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Student Teaching Binder 2019 Block 3

Student Name :

Fernanda Azevedo

Explanations for Student Teachers viewing your assessments

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The student teacher ...


A. PROFESSIONAL KNOWLEDGE
The student teacher …*
A. PROFESSIONAL KNOWLEDGE
The student teacher …
Does Not Developing Meets
Exceeds
Meet Towards Expectations Score/Comment
Expectations
Expectations Expectations (TARGET)
Selected Meets
Expectations
(TARGET)
A1. DEMONSTRATES
AN UNDERSTANDING inaccurately AND… clearly
AND…
OF APPROPRIATE and references demonstrates
explicitly
CONTENT STANDARDS inconsistently appropriate and explains
references and
(SOL/PROFESSIONAL references the content the appropriate 0.06
clearly aligns
STANDARDS). InTASC appropriate standards in sequencing of
appropriate
4n content daily plans; the content
content
standards. standards.
standards with
planned
activities and
assessments;
Selected Meets
Expectations
A2. DEMONSTRATES (TARGET) AND…uses
ESSENTIAL inaccurately demonstrates multiple
KNOWLEDGE AND presents key accurate AND…uses representations
SKILLS OF SUBJECT subject matter knowledge representation and 0.06
AREA. InTASC 4 ideas and and skills of and/or an explanations
skills. subject area; explanation that capture
that captures key subject
key subject matter ideas
matter ideas and skills.
and skills;

Selected Meets
A3. DEMONSTRATES Expectations
THE LINK BETWEEN references references (TARGET)
THE CONTENT AND content to content to AND…
STUDENTS’ PAST AND NEITHER the EITHER the references references
FUTURE LEARNING students’ past students’ past content to content to real
EXPERIENCES AS and future and future BOTH the world 0.06
WELL AS RELATED learning learning students’ past experiences
SUBJECT AREAS. experiences experiences and future and
InTASC 4d NOR related OR related learning applications.
subject areas. subject areas. experiences
AND related
subject areas;
Rubric Score 0.18
Rubric Mean 0.06

Comments: Professional Knowledge

Content standards are always highlighted in her planning

Having been at Mountain View HS for eight weeks has given Nanda the opportunity to know what some of
their past learning experiences have been, thus giving her the opportunity to relate current and future learning
to past

B. ASSESSMENT OF AND FOR STUDENT LEARNING


The student teacher …*
B. ASSESSMENT OF AND FOR STUDENT LEARNING
The student teacher …
Does Not Developing Meets
Exceeds
Meet Towards Expectations Score/Comment
Expectations
Expectations Expectations (TARGET)
B1. SETS Selected Meets
ACCEPTABLE, Expectations
sets (TARGET)
MEASURABLE, unacceptable, sets acceptable
AND immeasurable, and AND…sets
APPROPRIATE
LEARNING or appropriate measurable AND…matches
OUTCOMES AND inappropriate learning learning learning outcomes 0.06
ACHIEVEMENT learning outcomes and outcomes and and achievement
GOALS FOR outcomes and achievement achievement goals to classroom
STUDENT achievement goals for goals for assessments.
LEARNING. InTASC goals for student student learning
6 student learning; AND states
learning. these clearly on
the lesson plan;

Selected Meets
Expectations
plans
B2. PLANS plans (TARGET)
inappropriate AND…has
FORMAL AND appropriate
formal and strategies to
INFORMAL formal and AND…can
informal
ASSESSMENT OF assessments informal articulate ways provide students
with effective, 0.06
LEARNING assessments formal and
that are not descriptive
OUTCOMES. that are linked informal
linked to feedback to guide
InTASC 6a to learning assessments
learning
outcomes; should impact their progress.
outcomes. future learning
activities;
Selected Meets
Expectations AND…analyzes
(TARGET) individual and
B3. CHECKS FOR group
UNDERSTANDING makes few or monitors uses a variety of comprehension of
USING A VARIETY no attempts to student assessment the content, AND
OF ASSESSMENT determine comprehension techniques to
gives all students
TECHNIQUES TO student of content monitor substantive and 0.06
ENHANCE comprehension AND provides comprehension
specific feedback,
STUDENT AND gives students with of the content
AND makes
LEARNING. InTASC students little limited AND provides appropriate
6e, 6g or no feedback. feedback. students with instructional
timely adjustments as
meaningful necessary.
feedback;
Selected Meets AND…uses
B4. USES FORMAL
Expectations
AND INFORMAL assessment
(TARGET)
ASSESSMENT evidence to
EVIDENCE TO inform, guide and
uses formal or uses formal AND…uses
IDENTIFY adjust individual
informal and informal assessment 0.06
STRATEGIES TO students’ learning
assessments. assessments; evidence to
IMPROVE by identifying
identify
INSTRUCTION. strategies to
strategies to
InTASC 6 differentiate
improve
instruction.
instruction;
Rubric Score 0.24
Rubric Mean 0.06
Comments: Assessment of and for student learning

