Jason Crews - Student Teaching Eval Mid Term&Final

8/14/2019 Jason Crews - Student Teaching Eval Mid Term&Final

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Crews, Jason, MichaelCandidate Name: (Last, First, Middle)

Basha High SchoolSchool

Chandler Unified School DistrictSchool District

Chandler, AZCity, State

12-SepGrade Level (s) Taught

BandSubject

Matt KozacekName of Mentor Teacher

Signature Mentor Teacher

Signature Student Teacher

Signature University Supevisor

Checked by Director, Professional Field Experiences

Date Prepared

STUDENT TEACHER - MID TERM STUDENT TEACHING EVALUATION


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OTTAWA UNIVERSITY MID TERM STUDENT TEACHING EVALUATIO

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 candidates performance as a student teacher.The University Supervisor will submit the mid term and final evaluation to Ottawa University. It will then be the candidatesresponsibility to submit copies of this evaluation to potential employers.

Candidate Name: (Last, First, Middle) School District Date PreparedCrews, Jason, Michael Chandler Unified School District 9-Sep-08

School City, StateBasha High Schol Chandler, AZGrade Level (s) Taught Subject Name of Mentor Teacher 12-Sep Band Matt Kozacek

Brief description of classroom setting, review of student teachers strengths, contributions and professional potential.

Level 1 = Student teacher has not yet developed or used this skillLevel 2 = Student teacher is beginning to incorporate this skill in his/her instructional repertoire.Level 3 = Student teacher uses this skill appropriately and competentlyLevel 4 = Student teacher uses this skill consistently with a high degree of competence and confidence.

Proficiency ProficiencyAREA 1 2 3 4 1 2 3 4 Teaching Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9) Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1)1. Specifies desired leaner outcomes for lessons x 13. Begins lesson effectively x2. Specifies teaching procedures for lessons x 14. Presents information clearly x3. Specifies resources for lessons x 15. Gives clear directions and explanations x4. Specifies procedures for assessing student x 16. Uses student responses/questions in teaching x

progress 17. Maximizes opportunities for all to participate x5. Plans for student diversity, abilities and styles x 18. Provides student feedback throughout lesson x6. Plans address all levels of knowledge and x 19. Instruction promotes student retention/ x

understanding understandingClassroom Interaction and Management (APTS: 2-2, 2-6) 20. Uses effective closure/summarization techniques x7. Communicates enthusiasm for student learning x 21. Effectively uses instructional material in group x8. Demonstrates warmth and friendliness x presentation9. Shows sensitivity to needs and feelings of x 22. Instructional materials promote individual student x

students learning10. Provides feedback to students about behavior x 23. Uses teaching methods appropriately/ x11. Maintains positive classroom behavior x effectively12. Manages disruptive behavior x 24. Uses Instructional time effectively x

25. Demonstrates knowledge of subject x26. Manages conditions for teaching and learning x

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Jason has been teaching Marching Band, Concert Band, Symphonic Band, Jazz Band, JV Jazz Band and AP Music Theory. Jason'scontribution to the Basha Band Program has been very helpful and educational, not only for him, but for the student's he teaches andmyself 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 hisstudents. We have been working on the details of his teaching to help him become a stronger conductor and band leader, but its obviousthat his level of interest is high.

Instructional Development Scale . Summarize the proficiency level for each area listed.


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Is sometimes antagonistic towards students Defensive: Unreceptive to feedback

Shy: Hesitant to work with Students

Relates easily and positively with students

Outgoing: Actively seeks opportunities to work with 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 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: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 Yes No Yes

to judge Recommend review of career options and consideration of

Maintains high ethical and professional profession other than teaching

standards (e.g. , does not share confidential information) No Yes

Is aware of district policies and normative Recommend continuation in teaching profession

practices & responds to these guidelines in appropriate No Yes Highly recommend continuation in teaching:

ways 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 teachingprofession.

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STUDENT TEACHER NAME: DATE:

Receptive - But doesn't Implement suggestions

Receptive - And adjusts performance accordingly

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 isteaching 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 findingways to keep students engaged so that they do not cause any disruptive behavior. These are both things that are improving quickly with Jason.

