Jason Crews - Student Teaching Eval Mid Term&final

STUDENT TEACHER - MID TERM STUDENT TEACHING EVALUATION Crews, Jason, Michael

Candidate Name: (Last, First, Middle) Basha High School

School Chandler Unified School District

School District Chandler, AZ

City, State 12-Sep

Grade Level (s) Taught Band

Subject Matt Kozacek

Name of Mentor Teacher

Signature Mentor Teacher

Signature Student Teacher

Signature University Supevisor

Checked by Director, Professional Field Experiences

Date Prepared

Page 1 of 9

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Page 1 of 9

MID TERM STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY

This evaluation is to be used for employment purposes and to detail the completion of student teaching. It is intended to provide the prospective employer with specific, pertinent information regarding the candidate’s performance as a student teacher. The University Supervisor will submit the mid term and final evaluation to Ottawa University. It will then be the candidate’s responsibility to submit copies of this evaluation to potential employers. Candidate Name: (Last, First, Middle) Crews, Jason, Michael School Basha High Schol Grade Level (s) Taught 12-Sep

School District Chandler Unified School District City, State Chandler, AZ Subject Band

Date Prepared 9-Sep-08 Name of Mentor Teacher Matt Kozacek

Brief description of classroom setting, review of student teacher’s strengths, contributions and professional potential. Jason has been teaching Marching Band, Concert Band, Symphonic Band, Jazz Band, JV Jazz Band and AP Music Theory. Jason's contribution to the Basha Band Program has been very helpful and educational, not only for him, but for the student's he teaches and myself as well. Jason has a very strong belief system and it is interesting to get into discussions with him about music and his educational philosophies. He has the potential to become a very strong band director because of his desire to achieve high levels of success with his students. We have been working on the details of his teaching to help him become a stronger conductor and band leader, but its obvious that his level of interest is high.

Instructional Development Scale. Summarize the proficiency level for each area listed. Level 1 = Student teacher has not yet developed or used this skill Level 2 = Student teacher is beginning to incorporate this skill in his/her instructional repertoire. Level 3 = Student teacher uses this skill appropriately and competently Level 4 = Student teacher uses this skill consistently with a high degree of competence and confidence. AREA

Proficiency 1 2 3 4

Teaching Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9) x 1. Specifies desired leaner outcomes for lessons x 2. Specifies teaching procedures for lessons x 3. Specifies resources for lessons x 4. Specifies procedures for assessing student progress x 5. Plans for student diversity, abilities and styles x 6. Plans address all levels of knowledge and understanding Classroom Interaction and Management (APTS: 2-2, 2-6) x 7. Communicates enthusiasm for student learning x 8. Demonstrates warmth and friendliness x 9. Shows sensitivity to needs and feelings of students x 10. Provides feedback to students about behavior x 11. Maintains positive classroom behavior x 12. Manages disruptive behavior

Proficiency 1 2 3 4 Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1) 13. Begins lesson effectively 14. Presents information clearly 15. Gives clear directions and explanations 16. Uses student responses/questions in teaching 17. Maximizes opportunities for all to participate 18. Provides student feedback throughout lesson 19. Instruction promotes student retention/ understanding 20. Uses effective closure/summarization techniques 21. Effectively uses instructional material in group presentation 22. Instructional materials promote individual student learning 23. Uses teaching methods appropriately/ effectively 24. Uses Instructional time effectively 25. Demonstrates knowledge of subject 26. Manages conditions for teaching and learning

x x x x x x x x x x x x x x

Page 2 of 9

MID TERM STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY

PROFESSIONAL ATTRIBUTES SCALE: for each attribute, mark the statements that most accurately describe the behaviors the

student teacher typically displayed. 1) Attendance (APTS: 6-1)

2) Punctuality (APTS: 6-1)

Frequently absent Rarely absent

Frequently late ✘

✘ Exemplary Attendance

Generally punctual Always on time

Comments:

Comments:

Attends all band events!

A few times Jason has been late, but always communicates.

