Block 2 Final Assessments

STUDENT TEACHING BINDER 2021 BLOCK 2 - MUED
Student Name :
Souders, Joshua M
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 specific 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.
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 and references AND… clearly
inconsistently appropriate AND… explicitly demonstrates
UNDERSTANDING
references the content references and and explains the
OF APPROPRIATE
appropriate standards in clearly aligns appropriate
CONTENT
content daily plans; appropriate sequencing of
STANDARDS
standards. content the content
(SOL/PROFESSIONAL
standards with standards.
STANDARDS). InTASC
planned
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
AREA. InTASC 4
area; explanation explanations
that captures that capture key
key subject subject matter
matter ideas ideas and skills.
and skills;
A3. DEMONSTRATES
0.03
THE LINK BETWEEN
THE CONTENT AND
STUDENTS’ PAST
references references references AND…
AND FUTURE
content to content to content to references
LEARNING
NEITHER the EITHER the BOTH the content to real
EXPERIENCES AS
students’ past and students’ past students’ past world
WELL AS RELATED
future learning and future and future experiences and
SUBJECT AREAS.
experiences NOR learning learning applications.
InTASC 4d
related subject experiences OR experiences
areas. related subject AND related
areas. subject areas;
A. Content
0.06
Knowledge presents content presents AND…facilitates
without content AND… learners’ critical
DISPOSITION:
acknowledgement acknowledging recognizes the analyses of the
DEMONSTRATES AN
of alternative alternative potential of multiple
UNDERTANDING
disciplinary disciplinary bias in his/her perspectives in
THAT DISCIPLINE
perspectives. perspectives; representation the discipline.
CONTENT IS
of the
EVOLVING,
discipline;
APPRECIATES
MULTIPLE
PERSPECTIVES AND
RECOGNIZES THE
POTENTIAL FOR
BIAS. InTASC 4o, 4p,
4q
Rubric Score 0.21
Rubric Mean 0.052
Comments: Professional Knowledge
Mr. Souders has a solid foundation in band knowledge and has worked diligently to improve his string technique. I am impressed
that he has demonstrated and role modeled on viola every day!

Goals for the future:

flute technique

double bass technique
B. ASSESSMENT OF AND FOR STUDENT LEARNING

Developing Meets
B1. SETS
0.06
ACCEPTABLE,
MEASURABLE,
AND
sets sets acceptable AND…sets AND…matches
APPROPRIATE
unacceptable, and appropriate measurable learning
LEARNING
immeasurable, learning learning outcomes and
OUTCOMES AND
or inappropriate outcomes and outcomes and achievement
ACHIEVEMENT
learning achievement achievement goals to
GOALS FOR
outcomes and goals for student goals for student classroom
STUDENT
achievement learning; learning AND assessments.
LEARNING. InTASC
goals for student states these
6
learning. clearly on the
lesson plan;
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 learning should impact guide their
outcomes. outcomes; future learning progress.
activities;
B3. CHECKS FOR

0.03
UNDERSTANDING makes few or no uses a variety of AND…analyzes
attempts to monitors student assessment individual and
USING A VARIETY
determine comprehension techniques to group
OF ASSESSMENT
student of content AND monitor comprehension
TECHNIQUES TO
comprehension provides comprehension of the content,
ENHANCE
AND gives students with of the content AND gives all
STUDENT
students little or limited feedback. AND provides students
LEARNING. InTASC
6e, 6g no feedback. students with substantive and
timely specific
meaningful feedback, AND
feedback; makes
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
differentiate
instruction.
B. Assessment
0.06
DISPOSITION: uses assessment uses self and/or AND…engages
in a limited peer assessment AND… works to learners in
VALUES THE USE
fashion in both to promote develop each decisions
OF SELF AND
form and learner growth; learner’s ability regarding their
PEER
function. to identify their own progress
ASSESSMENT AND
own strengths, with attention to
USES DATA
challenges, and the ethical use of
ETHICALLY TO
progress; assessments and
IDENTIFY
LEARNER assessment data.
STRENGTHS AND
TO PROMOTE
LEARNER
GROWTH. InTASC
6q, 6v
Rubric Score 0.27
Rubric Mean 0.054
Comments: Assessment of and for student learning
Mr. Souders is consistently reflective and uses that information to improve instruction. He is now comfortable giving daily
classwork grades and occasional feedback. He also adjudicated more formally with All-County Band auditions and All-District
Orchestra auditions.

