second placement midterm evaluation

8/10/2019 Second Placement Midterm Evaluation

1/5

Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Christina Georgopoulos Mentor Teacher:

[en

Balvanz

University Supervisor: Denny Warren

Term: Fall

Date: 11 4 14 School: Prairie Trail Elementary

Instructions:

Use the rubric to assess the student teacher s ski ll le vel at midt erm for eac h of t he InTASC Sta ndards. Th e c andid ate wi ll use this midt erm

evaluation to reflect on his/her teaching abilities and to set goals for the remainder of the placement. It is important to remember that the candidate is a

pre-service teacher and is not expected to demonstrate the skill level of a master teacher. For a student teacher to earn credit at the end of the placement,

he fin al ev alua ti on inc lude a t le ast 8 compet ent or e xemnla rv rati ngs and 2 deve lopi ng r ati ngs, with no unsa tisf

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Unsatisfactory

Developing

Competent

Comments:

InTASC Standards:

Beginning teacher

Beginning teacher

Exemplary

competency is not being

competency is

Beginning teacher

check)

met.)

develoninz.l

com petency isb eing m et.)

1 Learner Development: The teacher

L essons and

Implements lessons

Consistently

Christina consistently develops

understandshow learnersgrow and

expectations are not that are implements lessons

less on s that are appropriate, She

develop,recognizingthat patternsof

looksfor ways to differentiate

learning and developmentvary

developmentally

developmentally t ha t a re

the lessons so all students needs

individuallywithina nd across the

appropriate.

appropriate some of developmentally

are met. For example, when a

student was s truggling with

cognitive;linguistic,social,emotional,

the tim e.

appropriate.

letter identification she created

andphysicalareas, and designsand

an environmental print book.

implementsdevelopmentally

COMPETENT

She could continue to grow by

appropriateandchallenginglearning

differentiating lessons f or the

experiences,

studen ts who have already

mastered an Iowa Core standard,

2 Learning Differences: The Lessons and Implements lessons

Consistently

EXEMPLARY

When t he students are in small

teacher uses understanding of instruction are not

that demonstrate an implements lessons

groups at math stations, she

challenges the students by

i nd iv id ua l d if fe re nc es a nd

c on ne ct ed t o s tu de nt s u nd er st an di ng o f

that demonstrate an

differentiating the station to

d iv er se c ul tu re s a nd

le arni ng stre ngths a nd stude nts le arnin g

und erstand ing of

meet the child s needs, The

students were supposed to be

communities to ensure inclusive needs.

strengths and needs students learning

putting bears ona pond

l ea rn in g e nv ir on me nt s t ha t

some o f t he t ime, st re ng th s a nd n ee ds,

practicing 1:1 correspondence),

For students who already

enable each learner to meet high

and provides

demonstrated mastery in this

standards,

modifications.

area she had them add two

numbers toget he r a nd then put

the ans wer on the pond, She is

constantly trying to thi nk of ways

to enrich students learning,

3 Learning Environment:

The Limite d unde rst andi ng Dem onstrates som e Demonstrates

EXEMPLARY

Christina has a gift for

teacher works with others to

or no implementation implementation of consistent

provi di ng a c lassroom full

c re at e e nv ir on me nt s t ha t

of motivational and/or motivational and

i mp le me nt at io n o f

o f e ne rg y a nd p ushes the

s up po rt i nd iv id ua l a nd

classroom classroom motivational and

students to want to know

collaborative learning, and that management strategies management strategies

classroom

mo re , Th e k id s a re

engaged and generalize

e nc ou ra ge p ositive social are demonstrated.

that promote a positive management strategies

the knowledge teac he s i n

i nt er ac ti on , a ct iv e e ng ag em en t i n

learning environment. that promote a positive

one subject across

learning, and self-motivation.

learning environment.

different content areas,

Updated:

OS2014

DrakeUniversitySchoolofEducation,

2011

.\


2/5

Updated:

OS 2 14

DrakeUniversitySchoolofEducati on,

2 11


Unsatisfactory

Developing

Competent

InTASC Standards:

Beginning teacher

Beginning teacher

Beginning teacher

Exemplary

Comments:

competency is not being

competency is

competency is being

check)

met.)

develontnz.)

met.)

