EVALUATION OF STUDENT TEACHER Candidate Name: Luke Meuler Date:7/ !

/"# $ A%%e%%&r Name: '( D&u)ette R&le: Su*er+i%in, Tea)-er E+aluati&n .eri&d:T-ird /uarter 01eek% #2 34 S)-&&l Name: Mar5uette Hi,- S)-&&l 6rade: 7 Su89e)t:Im*eriali%m

Please cite evidence of the candidates performance for the descriptors in each section of the evaluation. Note areas for improvement. Judge the candidates performance at the end of each section as well as at the end of the evaluation form. Cooperating teachers and student teacher candidates will be reflecting on approximately 4.5 wee s of classroom experience. !upervising faculty will render "udgment after each supervisory observation for a minimum of four evaluations over #$ wee s of student teaching% feedbac may address seminar performance. &y the end of each placement' candidates must perform at the proficient level overall. Proficient completion of student teaching is re(uired for recommendation for licensure. )ach teaching component has four levels of performance* inade(uate' emerging' proficient' and distinctive. Inade5uate The candidate does not yet appear to understand the concepts underlying the component. She/he still needs to work on the fundamental practices associated with this component. Emer,in, The candidate seems to understand the concepts underlying the component, but the implementation is sporadic, intermittent or not entirely successful. Additional experience will enable this student teacher to become proficient in this area. .r&:i)ient The candidate clearly understands the concepts underlying the component and implements it well with minimal to no support from the cooperating teacher. Di%tin)ti+e The candidate implements the component at an independent level; his/her students are motivated, engaged, and learning at a high level.

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.lannin, and .re*arati&n 0AEA: C&n)e*tuali?ati&n/Dia,n&%i% ; 1TS: < "< $< 3< 7< @< # 2 DIS.: Re%*e)t< Re%*&n%i8ilit>4
.lans show candidate/s comprehensive understanding of the identified content. Standards/ob0ectives, learning tasks and assessments are clearly aligned to a big idea, essential 1uestion, or standard. .lans provide opportunities for students to make connections with prior knowledge, and scaffolds new content. 2earning tasks and assessments represent differing depths of understanding. (ses academic language to provide clear connections between content concepts and disciplinary reasoning. 2earning tasks and materials draw upon students/ academic, social,emotional development, and cultural/ lived experiences, including strengths, as well as individual interests, to help students reach the learning ob0ectives. .lanned support consists of strategically selected or modified tasks/ materials and/ or scaffolding of instruction that are closely tied to specific learning ob0ectives and designed to engage students. .lanned assessments are aligned to clearly defined benchmarks or criteria for student performance, and are adapted/ modified so that all students provide evidence of what they know and are able to do. +n addition to those listed above' a special education candidate must demonstrate that* Plans are based on students +)P goals

)nade1uate 3merging .roficient +istinctive !4&&35TS6The level to which to think about and plan a lesson is both apparent and impressive. 7our 3ssential 8uestions were clear, realistic and vital for incoming freshmen to &ar1uette 9S. The guiding 1uestions that you gave your students as homework while reading the text were written in a way that challenged your students on number of different levels within -loom:s !ognitive domain. The level to which they understood the text we evidenced by the classroom discussion on )mperialism. Students were prepared, and 1uite eager, to share what they learned, and shared some rather insightful observations on this complicated historical issue. 7ou also provided your students with effective tools to organi;e and better understand the text, which will help to set them up for success with the academic rigor re1uired at &ar1uette 9S.

Cla%%r&&m En+ir&nment 0AEA: C&&rdinati&n/Inte,rati+e Intera)ti&n ; 1TS: < "< $< = ; DIS.: Re%*e)t< Re%*&n%i8ilit>< Re:le)ti&n4
+emonstrates respect for all constituencies supporting schools,, students, parents, colleagues, administrators, and business/community partners. !reates a safe and welcoming environment for students. -uilds a classroom community of learners where students connect with one another and are supported both independently and collaboratively. -uilds a classroom community that supports diverse perspectives and ownership of learning. !ommunicates clear classroom procedures and proactive behavioral expectations. (ses proactive classroom management strategies. +n addition to those listed above' the special education candidate* ,tili-es student functional behavioral assessments and behavioral intervention plans in developing and implementing classroom management strategies.

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)nade1uate 3merging .roficient +istinctive !4&&35TS67ou have obviously fostered a trusting, safe and inclusive environment in your classroom as the students participated freely and without hesitation during your discussion. They seemed to feel safe to add to the discussion because they knew that you would not 0udge them if they were not completely accurate in their analysis of the topic. )nstead you found value in everything they offered and were able to tie their offerings back to the topic of )mperialism or to the 3ssential 8uestions of the lesson. This was why the vast ma0ority of your "< students participated in this discussion. 4ften, especially in a freshmen class, one or two dominant individuals will monopoli;e the discussion and be the only voices heard. This did not happen in your class because of the open and welcoming environment that you have created.

