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8/10/2019 Second Placement Midterm Evaluation
1/5
Drake University School of Education Student Teaching Midterm Evaluation
Student Teacher: Christina Georgopoulos Mentor Teacher:
[en
Balvanz
University Supervisor: Denny Warren
Term: Fall
Date: 11 4 14 School: Prairie Trail Elementary
Instructions:
Use the rubric to assess the student teacher s ski ll le vel at midt erm for eac h of t he InTASC Sta ndards. Th e c andid ate wi ll use this midt erm
evaluation to reflect on his/her teaching abilities and to set goals for the remainder of the placement. It is important to remember that the candidate is a
pre-service teacher and is not expected to demonstrate the skill level of a master teacher. For a student teacher to earn credit at the end of the placement,
he fin al ev alua ti on inc lude a t le ast 8 compet ent or e xemnla rv rati ngs and 2 deve lopi ng r ati ngs, with no unsa tisf
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Unsatisfactory
Developing
Competent
Comments:
InTASC Standards:
Beginning teacher
Beginning teacher
Exemplary
competency is not being
competency is
Beginning teacher
check)
met.)
develoninz.l
com petency isb eing m et.)
1 Learner Development: The teacher
L essons and
Implements lessons
Consistently
Christina consistently develops
understandshow learnersgrow and
expectations are not that are implements lessons
less on s that are appropriate, She
develop,recognizingthat patternsof
looksfor ways to differentiate
learning and developmentvary
developmentally
developmentally t ha t a re
the lessons so all students needs
individuallywithina nd across the
appropriate.
appropriate some of developmentally
are met. For example, when a
student was s truggling with
cognitive;linguistic,social,emotional,
the tim e.
appropriate.
letter identification she created
andphysicalareas, and designsand
an environmental print book.
implementsdevelopmentally
COMPETENT
She could continue to grow by
appropriateandchallenginglearning
differentiating lessons f or the
experiences,
studen ts who have already
mastered an Iowa Core standard,
2 Learning Differences: The Lessons and Implements lessons
Consistently
EXEMPLARY
When t he students are in small
teacher uses understanding of instruction are not
that demonstrate an implements lessons
groups at math stations, she
challenges the students by
i nd iv id ua l d if fe re nc es a nd
c on ne ct ed t o s tu de nt s u nd er st an di ng o f
that demonstrate an
differentiating the station to
d iv er se c ul tu re s a nd
le arni ng stre ngths a nd stude nts le arnin g
und erstand ing of
meet the child s needs, The
students were supposed to be
communities to ensure inclusive needs.
strengths and needs students learning
putting bears ona pond
l ea rn in g e nv ir on me nt s t ha t
some o f t he t ime, st re ng th s a nd n ee ds,
practicing 1:1 correspondence),
For students who already
enable each learner to meet high
and provides
demonstrated mastery in this
standards,
modifications.
area she had them add two
numbers toget he r a nd then put
the ans wer on the pond, She is
constantly trying to thi nk of ways
to enrich students learning,
3 Learning Environment:
The Limite d unde rst andi ng Dem onstrates som e Demonstrates
EXEMPLARY
Christina has a gift for
teacher works with others to
or no implementation implementation of consistent
provi di ng a c lassroom full
c re at e e nv ir on me nt s t ha t
of motivational and/or motivational and
i mp le me nt at io n o f
o f e ne rg y a nd p ushes the
s up po rt i nd iv id ua l a nd
classroom classroom motivational and
students to want to know
collaborative learning, and that management strategies management strategies
classroom
mo re , Th e k id s a re
engaged and generalize
e nc ou ra ge p ositive social are demonstrated.
that promote a positive management strategies
the knowledge teac he s i n
i nt er ac ti on , a ct iv e e ng ag em en t i n
learning environment. that promote a positive
one subject across
learning, and self-motivation.
learning environment.
different content areas,
Updated:
OS2014
DrakeUniversitySchoolofEducation,
2011
.\
8/10/2019 Second Placement Midterm Evaluation
2/5
Updated:
OS 2 14
DrakeUniversitySchoolofEducati on,
2 11
Drake University School of Education Student Teaching Midterm Evaluation
Unsatisfactory
Developing
Competent
InTASC Standards:
Beginning teacher
Beginning teacher
Beginning teacher
Exemplary
Comments:
competency is not being
competency is
competency is being
check)
met.)
develontnz.)
met.)
Content Knowledge:
The
C on te nt k no wl ed ge i s
Cont ent knowle dge is
C on te nt k no wl ed ge i s
X MPL RY
Christinademonstrates
t ea ch er u nd er st an ds t he c en tr al
not evident for
evident; however,
w el l d ev el op ed a nd
strongcontentknowledge.
Whenthe studentswere
c on ce pt s, t oo ls o f i nq ui ry , a nd
t ea ch in g a nd /o r l es so n
consistency with
lessons are
sortingtheir words
struc ture s of the disc ipl ine s) he co nten t i s not implementing consistently familiesfor spelling,she
or sh e t ea che s and c reat es
accessible to stude nts.
a cc es si bl e l es so ns i s
implemented which
addedthe word families
l ea rn in g e xp er ie nc es t ha t m ak e
needed.
ma ke t he c on te nt
anddigraphstothe word
t he se a sp ec ts o f t h e d is ci pl in e
accessible and
wall. Shebringsina
wealthofknowledgefrom
a cc es si bl e a nd m ea ni ng fu l f or
me an in gf ul f or t he
booksand her classroom
learners to assure mastery of the
students.
experience.
have learned
content.
somuchfromhavingher in
mvroom.
5 Application of Content: The
Does not ma ke
Shows the connection
Consistently
X MPL RY
MuchofChristina s
teacher understands how to
connections between
be twee n c once pts and
implements
planninginvolves
co nnec t c once pts and use
c on ce pt s a nd r ea l-
real-world
instruction that
connectingitto students
lives. Someofthe lessons
d if fe ri ng p er sp ec ti ve s t o e ng ag e
world applications
applications.
enga ges lea rners in
includemakingfriends,
learners in critical thinking,
and/or does not
Sometimes supports
a pp ly in g c on ce pt s t o
followingrules,readingfor
creativity, and collaborative fac il ita te the use of learners use of critical real-world situations
enjoymentand to learn
proble m so lvin g rela te d t o
critical and creative
and creative thinking
and supports the use
newthingsabout the
world,andwritingabout
authentic local and global issues. thinking and/or
and/or collaborative
of critical and creative their own lives. Sheguides
collaborative problem
problem solving;
t hi nk in g a nd
childrento learn based
solving.
collaborative problem
upon interests. Shefound
bookson footballand
solving.
dancebecausethat s what
thestudents wantto know
more about. Sheexcites
students aboutlearnina,
6 Assessment: The teacher
Does not understand or
Primari ly rel ies on one
U nd er st an ds a nd u se s
X MPL RY
have seen Christinause
u nd er st an ds a nd u se s m ul ti pl e
use assessment
form of assessment
a vari et y of
manymethodsof
assessmentwhen
me thods of a ssessme nt to enga ge
strategies effectively.
a nd /o r s ho ws l im it ed
a sse ssm en ts f or
interactingwith students
learners in their own growth, to
use of a sse ssment s for
multiple purposes. to checkfor understanding
moni tor le arner progr ess, a nd to instructional purposes. exitslipsatthe endofa
guide t he t eac her s and le arne r s
lesson,thumbsup/thumps
decision-making.
down,etc.) W hena
studentdemonstrates
misunderstanding,she
tries anothermethodof
teachingandreassesses.
8/10/2019 Second Placement Midterm Evaluation
3/5
Updated: OS/2014
Drake University School of Education, 2011
Drake University School of Education Student Teaching Midterm Evaluation
7. Planning for Instruction: I ns tr uc ti on al p la ns a re
Instructional plans Consistently plans
X MPL RY
Christina plans align
The teacher plans instruction inadequate in detail or
show some details detailed instruction
with our goals and
that supports every student in
are not submitted. regarding curriculum
using a variety of
standards. She has
m ee ti ng r ig or ou s l ea rn in g g oa ls
goals, content methods to meet
them done well ahead
oftim e and isalways
by drawing upon knowledge of
standards, and curriculum goals,
looking for ways to get
content areas, curriculum, cross- students needs and/or
c on te nt st an da rd s, a nd
the kids excited about
disciplinary skills, and pedagogy, planning for
students needs.
learnin g. Sh e w il l
a s w el l a s k no wl ed ge o f l e ar ne rs
i ns tr uc ti on i s
research ways to
a nd t he c om mu ni ty c on te xt .
inconsistent.
enhance the lesson to
further challenge the
s tu de nt s. S he i s a
natural collaborator
with our PLCteam
wh en i t c ome s t o
planning.
Unsatisfactory
Developing Competent
Comments:
InTASCStandards:
Beginning teacher
Beginning teacher Beginning teacher
Exemplary
competency is not being competency is competency is being
cbeck
met.)
develoninz.l
met.)