increase use of formative assessment "Play m. 5 again with a warmer tone."

more specific feedback to the ensemble e.g. "I love how everyone is using full bows."

create and administer formal assessments e.g. written test or playing test
C. INSTRUCTIONAL PLANNING
Developing Meets
C1. IS FAMILIAR
0.03
WITH AND USES is unfamiliar with is familiar with AND...uses
the background, the relevant relevant aspects demonstrates
RELEVANT
experiences, and aspects of the of students’ detailed
ASPECTS OF
skill level of most background, background, understanding of
STUDENTS’
students in the knowledge, knowledge, the background,
BACKGROUND,
class. experience, and experience, and experience, and
KNOWLEDGE,
skill level of ALL
EXPERIENCE, AND skills of most skills of most students in the
SKILLS. InTASC 2c, students in the students in the class AND plans
7j, 7n class; class. using what s/he
knows about
learners
including
developmental
levels, prior
learning, and
interests.
C2. PLANS
0.01
DIFFERENTIATED plans effectively plans AND…seeks
undifferentiated plans differentiated resources from
INSTRUCTION TO
instruction. differentiated instruction to instructional
ADDRESS THE
instruction to address the specialists to
UNIQUE
address the unique refine 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
0.03
INSTRUCTIONAL rarely integrates sometimes regularly
instructional integrates integrates AND…integrates
TECHNOLOGY IN
technology in instructional appropriate a variety of
PLANNING.
planning. technology in instructional instructional
InTASC 7k, 8r
planning; technology in technology in
planning to meet planning, AND
learning clearly identifies
outcomes; alternative plans

in the event
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
in all planning;
PLANNING. planning. 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.
C. Planning for
0.03
Instruction plans instruction plans instruction AND…uses daily
based primarily using knowledge and unit plans to AND…
DISPOSITION:
on teacher of students’ ensure student anticipates
PLANNING
manuals and/or strengths, needs learning in learner needs
ASSURES
other prepared and collaboration AND makes
STUDENT
materials. backgrounds; with other adjustments
LEARNING AND IS
colleagues; based on
OPEN TO
effectiveness of
ADJUSTMENT AND
instruction and
REVISION BASED
changing student
ON CHANGING
and community
NEEDS AND
needs.
CIRCUMSTANCES.
InTASC 7p, 7q
Rubric Score 0.16
Rubric Mean 0.022
Comments: Instructional Planning
Mr. Souders understands the unique needs of NFMS Music students and has cultivated strong bonds with many students. I feel
confident that he will research and build relationships in a future position, too.


create an arsenal of GATE "extenders" e.g. challenge/intrique for James the GATE trumpeter

create an arsenal of "The Internet Died" lessons for kids e.g. sightreading, CD's for accompaniment, etc.

D. LEARNING ENVIRONMENT
Does Not Meet Developing Meets Exceeds Score/Comment

Expectations Towards Expectations Expectations
Expectations (TARGET)
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
that a climate of create a climate purposefully regular student
TRUST AND
trust and of trust and creates a climate collaboration.
TEAMWORK.
teamwork is teamwork by of trust and
InTASC 3j, 3q
lacking. being fair and teamwork by
respectful. being
enthusiastic, fair,
caring, and
respectful to all
students;
D3. MAINTAINS
0.01
CONSISTENT ignores students’ responds demonstrates
needs and attempts to effectively and the ability to
STANDARDS FOR
behavior. maintain consistently to change and
POSITIVE
positive students’ needs adapt classroom
CLASSROOM
classroom and behavior management
BEHAVIOR. InTASC
behavior. AND can explain plans based on
3c
why the model students’
they are using for changing needs
positive and behavior
classroom AND explain why
behavior is changes were
effective. made.
D4.
0.02
DEMONSTRATES Infrequently can identify the AND…
shows awareness different cultural AND…respects incorporates
RESPECT FOR AND
of the different backgrounds and responds to these differences
RESPONSIVENESS
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;
D. Learning
0.03
Environment shows a minimal uses learners’ AND…provides
DISPOSITION: understanding of differing opportunities for
PROMOTES individual abilities, skills, learners to