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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) = Student teacher has not yet developed or used this skill.Level (2) = Student teacher is beginning to incorporate this skill in their 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.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 3) Specifies Resources for Lessons

Lessons Lessons

a) Describes desired student outcome(s) in clear and a) Referenced to the objective(s) a) Relevant to learning activity.consistent terms /outcomes

b) Logically sequenced. b) Appropriate to accomplishing b) Lesson plans includec) Appropria te to student achievement objectives(s)/outcomes. specific description of

level(s) c) Logically sequenced. resources, such as title, page,d) Directly linked to unit goals d) Plans transitions from one equipment.

activity to another. c) Resources are often used inan imaginative way

Comments: Comments: Comments:

4) Specifies Procedures for Assessing 5) Plans for Student Diversity, 6) Plans Address All Levels of KnowledgeStudent Progress Abilities and Styles and Understanding

a) Written lesson plans include informal a) Presents instruction based a) Plans require student toassessments of student learning. on assessment of memorize important vs. trivial infor-

b) Tests and other formal assessments student's performance. mation and to comprehend or focus directly on instructional goals and b) Provides remedial or interpret information as appropriate.objectives enrichment materials/ b) Plans require students to applyc) Considers multiple sources of assess- instruction when appropriate. information to real life settings.ment data when making important decisions. c) Plans individual student c) Plans require students to

conferences to discuss identify/clarify complex ideas or learning or motivational to synthesize knowledge by problems. integrating informationd) Varies instructional strategies d) Plans stress depth as well asin accord with student needs. breadth of content coverage.


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STUDENT TEACHER NAME: DATE:Classroom Interaction and Management (APTS: 2-2, 2-6)

7) Communicates Enthusiasm for Student 8) Demonstrates Warmth and 9) Shows Sensitivi ty to Needs and Feelings

Learning Friendliness of Students

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)(2) (3) (4)(1)

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a) Eye contact or facia l expressions a) Asks about students' interest and a) Students are reinforced when theycommunicate pleasure, concern, interest, etc. opinions do well.b) Voice inflections stress points of interest and b) Interacts in a relaxed and informal b) Students are encouraged when theyimportance. way with students. have difficulty.c) Communicates enthusiasm through movement c) Moves freely among students c) Student teacher is accepting of in the classroom d) Uses students' names in a warm students' contributions.d) Gestures to accentuate points and friendly way. d) Student teacher is courteous to

students.


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

a) Expectations about behavior a) Student teacher uses techniques of a) Individuals who have caused disruptionscommunicates pleasure, concern, interest, etc. social approval and contingent are dealt with rather than the entire

b) Student teacher provides verbal feedback activities to maintain appropriate class being punished.acceptable or unacceptable behavior behavior b) Major disruptions are attended toc) Student teacher provides non-verbal feedback b) Inconsequential behavior problems quickly and appropriately.(smiles, frowns, nods, moves closer to student overlooked or none exist. c) Consequences for misbehavior areetc.) for acceptable or unacceptable behavior c) Appropriate behavior is reinforced. based on the severity of the disruption.d) Student teacher's language is free of d) Student teacher maintains d) Disruptive behavior rarely occurs.derogatory references or sarcasm. appropriate student behaviors by

maximizing individual success


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

13) Begins Lesson Effectively 14) Presents Information Clearly 1 5) Gives Clear Directions and Explanations

a) Student teacher activates/establishes students' a) Information is directly related to a) Directions are presented in a logical

prior knowledge of current lesson. desired learner outcomes. sequence.b) Students are helped to understand the purpose or b) Student teacher presents information b) Student teacher writes critical information

(2) (3) (4)(1)(2) (3) (4)(1)

(2) (3) (4)(1)

(2) (3) (4)(1)

(2) (3) (4)(1)(2) (3) (4)(1)

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importance of a lesson. in a logical sequence. 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.


16) Uses Student responses and Questions 17) Maximizes Opportunities for All 18) Provides Student Feedback Throughout

In Teaching to Participate Lesson

a) Student teacher encourages students' responses a) Student teacher asks questions of a) Student teacher provides feedback to

and/or questions. whole group first, rather than individuals students as soon as possible.

b) Student teacher responds in a positive and b) Student teacher provides appropriate b) Student teacher provides feedback to

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.


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19) Instruction promotes Student Retention/ 20) Uses Effective Closure or 21) Effectively Uses Instructional Material

Understanding Summarization Techniques in Group Presentation

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 ,importance of a lesson. segments within the lesson or between graphs, overhead, video, slides, software,

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

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OTTAWA UNIVERSITY MID TERM STUDENT TEACHING EVALUATION

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 andfuture applications or actions. enhance the effectiveness of teaching


22) Instructional Materials Promote Individual 23) Uses Teaching Methods Appropriately 24) Uses Instructional Time Effectively

Student Learning /Effectively

a) Materials chosen are directly related to the goals a) Uses a variety of methods within a) Activities begin on schedule.

