Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Sarah Harmon

Mentor Teacher: Staja Schreck
University Supervisor: Denny Warren
Term: Fall
DMPS

Date: December 4, 2015

School: South Union Elementary,

Instructions: Use the rubric to assess the student teachers skill level for each of the InTASC Standards. It is important to
remember that the candidate is a pre-service teacher and is not expected to demonstrate the skill level of a master teacher. For a
student teacher to earn credit, minimum expectations on the final evaluation include at least 8 competent or exemplary ratings
and 2 developing ratings, with no unsatisfactory ratings.

Unsatisfactory

InTASC Standards:

(Beginning teacher
competency is not
being met.)

1. Learner
Development: The teacher
understands how learners
grow and develop,
recognizing that patterns of
learning and development
vary individually within and
across the cognitive,
linguistic, social, emotional,
and physical areas, and
designs and implements
developmentally
appropriate and challenging
learning experiences.

Lessons and
expectations are
not
developmentally
appropriate.

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

Lessons and
instruction are not
connected to
students learning
strengths and
needs.

Updated: 05/2014
University School of Education, 2011

Developing

Competent

(Beginning teacher
competency is
developing.)

(Beginning teacher
competency is being
met.)

Implements lessons
that are
developmentally
appropriate some
of the time.

Consistently
implements lessons
that are
developmentally
appropriate.

Implements lessons
that demonstrate
an understanding of
students learning
strengths and
needs some of the
time.

Consistently
implements lessons
that demonstrate
an understanding of
students learning
strengths and
needs, and
provides
modifications.

Exemplar
y

Comments:

(check)

*Created /
Designed original
materials for
Science
*Created /Designed
visual learning
presentations
through
Googledocs.
*Created Math
homework
assignments based
on curriculum
instruction / lesson
and student needs.
*Organizes
students into Small
Groups instruction
based on student
achievement data
(Math)
*Purposefully
assigns student
collaborative
grouping based on
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Drake University School of Education Student Teaching Final Evaluation

3. Learning
Environment: The teacher
works with others to create
environments that support
individual and collaborative
learning, and that
encourage positive social
interaction, active
engagement in learning,
and self-motivation.

Limited
understanding or
no implementation
of motivational
and/or classroom
management
strategies are
demonstrated.

Demonstrates some
implementation of
motivational and
classroom
management
strategies that
promote a positive
learning
environment.

Updated: 05/2014
University School of Education, 2011

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

strengths / needs
and compatibility of
each student
(personality and
academics)
*Develops high
interest content
lessons and
activities (Science)
*Reinforces building
reward system
*Publically
acknowledges
students who
exhibit excellence
in a task
completion
*Implemented a
Compliment Box
building morale
*Classroom
management is a
year-by year
adjustment based
upon the behavioral
/ academic needs of
each student that
creates the
classroom
dynamics,

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Drake University School of Education Student Teaching Final Evaluation

Unsatisfactory

Developing

Competent

InTASC Standards:

(Beginning teacher
competency is not
being met.)

(Beginning teacher
competency is
developing.)

(Beginning teacher
competency is being
met.)

4. Content Knowledge:
The teacher understands
the central concepts, tools
of inquiry, and structures of
the discipline(s) he or she
teaches and creates
learning experiences that
make these aspects of the
discipline accessible and
meaningful for learners to
assure mastery of the
content.

Content knowledge
is not evident for
teaching and/or
lesson content is
not accessible to
students.

Content knowledge
is evident;
however,
consistency with
implementing
accessible lessons
is needed.

Content knowledge
is well developed
and lessons are
consistently
implemented which
make the content
accessible and
meaningful for the
students.

5. Application of
Content: The 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.

Does not make

connections
between concepts
and real-world
applications and/or
does not facilitate
the use of critical
and creative
thinking and/or
collaborative
problem solving.

Updated: 05/2014
University School of Education, 2011

Shows the
connection
between concepts
and real-world
applications.
Sometimes
supports learners
use of critical and
creative thinking
and/or collaborative
problem solving.

Consistently
implements
instruction that
engages learners in
applying concepts
to real-world
situations and
supports the use of
critical and creative
thinking and
collaborative
problem solving.

Exemplar
y

Comments:

(check)

*Implements
technology into
student inquiry (i.e.
Science Fat
content of 10 foods
researched by
student based on
their interest)
*Math Creates
supplemental
materials to
reinforce student
learning for
mastery
*Researches /
Creates visual
learning
presentations to
enhance student
understanding and
engagement
*Creates lessons
that are applicable
to Real-World
*Implements
technology inquiry
of student learning
through high
interest activities
that are purposeful
and relational
*Combines
collaborative
grouping of
individual students
for best
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Drake University School of Education Student Teaching Final Evaluation

6. Assessment: The
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.

7. Planning for
Instruction: The 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.

Instructional plans
are inadequate in
detail or are not
submitted.

Unsatisfactory

InTASC Standards:

Updated: 05/2014
University School of Education, 2011

(Beginning teacher
competency is not
being met.)

Primarily relies on
one form of
assessment and/or
shows limited use
of assessments for
instructional
purposes.

Understands and
uses a variety of
assessments for
multiple purposes.

Instructional plans
show some details
regarding
curriculum goals,
content standards,
and students
needs and/or
planning for
instruction is
inconsistent.

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

enhancement of
student learning
needs.

*Administering and
grading Unit /
Chapter Testing in
Reading and Math
*Monitoring student
activity and levels
data on technology
programs (i.e. Lexia
and Fastt Math)
*D.M.R. (Daily Math
Review) bi-weekly
quizzes
*Created / Designed
original materials
for Science, Math
and Social Studies
*Created /Designed
visual learning
presentations
through Google.
Docs
*Small Group
Instruction target/
focus groupings
based on student
data

Developing

Competent

(Beginning teacher
competency is
developing.)

(Beginning teacher
competency is being
met.)

Exemplar
y
(check)

Comments:

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Drake University School of Education Student Teaching Final Evaluation

8. Instructional
Strategies: The 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.

Lessons show a
limited
understanding of
purposeful
instructional
strategies and/or
there are no
opportunities for
students to apply
knowledge.

9. Professional Learning
and Ethical Practice: The
teacher engages in ongoing
professional learning and
uses evidence to continually
evaluate his/her practice,
particularly the effects of
his/her choices and actions
on others (learners,
families, other
professionals, and the
community), and adapts
practice to meet the needs
of each learner.

Inconsistently
self-evaluates
teaching and
learning and/or
does not strive to
continue
professional
development.
Does not
demonstrate
professional and
ethical practice in
teaching.

Self-evaluates
teaching and
learning and seeks
to continue
professional
development.
Demonstrates some
professional and
ethical practice in
teaching.

10. Leadership and

Collaboration: The
teacher seeks appropriate
leadership roles and
opportunities to take
responsibility for student
learning, to collaborate with
learners, families,

Does not
demonstrate
leadership skills
and/or does not
engage in
collaboration.
Partnerships are
weak with learners,

Demonstrates some
leadership skills
and participates in
some collaboration.
Is working to build
professional
relationships.

Updated: 05/2014
University School of Education, 2011

Implements some
lessons that
incorporate a
variety of
instructional
strategies and
gives students
some opportunities
to apply
knowledge.

Consistently
implements lessons
that incorporate a
variety of
instructional
strategies and
provides
opportunities for
students to apply
knowledge.

X
Consistently selfevaluates teaching
and learning and
uses reflective
practice to continue
professional
development.
Consistently
demonstrates
professional and
ethical practice in
teaching.

X
Carries out
appropriate
leadership roles,
engages in
collaboration with
others, and fosters
positive and
effective

*Student Modeling
in D.M.R (Daily
Math Review)
*Technology Inquiry
lessons whole
group / partner /
individual
*Collaborative
projects
*Power Point
presentations
embedded with
videos and fact
slides
*Attending District
training in SRG
(Standards
Reference Grading)
*Participates in
Staff Professional
Development in
implementing
Marzanos Reflective
Principles for
teaching
*Collaboratively
planning with grade
level team and
Trinect
*Attending Grade
level Data Team
meetings
*Attends Grade
Level planning
meetings
*Writes and submits
Science / Social
Studies plans for
collaborative team
planning
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Drake University School of Education Student Teaching Final Evaluation

colleagues, other school
professionals, and
community members to
ensure learner growth, and
to advance the profession.

Updated: 05/2014
University School of Education, 2011

school colleagues,
and families.

professional
relationships.

