Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Jessica Tentinger Term: Spring Drake University SOE Expectations:
1. Knowledge of Subject Matter: The student teacher 1) understands the content of the subject(s) being taught and 2) can create engaging and meaningful learning experiences.

Mentor Teacher: Ryan Cooley

Evaluator: Denny Warren

Date: May 6, 2011

Beginning
Content knowledge not adequate for teaching and/or improvement is needed to make lessons engaging/meaningful.

Final School : Valley High School

Developing
Content knowledge is adequate, however there is difficulty in consistently implementing engaging and/or meaningful lessons. Usually implements lessons that are developmentally appropriate and addresses student needs in each domain. Usually implements lessons demonstrating an understanding of how students differ and modifies lessons accordingly to meet areas of special need in students Usually implements lessons that incorporate a variety of instructional strategies, acknowledging the range of learning styles and encouraging development of critical thinking and problem solving.

Proficient
Content knowledge is well developed and lessons are consistently implemented in an engaging and/or meaningful manner.

Advanced Expertise (check)

Comments:

Advanced Jessie has a high

2. Human Development and Learning: The student teacher can implement learning experiences that reflect a robust understanding of students intellectual, personal, and social development. 3. Adapting Instruction for Individual Special Needs: The student teacher understands how students differ and modifies lessons accordingly to meet student needs.

Lessons and expectations need to be more developmentally appropriate and need to address each domain.

Consistently implements lessons that are developmentally appropriate and addresses student needs in each domain. Consistently implements lessons demonstrating an understanding of how students differ and modifies lessons accordingly to meet areas of special need in students Consistently implements lessons that incorporate a variety of instructional strategies, acknowledging the range of learning styles and encouraging development of critical thinking and problem solving.

Advanced

Lessons and practice do not demonstrate an adequate understanding of how students differ and/or lessons are not usually modified to meet areas of special need in students.

Advanced

4. Multiple Instructional Strategies: The student teacher understands and uses a variety of instructional strategies which acknowledges the range of learning styles and encourages development of critical thinking and problem solving.

Lessons demonstrate limited understanding of purposeful instructional strategies and the importance of critical thinking.

Proficient
Last Update: 06/2010

understanding of the content she teaches. She uses her considerable knowledge of math to relate instruction in a number of ways. Jessie received diverse experiences with different types of students with diverse backgrounds. She works amazingly well with all students. This is the area that Jessie improved the most. The low level math students benefited a great deal when working with Jessie. She made adaptations of lessons when necessary. Jessie was constantly working at trying new strategies at Valley High School. Each experience helped her to become a better educator. She had both skill practice and problem-solving practice into her daily lessons.

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Jessica Tentinger Term: Spring Drake University SOE Expectations:
5. Motivation and Management Strategies: The student teacher creates a learning environment that encourages positive social interactions, active engagement in learning and self-motivation in individuals and groups.

Mentor Teacher: Ryan Cooley

Evaluator: Denny Warren

Date: May 6, 2011

Beginning
Limited understanding and implementation of motivational strategies and classroom management.

Final School : Valley High School

Developing
Demonstrates an understanding of motivational strategies and classroom management that promote a positive learning environment. Implementation may be inconsistent. Uses verbal and nonverbal communication techniques effectively. Gender fair practices and cultural sensitivity are observed.

Proficient
Well developed understanding and consistent implementation of motivational and classroom management strategies that promote a positive learning environment.

Advanced Expertise

Comments:
Jessies classroom management skills are very good. I believe this is an area that Jessie excels in and seems to naturally work well with all levels of students. Jessie has started to come out of her shell when communicating with students. She has become more direct and honest with students. Jessies instructional planning and organization is her strongest asset. Classroom activities were selected at an appropriate level. Jessie seems to know every students understanding level before and after assessments.

Advanced

6. Communication Skills: The student teacher uses effective 1) verbal and 2) non-verbal communication techniques to foster active engagement in learning tasks individually and group settings.

Inconsistently uses verbal and non-verbal communication techniques. Gender fair practices and cultural sensitivity may be flawed or non-existent.

Consistently uses well developed verbal and nonverbal communication techniques. Demonstrates gender fair practices and cultural sensitivity to a high degree.

Proficient
7. Planning, Implementing and Evaluating the Curriculum: The student teacher 1) uses scope and sequence in unit planning and 2) plans instruction using a variety of methods to meet curriculum goals issues and student needs. Lesson and unit plans do not always consider scope and sequence in unit planning. Instructional plans are inadequate in detail or need to include a variety of methods to meet curriculum goals issues and student needs. Many times does not understand or use assessment strategies effectively. Uses scope and sequence in unit planning and plans instruction using a variety of methods to meet curriculum goals issues and student needs. Understands and implements a variety of assessments (including informal and formal) for multiple purposes Consistently uses scope and sequence in unit planning and consistently plans detailed instruction using a variety of methods to meet curriculum goals issues and student needs.

