Drake University School of Education Student Teaching Final Evaluation Student Tenchen Kelsey Mentor Teacher: Crysta/ TATE University Supervisor: Hele FeesLee-h zy erm (Dring pare Deo 7, 2015 seat Valley. HAS Instructions: Use the rubricto assess he stent eacha's sil evel fr exch ofthe InTASC Standards. Its important toremember that the candidate isa pre-service eaher ands not epee to demonstrate the sl leveofs ase teacher Por aden techs ean ee nine saosceng on {he fnal evaluation nude at east 8 competenor exeplaryafings an > developing tings, wih ne unsaisacory rng, Unsatisfactory Developing icoapeiiae InTASC Standards: CSagangimcs | | Gegmngtacer | Giga | Semplary | Comments: comptmerevring | “etectng” | tensa | a 1 Learner Development: The | Lassonsand Tapert stone teacherunderstndshow | expectationsarenot | thavare Kelsey knoue Kearersgrowanddeveln, | dereopmenaly | developmentally What work Tecngnningthar patterns ct | appropriate, Snpropiate some of woe a rabge Inartingand development rary the time ah indi within and arose at high Sed mee ‘the cognitive, linguistic, social, ee St S totinal and physical arse, Snd designs and implements developmental appropriate and thallengng earning experiences 2 Learning Dierences The | Taaonsand implements Tesone ed teacherusesunderstandingof | Instruction arenot | that demonstrate an Detherg tia ton individual ierences and | connected sosscents’ | understanding of is both. plane. Gives cures and Ieamingstrenets ond | eden Wearing and created. communes near ncusive | sts Srengsand poets fe needed) en teasing environments tat some ofthetime, Bly" dar ‘rable each learner co meet high He Sindands : ‘Mibslatok OD 5. Learning Environment The | Uinitdundarsandlng | Bamonsrats some relevance, © teacherworkswithotersto | orn impiementaton” | implementation of , a ‘create environments that ‘of motivational and/or | motivational and eargemen ‘support individual and ‘classroom classroom 63 et TES Collaborate learning andthat | management strategies | managementstateies leupperts Sncourage pose soci dedemoraratel | tatpromote = poste lntrseten active engagement in Iearngenvrnmene teaming and sl modvtion pda s/200¢ {st ners eof aeton 2011Drake University School of Education Student Teaching Final Evaluation Unsatisfactory [Developing | Gompereme - iv ; CBegningther | (Beganing cer fompetent | xemplary | Comments: unr ASL Standards: conan eating | Veimpeengys | lttinngtr | & Gontent Rowing: Tie | ConeatRoow nies Gentine sisi eaves 1, teacherundertandsthecentral_ | notevident fan cevider: owever | well develgpeased Kelsey knows sre oketiou. an] acing and/rison | conseny wih Aer tintentand Structures ofteciespiat) he | coments ney implemening orsheteachrandereates "| Sersbetostadents, | Sebsabe tons is ene learning experiences that make needed ob af mm J; te these aspects af the discipline Comprehe@rgble Accessible and mesg for ieamerstoasure mat ofthe Por Studlerts conten 5. Applieation of Gontens Fe | Daas not make “iowa the onnecton teacher undersands howto | connections between | benneorssnene eh fonnecconcessanduse | coneetsandrest | teaneenia | etcimpraencteee | werden | can => WpMcs tearmesnertcal inking | Snd/ordons nt emetines supports creatviyandeataboratve | fclte hese or agmtimessumars / teaword stato budget cuts roblemslvirgreatedto | iteslandcreseve | tnderome Siang siecle palmer | hanerafr | aorctmet \uanset | co) collaborative problem | problem solving solving — Foeus on ” %e ‘eon’ of LE pertiod ‘. Assessinent The wacher understands and ses multiple methods ofesessment to engage learners inher own growth, to ‘monitor learner progress and to {ule the teacher's and lerner's Aecsion making oes not understand oF | Primarily Yells on one tseassessment form of assessment strategies effectively. | and/or shows limited | relation | Lots of anys 7. Planning for Instruction: ‘The teacher plans Instruction ‘hat supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, euriclum cross: sirofasstmens or Prmatior seine | eeeced | Tnaraeioal san | Tana pane wel (— | Inaegusteindeior | showsome deals ] ronetvbmives. | Fouiycttium aligned | sate ten fans Standards and | students needs and/or siscinlinar sls. and pedapne, planning for as wallas Knowledge of learners Instruction Is [and the communi conte [inconsistent pane: 0/2018 meray Sof action 2011Drake University School of Education Student Teaching Final Evaluation Uratisfactory Developing |g, ompetent Comments: 7 lards: CGersingtesencr | apse ompetent | pyemplary nts: ae oaeaar cemotenayoctning | cmp | tebe | (check) 1 Instructional Strategies The | Lessor show aimed | Tnplamens sone] Consitenty feacherunderstandsandusesa | undertandngot | Isso tat Implements sons varetyof instructional strategies | purpocefit Incorporate a varlty of | thatin lots of toencourage earersto develop | istrucionl strategies | istuctonal sate | ser = eepunderstandingofeontnt | and/ortheresrena | andgiessuudens | ea ZOAT sressandtheircomectonsand | opporamivestr” | oaeesstaents. | sta Gratepes tobuldsklstoapoiyknowedge | stedenstosppiy | spplyknowledge. | saddy to ap ( inmeaningul ways iowiedge howd Lryplbyed 9. Profesional Learangand | Inans sen Sa SaNETERE | Comieny my Bical Practice: The tether | selfemlstes teaching | andieoraingand esis | Sunats eacnogand ‘engages in ongoing professional learning andses evidence to continually evaluat his/her practle particularly the effects (this/her choles and actions on ‘others (lester, families other professionals andthe Community), and adapts practice tomeet theneeds ofeach learner. andlearing and/or Goes at strive to. ontinve professional development Doss ne demonstrate profesonal and fthiel practic In teaching professional evelopment Demonstrate sine professional and ethical practice in teaching, Tearningandusee [ protkesion Yenearor| gl 10. Leadership and Collaboration: The teacher seeks appropriate leadership ‘leeand opportunites othe esponsibility for student learning to collaborate with learners, fale ellesgues, ‘other schol professionals and community members to ensure learner growth, andto advance the profession. ‘Does nat demonstrate leadership sale and /ordees not engage Partnerships are weak with eres schoo! colleagues an ‘amie leadership sks and parepates in some Ealaboration Is workingto bud professional, Felationships see very na bedere auring Stron. eats yation te, vas Upda 872014 (ake yea Ban 201Drake University School of Education Student Teaching Final Evaluation Sciiool of Education Teaching Dispositions Assessment Instructions Use the questions and rating scale below to assess the student teathersdspostonalatrbutes, 1 Please rate the student teacher's success oso learning leader. ‘Sets professional goals Poor Fair Good Very Good &¢Czley) Demonstrates confidence and sldirection in pursuing Solutions to problems or questions. Poor Pair’ Good Very Good BG) Communicates high expectations to stu Poor” Fair Good Very Good 2. Please rate the student teacher success as a rflecine practitioner, Reflects on the progress of his/her professional goals Poor Fair Good Very Good Aes ih excisions for profesional perfrmanes Poor Fair Good Very Good Incorporates fedback into his/her professional practice Poor Fair Good Very Good E Dement rf al whadefpeporane, commen by earn a eae ec sete by ommen | nature Fs always soe for You are, a teacher! | OTe Ge Imprordl her ety 3. Please rate the student teachers success ax a student advocate, Developsa teaching philosophy thet respects el eemers Poor "Fair Good Very God Ream fe ag tata nd? Imodiing pracies to met te nessa aden Poor’ Pair Good Very Cowd comments: as) beleey is a passionates ecute, Ee srderts! “4 (Firal evaluation only) What does the student teacher need to ‘improve before assuming his/her own classroom? What goals should this student teacher continue to work on? - continue. po think about > bul srrateg: es for SS 1h) rainly Cgreup" erect a a eueansiaty ‘What do you fe are his/her strongest {uals es teacher? Seontert Menthe a cpa deryic a erate EeeRe cal teAchdig “Final Bvaluation (Circle one) No Credit ZB Siemturs cal oD S ree