STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED

Student Name :

Tomlinson, Adrianne J

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THE STUDENT TEACHER ...

A. PROFESSIONAL KNOWLEDGE
The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

A1. DEMONSTRATES   0.06

AN inaccurately references AND… clearly
and appropriate AND… explicitly demonstrates
UNDERSTANDING
inconsistently content references and and explains the
OF APPROPRIATE
references the standards in clearly aligns appropriate
CONTENT
appropriate daily plans; appropriate sequencing of
STANDARDS
content content the content
(SOL/PROFESSIONAL
standards. standards with standards.
STANDARDS).
planned
InTASC 4n
activities and
assessments;

A2. DEMONSTRATES   0.06

ESSENTIAL inaccurately demonstrates AND…uses
presents key accurate AND…uses multiple
KNOWLEDGE AND
subject matter knowledge and representation representations
SKILLS OF SUBJECT
ideas and skills. skills of subject and/or an and explanations
AREA. InTASC 4
area; explanation that that capture key
captures key subject matter
subject matter ideas and skills.
ideas and skills;

A3. DEMONSTRATES   0.06

THE LINK BETWEEN references references AND…references

THE CONTENT AND content to content to content to real

STUDENTS’ PAST NEITHER the EITHER the world

 AND FUTURE students’ past students’ past experiences and
references
LEARNING and future and future applications.
content to BOTH
EXPERIENCES AS learning learning
the students’
WELL AS RELATED experiences experiences OR
past and future
SUBJECT AREAS. NOR related related subject
learning
InTASC 4d subject areas. areas.
experiences AND
related subject
areas;

        Rubric Score 0.18

        Rubric Mean 0.06

Comments: Professional Knowledge

Ms. Tomlinson taught several music theory concepts in 7th and 8th grade chorus. She made strong connections to previously
learned material. By doing so, she developed excellent sight reading examples for students with old and new material.

B. ASSESSMENT OF AND FOR STUDENT LEARNING

The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

B1. SETS   0.06

ACCEPTABLE, sets sets acceptable AND…matches
unacceptable, and appropriate AND…sets learning
MEASURABLE,
immeasurable, learning measurable outcomes and
AND
or inappropriate outcomes and learning achievement
APPROPRIATE
learning achievement outcomes and goals to
LEARNING
outcomes and goals for student achievement classroom
OUTCOMES AND
achievement learning; goals for student assessments.
ACHIEVEMENT
goals for student learning AND
GOALS FOR
learning. states these
STUDENT
clearly on the
LEARNING. InTASC
lesson plan;
6

B2. PLANS   0.06

FORMAL AND plans plans AND…has
inappropriate appropriate AND…can strategies to
INFORMAL
formal and formal and articulate ways provide students
ASSESSMENT OF
informal informal formal and with effective,
LEARNING
assessments assessments informal descriptive
OUTCOMES.
that are not that are linked to assessments feedback to
InTASC 6a
linked to learning should impact guide their
learning outcomes; future learning progress.
outcomes. activities;
 B3. CHECKS FOR   0.06
makes few or no monitors student AND…analyzes
UNDERSTANDING
attempts to comprehension individual and
uses a variety of
USING A VARIETY
determine of content AND group
assessment
OF ASSESSMENT
student provides comprehension
techniques to
TECHNIQUES TO
comprehension students with of the content,
monitor
ENHANCE
AND gives limited feedback. AND gives all
comprehension
STUDENT
students little or students
of the content
LEARNING. InTASC
no feedback. substantive and
AND provides
6e, 6g
specific
students with
feedback, AND
timely
makes
meaningful
appropriate
feedback;
instructional
adjustments as
necessary.

B4. USES FORMAL   0.06

AND INFORMAL uses formal or uses formal and AND…uses
informal informal AND…uses assessment
ASSESSMENT
assessments. assessments; assessment evidence to
EVIDENCE TO
evidence to inform, guide
IDENTIFY
identify and adjust
STRATEGIES TO
strategies to individual
IMPROVE
improve students’
INSTRUCTION.
instruction; learning by
InTASC 6
identifying
strategies to
differentiate
instruction.

        Rubric Score 0.24

        Rubric Mean 0.06

Comments: Assessment of and for student learning

Students have been assessed using the following strategies: individual demonstration, written assessment and practical
application by creating a rhythm example using specific parameters. The majority of students demonstrated mastery of content.

C. INSTRUCTIONAL PLANNING
The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

C1. IS FAMILIAR   0.02

WITH AND USES
RELEVANT
ASPECTS OF
is unfamiliar with is familiar with AND...uses demonstrates
STUDENTS’
the background, the relevant relevant aspects detailed
BACKGROUND,
experiences, and aspects of the of students’ understanding of
KNOWLEDGE,
skill level of most background, background, the background,
EXPERIENCE, AND
students in the knowledge, knowledge, experience, and
SKILLS. InTASC 2c,
class. experience, and experience, and skill level of ALL
7j, 7n
skills of most skills of most students in the
students in the students in the class AND plans
class; class. using what s/he
knows about
learners
including
developmental
levels, prior
learning, and
interests.