INCLUSIVE differences. cultures, and participate in
AND…actively
LEARNING communities to decision-making,
works to ensure
ENVIRONMENTS promote an to engage in
that each learner
THAT ENABLE inclusive exploration, and
feels valued AND
EACH LEARNER TO learning to work
helps students to
MEET HIGH environment; collaboratively
learn to value
STANDARDS BY and
one another.
VALUING independently;
DIFFERING
BACKGROUNDS
AND ABILITIES.
InTASC 2l, 2m, 2n,
2o, 3p
Rubric Score 0.1
Rubric Mean 0.02
Comments: Learning Environment
Mr. Souders shares love and kindness with all students. Even after frustrating moments and exhausting schedules, Mr. Souders
has remained calm and committed to helping children. This is one of Mr. Souder's strengthes.


create a vision of your ideal classroom e.g. "I will allow not allow calling-out" and this is consequence

practice consistent behavior standards by substitute teaching and watching videos of other classrooms (yes, really!)

consistent, concise tactics for inappropriate behaviors such as swinging clarinet e.g. 1. "Jude"; 2. hold clarinet for Jude then return;
3. "Jude, go to the hallway."

E. INSTRUCTIONAL DELIVERY
Meets
Does Not Meet Developing Towards Expectations Exceeds
E1. PRESENTS
0.01
PROCEDURES AND presents AND…ensures AND…
unclear OR provides students that all consistently
OUTCOMES
inaccurate with clear, accurate students presents clear
CLEARLY TO
information information about the understand the procedures
STUDENTS AND
about the learning objectives learning and outcomes,
CHECKS FOR
learning and procedures for objectives AND AND effectively
STUDENT
objectives or instructional activities; can carry out checks for
UNDERSTANDING.
InTASC 8 the procedures those student
for instructional procedures; understanding.
activities.
E2. PRESENTS
0.02
CONTENT
uses ineffective uses effective AND…makes AND…
ACCURATELY AND
strategies when strategies to present content continually
EFFECTIVELY.
presenting content to students; relevant to presents
InTASC 4
content to students’ prior material clearly
students. experiences; and explicitly
with well-
chosen
examples.
E3. ENGAGES AND

0.01
MAINTAINS keeps students keeps students AND…keeps all
passively attempts to keep actively students
STUDENTS IN
involved in students actively involved by challenged and
ACTIVE LEARNING.
learning, relying involved, but some adapting highly engaged
InTASC 4b, 4c
heavily on students are instruction in as active
lectures, disengaged. the moment, learners and
textbooks and based on problem
worksheets. student solvers.
learning needs;
E4. ENGAGES
0.03
LEARNERS IN A rarely uses provides students AND…engages
technology to with guided practice students in AND...cultivates
RANGE OF
support student in using technology to learning student
LEARNING
learning. support student experiences collaboration
EXPERIENCES
learning; with and initiative in
USING
technology that the use of
TECHNOLOGY.
is appropriate appropriate
InTASC 5l, 8g, 8n
and technology to
challenging; support
student
learning.
E5. FACILITATES
0.01
STUDENTS’ USE OF instruction prepares AND…assesses
includes only instruction students to their growth
HIGHER LEVEL
lower level incorporates higher apply existing and
THINKING SKILLS IN
thinking skills, level thinking skills knowledge in development in
INSTRUCTION.
(e.g. using only (e.g. problem solving, new areas use of higher
InTASC 8f
low level critical thinking, and through higher level thinking
questions). analysis), but students order thinking skills.
still require skills in
instruction to apply instructional
these techniques. activities;
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. instruction to skillfully
ACCOMMODATIONS
TO MEET THE needs but with mixed accommodate differentiating
NEEDS OF DIVERSE success. most students’ and
LEARNERS. InTASC learning needs. scaffolding,
2a, 2b, 8 using activities
appropriate for
a range of
learners.
E7. USES
0.01
INSTRUCTIONAL uses consistently AND…
instructional inconsistently uses uses performs non-
AND TRANSITION
time instructional and instructional instructional
TIME FOR CONTENT
inappropriately transition time and transition procedures
MASTERY. InTASC
and/or on effectively. time effectively efficiently.
4r, 8b
activities of little for content
instructional mastery;
value.
E. Application of
0.01
Content shows minimal AND…draws AND…relies on
awareness or incorporates/connects connections concrete
DISPOSITION 1.
focus on local local and global issues between contemporary
USES MULTIPLE
and global to content area; content area issues/cases to
PERSPECTIVES TO
ENGAGE LEARNERS issues related to and other develop
IN CRITICAL her/his disciplines to creativity,
THINKING, discipline. enhance critical
CREATIVITY, AND student thinking, and
COLLABORATIVE understanding; problem
PROBLEM SOLVING solving.
RELATED TO LOCAL
AND GLOBAL
ISSUES. InTASC 5q,
5r, 5s
E. Instructional
0.02
Strategies uses ineffective adjusts instruction to AND…adapts
strategies when use multiple effective AND… instruction in
DISPOSITION 2.
presenting strategies to present encourages real-time in
USES MULTIPLE
content to content to students; students to use response to
STRATEGIES TO
students. multiple forms diverse learner
ENGAGE ALL
of ideas and
LEARNERS IN A
communication needs.
DEEP
to demonstrate
UNDERSTANDING
their
OF CONTENT AREAS
developing
AND MAKE
knowledge and
CONNECTIONS,
skills;
BUILDING
STUDENTS’ SKILLS
TO APPLY
KNOWLEDGE IN
MEANINGFUL
WAYS. InTASC 8p,
8q, 8s
Rubric Score 0.14
Rubric Mean 0.015
Comments: Instructional Delivery
Mr. Souders has become more comfortable with the joys and challenges of grades 5-7. He is starting to use specific, concise
directions and procedures for these younger band students. Like most new teachers, Instructional Delivery is his area for greatest
growth.


