Final Evaluation by Us

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
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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;

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;

THE LINK BETWEEN references references AND…references
THE CONTENT AND content to content to content to real
STUDENTS’ PAST NEITHER the EITHER the world
1/12
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
Miss Pennington has a working knowledge of the Virginia SOL for high school choirs and states those objectives in her lesson
plans. She is a good vocal model for the choirs she directed and demonstrated good musicianship.
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 0.06

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 e ective,
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;
2/12
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
speci c
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
di erentiate
instruction.
Rubric Score 0.24
Rubric Mean 0.06
Comments: Assessment of and for student learning
In the lessons I observed, Miss Pennington used teacher observation and student performance to assess her students in
rehearsals and piano class. She questioned students about what they were learning, and planned formal written assessments as
needed with her student learning impact project.
C. INSTRUCTIONAL PLANNING
Developing Meets
C1. IS FAMILIAR 0.02

WITH AND USES
3/12
RELEVANT
is unfamiliar with is familiar with AND...uses demonstrates
ASPECTS OF
the background, the relevant relevant aspects detailed
STUDENTS’
experiences, and aspects of the of students’ understanding of
BACKGROUND,
skill level of most background, background, the background,
KNOWLEDGE,
students in the knowledge, knowledge, experience, and
EXPERIENCE, AND
class. experience, and experience, and skill level of ALL
SKILLS. InTASC 2c,
skills of most skills of most students in the
7j, 7n
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 0.01

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 0.02

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 identi es
planning to meet alternative plans
learning in the event
outcomes; technology fails.
4/12
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 0.02

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 0.11
Rubric Mean 0.018
Comments: Instructional Planning
Miss Pennington's lesson plans had clearly stated learning goals, and she estimated the time required for each part of her lesson
so that her time was managed wisely. She used the Virginia SOL for her objectives and aligned them with speci c songs and
activities in her lessons. Miss Pennington used an online sight-reading lesson with her choirs each day which was challenging and
appropriate for each di erent choir. In her piano class, she used a power point she created, the keyboard, and YouTube videos of
music performances to enhance her lesson and provide aural, visual, and kinesthetic learning opportunities for her students.
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

A CLIMATE OF
TRUST AND
5/12
TEAMWORK.
ignores evidence attempts to purposefully AND…fosters
InTASC 3j, 3q
that a climate of create a climate creates a climate regular student
trust and of trust and of trust and collaboration.
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
Miss Pennington had a good rapport with her classes and treated all her students with fairness and respect. As her placement
continued, she became more con dent of her teaching abilities and her classroom management skills.
E. INSTRUCTIONAL DELIVERY
6/12
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 e ectively 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 ine ective uses e ective AND…
strategies when strategies to AND…makes continually
ACCURATELY AND
presenting present content content relevant presents
EFFECTIVELY.
content to to students; to students’ material clearly
InTASC 4
students. prior and explicitly
experiences; with well-chosen
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 0.01

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 0.02

INSTRUCTION AND provides attempts to successfully
undi erentiated accommodate di erentiates reaches all
PROVIDES
instruction for student learning and sca olds students by
APPROPRIATE
students. needs but with instruction to skillfully
ACCOMMODATIONS
mixed success. accommodate di erentiating
TO MEET THE
most students’ and sca olding,
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 e ciently.
MASTERY. InTASC
and/or on time e ectively. and transition
4r, 8b
activities of little time e ectively
instructional for content
value. mastery;
Rubric Score 0.13
Rubric Mean 0.018
Comments: Instructional Delivery
In the lessons I observed, Miss Pennington presented content to her students e ectively and kept students actively engaged in the
learning process. She grew in her con dence in the high school choir setting and learned to be more assertive in her delivery. Miss
Pennington used technology in her choirs and piano class for e ective instruction and to keep students engaged. She also
evaluated her students' performance to guide her instruction.
8/12
F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

Developing Meets
F1. PROVIDES 0.02

SPECIFIC provides unclear collects and AND uses a
evidence to reviews some consistently variety of
EVIDENCE TO
document data to analyzes and assessment data
DOCUMENT
student learning. document interprets to document
STUDENT
student learning. assessment data student learning
LEARNING.
to document and develop
InTASC 6a, 6g, 6o,
student learning interim learning
6t
over time. 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 re ection;
F3. SEEKS AND 0.02