C2. PLANS   0.02

DIFFERENTIATED plans plans AND…seeks
undifferentiated differentiated effectively plans resources from
INSTRUCTION TO
instruction. instruction to differentiated instructional
ADDRESS THE
address the instruction to specialists to
UNIQUE
unique address the refine plans to
CHARACTERISTICS
characteristics of unique meet learner
OF INDIVIDUAL
some individuals characteristics of needs.
STUDENTS (E.G.
in the class. most individuals
TAG/GT, ESL,
in the class;
SPECIAL NEEDS).
InTASC 1b, 2a, 7b

C3. PLANS   0.02

APPROPRIATE plans plans AND…uses data
inappropriate appropriate AND…plans to plan
INSTRUCTIONAL
methods and methods and varied methods appropriate,
STRATEGIES TO
activities to meet activities to meet and activities to varied methods
MEET THE
the learning the learning meet the and activities to
LEARNING
outcomes. outcomes; learning meet the
OUTCOMES.
outcomes; learning
InTASC 7
outcomes.

C4. INTEGRATES   0.02

INSTRUCTIONAL rarely integrates sometimes AND…integrates
instructional integrates regularly a variety of
TECHNOLOGY IN
technology in instructional integrates instructional
PLANNING.
planning. technology in appropriate technology in
InTASC 7k, 8r
planning; instructional planning, AND
technology in clearly identifies
planning to meet alternative plans
learning in the event
outcomes; technology fails.
 C5. INTEGRATES   0.02
ESSENTIAL integrates only integrates AND…planning is
non-essential essential content integrates expanded to
CONTENT IN
content in in some essential content elaborate on
PLANNING.
planning. planning. in all planning; identified
InTASC 7g
essential content
to enhance
student learning.

C6. PLANS TIME   0.02

REALISTICALLY plans time plans time plans include
unrealistically for realistically for plans time realistic pacing
FOR PACING AND
pacing and pacing; however, realistically for allowing for
TRANSITIONS FOR
transitions. transition time is pacing AND content mastery
CONTENT
not apparent. transitions. AND meaningful
MASTERY. CAEP 1
transitions that
promote student
learning.

        Rubric Score 0.12

        Rubric Mean 0.02

Comments: Instructional Planning

Instructional planning is well done. Ms. Tomlinson used technology as a way to both assess and instruction note reading. She also
used technology so that 6th grade students could create rhythm examples using information learned.
Ms. Tomlinson successfully looks at each song and breaks it down into manageable pieces for learning. She will continue to grow
in this area as she looks at interpretation (dynamics, tempo, etc.).

D. LEARNING ENVIRONMENT
The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

D1. ESTABLISHES   0.02

A SAFE PHYSICAL maintains an attempts to AND explains the
unsafe physical maintain a safe effectively purpose for
AND
and physical and creates a safe these choices to
PSYCHOLOGICAL
psychological psychological physical and students.
ENVIRONMENT.
environment. environment. psychological
InTASC 3a, 3k
environment;

D2. ESTABLISHES   0.02

A CLIMATE OF ignores evidence attempts to AND…fosters

TRUST AND that a climate of create a climate regular student

trust and of trust and collaboration.
 TEAMWORK. teamwork is teamwork by
purposefully
InTASC 3j, 3q lacking. being fair and
creates a climate
respectful.
of trust and
teamwork by
being
enthusiastic, fair,
caring, and
respectful to all
students;

D3. MAINTAINS   0.02

CONSISTENT ignores students’ attempts to demonstrates
needs and maintain positive responds the ability to
STANDARDS FOR
behavior. classroom effectively and change and
POSITIVE
behavior. consistently to adapt classroom
CLASSROOM
students’ needs management
BEHAVIOR. InTASC
and behavior plans based on
3c
AND can explain students’
why the model changing needs
they are using and behavior
for positive AND explain why
classroom changes were
behavior is made.
effective.

D4.   0.02
DEMONSTRATES Infrequently can identify the AND…
shows different cultural AND…respects incorporates
RESPECT FOR AND
awareness of the backgrounds and responds to these differences
RESPONSIVENESS
different cultural AND the varying into his/her
TO THE CULTURAL
backgrounds and acknowledge cultural teaching and use
BACKGROUNDS
differing different backgrounds and of content
AND DIFFERING
perspectives of perspectives differing examples.
PERSPECTIVES OF
learners in the represented in perspectives of
LEARNERS. InTASC
classroom. the classroom; learners in the
3f, 3l
classroom;

        Rubric Score 0.08

        Rubric Mean 0.02

Comments: Learning Environment

Students responded well to Ms. Tomlinson's leadership in the classroom. She maintained classroom behavior by quickly learning
student names. She redirected behavior quickly with a calm manner.

