NMU Pilot Document Fall 2013

NMU Educator Preparation Student Teaching Mid-Term Evaluation Based on the Charlotte Danielson Framework for Teaching 2013 This mid-term evaluation is to be completed by the student teacher, cooperating teacher, and the university supervisor at the midpoint of the student teaching experience. After each of the Four Domains there is space for comments and goals. Please complete these sections as evidence of reflection and purposeful planning. This mid-term, should be completed in the following order: 1. Student teacher 2. Cooperating teacher 3. University supervisor Once the university supervisor has completed the form, they should submit a copy via email to the Field Office: Tracy VanAbel, tvanabel@nmu.edu, FAX: 906-227-2764, School of Education, Leadership and Public Service 1401 Presque Isle Avenue, Marquette, MI 49855. Student Teacher Name: Student Teacher IN: Cooperating Teacher Name: University Supervisor Name: School Name: Grade(s) taught during this period: Subject(s) taught during this period:

NMU Pilot Document Fall 2013

Domain 1 Planning and Preparation

1a: Demonstrating knowledge of content The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teachers plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

1b: Demonstrating knowledge of students

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

NMU Pilot Document Fall 2013

1c: Setting instructional outcomes

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

1d: Demonstrating knowledge of resources

The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending ones professional skill, and seeks out such resources.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

NMU Pilot Document Fall 2013 1e: Designing coherent instruction Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent signicant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Planning and Preparation Comments: Student Teacher: I feel that I spend a great deal of time planning and organizing my lesson plans. I try to have everything in place and reading to go for the week, so that I can use every minute of our time for teaching. Cooperating Teacher: University Supervisor:

Planning and Preparation Goals:

Student Teacher: By the end of my student teaching I would like to grasp a handle more on how to develop a successful pacing guide for your students. Right now, we have a pacing guide for math. I find it to be extremely helpful. The common core standards are written out and specifically categorized under the months in which they must be covered. In literacy and writing I struggle to understand which order the common core standards should be taught in and when they should be taught by. I understand, that this comes with experience and time, but one goal I would

NMU Pilot Document Fall 2013 like to set for myself is to become more knowledgeable about how to develop pacing guides. I have used the internet, and many resources to help but they all seem to vary in the order in which they teach the standards. I feel that I spend a great deal of time planning and organizing my lesson plans. I try to have everything in place and reading to go for the week, so that I can use every minute of our time for teaching. Cooperating Teacher: University Supervisor:

Domain 2 The Classroom Environment

2a: Creating an environment of respect and rapport Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions among students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and businesslike, though students may be somewhat cautious about taking intellectual risks.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

2b: Establishing a culture for learning

The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent
2c: Managing classroom procedures

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

There is little loss of instructional time due to effective classroom routines and procedures. The teachers management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

2d: Managing Student Behavior

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

2e: Organizing physical space

The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively. Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Classroom Environment Comments:

Student Teacher: I feel that I really have established a close relationship with all of the students in the classroom. I have gotten to know each and every one of them and they all are such great kids with so many different interests and abilities. My cooperating teacher and I both have worked extremely hard on organizing and using the space that we have for our students usefully and effectively for their learning. We put a lot of thought

NMU Pilot Document Fall 2013 in to where each child is going to sit, and with whom they would work best with to be successful. The students seats have been changed quite a few times since the beginning of the year, and I think we have finally found seats that work well for the students. Cooperating Teacher: University Supervisor:

Classroom Environment Goals: Student Teacher: One goal that I would like to set for myself would be to strengthen my ability to pick out that one behavior you see affecting most of the students in the classroom and their abilities to learn, then using strategies to improve that behavior. Also another goal would be, to not get so wrapped up in all of the behavioral issues going on that the academic issues that need attention get pushed aside. Cooperating Teacher: University Supervisor:

Domain 3 Instruction 3A Communication with Students The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher's explanation of content is scaffold, clear, and accurate and connects with students' knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher's spoken and written language is clear and correct and is suitable to students' ages and interests. The teacher's use of academic vocabulary is precise and serves to extend student understanding.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

3B Using Questioning and Discussion Techniques

While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

3C Engaging Students in Learning

The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent
3D Using Assessment in Instruction

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in self-assessment.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

3E Demonstrating Flexibility and Responsiveness

The teacher successfully accommodates students' questions and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Instruction Comments:

Student Teacher: I try to incorporate many different kinds of learning strategies and techniques in to my lesson planning. I want to make sure that all students are successful. We do have a group of students that need that extra guidance and support. I have researched and accommodated those students particular needs. For example, for word work rather than giving those students who I know cannot read

NMU Pilot Document Fall 2013 most of the words, or even know all of their letter sounds yet. I made separate word lists for different levels of students to meet their individual needs. We also developed new word work stations, which helps differentiate. Cooperating Teacher: University Supervisor:

Instruction Goals: Student Teacher: One goal that I would like to set for myself under this category would be following up on regular more formalized assessments for students. While the students are in my group working one-on-one with me I check for understanding, and look for comprehension of the material. However, it is hard to keep track of all of the students and assess every single student with so little time, but it does need to be done. I need to be more disciplined with myself on recording how the students do on written assignments that I assign. Cooperating Teacher: University Supervisor:

Domain 4 Professional Responsibilities 4A Reflection on Teaching The teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

4B Maintaining Accurate Records

The teacher's system for maintaining information on student completion of assignments, student progress in learning, and no instructional records is fully effective.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

4C Communicating with Families

The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner. The teacher makes some attempts to engage families in the instructional program.

NMU Pilot Document Fall 2013

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

4D Participating in a Professional Community

The teachers relationships with colleagues are characterized by mutual support and cooperation; the teacher actively participates in a culture of professional inquiry. The teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

NMU Pilot Document Fall 2013 4E Growing and Developing Professionally The teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

4F Showing Professionalism

The teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. The teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. The teacher maintains an open mind in team or departmental decision-making. The teacher complies fully with school and district regulations.

Assessment by Student Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by Cooperating Teacher not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

Assessment by University Supervisor not yet/not observed (an option only for mid-term evaluation) with direction from the cooperating teacher emerging independence independent independent and consistent

NMU Pilot Document Fall 2013

Professional Responsibilities Comments:

Student Teacher: I feel that I have built positive relationships with many colleagues in the building. It is such a positive, warm, and comforting environment to be a part of. I really enjoy working with everyone at Superior Hills. I have attended all of the professional development days that were held so far this year, and I have gained so much from each and every one of them. After school I have talked with many of the students parents about how their child is doing in the class, and I try to use many specific examples of what we have done so far. Often, Mrs. Muscoe and I will do three stars and a wish at the end of the day, or even after a lesson. Cooperating Teacher: University Supervisor:

Professional Responsibilities Goals: Student Teacher: Assessments and documentation of how students are progressing is extremely important to have and helps with planning how you will pace your year. I want to make it a goal for myself to really focus on documenting and keeping adequate records of each students abilities, strengths, and weaknesses. I think that when I can learn to manage this better it will really help improve my pacing and planning of appropriate lessons. Cooperating Teacher: University Supervisor: