. the teaching assignment.
• Is able to elicit student interest in the
• Exhibits minimal interest in • Models interest in the subject subject matter, exhibits enthusiasm
the subject matter or in matter and commitment to in teaching the assigned subject,
teaching the assigned teaching the assigned subject. and contributes to discussions and
subject work with colleagues.
Maddy exhibits a good knowledge base of mathematical and literacy concepts. She asks questions when she does not know the answer, she adapts the curriculum presented to her to fit the learning needs of her students, and she is
always asking how she can help students better understand the content she's teaching.

2. Student Learner Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration
INTASC Principle 2: 1 2 3 4 5
Human Development and Learning Candidate:
• Creates appropriate, supportive classroom culture.
Iowa Teaching Standard #1: Demonstrates • Supports the learning of every student. Has difficulty using teaching Generally demonstrates the ability to Regularly uses teaching practices that
ability to enhance academic performance • Provides age/ability-appropriate learning experiences. practices that are consistent use teaching practices that are are consistent with recommended
and support for implementation of the • Provides opportunities for active learning. with recommended learning consistent with recommended learning principles.
school district’s student achievement goals. • Encourages students to assume responsibility for learning. principles. learning principles.
• Uses student performance as guide for decision making.
Possible Sources of Evidence: • Helps students link new information to prior knowledge. Does not appropriately use Displays ability to use students’ ages Regularly uses students’ ages,
Lessons plans students’ ages and and developmental levels in making developmental levels, needs, and
• Seeks to discover students’ thinking through discussion and active
Lessons observed developmental levels in valid instructional decisions. interests as guides in making valid
Revised lesson plans making valid instructional instructional decisions.
• Uses students’ strengths for growth and errors as opportunities.
Artifacts of student decisions.
Teacher materials • Engages students in varied experiences that promote social and
Conference with candidate emotional as well as academic growth. Does not demonstrate the Promotes growth and achievement of Promotes growth and achievement of
Observation of interaction ability to promote the growth students. entire class with attention to special
with students and achievement of students needs of individual students.
at this age/level of
Maddy adapts the learning materials to meet the needs of students. When she felt a math lesson was too static, she created a kinesthetic component to better engage students.

3. Diverse Learners Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

Indicators for Consideration
INTASC Principle 3: Diversity in Learning 1 2 3 4 5
Iowa Teaching Standard #4: Uses strategies • Provides for the instructional needs of all students, including remedial
to deliver instruction that meets the multiple and enrichment/extension activities as needed.
learning needs of students. • Selects materials and media that match learning styles of individual Lacks an awareness of the Recognizes and appreciates the Demonstrates a keen awareness of and
students. various forms of diversity various forms of diversity among appreciation for the various forms of
Possible Sources of Evidence: • Collaborates with resource teachers for students with exceptional among students and students’ students and students’ needs. diversity among students and students’
Lessons plans learning needs, including gifted. needs. needs.
Lessons observed • Paces instruction appropriately for varied needs of students.
Revised lesson plans • Utilizes flexible grouping practices to respond to diverse learning Regularly anticipates instructional needs
Artifacts of student needs. Pays minimal attention to Pays attention to instructional needs of individual students, as well as the
Teacher materials instructional needs of
• Demonstrates respect for individual, cultural, religious, and racial of individual students as well as the class in general, and plans learning
(handouts, tests, etc.) differences. individual students or specific class in general and plans learning experiences accordingly.
Conference with candidate needs of the class in general.
• Believes that all students can learn and persists in helping all achieve experiences accordingly.
Observation of interaction success.
with students
Working with a small group of students, it came easy to Maddy to adapt for the needs of her students. She created visuals, created kinesthetic learning opportunities, and made sure the material reached each student.