Advanced

8. Assessment of Learning: The student teacher understands and uses informal and formal assessment strategies to: 1) gather information about students, 2) create learning activities, and 3) communicate data about student learning/teaching effectiveness

Effectively and consistently implements a variety of assessments (including informal and formal) for multiple purposes.

Proficient

Last Update: 06/2010

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Jessica Tentinger Term: Spring Drake University SOE Expectations:
9. Reflective Practitioner: The student teacher is a reflective practitioner who 1) consistently self-evaluates teaching and learning and 2) strives to continue professional development.

Mentor Teacher: Ryan Cooley

Evaluator: Denny Warren

Date: May 6, 2011

Beginning
Inconsistently self-evaluates teaching and learning and/or does not strive to continue professional development.

Final School : Valley High School

Developing
Self-evaluates teaching and learning and strives to continue professional development.

Proficient
Consistently and thoughtfully self-evaluates teaching and learning and strives to continue professional development.

Advanced Expertise (check) Advanced

Comments:
Jessie was constantly selfevaluating throughout the school day. Each time a lesson is repeated, it gets better because of her reflective practice.

10. Partnerships: The student teacher fosters relationships with school colleagues, parents and others in the larger community to support students learning and well-being.

Partnerships are relatively weak with school colleagues, parents and others in the larger community in supporting students learning and well-being. Needs to improve rapport with students and treat students as individuals.

11. Relationships: The student teacher builds and sustains positive relationships with students.

Is working to build relationships with school colleagues, parents and others in the larger community to support students learning and wellbeing. Builds a positive rapport with students and relates to students as individuals.

Fosters positive and effective relationships with school colleagues, parents and others in the larger community to support students learning and well-being.

This is the area that Jessie is developing. This will come with experience.

Proficient
Consistently builds and sustains positive relationships with students, enabling and encouraging individual growth. Consistently and proactively uses available technology to enhance instruction.

Advanced

Jessie has built positive relationships with the students she works with on a daily basis. Jessie is extremely knowledgeable with technology.

12. Technology: The student teacher utilizes computer technology and other available technology to enhance and enrich instruction.
Last Update: 06/2010

Does not make use of available technology which would further instruction.

Uses available technology to enhance instruction.

Advanced

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Jessica Tentinger Term: Spring Mentor Teacher: Ryan Cooley Evaluator: Denny Warren Date: May 6, 2011 Final School : Valley High School

Last Update: 06/2010

Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Jessica Tentinger Term: Spring Mentor Teacher: Ryan Cooley
4. 1. Please rate the student teachers success as a learning leader. Sets professional goals

Evaluator: Denny Warren

Date: May 6, 2011

Final School : Valley High School

Please rate the student teachers success as a reflective practitioner. Sets and achieves professional goals

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Demonstrates confidence and self direction in pursuing solutions to problems or questions.

Articulates high expectations for professional performance

Poor Poor

Fair Fair

Good Good

Very Good Very Good

Excellent Excellent

Poor

Fair

Good

Very Good

Excellent

Communicates high expectations to students Comments: Jessica appear to be very committed to the education field and will be a life-long learner in education.

Incorporates feedback from supervisors, mentor teachers, and peers into revisions of products and performances

Poor

Fair

Good

Very Good

Excellent

2.

Please rate the student teachers success as a student advocate. Develops a teaching philosophy that respects all learners

Comments: This is a strong area for Jessica as she consistently reflected on her lessons and made changes as necessary. 5. (Final 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? Jessie will need to improve on communicating with students/parents that are failing. She also needs to be assertive with discipline when necessary. . 6. (Final evaluation only) What do you feel are his/her strongest qualities as a teacher? Jessie is extremely organized and very knowledgeable with technology. She is constantly critiquing herself to improve herself as an educator. Jessie Tentinger will be a wonderful asset to any math department.

Poor

Fair

Good

Very Good

Excellent

Demonstrates pedagogical flexibility by adapting, adjusting and modifying practices to meet the needs of students.

Poor

Fair

Good

Very Good

Excellent

Comments: Jessica is a very caring individual who relates well to high school students.

3. Please rate the student teachers professional attitude/appearance.

Poor

Fair

Good

Very Good

Excellent

Comments: Jessica is a great role model for high school students and shows respectability, poise and self-control.

For Final Evaluation Only Check one: Credit

Last Update: 06/2010