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

E1. PRESENTS   0.02

PROCEDURES AND presents unclear provides AND…
OR inaccurate students with AND…ensures consistently
OUTCOMES
information clear, accurate that all students presents clear
CLEARLY TO
about the information understand the procedures and
STUDENTS AND
learning about the learning outcomes, AND
CHECKS FOR
objectives or the learning objectives AND effectively checks
STUDENT
procedures for objectives and can carry out for student
UNDERSTANDING.
instructional procedures for those understanding.
InTASC 8
activities. instructional procedures;

activities;

E2. PRESENTS   0.02

CONTENT uses ineffective uses effective AND…continually
strategies when strategies to AND…makes presents
ACCURATELY AND
presenting present content content relevant material clearly
EFFECTIVELY.
content to to students; to students’ and explicitly
InTASC 4
students. prior with well-chosen
experiences; examples.

E3. ENGAGES AND   0.02

MAINTAINS keeps students attempts to AND…keeps all
passively keep students keeps students students
STUDENTS IN
involved in actively actively involved challenged and
ACTIVE LEARNING.
learning, relying involved, but by adapting highly engaged
InTASC 4b, 4c
heavily on some students instruction in as active learners
lectures, are disengaged. the moment, and problem
textbooks and based on solvers.
worksheets. student learning
needs;

E4. ENGAGES   0.02

LEARNERS IN A rarely uses provides AND...cultivates
technology to students with AND…engages student
RANGE OF
support student guided practice students in collaboration
LEARNING
learning. in using learning and initiative in
EXPERIENCES USING
technology to experiences the use of
TECHNOLOGY.
support student with technology appropriate
InTASC 5l, 8g, 8n
learning; that is technology to
appropriate and support student
challenging; learning.

E5. FACILITATES   0.02

STUDENTS’ USE OF instruction instruction AND…assesses
includes only incorporates prepares their growth and
HIGHER LEVEL
lower level higher level students to development in
THINKING SKILLS IN
apply existing
 INSTRUCTION. thinking skills, thinking skills knowledge in use of higher
InTASC 8f (e.g. using only (e.g. problem new areas level thinking
low level solving, critical through higher skills.
questions). thinking, and order thinking
analysis), but skills in
students still instructional
require activities;
instruction to
apply these
techniques.

E6. DIFFERENTIATES   0.02

INSTRUCTION AND provides attempts to successfully
undifferentiated accommodate differentiates reaches all
PROVIDES
instruction for student learning and scaffolds students by
APPROPRIATE
students. needs but with instruction to skillfully
ACCOMMODATIONS
mixed success. accommodate differentiating
TO MEET THE
most students’ and scaffolding,
NEEDS OF DIVERSE
learning needs. using activities
LEARNERS. InTASC
2a, 2b, 8 appropriate for a
range of
learners.

E7. USES   0.02

INSTRUCTIONAL uses inconsistently AND…performs
instructional uses consistently non-instructional
AND TRANSITION
time instructional uses procedures
TIME FOR CONTENT
inappropriately and transition instructional efficiently.
MASTERY. InTASC
and/or on time effectively. and transition
4r, 8b
activities of little time effectively

instructional for content

value. mastery;

        Rubric Score 0.14

        Rubric Mean 0.02

Comments: Instructional Delivery

Chorus can be a difficult setting for differentiation in instruction. Students who are special learners, language learners and gifted
are integrated in the classroom. We have have discussed the challenges of this setting. Ms. Tomlinson has a good rapport with
special learners and will develop creative ways for them to demonstrate their knowledge. She also used Spanish as a way to
instruct language learners when the key concept in their language did not align with the English.

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

The student teacher …*

  Does Not Meet Developing Meets Exceeds Score/Comment

Expectations Towards Expectations Expectations
 Expectations (TARGET)

F1. PROVIDES   0.03

SPECIFIC provides unclear collects and consistently
evidence to reviews some analyzes and AND uses a
EVIDENCE TO
document data to interprets variety of
DOCUMENT
student learning. document assessment data assessment data
STUDENT
student learning. to document to document
LEARNING.
student learning student learning
InTASC 6a, 6g, 6o,
over time. and develop
6t
interim learning
goals.

