3/10/2020 Tk20 by Watermark | Home Student Teaching BInder 2020 Block 3 - ELED

STUDENT TEACHING BINDER 2020 BLOCK 3 - ELED

Student Name :

Bossert, Caitlin A

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THE STUDENT TEACHER ...

A. PROFESSIONAL KNOWLEDGE
The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

A1. DEMONSTRATES   0.06

AN UNDERSTAND- inaccurately and in- references appropri- AND… clearly
consistently refer- ate content stan- AND… explicitly ref- demonstrates and
ING OF APPROPRI-
ences the appropri- dards in daily plans; erences and clearly explains the appro-
ATE CONTENT STAN-
ate content aligns appropriate priate sequencing of
DARDS (SOL/PRO-
standards. content standards the content
FESSIONAL STAN-
with planned activi- standards.
DARDS). InTASC 4n
ties and
assessments;

A2. DEMONSTRATES   0.09

ESSENTIAL KNOWL- inaccurately demonstrates accu- AND…uses repre-
presents key subject rate knowledge and sentation and/or an AND…uses multiple
EDGE AND SKILLS OF
matter ideas and skills of subject area; explanation that representations and
SUBJECT AREA. In-
skills. captures key subject explanations that
TASC 4
matter ideas and capture key subject

skills; matter ideas and

skills.

A3. DEMONSTRATES   0.06

THE LINK BETWEEN references content references content AND…references
to NEITHER the stu- to EITHER the stu- references content content to real world
THE CONTENT AND
dents’ past and fu- dents’ past and fu- to BOTH the stu- experiences and
STUDENTS’ PAST
ture learning experi- ture learning experi- dents’ past and fu- applications.
AND FUTURE LEARN-
ences NOR related ences OR related ture learning experi-
ING EXPERIENCES AS
subject areas. subject areas. ences AND related
WELL AS RELATED
subject areas;
SUBJECT AREAS. In-
TASC 4d

        Rubric Score 0.21

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        Rubric Mean 0.069

Comments: Professional Knowledge

Ms. Bossert has demonstrated a solid understanding of the science and math content that she is responsible for teaching. She done an
excellent job of creating lessons that give students multiple opportunities to experience the content.

B. ASSESSMENT OF AND FOR STUDENT LEARNING

The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

B1. SETS ACCEPT-   0.06

ABLE, MEASURABLE, sets unacceptable, sets acceptable and AND…matches
immeasurable, or in- appropriate learning AND…sets measur- learning outcomes
AND APPROPRIATE
appropriate learning outcomes and able learning out- and achievement
LEARNING OUT-
outcomes and achievement goals comes and achieve- goals to classroom
COMES AND
achievement goals for student learning; ment goals for stu- assessments.
ACHIEVEMENT
for student learning. dent learning AND
GOALS FOR STU-
states these clearly
DENT LEARNING. In-
on the lesson plan;
TASC 6

B2. PLANS FORMAL   0.06

AND INFORMAL AS- plans inappropriate plans appropriate AND…has strategies
formal and informal formal and informal AND…can articulate to provide students
SESSMENT OF
assessments that assessments that ways formal and in- with e ective, de-
LEARNING OUT-
are not linked to are linked to learn- formal assessments scriptive feedback to
COMES. InTASC 6a
learning outcomes. ing outcomes; should impact future guide their progress.
learning activities;

B3. CHECKS FOR UN-   0.09

DERSTANDING US- makes few or no at- monitors student uses a variety of as-
tempts to determine comprehension of sessment tech- AND…analyzes indi-
ING A VARIETY OF
student comprehen- content AND pro- niques to monitor vidual and group
ASSESSMENT TECH-
sion AND gives stu- vides students with comprehension of comprehension of
NIQUES TO EN-
dents little or no limited feedback. the content AND the content, AND
HANCE STUDENT
feedback. provides students gives all students
LEARNING. InTASC
with timely meaning- substantive and spe-
6e, 6g
ful feedback; ci c feedback, AND
makes appropriate
instructional adjust-
ments as necessary.