work with groups of children as often as you can e.g. band camps, volunteering, etc.

teach a adult something they DON'T want to learn e.g. how to cook their least favorite food

substitute teach for Ms. Whitford, MVHS, or even non-music classrooms - this is your best opportunity to keep your skills fresh!
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
0.03
RESPONSIBILITY puts the acknowledges takes
responsibility of responsibility for responsibility for AND…sets and
FOR STUDENT
learning on the student learning. student learning implements
LEARNING BY
student. by consistently professional
USING ONGOING
making changes goals to improve
ANALYSIS AND
to plans and student learning.
REFLECTION.
InTASC 6c, 6l, 9c, practice as a
9g, 9l result of analysis

and reflection;
F3. SEEKS AND

0.03
USES
INFORMATION
relies solely on seeks seeks information seeks
FROM
own knowledge information from professional information from
PROFESSIONAL
to improve from the resources AND varied
SOURCES (E.G.
instruction. cooperating uses it to improve professional
COOPERATING
teacher AND instruction. resources AND
TEACHER,
attempts to use uses it effectively
COLLEAGUES,
it to improve to improve
AND/OR
instruction. instruction.
RESEARCH) TO
IMPROVE
INSTRUCTION.
InTASC 9d, 10e,
10r
F. Learner
0.03
Development shows minimal recognizes AND…actively
awareness of learners’ promotes learner AND…
DISPOSITION:
learners’ differing growth by incorporates
RESPECTS AND
differing strengths and designing and contributions
USES LEARNER
developmental needs; implementing from families,
STRENGTHS TO
needs. developmentally colleagues, and
PROMOTE
appropriate other
LEARNER
learning professional to
DEVELOPMENT
experiences; understand and
ACROSS
support each
COGNITIVE,
learner’s
LINGUISTIC,
development.
SOCIAL,
EMOTIONAL, AND
PHYSICAL
DIFFERENCES.
InTASC 1h, 1i, 1j,
1k
Rubric Score 0.11
Rubric Mean 0.027
Comments: Reflection for Student Academic Progress
This is another of Mr. Souders' strengthes. He consistently reflects, asks for feedback, and grows from each lesson.


Chat informally with other educators - what themes and ideas did you share?