3) Oral Expression (APTS: 3-5)

4) Written Expression (APTS 3:5, 5-1, 5-5)

Makes frequent grammatical errors

✘

Written works demonstrate frequent misspellings and/or

Inarticulate

grammatical errors

Articulate

Writing is often unclear and disorganized

Expressive, animated

✘

Organized and clearly expresses ideas Frequently and effectively communicates with parents and/or

administrators Insufficient data unable to judge Comments:

Comments:

5) Reliability/Dependability (APTS: 6-1, 6-4)

6) Tact, Judgment (APTS: 2-1, 2-8)

Sometimes fails to complete assigned tasks and duties

Thoughtless: Insensitive to others' feelings and opinions

Sometimes needs to be reminded to attend to assigned tasks or duties ✘

Limited sensitivity and diplomacy ✘

Perceives what to do or say in order to maintain good relations

Responsible: Attends to assigned tasks or duties

with others and responds accordingly

Self-starter: Perceives needs and attends to them

Highly sensitive to others' feelings and opinions: Diplomatic

immediately Comments: Try and find things that can be done without being assigned duties. This is a critical skill since band directing is a lot about organization.

Comments:

7) Self-Initiative/Independence (APTS: 6-1, 6-2)

8) Collegially (APTS: 5-2, 5-4, 5-5)

Passive: Depends on others for direction, ideas and

Prefers to work in Isolation

guidance

Reluctant to share ideas and materials

Has good ideas, works effectively with limited supervision ✘

Creative and resourceful:

Comments:

Prefers being part of a team ✘

Willingly shares ideas and materials

Comments:

Page 3 of 9

9) Interaction with students (APTS: 2-1, 3-2, 3-5)

10) Response to Feedback (APTS: 3-15, 5-2, 5-5)

MID TERM STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY Is sometimes antagonistic towards students

Defensive: Unreceptive to feedback

Shy: Hesitant to work with Students ✘

Relates easily and positively with students

Receptive - But doesn't Implement suggestions ✘

Outgoing: Actively seeks opportunities to work with

Receptive - And adjusts performance accordingly Solicits suggestions and feedbackfrom others

students Comments:

Comments: Try not to take comments too personally, they are aimed to make you a better musician.

11) Desire to Improve Teaching Performance (APTS: 6-1)

12) Students' Learning Potential (APTS: 2-4, 3-8, 8-5)

Makes no effort to improve teaching performance Makes some effort to improve teaching performance ✘

Makes negative comments about student's ability to learn ✘

Continually seeks new and better ways of teaching

Accepts responsibility for ALL student learning Uses Instructional strategies that provide opportunities for ALL students to attain 'higher order' learning outcomes

Comments:

Comments: Try and find different ways of teaching material to the students: ie, visual, kinesthetic.

13) Professional Ethics and Demeanor (APTS: 2-10, 4-5)

14) Potential as a Teacher (select one)

Unable

No

No Yes

Yes

✘

to judge

Recommend review of career options and consideration of

✘ Maintains high ethical and professional

standards (e.g., does not share confidential information) ✘

profession other than teaching No

Yes

No

Yes

✘

Is aware of district policies and normative

practices & responds to these guidelines in appropriate

✘

ways ✘

Recommend continuation in teaching profession Highly recommend continuation in teaching: Strong candidate

Maintains a professional appearance

Comments:

Comments:

14) Potential as a Teacher (continued) Please identify any subject matter skills/or knowledge that would encourage or Impede this student teacher's success in the teaching profession. Jason is working on his ability to teach jazz band. He, like myself, did not have a strong background in jazz, but is learning techniques that will be effective when he is teaching his own band. He also is realizing the importance of classroom management. This is probably the most difficult part of teaching and he is working on finding ways to keep students engaged so that they do not cause any disruptive behavior. These are both things that are improving quickly with Jason.

Page 4 of 9

STUDENT TEACHER NAME:

DATE:

MID TERM STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY

Instructional Development Scale The instructional Development Scale consists of 26 discrete items in three subsections: Teaching Plans and Materials, Classroom Interaction and Management, and Classroom Procedures. Directions: a) For each scale, please mark only the descriptors (a, b, c and /or d) that were actually observed b) Next, choose a level of overall proficiency for each scale. Level (1) = Level (2) = Level (3) =

Student teacher has not yet developed or used this skill. Student teacher is beginning to incorporate this skill in their instructional repertoire. Student teacher uses this skill appropriately and competently.

Level (4) =

Student teacher uses this skill consistently with a high degree of competence and confidence.

NOTE: Proficiency level does not necessarily correspond to the number of check marks given

Teaching Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9) 1) Specifies Desired Learner Outcomes for

2) Specifies Teaching Procedures for

Lessons

(1)

3) Specifies Resources for Lessons

Lessons

(2)

(3)

(1)

(4)

✘ a) Describes desired student outcome(s) in clear and

(2)

(3)

(1)

(4)

(2)

(3)

(4)

consistent terms ✘ b) Logically sequenced. ✘ c) Appropriate to student achievement level(s) d) Directly linked to unit goals

a) Referenced to the objective(s) /outcomes ✘ b) Appropriate to accomplishing objectives(s)/outcomes. ✘ c) Logically sequenced. ✘ d) Plans transitions from one activity to another.

