Student Teaching Final Evaluation

Drake University School of Education Student Teaching Final Evaluation
Student Teacher: Allison Millea Term: Spring Date: 4-19-13

Unsatisfactory
(Beginning teacher competency is not being met.)
Mentor Teacher: Pam ThomasonUniversity Supervisor: Diane Stilley Final School: Valley High School, Language Arts/Reading Resource
Developing
(Beginning teacher competency is being met some of the time.)
Drake University SOE Expectations (based on
Proficient
(Beginning teacher competency is consistently being met.)
InTASC Standards):
1. Learner Development: The student teacher understands how learners grow and develop, and can implement learning experiences that reflect a robust understanding of students cognitive, linguistic, social, emotional, and physical development.
Advanced Expe rtise (chec k) X
Comments:
Lessons and expectations need to be more developmentally appropriate and need to address each domain.
Implements lessons that are developmentally appropriate and addresses student needs in each domain some of the time.
Consistently implements lessons that are developmentally appropriate and consistently addresses student needs in each domain.
Ms. Millea develops excellent rapport with students. She seeks to know every student and makes connections with student lives through individual conversations and group discussions; she creates a classroom environment which encourages positive peer-to-peer interactions. Ms. Millea adapts lessons and differentiates lessons for the various needs of individual students. Ms. Millea addresses a wide spectrum of abilities within the Language Arts classroom, ranging from English Language Learners and
2. Learning Differences: The student teacher uses understanding of individual and cultural differences to ensure inclusive learning environments that enable each learner to meet high standards.
Last Update: 07/2011
Lessons and instruction need to demonstrate an adequate understanding of students learning differences and/or lessons need to be modified to address these learning differences.
Implements lessons demonstrating an understanding of students diverse learning strengths and needs, and modifies some lessons accordingly.
Consistently implements lessons demonstrating an understanding of students diverse learning strengths and needs, and provides modifications that meet individual learning differences.
Drake University School of Education, 2011

Student Teacher: Allison Millea Term: Spring Date: 4-19-13 Mentor Teacher: Pam ThomasonUniversity Supervisor: Diane Stilley Final School: Valley High School, Language Arts/Reading Resource
Reading Resource students to Gifted and Talented students. She also attends to special needs, 504 plan students, and students with behavioral plans. Ms. Millea models respect and concern for students and sets the tone for a safe, productive and pleasant classroom environment. She provides students with opportunities for open discussion, all within guidelines for appropriate and respectful behavior. She uses a variety of methods to ensure optimum student focus and positive interactions. She listens to students concerns and addresses any needs they may express. Ms. Millea provides a well-balanced curriculum that
Last Update: 07/2011 Drake University School of Education, 2011
3. Learning Environment: The student teacher works with others to create learning environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Limited understanding and implementation of motivational and/or classroom management strategies are demonstrated.
Demonstrates an understanding of motivational and classroom management strategies that promote a positive learning environment. Implementation may be inconsistent.
Demonstrates a welldeveloped understanding and consistent implementation of motivational and classroom management strategies that promote a positive learning environment.

provides for small group cooperative learning, whole group processing, and individual challenges. (Examples of cooperative lesson plans: peer partners, peer workshopping; examples of whole group activities: guided discussion, drama; examples of individual learning: presentations, creative writing). Ms. Milla interacts with all students to assure individual growth and encourage metacognition. She gives verbal and written feedback to guide and respond to each students efforts. Ms. Milleas depth of content knowledge along with teaching concepts in reading, writing, speaking, and listening
4. Content Knowledge: The student teacher 1) understands the central concepts, tools of inquiry, and structures of the discipline(s) being taught and 2) creates learning experiences that make the content accessible and
Content knowledge is not adequate for teaching and/or improvements are needed to make lesson content accessible and meaningful.
Content knowledge is adequate; however, consistency with implementing accessible and/or meaningful lessons is needed.
Content knowledge is well developed and lessons are consistently implemented that capture key ideas, utilize meaningful curriculum materials, and promote students understanding of

Student Teacher: Allison Millea Term: Spring
meaningful.
content. combine to benefit student learning. She guides students in methods of research, including determination of validity and reliability of sources. Ms. Millea constantly adds to her subject matter background and teaching techniques through reading student texts, as well as professional development materials.
Date: 4-19-13
Drake University SOE Expectations:

5. Application of Content: The student teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Unsatisfactory
Needs to make connections for learners between concepts and real-world applications and/or needs to facilitate the use of critical and creative thinking to solve problems, develop communication skills, use resources, & look at multiple perspectives.
Developing
Shows the connection between content knowledge and realworld applications. Sometimes supports learners use of critical and creative thinking to solve problems, develop communication skills, use resources, and look at more than one perspective.
Proficient
Consistently implements instruction that engages learners in applying content knowledge to real-world problems, utilizing critical and creative thinking. Facilitates the development of communication skills, use of current tools/resources, and multiple perspectives within collaborative problem solving.
Advanced Expertise X
Comments:
Ms. Millea incorporates multicultural literature and resources to enhance students perspectives and broaden background on diversity. She guides students to make text-toworld connections that transfer to real

world application. (Example: She guides students to deduce themes from literature that help them to broaden their understanding of themselves, others, and the world.) Ms. Millea asks students to respond in writing through private journals, as well as more formal reflections on reading and personal journeys that have broadened their ideas and/or capacity for divergent thinking and expression. Ms. Millea structures her lessons around student progress as determined by formative assessment strategies, such as discussion, journal reflections, student questions, and pretests.
6. Assessment: The student teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making.
Does not understand or use assessment strategies effectively.
Understands and uses a variety of assessments (including formative and summative) for multiple purposes.
Effectively and consistently implements a variety of assessments (including formative and summative) for multiple purposes.

For differentiation, she helps students select texts based on individual student lexile assessment (reading level determined by Read 180 program) and Iowa Assess-ments. She takes into account student interests to motivate learning. Summative assessments that Ms. Millea develops draw students toward synthesis and metacognitive reflection. Ms. Millea developed studentfriendly learning targets as a focus for all lesson plans; she continually revises targets based on student progress and understanding. Ms. Millea creates and implements original and engaging lesson plans by culling resource materials
7. Planning for Instruction: The student teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossLast Update: 07/2011
Instructional plans are inadequate in detail or need to include a variety of methods to meet curriculum goals, content standards, and
Plans instruction using a variety of methods to meet curriculum goals, content standards, and student needs.
Consistently plans detailed instruction using a variety of methods to meet curriculum goals, content standards, and student needs.

Student Teacher: Allison Millea Term: Spring Date: 4-19-13
student needs.
and selecting excellent models of learning that meet curriculum standards and guidelines. She incorporates other disciplinary area content, especially in the arts and humanities: music, art, history.
disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies: The student teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Lessons show a limited understanding of purposeful instructional strategies and the importance of higher order thinking skills. Opportunities for students to demonstrate learning are needed.
Implements some lessons that incorporate a variety of instructional strategies and support the development of higher order thinking skills, giving students some opportunities to demonstrate knowledge.
Consistently implements lessons that incorporate a variety of instructional strategies and support the development of higher order thinking skills. Consistently provides opportunities for learners to demonstrate their knowledge.
Ms. Milleas knowledge of a variety of best practices in teaching and learning is evident in her lesson preparation and presentation. She promotes reading strategies and reader engagement focusing on studentfriendly learning targets, allowing for differentiation. She models various styles of writing and allows student choice in both reading and writing tasks.

Ms. Milleas summative assessments often involve a high degree of student synthesis and promote creative thinking and expression. Ms. Millea demonstrates knowledge of current technologies and connects with students through a variety of technological support, including research processes, Read 180, creative writing prompts which are centered on student interests.
Drake University SOE Expectations:

9. Professional Learning and Ethical Practice: The student teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
Unsatisfactory
Inconsistently self-evaluates teaching and learning and/or does not strive to continue professional development. Needs to demonstrate
Developing
Self-evaluates teaching and learning and strives to continue professional development. Demonstrates professional and ethical practice in teaching.
Proficient
Consistently and thoughtfully self-evaluates teaching and learning and strives to continue professional development. Consistently demonstrates professional and ethical practice in teaching.
Advanced Expertise (check)

X
Comments:
Ms. Millea assisted in preparing and implementing a staff development course: Reading Strategies for NonLanguage Arts Teachers.

