Drake University School of Education Student Teaching Final Evaluation Student Teacher: Mary Stang, ‘Term: Fall/Spring Mentor Teacher: jill Kluesner Date: October 3, 2014 University Supervisor: Jerry Caster School: Crossroads Park Elementary Instructions: Use the rubric to assess the student teacher's il level for each ofthe InTASC Standards Iti important to remember that the candidate isa pre-service teacher and is not expected to demonstrate the sil level ofa master teacher. ora student teacher to earn credit, nium expectations on {fe nl evalua nude tle Ocean or expan ngs an developing tings, wi 0 netlnyCang ‘Unsatisfactory Developing Competent - aa {Gepningesenct | Ceganing scar ompetent | exemplary | Comments: mTAsCStandards: | scpitngtzoarbens | “cimpetnaie” | l@etonagssacer | ER ps cowl) ans 5: earaer Development Tie] Lasoasand implement eons —| Comioy ‘ary ioakowmrship teacher ngertangz now |expetstonsarenat | thatare Eales other sons ind Ieamersowanddcwion, | deveopmenally "| dveopmenaty | trae showed fealty recomiigtharpateror | appropriate Spproprtesome of | SevaopaGEly fren student reds. itrnng an development ary wie srroprite Sheimpimented tnddealywtthnand woes sare of acento thecopntve Inguinal icsonshat were codon snd pyseal areas, Cevelopnenaly fn design and inplenents Sproprae ad fers Sevelopmentaly appropriate and imodelngand tedback. ialesog ssi expertone 4 Leara Diferences: Te] Lssoasand Taplamenis Tons | COMER ay fasan arene traderusetunderstndingot | nsrecion are not | thitdemonsate sn | Eales ofiearing gan Indvdaldiirenes and | connected ostdens’ | ndertndingot "| Hutdemonstate tesonsat cmncets Srersecuturer and tcomingstengnsand | stenting | understating of Stenting’ tommunitestsenureindasve | reo Srongtivand needs | sent aring prior erang thn tearing environments tat Somecttetine. | Rtengsand esd Keone she asbeen Contech enn tome high ae tBletopiand choose Sande odcnions saivesto mach insrutonl eed. earning Environment The [Lined undesianding | Demonstrates sone | DaRanSoay Mary as bull taderwoswinonesto ” |orneimplemenatin® |implemeniatonl” | Consent featonshps with Greateenrronmentstat |ofmotwtiond and/or | motvatonaland, | IpemeniSt ‘rede ani. Suppor individual nd csroom Sasson fotolia iermanagement sje {Slubortvetenaing and tat | mangementstraeies | managementstateges | Eassoom iseam burden ecmuragepostivesscal | edenomeated’* | marpromotea postive | panogensie Sa onmintanp imeraco ace engagement in Keating environment” | at pone a postive ‘pectins, the as Itarning and sel mated fueenieest telped implement individualized studentDrake University School of Education Student Teaching Final Evaluation ‘behavior plans wih consisteney and without hesitation. pda: a5014 (brake very Shao Biueto, 2011Drake University School of Education Student Teaching Final Evaluation Unsatisfactory | Developing casas 2 InTAscstandards: | Semone, | Gatnnngieater | gegmingiecer | Etemmlany | Comments: eeybowrene | cama | copy fc et) Content Rnowiedge The | ConeitknowdgeTs | Content owiedee | Conte laWICiee® Navy nade ara Shaerundemandstecenral | otevdestor |endent however | weldeveopedard toro geto know Concepts tnisofingiy and | teecinganforiesson | consistency with | lesions are conse sry curesimsina Seucirsofthe diseipine() he content isnt ‘mpementng ‘mpimented hich Shortamount of ime. 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Plaaing orInracton: | inion pana | Macon pans | RRR Maryis very ors Tiwteacherpneinacton | itadeqatinderaor | shwsome decals | deedinstaeses Eedtales he eto hatsapporseverysidenein | sremotaomited | eguingcardeiom | Ssingayareg of ‘hnkthrourher seeing rigorous earings foals coment rethodsromnet one he created Ssreing upon krowledge of Sndaesnd | eureahn goa tess hat mathe daw 05/2018Drake University School of Education Student Teaching Final Evaluation contenraeas cura, Tom Faden pan | ESAT Tenn anger Slsciplinary ali and pedagoey, planing or ‘iden needs sSudent Ss well as knowledge of learners Earcon's andthe community contet incon Unsatisfactory Developing © ‘ompetent : ‘0 ee Competent | exemplary | Comments: Tnrascstandards: | .ssorenyrserwing | “compan” | Bmmingtacer | “(cheeky ma) como) Tarun Seegien THe | TEOnE how anid | Tmplements some | Conafeniy ayaa teacherundersundsanuseea™ | undersandngot | lesons that, Implements essont {nstuctonal srategles vary oftnstructona strategies | purpose Incorporate a vary of | atncoportsa Sicha ove pons, TDencouragelearersto develop | struction trates | Istrucoal strategies | vay ofiase uci ound boxes modeling despundersandingotconten” | andfortheeareno | andgivesstudens | Rater and provides ‘wth ewe of grape tressandcheirconecsons and | opporanitesor”” | some opporunitesto_| ppportunies ot anaes tard tobulldsilstoapay mowiedge | stientstosprly | appiynewiedge | ERGENE 00D ‘rng expences, inmeaningh waye inowlege. iowedes Srdmany ‘eney word work sratagerandtied ecko 7 Profestonal Learn and | Toston Telrwaliaestachng | CORREA Mary seeped Binieal Practice: The teacher | seterauates teaching | andicaraingandseets | evaluates teaching feedback order to engages mongoing professional | andiearingand/or | tocontinue learning and uses ‘ake acastment to teamingandusesendenceto | doesnatsttveto | profesional Tetletve pacts Hed toovera ering Continual evalstoNser | concime profesional | development. fone professional practice periclrytheetects_| development Denonstatessome | development Cthisfhrchotesand actions on | Doesnot demonstrate | prfesionaland | Consistenty cthes(isamers families other | professional and | eta pracicein | Gemonsatel protestonals andthe Eivcaipracicein | teaching frotesonaland community) and adapts practice | teaching heal prac in tomeetthe neds ofeach teaching terme. 1. Lesdersip and Doss not demons | Denonsiates some | GRTEOUEppODTARE ary hasbeen very Collaboration: Te eacher_ | leadersipsile | lsdershpsilsand_| leadership rls profesional Ske Stelsapproprte leadership | andfor dee notengge | parcatesin some | eneagesi ended PLC rus Tolesandoppreniestotake | menaboraton. | collaboration | Eolaboratana Feely meting and Tesponcbilyforstdent "| Parinershipeareweak | workingtobuld | bers and fosters IEP mestings Mary icraing to colaborstewih | wiles acho! | professona ponte and eect was very peat tenes fami coleagues, | caleagyes and Featonie rfessona, separ for teaching opt 05/208Drake University School of Education Student Teaching Final Evaluation ‘ther school professionals and ‘community members to ensure learner growth, andto advance the profession ‘ames Tainan tach day. She was exible and was able to adapt adverse Situations. She was vasa define team player! Urs 05/2018 ‘eorteUoeray Sst Ec 2011Drake University School of Education St School of Education Teaching Di structions: Use the questions and rating scale below to assess the student cachet tudent Teaching Final Evaluation ispositions Assessment 2's lspositional atributs. 4. Please rae the student teachers succes as earning leader. ‘Sets professional goals, Poor Fair Good Very Good ExGélent Demonstrates confidence and self-direction in pursuing solutions to problems or questions. Poor Fair’ Good Very Good BXGéleht Communicates high expectacions to students. Poor Fair Good Very Good Excellent Demonstrates a professional attitude/appearance. Poor Fair Good VeryGood Excellent Comments: ‘2 Please rate che student teacher’ success ar @ reflective racitioner. 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 profesional practice Poor Fair Good Very Good Excellent Comments: ‘3 Please rate the student teacher’ success oF a student advocate Develops a teaching philasophy that respect all learers. Poor Fair Good Very Good Bxcellent Demonstrates flexibility by adapting, adjusting, and ‘modifying practices co mee che needs of students. Poor Fair Good Very Good Excellent Comments (Final evaluation only) What does the student teacher need to limprove before assuming his/her own classroom? What goals should ths student teacher continue to work on? ‘+ Continue to gather tols for your "toolbox" Reflect upon what you know you would like to know more about/experience and look for those ‘opportunities or identify resources that could help you. (Final evaluation oly) What do you feel are his/her strongest ‘qualities asa teacher? Flexibility Pacing/timing when teaching ‘Adaptability, natural teacher "Final Evaluation (Circle one); Gredit No credit Signatures: Student Teacher/Date Mentor Teacher/Date Wot: 208 University Supervisor/Date