Comments:

Comments:

Comments:

4) Specifies Procedures for Assessing Student Progress

5) Plans for Student Diversity,

6) Plans Address All Levels of Knowledge and Understanding

(1)

(2)

(3)

(4)

✘ a) Written lesson plans include informal

✘

Abilities and Styles

(1)

(2)

(3)

✘ a) Relevant to learning activity. ✘ b) Lesson plans include

specific description of resources, such as title, page, equipment. c) Resources are often used in an imaginative way

(1)

(4)

✘ a) Presents instruction based

assessments of student learning. ✘ b) Tests and other formal assessments focus directly on instructional goals and objectives ✘ c) Considers multiple sources of assessment data when making important decisions.

on assessment of student's performance. b) Provides remedial or enrichment materials/ instruction when appropriate. c) Plans individual student conferences to discuss learning or motivational problems. d) Varies instructional strategies ✘ in accord with student needs.

Comments:

Comments:

(2)

(3)

(4)

a) Plans require student to memorize important vs. trivial information and to comprehend or interpret information as appropriate. ✘ b) Plans require students to apply information to real life settings. ✘ c) Plans require students to identify/clarify complex ideas or to synthesize knowledge by integrating information d) Plans stress depth as well as ✘ breadth of content coverage. ✘

Comments:

Page 5 of 9

STUDENT TEACHER NAME: 7) Communicates Enthusiasm for Student Learning

(1)

(2)

(3)

(4)

DATE: Classroom Interaction and Management (APTS: 2-2, 2-6) 8) Demonstrates Warmth and Friendliness

(1)

(2)

(3)

9) Shows Sensitivity to Needs and Feelings of Students

(4)

(1)

(2)

(3)

(4)

MID TERM STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY (1)

(2)

(3)

(4)

(1)

(2)

(3)

(4)

a) Eye contact or facial expressions communicate pleasure, concern, interest, etc. ✘ b) Voice inflections stress points of interest and importance. c) Communicates enthusiasm through movement in the classroom ✘ d) Gestures to accentuate points

✘ a) Asks about students' interest and

opinions ✘ b) Interacts in a relaxed and informal way with students. ✘ c) Moves freely among students ✘ d) Uses students' names in a warm and friendly way.

Comments:

Comments:

(1) ✘ ✘ ✘ ✘

(2)

(3)

(4)

a) Students are reinforced when they do well. b) Students are encouraged when they have difficulty. c) Student teacher is accepting of students' contributions. d) Student teacher is courteous to students.

Comments:

This is an area that Jason is working to improve.

10) Provides Feedback to Students About Behavior

11) Maintains Positive Classroom

12) Manages Disruptive Behavior

Behavior

(1)

(2)

(3)

(4)

a) Expectations about behavior communicates pleasure, concern, interest, etc. ✘ b) Student teacher provides verbal feedback acceptable or unacceptable behavior ✘ c) Student teacher provides non-verbal feedback (smiles, frowns, nods, moves closer to student etc.) for acceptable or unacceptable behavior ✘ d) Student teacher's language is free of derogatory references or sarcasm. Comments:

(1)

(2)

(3)

(1)

(4)

✘ a) Student teacher uses techniques of

social approval and contingent activities to maintain appropriate behavior ✘ b) Inconsequential behavior problems overlooked or none exist. ✘ c) Appropriate behavior is reinforced. ✘ d) Student teacher maintains appropriate student behaviors by maximizing individual success Comments:

✘

✘ ✘ ✘

(2)

(3)

(4)

a) Individuals who have caused disruptions are dealt with rather than the entire class being punished. b) Major disruptions are attended to quickly and appropriately. c) Consequences for misbehavior are based on the severity of the disruption. d) Disruptive behavior rarely occurs.

Comments:

Page 6 of 9

STUDENT TEACHER NAME: 13) Begins Lesson Effectively

(1)

(2)

(3)

DATE: Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1) 14) Presents Information Clearly

(4)

✘ a) Student teacher activates/establishes students'

prior knowledge of current lesson. ✘ b) Students are helped to understand the purpose or

(1)

(2)

(3)

1 5) Gives Clear Directions and Explanations

(1)

(4)

✘ a) Information is directly related to

(3)

(4)

✘

a) Directions are presented in a logical

✘

b) Student teacher writes critical information

desired learner outcomes. ✘ b) Student teacher presents information

(2)

sequence.