B4. USES FORMAL   0.06

AND INFORMAL AS- uses formal or infor- uses formal and in- AND…uses assess-
mal assessments. formal assessments; AND…uses assess- ment evidence to in-
SESSMENT EVI-
ment evidence to form, guide and ad-
DENCE TO IDENTIFY
identify strategies to just individual stu-
STRATEGIES TO IM-
improve instruction; dents’ learning by
PROVE INSTRUC-
TION. InTASC 6

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identifying strategies
to di erentiate
instruction.

        Rubric Score 0.27

        Rubric Mean 0.067

Comments: Assessment of and for student learning

The area of assessment of and for student learning is an area in which Ms. Bossert has really grown. She plans appropriate assessments and
uses those assessments to inform her instruction. She uses ongoing assessments to help all students meet the learning goal. She gives
students meaningful feedback by reviewing assessment data with them.

C. INSTRUCTIONAL PLANNING
The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

C1. IS FAMILIAR   0.02

WITH AND USES REL- is unfamiliar with the is familiar with the demonstrates de-
background, experi- relevant aspects of AND...uses relevant tailed understanding
EVANT ASPECTS OF
ences, and skill level the background, aspects of students’ of the background,
STUDENTS’ BACK-
of most students in knowledge, experi- background, knowl- experience, and skill
GROUND, KNOWL-
the class. ence, and skills of edge, experience, level of ALL students
EDGE, EXPERIENCE,
most students in the and skills of most in the class AND
AND SKILLS. InTASC
class; students in the class. plans using what
2c, 7j, 7n
s/he knows about
learners including
developmental lev-
els, prior learning,
and interests.

C2. PLANS DIFFER-   0.02

ENTIATED INSTRUC- plans undi erentiat- plans di erentiated AND…seeks re-
ed instruction. instruction to ad- e ectively plans dif- sources from in-
TION TO ADDRESS
dress the unique ferentiated instruc- structional special-
THE UNIQUE CHAR-
characteristics of tion to address the ists to re ne plans to
ACTERISTICS OF IN-
some individuals in unique characteris- meet learner needs.
DIVIDUAL STUDENTS
the class. tics of most individu-
(E.G. TAG/GT, ESL,
als in the class;
SPECIAL NEEDS). In-
TASC 1b, 2a, 7b

C3. PLANS APPRO-   0.03

PRIATE INSTRUC- plans inappropriate plans appropriate AND…plans varied
methods and activi- methods and activi- methods and activi- AND…uses data to
TIONAL STRATEGIES
ties to meet the ties to meet the ties to meet the plan appropriate,
TO MEET THE
learning outcomes. learning outcomes; learning outcomes; varied methods and
LEARNING OUT-
activities to meet the
COMES. InTASC 7
learning outcomes.

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C4. INTEGRATES IN-   0.02
rarely integrates in- sometimes inte- regularly integrates AND…integrates a
STRUCTIONAL TECH-
structional technolo- grates instructional appropriate instruc- variety of instruc-
NOLOGY IN PLAN-
gy in planning. technology in tional technology in tional technology in
NING. InTASC 7k, 8r
planning; planning to meet planning, AND clear-
learning outcomes; ly identi es alterna-
tive plans in the
event technology
fails.

C5. INTEGRATES ES-   0.02

SENTIAL CONTENT integrates only non- integrates essential AND…planning is
essential content in content in some integrates essential expanded to elabo-
IN PLANNING. In-
planning. planning. content in all rate on identi ed es-
TASC 7g
planning; sential content to
enhance student
learning.

C6. PLANS TIME RE-   0.02

ALISTICALLY FOR plans time unrealisti- plans time realisti- plans include realis-
cally for pacing and cally for pacing; how- plans time realisti- tic pacing allowing
PACING AND TRAN-
transitions. ever, transition time cally for pacing AND for content mastery
SITIONS FOR CON-
is not apparent. transitions. AND meaningful
TENT MASTERY.
CAEP 1 transitions that pro-
mote student
learning.

        Rubric Score 0.13

        Rubric Mean 0.021

Comments: Instructional Planning

Ms. Bossert creates very thoughtful and detailed plans that re ect a clear understanding of the learning outcome. She has become
comfortable with sharing the learning goal with students at the beginning of class and coming back to it at the end of the lesson as part of
the lesson closure. Ms. Bossert gives careful thought to the lesson activities that will best help her students be successful with the learning
goal.