Content Knowledge:

The

C on te nt k no wl ed ge i s

Cont ent knowle dge is

C on te nt k no wl ed ge i s

X MPL RY

Christinademonstrates

t ea ch er u nd er st an ds t he c en tr al

not evident for

evident; however,

w el l d ev el op ed a nd

strongcontentknowledge.

Whenthe studentswere

c on ce pt s, t oo ls o f i nq ui ry , a nd

t ea ch in g a nd /o r l es so n

consistency with

lessons are

sortingtheir words

struc ture s of the disc ipl ine s) he co nten t i s not implementing consistently familiesfor spelling,she

or sh e t ea che s and c reat es

accessible to stude nts.

a cc es si bl e l es so ns i s

implemented which

addedthe word families

l ea rn in g e xp er ie nc es t ha t m ak e

needed.

ma ke t he c on te nt

anddigraphstothe word

t he se a sp ec ts o f t h e d is ci pl in e

accessible and

wall. Shebringsina

wealthofknowledgefrom

a cc es si bl e a nd m ea ni ng fu l f or

me an in gf ul f or t he

booksand her classroom

learners to assure mastery of the

students.

experience.

have learned

content.

somuchfromhavingher in

mvroom.

5 Application of Content: The

Does not ma ke

Shows the connection

Consistently

X MPL RY

MuchofChristina s

teacher understands how to

connections between

be twee n c once pts and

implements

planninginvolves

co nnec t c once pts and use

c on ce pt s a nd r ea l-

real-world

instruction that

connectingitto students

lives. Someofthe lessons

d if fe ri ng p er sp ec ti ve s t o e ng ag e

world applications

applications.

enga ges lea rners in

includemakingfriends,

learners in critical thinking,

and/or does not

Sometimes supports

a pp ly in g c on ce pt s t o

followingrules,readingfor

creativity, and collaborative fac il ita te the use of learners use of critical real-world situations

enjoymentand to learn

proble m so lvin g rela te d t o

critical and creative

and creative thinking

and supports the use

newthingsabout the

world,andwritingabout

authentic local and global issues. thinking and/or

and/or collaborative

of critical and creative their own lives. Sheguides

collaborative problem

problem solving;

t hi nk in g a nd

childrento learn based

solving.

collaborative problem

upon interests. Shefound

bookson footballand

solving.

dancebecausethat s what

thestudents wantto know

more about. Sheexcites

students aboutlearnina,

6 Assessment: The teacher

Does not understand or

Primari ly rel ies on one

U nd er st an ds a nd u se s

X MPL RY

have seen Christinause

u nd er st an ds a nd u se s m ul ti pl e

use assessment

form of assessment

a vari et y of

manymethodsof

assessmentwhen

me thods of a ssessme nt to enga ge

strategies effectively.

a nd /o r s ho ws l im it ed

a sse ssm en ts f or

interactingwith students

learners in their own growth, to

use of a sse ssment s for

multiple purposes. to checkfor understanding

moni tor le arner progr ess, a nd to instructional purposes. exitslipsatthe endofa

guide t he t eac her s and le arne r s

lesson,thumbsup/thumps

decision-making.

down,etc.) W hena

studentdemonstrates

misunderstanding,she

tries anothermethodof

teachingandreassesses.


3/5

Updated: OS/2014

Drake University School of Education, 2011


7. Planning for Instruction: I ns tr uc ti on al p la ns a re

Instructional plans Consistently plans

X MPL RY

Christina plans align

The teacher plans instruction inadequate in detail or

show some details detailed instruction

with our goals and

that supports every student in

are not submitted. regarding curriculum

using a variety of

standards. She has

m ee ti ng r ig or ou s l ea rn in g g oa ls

goals, content methods to meet

them done well ahead

oftim e and isalways

by drawing upon knowledge of

standards, and curriculum goals,

looking for ways to get

content areas, curriculum, cross- students needs and/or

c on te nt st an da rd s, a nd

the kids excited about

disciplinary skills, and pedagogy, planning for

students needs.

learnin g. Sh e w il l

a s w el l a s k no wl ed ge o f l e ar ne rs

i ns tr uc ti on i s

research ways to

a nd t he c om mu ni ty c on te xt .

inconsistent.

enhance the lesson to

further challenge the

s tu de nt s. S he i s a

natural collaborator

with our PLCteam

wh en i t c ome s t o

planning.

Unsatisfactory

Developing Competent

Comments:

InTASCStandards:

Beginning teacher

Beginning teacher Beginning teacher

Exemplary

competency is not being competency is competency is being

cbeck

met.)

develoninz.l

met.)

8. Instructional Strategies: The Lessons show a limited Implements some Consistently implements

X MPL RY

Christina implements

teacher understands and uses a understanding of

lessons that

lessons that incorporate

many instructional

variety of instructional strategies

purposeful incorporate a variety of

a variety of instructional

strategies such as

t o enc ourage l earne rs to deve lop

i nst ruct iona l st rate gie s instr ucti onal stra teg ies

strategies and provides modeling, c ooperative,

deep understanding of content and/or there are no

and gives students

opportunities for learning and

students t o apply scaffolding. She is

areas and their connections, and opportunities for some opportunities to

knowledge. extremely strong at

to build skills to apply knowledge students to apply

apply knowledge.

activating their prior

in meaningful ways. knowledge.

knowledge and

channeling their

learning from that

point.

9. Professional Learning and Inconsistently

Self-evaluates teaching

Consistently self-

X MPL RY

Christina shows interest

Ethical Practice: The t eacher self-evaluates teaching

and learning and seeks to evaluates teaching and in aligning her lessons

engages in ongoing professional and learning and/or does continue professional learning and uses with the Iowa Core

learning and uses evidence to not strive to continue

development.

reflective p ractice to Standards, Report card

continually evaluate his/her practice, professional

Demonstrates some continue professional assessment and what

particularly the effects of his/her development.

professional and ethical development. the students

choices and actions on others

Does not demonstrate practice in t eaching.

Consistently capabilities are. She is a

learners, families, other professional and ethical

demonstrates reflective teacher and

p ro fe ss io na ls , a nd t he c om mu ni ty ), p ra ct ic e i n t eaching.

professional and ethical

always strives to

and adapts practice to m eet the

practice in teaching.

improve.

needs ofeach learner.


4/5


Updated: OS/2014

Drake University Schoolof Education 2011

1 Leadership and

Does n ot demonstrate Demonstrates some Carries out

X MPL RY

Christina isnot just a

Collaboration:

The teacher leadership skills leadership skills and appropriate

learner but she is a leader

inteaching other teachers

seeks appropriate leadership and/ or does not engage

participates in some leadership roles

on w ha t s bes t for

roles and opportunities to take in collaboration.

collaboration. Is engages in

students. Sheparticipates

responsibility for student

Partnerships are weak

working to build collaboration with

in our PLCs. She brings

learning to collaborate with with learners school professional others and fosters

ideas to the table but is

flexible when i t c om es t o

learners families colleagues colleagues and relationships. positive and effective

t ea m dec is ions . S he i s a

other school professionals and families. professional

natural collaborator. Even

community members to ensure relationships.

t hough s he i s s uch a

learner growth and to advance

nat ural s he w ants t o get

bet te r a nd grow i na ny w ay

the profession.

possible.


5/5


School of Education Teaching Dispositions Assessment

nstructions:

Use the questions and rating scale below to assess the student teacher s dispositional attributes at midterm.

1. Please rate the student teacher s success as a learning leader. 2. Please rate the student teacher s success as a reflect ive

Sets professional goals. practitioner.

Poor Fair Good Very Good x ellent Reflects on the progress of his/her professional goals.

Poor Fair Good Very Good x ellent

Demonstrates confidence and self-direction in pursuing

solutions to problems or questions.


Communicates high expectations to students.


Demonstrates a professional attitude/appearance.


.Comments:

3. Please rate the student teacher s success as a student advocate.

Develops a teaching philosophy that respects all learners.


Demonstrates flexibility by adapting, adjusting, and

modifying practices to meet the needs ofstudents.


Comments:

Signatures: t

S t u d e 1 J J / ' ( J

1 0 1

Articulates high expectations for professional performance.


Incorporates feedback into his/her professional practice.


Comments:

4. What specific areas should the student teacher focus on during

the remainder of the placement?

Christina s passion for children and their learning is something

that cannot be taught. She has a true gift. When it comes to

managing a classroom of 24 young children with different

needs the behavior management piece can be difficult.

Christina demonstrates strong skills in managing a classroom

but could continue to focus on this area with an emphasis on

descriptive feedback.

Mentor Teacher JDa te

Updated: OS/2014

University Supervisor JDa te

fDtJ

Drake University School of Education 2011

I l / r o l

second placement midterm evaluation

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