Midblock Evaluation by CT

5/5/2020 Tk20 by Watermark | Field Experience Student Teaching Binder 2020 Block 3 - MUED
STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED
Student Name :
Pennington, Rachel A
Explanations 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 speci c section of the rubric.
Bottom of the assessment

Grade box is left blank intentionally.
The Rubrics Total score at the bottom of the assessment is the sum of all section scores (calculated automatically by the form).
This evaluation cannot be shared with anyone outside of the university without the written consent of the student teacher.
TRAINING CERTIFICATE CODE
Please enter your MidValley Consortium for Teacher Education Certi cate of Completion Code. If you have not completed the
training please visit https://teach.coe.jmu.edu/mvc-training. You will receive a code at the end of the training to enter here.*
MVC16c63e6
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 0.03

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

assessments;

ESSENTIAL inaccurately AND…uses AND…uses
presents key demonstrates representation multiple
KNOWLEDGE AND
subject matter accurate and/or an representations
SKILLS OF SUBJECT
ideas and skills. knowledge and explanation that and explanations
AREA. InTASC 4
skills of subject captures key that capture key
area; subject matter subject matter
ideas and skills; ideas and skills.
1/12

THE LINK BETWEEN references references AND…references
content to references content to BOTH content to real
THE CONTENT AND
NEITHER the content to the students’ world
STUDENTS’ PAST
students’ past EITHER the past and future experiences and
AND FUTURE
and future students’ past learning applications.
LEARNING
learning and future experiences AND
EXPERIENCES AS
experiences learning related subject
WELL AS RELATED
NOR related experiences OR areas;
SUBJECT AREAS.
subject areas. related subject
InTASC 4d
areas.
Rubric Score 0.09
Rubric Mean 0.03
Comments: Professional Knowledge
Rachel is able to take her knowledge from college and demonstrate this to all classes. She has started to implement past
knowledge into lessons while adding new knowledge. It has been a learning curve to understand what they do and don't know.
B. ASSESSMENT OF AND FOR STUDENT LEARNING

Developing Meets
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 0.03

FORMAL AND plans AND…can AND…has
inappropriate plans articulate ways strategies to
INFORMAL
formal and appropriate formal and provide students
ASSESSMENT OF
informal formal and informal with e ective,
LEARNING
assessments informal assessments descriptive
OUTCOMES.
that are not assessments
InTASC 6a
2/12
linked to that are linked to should impact feedback to

learning learning future learning guide their
outcomes. outcomes; activities; progress.
B3. CHECKS FOR 0.06

UNDERSTANDING makes few or no monitors student AND…analyzes
attempts to comprehension uses a variety of individual and
USING A VARIETY
determine of content AND assessment group
OF ASSESSMENT
student provides techniques to comprehension
TECHNIQUES TO
comprehension students with monitor of the content,
ENHANCE
AND gives limited feedback. comprehension AND gives all
STUDENT
students little or of the content students
LEARNING. InTASC
no feedback. AND provides substantive and
6e, 6g
students with speci c
timely feedback, AND
meaningful makes
feedback; appropriate
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
di erentiate
instruction.
Rubric Score 0.21
Rubric Mean 0.052
Comments: Assessment of and for student learning
In the high school choral classroom we are assessing constantly during the learning of new music. Rachel has been able to listen
and hear when notes are wrong. There is still growth needed in this area but she is getting better the more she teaches. In our
piano classes Rachel has used worksheets and quizzes for theory items as an additional tool for student knowledge.
C. INSTRUCTIONAL PLANNING
Does Not Meet Developing Meets Exceeds Score/Comment
3/12
Expectations Towards Expectations Expectations

Expectations (TARGET)
C1. IS FAMILIAR 0.02

WITH AND USES is unfamiliar with is familiar with demonstrates
the background, the relevant AND . . . models detailed
RELEVANT
experiences, and aspects of the and promotes understanding of
ASPECTS OF
skill level of most background, mutual the background,
STUDENTS’
students in the knowledge, understanding experience , and
BACKGROUND,
class. experience, and and respect in skill level of ALL
KNOWLEDGE,
skills of most the classroom students in the
EXPERIENCE, AND
SKILLS. InTASC 2c, students in the class AND plans
7j, 7n class; using what s/he

knows about
learners
including
developmental
levels, prior
learning, and
interests.
C2. PLANS 0.01

