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Drake University School of duc tion Student Teaching Final Evaluation

collaborative learning, and that

management strategies management strategies

classroom

escape, etc. She responds to

encourage positive social

are demonstrated. that promote a positive management strategies

each ch ilds behavior based

on the function causing the

interac tion , act ive engagement in

learning environment. that promote a positive

behaviors to be extinguished

learning, and self-motivation. learning environment.

quickly. This creates a very

positive learning

environment. Christina

motivates children through

positive reinforcement,

incentives, and by providing

a rich variety of activities

that motivate children.

Unsatisfactory Developing

Competent

Comments:

InTASC Standards:

Beginning teacher

Beginning teacher

Exemplary

competency i s not being competency is

Beginning teacher

check)

met.) developing.)

competency is being met.)

4. Content Knowledge: The teacher

Content knowledge is Content knowledge is

Content knowledge is well Christina thoroughly

understands the central concepts, tools of

not evident for evident; however,

developed and lessons are planned a food study for

inquiry, and structures ofthe

teaching and/or lesson consistency with

consistently implemented each class. She was able

discipline s) he orshe teaches and

which make the content to plan lessons, such as

creates learning experiences that make

content is not implementing

these aspects of the discipline accessible accessible to students. accessible lessons is

accessible and meaningful

cooking activities and

and meaningful for learners to assure

needed.

for the students.

apple-tasting, that made

mastery of the content.

Competent

the learning meaningful

for students.

Application of Content:

The Does not make

Shows the connection Consistently

During her t ime lead

teacher understands how to connections between between concepts and implements instruction

teaching, Christina planned

and implemented a food

connect concepts and use

concepts and real-

real-world

that engages learners

study. She noted that

differing perspectives to engage world applications applications. in applying concepts to

children were very engaged

learners in critical thinking,

and/or does not Sometimes supports

real-world situations

during a few cooking

creativity, and collaborative

facilitate the use of learners use of critical

and supports the use of

activities that I had planned

and decided tofacilitate

problem solving related to

critical and creative

and creative thinking

critical and creative

more learning about food.

authentic local and global issues.

thinking and/or and /or collabo rative

thinking and

She planned activities that

collaborative problem

prob lem so lving.

collaborative problem

engaged children in different

solving. solving.

levels of thinking and

problem - solving. They

taste tested apples, voted for

Competent

their f avorite on a chart, and

analyzed the data. Each class

had opportunit ies to explore

food in non - traditional

ways: painting with fruit,

making and eating mini

pizzas, stringing noodles to

name a few.

Updated: OS/2014 Drake University Schoolof Education, 2011