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In%tru)ti&n 0AEA: C&mmuni)ati&n< C&&rdinati&n< Dia,n&%i%< Inte,rati+e Intera)ti&n ; 1TS: <"< $<3<=< !<7< # ; DIS.: Re%*e)t< Re%*&n%i8ilit>< C&mmuni)ati&n4
(ses a hook to capture the learners/ attention. =ocuses the students on the learning ob0ectives. =acilitates real,life connections. *elates new learning to previous learning. (ses a variety of strategies to actively engage A22 students in meaningful content. &odels, promotes, and reinforces the use of academic language. .rovides clear directions and checks for clarity. .rovides accurate information. &odifies instruction to support student understanding. (ses time efficiently. +emonstrates enthusiasm for learning. >aries the levels of 1uestioning to support and challenge the learner. 3ncourages critical and creative thinking skills. Addresses the diverse needs and abilities of students. (ses informal assessment to monitor student understanding. .rovides and utili;es meaningful materials ?including technology@ that enhance the learning. +n addition to those listed above' a special education candidate* &ases instruction on individual student +)P goals !pecifically and directly targets the use and understanding of academic language and vocabulary.

)nade1uate 3merging .roficient +istinctive !4&&35TS67our passion for history and for working with young people came through in everything that you did during this lesson today. )t was obvious to all in the room that you have a deep level of respect for your students and that you have an excellent rapport with them. -ecause of your love for history, you were able to help students make strong historical connections between the topic of imperialism of Asia to that of other periods of imperialism throughout history. -eginning the period with a 1ui; is probably not the best way to hook students as it assesses student learning rather than preparing them to learn. )t was clear that you were assessing what they had learned from the previous night:s homework, but it might have been better had you begun with an activity that compared the concept of imperialism to a current issue or an issue in their lives ?monopolies, current empires, blended families@. This would have made this rather complex topic more relevant to them.

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A%%e%%ment 0AEA: Dia,n&%i%/Inte,rati+e Intera)ti&n ; 1TS: "<@<7< # ; DIS.: Re:le)ti&n< C&mmuni)ati&n4

)ntegrates peer and self,assessment strategies to reinforce and focus on the process of learning )ncorporates academic language relevant to the standards and learning ob0ectives .rovides oral or written feedback during and/or after the lesson that6 o is timely, clear, specific and accurate o helps the student understand what s/he did well o and provides guidance for improvement (ses assessment related to the standards and learning ob0ectives to6 o identify and address individual needs o identify and address needs of the group (ses assessment to explain changes to teaching practices citing6 o examples of successful and unsuccessful teaching practices o evidence of student learning o knowledge of students/ prior learning and experiences &aintains accurate records and communicates performance to students and adults. +n addition to those listed above' the special education candidate* ,ses assessment related to the individual students +)P goals' standards and learning ob"ectives.

)nade1uate 3merging .roficient +istinctive !4&&35TS6 7our vast content knowledge and inherent ability to work with and gain the repect of students are both important to your success as a teacher. 9owever, it is your professionally reflective nature that will help you to grow as you practice education. This may be your most important personal 1uality as an educator as it will help you to adapt lessons to ensure student learning. )n fact, today you reflected upon your lesson after your first period and affected a positive change for your students during the next two hours. .r&:e%%i&nal Re%*&n%i8ilitie% 0AEA: C&mmuni)ati&n/Inte,rati+e Intera)ti&n ; 1TS: 7<7< # ; DIS.: C&lla8&rati&n< Re%*&n%i8ilit>< C&mmuni)ati&n4
Acts as an advocate for students, families, colleagues and community; honors confidentiality Actively participates in seminar, faculty meetings, parent,teacher conferences, training sessions and other appropriate school events &eets deadlines for all professional responsibilities; demonstrates punctuality and accountability Acts as an ambassador for the program and college in all interactions with school,related audiences; .ro0ects professionalism in dress and appearance 3stablishes professional and productive relationships with students, supervisor, cooperating teacher, caregivers, staff and peers (ses professional literature to improve instruction; engages in professional discourse and collegial discussions about education.

)nade1uate 3merging .roficient +istinctive !4&&35TS67ou are incredibly organi;ed and efficient, which is why you are able to effectively handle and educate A# incoming freshmen boys during a Summer School session. 7ou communicate with your students and colleagues in a respectful and professional way that clearly
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communicates your ideas while giving value to the ideas of others. Final Remark%: Luke< >&u -a+e all &: t-e 5ualitie% in-erent t& ,reat tea)-in,( A&u are &r,ani?ed< %el:2re:le)ti+e and *a%%i&nate( A&u l&+e >&ur )&ntent< >et >&u l&+e and re%*e)t >&ur %tudent% m&re( All &: t-i% i% e+iden)ed 8> t-e t-&u,-t and time t-at >&u *ut int& *re*arin, 5ualit> le%%&n% :&r >&ur %tudent% and t-e ,enuine relati&n%-i* t-at >&u :&rm Bit- t-em( C&ntinue t& *lan unit% and le%%&n% t-at are %tudent )entered and t-at lead t& endurin, under%tandin,%( Ce %ure t& -a+e %tudent% make )&nne)ti&n% 8etBeen t-e learnin, and t-eir li+e% %& t-at t-e )&ntent and %kill% t-at >&u tea)- are rele+ant t& t-em( OVERALL .ERFORMANCE6 )nade1uate 3merging .roficient +istinctive 0Su*er+i%&r E+aluati&n Onl>4 T-i% e+aluati&n -a% 8een %-ared Bit- t-e )&&*eratin, tea)-er in a triadi) )&n:eren)e 6 73S 54

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