10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

University of NebraskaLincoln
Teaching,LearningandTeacherEducation
OnlinePracticumEvaluationForm
Cooperating Teacher Evaluation

Student Information

Username:XXXXX
tbauer5
XXXX

XXXX
School:XXXXX
Roper
Class:XXXXXX
TEAC 297b
XXXXX
Section:XXXXX
004
XXX
Supervisor:XXXXXX
scarlson2
XXXXXX
XXXXX

This assessment is focused on professional growth from the first practicum to student teaching. We do not expect that most students
will be considered Advanced in most of the categories during 297A.
CONTEXT: The purpose of UNL field experiences is to bring to life the questions and challenges of learning to teach. The formative
nature of professional knowledge is embraced throughout our Teaching, Learning & Teacher Education Elementary Program as
revealed through fourteen dimensions of teaching in this instrument. Each practicum (TEAC 297a, 297b, 397) and student teaching
experience (TEAC 497) holds specific goals and advances a particular relationship between theory and practice through associated
coursework and program sequencing. Each field experience visits and revisits the common dimensions as students recursively enlarge
and deepen lived understandings of them and as they gradually build proficiency in teaching. Over time, and given room to
purposefully integrate these understandings, students increasingly understand the interrelatedness and interdependency of these
teaching dimensions.
DIRECTIONS: Consider the students capacities regarding the following dimensions of teaching as compared with other
persons of similar educational experience. Mark the rating for each dimension. If you did not observe a particular dimension,
note N/A . You can elaborate further concerning all dimensions in the comment area in each category OIR in the overall
assessment section.

1. Subject Matter Knowledge for Teaching

Demonstrates capacity to make content knowledge accurate and accessible to students and uses subject matter knowledge in the tasks
of teaching.
Emergent

Sufficient

Reveals a limited understanding of

subject matter knowledge,
Makes content errors while teaching
Rarely selects varied methods to
support effective learning processes

Advanced

Reveals an adequate understanding of

subject matter knowledge,
Content is accurate when teaching
Sometimes selects varied methods to
support effective learning processes

Reveals a deep understanding of

subject matter knowledge
Content is accurate when teaching
Consistently selects appropriate and
varied methods to organize and
support effective learning processes

Comments:
N/A

2. Planning for Learning

Demonstrates a capacity to create useable lesson and unit plans that are based upon knowledge of the discipline, students, curricular
goals, and context.

http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

1/7

10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

Emergent

Sufficient

Lesson Plan is too basic, lacking

substance to promote learning
Lesson plan is at times inappropriate
for students developmental level
Lesson plan does not recognize
potential challenges
Lesson goals and objectives are not
well defined
Lesson plan based on superficial
understanding of manual/ given
lesson plan

Advanced

Lesson Plan outlines the necessary

elements with enough substance to
support learning<
Lesson plan takes into account
student developmental level
Lesson plan anticipates some
challenges
Lesson goals and objectives are
defined
Lesson Plan indicates an
understanding of the purpose of each
part of the lesson and supplements
with other sources as appropriate

Lesson plan reflects thoughtful

consideration of lesson elements
contributing to rich learning contexts
Lesson plan includes differentiation
Lesson Plan anticipates challenges
(e.g. extra examples, alternative
explanations)
Lesson Plans goals and objectives are
well defined and challenges all
students
Lesson Plan indicates an
understanding of the purpose of each
of the lesson parts, supplements with
other sources as appropriate (e.g. big
books, games, technology), and
includes additional teaching
strategies (e.g. questions for
students) as appropriate

Comments:
N/A

3. Use of instructional strategies.

Demonstrates capacity to implement, modify and adapt plans that are responsive to students and curricular goals.
Emergent

Sufficient

Attention to instructional pacing and

goals is less consistently evident,
resulting in uneven responsive
practices when learners require
lesson adjustments.