Observe other music educators in fields where you have less comfort e.g. elementary music, choral music, guitar
G. PROFESSIONALISM

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 makes periodically uses correct
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 colleagues, administrators, build strong
WITH FAMILIES,
collaborate with administrators, and families to relationships
COMMUNITIES,
colleagues, and families. support the AND seeks out
COLLEAGUES,
administrators, specific learning collaborative
AND OTHER
and families. needs of relationships
PROFESSIONALS
students;
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
G. Leadership and
0.03
Collaboration engages in few Works AND…actively
opportunities to collaboratively to seeks AND…takes
DISPOSITION:
explore advocate for opportunities to personal
SEEKS appropriate
leadership roles students’ success grow and responsibility for
leadership roles
and and advocates develop as an contributing to
and opportunities
collaborations for learners. education and advancing
to take
within the professional; the profession.
responsibility for
student learning, school.
to collaborate
with learners,
families,
colleagues, other
school
professionals, and
community
members to
ensure learner
growth and to
advance the
profession.
InTASC 10 p, 10q,
10s, 10t
Rubric Score 0.15
Rubric Mean 0.024
SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT
Areas of Strength
Content knowledge

Learning Environment: student value and culture

Reflection

Professionalism
Areas for Growth

Planning specific details

Learning Environment MAINTAINS CONSISTENT STANDARDS FOR POSITIVE CLASSROOM BEHAVIOR. InTASC 3c

Instructional Delivery
SAVE AND SUBMIT
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requirements.
TOTAL
Total Score:
1.14
Total Mean:
0.028
GRADE
Total Score:
1.14
Grade:
STUDENT TEACHING BINDER 2021 BLOCK 2 - MUED
Student Name :
Souders, Joshua M
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 specific 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.
THE STUDENT TEACHER ...
A. PROFESSIONAL KNOWLEDGE
Developing Meets
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). InTASC
planned
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
0.03
THE LINK BETWEEN references references AND…references
THE CONTENT AND content to content to BOTH content to real
STUDENTS’ PAST NEITHER the the students’ world

AND FUTURE students’ past past and future experiences and
references
LEARNING and future learning applications.
content to
EXPERIENCES AS learning experiences
EITHER the
WELL AS RELATED experiences AND related
students’ past
SUBJECT AREAS. NOR related subject areas;
and future
InTASC 4d subject areas.
learning
experiences OR
related subject
areas.
Rubric Score 0.15
Rubric Mean 0.049
Comments: Professional Knowledge
Josh has a good grasp on most band instruments; flute is an area for improvement, as are strings. He is eager to improve on all
instruments!
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 effective,
LEARNING
assessments assessments informal descriptive
OUTCOMES.
that are not that are linked to assessments feedback to
InTASC 6a
linked to learning learning should impact guide their
outcomes. outcomes; future learning progress.
activities;
B3. CHECKS FOR
0.03
UNDERSTANDING makes few or no uses a variety of AND…analyzes
attempts to monitors student assessment individual and
USING A VARIETY
determine comprehension techniques to group
OF ASSESSMENT
student of content AND monitor comprehension
TECHNIQUES TO
comprehension provides comprehension of the content,
ENHANCE
AND gives students with of the content AND gives all
STUDENT
students little or limited feedback. AND provides students
LEARNING. InTASC
6e, 6g no feedback. students with substantive and
timely specific
meaningful feedback, AND
feedback; makes
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
differentiate
instruction.
Rubric Score 0.21
Rubric Mean 0.052
Comments: Assessment of and for student learning
Setting goals for student success and asking students to self-assess are areas of strength.

Focus area for improvement is giving more clear feedback as part of ongoing informal assessments, which need to be happening
more often throughout classes. Having students self-assess is great, but they often need direction here. When they stop playing,
instead of asking "how did that feel" and leaving it there, ask specific questions about particular areas of weakness and lead them
to making those corrections.
C. INSTRUCTIONAL PLANNING