DIFFERENTIATED plans e ectively plans AND…seeks
undi erentiated plans di erentiated resources from
INSTRUCTION TO
instruction. di erentiated instruction to instructional
ADDRESS THE
instruction to address the specialists to
UNIQUE
address the unique re ne plans to
CHARACTERISTICS
unique characteristics of meet learner
OF INDIVIDUAL
characteristics of most individuals needs.
STUDENTS (E.G.
some individuals in the class;
TAG/GT, ESL,
in the class.
SPECIAL NEEDS).
InTASC 1b, 2a, 7b
C3. PLANS 0.01

APPROPRIATE plans AND ...plans AND ...uses data
inappropriate plans varied methods to plan
INSTRUCTIONAL
methods and appropriate and activities to appropriate,
STRATEGIES TO
activities to meet methods and meet the varied methods
MEET THE
the learning activities to meet learning and activities to
LEARNING
outcomes. the learning outcomes; 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
4/12
technology in clearly identi es

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; identi ed
InTASC 7g
essential content
to enhance
student learning.
C6. PLANS TIME 0.01

REALISTICALLY plans time plans time plans include
unrealistically for plans time realistically for realistic pacing
FOR PACING AND
pacing and realistically for pacing AND allowing for
TRANSITIONS FOR
transitions. pacing; however, transitions. content mastery
CONTENT
transition time is AND meaningful
MASTERY. CAEP 1
not apparent. transitions that
promote student
learning.
Rubric Score 0.09
Rubric Mean 0.015
Comments: Instructional Planning
Pacing has been a process to learn and understand. Some lessons have come up short on time and others run way over. This is
something that we all struggle to learn at the start and has gotten better along the way. I see potential for growth over the next 4
weeks.
D. LEARNING ENVIRONMENT
Developing Meets
D1. ESTABLISHES 0.02

A SAFE PHYSICAL maintains an attempts to AND explains the
unsafe physical maintain a safe e ectively 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
5/12
A CLIMATE OF
ignores evidence attempts to purposefully AND…fosters
TRUST AND
that a climate of create a climate creates a climate regular student
TEAMWORK.
trust and of trust and of trust and collaboration.
InTASC 3j, 3q
teamwork is teamwork by teamwork by
lacking. being fair and being
respectful. 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 e ectively 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.
e ective.
D4. 0.02
DEMONSTRATES Infrequently can identify the AND…
shows di erent cultural AND…respects incorporates
RESPECT FOR AND
awareness of the backgrounds and responds to these di erences
RESPONSIVENESS
di erent cultural AND the varying into his/her
TO THE CULTURAL
backgrounds and acknowledge cultural teaching and use
BACKGROUNDS
di ering di erent backgrounds and of content
AND DIFFERING
perspectives of perspectives di ering 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
Rachel very quickly earned the trust and respect of students. She supports and interacts with them well and in turn they support
and interact with her. When she has tripped up on a lesson and "messed up" students said "its ok, lets keep going" She was able to
create a very safe learning environment from day one.
E. INSTRUCTIONAL DELIVERY
6/12

E1. PRESENTS 0.01

PROCEDURES AND presents unclear AND…ensures AND…
OR inaccurate provides that all students consistently
OUTCOMES
information students with understand the presents clear
CLEARLY TO
about the clear, accurate learning procedures and
STUDENTS AND
learning information objectives AND outcomes, AND
CHECKS FOR
objectives or the about the can carry out e ectively checks
STUDENT
procedures for learning those for student
UNDERSTANDING.
instructional objectives and procedures; understanding.
InTASC 8j
activities. procedures for
instructional
activities;
E2. PRESENTS 0.01

