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    65 views22 pages

    Student Teaching Evaluations

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    © All Rights Reserved
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    STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED Student Nami Anzalone, Sophia R Explonations for Student Teachers viewing your assessments + Total Score at the end of each section is the average score (calculated automatically by the form) for that speciic section ofthe rubric. Bottom of the assessment + Grade box s left blank intentionally +The Rubrics Total score atthe bottom of the assessment isthe sum of all section scores (calculated automatically by the form). This evaluation cannot be shared with anyone outside ofthe university without the written consent of the student teacher. THE STUDENT TEACHER ... A. PROFESSIONAL KNOWLEDGE The student teacher Developing To- Scores DoesNot Meet wards Meets Expecta- Exceeds om. Expectations Expectations tons (TARGET) _Expectations ment ‘AI, DEMON: se 0.06 STRATESANUN- _Inaccuratelyand references appro-. ~=« AND... clearly DERSTANDING OF _Nconsistently ref priate content AND... explicitly demonstrates and ‘APPROPRIATE erences the appro- standards in daly Teferences and explains the appro: CONTENTSTAN- priate content plans; clearly aligns ap- priate sequencing DARDS SoL/PRO- standards. Propriate content of the content FESSIONAL STAN: standards with standards. DARDS) InTASC 4 planned activities and assessments; 2, DEMON. OF 006 STRATES ESSEN- inaccurately demonstrates ac. = ———_AND...uses mult TIALKNOWLEDGE —_Presentskeysub- curate knowledge _-AND.-uSeS epre- le representa- AND SKILLS OF ject matterideas and skilsof subject SeMtatlon and/or tions and explana SUBJECTAREA In. andsils area: an explanation that gions that capture Tasca captures key sub- key subject matter ject matter ideas ideas and skis. and skis 183, DEMON. ——____ ——_ 0 ————_ 006 STRATES THE LINK references content references content ~———_AND...references. BETWEEN THE TONETHER the ——«TOETHER the stu. _Feferences content content to real CONTENT AND students pastand dents'past and fue BOTH the stu world experiences STUDENTS’ past _‘futurelearning ex: dents’pastand fu» and applications. AND FUTURE LEARNING EXPER ENCES AS WELL AS RELATED SUBJECT AREAS. InTASC 4d periences NOR re- lated subject ture learning expe- ences OR related subject areas. ture learning expe riences AND relat- ed subject areas; Rubric Score ong Rubric Mean 0.06 comments: rofessional Knowledge Sophia was very good about using her professional knowledge to build her lessons to benefit the students’ growth. She used her knowledge of their past and future learning experiences to properly B. ASSESSMENT OF AND FOR STUDENT LEARNING The student teacher Developing To- Seore/C DoesNot Meet wards Meets Expecta- Exceeds om. Expectations Expectations tions (TARGET) Expectations ment BI.SeTSACCEPT. =| ——____ ° 0.06 ABLE, MEASUR- setsuunacceptable, sets acceptable AND..matches [ABLE, AND APPRO. immeasurable, or and appropriate —-—-AND.-SetSmea- earning outcomes PRIATELEARNING appropriate learning outcomes Surablelearning and achievement OUTCOMES AND —_‘learningoutcomes and achievement outcomes and goals to classroom ‘ACHIEVEMENT and achievement goals forstudent _achleverment goals assessments. GOALS FoRsTU- _gealsforstudent learning: for student lear. DENTLEARNING, learning Ing AND states inmasee these clearly on the lesson plan; B2.PLANSFOR. = ——______. _________ @ 0.06 MALANDINFoR. Plansinappropri- plans appropriate AND...has strate MALASSESSMENT —ateformalandin- formalandinfor- _-AND..canarticu- gies to provide stu OF LEARNING formal assess rmalassessments late waysformal gents with effec OUTCOMES. In. _-—-Mentsthat arenot —_thatare linked to _—-aNAInformalas- tye, descriptive asc 6a linked tolearning _learningoutcomes; _Se8ments should feedback to guide outcomes. Impact future their progress. learning activities; 3, CHECKS FOR ———_ 0 —————_ 006 makes few orno monitors student AND...analyzesin- UNDERSTANDING USING A VARIETY (OF ASSESSMENT TECHNIQUES TO ENHANCE STU: attempts to deter- ‘mine student com- prehension AND gives students litle or no feedback. comprehension of content AND pro- vides students with limited feedback. Uses avariety of, assessment tech: niques to monitor comprehension of the content AND dividual and group comprehension of the content, AND slves all students substantive and speciic feedback, DENT LEARNING. provides students AND makes appro InTASC 6, 6 with timely mean- priate instructional inglul feedback adjustments as. necessary B4.USESFORMAL, §=§ —__ —______ 9 08 ANDINFORMAL USeSformal orin- uses formalandin-_ AND. .usesassess- ASSESSMENT