USES relies solely on seeks seeks
own knowledge information from seeks information from
INFORMATION
to improve the cooperating information from varied
FROM
instruction. teacher AND professional professional
PROFESSIONAL
attempts to use resources AND resources AND
SOURCES (E.G.
it to improve uses it to uses it e ectively
COOPERATING
instruction. improve to improve
TEACHER,
instruction. instruction.
COLLEAGUES,
AND/OR
RESEARCH) TO
IMPROVE
INSTRUCTION.
InTASC 9d, 10e,
10r
Rubric Score 0.06
Rubric Mean 0.02
9/12
Comments: Re ection for Student Academic Progress
Miss Pennington worked with her cooperating teacher to provide the best instruction for her students. She re ected on the impact
of each lesson and used her written objectives to know what she had accomplished with each class and to guide future plans.
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
10/12
AND
makes little or no attempts to build collaborates with AND…
COLLABORATES
e ort to relationships and colleagues, communicates
WITH FAMILIES,
e ectively build collaborate with administrators, e ectively to
COMMUNITIES,
relationships or colleagues, and families to build strong
COLLEAGUES,
collaborate with administrators, support the relationships
AND OTHER
colleagues, and families. speci c learning AND seeks out
PROFESSIONALS
administrators, needs of collaborative
TO PROMOTE
and families. students; relationships
LEARNER
with community
GROWTH AND
members and
DEVELOPMENT.
other
InTASC 1c, 10b,
professionals to
10d, 10e
promote learner
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
SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT
Areas of Strength
Miss Pennington seemed to genuinely enjoy her high school placement. She took the time to get to know her students in the
classroom and also by helping after school with the musical. Her lessons were well-planned and her objectives were clear. She
collaborated with her cooperating teacher to plan lessons that were meaningful and engaging to her students. Miss Pennington
improved in her con dence and assertiveness during her placement and was always willing to implement suggestions to improve
her teaching.
Areas for Growth

As she continues to teach, I believe Miss Pennington's con dence will grow and that she will be a very e ective teacher.
SAVE AND SUBMIT
11/12
Please remember to save the binder when you are nished with the assessment. When you have completed everything for the
student you can then press the submit button. You will be alerted if you try to submit before completing all of the
requirements.
TOTAL
Total Score:
0.9
Total Mean:
0.028
GRADE
Total Score:
0.9
Grade:
12/12

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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

THE STUDENT TEACHER ...

A1. DEMONSTRATES 0.06

A2. DEMONSTRATES 0.06

A3. DEMONSTRATES 0.06

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

Rubric Score 0.18

Rubric Mean 0.06

Comments: Professional Knowledge

B. ASSESSMENT OF AND FOR STUDENT LEARNING

B1. SETS 0.06

B2. PLANS 0.06

B3. CHECKS FOR 0.06

B4. USES FORMAL 0.06

Rubric Score 0.24

Rubric Mean 0.06

Comments: Assessment of and for student learning

C1. IS FAMILIAR 0.02

C2. PLANS 0.01

C3. PLANS 0.02

C4. INTEGRATES 0.02

C5. INTEGRATES 0.02

C6. PLANS TIME 0.02

Rubric Score 0.11

Rubric Mean 0.018

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 0.02

E2. PRESENTS 0.02

E3. ENGAGES AND 0.02

E4. ENGAGES 0.02

E5. FACILITATES 0.01

E6. DIFFERENTIATES 0.02

E7. USES 0.02

instructional for content

Rubric Score 0.13

Rubric Mean 0.018

Comments: Instructional Delivery

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

F1. PROVIDES 0.02

F2. TAKES 0.02

F3. SEEKS AND 0.02

Rubric Score 0.06

Rubric Mean 0.02

Comments: Re ection for Student Academic Progress

G2. TAKES 0.02

LEARNING. InTASC goals in support

9a, 9b, 9d, 9n, 10r of student

G4. BUILDS 0.02

G5. ACCESSES 0.02

Rubric Score 0.1

Rubric Mean 0.02