4. Classroom Environment & Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
INTASC Principle 5:
Motivation and Management Candidate:
• Creates a safe and purposeful learning community.
Iowa Teaching Standard #6: Demonstrates • Encourages students to respect themselves and others. Does not adequately set a Sets a positive classroom tone that Sets a positive classroom tone that
competence in classroom management. • Empowers students to take responsibility for their own behavior and positive classroom tone that makes students feel welcome, makes students feel welcome,
learning. makes students feel welcome, encourages appropriate interaction, encourages appropriate interaction, and
Possible Sources of Evidence: • Communicates, models, and maintains clear expectations for encourages appropriate and facilitates student involvement in facilitates student involvement in
Lessons plans appropriate student behavior. interaction, and facilitates learning, learning, Anticipates potential problems
Lessons observed • Implements classroom procedures and routines that support high student involvement in and plans accordingly.
General classroom observations expectations for learning. learning,
Revised lesson plans • Engages all students in productive learning tasks.
Artifacts of student • Uses time well in maximizing student learning. Consistently appears comfortable in
Teacher materials Is unsuccessful in setting setting appropriate expectations for
• Analyzes classroom environment/student interactions, addresses
(handouts, tests, etc.) expectations for student Sets appropriate expectations for student behavior, monitoring, and
behavioral issues, and adjusts classroom organization and
Conference with candidate behavior, monitoring, and/or student behavior. Monitors, and addressing issues as they may arise.
expectations as needed.
Interviews with students addressing issues as they addresses issues as they may arise.
may arise.

Maddy has a strong ability to connect with students and build rapport with even the most challenging students. Maddy needs to develop her management skills and hold students accountable for their behavior by being consistent with the
systems in place in the classroom, rather than giving students chance after chance.

5. Communication Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 6: Indicators for Consideration 1 2 3 4 5

Communication Skills
Iowa Teaching Standard #1g: • Models effective verbal and non-verbal communication strategies. Communication does not Communication displays adequate Communication displays excellent
Communicates with students, families, • Uses precise language, correct vocabulary and grammar, and display adequate clarity, clarity, accuracy, and fluency across clarity, accuracy, and fluency across
colleagues, and communities effectively and acceptable forms of oral and written expression. accuracy, and fluency across modes (e.g., oral, written, nonverbal). modes (e.g., oral, written, nonverbal).
accurately. • Solicits comments, questions, examples, and other contributions from modes (e.g., oral, written,
students throughout lessons. nonverbal.)
Possible Sources of Evidence: • Responds positively to student questions and encourages active
Lessons observed engagement. Usually demonstrates successful use Regularly demonstrates successful
General classroom observations • Uses questioning strategies effectively. Does not adequately of communication media to support use of a variety of communication
Teacher materials • Utilizes technological resources effectively to engage students in demonstrate successful use of student learning as appropriate to the media to support student learning as
(handouts, tests, etc.) varied learning experiences. communication media to setting. appropriate to the setting.
Conference with candidate • Gives clear, reasonable directions that contain an appropriate level of support student learning as
Interviews with students detail. appropriate to the setting.
Observation of parent/parent-student Displays exceptional communication in
• Provides support for student expression in speaking, writing, and
conferences Displays positive communication in working with colleagues, families, and
other media.
Artifacts of communication Does not adequately display working with colleagues, families, and others.
• Communicates with families, colleagues, and community effectively
(newsletters, e-mails, notes, positive communication in others.
and accurately.
etc.) working with colleagues,
families, and others.

Maddy continues to work on illiciting student feedback throughout lessons. She would benefit from being more comfortable with silence, instead of filling in the gaps when students don't provide a response. She is incredibly positive and
supportive of student growth and learning.

6. Planning Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration
INTASC Principle 7: 1 2 3 4 5
Instructional Planning Skills Candidate:
• Bases instruction on goals that reflect conceptual understanding of the
Iowa Teaching Standard #3: Demonstrates subject.
competence in planning and preparing for • Designs appropriate learning activities that are clearly connected to Struggles in designing Usually designs instruction based Consistently designs instruction based
instruction. instructional objectives. instruction based upon solid upon solid knowledge of subject upon solid knowledge of subject
• Utilizes student assessment data, local standards, and district knowledge of subject matter, matter, students, and curricular goals matter, students, and curricular goals
Possible Sources of Evidence: curriculum in planning instruction. students, and curricular goals as appropriate to classroom setting. as appropriate to classroom setting.
Lessons plans • Develops lesson plans that are clear, logical, and sequential. as appropriate to classroom
Revised lesson plans • Uses students’ developmental needs, background, and interests in setting.
Teacher materials planning for instruction. Generally prepares complete lesson Thorough in preparing complete lesson
(handouts, tests, etc.) • Uses available resources, including technology. Fails to prepare lesson plans plans that provide meaningful learning plans that provide meaningful learning
Conferences with candidate • Differentiates lesson plans to provide appropriate learning and/or prepares lesson plans activities suited to appropriate activities suited to appropriate
Observations of lessons experiences for all students, especially those with special needs, lacking in meaningful learning objectives. objectives.
gifted and talented students, and English language learners. activities suited to appropriate
• Adjusts plans as necessary in response to student performance.
Has difficulty in using Is learning to base both short and Bases both short and long term
assessment data in making long term planning decisions on planning decisions on assessment
planning decisions or fails to assessment data. data.
use such data.
Maddy very quickly began adding instructional value to lessons by creating flipcharts and other visuals to support student learning, or crafting additional activities related to the content in order to ensure students understand the concept.

7. Teaching Strategies Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 4: Indicators for Consideration 1 2 3 4 5

Variety of Teaching Strategies
Iowa Teaching Standard #4: Uses • Uses a balanced approach to instruction that includes skills and deep Employs a limited range of Demonstrates effective use of an Consistently, and often independently,
strategies to deliver instruction that meets understanding of the concepts and processes. appropriate teaching appropriate range of teaching determines and demonstrates effective
the multiple learning needs of students. • Uses research-based strategies that address the full range of strategies. strategies. use of a large range of appropriate
cognitive levels. teaching strategies.
Possible Sources of Evidence: • Provides choices in learning activities.
Lessons plans • Engages students in varied experiences that promote social and Uses instructional approaches that are
Lessons observed emotional as well as academic growth. Uses instructional approaches that engaging and well-suited to the
Revised lesson plans • Demonstrates flexibility and responsiveness in adapting instruction on Has difficulty engaging are engaging and appropriate to the learners as well as to curricular goals.
Artifacts of student the spot, as well as in planning. students in learning activities. learners as well as to curricular goals.
Teacher materials • Uses a variety of organization methods as appropriate to learning Has difficulty Regularly employs strategies that
(handouts, tests, etc.) goals (e.g., individual work, partners, cooperative groups, whole choosing/implementing facilitate higher order/creative thinking.
Conference with candidate class). strategies appropriate to the Generally employs strategies that
• Integrates creative/critical thinking and problem-solving into learning curricular goals. facilitate higher order thinking.
Employs strategies focused
solely on retention of
information without attention
to higher order thinking.

Maddy utilized and planned for a variety of types of interactions between students, including pairs and individual work. With a group of 4 students max, there are limitations in student interactions, but Maddy adapted to the needs of her
students, fostering conversation when she could.

8. Assessment of Learning Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 8: Indicators for Consideration 1 2 3 4 5

Iowa Teaching Standard # 5: Uses a variety • Utilizes multiple assessment practices congruent with instructional
of methods to monitor student learning. goals, both in content and process. Effectively uses several assessment Consistently demonstrates effective
• Monitors student understanding on an ongoing basis and adjusts Has difficulty using tools, including development, use of a variety of assessment tools,
Possible Sources of Evidence: teaching when necessary. assessment tools, including administration, scoring, and feedback including development, administration,
Lesson plans • Effectively uses both teacher-made and standardized tests as development, administration, as needed. scoring, and feedback as needed.
Revised lesson plans appropriate. scoring, and feedback as
Teacher materials • Uses student products as a source for assessment and instructional needed.
(assignments, tests, etc.) decisions. Organizes and maintains assessment
Student projects • Provides prompt and meaningful feedback to students about Organizes and maintains assessment records to provide clear and useful
Student portfolios performance and progress. records to provide clear and useful information about student progress.
Student self-assessment • Demonstrates competence in the use of acceptable grading/scoring information about student progress.
Peer assessment practices in recording and reporting student achievement. Does not organize and
Student interview • Maintains and uses organized records of student progress for maintain adequate Consistently uses results of
Data on student work assessment records. assessment to adapt ongoing
instructional decisions.
Outcomes of instruction Uses results of assessment to adapt instruction to support individual and
• Communicates clear expectations for learning to students and
Standardized tests ongoing instruction to support group needs.
individual and group needs.
• Uses pre-assessment data in developing expectations for students
and as a basis for documenting learning gains.
Does not adequately use
• Provides opportunities for students to contribute to the development of results of assessment to adapt
criteria and standards as appropriate. ongoing instruction.
Maddy can benefit from developing systems to complete progress monitoring for IEP goals regularly (every 2 weeks) and sticking with that system. She utilized assessments within the curriculums she was using well, but can benefit from
thinking about how she can reteach a concept if students do poorly on the assessment.

