University of Scranton Final Student Teacher Evaluation

Submission Date 2016-05-09 12:13:31

Student Teacher Elizabeth Chapman

Date 05-09-2016

School North Pocono Intermediate School

Grade 5

Student Teacher E-mail elizabeth.chapman@scranton.edu

Cooperating Teacher E-mail cdunn@npsd.org

University Supervisor E-mail spusa1@verizon.net

PLANNING & PREPARATION 4

1 2 3 5 N/A (Not
- Student teacher constructs (Very
(Unacceptable) (Poor) (Acceptable) (Excellent) Applicable)
Good)
short- and long-term
instructional plans aligned Content and pedagogical knowledge - - - - -

with PA PreK-12 academic Developmentally responsive lesson

- - - - -
standards. The student plans

teacher’s performance in Incorporation of adaptations

addressing individual students’ - - - - -
planning reflects the
strengths and needs
following characteristics and
Appropriate alignment and sequence
components:
of instructional goals,pedagogy, and - - - - -
assessments

Integration of appropriate resources,

- - - - -
materials, and technology

Engagement of students in
- - - - -
meaningful learning

Attention to transitions between

grade levels, schools, and into post-
- - - - -
K-12 education, employment, and
citizenship

Comments: Miss Chapman always was prepared for lessons with detailed lesson plans. She
integrated technology and other content areas into her lessons often. She was well
versed in the content that she was teaching.

CLASSROOM ENVIRONMENT 4
1 2 3 5 N/A (Not
: Student teacher creates and (Very
(Unacceptable) (Poor) (Acceptable) (Excellent) Applicable)
Good)
maintains a classroom
environment that supports Meaningful and respectful
relationships between teacher and
optimal learning - - - - -
students and between students and
opportunities for all students. students

The student teacher’s Utilizing classroom resources to

performance in creating and support equity and learning for all - - - - -
students
maintaining a positive
learning environment reflects Procedures and routines for
instructional and non-instructional - - - - -
the following characteristics responsibilities
and components:
Supporting student transitions during
- - - - -
class and throughout school day

Effective management of student

- - - - -
behavior

Attention to classroom safety - - - - -

Comments: Miss Chapman had effective behavior management. She worked well with students
through the different parts of the students' day. The students respected her and she
treated them with respect.

INSTRUCTIONAL DELIVERY: 4
1 2 3 5 N/A (Not
Student teacher delivers (Very
(Unacceptable) (Poor) (Acceptable) (Excellent) Applicable)
Good)
instruction appropriately and
Appropriate alignment and sequence
effectively, supporting the
of instructional goals, pedagogy, and - - - - -
learning, growth, and assessments
development of all students.
Effective verbal and non-verbal
The student teacher’s - - - - -
communication techniques
performance in instructional
Effective questioning and discussion
delivery reflects the following - - - - -
techniques
characteristics and Effective communication of
components: instructional goals, procedures, and - - - - -
content

A variety of age-, gender-,

individually-, culturally-, ability- and
- - - - -
skill-appropriate instructional
strategies

Incorporation of adaptations
addressing individual students’ - - - - -
strengths and needs

Integration of instructional
technology to support students’ - - - - -
learning

Attention to active student

- - - - -
engagement in learning

Integration of disciplines - - - - -

Comments: Miss Chapman always made her teaching goals known to the students in the
beginning of the lesson. She had excellent questioning and discussion techniques.
PROFESSIONALISM : Student
teacher demonstrates
qualities of professionalism
throughout the student
teaching experience. The
student teacher’s
performance in
professionalism reflects the
following characteristics and
components:
Comments:
ASSESSMENT AND
KNOWLEDGE OF DIVERSE
LEARNERS
Comments:
Student Teacher
Student Teacher"s Initials
Cooperating Teacher
Cooperating Teacher"s
Initials
4
1 2 3 5 N/A (Not
(Very
(Unacceptable) (Poor) (Acceptable) (Excellent) Applicable)
Good)
Effective communication with the
cooperating teacher and university
- - - - -
supervisor regarding professional
responsibilities
Compliance with school policies and
procedures regarding record keeping,
- - - - -
attendance, use of technology,
communication with families, etc.
Compliance with expectations
regarding ethical behavior and
professional conduct as stated in the
“PA Code of Professional Practice & - - - - -
Conduct for Educators,” as well as
local, state and federal laws and
regulations.
Effective communication with
families, caregivers, and community - - - - -
contacts
Cultivation of professional
relationships with school colleagues,
participating in grade- and building-
- - - - -
level collaborative
structures,curricular, and co-
curricular activities
Reflection on practice based on self-
assessment and constructive
- - - - -
feedback from the cooperating
teacher and university supervisor
Knowledge of and participation in
professional growth and development - - - - -
opportunities
Miss Chapman was an extremely professional student teacher. She worked well with
other staff members to provide enrichment activities for the students.
4
1 2 3 5 N/A (Not
(Very
(Unacceptable) (Poor) (Acceptable) (Excellent) Applicable)
Good)
Constructs and uses multiple types of
assessments which match curricular
goals, effectively interpreting
assessments to provide appropriate - - - - -
progress feedback to students and to
inform planning and instruction for
groups and individual students.
Appropriately responds to the unique
characteristics and learning needs of
diverse learners (age, gender, culture
or ability) in the classroom,
- - - - -
differentiating instruction and utilizing
school, district, and community-
based resources to support
successful educational performance.
Miss Chapman was sure to address the needs of all learners.
She has been a pleasure to mentor this semester.
true
EC
true
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