8. Instructional Strategies: The Lessons show a limited Implements some Consistently implements
X MPL RY
Christina implements
teacher understands and uses a understanding of
lessons that
lessons that incorporate
many instructional
variety of instructional strategies
purposeful incorporate a variety of
a variety of instructional
strategies such as
t o enc ourage l earne rs to deve lop
i nst ruct iona l st rate gie s instr ucti onal stra teg ies
strategies and provides modeling, c ooperative,
deep understanding of content and/or there are no
and gives students
opportunities for learning and
students t o apply scaffolding. She is
areas and their connections, and opportunities for some opportunities to
knowledge. extremely strong at
to build skills to apply knowledge students to apply
apply knowledge.
activating their prior
in meaningful ways. knowledge.
knowledge and
channeling their
learning from that
point.
9. Professional Learning and Inconsistently
Self-evaluates teaching
Consistently self-
X MPL RY
Christina shows interest
Ethical Practice: The t eacher self-evaluates teaching
and learning and seeks to evaluates teaching and in aligning her lessons
engages in ongoing professional and learning and/or does continue professional learning and uses with the Iowa Core
learning and uses evidence to not strive to continue
development.
reflective p ractice to Standards, Report card
continually evaluate his/her practice, professional
Demonstrates some continue professional assessment and what
particularly the effects of his/her development.
professional and ethical development. the students
choices and actions on others
Does not demonstrate practice in t eaching.
Consistently capabilities are. She is a
learners, families, other professional and ethical
demonstrates reflective teacher and
p ro fe ss io na ls , a nd t he c om mu ni ty ), p ra ct ic e i n t eaching.
professional and ethical
always strives to
and adapts practice to m eet the
practice in teaching.
improve.
needs ofeach learner.
8/10/2019 Second Placement Midterm Evaluation
4/5
Drake University School of Education Student Teaching Midterm Evaluation
Updated: OS/2014
Drake University Schoolof Education 2011
1 Leadership and
Does n ot demonstrate Demonstrates some Carries out
X MPL RY
Christina isnot just a
Collaboration:
The teacher leadership skills leadership skills and appropriate
learner but she is a leader
inteaching other teachers
seeks appropriate leadership and/ or does not engage
participates in some leadership roles
on w ha t s bes t for
roles and opportunities to take in collaboration.
collaboration. Is engages in
students. Sheparticipates
responsibility for student
Partnerships are weak
working to build collaboration with
in our PLCs. She brings
learning to collaborate with with learners school professional others and fosters
ideas to the table but is
flexible when i t c om es t o
learners families colleagues colleagues and relationships. positive and effective
t ea m dec is ions . S he i s a
other school professionals and families. professional
natural collaborator. Even
community members to ensure relationships.
t hough s he i s s uch a
learner growth and to advance
nat ural s he w ants t o get
bet te r a nd grow i na ny w ay
the profession.
possible.
8/10/2019 Second Placement Midterm Evaluation
5/5
Drake University School of Education Student Teaching Midterm Evaluation
School of Education Teaching Dispositions Assessment
nstructions:
Use the questions and rating scale below to assess the student teacher s dispositional attributes at midterm.
1. Please rate the student teacher s success as a learning leader. 2. Please rate the student teacher s success as a reflect ive
Sets professional goals. practitioner.
Poor Fair Good Very Good x ellent Reflects on the progress of his/her professional goals.
Poor Fair Good Very Good x ellent
Demonstrates confidence and self-direction in pursuing
solutions to problems or questions.
Poor Fair Good Very Good x ellent
Communicates high expectations to students.
Poor Fair Good Very Good x ellent
Demonstrates a professional attitude/appearance.
Poor Fair Good Very Good x ellent
.Comments:
3. Please rate the student teacher s success as a student advocate.
Develops a teaching philosophy that respects all learners.
Poor Fair Good Very Good x ellent
Demonstrates flexibility by adapting, adjusting, and
modifying practices to meet the needs ofstudents.
Poor Fair Good Very Good x ellent
Comments:
Signatures: t
S t u d e 1 J J / ' ( J
1 0 1
Articulates high expectations for professional performance.
Poor Fair Good Very Good x ellent
Incorporates feedback into his/her professional practice.
Poor Fair Good Very Good x ellent
Comments:
4. What specific areas should the student teacher focus on during
the remainder of the placement?
Christina s passion for children and their learning is something
that cannot be taught. She has a true gift. When it comes to
managing a classroom of 24 young children with different
needs the behavior management piece can be difficult.
Christina demonstrates strong skills in managing a classroom
but could continue to focus on this area with an emphasis on
descriptive feedback.
Mentor Teacher JDa te
Updated: OS/2014
University Supervisor JDa te
fDtJ
Drake University School of Education 2011
I l / r o l