*Occasionally
attends Grade Level
Data Team
Meetings (Math /
Reading- due to
collaboratively
planning with
engineering student
through Trinect on
Tuesdays.)

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Drake University School of Education Student Teaching Final Evaluation

School of Education Teaching Dispositions Assessment
Instructions: Use the questions and rating scale below to assess the student teachers dispositional attributes.

1. Please rate the student teachers success as a

learning leader.
Sets professional goals.
Poor
Fair
Good
Very Good
Excellent
Demonstrates confidence and self-direction in
pursuing solutions to problems or questions.
Poor
Fair
Good
Very Good

Excellent
Communicates high expectations to students.
Poor
Fair
Good
Very Good
Excellent
Demonstrates a professional
attitude/appearance.
Poor
Fair
Good
Very Good

Excellent

Comments:
Dependability to be punctual with collaborative
planning as a grade level team and role
expectation responsibilities.
Reflects honestly and realistically to monitor areas
of personal and student frustrations and seeks
advice for clarification and direction (Growth Mind
Set).
Provides input in Staff Professional Development
meetings
Attends additional district trainings (SRG)

3. Please rate the student teachers success as a

student advocate.
Updated: 05/2014
University School of Education, 2011

2. Please rate the student teachers success as a

reflective practitioner.
Reflects on the progress of his/her professional
goals.
Poor
Fair
Good
Very Good
Excellent
Articulates high expectations for professional
performance.
Poor
Fair
Good
Very Good
Excellent
Incorporates feedback into his/her professional
practice.
Poor
Fair
Good
Very Good
Excellent
Comments:
Daily reflection, encouragement and
discussion on student behaviors, classroom
management, student successes, action plan
for next day and personal needs
Set expectations / goals for personal and
student growth
Implements suggestions into practice based
on reflections of learning environment and
student needs

4. (Final evaluation only) What does the student

teacher need to improve before assuming his/her
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Drake University School of Education Student Teaching Final Evaluation

Develops a teaching philosophy that respects all
learners.
Poor
Fair
Good
Very Good

Excellent
Demonstrates flexibility by adapting, adjusting,
and modifying practices to meet the needs of
students.
Poor
Fair
Good
Very Good

Excellent
Comments:
Redirects students to be empathetic,
compassionate and not critical of one
another
Implemented the Compliment box for
students to anonymously submit positive
comments to build classroom morale and
validity of individual importance
Provides opportunities for all student
learning styles (visual, audio, tactile and
kinesthetically)

Updated: 05/2014
University School of Education, 2011

own classroom? What goals should this student

teacher continue to work on?
Growth Mind Set -Continue to be a life
learner always transforming your teaching
style (Your adjustments based upon failures
and successes).
Dont be fearful of omitting the lessons in a
curriculum pacing guide that create more
confusion than clarity use your professional
judgement (dont be a sheep).
Question what does not make sense to you!
Establish a purpose for everything you do
and include, discuss and share your purpose
with the students who are to perform the
tasks so they can feel as they are part of the
decision making which creates your
community.
Be Firm and Direct K.I.S.S (Keep it short
and simple)
Do not engage in power struggles -(only
restate directives two times, give student an
timed (5 seconds) opportunity to make a
decision of their actions, restate that they
are in control of their choices and you will
comply with the consequences stated that
will incur. Before you follow through
reestablish verbally their affirmation of their
control in making a choice.
Be consistent and follow through with
expectations and consequences students
want to know their boundaries (academics
-homework accountability / behaviors).
Major on the majors and minor on the
minors Know your students so you know
what action to pursue when needed.
Be Above Reproach Read your Employee
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Drake University School of Education Student Teaching Final Evaluation

Handbook and be knowledgeable of your

responsibilities and expectations. Always do
the right thing.
It Is What It Is & Tomorrow is a New Day
Learn from the day reflect, adjust and
make the needed changes. .

5. (Final evaluation only) What do you feel are his/her

strongest qualities as a teacher?
Punctual
Honest
Kind
Respectful
Empathetic
Compassionate
Attention to detail (Dates and Deadlines, Routines

*Final Evaluation (Circle one):

Signatures:
Student Teacher/Date
Supervisor/Date

Updated: 05/2014
University School of Education, 2011

Credit

and Schedules, Time Management)

Thorough
Dependable
Integrity

No Credit
Mentor Teacher/Date

University

Drake