D. LEARNING ENVIRONMENT
The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

D1. ESTABLISHES A   0.02

SAFE PHYSICAL AND maintains an unsafe attempts to maintain AND explains the
physical and psycho- a safe physical and e ectively creates a purpose for these
PSYCHOLOGICAL
logical environment. psychological safe physical and choices to students.
ENVIRONMENT. In-
environment. psychological
TASC 3a, 3k
environment;

D2. ESTABLISHES A   0.02

CLIMATE OF TRUST

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AND TEAMWORK.
ignores evidence attempts to create a purposefully creates AND…fosters regu-
InTASC 3j, 3q
that a climate of climate of trust and a climate of trust lar student
trust and teamwork teamwork by being and teamwork by collaboration.
is lacking. fair and respectful. being enthusiastic,
fair, caring, and re-
spectful to all
students;

D3. MAINTAINS   0.02

CONSISTENT STAN- ignores students’ attempts to maintain demonstrates the
needs and behavior. positive classroom responds e ectively ability to change and
DARDS FOR POSI-
behavior. and consistently to adapt classroom
TIVE CLASSROOM
students’ needs and management plans
BEHAVIOR. InTASC
behavior AND can based on students’
3c
explain why the changing needs and
model they are using behavior AND ex-
for positive class- plain why changes
room behavior is were made.
e ective.

D4. DEMONSTRATES   0.02

RESPECT FOR AND Infrequently shows can identify the dif- AND… incorporates
awareness of the ferent cultural back- AND…respects and these di erences
RESPONSIVENESS
di erent cultural grounds AND ac- responds to the into his/her teaching
TO THE CULTURAL
backgrounds and knowledge di erent varying cultural and use of content
BACKGROUNDS AND
di ering perspec- perspectives repre- backgrounds and examples.
DIFFERING PERSPEC-
tives of learners in sented in the di ering perspec-
TIVES OF LEARNERS.
the classroom. classroom; tives of learners in
InTASC 3f, 3l
the classroom;

        Rubric Score 0.08

        Rubric Mean 0.02

Comments: Learning Environment

Ms. Bossert is clear about her expectations for classroom behavior. She holds students accountable for their learning and for treating others
with respect. Ms. Bossert has come to understand the importance of building relationships with her students which includes sharing
information about herself.

E. INSTRUCTIONAL DELIVERY
The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

E1. PRESENTS PRO-   0.02

CEDURES AND OUT- presents unclear OR provides students AND…consistently
inaccurate informa- with clear, accurate AND…ensures that presents clear pro-
COMES CLEARLY TO
tion about the learn- information about all students under- cedures and out-
STUDENTS AND
ing objectives or the the learning objec- stand the learning comes, AND e ec-
CHECKS FOR STU-
DENT UNDERSTAND- procedures for in- tively checks for stu-

ING. InTASC 8 structional activities. dent understanding.

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tives and procedures objectives AND can
for instructional carry out those
activities; procedures;

E2. PRESENTS CON-   0.02

TENT ACCURATELY uses ine ective uses e ective strate- AND…continually
strategies when pre- gies to present con- AND…makes con- presents material
AND EFFECTIVELY.
senting content to tent to students; tent relevant to stu- clearly and explicitly
InTASC 4
students. dents’ prior with well-chosen
experiences; examples.

E3. ENGAGES AND   0.02

MAINTAINS STU- keeps students pas- attempts to keep AND…keeps all stu-
sively involved in students actively in- keeps students ac- dents challenged
DENTS IN ACTIVE
learning, relying volved, but some tively involved by and highly engaged
LEARNING. InTASC
heavily on lectures, students are adapting instruction as active learners
4b, 4c
textbooks and disengaged. in the moment, and problem
worksheets. based on student solvers.
learning needs;

E4. ENGAGES   0.02

LEARNERS IN A rarely uses technolo- provides students AND...cultivates stu-
gy to support stu- with guided practice AND…engages stu- dent collaboration
RANGE OF LEARN-
dent learning. in using technology dents in learning ex- and initiative in the
ING EXPERIENCES
to support student periences with tech- use of appropriate
USING TECHNOLO-
learning; nology that is appro- technology to sup-
GY. InTASC 5l, 8g, 8n
priate and port student
challenging; learning.