C1. IS FAMILIAR
0.02
WITH AND USES is unfamiliar with is familiar with demonstrates
the background, the relevant AND...uses detailed
RELEVANT
experiences, and aspects of the relevant aspects understanding of
ASPECTS OF
skill level of most background, of students’ the background,
STUDENTS’
students in the knowledge, background, experience, and
BACKGROUND,
class. experience, and knowledge, skill level of ALL
KNOWLEDGE,
skills of most experience, and students in the
EXPERIENCE, AND
students in the skills of most class AND plans
SKILLS. InTASC 2c,
class; students in the using what s/he
7j, 7n
class. 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
0.01
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
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 0.11
Rubric Mean 0.018
Comments: Instructional Planning
Lesson planning has improved throughout the semester. Let's work toward being even more specific here, listing several options to
deal with students who may be struggling with a particular skill, behavior, etc. As you are planning, brainstorm every possible
mistake that could be made, and a solution or two for each. This will also aide in classroom management. When students are
engaged, there is less behavior to manage. Keep them busy, engaged, and playing as much as possible. Note strategies for
implementing this on your plans. Always plan more than you think you can possibly get through in any given class period.
D. LEARNING ENVIRONMENT
Developing Meets
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
ignores evidence attempts to AND…fosters
A CLIMATE OF
that a climate of create a climate regular student
purposefully
TRUST AND
trust and of trust and collaboration.
creates a climate
TEAMWORK.
teamwork is teamwork by
of trust and
InTASC 3j, 3q
lacking. being fair and
teamwork by
respectful.
being
enthusiastic, fair,
caring, and
respectful to all
students;
D3. MAINTAINS
0.01
CONSISTENT ignores students’ responds demonstrates
needs and attempts to effectively and the ability to
STANDARDS FOR
behavior. maintain positive consistently to change and
POSITIVE
classroom students’ needs adapt classroom
CLASSROOM
behavior. and behavior management
BEHAVIOR. InTASC
3c AND can explain plans based on
why the model students’
they are using changing needs
for positive and behavior
classroom AND explain why
behavior is changes were
effective. made.
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 0.07
Rubric Mean 0.017
Comments: Learning Environment
Josh is showing more and more of his personality to the students, which is allowing him to begin forming relationships with them--
this is great! He continues to provide a safe and respectful classroom climate.

An area for improvement is classroom management, as it is for most student and early service teachers. Especially in middle
school, this takes time to develop and there's never a "one size fits all" solution. You will learn by trial and error what feels authentic
to you and what works with whatever kids are in front of you. But the first step is always establishing those clear and concise
expectations--and then reinforcing them over and over and over and over again. As stated above, when kids are engaged, there's
less classroom management needed. It's band/orchestra, and they should be enjoying playing. Keep that atmosphere and a lot of
these issues will take care of themselves. As you gain experience you will learn what to pay attention to and what to ignore; this
takes time! Not every student comment needs a response; this is one way to keep the class flowing and moving forward and will
increase student engagement. Keep them playing as much as possible.
E. INSTRUCTIONAL DELIVERY
Developing Meets
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 effectively checks
STUDENT
procedures for learning those for student
UNDERSTANDING.
instructional objectives and procedures; understanding.
InTASC 8
activities. procedures for
instructional
activities;
E2. PRESENTS
0.02
CONTENT uses ineffective uses effective 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

0.01
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
0.03
LEARNERS IN A rarely uses provides AND…engages
technology to students with students in AND...cultivates
RANGE OF
support student guided practice learning student
LEARNING
learning. in using experiences collaboration
EXPERIENCES
USING technology to with technology and initiative in
TECHNOLOGY. support student that is the use of
InTASC 5l, 8g, 8n learning; appropriate and appropriate
challenging; technology to
support student
learning.
E5. FACILITATES
0.01
STUDENTS’ USE OF instruction prepares AND…assesses
includes only instruction students to their growth and
HIGHER LEVEL
lower level incorporates apply existing development in
THINKING SKILLS IN
thinking skills, higher level knowledge in use of higher
INSTRUCTION.
(e.g. using only thinking skills new areas level thinking
InTASC 8f
low level (e.g. problem through higher skills.
questions). solving, critical order thinking
thinking, and skills in
analysis), but instructional
students still activities;
require
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
0.01
INSTRUCTIONAL uses consistently AND…performs
instructional time inconsistently uses non-instructional
AND TRANSITION
inappropriately uses instructional procedures
TIME FOR CONTENT
and/or on instructional and transition efficiently.
MASTERY. InTASC
activities of little and transition time effectively
4r, 8b
instructional time effectively. for content
value. mastery;
Rubric Score 0.11
Rubric Mean 0.015
Comments: Instructional Delivery