✘

OTTAWA UNIVERSITY importance of a lesson.

MID TERM STUDENT TEACHING EVALUATION ✘

✘

in a logical sequence.

✘ c) Student teacher links new information to

students' existing knowledge.

on board, chart or overhead.

✘ c) Student teacher provides concrete

✘

and/or visual models when appropriate.

✘ d) Student teacher stimulates interest in lesson

what they should be doing, where to do it,

and for how long.

✘ d) Student teacher uses vocabulary

by actively involving students or by asking

appropriate to students' level of

thought-provoking questions.

understanding.

c) Student teacher clearly informs students

✘

d) Student teacher checks students' understanding of directions before they practice independently.

Comments:

Comments:

16) Uses Student responses and Questions

17) Maximizes Opportunities for All

In Teaching

(1)

Comments:

18) Provides Student Feedback Throughout

to Participate

(2)

(3)

(4)

✘ a) Student teacher encourages students' responses

and/or questions.

(1)

(2)

Lesson

(3)

(1)

(4)

✘ a) Student teacher asks questions of

✘

whole group first, rather than individuals

✘ b) Student teacher responds in a positive and

supportive manner to questions.

✘ b) Student teacher provides appropriate

questions and redirects accordingly.

✘ d) Student teacher uses responses to monitor

student understanding of information presented.

(4)

a) Student teacher provides feedback to b) Student teacher provides feedback to students in a positive manner.

✘

✘ c) Student teacher provides all students

and questions into the lesson.

(3)

students as soon as possible. ✘

wait-time for all students after asking

✘ c) Student teacher incorporates student responses

(2)

c) Students are told specifically about the strengths and weaknesses in their

sufficient support so they can respond

performance and are given suggestions on

successfully.

how performance can be improved.

✘ d) Students have opportunity for

✘

convert/overt participation, such as:

d) Student teacher helps students evaluate their own performance

physical movement, manipulations, small group activities/discussions/ debates. Comments:

Comments:

Comments:

Page 7of 9

STUDENT TEACHER NAME: 19) Instruction promotes Student Retention/ Understanding

(1)

DATE: Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1) 20) Uses Effective Closure or

21) Effectively Uses Instructional Material

Summarization Techniques

(2)

(3)

(4)

✘ a) Student teacher uses techniques which help to

make material relevant to students and explains the

importance of a lesson.

(1)

(2)

(3)

in Group Presentation

(4)

✘ a) Students have opportunity for closure/

(1)

(2)

(3)

(4)

a) Student teacher uses instructional

summarization at the end of distinct

equipment or other aids, such as charts,

segments within the lesson or between

graphs, overhead, video, slides, software,

MID TERM STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY objectives ✘ b) Student teacher defines or models the expectations

maps and/or manipulatives.

✘ b) Student teacher provides opportunity

of the lesson or learning

✘

for the student to summarize at the end

sources that contribute to the students'

of each lesson.

✘ c) All students have an opportunity to demonstrate

understanding of lessons goals/objectives.

✘ c) Student teacher actively involves

an understanding of what is being taught. ✘ d) Student teacher monitors student responses,

✘

c) Media blends smoothly with other

✘

d) Student teacher creates original in-

students in their own closure/

types of instruction.

summarization.

interprets the source of student errors, and adjusts instruction accordingly.

b) Student teacher uses instructional re-

✘ d) Closure/summarization extends to

structional aids which are relevant and

future applications or actions.

enhance the effectiveness of teaching

Comments:

Comments:

Comments:

22) Instructional Materials Promote Individual

23) Uses Teaching Methods Appropriately

24) Uses Instructional Time Effectively

Student Learning

(1)

(2)

/Effectively

(3)

(4)

(1)

✘ a) Materials chosen are directly related to the goals

✘ a)

/objectives of the lesson. ✘ b) Materials selected ensure appropriate level of

student success.

(2)

(3)

(1)

(4) ✘

a) Activities begin on schedule.

✘

b) Allocated instructional time is maximized.

role playing, demonstration, ex-

✘

c) Instructional pacing is appropriate for

✘ b)

✘ d) Student teacher monitors student interaction

(4)

Uses a variety of methods within

students.

cooperative learning.

materials as intended.