Nanda continually questions the students for understanding. The instrumental program at MVHS has an
ongoing assessment for student learning through Google Classroom

C. INSTRUCTIONAL PLANNING
The student teacher …*

C. INSTRUCTIONAL PLANNING
The student teacher …
Developing Meets
Does Not Meet Exceeds
Towards Expectations Score/Comment
Expectations Expectations
Expectations (TARGET)
Selected demonstrates
Meets detailed
Expectationsunderstanding of
C1. IS FAMILIAR is familiar
(TARGET) the background,
WITH AND USES is unfamiliar with the
experience, and
RELEVANT ASPECTS with the relevant AND...uses skill level of ALL
OF STUDENTS’ background, aspects of the relevant
students in the
BACKGROUND, experiences, background, aspects of
class AND plans 0.02
KNOWLEDGE, and skill level knowledge, students’
using what s/he
EXPERIENCE, AND of most experience, background, knows about
SKILLS. InTASC 2c, students in the and skills of knowledge, learners including
7j, 7n class. most students experience,
developmental
in the class; and skills of
levels, prior
most students learning, and
in the class. interests.
Selected
Meets
C2. PLANS
Expectations
DIFFERENTIATED plans (TARGET)
INSTRUCTION TO differentiated
ADDRESS THE AND…seeks
instruction to effectively
UNIQUE resources from
plans address the plans
CHARACTERISTICS undifferentiated unique differentiated instructional 0.02
OF INDIVIDUAL specialists to refine
instruction. characteristics instruction to
STUDENTS (E.G. plans to meet
of some address the
TAG/GT, ESL, learner needs.
individuals in unique
SPECIAL NEEDS). characteristics
the class.
InTASC 1b, 2a, 7b of most
individuals in
the class;
Selected
C3. PLANS Meets
APPROPRIATE plans plans Expectations AND…uses data
INSTRUCTIONAL inappropriate appropriate (TARGET) to plan
STRATEGIES TO methods and methods and AND…plans appropriate, varied
0.02
MEET THE activities to activities to varied methods and
LEARNING meet the meet the methods and activities to meet
OUTCOMES. InTASC learning learning activities to the learning
7 outcomes. outcomes; meet the outcomes.
learning
outcomes;
Selected
Meets
Expectations AND…integrates
(TARGET) a variety of
C4. INTEGRATES rarely sometimes instructional
INSTRUCTIONAL regularly
integrates integrates technology in
TECHNOLOGY IN instructional instructional integrates planning, AND 0.02
PLANNING. InTASC technology in technology in appropriate clearly identifies
7k, 8r instructional alternative plans in
planning. planning;
technology in the event
planning to technology fails.
meet learning
outcomes;
Selected
Meets
C5. INTEGRATES AND…planning is
integrates Expectations
ESSENTIAL integrates only expanded to
essential (TARGET)
CONTENT IN non-essential elaborate on
content in 0.02
PLANNING. InTASC content in identified essential
some integrates
7g planning. content to enhance
planning. essential
content in all student learning.
planning;
Selected
Meets plans include
C6. PLANS TIME plans time
realistic pacing
REALISTICALLY realistically Expectations
plans time (TARGET) allowing for
FOR PACING AND for pacing;
unrealistically content mastery
TRANSITIONS FOR however, 0.02
for pacing and plans time AND meaningful
CONTENT transition time realistically
transitions. transitions that
MASTERY. CAEP 1 is not for pacing promote student
apparent. AND learning.
transitions.
Rubric Score 0.12
Rubric Mean 0.02

Comments: Instructional Planning

She has gotten to know the students over these eight weeks and has easily picked out the ones who need a
different approach. She is aware of that and continually working toward helping individual students

