Midblock Evaluation by Us

5/5/2020 Tk20 by Watermark | Field Experience Student Teaching Binder 2020 Block 3 - MUED
STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED
Student Name :
Pennington, Rachel A
Explanations for Student Teachers viewing your assessments
Total Score at the end of each section is the average score (calculated automatically by the form) for that speci c section of the rubric.
Bottom of the assessment

Grade box is left blank intentionally.
The Rubrics Total score at the bottom of the assessment is the sum of all section scores (calculated automatically by the form).
This evaluation cannot be shared with anyone outside of the university without the written consent of the student teacher.
TRAINING CERTIFICATE CODE
Please enter your MidValley Consortium for Teacher Education Certi cate of Completion Code. If you have not completed the
training please visit https://teach.coe.jmu.edu/mvc-training. You will receive a code at the end of the training to enter here.*
mcv4acc55a
THE STUDENT TEACHER ...
A. PROFESSIONAL KNOWLEDGE
The student teacher …*
Developing Meets
Does Not Meet Towards Expectations Exceeds
Expectations Expectations (TARGET) Expectations Score/Comment
A1. DEMONSTRATES 0.06

AN inaccurately references AND… clearly
and appropriate AND… explicitly demonstrates
UNDERSTANDING
inconsistently content references and and explains the
OF APPROPRIATE
references the standards in clearly aligns appropriate
CONTENT
appropriate daily plans; appropriate sequencing of
STANDARDS
content content the content
(SOL/PROFESSIONAL
standards. standards with standards.
STANDARDS).
planned
InTASC 4n
activities and
assessments;

ESSENTIAL inaccurately demonstrates AND…uses
presents key accurate AND…uses multiple
KNOWLEDGE AND
subject matter knowledge and representation representations
SKILLS OF SUBJECT
ideas and skills. skills of subject and/or an and explanations
AREA. InTASC 4
area; explanation that
1/12
captures key that capture key

subject matter subject matter
ideas and skills; ideas and skills.

THE LINK BETWEEN references references AND…references
content to references content to BOTH content to real
THE CONTENT AND
NEITHER the content to the students’ world
STUDENTS’ PAST
students’ past EITHER the past and future experiences and
AND FUTURE
and future students’ past learning applications.
LEARNING
learning and future experiences AND
EXPERIENCES AS
experiences learning related subject
WELL AS RELATED
NOR related experiences OR areas;
SUBJECT AREAS.
subject areas. related subject
InTASC 4d
areas.
Rubric Score 0.15
Rubric Mean 0.049
Comments: Professional Knowledge
You are using the SOL that are appropriate for each class you're teaching if they are available. You are aligning the SOL with your
activities and are demonstrating essential skills in each area. For your piano class, you are determining appropriate learning goals
for each class as you collaborate with Mr. Dunlap.
B. ASSESSMENT OF AND FOR STUDENT LEARNING

Developing Meets
B1. SETS 0.03

ACCEPTABLE, sets AND…sets AND…matches
unacceptable, sets acceptable measurable learning
MEASURABLE,
immeasurable, and appropriate learning outcomes and
AND
or inappropriate learning outcomes and achievement
APPROPRIATE
learning outcomes and achievement goals to
LEARNING
outcomes and achievement goals for student classroom
OUTCOMES AND
achievement goals for student learning AND assessments.
ACHIEVEMENT
goals for student learning; states these
GOALS FOR
STUDENT learning. clearly on the
LEARNING. InTASC lesson plan;
B2. PLANS 0.03

FORMAL AND plans AND…can AND…has
INFORMAL inappropriate articulate ways strategies to

formal and formal and provide students
2/12
ASSESSMENT OF informal informal with e ective,

plans
LEARNING assessments assessments descriptive
appropriate
OUTCOMES. that are not should impact feedback to
formal and
InTASC 6a linked to future learning guide their
informal
learning activities; progress.
assessments
outcomes.
that are linked to
learning
outcomes;
B3. CHECKS FOR 0.06

UNDERSTANDING makes few or no monitors student AND…analyzes
attempts to comprehension uses a variety of individual and
USING A VARIETY
determine of content AND assessment group
OF ASSESSMENT
student provides techniques to comprehension
TECHNIQUES TO
comprehension students with monitor of the content,
ENHANCE
AND gives limited feedback. comprehension AND gives all
STUDENT
students little or of the content students
LEARNING. InTASC
no feedback. AND provides substantive and
6e, 6g
students with speci c
timely feedback, AND
meaningful makes
feedback; appropriate
instructional
adjustments as
necessary.
B4. USES FORMAL 0.03