(3)

the lessons; drill, inquiry, discussion, planation, problem solving,

✘ c) Students are given ample opportunity to use

(2)

✘

Method (s) accomplish desired

d) There are no significant delays or periods of time during which the students are not

outcomes (s).

effectively engaged.

✘ c) Student teacher adjusts instructional

with the materials to determine their understanding.

methods according to student progress. ✘ d) Student teacher makes smooth

transitions between instructional activities within a lesson. Comments:

Comments:

Comments:

Page 8 of 9

STUDENT TEACHER NAME:

DATE: Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1)

25) Demonstrates knowledge of Subject

(1)

(2)

(3)

(4)

✘ a) Student teacher's subject area knowledge is accurate and

current. ✘ b) Information and materials present concept in multiple ways.

26) Manages Conditions for Teaching and Learning

(1)

(2)

(3)

(4)

✘ a) Student teacher implements basic management skills to efficiently and

effectively instruct class. Instructional tools are readily accessible. ✘ b) Room arrangement facilitates learning. ✘ c) Routine tasks are handled smoothly by teacher and/or students.

c) Student teacher asks higher order questions and can

(attendance, lunch etc. count)

OTTAWA UNIVERSITY build on students' questions. ✘ d) Student teacher is enthusiastic about content area and is

MID TERM STUDENT TEACHING EVALUATION ✘ d) Materials and supplies are readily available; Distribution and collection

of materials have been planned.

able to involve or motivate students in subject matter. Comments:

Comments:

Page 9 of 9

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY

This evaluation is to be used for employment purposes and to detail the completion of student teaching. It is intended to provide the prospective employer with specific, pertinent information regarding the candidate’s performance as a student teacher. The University Supervisor will submit the mid term and final evaluation to Ottawa University. It will then be the candidate’s responsibility to submit copies of this evaluation to potential employers. Candidate Name: (Last, First, Middle)

School District

School

City, State

Grade Level (s) Taught

Subject

Date Prepared

Name of Mentor Teacher

Brief description of classroom setting, review of student teacher’s strengths, contributions and professional potential.

Instructional Development Scale. Summarize the proficiency level for each area listed. Level 1 = Student teacher has not yet developed or used this skill Level 2 = Student teacher is beginning to incorporate this skill in his/her instructional repertoire. Level 3 = Student teacher uses this skill appropriately and competently Level 4 = Student teacher uses this skill consistently with a high degree of competence and confidence. AREA

Proficiency 1 2 3 4

Teaching Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9) 1. Specifies desired leaner outcomes for lessons 2. Specifies teaching procedures for lessons 3. Specifies resources for lessons 4. Specifies procedures for assessing student progress 5. Plans for student diversity, abilities and styles 6. Plans address all levels of knowledge and understanding Classroom Interaction and Management (APTS: 2-2, 2-6) 7. Communicates enthusiasm for student learning 8. Demonstrates warmth and friendliness 9. Shows sensitivity to needs and feelings of students 10. Provides feedback to students about behavior 11. Maintains positive classroom behavior 12. Manages disruptive behavior

Proficiency 1 2 3 4 Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1) 13. Begins lesson effectively 14. Presents information clearly 15. Gives clear directions and explanations 16. Uses student responses/questions in teaching 17. Maximizes opportunities for all to participate 18. Provides student feedback throughout lesson 19. Instruction promotes student retention/ understanding 20. Uses effective closure/summarization techniques 21. Effectively uses instructional material in group presentation 22. Instructional materials promote individual student learning 23. Uses teaching methods appropriately/ effectively 24. Uses Instructional time effectively 25. Demonstrates knowledge of subject 26. Manages conditions for teaching and learning

Page 2 of 9

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY

PROFESSIONAL ATTRIBUTES SCALE: for each attribute, mark the statements that most accurately describe the behaviors the

student teacher typically displayed. 1) Attendance (APTS: 6-1)

2) Punctuality (APTS: 6-1)

Frequently absent

Frequently late

Rarely absent

Generally punctual

Exemplary Attendance

Always on time

Comments:

Comments:

3) Oral Expression (APTS: 3-5)

4) Written Expression (APTS 3:5, 5-1, 5-5)

Makes frequent grammatical errors

Written works demonstrate frequent misspellings and/or

Inarticulate

grammatical errors

Articulate

Writing is often unclear and disorganized

Expressive, animated

Organized and clearly expresses ideas Frequently and effectively communicates with parents and/or

administrators Insufficient data unable to judge Comments:

Comments:

5) Reliability/Dependability (APTS: 6-1, 6-4)

6) Tact, Judgment (APTS: 2-1, 2-8)

Sometimes falls to complete assigned tasks and duties

Thoughtless: Insensitive to others' feelings and opinions

Sometimes needs to be reminded to attend to assigned

Limited sensitivity and diplomacy

tasks or duties

Perceives what to do or say in order to maintain good relations

Responsible: Attends to assigned tasks or duties

with others and responds accordingly

Self-starter: Perceives needs and attends to them

Highly sensitive to others' feelings and opinions: Diplomatic

immediately Comments:

Comments:

7) Self-Initiative/Independence (APTS: 6-1, 6-2)

8) Collegially (APTS: 5-2, 5-4, 5-5)

Passive: Depends on others for direction, ideas and

Prefers to work in Isolation

guidance

Reluctant to share ideas and materials

Has good ideas, works effectively with limited supervision

Prefers being part of a team

Creative and resourceful:

Willingly shares ideas and materials

Comments:

Comments:

Page 3 of 9

9) Interaction with students (APTS: 2-1, 3-2, 3-5)

10) Response to Feedback (APTS: 3-15, 5-2, 5-5)

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY Is sometimes antagonistic towards students

Defensive: Unreceptive to feedback

Shy: Hesitant to work with Students

Receptive - But doesn't Implement suggestions

Relates easily and positively with students

Receptive - And adjusts performance accordingly

Outgoing: Actively seeks opportunities to work with students Comments:

Comments:

11) Desire to Improve Teaching Performance (APTS: 6-1)

12) Students' Learning Potential (APTS: 2-4, 3-8, 8-5)

Makes no effort to improve teaching performance

Makes negative comments about student's ability to learn

Makes some effort to improve teaching performance

Accepts responsibility for ALL student learning

Continually seeks new and better ways of teaching

Uses Instructional strategies that provide opportunities for ALL students to attain 'higher order' learning outcomes

Comments:

Comments:

13) Professional Ethics and Demeanor (APTS: 2-10, 4-5)

14) Potential as a Teacher (select one)

Unable

No

No Yes

Yes

to judge

Recommend review of career options and consideration of Maintains high ethical and professional standards (e.g., does not share confidential information)

profession other than teaching No

Yes

No

Yes

Is aware of district policies and normative practices & responds to these guidelines in appropriate

Recommend continuation in teaching profession

ways

Highly recommend continuation in teaching: Strong candidate

Maintains a professional appearance Comments:

Comments:

14) Potential as a Teacher (continued) Please identify any subject matter skills/or knowledge that would encourage or Impede this student teacher's success in the teaching profession.

Page 4 of 9

STUDENT TEACHER NAME:

DATE:

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY Instructional Development Scale

The instructional Development Scale consists of 26 discrete items in three subsections: Teaching Plans and Materials, Classroom Interaction and Management, and Classroom Procedures. Directions: a) For each scale, please mark only the descriptors (a, b, c and /or d) that were actually observed b) Next, choose a level of overall proficiency for each scale. Level (1) = Level (2) = Level (3) =

Student teacher has not yet developed or used this skill. Student teacher is beginning to incorporate this skill in their instructional repertoire. Student teacher uses this skill appropriately and competently.

Level (4) =

Student teacher uses this skill consistently with a high degree of competence and confidence.

NOTE: Proficiency level does not necessarily correspond to the number of check marks given

Teaching Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9) 1) Specifies Desired Learner Outcomes for

Lessons

(1)

2) Specifies Teaching Procedures for

3) Specifies Resources for Lessons

Lessons

(2)

(3)

(4)

a) Describes desired student outcome(s) in clear and consistent terms b) Logically sequenced. c) Appropriate to student achievement level(s) d) Directly linked to unit goals

(1)

(2)

(3)

(4)

a) Referenced to the objective(s) /outcomes b) Appropriate to accomplishing objectives(s)/outcomes. c) Logically sequenced. d) Plans transitions from one activity to another.

(1)

(2)

(3)

(4)

a) Relevant to learning activity. b) Lesson plans include specific description of resources, such as title, page, equipment. c) Resources are often used in an imaginative way

Comments:

Comments:

Comments:

4) Specifies Procedures for Assessing Student Progress

5) Plans for Student Diversity,

6) Plans Address All Levels of Knowledge and Understanding

(1)

(2)

(3)

(4)

a) Written lesson plans include informal assessments of student learning. b) Tests and other formal assessments focus directly on instructional goals and objectives c) Considers multiple sources of assessment data when making important decisions.

