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St ude nt T e a c he r Asse ssm e nt of Cla ssroom T e a c hing

Marlee Sackschewsky
_____________________________
Student Teacher

Wendy Fothergill

___________________________________________
University Supervisor
Assessment of Student Teaching
(See last page for rating definitions)

Rating
Points

MVHS
____________________________
Rob Eberle

School

__________________________________________
Cooperating Teacher
Advanced
4

Proficient
3

Developing
2

I. Planning - The Lesson Plan:

4
4
4
4

1. The lesson plan is written and is readily available.


2. The lesson plan is well designed and contains all essential
elements (objectives, materials, procedures, assessment).
3. The lesson plan shows consistent alignment of objectives,
strategies, and assessments with standards.
4.The lesson plan reflects meaningful choices of content.

Basic
1

10/21/14
8:20-9:20
____________________________
HS Speech

Date and Time

___________________________________________
Grade and Subject
Not Observed
N/O

Comments/Suggestions

Lesson plan was well-written and


emailed the morning of the lesson.

II. Organizing and Presenting Instruction The Student Teacher:


4
3
4
4
3
4
3

3/4

1. Establishes and maintains effective classroom routines (i.e.,


attendance, record keeping, etc.).
2. Demonstrates effective communication skills.
3. Teaches in a creative, engaging, and appropriate manner.
4. Engages students in thinking and problem solving activities.
5. Presents information with poise and confidence.
6. Ensures a variety of teaching aids and materials are included
regularly in instruction.
7. Provides instruction that is appropriate for varied needs and
styles of learners.
8. Utilizes technology as a teaching tool.

You got the class started quickly. Your presentation


was well planned and moved fluidly. When you
presented information, you gave a ton of
information and demonstrated adding all of the
components. Think about how to do these steps in
methods beyond the quick verbal directions you
provided. For example, could you have created a
quick paper tutorial using screen shots for students
needing a paper copy?

III. Classroom Management/Motivation The Student Teacher:


3

4
3
3
3
4
4

1. Provides specific feedback to students about behavior.


2. Provides consistent support and encouragement to students.
3. Ensures that, when appropriate, student management issues are
addressed and resources quickly provided for assistance.
4. Sets clear expectations for students.
5. Determines discipline strategies that are appropriate for age,
individual, and school policies.
6. Uses a variety of appropriate motivational techniques.
7. Provides a classroom and/or laboratory that is a safe
environment for learning for all students.

When students entered class late, you


acknowledged them by name. You
created a safe and welcoming

environment. You circulated to groups as


they were working, answering questions
and providing support. Some students

went out of the classroom to work. What


is your plan for holding these students
accountable for their work?

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St ude nt T e a c he r Asse ssm e nt of Cla ssroom T e a c hing

Marlee Sackschewsky
_____________________________

10/21/14
8:20-9:20
____________________________

Student Teacher
Assessment of Student Teaching
(See last page for rating definitions)

Rating
Points

Advanced
4

Date and Time


Proficient
3

Developing
2

Basic
1

Not Observed
N/O

IV. Assessment The Student Teacher:

N/O
3
4

1. Monitors and provides feedback to students throughout the


lesson.
2. Utilizes, when appropriate, pre- and post-assessments to assess
student growth and improvement.
3. Utilizes a variety of assessment strategies throughout instruction
and bases assessments on course goals/objectives and standards.
4. Develops lesson plans to address remediation and to extend
learning of students.

You checked on student work throughout the

lesson. You had good plans for remediation and


extension. How will you communicate this to
students?

V. Professionalism The Student Teacher:


3

4
4
4
4
4
N/O
4
4

1. Is reliable and punctual.


2. Demonstrates initiative and assumes responsibility.
3. Demonstrates high standards of moral and ethical behavior.
4. Values and is responsive to diverse populations.
5. Plans and works effectively with other professionals.
6. Adheres to professional expectations for dress and grooming.
7. Maintains positive parent communication.
8. Continually strives to improve.
9. Creates and maintains positive school and professional contacts.

VI. Overall student teacher rating on this date:


(See last page for rating definitions. Please Check)

Advanced
X

Proficient
Developing
Basic. A contract for improvement is attached.
No progress is evident. A contract for improvement is attached.

Additional Comments Regarding Observation:

Strengths: you have worked hard to get to know the students on your classes. You are developing a
classroom environment that is welcoming and supportive to students.

Next steps: work on going beyond surface explanations and directions. Instead of just showing what you
can do, show how to do it- Eire teacher directed or student directed.

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St ude nt T e a c he r Asse ssm e nt of Cla ssroom T e a c hing

Definitions of Performance Levels/Ratings


Basic
The teacher
candidate
Developing
The teacher
candidate
Proficient
The teacher
candidate
Advanced
The teacher
candidate

Is introduced to the element and/or demonstrates a basic level of knowledge and understanding.
Has not yet had the opportunity to apply the element in a classroom or field setting.
Demonstrate an increasing knowledge and understanding of the element.
Is able to begin demonstrating, with assistance, the element in a field setting or classroom.
Is able to evaluate, with assistance, the success of the teaching performance.
Demonstrates substantial knowledge and understanding of the element.
Demonstrates the ability to apply the element in a field setting.
Is able to assess student learning and evaluate teaching performance.
(This is the level expected of well-prepared first year teachers.)
Demonstrates comprehensive knowledge and understanding of the element.
Can consistently apply the element in a field setting.
Can skillfully integrate elements into an overall lesson.
Can critically evaluate student learning and teaching effectiveness in order to guide subsequent
instruction.

Wendy Fothergill
Cooperating Teacher or Supervisor Signature __________________________________

Date 10/21/14
________________

Student Teacher Signature _________________________________________________

Date ________________

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