Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Ashley Dierking Term: Spring

Drake University SOE Expectations (based on

Mentor Teacher: Lynda Brown Midterm

Developing
(Beginning teacher competency is being met some of the time.)

University Supervisor: Denny Warren

Date: 4/15/13

School: Western Hills Elementary School

Proficient
(Beginning teacher competency is consistently being met.)
Advanced Expertise (check)

Unsatisfactory
(Beginning teacher competency is not being met.)

Comments:
Ashley implements lessons that offer opportunities to students to build language and academic skills related to content.

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. 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.

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.

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.

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. 4. Content Knowledge: The student teacher 1) understands the
Last Update: 07/2011

Limited understanding and implementation of motivational and/or classroom management strategies are demonstrated.

Content knowledge is not adequate for teaching

Demonstrates an understanding of motivational and classroom management strategies that promote a positive learning environment. Implementation may be inconsistent. Content knowledge is adequate; however,

Demonstrates a welldeveloped understanding and consistent implementation of motivational and classroom management strategies that promote a positive learning environment.

Teaching ELLs can be a very complex undertaking. Ashley has done a great job of getting to know the students, which helps her modify lessons accordingly. She has had lunch with groups of students in order to gain knowledge of their background and begin building relationships with the students. Ashley is a very confident pre-teacher, and does a wonderful job at intervening with students to support student engagement in a positive learning environment. Ashley has been teaching small groups
Drake University School of Education, 2011

Content knowledge is well developed and lessons are

Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Ashley Dierking Term: Spring
central concepts, tools of inquiry, and structures of the discipline(s) being taught and 2) creates learning experiences that make the content accessible and meaningful.

Mentor Teacher: Lynda Brown Midterm

University Supervisor: Denny Warren

Date: 4/15/13

School: Western Hills Elementary School

consistently implemented that capture key ideas, utilize meaningful curriculum materials, and promote students understanding of content. using LLI (Leveled Literacy Intervention). This is a very scripted program; however, she does a very nice job of using a variety of tools to provide background knowledge to ELLs (i.e. video).
Advance d Expertise

and/or improvements are needed to make lesson content accessible and meaningful.

consistency with implementing accessible and/or meaningful lessons is needed.

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.

Comments:
Ashley is doing a very nice job relating content to the students lives. ELLs have vast backgrounds and cultural differences, including past academic experiences. Each student has a different home support system that impacts everyday functioning at school. It takes time to learn all of the variables of each student and collectively work with them in small groups. Ashley is a go-getter. For our writing group of 4th/5th graders we don not have a specific tool for instruction. She used models and previous samples of rubrics for our writing, where students use self/peer

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 teacher 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.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Ashley Dierking Term: Spring Mentor Teacher: Lynda Brown Midterm University Supervisor: Denny Warren Date: 4/15/13 School: Western Hills Elementary School
assessment to help empower student learning and created an idea for them to write a school newspaper. Ashley does a wonderful job adding personality to a very structured curriculum tool; which can be very challenging.

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, crossdisciplinary 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.

Instructional plans are inadequate in detail or need to include a variety of methods to meet curriculum goals, content standards, and student needs.

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.

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.

Conversational practice using social and academic vocabulary is critical when working with ELLs. Ashley does a fantastic job asking thought provoking questions and prompting students for answers when needed.
Advanced Expertise (check)

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 actions on others, and adapts practice to meet the needs of each learner.

Unsatisfactory
Inconsistently self-evaluates teaching and learning and/or does not strive to continue professional development. Needs to demonstrate professional and ethical practice in teaching.

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.

Comments:
Ashley has attended several meetings with me regarding our current practice of using LLI (Leveled Literacy Intervention) with ELLs. In addition, she attended a meeting regarding the writing of the Lau Plan, which is our district handbook for teachers

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Ashley Dierking Term: Spring Mentor Teacher: Lynda Brown Midterm University Supervisor: Denny Warren Date: 4/15/13 School: Western Hills Elementary School
regarding ELL placement and programming. 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 larger community relative to building a supportive learning culture. Little or no monitoring of his/her progress is evident. 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 culture. Some monitoring of his/her progress is evident. 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 contributing to these goals. Ashley will begin full time teaching next week. This will allow her to work with general education classroom teachers on making sure students are attending small group instruction. It should also be noted that she has been extremely flexible with scheduling, as she has been with other building teachers (primarily 4th grade) in my absence on Fridays.

*The student teacher will use this midterm evaluation to reflect on his/her teaching abilities, in each area, up to this point in the semester and to set goals for the remainder of the placement. 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.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Ashley Dierking Term: Spring Mentor Teacher: Lynda Brown Midterm
3. 1. Please rate the student teachers success as a learning leader. Sets professional goals

University Supervisor: Denny Warren

Date: 4/15/13

School: Western Hills Elementary 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

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

Poor

Fair

Good

Very Good

Excellent

Demonstrates a professional attitude/appearance Poor Fair Good Very Good Excellent

Comments: Ashley is very confident and is a self starter, which is greatly appreciated.

Comments: Ashley is very receptive and open to discussing her lessons, asking for suggestions, and changing her lesson whenever necessary.

2.

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

4.

What specific areas should the student teacher focus on during the remainder of the placement? Sometimes, one of the hardest elements of being a new teacher is learning and working with different personalities. During her full time teaching she will get a bit of insight of the different personalities of teachers, their responses to having students pulled out and the best way to communicate with them.

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: Ashley is doing a wonderful job at getting to know students in a short amount of time. She has scheduled lunches with small groups, and is a natural at making conversation and asking them questions.

Last Update: 07/2011

Drake University School of Education, 2011

Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Ashley Dierking Term: Spring
Signatures Student Teacher/ Date:

Mentor Teacher: Lynda Brown Midterm

University Supervisor: Denny Warren

Date: 4/15/13

School: Western Hills Elementary School

University Supervisor/Date:

Mentor Teacher/Date:

Last Update: 07/2011

Drake University School of Education, 2011