Midterm Evaluation

Teacher Assisting/Student Teaching

Name of Teacher Assistant/Student Teacher Jennifer Glabach

Name of Cooperating Teacher Retta London

Provide a brief description of the teacher assistants/student teachers performance related to the InTASC Standards.

The Candidates understanding of the Learner and Learning: Learner Development; Learner Differences; and
Learning Environments
Jennifer understands the development of children between first and fourth grade, having had a prior
experience in first. She uses this understanding daily in her planning for instruction as well as in her class
management.
In her planning process, Jennifer carefully considers the diverse learning needs in our classroom and wide
range of abilities. She ensures that her lessons will meet the needs of each learner. Jennifer devotes much
thought and time to her lesson planning each week and consults with me as she does this.
Jennifer creates an environment for learning that supports both individual and collaborative work. She plans
for whole group instruction as minilessons before creating partnerships/small groups for active involvement
with the new learning. As students meet in small groups/partnership. Jennifer travels very effectively among
them, keeping them on task, answering questions, offering help, and encouraging.

The Candidates understanding of Content: Content Knowledge; Application of Content; Assessment;
Planning for Instruction; and Instructional Strategies
Understanding of content is Jennifers strength. She is very knowledgeable, especially in Science content,
and applies that knowledge when developing her lessons. Jennifer takes great care to be sure that the
content is exactly right before beginning the lesson. Nothing is ever left to chance when she presents to her
class. Her knowledge base is solidly in place before she ever introduces a concept to students. Jennifers
explanations are clear and precise.
Jennifer plans her lessons well, connecting concepts and building upon the lesson preceding each new one.
She also makes use of informal and formal, formative, and summative assessments. She uses both district
required assessments and her own to ensure that students have a clear understanding of concepts.
Jennifers instruction is consistent and well-planned.
Jennifer is working on the use of different instructional strategies to keep students engaged during whole
class instruction and minilessons. We have a wide range of learning styles and several children in our class
with ADHD, some on medication and several who are not. Jennifer is working on developing strategies to
keep all engaged during her lessons. Although very aware of the diverse attention needs of our children, the
time constraints and curriculum load often keep Jennifer from checking in with children frequently during
the lesson to refocus their attention.

The Candidates understanding of Professional Responsibility: Professional Learning and Ethical Practice;
and Collaboration and Leadership
Jennifer is a true lifelong learner, always excited to engage in professional learning opportunities within our
school as well as those offered by GVSU. She has participated in our building ICT team, giving up a lunch
hour every Wednesday to learn the ICT method of applying interventions for students, using a teamwork
model. Jennifer is also an active participant in our Professional Learning Teams and Professional Learning
Communities at the building level. She always brings her learning back to the classroom and considers how
it will work for her students.
Jennifer is highly collaborative with our fourth grade team in meetings (often three per day!) to support
learner growth. She always strives to continue to grow as a teacher.