AND INFORMAL uses formal or AND…uses AND…uses
informal uses formal and assessment assessment
ASSESSMENT
assessments. informal evidence to evidence to
EVIDENCE TO
assessments; identify inform, guide
IDENTIFY
STRATEGIES TO strategies to and adjust
IMPROVE improve individual
INSTRUCTION. instruction; students’
InTASC 6 learning by
identifying
strategies to
di erentiate
instruction.
Rubric Score 0.15
Rubric Mean 0.037
Comments: Assessment of and for student learning
You are assessing students in your choral rehearsals and piano classes by observing and making corrections throughout your
lesson. You may want to add the words play, or sing to your "I Can" statements on your lesson plans. The students in your piano
class were able to identify the root, third, and fth notes of the chords in your lesson, but they were also able to play them and to
3/12
play their inversions as well. Having "I Can" statements for each small part of the lesson would be too cumbersome to write, but
consider what performance goals you have for students by the end of each class or rehearsal. For example, "I can correctly
perform pitches and rhythms in m. 25-35 in the piece....., with piano accompaniment". The "I Can" format is very good and can help
you be precise in what you want to accomplish.
C. INSTRUCTIONAL PLANNING
Developing Meets
C1. IS FAMILIAR 0.02

WITH AND USES is unfamiliar with is familiar with demonstrates
the background, the relevant AND . . . models detailed
RELEVANT
experiences, and aspects of the and promotes understanding of
ASPECTS OF
skill level of most background, mutual the background,
STUDENTS’
students in the knowledge, understanding experience , and
BACKGROUND,
class. experience, and and respect in skill level of ALL
KNOWLEDGE,
skills of most the classroom students in the
EXPERIENCE, AND
SKILLS. InTASC 2c, students in the class AND plans
7j, 7n class; using what s/he

knows about
learners
including
developmental
levels, prior
learning, and
interests.
C2. PLANS 0.01

DIFFERENTIATED plans e ectively plans AND…seeks
undi erentiated plans di erentiated resources from
INSTRUCTION TO
instruction. di erentiated instruction to instructional
ADDRESS THE
instruction to address the specialists to
UNIQUE
address the unique re ne plans to
CHARACTERISTICS
unique characteristics of meet learner
OF INDIVIDUAL
characteristics of most individuals needs.
STUDENTS (E.G.
some individuals in the class;
TAG/GT, ESL,
in the class.
SPECIAL NEEDS).
InTASC 1b, 2a, 7b
C3. PLANS 0.01

APPROPRIATE plans AND ...plans AND ...uses data
inappropriate plans varied methods to plan
INSTRUCTIONAL
methods and appropriate and activities to appropriate,
STRATEGIES TO
activities to meet methods and meet the varied methods
MEET THE
LEARNING the learning learning and activities to
outcomes. outcomes;
4/12
OUTCOMES. activities to meet meet the

InTASC 7 the learning learning
outcomes; outcomes.
C4. INTEGRATES 0.02

INSTRUCTIONAL rarely integrates sometimes AND…integrates
instructional integrates regularly a variety of
TECHNOLOGY IN
technology in instructional integrates instructional
PLANNING.
planning. technology in appropriate technology in
InTASC 7k, 8r
planning; instructional planning, AND
technology in clearly identi es
planning to meet alternative plans
learning in the event
outcomes; technology fails.
C5. INTEGRATES 0.02

ESSENTIAL integrates only integrates AND…planning is
non-essential essential content integrates expanded to
CONTENT IN
content in in some essential content elaborate on
PLANNING.
planning. planning. in all planning; identi ed
InTASC 7g
essential content
to enhance
student learning.
C6. PLANS TIME 0.02

REALISTICALLY plans time plans time plans include
unrealistically for realistically for plans time realistic pacing
FOR PACING AND
pacing and pacing; however, realistically for allowing for
TRANSITIONS FOR
transitions. transition time is pacing AND content mastery
CONTENT
not apparent. transitions. AND meaningful
MASTERY. CAEP 1
transitions that
promote student
learning.
Rubric Score 0.1
Rubric Mean 0.016
Comments: Instructional Planning
Your plans are well thought out and sequential. You are collaborating with Mr. Dunlap to nd out what students have learned to
this point in the year and what they need to learn from you. Your lesson on Mozart was well planned and the material was
appropriate for your classes. The use of Sight-Reading Factory is a practical use of technology and helps to generate new examples
for students each day. As we shared the di erent abilities of your students after your lesson on Mozart, you may want to think of
ways to challenge the students in your piano classes who already have above average skills in music. Asking why, how,
compare/contrast questions can invite more feedback and class discussion from students who need the challenge of higher level
thinking. This can also be true of your choirs. The more experience your students have, the more insight they can give as they are
given opportunities to analyze their pieces.
5/12
D. LEARNING ENVIRONMENT
Developing Meets
D1. ESTABLISHES 0.02