Nanda seems to have a natural knack for realistic pacing in her lessons. She is more at ease with "using
leftover time" once her planned activities are completed
D. LEARNING ENVIRONMENT
The student teacher …*
D. LEARNING ENVIRONMENT
The student teacher …
Does Not Developing Meets
Exceeds
Meet Towards Expectations Score/Comment
Expectations
Expectations Expectations (TARGET)
Selected Meets
D1. ESTABLISHES A Expectations
attempts to
SAFE PHYSICAL maintains an (TARGET)
maintain a AND explains
AND unsafe
safe physical effectively the purpose for
PSYCHOLOGICAL physical and and 0.02
these choices to
ENVIRONMENT. psychological creates a safe
psychological physical and students.
InTASC 3a, 3k environment.
environment. psychological
environment;
purposefully
attempts to creates a climate
D2. ESTABLISHES A ignores Selected Exceeds
create a of trust and
CLIMATE OF Expectations
evidence that a climate of teamwork by
TRUST AND climate of trust trust and being 0.03
TEAMWORK. AND…fosters
and teamwork teamwork by enthusiastic, fair,
InTASC 3j, 3q regular student
is lacking. being fair and caring, and collaboration.
respectful. respectful to all
students;
Selected Meets
Expectations
(TARGET) demonstrates the
ability to change
D3. MAINTAINS responds and adapt
CONSISTENT effectively and classroom
attempts to
STANDARDS FOR ignores consistently to management
maintain
POSITIVE students’ needs plans based on
students’ needs positive 0.02
CLASSROOM and behavior students’
and behavior. classroom
BEHAVIOR. InTASC AND can explain changing needs
behavior.
3c why the model and behavior
they are using for AND explain
positive why changes
classroom were made.
behavior is
effective.
Selected Meets
D4. Expectations
DEMONSTRATES Infrequently can identify (TARGET)
RESPECT FOR AND shows the different AND…
RESPONSIVENESS awareness of cultural AND…respects incorporates
TO THE CULTURAL the different backgrounds and responds to these differences
BACKGROUNDS cultural AND the varying into his/her 0.02
AND DIFFERING backgrounds acknowledge cultural teaching and use
PERSPECTIVES OF and differing different backgrounds and of content
LEARNERS. InTASC perspectives of perspectives differing examples.
3f, 3l learners in the represented in perspectives of
classroom. the classroom; learners in the
classroom;

Rubric Score 0.09


Rubric Mean 0.022

Comments: Learning Environment

Each time I have observed, the students are totally engaged with learning. A high level of respect and
responsibility (of each student) has been established at MVHS, prior to this. Nanda has continued to foster
that climate of learning

E. INSTRUCTIONAL DELIVERY
The student teacher …*

E. INSTRUCTIONAL DELIVERY
The student teacher …
Developing Meets
Does Not Meet Exceeds
Towards Expectations Score/Comment
Expectations Expectations
Expectations (TARGET)
Selected
Meets
Expectations
E1. PRESENTS provides
presents unclear AND…
PROCEDURES AND students with (TARGET)
OR inaccurate consistently
OUTCOMES clear, accurate AND…
information presents clear
CLEARLY TO information
about the ensures that procedures and
STUDENTS AND about the
learning all students outcomes, AND 0.02
CHECKS FOR learning
objectives or understand the effectively
STUDENT objectives and learning
the procedures checks for
UNDERSTANDING. procedures for objectives
for instructional student
InTASC 8 instructional
activities. AND can understanding.
activities; carry out
those
procedures;
Selected
Meets AND…
E2. PRESENTS Expectations continually
uses ineffective
CONTENT uses effective (TARGET) presents material
strategies when
ACCURATELY AND strategies to clearly and
presenting AND…makes 0.02
EFFECTIVELY. present content explicitly with
content to content
InTASC 4 to students; well-chosen
students. relevant to examples.
students’ prior
experiences;
Selected
Meets
Expectations
(TARGET)
keeps students
AND…keeps all
E3. ENGAGES AND passively attempts to keeps students students
MAINTAINS involved in keep students actively challenged and
STUDENTS IN learning, actively involved by highly engaged 0.02
ACTIVE LEARNING. relying heavily involved, but adapting as active learners
InTASC 4b, 4c on lectures, some students instruction in and problem
textbooks and are disengaged. the moment, solvers.
worksheets. based on
student
learning
needs;
Selected
Meets
Expectations
(TARGET)
E4. ENGAGES AND...cultivates
LEARNERS IN A provides student
AND…
RANGE OF students with collaboration
rarely uses engages
LEARNING guided practice and initiative in
technology to students in
EXPERIENCES in using the use of 0.02
support student learning
USING technology to appropriate
learning. experiences
TECHNOLOGY. support student technology to
with
InTASC 5l, 8g, 8n learning; support student
technology
learning.
that is
appropriate
and
challenging;
Selected
Meets
instruction
Expectations
incorporates
(TARGET)
higher level
E5. FACILITATES instruction thinking skills prepares AND…assesses
STUDENTS’ USE OF includes only (e.g. problem students to their growth and
HIGHER LEVEL lower level solving, critical apply existing development in
THINKING SKILLS thinking skills, thinking, and knowledge in 0.02
use of higher
IN INSTRUCTION. (e.g. using only analysis), but new areas level thinking
InTASC 8f low level students still through skills.
questions). require higher order
instruction to thinking skills
apply these in
techniques. instructional
activities;
Selected
E6. Meets successfully
DIFFERENTIATES Expectations reaches all
INSTRUCTION AND attempts to (TARGET) students by
PROVIDES provides skillfully
accommodate
APPROPRIATE undifferentiated differentiates differentiating
student learning 0.02
ACCOMMODATIONS instruction for and scaffolds and scaffolding,
needs but with
TO MEET THE students. instruction to using activities
mixed success.
NEEDS OF DIVERSE accommodate appropriate for a
LEARNERS. InTASC most students’ range of
2a, 2b, 8 learning learners.
needs.