Josh is always willing to try new things to improve his teaching, and that's a huge strength. He is adaptable and flexible, which are
also great strengths.
Student engagement continues to be an area for improvement, and again, there is no quick fix for this. It will require much trial
and error. Consider videotaping yourself more often, perhaps as a normal routine. This way you will capture some great moments
(as well as not so great) which will allow you to see what it was you were doing that kept your kids engaged! Observe as many
teachers as you possibly can, and make note of what strategies they use. It doesn't have to be only music teachers--there are
master teachers in all disciplines from whom you can learn so many great methods that really work. Keep striving for improvement
here.
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 reflection;
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 effectively
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
Comments: Reflection for Student Academic Progress
Josh is very reflective and seeks out feedback from others. This is a huge strength! And the best teachers never stop doing this!
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
confidentiality, deadlines,
AND POLICY.
etc.). confidentiality,
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
frequently makes periodically AND…speaks
COMMUNICATES
errors in makes errors in and writes
uses correct
EFFECTIVELY
grammar, usage, grammar, usage, correctly and
grammar, usage,
THROUGH ORAL
and spelling in and spelling in fluidly in
and spelling 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…
effort to relationships and collaborates with communicates
AND
effectively build collaborate with colleagues, effectively to
COLLABORATES
relationships or colleagues, administrators, build strong
WITH FAMILIES,
collaborate with administrators, and families to relationships
COMMUNITIES,
colleagues, and families. support the AND seeks out
COLLEAGUES,
administrators, specific learning collaborative
AND OTHER
and families. needs of relationships
PROFESSIONALS
students; with community
TO PROMOTE
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 0.1
Rubric Mean 0.02
SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT
Areas of Strength
Additional areas of strength include: musicianship, reflectiveness, adaptability, flexibility, desire to improve, positive attitude, and
cooperation with fellow teachers.
Areas for Growth

Lesson planning (as detailed above)
Student engagement/Instructional delivery (as detailed above)
Classroom management (as detailed above)
It's important to demonstrate the most professional behaviors at all times in the educational setting. Examples would include
being on time (better yet early) each day, completing tasks as promised (on time), returning emails within the standard 24 hours,
etc. These are important to establish as soon as possible in your career in order to be seen as a professional.
SAVE AND SUBMIT
Please remember to save the binder when you are finished 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:
0.81
Total Mean:
0.025
GRADE
Total Score:
0.81
Grade:

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Block 2 Final Assessments

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STUDENT TEACHING BINDER 2021 BLOCK 2 - MUED

Explanations for Student Teachers viewing your assessments

Bottom of the assessment

THE STUDENT TEACHER ...

Rubric Score 0.21

Rubric Mean 0.052

Comments: Professional Knowledge

Goals for the future:

double bass technique

B. ASSESSMENT OF AND FOR STUDENT LEARNING

B3. CHECKS FOR

B4. USES FORMAL

Rubric Score 0.27

Rubric Mean 0.054

Comments: Assessment of and for student learning

increase use of formative assessment "Play m. 5 again with a warmer tone."

planning to meet planning, AND

learning clearly identifies

outcomes; alternative plans

C6. PLANS TIME

Rubric Score 0.16

Rubric Mean 0.022

Comments: Instructional Planning

Goals for the future:

Does Not Meet Developing Meets Exceeds Score/Comment

DISPOSITION: understanding of differing opportunities for

PROMOTES individual abilities, skills, learners to

Rubric Score 0.1

Rubric Mean 0.02

Comments: Learning Environment

Goals for the future:

E3. ENGAGES AND

IN CRITICAL her/his disciplines to creativity,

THINKING, discipline. enhance critical

CREATIVITY, AND student thinking, and

COLLABORATIVE understanding; problem

PROBLEM SOLVING solving.

Rubric Score 0.14

Rubric Mean 0.015

Comments: Instructional Delivery

Goals for the future:

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

9g, 9l result of analysis

F3. SEEKS AND

Rubric Score 0.11

Rubric Mean 0.027

Comments: Reflection for Student Academic Progress

Goals for the future:

Does Not Meet Developing Meets Exceeds Score/Comment

Rubric Mean 0.024

SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT

Learning Environment: student value and culture

Areas for Growth

Explanations for Student Teachers viewing your assessments

Bottom of the assessment

THE STUDENT TEACHER ...

THE CONTENT AND content to content to BOTH content to real

STUDENTS’ PAST NEITHER the the students’ world

Rubric Score 0.15

Rubric Mean 0.049

Comments: Professional Knowledge

B. ASSESSMENT OF AND FOR STUDENT LEARNING

B4. USES FORMAL