Ms. Millea reflects on her teaching practices through daily conversations with her mentor teacher and also in formal weekly reflection logs. She has also videotaped her instruction and reviewed the recordings for herself and with others for personal reflection and with objective feedback.
actions on others, and adapts practice to meet the needs of each learner.
professional and ethical practice in teaching.
10. Leadership and Collaboration: The student teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learning growth and to advance the profession.
Needs to demonstrate knowledge of alignment among spheres of influence that impact student learning and participate collaboratively within the school setting. Partnerships are relatively weak with learners, school colleagues, parents and others in the
Knowledge of alignment among spheres of influence that impact student learning can be seen in some instructional planning and implementation. Is working to build professional relationships and contribute collaboratively to a supportive learning
Designs and implements lessons that align with school standards and coordinate with the mentor teachers curriculum. Engages in collaboration with other professionals to plan and jointly facilitate learning. Fosters positive and effective professional relationships to build a supportive learning culture, while monitoring his/her progress in
Ms. Millea communicates with students/parents/ guardians in positive ways. She has assisted in Sophomore Planning Conferences and in regular teacherparent conferences; at the latter, she reported on student performance and answered any

contributing to these goals.
questions posed. On an on-going basis, Ms. Millea has communicated with parents of students who have been absent for a period of time. Administrative referrals have not been needed, but she does understand the importance of documenting the nature of all parent/administrator interactions. Ms. Millea has had an active role in building relationships in Advisory group (assigned students of like age and gender, meeting in a homeroom-like setting). Ms. Millea has attended regular Language Arts Department meetings, gathering insight on curriculum decisions, best
Last Update: 07/2011 Drake University School of Education, 2011
larger community relative to building a supportive learning culture. Little or no monitoring of his/her progress is evident.
culture. Some monitoring of his/her progress is evident.

practices, budgets, and scheduling. She has also participated in staff meetings where similar subjects were discussed, as well as building concerns. Ms. Millea easily navigates the Infinite Campus grade program and other computer programs to provide up-to-date progress reports on students. Ms. Millea has observed seminar discussion in an AP classroom, as well as other Language Arts classrooms and those in the Humanities. Ms. Millea has participated in a mock interview with her high school administrator for professional growth and development.

*For a student teacher to earn credit during his/her student teaching placement, minimum competency on the final evaluation is 8 proficient ratings and 2 developing ratings, with no unsatisfactory ratings.

Because she offers differentiated instruction and expressly teaches skills, every student can be successful in her classroom. 3. Please rate the student teachers success as a reflective practitioner. Sets and achieves professional goals Poor Fair Good Very Good Excellent Articulates high expectations for professional performance Poor Fair Good Very Good Excellent Incorporates feedback from supervisors, mentor teachers, and peers into revisions of products and performances Poor Fair Good Very Good Excellent Comments: Ms. Millea has developed lessons to promote high level thinking. She reflects on achievements and areas of improvement. In tandem with student teaching, Ms. Millea has participated in elective courses/seminars and activities, such as guidance for teens who encounter violence, leadership training, and development of a teaching portfolio. These extras have added to her practice in the classroom. 4. (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? Ms. Millea will continue to hone her direct instruction skills through a process of self-reflection and professional development on best teaching practices. She will develop
1. Please rate the student teachers success as a learning leader. Sets professional goals Poor Fair Good Very Good Excellent Demonstrates confidence and self direction in pursuing solutions to problems or questions Poor Fair Good Very Good Excellent Communicates high expectations to students Poor Fair Good Very Good Excellent Demonstrates a professional attitude/appearance Poor Fair Good Very Good Excellent Comments: Ms. Millea models professional/ethical character for her students. She presents herself well and creates a positive and accepting environment where students feel safe and know what is expected both socially and academically. 2. Please rate the student teachers success as a student advocate. Develops a teaching philosophy that respects all learners 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: This is an area of strength for Ms. Millea. I have seen students come to her on a variety of levels and about many subjects and concerns. They trust her professional judgment and accept her direction as in their best interest.

subject area. She is personable and compassionate. *For Final Evaluation Only Check one: Credit No Credit University Supervisor/Date:
new classroom management strategies that are fair and productive. (Final evaluation only) What do you feel are his/her strongest qualities as a teacher? Ms. Millea is foremost a learner. She is enthusiastic and knowledgeable about her Signatures Student Teacher/ Date: Mentor Teacher/Date: 5.

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Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Allison Millea Term: Spring Date: 4-19-13

Drake University SOE Expectations (based on

Advanced Expe rtise (chec k) X

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Drake University School of Education Student Teaching Final Evaluation

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Drake University SOE Expectations:

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Does not understand or use assessment strategies effectively.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Drake University SOE Expectations:

Advanced Expertise (check)

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

professional and ethical practice in teaching.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

culture. Some monitoring of his/her progress is evident.

Drake University School of Education Student Teaching Final Evaluation

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Final Evaluation

Drake University School of Education Student Teaching Final Evaluation

Last Update: 07/2011

Drake University School of Education, 2011

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