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Department of Curriculum and Instruction

Level III Field Experience Evaluation Form

Student Name:

Bryson, Anne Bridget

UNI ID: 656050

Student Major(s):

Elementary Education (212BAT), Middle Level Educ Dual Major (21VBAT)

Student Minor(s):

Literacy Education (23LMINT)

Hoover Middle School

School: 630 Hillcrest
Waterloo, IA 50701
Beginning and Ending Dates:

Semester: Spring 2014

School District:

Waterloo Comm School District

03/24/2014 - 03/28/2014

UNI Instructor :
Cooperating Teacher :

Johnson, Julie A



Kurtz, Darby




Level III Field Experience Evaluation Part I

Was the student present and on time for all sessions?


Please explain attendance exceptions:

Check "Yes" for those activities in which your teacher candidate was involved. Otherwise Check "No."
Assisting with Supervision Duties (recess, etc.)

Attending Professional Development Meeting(s)


Checking Student Work

Constructing Understanding (models, etc.)

Creative Activities (art, writing, etc.)

Evaluation of Student Learning (daily work, tests, etc.)

Helping Individual Students

Leading Discussions

Leading Research Activities (experiments, surveys)

Making Learning Materials

Observation of Class Activities

Parent Conferences
Planning Instruction


Preparing Displays/Bulletin Boards

Supervision of Students on Field Trip

Supporting Student Expression (songs, poems)


Teaching Small Groups

Teaching the Entire Class

Using Drama (role play, pantomime)

Using Games as an Instructional Strategy

Using Technology for Instruction

Using Technology-Supported Instruction

Using Visual Literacy (maps, charts, etc.)


What do you believe to be this teacher candidate's strength(s)?

Bridget has a great rapport with students. She began interacting with them right away and quickly built relationships.
Her lessons were well planned. She obviously put in a lot of time and thought to her lessons! In addition, our week was
a little hectic. We were just returning from spring break and were preparing for Iowa Assessments. Our schedule
Friday was an alternate schedule due to school pictures and an extended homeroom. Bridget did an excellent job being
flexible and easily adapted her lessons accordingly.

In what areas of professional development does this teacher candidate need to work?

With further experience, Bridget will begin to recognize when students are not "with her." I work in a co-teaching
situation with a movable wall. Consequently, Bridget got to experience teaching 55(ish) students at a time with the help
of another teacher. She handled it exceptionally well! One thing that was tricky was being sure to have all students
focused before talking and giving instructions.

Level III Field Experience Evaluation Part II

The UNI teacher candidate is expected to meet these state standards for pre-service teachers through demonstrated performances. Please evaluate the UNI
teacher candidate ('the practitioner') based on his/her one-week participation in your classroom.
Performance Levels: 1 = Needs Improvement; 3 = Competent; 5 = Commendable N/A=Not Able to Evaluate
State Renaissance Initiative: Pre-Service Teacher Standards

Student Learning
The practitioner understands how students learn and develop and provides learning opportunities that support
intellectual, career, social and personal development.
Diverse Learners
The practitioner understands how students differ in their approaches to learning and creates instructional
opportunities that are equitable and are adaptable to diverse learners.

Instructional Strategies
The practitioner understands and uses a variety of instructional strategies to encourage students' development
of critical thinking, problem solving, and performance skills.

Classroom Management
The practitioner uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and self-motivation.

The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous
intellectual, social and physical development of the learner.

Foundations, Reflection, and Professional Development

The practitioner continually evaluates the effects of the practitioner's choices and actions on students, parents,
and other professionals in the learning community, and actively seeks out opportunities to grow professionally.

Collaboration, Ethics, and Relationships

The practitioner fosters relationships with parents, school colleagues, and organizations in the larger
community to support students' learning and development.

Technology Application
The practitioner understand and uses technology to encourage students' development of critical thinking,
problem solving, and performance skills.
Content/Subject Matter Knowledge
The practitioner understands the central concepts, tools of inquiry and structure of the discipline(s); the
practitioner teaches and creates learning experiences that make these aspects of subject matter meaningful
for students.


Instructional Planning
The practitioner plans instruction based upon knowledge of subject matter, students, the community,
curriculum goals and state curriculum models.

The practitioner uses knowledge of effective verbal, nonverbal and media communication techniques, and
other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the



You may add written comments about the teacher candidate's knowledge, skills or dispositions, in the space provided below. Also list other activities
that the candidate participated in during the week.