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Student Teacher: ________________________
Alexis Wydler School: _______________________ Date: _____________ January 25, 2019

Cooperating Teacher: ____________________ Time/Class/Period: _________________________________ 12:50 (after lunch and specials) Literacy-Writing

Topics/Strategies: ________________________________________________________________________
How to Writing/ What illustrators do- whole group read aloud / student practice and written reponse

This evaluation cannot be shared with anyone outside of the university without the written consent of the student teacher.
Check the box to the left if the standard is observed.

Observation Focus:
A. Professional Knowledge | The student teacher… Student engagement
A1. Demonstrates an understanding of appropriate content Behavior management
✔ standards (sol/professional standards).

✔ A2. Demonstrates essential knowledge and skills of subject area.

A3. Demonstrates the link between the content and students’ past
✔ and future learning experiences as well as related subject areas.

B. Assessment of and for Student Learning | The student

teacher … Observation Data/Notes:
B1. Sets acceptable, measurable, and appropriate learning + gathered on the rug, you got their attention by asking them to
outcomes and achievement goals for student learning. "remember" HOW TO books the class has read and share what they
know HOW TO do. You were positive with students and gave
B2. Plans formal and informal assessment of learning outcomes. everyone a chance to answer/engage

B3. Checks for understanding using a variety of assessment + you had students recall the author's recent visit and share what
techniques to enhance student learning. they remembered about the stages of writing and illustrating.
B4. Uses formal and informal assessment evidence to identify
+You continued to build on their knowledge when you asked about
strategies to improve instruction.
the parts of the book before introducing the Table of Contents and
modeling how to use it. They were excited to learn about illustrating.
C. Instructional Planning | The student teacher…
+ A few students were wiggly. You did a nice job noticing students
who were focused and encouraging the few others to stay focused
C1. Is familiar with and uses relevant aspects of students’
✔ background, knowledge, experience, and skills.
and use their words. *Continue to work on this area, especially for
afternoon lessons.
C2. Plans differentiated instruction to address the unique
characteristics of individual students (e.g. tag/gt, esl, special + As you read, you continued to use good questioning skills to guide
needs). student responses, drawing on their knowledge to teach the lesson-
C3. Plans appropriate instructional strategies to meet the learning what do you already know about ..?
✔ outcomes. what do you think about...?
how might you use...?
✔ C4. Integrates instructional technology in planning. how is this book different from a story book?

+ Good use of technology to "guess what I'm illustrating" kept

C5. Integrates key content elements in planning.
students’ interest and makes learning game-like.
C6. Plans time realistically for pacing and transitions for content
✔ mastery.
+ you gave students time to practice being illustrators on white
boards which they carried back to their seats to start the written
D. Learning Environment | The student teacher …
+made sure everyone knew the directions and what your
expectations were.
✔ D1. Establishes a safe physical and psychological environment. You set good expectations for all students

+students shared writings and illustrations in smaller groups and

✔ D2. Establishes a climate of trust and teamwork.
were given time to reflect on their work and their learning

✔ D3. Maintains consistent standards for positive classroom behavior.

D4. Demonstrates respect for and responsiveness to the cultural

✔ backgrounds and differing perspectives of learners.

Observation Data/Notes:
E. Instructional Delivery | The student teacher …

E1. Presents procedures and outcomes clearly to students and

✔ checks for student understanding.

✔ E2. Presents content accurately and effectively.

✔ E3. Engages and maintains students in active learning.

E4. Engages learners in a range of learning experiences using

E5. Facilitates students’ use of higher level thinking skills in
✔ instruction.
E6. Differentiates instruction and provides appropriate
accommodations to meet the needs of diverse learners.

E7. Uses instructional and transition time for content mastery.

F. Reflection For Student Academic Progress | The

student teacher …

F1. Provides specific evidence to document student learning.

F2. Takes responsibility for student learning by using ongoing

analysis and reflection.
F3. Seeks and uses information from professional sources (e.g.
✔ cooperating teacher, colleagues, and/or research) to improve

G. Professionalism | The student teacher …

G1. Demonstrates the expectations of the profession including

✔ codes of ethics, professional standards of practice and relevant
law and policy.
G2. Takes initiative to grow and develop through interactions that enhance
practice and support student learning.
G3. Collaborates and communicates effectively through oral and written
G4. Builds relationships and collaborates with families, communities,
✔ colleagues, and other professionals to promote learner growth and
G5. Accesses resources to deepen an understanding of cultural,
ethnic, gender and learning differences to build stronger
relationships and create more relevant learning experiences.

Areas of Strength:
Good questioning skills
Reinforced appropriate student behaviors, used calm voice and directions to help a few reshape their behavior
Technology and individual dry erase boards helped to keep students engaged and provided hands on practice
Building on students’ prior knowledge and experiences

Areas for Growth/Goals:

Continue to develop your behavior management practices
Exit ticket/comment - Have students tell something they learned about illustrating

_________________________________________ _________
Sara Anderson
Student Teacher Date University Supervisor or Cooperating Teacher Date
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