Comments:

Abilities and Styles

(1)

(2)

(3)

a) Presents instruction based on assessment of student's performance. b) Provides remedial or enrichment materials/ instruction when appropriate. c) Plans individual student conferences to discuss learning or motivational problems. d) Varies instructional strategies in accord with student needs. Comments:

(1)

(4)

(2)

(3)

(4)

a) Plans require student to memorize important vs. trivial information and to comprehend or interpret information as appropriate. b) Plans require students to apply information to real life settings. c) Plans require students to identify/clarify complex ideas or to synthesize knowledge by integrating information d) Plans stress depth as well as breadth of content coverage. Comments:

Page 5 of 9

STUDENT TEACHER NAME: 7) Communicates Enthusiasm for Student Learning

DATE: Classroom Interaction and Management (APTS: 2-2, 2-6) 8) Demonstrates Warmth and Friendliness

9) Shows Sensitivity to Needs and Feelings of Students

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY (1)

(2)

(3)

(4)

a) Eye contact or facial expressions communicate pleasure, concern, interest, etc. b) Voice inflections stress points of interest and importance. c) Communicates enthusiasm through movement in the classroom d) Gestures to accentuate points

(1)

(2)

(3)

(4)

a) Asks about students' interest and opinions b) Interacts in a relaxed and informal way with students. c) Moves freely among students d) Uses students' names in a warm and friendly way.

Comments:

Comments:

10) Provides Feedback to Students About Behavior

11) Maintains Positive Classroom

(1)

(2)

(3)

(4)

a) Students are reinforced when they do well. b) Students are encouraged when they have difficulty. c) Student teacher is accepting of students' contributions. d) Student teacher is courteous to students. Comments:

12) Manages Disruptive Behavior

Behavior

(1)

(2)

(3)

(4)

a) Expectations about behavior communicates pleasure, concern, interest, etc. b) Student teacher provides verbal feedback acceptable or unacceptable behavior c) Student teacher provides non-verbal feedback (smiles, frowns, nods, moves closer to student etc.) for acceptable or unacceptable behavior d) Student teacher's language is free of derogatory references or sarcasm. Comments:

(1)

(2)

(3)

(4)

a) Student teacher uses techniques of social approval and contingent activities to maintain appropriate behavior b) Inconsequential behavior problems overlooked or none exist. c) Appropriate behavior is reinforced. d) Student teacher maintains appropriate student behaviors by maximizing individual success Comments:

(1)

(2)

(3)

(4)

a) Individuals who have caused disruptions are dealt with rather than the entire class being punished. b) Major disruptions are attended to quickly and appropriately. c) Consequences for misbehavior are based on the severity of the disruption. d) Disruptive behavior rarely occurs.

Comments:

Page 6 of 9

STUDENT TEACHER NAME: 13) Begins Lesson Effectively

(1)

(2)

(3)

DATE: Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1) 14) Presents Information Clearly

(4)

a) Student teacher activates/establishes students' prior knowledge of current lesson.

(1)

(2)

(3)

1 5) Gives Clear Directions and Explanations

(4)

(1)

(2)

(3)

(4)

a) Information is directly related to

a) Directions are presented in a logical

desired learner outcomes.

sequence.

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY b) Students are helped to understand the purpose or

b) Student teacher presents information

importance of a lesson.

in a logical sequence.

b) Student teacher writes critical information on board, chart or overhead.

c) Student teacher links new information to

c) Student teacher provides concrete

c) Student teacher clearly informs students

students' existing knowledge.

and/or visual models when appropriate.

what they should be doing, where to do it,

d) Student teacher stimulates interest in lesson

d) Student teacher uses vocabulary

and for how long.

by actively involving students or by asking

appropriate to students' level of

d) Student teacher checks students'

thought-provoking questions.

understanding.

understanding of directions before they practice independently.