Selected
Meets
uses Expectations
E7. USES instructional (TARGET)
INSTRUCTIONAL time inconsistently
AND…performs
AND TRANSITION inappropriately uses consistently
non-instructional
TIME FOR CONTENT and/or on instructional uses 0.02
procedures
MASTERY. InTASC 4r, activities of and transition instructional
efficiently.
8b little time effectively. and transition
instructional time
value. effectively for
content
mastery;
Rubric Score 0.14
Rubric Mean 0.02

Comments: Instructional Delivery

In a band class, there is active learning going on 100% of the time. As I observed the IB/Music Theory class,
I noted that Nanda had the students doing a number of varied activities, which kept them totally engaged for
90 minutes. Often, the students were researching a topic and presenting their findings

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS


The student teacher …*
F. REFLECTION FOR STUDENT ACADEMIC PROGRESS
The student teacher …
Does Not Developing Meets
Exceeds
Meet Towards Expectations Score/Comment
Expectations
Expectations Expectations (TARGET)
Selected Meets
Expectations AND uses a
variety of
F1. PROVIDES SPECIFIC provides collects and (TARGET) assessment
EVIDENCE TO unclear reviews some data to
consistently
DOCUMENT STUDENT evidence to data to document
analyzes and 0.02
LEARNING. InTASC 6a, document document
6g, 6o, 6t student student interprets student
learning. learning. assessment data learning and
to document develop
student learning interim
over time. learning goals.

Selected Meets
Expectations
(TARGET)
F2. TAKES AND…sets
RESPONSIBILITY FOR takes and
puts the
STUDENT LEARNING acknowledges responsibility implements
responsibility
BY USING ONGOING responsibility for student professional
of learning 0.02
ANALYSIS AND for student learning by goals to
on the
REFLECTION. InTASC learning. consistently improve
student.
6c, 6l, 9c, 9g, 9l making changes student
to plans and learning.
practice as a
result of analysis
and reflection;
F3. SEEKS AND USES Selected Meets
INFORMATION FROM Expectations
seeks seeks
PROFESSIONAL (TARGET)
information information
SOURCES (E.G. relies solely from the from varied
COOPERATING seeks
on own cooperating information professional
TEACHER, knowledge to teacher AND from resources 0.02
COLLEAGUES, AND/OR improve attempts to AND uses it
RESEARCH) TO professional
instruction. use it to
IMPROVE resources AND effectively to
improve improve
INSTRUCTION. InTASC uses it to
instruction. instruction.
9d, 10e, 10r improve
instruction.
Rubric Score 0.06
Rubric Mean 0.02

Comments: Reflection for Student Academic Progress

Nanda's Cooperating Teacher has provided a wealth of information, by modeling and by telling. She seems to
absorb every word and nuance. Also, this program at MVHS is richly enhanced by guest
conductors/clinicians from the surrounding Washington DC area. Nanda has many opportunities to learn and
reflect by watching many of them