9. Professional Growth/Reflective Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
INTASC Principle 9: Candidate:
Reflection and Responsibility • Evaluates and identifies areas of personal strength and weakness Seldom evaluates the effects Evaluates the effects of his/her Consistently evaluates the effects of
related to professional skills and their effect on student learning. of his/her choices and actions choices and actions on himself/herself his/her choices and actions on
Iowa Teaching Standard # 7: Engages in • Sets and works toward goals for improvement of skills and professional on himself/herself and others and others (students, parents, and himself/herself and others (students,
professional growth. performance. (students, parents, and other other professionals in the learning parents, and other professionals in the
• Applies research, knowledge, and skills from professional development professionals in the learning community). learning community).
Possible Sources of Evidence: opportunities and current literature to improve practice. community).
Revised lesson plans • Collaborates with colleagues to improve and enhance instructional Requests suggestions from
Discussions/conferences with knowledge and skills. May resist suggestions from Is open to suggestions from cooperating teacher and supervisor,
candidate • Uses classroom observation and information about students to cooperating teacher or cooperating teacher and supervisor. but seldom needs such suggestions.
Observation of interactions with evaluate learning and, thus, teaching. supervisor.
students • Revises classroom practice based on reflection and feedback. Consistently models active learning for
Candidate journals students and seeks opportunities for
• Demonstrates habits of continuous inquiry and learning.
Seldom models active Models active learning for students his/her own professional growth.
• Actively seeks out opportunities to grow professionally. learning for students and and seeks opportunities for his/her
rarely seeks opportunities for own professional growth.
his/her own professional
Maddy is an incredibly reflective teacher, without being asked to be reflective. Immediately after students leave a group, Maddy had questions about how she can improve, make something more meaningful, or teach the concept better.

10. Professional Responsibilities Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

Indicators for Consideration 1 2 3 4 5

INTASC Principle 10:
Relationships and Partnerships Candidate:
• Adheres to school policies, district procedures, and professional Has difficulty interacting with Interacts with others respectfully, Interacts with others respectfully,
obligations and responsibilities. others respectfully, sensitively, and positively in fulfilling sensitively, and positively in fulfilling all
Iowa Teaching Standard # 8: Fulfills • Demonstrates professional and ethical conduct as defined by state law sensitively, and positively in all aspects of the teaching role. aspects of the teaching role.
professional responsibilities established by and individual school district policy. fulfilling all aspects of the
the school district. • Contributes to efforts to achieve district and building goals. teaching role. Shows initiative in establishing strong
• Demonstrates an understanding of and respect for all learners, Establishing positive working working relationships in the school
families, and staff. Does not establish necessary relationships in the school setting. setting. Displays characteristics of
Possible Sources of Evidence: • Collaborates with students, families, colleagues, and community to working relationships in the professional leadership.
Observation of candidate with parents enhance student learning. school setting.
Observation of candidate with • Responds promptly to parental concerns. Exhibits a high degree of
colleagues • Initiates communication with parents or guardians concerning student professionalism, comparable to that
Involvement in building committees progress or problems in a timely manner. Exhibits professionalism in personal expected of an early-career teacher.
Involvement with community agencies Does not exhibit an adequate demeanor, in the classroom, and in
• Is sensitive to the social and cultural background of students and
(when appropriate) degree of professionalism in interactions with others.
personal demeanor, in the
classroom, and/or in
interactions with others.

Maddy builds relationships quickly and well. She quickly became an integral part of the special education classroom.