EVI- formal formal AND... uses assess- ment evidence to DENCE TO IDENTI- assessments. assessments; mentewidence to inform, guide and FY STRATEGIES TO ‘Identify strategies adjust individual IMPROVE IN- toimprove students learning STRUCTION. n- Instruction; by denttying asc strategies to aifer- emtate instruction, Rubric Score 028 Rubric Mean 0.06 Comments: Assessment of and for student learning Sophia has grown alot in her abilt to use her assessments to improve future instruction and provide meaning feedback in the moment. C. INSTRUCTIONAL PLANNING The student teacher Developing To- score/c Does Not Meet wards Meets expecta. Exceeds om- Expectations Expectations tions (TARGET) Expectations ment cuisramtaR = 9 02 WT AND Uses Sunfamilarwith is familar with the ddemonsirates de- RELEVANT AS- the background, relevant aspects of | AND...uses rele- tailed understand- PECTS OF STU experiences, and thebackground, —_Vantaspects of stu- ing ofthe back DENTS BACK. skillevel of most knowledge, experi- dents’ background, ground, expert. GROUND, KNOWL. Students in the ‘ence, and skills of knowledge, experi- ence, and skill level EDGE, EXPERI- class. ‘most students in ence, and sills of ‘of ALL students in ENCE, AND SKILLS. the class; ‘most students in the class AND InTASC 2¢, 7), 7n the class. plans using what she knows about learners induding developmental lev. 5, prior learning, and interests 2. PLANS DIFFER ° 002 ENTIATED IN- plans undifferenti- ated instruction. ‘STRUCTION TO AD- DRESS THE UNIQUE CHARAC: TERISTICS OF INDI- VIDUAL STUDENTS: (EG. TAGIGT, ESL, plans differentia. ed instruction to address the unique characteristics of some individuals in effectively plans differentiated in- struction to ad. dress the unique characteristies of AND...seeks re Sources from in- structional special: {ststo refine plans to meet learner the class. mostindividualsin needs. SPECIAL NEEDS). thecass InTASC 1b, 2a, 76 c3.PLANSApPRO. «= _______ 9 002 PRIATEINSTRUC. Plansinappropri- plans appropriate. ~=§ ——_AND...uses data to TIONAL STRATE. ate methods and methods and acti. -_AND.-plansvaried pan appropriate, GIESTOMEETTHE attivtestomeet_—_itiestomeet the _— methods and acti varied methods LEARNING our. _the learning learning outcomes; lestomeetthe and activities to COMES. InTASc7? outcomes. learning outcomes; meet the learning outcomes (C4, INTEGRATES ° ————__ 002 INSTRUCTIONAL _f@relyintegrates sometimes inte. |=—«»« ———_AND...integrates a TECHNOLOGY IN instructional tech-_gratesinstructional egulary integrates variety of instruc PLANNING. InTasc ologyin planning. technology in appropriate in- tional technology 7,8 planning: structional technol in planning, AND gyn planning to clearly identifies al- meet learning ternative plans in outcomes; the event technolo- ayfails CS. INTEGRATES ——— oO ————— 002 ESSENTIALCON- integrates only Integrates essential ~————_AND...planningis TTENTIN PLAN- non-essential con: contentinsome _—‘ntegrates essential expanded to elabo- NING.Intasc7g tent inplanning, planning. content in all rate on identified planning; essential content to enhance student learning. C6.PLANSTIME = —______ _______ 9 0.02 REALISTICALLY planstimeunreal- _planstime realist. + plans include real FORPACINGAND —_‘stcallyforpacing —_callyfor pacing: _—~#Planstimereaist istic pacing alow: TRANSIMONS FoR and transtions. however, transition ally for pacing Ing for content ‘CONTENT MAS. time is not AND transitions. mastery AND ‘TERY. CAEP 1 apparent. ‘meaningful trans: tions that promote student earning Rubric Score 02 Rubric Mean 0.02 Comments: Instructional Planning. Sophia has done very well creating varied strategies to assist plano students, music technology students and in some cases choral singers. She is constantly gaining more comfort in front of the students and building her own confidence in her expertise and teaching ablities D. LEARNING ENVIRONMENT ‘The student teacher ..* Developing To- Score/e Does NotMeet_ wards Meets Expecta- Exceeds om- Expectations Expectations tions (TARGET) Expectations ment D1. ESTABLISHES A ———_ 0 00a SAFEPHYSICAL —«-™alnfainsanun- ——attemptstomain- effectively creates AND PSYCHOLOG! —S8f€physicland tain asafe physical asafe physicaland AND explains the CAL ENVIRON. psychological and psychological psychological purpose for these MENT IoTASC 3a, erwironment. envionment environment cholees to 2k students 2. ESTABLISHES A —___ ° 00a CLIMATE OF TRUST lgnoresevidence _attemptstacreate _purposefullyere-§—§—§ AND TEAMWORK, thatacimateof —acimateoftrust_ —atesaclimate of _—AND..fostersregu- InTASC 3), 29 wustandteam- and teamworkby trust and team. lar student works lacking being fair and workby being en- _

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