CONTENT uses ine ective AND…makes AND…
strategies when uses e ective content relevant continually
ACCURATELY AND
presenting strategies to to students’ presents
EFFECTIVELY.
content to present content prior material clearly
InTASC 4
students. to students; experiences; and explicitly
with well-chosen
examples.
E3. ENGAGES AND 0.01

MAINTAINS keeps students keeps students AND…keeps all
passively attempts to actively involved students
STUDENTS IN
involved in keep students by adapting challenged and
ACTIVE LEARNING.
learning, relying actively instruction in highly engaged
InTASC 4b, 4c
heavily on involved, but the moment, as active learners
lectures, some students based on and problem
textbooks and are disengaged. student learning solvers.
worksheets. needs;
E4. ENGAGES 0.01

LEARNERS IN A rarely uses AND…engages AND...cultivates
technology to provides students in student
RANGE OF
support student students with learning collaboration
LEARNING
learning. guided practice experiences and initiative in
EXPERIENCES USING
in using with technology the use of
TECHNOLOGY.
technology to that is appropriate
InTASC 5l, 8g, 8n
support student appropriate and technology to
learning; challenging; support student
learning.
E5. FACILITATES 0.01

STUDENTS’ USE OF
HIGHER LEVEL
7/12
THINKING SKILLS IN
instruction instruction prepares AND…assesses
INSTRUCTION.
includes only incorporates students to their growth and
InTASC 8f
lower level higher level apply existing development in
thinking skills, thinking skills knowledge in use of higher
(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 0.01

INSTRUCTION AND provides di erentiates successfully
undi erentiated attempts to and sca olds reaches all
PROVIDES
instruction for accommodate instruction to students by
APPROPRIATE
students. student learning accommodate skillfully
ACCOMMODATIONS
needs but with most students’ di erentiating
TO MEET THE
mixed success. learning needs. and sca olding,
NEEDS OF DIVERSE
LEARNERS. InTASC using activities
2a, 2b, 8 appropriate for a

range of
learners.
E7. USES 0.01

INSTRUCTIONAL uses consistently AND…performs
instructional inconsistently uses non-instructional
AND TRANSITION
time uses instructional procedures
TIME FOR CONTENT
inappropriately instructional and transition e ciently.
MASTERY. InTASC
and/or on and transition time e ectively
4r, 8b
activities of little time e ectively. for content
instructional mastery;
value.
Rubric Score 0.07
Rubric Mean 0.01
Comments: Instructional Delivery
There are times when instruction is lacking di erentiation for di erent learners. We have discussed this and it is changing in a
positive way.
F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

8/12

F1. PROVIDES 0.01

SPECIFIC provides unclear consistently AND uses a
evidence to collects and analyzes and variety of
EVIDENCE TO
document reviews some interprets assessment data
DOCUMENT
student learning. data to assessment data to document
STUDENT
document to document student learning
LEARNING.
student learning. student learning and develop
InTASC 6a, 6g, 6o,
6t over time. interim learning
goals.
F2. TAKES 0.01

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

and re ection;
F3. SEEKS AND 0.01

USES relies solely on seeks seeks
own knowledge seeks information from information from
INFORMATION
to improve information from professional varied
FROM
instruction. the cooperating resources AND professional
PROFESSIONAL
teacher AND uses it to resources AND
SOURCES (E.G.
attempts to use improve uses it e ectively
COOPERATING
it to improve instruction. to improve
TEACHER,
instruction. instruction.
COLLEAGUES,
AND/OR
RESEARCH) TO
IMPROVE
INSTRUCTION.
InTASC 9d, 10e,
10r
Rubric Score 0.03
Rubric Mean 0.01
Comments: Re ection for Student Academic Progress
After every class we discuss how the class went. Rachel is able to talk about weak points in learning and strong sections as well.
9/12
G. PROFESSIONALISM
Developing Meets
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
con dentiality, deadlines,
AND POLICY.
etc.). con dentiality,
InTASC 9j, 9o
etc.);
G2. TAKES 0.02

