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, International and Universal Copyright Conventions. Reproduction in part or

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EVALUATION OF STUDENT TEACHER

Candidate Name: Stephanie Falksen Date10/21/13 Assessor Name: Valent Role: Supervising Teacher
# of Students: First Quarter (Weeks 1-5) School Name: St. Gregory Grade: K5 Subject: Math (Calendar Routine)


Each teaching component has four levels of performance: inadequate, emerging, proficient, and distinctive.

Inadequate Emerging Proficient Distinctive
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.
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.
The candidate clearly understands the
concepts underlying the component
and implements it well with minimal
to no support from the cooperating
teacher.
The candidate implements the
component at an independent level;
his/her students are motivated,
engaged, and learning at a high level.


Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 2, 3, 4, 7, 8, 10 - DISP: Respect, Responsibility)
Plans show candidates comprehensive understanding of the identified content.
Standards/objectives, learning tasks and assessments are clearly aligned to a big idea, essential question, or standard (several).
Plans provide opportunities for students to make connections with prior knowledge, and scaffolds new content.
Learning tasks and assessments represent differing depths of understanding.
Uses academic language to provide clear connections between content concepts and disciplinary reasoning.
Learning 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 objectives.
Planned support consists of strategically selected or modified tasks/ materials and/ or scaffolding of instruction that are closely tied to specific
learning objectives and designed to engage students.
Planned 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.
Inadequate Emerging Proficient Distinctive
COMMENTS: The lesson plan format was used to capture the learning that occurs with the calendar routine for this class. The goals, objectives,
assessments are aligned and the chosen instructional strategies, academic language, and comprehensive list of questions help make the lesson DAP for this
group of students.
I believe the big ideas or essential question connected with the calendar routines are related to math patterns (problem solving, counting by one, 5s, 10s)), math sequencing
(7 days, count to 100 days of school and math properties (relationship between numbers and quantities) and I think it is important to approach calendar with the idea of
reinforcing these concepts so that academic language support, content and assessments become more focused and connected.
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Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS: 1,2, 3,4,5, 6,7,10 DISP: Respect, Responsibility,
Communication)
Uses a hook (ex. music, movement, finger play) to capture the learners attention.
Focuses the students on the learning objectives.
Facilitates real-life connections.
Relates new learning to previous learning.
Uses a variety of strategies to actively engage ALL students in meaningful content.
Models, promotes, and reinforces the use of academic language.
Provides clear directions and checks for clarity.
Provides accurate information.
Modifies instruction to support student understanding.
Uses time efficiently.
Demonstrates enthusiasm for learning.
Varies the levels of questioning to support and challenge the learner.
Encourages critical and creative thinking skills.
Addresses the diverse needs and abilities of students.
Uses informal assessment to monitor student understanding.
Provides and utilizes meaningful materials (including technology) that enhance the learning.
Inadequate Emerging Proficient Distinctive
COMMENTS: You were able to lead the students through the calendar routine with slight modifications to the CTS approach. The movement activities
keep students interested and engaged and provided a frame of reference for some of the activities. You supported (Has rainy been most? when a student
didnt know and challenged (What does it mean to be the most? ) students with your questions and modified the lesson to better support the needs of
individual students.
As discussed in the post lesson conference, singing the song and pointing to the days or months while singing will focus students attention on the pattern and prepare them
to answer questions like what day is it, what day was it yesterday etc?

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 1, 2, 3, 5 DISP: Respect, Responsibility, Reflection)
Demonstrates respect for all constituencies supporting schools-- students, parents, colleagues, administrators, and business/community partners.
Creates a safe and welcoming environment for students.
Builds a classroom community of learners where students connect with one another and are supported both independently and collaboratively.
Builds a classroom community that supports diverse perspectives and ownership of learning.
Communicates clear classroom procedures and proactive behavioral expectations.
Uses proactive classroom management strategies.
Inadequate Emerging
+
Proficient Distinctive
COMMENTS: Your approach to gaining attention with the start of the lesson rather than with a chant or finger play worked for this group of students. They
were chatting when the lesson began, turned to engage with you as you began the lesson and remained engaged throughout the lesson. You used positive
proactive management strategies (I see lots of children pushing in their chairs) and praise (awesome job friends, good job, very nice) to support a positive
learning environment and monitored students throughout the lesson, constantly scanning the group while you worked with them.
One little caution, if students do not have a choice, do not ask if they want to do an activity, say what is the date rather than should we do out date?
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 2,8,9,10 DISP: Reflection, Communication)
Integrates peer and self-assessment strategies to reinforce and focus on the process of learning
Incorporates academic language relevant to the standards and learning objectives
Provides oral or written feedback during and/or after the lesson that:
o is timely, clear, specific and accurate
o helps the student understand what s/he did well
o and provides guidance for improvement
Uses assessment related to the standards and learning objectives to:
o identify and address individual needs
o identify and address needs of the group
Uses assessment to explain changes to teaching practices citing:
o examples of successful and unsuccessful teaching practices
o evidence of student learning
o knowledge of students prior learning and experiences
Maintains accurate records and communicates performance to students and adults.
Inadequate Emerging
+
Proficient Distinctive
COMMENTS This lessons assessment focused on individual students, observation did not lend itself to evaluating your assessment skills.
Reading your self-assessments for your lessons provided distinctive evidence of your ability to comprehensively assess students, provide
specific and timely feedback that guided students improvement and used the assessment information to assess your teaching and make plans
for changes in the future.

What are some ways to involve students in assessing themselves and their peers. Could this be done in a turn and talk or as a response to
sharing?

Professional Responsibilities (AEA: Communication/Integrative Interaction WTS: 7,9,10 DISP: Collaboration, Responsibility,
Communication)
Acts as an advocate for students, families, colleagues and community; honors confidentiality
Actively participates in class, and other appropriate school events
Meets deadlines for most professional responsibilities; demonstrates punctuality and accountability
Acts as an ambassador for the program and college in all interactions with school-related audiences; Projects professionalism in dress
and appearance
Establishes professional and productive relationships with students, supervisor, cooperating teacher, caregivers, staff and peers
Uses professional literature to improve instruction; engages in professional discourse and collegial discussions about education
Inadequate Emerging Proficient Distinctive
COMMENTS: Professionalism is evident in your productive interactions with students, your CT, colleagues and with me. You actively
participate in class and meet most deadlines for assignments You are a fine representative for Alvernos School of Education.

Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.


Final Remarks: Your first observed lesson provided evidence of your many strengths relative to the teacher standards and Alverno abilities
and highlights some areas in which you are likely to grow by the second observation.


OVERALL PERFORMANCE: Inadequate Emerging
+
Proficient Distinctive

This evaluation has been shared with the cooperating teacher in a triadic conference: YES NO
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.