G. PROFESSIONALISM
The student teacher …*
G. PROFESSIONALISM
The student teacher …
Does Not Developing Meets
Meet Towards Expectations Exceeds Score/Comment
Expectations Expectations (TARGET) Expectations

Selected
DEMONSTRATES inconsistently consistently Exceeds
THE EXPECTATIONS acts in an adheres to adheres to Expectations
OF THE PROFESSION ethically ethical codes of ethical codes of
INCLUDING CODES AND…
questionably conduct and conduct and
OF ETHICS, intentionally
manner and professional professional
PROFESSIONAL adheres to and
does not standards standards 0.03
STANDARDS OF can articulate
follow federal (attendance, (attendance,
PRACTICE AND federal and state
and state laws dress, meets dress, meets
RELEVANT LAW laws, school
and school deadlines, deadlines,
AND POLICY. InTASC policies and
policies. confidentiality, confidentiality,
9j, 9o ethical
etc.). etc.);
guidelines.
AND…actively
G2. TAKES
Selected Meets seeks and
INITIATIVE TO takes ownership Expectations engages in
GROW AND of professional (TARGET) ongoing
DEVELOP THROUGH infrequently
growth by professional
INTERACTIONS participates in
participating in AND… learning
THAT ENHANCE school-based 0.02
school-based practices the opportunities in
PRACTICE AND learning
professional new strategies order to meet
SUPPORT STUDENT experiences.
learning learned to professional
LEARNING. InTASC support student goals in support
experiences;
9a, 9b, 9d, 9n, 10r learning; of student
learning.
Selected Meets
Expectations
frequently periodically
G3. COMMUNICATES AND…speaks
makes errors makes errors in (TARGET)
EFFECTIVELY and writes
in grammar, grammar,
THROUGH ORAL uses correct correctly and
usage, and usage, and 0.02
AND WRITTEN grammar, fluidly in
spelling in spelling in
LANGUAGE. CAEP 1 usage, and professional
professional professional spelling in contexts.
contexts. contexts. professional
contexts;
G4. BUILDS AND…
RELATIONSHIPS Selected Meets communicates
AND Expectations effectively to
makes little or
COLLABORATES (TARGET) build strong
no effort to
WITH FAMILIES, attempts to relationships
effectively collaborates
COMMUNITIES, build AND seeks out
build with
COLLEAGUES, AND relationships collaborative
relationships
OTHER and collaborate colleagues, relationships 0.02
or collaborate administrators,
PROFESSIONALS TO with colleagues, with community
with
PROMOTE LEARNER administrators, and families to members and
GROWTH AND colleagues, support the other
and families.
DEVELOPMENT. administrators, specific professionals to
and families.
InTASC 1c, 10b, 10d, learning needs promote learner
10e of students; growth and
development.
Selected Meets
G5. ACCESSES Expectations
RESOURCES TO occasionally (TARGET)
DEEPEN AN demonstrates
UNDERSTANDING knowledge of consistently
OF CULTURAL, demonstrates cultural, ethnic, demonstrates AND…
ETHNIC, GENDER ignorance gender, and knowledge of incorporates
AND LEARNING towards learning cultural, ethnic, learners’
DIFFERENCES TO cultural, differences of gender, and experiences,
0.02
BUILD STRONGER ethnic, gender, students to learning cultures and
RELATIONSHIPS and learning build stronger differences of community
AND CREATE MORE differences of relationships students to resources into
RELEVANT students. and create more build stronger instruction.
LEARNING relevant relationships
EXPERIENCES. learning and create more
InTASC 2k, 9e, 9m experiences. relevant
learning
experiences;
Rubric Score 0.11
Rubric Mean 0.022

Suggestions for Continuing Professional Development


Areas of Strength
Nanda has been professional in all aspects of her relationships with the students, her CT, and with me. A
transgender issue with a student arose during the semester and Nanda and her CT worked with the school
counselors to treat the student with great respect

Nanda has grown in confidence over these eight weeks. She displays a new comfort level on the podium. She
is thoroughly organized and focused on the task ahead. She is respectful and willing to learn from those
supporting her

Areas for Growth


Her voice has certainly become stronger during the eight weeks. She still needs to talk more slowly and
clearly.....less of a conversational voice and more of a "podium" voice. Nanda continues to work on facial
expressiveness to help convey what she wants in her conducting

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Total
Total Score:

0.94

Total Mean:

0.029

Grade
Total Score:

0.94

Grade:

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