Wilkes University

Student Teaching Biweekly Form – to be completed by Cooperating Teacher AND Supervisor

Mariah Irrizarry 11/19/2021

Student Teacher: ________________________________________________Date: _________________________
Jennifer Brugger Kindergarten Autistic Support
Cooperating Teacher or Supervisor: ________________________Class/Subject/Grade: ______________________

0 = Unsatisfactory 3 = Good
1 = Needs Improvement/Growth 4 = Superior
2 = Satisfactory 5 = Exemplary
NA = Not Applicable or not observed yet

A. Instructional Planning / Planning and Preparation:

1. States instructional purpose/goal(s) clearly in written plan
4
2. References instructional purpose/goal(s) to Pennsylvania Academic Standards or Common Core
4 Standards
3. Specifies content to be learned in written plan; content is valid for instructional purpose/goal(s)
4
4. States instructional objective (conditions, performance, quality); objective is valid for instructional
4 purpose/goal(s)
5. Describes teaching/learning activities in sufficient detail
4
6. Describes strategies for differentiating instruction and accommodating individual learner needs
4
Comments/Sources of Evidence:
Mariah has shared her lesson plans with me for the lessons that she has taught within the
classroom. She has good knowledge of the curriculum that is used for instruction. Her
plans reflect correct use of the curriculum to meet students' instructional needs. She
supplements her lessons when appropriate with useful videos, materials, etc.

B. Pre-Instructional Phase (Anticipatory Set):

1. Activates and directs learner attention
4
2. Establishes learner expectancy; communicates instructional purpose/goal(s) meaningfully to
4 learners

3. Activates learner motivation and interest for learning goals

4
4. Stimulates recall of relevant prior knowledge
4
Comments/Sources of Evidence:
Mariah plans and prepares her lessons while reflecting upon students' needs and their
current abilities. She activates students' prior knowledge at the beginning of lessons by
asking questions and providing feedback. Mariah builds upon previously learned targets
and known items from students verbal behavior programs within her natural environment
teaching lessons.
C. Instructional Phase/Delivery:
1. Makes learners aware of content to be learned – communication of procedures and clear
4 explanations of content
2. Helps learners think meaningfully about the content to be learned
4
3. Provides multiple examples and illustrations that are meaningful to learners
4
4. Uses instructional supports (audio, visual, technology, etc.) to enhance learner understanding
4
5. Checks frequently for learner understanding
5
6. Provides sufficient repetition of major ideas to be learned
5
7. Provides opportunities for guided practice, consistent with instructional purpose/goal(s)
5
8. Elicits frequent overt responses from all learners (formative assessment)
5
9. Monitors guided practice and provides informative feedback
4
10. Flexibility and responsiveness in meeting the learning needs of students
5
11. Use of questioning and discussion strategies that encourage students to participate
5
12. Engagement of students in learning and adequate pacing of instruction
4
Comments/Sources of Evidence:
Mariah does exceptionally well with instructing students and providing questions that are
at their current instructional level for both reading and math instruction. She has done
very well with learning and utilizing intensive teaching strategies for verbal behavior
instruction. She has taken over all aspects of the classroom and has done well with
providing instruction, managing negative behaviors, implementing and providing positive
reinforcement, and meeting students' instructional needs.

D. Post-Instructional Phase:
1. Provides opportunities for independent practice (e.g., homework, seatwork), consistent with
4 instructional purpose/goal(s)
2. Provides multiple practice opportunities in varied contexts
4
3. Provides practice opportunities that require learners to retrieve the content to be learned
4
4. Provides informative feedback to learners
4
Comments/Sources of Evidence:
Mariah provides nightly homework and checks it in upon arrival. Homework is based
upon current instructional goals and current events. She provides opportunities to
practice previously learned skills within natural environment teaching. Feedback on
instruction and behaviors is provided to students to assist with their learning.
E. Assessment:
1. Collects summative assessment data for all individual learners
4
2. Summative assessment data are valid for instructional purpose/goal(s)
4
3. Formative assessment data are valid for instructional purpose/goal(s)
4
4. Progress monitoring and benchmarking of student progress
4
Comments/Sources of Evidence:
Mariah assists with data collection for all students in the classroom a variety of formats
(daily cold probes, interval data, frequency/duration data, anectodal notes). She has
participated in the IEP testing process as well as building verbal behavior programs for
new students in the classroom. She has also participated in a student's re-evaluation/IEP
meeting.

F. Classroom Management/Classroom Environment:

1. Prepares and organizes all supporting materials and equipment in advance
4
2. Manages transitions efficiently
5
3. Maintains appropriate sequence, flow, and pace
4
4. Actively monitors the entire classroom while teaching and during independent seatwork
5
5. Enforces clear rules and procedures consistently
5
6. Anticipates potential problem behaviors and attempts to prevent them
5
7. Reacts to inappropriate behavior swiftly and nondisruptively
5
8. Gives clear directions to learners
4
9. Facilitates meaningful and positive learner response to instruction
5
10. Attention to equitable learning opportunities for all students
4
11. Ability to establish and maintain rapport with students
5
Comments/Sources of Evidence:
Mariah has been doing excellent with managing the classroom and providing both
behavioral intervention strategies and positive reinforcement for positive behaviors. We
have recently collaborated on a token system for the class and she has been utilizing it
for both instructional and non-instructional times to promote positive behaviors,
compliance, and participation in lessons. Mariah has been pairing with students who
have been exhibiting negative behaviors in order to improve her rapport with them.
G. Professionalism:
1. Exhibits professional language, dress, and behavior
5
2. Interacts appropriately with cooperating teacher and other school personnel
5
3. Demonstrates high expectations for all learners
5
4. Demonstrates mastery of content
5
5. Demonstrates enthusiasm for teaching
5
6. Knowledge of school and district procedures and regulations related to attendance and punctuality
4
7. Knowledge of school and district requirements for maintaining accurate records and communicating
4
with families
8. Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional
5 Practice and Conduct for Educators: and local, state, and federal laws and regulations
9. Knowledge of Commonwealth requirements for continuing professional development and licensure
4
Comments/Sources of Evidence:
Mariah has taken over as a member of the instructional team for students. She
collaborates with all the members of the classroom team to meet the needs of students.
She appears comfortable with given direction to support staff when necessary. Mariah
has met the members of the administration team for both the school and special
education department. She has demonstrated professionalism throughout her placement.