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

learning.
G3. 0.02
COMMUNICATES frequently periodically AND…speaks
makes errors in makes errors in uses correct and writes
EFFECTIVELY
grammar, usage, grammar, usage, grammar, usage, correctly and
THROUGH ORAL
and spelling in and spelling in and spelling in uidly in
AND WRITTEN
professional professional professional professional
LANGUAGE. CAEP
contexts. contexts. contexts; contexts.
1
G4. BUILDS 0.02

RELATIONSHIPS makes little or no attempts to build AND…
e ort to relationships and collaborates with communicates
AND
e ectively build collaborate with colleagues, e ectively to
COLLABORATES
relationships or administrators, build strong
WITH FAMILIES,
collaborate with and families to relationships
COMMUNITIES,
support the
10/12
COLLEAGUES, colleagues, colleagues, speci c learning AND seeks out

AND OTHER administrators, administrators, needs of collaborative
PROFESSIONALS and families. 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
di erences of learning gender, and community
AND LEARNING
students. di erences of learning resources into
DIFFERENCES TO
students to build di erences 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 0.1
Rubric Mean 0.02
Comments: Professionalism
Rachel has been professional in all interactions through her experience. She has worked with the drama teacher, other student
teachers and o ce sta on a daily basis. They have all commented on how much they enjoy her.
SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT
Areas of Strength
Student interaction
Community and safe learning environment
Base music knowledge
Areas for Growth

Di erentiation in learning
Voice tone during lessons
Being able to critique students in the learning process when something isn't correct
PLEASE REMEMBER THE SAVE BUTTON
11/12
Please remember to use the SAVE button until after the due date. If you SUBMIT the binder before the due date, your student
may be unable to submit their information.
TOTAL
Total Score:
0.67
Total Mean:
0.02
GRADE
Total Score:
0.67
Grade:
12/12

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Midblock Evaluation by CT

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5/5/2020 Tk20 by Watermark | Field Experience Student Teaching Binder 2020 Block 3 - MUED

STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED

Explanations for Student Teachers viewing your assessments

Bottom of the assessment

TRAINING CERTIFICATE CODE

A1. DEMONSTRATES 0.03

InTASC 4n activities and

A2. DEMONSTRATES 0.03

A3. DEMONSTRATES 0.03

Rubric Score 0.09

Rubric Mean 0.03

Comments: Professional Knowledge

B. ASSESSMENT OF AND FOR STUDENT LEARNING

B1. SETS 0.06

B2. PLANS 0.03

linked to that are linked to should impact feedback to

B3. CHECKS FOR 0.06

B4. USES FORMAL 0.06

Rubric Score 0.21

Rubric Mean 0.052

Comments: Assessment of and for student learning

Does Not Meet Developing Meets Exceeds Score/Comment

Expectations Towards Expectations Expectations

C1. IS FAMILIAR 0.02

7j, 7n class; using what s/he

C2. PLANS 0.01

C3. PLANS 0.01

C4. INTEGRATES 0.02

technology in clearly identi es

C5. INTEGRATES 0.02

C6. PLANS TIME 0.01

Rubric Score 0.09

Rubric Mean 0.015

Comments: Instructional Planning

D1. ESTABLISHES 0.02

D2. ESTABLISHES 0.02

D3. MAINTAINS 0.02

Rubric Score 0.08

Rubric Mean 0.02

Comments: Learning Environment

Does Not Meet Developing Meets Exceeds Score/Comment

E1. PRESENTS 0.01

E2. PRESENTS 0.01

E3. ENGAGES AND 0.01

E4. ENGAGES 0.01

E5. FACILITATES 0.01

E6. DIFFERENTIATES 0.01

2a, 2b, 8 appropriate for a

E7. USES 0.01

Rubric Score 0.07

Rubric Mean 0.01

Comments: Instructional Delivery

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

Does Not Meet Developing Meets Exceeds Score/Comment

Expectations Towards Expectations Expectations

F1. PROVIDES 0.01

F2. TAKES 0.01

REFLECTION. to plans and

InTASC 6c, 6l, 9c, practice as a

9g, 9l result of analysis

F3. SEEKS AND 0.01

Rubric Score 0.03

Rubric Mean 0.01