F2. TAKES   0.02

RESPONSIBILITY puts the acknowledges AND…sets and
responsibility of responsibility for takes implements
FOR STUDENT
learning on the student learning. responsibility for professional
LEARNING BY
student. student learning goals to improve
USING ONGOING
by consistently student learning.
ANALYSIS AND
making changes
REFLECTION.
to plans and
InTASC 6c, 6l, 9c,
practice as a
9g, 9l
result of analysis
and reflection;

F3. SEEKS AND   0.03

USES relies solely on seeks seeks
own knowledge information from information from seeks
INFORMATION
to improve the cooperating professional information from
FROM
instruction. teacher AND resources AND varied
PROFESSIONAL
attempts to use uses it to professional
SOURCES (E.G.
it to improve improve resources AND
COOPERATING
instruction. instruction. uses it effectively
TEACHER,
to improve
COLLEAGUES,
instruction.
AND/OR
RESEARCH) TO
IMPROVE
INSTRUCTION.
InTASC 9d, 10e,
10r

        Rubric Score 0.08

        Rubric Mean 0.026

Comments: Reflection for Student Academic Progress

Continue with various ways of documenting student progress. Your use of technology was a wonderful way to instruct and assess.
G. PROFESSIONALISM
The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

DEMONSTRATES   0.02
THE acts in an inconsistently AND…
ethically adheres to consistently intentionally
EXPECTATIONS OF
questionably ethical codes of adheres to adheres to and
THE PROFESSION
manner and conduct and ethical codes of can articulate
INCLUDING
does not follow professional conduct and federal and state
CODES OF ETHICS,
federal and state standards professional laws, school
PROFESSIONAL
laws and school (attendance, standards policies and
STANDARDS OF
policies. dress, meets (attendance, ethical
PRACTICE AND
deadlines, dress, meets guidelines.
RELEVANT LAW
confidentiality, deadlines,
AND POLICY.
etc.). confidentiality,
InTASC 9j, 9o
etc.);

G2. TAKES   0.03

INITIATIVE TO infrequently takes ownership AND…practices
participates in of professional the new AND…actively
GROW AND
school-based growth by strategies seeks and
DEVELOP
learning participating in learned to engages in
THROUGH
experiences. school-based support student ongoing
INTERACTIONS
professional learning; professional
THAT ENHANCE
learning learning
PRACTICE AND
experiences; opportunities in
SUPPORT
order to meet
STUDENT
professional
LEARNING. InTASC
goals in support
9a, 9b, 9d, 9n, 10r
of student
learning.

G3.   0.03
COMMUNICATES frequently periodically uses correct
makes errors in makes errors in grammar, usage, AND…speaks
EFFECTIVELY
grammar, usage, grammar, usage, and spelling in and writes
THROUGH ORAL
and spelling in and spelling in professional correctly and
AND WRITTEN
professional professional contexts; fluidly in
LANGUAGE. CAEP
contexts. contexts. professional
1
contexts.

G4. BUILDS   0.02

RELATIONSHIPS makes little or no attempts to build AND…
effort to relationships and collaborates with communicates
AND
effectively build collaborate with colleagues, effectively to
COLLABORATES
relationships or administrators, build strong
WITH FAMILIES,
and families to
 COMMUNITIES, collaborate with colleagues, support the relationships
COLLEAGUES, colleagues, administrators, specific learning AND seeks out
AND OTHER administrators, and families. needs of collaborative
PROFESSIONALS and families. students; relationships
TO PROMOTE with community
LEARNER members and
GROWTH AND other
DEVELOPMENT. professionals to
InTASC 1c, 10b, promote learner
10d, 10e growth and
development.

G5. ACCESSES   0.02

RESOURCES TO demonstrates occasionally AND…
ignorance demonstrates consistently incorporates
DEEPEN AN
towards cultural, knowledge of demonstrates learners’
UNDERSTANDING
ethnic, gender, cultural, ethnic, knowledge of experiences,
OF CULTURAL,
and learning gender, and cultural, ethnic, cultures and
ETHNIC, GENDER
differences of learning gender, and community
AND LEARNING
students. differences of learning resources into
DIFFERENCES TO
students to build differences of instruction.
BUILD STRONGER
stronger students to build
RELATIONSHIPS
relationships and stronger
AND CREATE
create more relationships and
MORE RELEVANT
relevant learning create more
LEARNING
experiences. relevant learning
EXPERIENCES.
experiences;
InTASC 2k, 9e, 9m

        Rubric Score 0.12

        Rubric Mean 0.024

SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT

Areas of Strength
Ms. Tomlinson has a strong skill set. Her vocal ability along with her piano skills enable her to teach and maintain classroom
behavior.
Her enthusiasm is apparent to the students and they respond well to her teaching and interaction.
She plans strong lessons and assesses her work for each class. She then is able to restructure her lessons to meet the needs of all
students. She spends time practicing both vocal and piano parts to be well prepared.
Ms. Tomlinson is professional in every way. She interacts well with staff throughout the building.

Areas for Growth

Ms. Tomlinson will continue to grow in the area of making connections between concepts and music being studied.
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TOTAL

Total Score:

0.96

Total Mean:

0.03

GRADE

Total Score:

0.96

Grade: