Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Mentor Teacher: Kori Maggart University Supervisor: Denny Warren Term: Spring Date: 3/8/13 Final School: Jensen Elementary
Drake University SOE Expectations (based on Unsatisfactory
(Beginning teacher competency is not being met.)

Developing
(Beginning teacher competency is being met some of the time.)

Proficient
(Beginning teacher competency is consistently being met.)

InTASC Standards):
1. Learner Development: The student teacher understands how learners grow and develop, and can implement learning experiences that reflect a robust understanding of students cognitive, linguistic, social, emotional, and physical development.

Advanced Expertise (check)

Comments:
Ashley has improved her lesson plans. She is getting them done in a more timely manner, which allows me to discuss with her and make suggestions. She is keeping an observation log with reflections on how her lessons are going. Ashley has learned how to use observations and formative assessment to plan her lessons. She is reteaching to those who need it and providing enrichment opportunities for students. Students are using data folders to track their progress. Ashley began using our classroom positive behavior plan. She has done a better job of establishing relationships with

Lessons and expectations need to be more developmentally appropriate and need to address each domain.

Implements lessons that are developmentally appropriate and addresses student needs in each domain some of the time.

Consistently implements lessons that are developmentally appropriate and consistently addresses student needs in each domain.

2. Learning Differences: The student teacher uses understanding of individual and cultural differences to ensure inclusive learning environments that enable each learner to meet high standards.

Lessons and instruction need to demonstrate an adequate understanding of students learning differences and/or lessons need to be modified to address these learning differences.

Implements lessons demonstrating an understanding of students diverse learning strengths and needs, and modifies some lessons accordingly.

Consistently implements lessons demonstrating an understanding of students diverse learning strengths and needs, and provides modifications that meet individual learning differences.

3. Learning Environment: The student teacher works with others to create learning environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in
Last Update: 07/2011

Limited understanding and implementation of motivational and/or classroom management strategies are demonstrated.

Demonstrates an understanding of motivational and classroom management strategies that promote a positive learning environment.

Demonstrates a welldeveloped understanding and consistent implementation of motivational and classroom management strategies that promote a positive learning environment.

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Mentor Teacher: Kori Maggart University Supervisor: Denny Warren Term: Spring Date: 3/8/13 Final School: Jensen Elementary
learning, and self-motivation. Implementation may be inconsistent. students just by walking around and making small talk or through praise. This is creating a more positive classroom climate. Ashley has consistently used Iowa Core and district standards and benchmarks to direct instruction in all content areas. She has spent additional time becoming familiar with instructional materials, seeking new materials, and planning in advance. Advanced Expertise

4. Content Knowledge: The student teacher 1) understands the central concepts, tools of inquiry, and structures of the discipline(s) being taught and 2) creates learning experiences that make the content accessible and meaningful.

Content knowledge is not adequate for teaching and/or improvements are needed to make lesson content accessible and meaningful.

Content knowledge is adequate; however, consistency with implementing accessible and/or meaningful lessons is needed.

Content knowledge is well developed and lessons are consistently implemented that capture key ideas, utilize meaningful curriculum materials, and promote students understanding of content.

Drake University SOE Expectations:

5. Application of Content: The student teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Unsatisfactory
Needs to make connections for learners between concepts and real-world applications and/or needs to facilitate the use of critical and creative thinking to solve problems, develop communication skills, use resources, & look at multiple perspectives.

Developing
Shows the connection between content knowledge and realworld applications. Sometimes supports learners use of critical and creative thinking to solve problems, develop communication skills, use resources, and look at more than one perspective.

Proficient
Consistently implements instruction that engages learners in applying content knowledge to real-world problems, utilizing critical and creative thinking. Facilitates the development of communication skills, use of current tools/resources, and multiple perspectives within collaborative problem solving.

Comments:
Ashley has begun to connect student learning to key concepts. For example, connecting sequence in social studies, reading, and writing. She uses examples from students real life experiences to assess their schema when introducing new concepts.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Mentor Teacher: Kori Maggart University Supervisor: Denny Warren Term: Spring Date: 3/8/13 Final School: Jensen Elementary
6. Assessment: The student teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making. Does not understand or use assessment strategies effectively. Understands and uses a variety of assessments (including formative and summative) for multiple purposes. Effectively and consistently implements a variety of assessments (including formative and summative) for multiple purposes. Ashley used a variety of formative and summative assessments. She should continue to learn how to use this information to determine student needs for decision making when planning lessons and gathering materials. Ashley has grown a lot in preparing detailed lesson plans. All lessons are based on Iowa Core and district standards and benchmarks. When planning lessons, Ashley keeps in mind that she needs to use a variety of strategies to reach multiple types of learners. Examples: KWL, Vocabulary, Acting, Peer Partners, Technology

7. Planning for Instruction: The student teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 8. Instructional Strategies: The student teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Instructional plans are inadequate in detail or need to include a variety of methods to meet curriculum goals, content standards, and student needs.

Plans instruction using a variety of methods to meet curriculum goals, content standards, and student needs.

Consistently plans detailed instruction using a variety of methods to meet curriculum goals, content standards, and student needs.

Lessons show a limited understanding of purposeful instructional strategies and the importance of higher order thinking skills. Opportunities for students to demonstrate learning are needed.

Implements some lessons that incorporate a variety of instructional strategies and support the development of higher order thinking skills, giving students some opportunities to demonstrate knowledge.

Consistently implements lessons that incorporate a variety of instructional strategies and support the development of higher order thinking skills. Consistently provides opportunities for learners to demonstrate their knowledge.

Drake University SOE Expectations:

9. Professional Learning and Ethical Practice: The student teacher engages in ongoing
Last Update: 07/2011

Unsatisfactory
Inconsistently self-evaluates teaching and learning and/or

Developing
Self-evaluates teaching and learning and strives to continue professional

Proficient
Consistently and thoughtfully self-evaluates teaching and learning and strives to

Advanced Expertise (check)

Comments:
Ashley has participated in building and

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Mentor Teacher: Kori Maggart University Supervisor: Denny Warren Term: Spring Date: 3/8/13 Final School: Jensen Elementary
professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others, and adapts practice to meet the needs of each learner. does not strive to continue professional development. Needs to demonstrate professional and ethical practice in teaching. development. Demonstrates professional and ethical practice in teaching. continue professional development. Consistently demonstrates professional and ethical practice in teaching. district staff development. With my suggestions, she has tried some of the strategies she learned about, such as a loss function chart to determine transition times for students. She needs to work on keeping a checklist to make sure her responsibilities are all taken care of on a daily and weekly basis. She is beginning to learn that she needs to put in extra time and effort to be successful. Ashley has been a part of planning lessons and collaborating with teachers. The focus has been Iowa Core and formative assessments. She has participated in grade level PLC meetings and goal setting conferences with
Drake University School of Education, 2011

10. Leadership and Collaboration: The student teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learning growth and to advance the profession.

Needs to demonstrate knowledge of alignment among spheres of influence that impact student learning and participate collaboratively within the school setting. Partnerships are relatively weak with learners, school colleagues, parents and others in the larger community relative to

Knowledge of alignment among spheres of influence that impact student learning can be seen in some instructional planning and implementation. Is working to build professional relationships and contribute collaboratively to a supportive learning culture. Some

Designs and implements lessons that align with school standards and coordinate with the mentor teachers curriculum. Engages in collaboration with other professionals to plan and jointly facilitate learning. Fosters positive and effective professional relationships to build a supportive learning culture, while monitoring his/her progress in contributing to these goals.

Last Update: 07/2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Mentor Teacher: Kori Maggart University Supervisor: Denny Warren Term: Spring Date: 3/8/13 Final School: Jensen Elementary
building a supportive learning culture. Little or no monitoring of his/her progress is evident. monitoring of his/her progress is evident. students and their parents.

*For a student teacher to earn credit during his/her student teaching placement, minimum competency on the final evaluation is 8 proficient ratings and 2 developing ratings, with no unsatisfactory ratings.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Term: Spring Date: 3/8/13 Mentor Teacher: Kori Maggart Final Poor Fair University Supervisor: Denny Warren School: Jensen Elementary
Sets and achieves professional goals 1. Please rate the student teachers success as a learning leader. Sets professional goals

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Articulates high expectations for professional performance

Demonstrates confidence and self direction in pursuing solutions to problems or questions

Poor

Fair

Good

Very Good

Excellent

Poor Poor

Fair Fair

Good Good

Very Good Very Good

Excellent Excellent

Incorporates feedback from supervisors, mentor teachers, and peers into revisions of products and performances

Communicates high expectations to students

Poor
Comments:

Fair

Good

Very Good

Excellent

Demonstrates a professional attitude/appearance Poor Fair Good Very Good Excellent

Comments: 4.

I began to see more of this in the past week! (Final evaluation only) What does the student teacher need to improve before assuming his/her own classroom? What goals should this student teacher continue to work on?

2.

Please rate the student teachers success as a student advocate. Develops a teaching philosophy that respects all learners

Poor

Fair

Good

Very Good

Excellent

Demonstrates pedagogical flexibility by adapting, adjusting and modifying practices to meet the needs of students

Continue to work on time management, organization, and planning. Ashley is very capable of being a successful teacher. Show more enthusiasm and excitement for teaching and be a selfstarter and problem solver. Spend time learning how to use formative assessments to determine student needs and to plan instruction. 5. (Final evaluation only) What do you feel are his/her strongest qualities as a teacher? Ashley is very knowledgeable. She knows a lot of teaching strategies and how to locate/find a variety of resources. She is also good with technology.

Poor
Comments:

Fair

Good

Very Good

Excellent

3.

Please rate the student teachers success as a reflective practitioner. *For Final Evaluation Only

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Ashley Dierking Term: Spring
Check one: Signatures Student Teacher/ Date:

Mentor Teacher: Kori Maggart Final

Credit X Mentor Teacher/Date:

University Supervisor: Denny Warren School: Jensen Elementary

No Credit University Supervisor/Date:

Date: 3/8/13

Last Update: 07/2011

Drake University School of Education, 2011