/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

materials as intended. b) Method (s) accomplish desired of time during which the students are notd) Student teacher monitors student interaction outcomes (s). effectively engaged.

with the materials to determine their under- c) Student teacher adjusts instructional

standing. methods according to student progress.

d) Student teacher makes smooth

transitions between instructional

activities within a lesson.


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25) Demonstrates knowledge of Subject 26) Manages Conditions for Teaching and Learning

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.

c) Student teacher asks higher order questions and can (attendance , lunch etc. count)

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1)

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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:

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OTTAWA UNIVERSITY FINAL STUDENT TEACHING EVALUATIO

valuation is to be used for employment purposes and to detail the completion of student teaching. It is intended tode the prospective employer with specific, pertinent information regarding the candidates performance as a student teacher.

University Supervisor will submit the mid term and final evaluation to Ottawa University. It will then be the candidatesnsibility to submit copies of this evaluation to potential employers.

date Name: (Last, First, Middle) School District Date Prepared

ol City, State

Level (s) Taught Subject Name of Mentor Teacher

description of classroom setting, review of student teachers strengths, contributions and professional potential.

Level 1 = Student teacher has not yet developed or used this skillLevel 2 = Student teacher is beginning to incorporate this skill in his/her instructional repertoire.Level 3 = Student teacher uses this skill appropriately and competentlyLevel 4 = Student teacher uses this skill consistently with a high degree of competence and confidence.

Proficiency ProficiencyA 1 2 3 4 1 2 3 4

ing Plans and Materials (APTS: 1-4, 1-7, 1-8, 1-9) Classroom Procedures (APTS: 1-7, 2-2, 2-7, 3-2, 3-15, 7-1)cifies desired leaner outcomes for lessons 13. Begins lesson effectivelycifies teaching procedures for lessons 14. Presents information clearlycifies resources for lessons 15. Gives clear directions and explanationscifies procedures for assessing student 16. Uses student responses/questions in teachinggress 17. Maximizes opportunities for all to participatens for student diversity, abilities and styles 18. Provides student feedback throughout lessonns address all levels of knowledge and 19. Instruction promotes student retention/erstanding understandingoom Interaction and Management (APTS: 2-2, 2-6) 20. Uses effective closure/summarization techniquesmmunicates enthusiasm for student learning 21. Effectively uses instructional material in groupmonstrates warmth and friendliness presentationws sensitivity to needs and feelings of 22. Instructional materials promote individual student

dents learningovides feedback to students about behavior 23. Uses teaching methods appropriately/aintains positive classroom behavior effectivelyanages disruptive behavior 24. Uses Instructional time effectively

25. Demonstrates knowledge of subject26. Manages conditions for teaching and learning

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ctional Development Scale . Summarize the proficiency level for each area listed.


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

t teacher typically displayed.ndance (APTS: 6-1) 2) Punctuality (APTS: 6-1)

requently absent Frequently late

Rarely absent Generally punctual

xemplary Attendance Always on time

ents: Comments:

l 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

narticulate grammatical errors

Articulate Writing is often unclear and disorganized

xpressive, animated Organized and clearly expresses ideas

Frequently and effectively communicates with parents and/or

administratorsInsufficient data unable to judge

ents: Comments:

ability/Dependability (APTS: 6-1, 6-4) 6) Tact, Judgment (APTS: 2-1, 2-8)ometimes falls to complete assigned tasks and duties Thoughtless: Insensitive to others ' feelings and opinions

ometimes needs to be reminded to attend to assigned Limited sensitivity and diplomacy

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

esponsible: Attends to assigned tasks or duties with others and responds accordingly

elf-starter: Perceives needs and attends to them Highly sensitive to others' feelings and opinions: Diplomatic

mmediately

ents: Comments:

-Initiative/Independence (APTS: 6-1, 6-2) 8) Collegially (APTS: 5-2, 5-4, 5-5)assive: Depends on others for direction, ideas and Prefers to work in Isolation

uidance Reluctant to share ideas and materialsas good ideas, works effectively with limited supervision Prefers being part of a team

eative and resourceful: Willingly shares ideas and materials

ents: Comments:

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raction with students (APTS: 2-1, 3-2, 3-5) 10) Response to Feedback (APTS: 3-15, 5-2, 5-5)


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s sometimes antagonistic towards students Defensive: Unreceptive to feedback

hy: Hesitant to work with Students

Relates easily and positively with students

utgoing: Actively seeks opportunities to work with

udents

ents: Comments:

sire to Improve Teaching Performance (APTS: 6-1) 12) Students' Learning Potential (APTS: 2-4, 3-8, 8-5)akes no effort to improve teaching performance Makes negative comments about student's ability to learn

akes some effort to improve teaching performance Accepts responsibility for ALL student learning

ontinually seeks new and better ways of teaching Uses Instructional strategies that provide opportunities for ALL

students to attain 'higher order' learning outcomes

ents: Comments:

ofessional Ethics and Demeanor (APTS: 2-10, 4-5) 14) Potential as a Teacher (select one) No Yes No Yes

e Recommend review of career options and consideration of

Maintains high ethical and professional profession other than teaching

standards (e.g., does not share confidential information) No Yes

Is aware of district policies and normative Recommend continuation in teaching profession

practices & responds to these guidelines in appropriate No Yes Highly recommend continuation in teaching:

ways Strong candidate

Maintains a professional appearance

ents: Comments:

ential as a Teacher (continued)

dentify any subject matter skills/or knowledge that would encourage or Impede this student teacher's success in the teachingion.

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DENT TEACHER NAME: DATE:

Receptive - But doesn't Implement suggestions

Receptive - And adjusts performance accordingly


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Instructional Development Scale

tructional Development Scale consists of 26 discrete items in three subsections: Teaching Plans and Materials,om Interaction and Management, and Classroom Procedures.ons:

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) = Student teacher has not yet developed or used this skill.Level (2) = Student teacher is beginning to incorporate this skill in their 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.: 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)ifies Desired Learner Outcomes for 2) Specifies Teaching Procedures for 3) Specifies Resources for Lessons

ssons Lessons

Describes desired student outcome(s) in clear and a) Referenced to the objective(s) a) Relevant to learning activity.consistent terms /outcomes) Logically sequenced. b) Appropriate to accomplishing b) Lesson plans includeAppropriate to student achievement objectives(s)/outcomes. specific description of evel(s) c) Logically sequenced. resources, such as title, page,

Directly linked to unit goals d) Plans transitions from one equipment.activity to another. c) Resources are often used in

an imaginative way

ents: Comments: Comments:

ifies Procedures for Assessing 5) Plans for Student Diversity, 6) Plans Address All Levels of Knowledge

dent Progress Abilities and Styles and Understanding

Written lesson plans include informal a) Presents instruction based a) Plans require student toassessments of student learning. on assessment of memorize important vs. trivial infor-Tests and other formal assessments student's performance. mation and to comprehend or us directly on instructional goals and b) Provides remedial or interpret information as appropriate.ectives enrichment materials/ b) Plans require students to applyConsiders multiple sources of assess- instruction when appropriate. information to real life settings.nt data when making important decisions. c) Plans individual student c) Plans require students to

conferences to discuss identify/clarify complex ideas or learning or motivational to synthesize knowledge by problems. integrating informationd) Varies instructional stra tegies d) Plans stress depth as well asin accord with student needs. breadth of content coverage.


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DENT TEACHER NAME: DATE:Classroom Interaction and Management (APTS: 2-2, 2-6)

municates Enthusiasm for Student 8) Demonstrates Warmth and 9) Shows Sensitivi ty to Needs and Feelingsrning Friendliness of Students

(2) (3) (4)1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)(2) (3) (4)(1)


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Eye contact or facial expressions a) Asks about students' inte rest and a) Students are reinforced when theymmunicate pleasure, concern, interest, etc. opinions do well.Voice inflections stress points of interest and b) Interacts in a relaxed and informal b) Students are encouraged when theyportance. way with students. have difficulty.Communicates enthusiasm through movement c) Moves freely among students c) Student teacher is accepting of he classroom d) Uses students' names in a warm students' contributions.Gestures to accentuate points and friendly way. d) Student teacher is courteous to

students.


vides Feedback to Students About Behavior 11) Maintains Positive Classroom 12) Manages Disruptive Behavior

Behavior

Expectations about behavior a) Student teacher uses techniques of a) Individuals who have caused disruptionsmmunicates pleasure, concern, interest, etc. social approval and contingent are dealt with rather than the entireStudent teacher provides verbal feedback activities to maintain appropriate class being punished.eptable or unacceptable behavior behavior b) Major disruptions are attended to

Student teacher provides non-verbal feedback b) Inconsequential behavior problems quickly and appropriately.miles, frowns, nods, moves closer to student overlooked or none exist. c) Consequences for misbehavior are

.) for acceptable or unacceptable behavior c) Appropriate behavior is reinforced. based on the severi ty of the disruption.Student teacher's language is free of d) Student teacher maintains d) Disruptive behavior rarely occurs.ogatory references or sarcasm. appropriate student behaviors by

maximizing individual success


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

gins Lesson Effectively 14) Presents Information Clearly 1 5) Gives Clear Directions and Explanations

Student teacher activates/establishes students' a) Information is directly related to a) Directions are presented in a logicalprior knowledge of current lesson. desired learner outcomes. sequence.

(2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1)

(2) (3) (4)(1)

(2) (3) (4)(1)

(2) (3) (4)(1)(2) (3) (4)(1)


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Students are helped to understand the purpose or b) Student teacher presents information b) Student teacher writes critical information

portance of a lesson. in a logical sequence. on board, chart or overhead.

Student teacher links new information to c) Student teacher provides concrete c) Student teacher clearly informs students

dents' existing knowledge. and/or visual models when appropriate. what they should be doing, where to do it,

Student teacher stimulates interest in lesson d) Student teacher uses vocabulary and for how long.actively involving students or by asking appropriate to students' level of d) Student teacher checks students'ught-provoking questions. understanding. understanding of directions before they

practice independently.ents: Comments: Comments:

s Student responses and Questions 17) Maximizes Opportunities for All 18) Provides Student Feedback Throughout

Teaching to Participate Lesson

Student teacher encourages students' responses a) Student teacher asks questions of a) Student teacher provides feedback to

d/or questions. whole group first, rather than individuals students as soon as possible.

Student teacher responds in a positive and b) Student teacher provides appropriate b) Student teacher provides feedback to

portive manner to questions. wait-time for all students after asking students in a positive manner.

Student teacher incorporates student responses questions and redirects accordingly. c) Students are told specifically about the

d questions into the lesson. c) Student teacher provides all students strengths and weaknesses in their

Student teacher uses responses to monitor sufficient support so they can respond performance and are given suggestions on

dent 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.


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truction promotes Student Retention/ 20) Uses Effective Closure or 21) Effectively Uses Instructional Material

derstanding Summarization Techniques in Group Presentation

Student teacher uses techniques which help to a) Students have opportunity for closure/ a) Student teacher uses instructional

ke material relevant to students and explains the summarization at the end of distinct equipment or other aids, such as charts ,

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)


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mportance of a lesson. segments within the lesson or between graphs, overhead, video, slides, software,objectives maps and/or manipulatives.

Student teacher defines or models the expectations b) Student teacher provides opportunity b) Student teacher uses instructional re-

he lesson or learning for the student to summarize at the end sources that contribute to the students'

All students have an opportunity to demonstrate of each lesson. understanding of lessons goals/objectives.understanding of what is being taught. c) Student teacher actively involves c) Media blends smoothly with other

Student teacher monitors student responses, students in their own closure/ types of instruction.

erprets the source of student errors, and adjusts summarization. d) Student teacher creates original in-truction accordingly. d) Closure/summarization extends to structional aids which are relevant andfuture applications or actions. enhance the effectiveness of teaching


ructional Materials Promote Individual 23) Uses Teaching Methods Appropriately 24) Uses Instructional Time Effectivelydent Learning /Effectively

Materials chosen are directly related to the goals a) Uses a variety of methods within a) Activities begin on schedule.

jectives of the lesson. the lessons; drill, inquiry, discussion, b) Allocated instructional time is maximized.

Materials selec ted ensure appropriate level of role playing, demonstration, ex- c) Instructional pacing is appropriate for

dent success. planation, problem solving, students.

Students are given ample opportunity to use cooperative learning. d) There are no significant delays or periods

aterials as intended. b) Method (s) accomplish desired of time during which the students are notStudent teacher monitors student interaction outcomes (s). effectively engaged.

th the materials to determine their under- c) Student teacher adjusts instructional

nding. methods according to student progress.

d) Student teacher makes smooth

transitions between instructional

activities within a lesson.


Page 8 of 9


monstrates knowledge of Subject 26) Manages Conditions for Teaching and Learning

Student teacher's subject area knowledge is accurate and a) Student teacher implements basic management skills to efficiently and

rent. effectively instruct class. Instructional tools are readily accessible.

Information and materials present concept in multiple ways. b) Room arrangement facilitates learning.

c) Routine tasks are handled smoothly by teacher and/or students.

(2) (3) (4)(1) (2) (3) (4)(1) (2) (3) (4)(1)

(2) (3) (4)(1) (2) (3) (4)(1)


18/19


Student teacher asks higher order questions and can (a ttendance, lunch etc. count)

ld on students' questions. d) Materials and supplies are readily available; Distribution and collection

Student teacher is enthusiast ic about content area and is of materials have been planned.

le to involve or motivate students in subject matter.

ents: Comments:

Page 9 of 9


19/19

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

STUDENT TEACHER - FINAL STUDENT TEACHING EVALUATION

Documents

Jason Crews - Student Teaching Eval Mid Term&Final