E5. FACILITATES STU-   0.02

DENTS’ USE OF instruction includes instruction incorpo- AND…assesses their
only lower level rates higher level prepares students to growth and develop-
HIGHER LEVEL
thinking skills, (e.g. thinking skills (e.g. apply existing knowl- ment in use of high-
THINKING SKILLS IN
using only low level problem solving, crit- edge in new areas er level thinking
INSTRUCTION. In-
questions). ical thinking, and through higher or- skills.
TASC 8f
analysis), but stu- der thinking skills in

dents still require in- instructional

struction to apply activities;

these techniques.

E6. DIFFERENTIATES   0.02

INSTRUCTION AND provides undi eren- attempts to accom- successfully reaches
tiated instruction for modate student di erentiates and all students by skill-
PROVIDES APPRO-
students. learning needs but sca olds instruction fully di erentiating
PRIATE ACCOMMO-
with mixed success. to accommodate and sca olding, us-
DATIONS TO MEET
most students’ ing activities appro-
THE NEEDS OF DI-
learning needs. priate for a range of
VERSE LEARNERS.
InTASC 2a, 2b, 8 learners.

E7. USES INSTRUC-   0.02

TIONAL AND TRAN- uses instructional inconsistently uses AND…performs
time inappropriately instructional and consistently uses in- non-instructional
SITION TIME FOR
and/or on activities transition time structional and tran- procedures
sition time e ective-

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CONTENT MASTERY. of little instructional e ectively. ly for content e ciently.
InTASC 4r, 8b value. mastery;

        Rubric Score 0.14

        Rubric Mean 0.02

Comments: Instructional Delivery

Ms. Bossert clearly explains learning tasks and the steps for students to complete them. She uses instructional time wisely and e ciently.
Her lessons provide multiple opportunities for students to engage with the content. She uses small groups to facilitate collaboration during
her lessons.

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

F1. PROVIDES SPE-   0.03

CIFIC EVIDENCE TO provides unclear evi- collects and reviews consistently analyzes
dence to document some data to docu- and interprets as- AND uses a variety
DOCUMENT STU-
student learning. ment student sessment data to of assessment data
DENT LEARNING. In-
learning. document student to document stu-
TASC 6a, 6g, 6o, 6t
learning over time. dent learning and
develop interim
learning goals.

F2. TAKES RESPONSI-   0.02

BILITY FOR STUDENT puts the responsibili- acknowledges re- AND…sets and im-
ty of learning on the sponsibility for stu- takes responsibility plements profes-
LEARNING BY USING
student. dent learning. for student learning sional goals to im-
ONGOING ANALYSIS
by consistently mak- prove student
AND REFLECTION.
ing changes to plans learning.
InTASC 6c, 6l, 9c, 9g,
and practice as a re-
9l
sult of analysis and
re ection;

F3. SEEKS AND USES   0.02

INFORMATION relies solely on own seeks information seeks information
knowledge to im- from the cooperat- seeks information from varied profes-
FROM PROFESSION-
prove instruction. ing teacher AND at- from professional sional resources
AL SOURCES (E.G.
tempts to use it to resources AND uses AND uses it e ec-
COOPERATING
improve instruction. it to improve tively to improve
TEACHER, COL-
instruction. instruction.
LEAGUES, AND/OR
RESEARCH) TO IM-
PROVE INSTRUC-
TION. InTASC 9d,
10e, 10r

        Rubric Score 0.07

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        Rubric Mean 0.023

Comments: Re ection for Student Academic Progress

Ms. Bossert has used data from assessments to plan for review and reteaching activities. She is extremely re ective and has been very
willing to use the feedback form her Cooperating Teacher and University Supervisor to make improvements to her instruction.