Comments:

Comments:

16) Uses Student responses and Questions

17) Maximizes Opportunities for All

In Teaching

(1)

Comments:

to Participate

(2)

(3)

(4)

a) Student teacher encourages students' responses

(1)

(2)

18) Provides Student Feedback Throughout Lesson

(3)

(1)

(4)

a) Student teacher asks questions of

(2)

(3)

(4)

a) Student teacher provides feedback to

and/or questions.

whole group first, rather than individuals

b) Student teacher responds in a positive and

b) Student teacher provides appropriate

b) Student teacher provides feedback to

students as soon as possible.

supportive manner to questions.

wait-time for all students after asking

students in a positive manner.

c) Student teacher incorporates student responses

questions and redirects accordingly.

c) Students are told specifically about the

and questions into the lesson.

c) Student teacher provides all students

strengths and weaknesses in their

d) Student teacher uses responses to monitor

sufficient support so they can respond

performance and are given suggestions on

student understanding of information presented.

successfully.

how performance can be improved.

d) Students have opportunity for

d) Student teacher helps students evaluate

convert/overt participation, such as:

their own performance

physical movement, manipulations, small group activities/discussions/ debates. Comments:

Comments:

Comments:

Page 7 of 9

STUDENT TEACHER NAME: 19) Instruction promotes Student Retention/ Understanding

(1)

DATE: Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1) 20) Uses Effective Closure or

21) Effectively Uses Instructional Material

Summarization Techniques

(2)

(3)

(4)

(1)

(2)

(3)

in Group Presentation

(4)

(1)

(2)

(3)

(4)

a) Student teacher uses techniques which help to

a) Students have opportunity for closure/

a) Student teacher uses instructional

make material relevant to students and explains the

summarization at the end of distinct

equipment or other aids, such as charts,

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY importance of a lesson.

segments within the lesson or between

graphs, overhead, video, slides, software,

objectives

maps and/or manipulatives.

b) Student teacher defines or models the expectations

b) Student teacher provides opportunity

b) Student teacher uses instructional re-

of the lesson or learning

for the student to summarize at the end

sources that contribute to the students'

c) All students have an opportunity to demonstrate

of each lesson.

understanding of lessons goals/objectives.

an understanding of what is being taught.

c) Student teacher actively involves

c) Media blends smoothly with other

d) Student teacher monitors student responses,

students in their own closure/

types of instruction.

interprets the source of student errors, and adjusts

summarization.

d) Student teacher creates original in-

instruction accordingly.

d) Closure/summarization extends to

structional aids which are relevant and

future applications or actions.

enhance the effectiveness of teaching

Comments:

Comments:

Comments:

22) Instructional Materials Promote Individual

23) Uses Teaching Methods Appropriately

24) Uses Instructional Time Effectively

Student Learning

(1)

(2)

/Effectively

(3)

(4)

(1)

(2)

(3)

(1)

(4)

(3)

(4)

a) Materials chosen are directly related to the goals

a)

/objectives of the lesson.

the lessons; drill, inquiry, discussion,

b) Allocated instructional time is maximized.

b) Materials selected ensure appropriate level of

role playing, demonstration, ex-

c) Instructional pacing is appropriate for

student success.

planation, problem solving,

students.

c) Students are given ample opportunity to use

cooperative learning.

d) There are no significant delays or periods

b)

of time during which the students are not

materials as intended.

Uses a variety of methods within

(2)

a) Activities begin on schedule.

Method (s) accomplish desired

d) Student teacher monitors student interaction

outcomes (s).

with the materials to determine their under-

c) Student teacher adjusts instructional

standing.

effectively engaged.

methods according to student progress. d) Student teacher makes smooth transitions between instructional activities within a lesson.

Comments:

Comments:

Comments:

Page 8 of 9

STUDENT TEACHER NAME:

DATE: Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1)

25) Demonstrates knowledge of Subject

(1)

(2)

(3)

(4)

26) Manages Conditions for Teaching and Learning

(1)

(2)

(3)

(4)

a) Student teacher's subject area knowledge is accurate and

a) Student teacher implements basic management skills to efficiently and

current.

effectively instruct class. Instructional tools are readily accessible.

b) Information and materials present concept in multiple ways.

b) Room arrangement facilitates learning. c) Routine tasks are handled smoothly by teacher and/or students.

FINAL STUDENT TEACHING EVALUATION

OTTAWA UNIVERSITY c) Student teacher asks higher order questions and can

(attendance, lunch etc. count)

build on students' questions.

d) Materials and supplies are readily available; Distribution and collection

d) Student teacher is enthusiastic about content area and is

of materials have been planned.

able to involve or motivate students in subject matter. Comments:

Comments:

Page 9 of 9

STUDENT TEACHER - FINAL STUDENT TEACHING EVALUATION Candidate Name: (Last, First, Middle) School School District City, State Grade Level (s) Taught Subject Name of Mentor Teacher

Signature Mentor Teacher

Signature Student Teacher

Signature University Supevisor

Checked by Director, Professional Field Experiences

Date Prepared

Page 1 of 9