Advanced

Attention to instructional pacing and

goals through adequately detailed
lesson plans allows for some
adaptation when adjustment is
needed

Attention to instructional pacing and

goals through wellconceived,
detailed plans allows for close
discernment of learners'
understanding and effective lesson
adaptation.

Comments:
N/A

4. Assessment.
Demonstrates capacity to understand the use of formal and informal strategies, including local and state tests, to support the
continuous development of all students.
Emergent

Sufficient

Seldom uses formal or informal

assessment as part of instruction

Advanced

Consistently uses formal or informal

assessment as part of instruction

http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

Uses formal and informal assessment

to guide instruction

2/7

10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

N/A

Comments:

5. Classroom Interactions with Students.

Demonstrates skills in interacting with students in the classroom in supportive and constructive ways.
Emergent

Sufficient

Engages students individually

Hesitant to get involved without
teacher directive

Advanced

Effectively engages students

individually and in small groups
Often takes the initiative to help when
there is a need in the classroom

Effectively engages students in whole

group instruction, and on an
individual and small group basis
Always takes the initiative to help
when there is a need in the classroom

Comments:
N/A

6. Learning Environment.
Demonstrates capacity to create classroom communities that invite students' engagement and learning, encouraging positive social
interaction and selfmotivation.
Emergent

Sufficient

Rarely motivates students

Does not relate well to individual
students
Does not participate in class
activities, mostly observes

N/A

Advanced

Generally successful in motivating

students
Relates well to most students
Participates in class activities when
asked

Highly successful in motivating all

students
Relates well even with the most
difficult to reach students
Participates and leads classroom
activities at all times

Comments:
Tayler enjoys her time with students and positively engages in interactions with them.
XXX

7. Classroom Management.
Demonstrates capacity to manage individuals, small groups of students and whole classes for the benefit of learning.
Emergent

Sufficient

Has difficulty following and

implementing classroom
management plan

Advanced

Able to follow and implement

classroom management plan in most
cases

Able to follow, implement, and adapt

classroom management plan at all
times
Able to respond well in novel or
difficult management situations

Comments:
N/A
http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

3/7

10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

Does a nice job monitoring students' break systems and encouraging progress through student plans.

8. Instructional Technology.
Demonstrates capacity for integrating technologies, enhancing learning tasks.
Emergent

Sufficient

Does not use the technology available

in the classroom

N/A

Advanced

Uses the technology available in the

classroom effectively

Integrates technology meaningfully

into teaching
Brings new technology into the
classroom to enhance learning

Comments:
Utilizes Class Dojo to support PBiS systems in classroom.

9. Child Development.
Demonstrates awareness of how individuals grow, develop and learn intellectually, socially and personally.
Emergent

Sufficient

Not fully aware of the developmental

level of the students
Uses developmentally inappropriate
language and interactions.

Advanced

Aware of developmental level of the

students
Considers developmental level when
interacting with students

Is thoughtful in considering
developmental level when interacting
with students
Uses developmental understanding to
develop lessons

Comments:
N/A

10. Diversity.
Demonstrates an understanding of the diverse social, economic, and linguistic and cultural backgrounds of students
and the community.

Emergent
Not fully aware of diversity in
classrooms
Rarely accommodates for diversity
Reluctant to interact with diverse
students
Little to no evidence of deliberate
reflection concerning diversity's roles
within learning contexts

Sufficient

Advanced

Aware of the differentiated needs of

students
Uses accepted classroom practices to
accommodate diverse students
Willingly works with diverse students
when asked
Deliberately reflects on diversity's
roles within learning contexts

0
1
2

3
4
http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

Is able to adjust behavior and

instruction to accommodate the
needs of all students
Helps create a welcoming
environment for students that
embrace differences of all kinds
Seeks opportunities to work
productively with all students
alongside continually utilizing
reflective teaching practices

4/7

10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

Comments:
N/A

11. Special Needs Learners

Demonstrates understanding of the challenges faced by learners with special needs and varied strengths. This refers to individualizing
instruction for students with disabilities as well as high ability learners.
Emergent

Sufficient

Not fully aware of students with

special needs
Rarely accommodates students with
special needs in any way
Reluctant to interact with students
with special needs

Advanced

Aware of the differentiated needs of

students
Uses accepted classroom practices to
accommodate the needs of students
with special needs
Willingly works with students with
special needs when asked

Is able to adjust behavior and

instruction to accommodate the
needs of students with special needs
Helps create a welcoming
environment for students with special
needs
Seeks opportunities to work with
students with special needs

Comments:
N/A

12. Collaborative Relations and Professional Conduct.

Demonstrates capacity to work with other practitioners to improve teaching for the benefit of students' learning. Demonstrates
professional behavior and appearance through attendance, timeliness, dress, and actions.
Emergent

Sufficient

Occasionally late or leaves early

Not dressed adequately for school
placement
Does not makeup missed practicum
time
Little evidence of readiness to work
collaboratively with colleagues

Advanced

Always on time
Always dressed adequately for a field
placement
Makes up any missed practicum time
Readiness to work collaboratively with
colleagues

Always on time; occasionally puts in

more time
Always dressed professionally
Puts in extra time at the school
Evidences productive working
relationships with colleagues

Comments:
N/A

13. Communication.
Demonstrates capacity to use knowledge of effective written, verbal, nonverbal and visual communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom and extending to parents, teachers and other school professionals.
Emergent
Lacking communicative confidence
within the school context

Sufficient
Confident communicative practices
Communicates effectively with CT

http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

Advanced
Confident and discerning
communicative practices
5/7

10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

Communication with CT is limited

Minimal communication with
Supervisor

Appropriate communication with

supervisor

Communicates effectively with all

school personnel
Uses communication with CT to
extend learning
Uses communication with supervisor
to extend learning

Comments:
N/A

14. Overall Assessment

Emergent

Sufficient

Not fully committed to teaching

Shows little to no growth in
instructional ability
Shows little or no improvement
based on feedback

Advanced

Committed to teaching
Shows some growth in instructional
ability skill
Shows some growth based on
feedback

Embraces the teaching profession

Shows significant growth in
instructional ability
Shows significant growth based on
feedback

Overall Comments:

15. Reflection and Professional Growth. (UNL SUPERVISOR ONLY)

Demonstrates capacity to continually evaluate how choices and actions affect students and others in the learning community and
actively seeks opportunities to grow professionally.
Emergent

Sufficient

Journal assignments:
lack detail, little to no evidence of
reflection
Rarely participates in seminar
discussions

Advanced

Journal assignments are:

adequately detailed, adequately
reflective
Consistently participates in seminar
discussions

Journal assignments are:

fittingly detailed, substantively
reflective
Consistently participates and often
leads seminar discussions

Comments:
N/A

Sign with you name:

LaRaesha
Kugel
XXXXXXXXX
XXXXXXXXX
Sign with your email:

XXXXXXXXX
lmunoz@lps,org
XXXXXXXXX

http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

6/7

10/21/2015

UNL | CEHS | TLTE | On-line Practicum Evaluation

Submit

Warning: include(http://cehs.unl.edu/cehs/sharedcode/footer.html) [function.include]: failed to open stream: HTTP request failed!

HTTP/1.1 404 Not Found in /var/www/html/tlte/eval/ct/ct_eval_create.php on line 1230
Warning: include() [function.include]: Failed opening 'http://cehs.unl.edu/cehs/sharedcode/footer.html' for inclusion
(include_path='.:/usr/share/pear:/usr/share/php') in /var/www/html/tlte/eval/ct/ct_eval_create.php on line 1230
UNL web templates and quality assurance provided by the Web Developer Network

| W3C | CSS

http://cehs15.unl.edu/tlte/eval/ct/ct_eval_create.php?ct=1&eval_semcode=1158

7/7