G. PROFESSIONALISM
The student teacher …*

Does Not Meet Developing To- Meets Expectations Exceeds Score/Co

  Expectations wards Expectations (TARGET) Expectations mment

DEMONSTRATES   0.02
THE EXPECTATIONS acts in an ethically inconsistently ad- AND…intentionally
questionably man- heres to ethical consistently adheres adheres to and can
OF THE PROFESSION
ner and does not fol- codes of conduct to ethical codes of articulate federal
INCLUDING CODES
low federal and state and professional conduct and profes- and state laws,
OF ETHICS, PROFES-
laws and school standards (atten- sional standards (at- school policies and
SIONAL STANDARDS
policies. dance, dress, meets tendance, dress, ethical guidelines.
OF PRACTICE AND
deadlines, con den- meets deadlines,
RELEVANT LAW AND
tiality, etc.). con dentiality, etc.);
POLICY. InTASC 9j,
9o

G2. TAKES INITIATIVE   0.02

TO GROW AND DE- infrequently partici- takes ownership of AND…actively seeks
pates in school- professional growth AND…practices the and engages in on-
VELOP THROUGH IN-
based learning by participating in new strategies going professional
TERACTIONS THAT
experiences. school-based profes- learned to support learning opportuni-
ENHANCE PRACTICE
sional learning student learning; ties in order to meet
AND SUPPORT STU-
DENT LEARNING. In- experiences; professional goals in

TASC 9a, 9b, 9d, 9n, support of student

10r learning.

G3. COMMUNICATES   0.02

EFFECTIVELY frequently makes er- periodically makes AND…speaks and
rors in grammar, us- errors in grammar, uses correct gram- writes correctly and
THROUGH ORAL
age, and spelling in usage, and spelling mar, usage, and uidly in profession-
AND WRITTEN LAN-
professional in professional spelling in profes- al contexts.
GUAGE. CAEP 1
contexts. contexts. sional contexts;

G4. BUILDS RELA-   0.02

TIONSHIPS AND makes little or no attempts to build re- AND…communi-
e ort to e ectively lationships and col- collaborates with cates e ectively to
COLLABORATES
build relationships laborate with col- colleagues, adminis- build strong relation-
WITH FAMILIES,
or collaborate with leagues, administra- trators, and families ships AND seeks out
COMMUNITIES, COL-
colleagues, adminis- tors, and families. to support the spe- collaborative rela-
LEAGUES, AND OTH-
trators, and families. ci c learning needs tionships with com-
ER PROFESSIONALS
of students; munity members
TO PROMOTE
LEARNER GROWTH and other profes-

AND DEVELOPMENT.

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InTASC 1c, 10b, 10d, sionals to promote
10e learner growth and
development.

G5. ACCESSES RE-   0.02

SOURCES TO DEEP- demonstrates igno- occasionally demon- AND… incorporates
rance towards cul- strates knowledge of consistently demon- learners’ experi-
EN AN UNDER-
tural, ethnic, gender, cultural, ethnic, gen- strates knowledge of ences, cultures and
STANDING OF CUL-
and learning di er- der, and learning cultural, ethnic, gen- community re-
TURAL, ETHNIC,
ences of students. di erences of stu- der, and learning sources into
GENDER AND
dents to build di erences of stu- instruction.
LEARNING DIFFER-
stronger relation- dents to build
ENCES TO BUILD
ships and create stronger relation-
STRONGER RELA-
more relevant learn- ships and create
TIONSHIPS AND
ing experiences. more relevant learn-
CREATE MORE RELE-
ing experiences;
VANT LEARNING EX-
PERIENCES. InTASC
2k, 9e, 9m

        Rubric Score 0.1

        Rubric Mean 0.02

SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT

Areas of Strength
Ms. Bossert plans lessons that re ect the standards of learning for her grade level. Over the course of her placement she has learned to
state a clear learning goal for students and has used that goal to plan her instruction. She plans lessons such as experiments and small
group rotations that allow students to be active participants in their learning. Ms. Bossert is very re ective of her teaching practice. She uses
feedback from her cooperating teacher as well as her university supervisor to make adjustments to her instruction. She also uses
information from student assessments to determine what her students need her to teach next. Ms. Bossert has a strong work ethic and is
detail oriented. She is well on her way to becoming a talented educator.

Areas for Growth

Toward the end of Ms. Bossert's placement she realized that she could have shared more of herself with her students in order to build
better teacher student relationships. I encourage Ms. Bossert to nd ways to interact with her students during non instructional times in
order to build those relationships early in her next placement.
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TOTAL

Total Score:

1.0

Total Mean:

0.031

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GRADE

Total Score:

1.0

Grade:

10/10