A SAFE PHYSICAL maintains an attempts to AND explains the
unsafe physical maintain a safe e ectively purpose for
AND
and physical and creates a safe these choices to
PSYCHOLOGICAL
psychological psychological physical and students.
ENVIRONMENT.
environment. environment. psychological
InTASC 3a, 3k
environment;
D2. ESTABLISHES 0.02

A CLIMATE OF ignores evidence attempts to AND…fosters
that a climate of create a climate purposefully regular student
TRUST AND
trust and of trust and creates a climate collaboration.
TEAMWORK.
teamwork is teamwork by of trust and
InTASC 3j, 3q
lacking. being fair and teamwork by
respectful. being
enthusiastic, fair,
caring, and
respectful to all
students;
D3. MAINTAINS 0.01

CONSISTENT ignores students’ responds demonstrates
needs and attempts to e ectively and the ability to
STANDARDS FOR
behavior. maintain positive consistently to change and
POSITIVE
classroom students’ needs adapt classroom
CLASSROOM
behavior. and behavior management
BEHAVIOR. InTASC
3c AND can explain plans based on
why the model students’
they are using changing needs
for positive and behavior
classroom AND explain why
behavior is changes were
e ective. made.
D4. 0.02
DEMONSTRATES Infrequently can identify the AND…
shows di erent cultural AND…respects incorporates
RESPECT FOR AND
awareness of the backgrounds and responds to these di erences
RESPONSIVENESS
di erent cultural AND the varying into his/her
TO THE CULTURAL
backgrounds and acknowledge cultural teaching and use
BACKGROUNDS
di ering di erent backgrounds and of content
AND DIFFERING
di ering examples.
PERSPECTIVES OF
6/12
LEARNERS. InTASC perspectives of perspectives perspectives of

3f, 3l learners in the represented in learners in the
classroom. the classroom; classroom;
Rubric Score 0.07
Rubric Mean 0.017
Comments: Learning Environment
You seem to have a good rapport with your classes and students are willing to work for you. In the classes I have observed,
students have responded well and have enjoyed your lessons. As you become more comfortable in your placement, you are able
to learn how to respond in di erent situations, and are earning your students' respect.
E. INSTRUCTIONAL DELIVERY
Developing Meets
E1. PRESENTS 0.02

PROCEDURES AND presents unclear provides AND…
OR inaccurate students with AND…ensures consistently
OUTCOMES
information clear, accurate that all students presents clear
CLEARLY TO
about the information understand the procedures and
STUDENTS AND
learning about the learning outcomes, AND
CHECKS FOR
objectives or the learning objectives AND e ectively checks
STUDENT
procedures for objectives and can carry out for student
UNDERSTANDING.
instructional procedures for those understanding.
InTASC 8j
activities. instructional procedures;
activities;
E2. PRESENTS 0.02

CONTENT uses ine ective uses e ective AND…
strategies when strategies to AND…makes continually
ACCURATELY AND
presenting present content content relevant presents
EFFECTIVELY.
content to to students; to students’ material clearly
InTASC 4
students. prior and explicitly
experiences; with well-chosen
examples.
E3. ENGAGES AND 0.02

MAINTAINS keeps students attempts to AND…keeps all
passively keep students keeps students students
STUDENTS IN
involved in actively actively involved challenged and
ACTIVE LEARNING.
learning, relying involved, but by adapting highly engaged
InTASC 4b, 4c
heavily on some students instruction in as active learners
are disengaged. the moment, and problem
solvers.
7/12
lectures, based on
textbooks and student learning
worksheets. needs;
E4. ENGAGES 0.02

LEARNERS IN A rarely uses provides AND...cultivates
technology to students with AND…engages student
RANGE OF
support student guided practice students in collaboration
LEARNING
learning. in using learning and initiative in
EXPERIENCES USING
technology to experiences the use of
TECHNOLOGY.
support student with technology appropriate
InTASC 5l, 8g, 8n
learning; that is technology to
appropriate and support student
challenging; learning.
E5. FACILITATES 0.01

STUDENTS’ USE OF instruction prepares AND…assesses
includes only instruction students to their growth and
HIGHER LEVEL
lower level incorporates apply existing development in
THINKING SKILLS IN
thinking skills, higher level knowledge in use of higher
INSTRUCTION.
(e.g. using only thinking skills new areas level thinking
InTASC 8f
low level (e.g. problem through higher skills.
questions). solving, critical order thinking
thinking, and skills in
analysis), but instructional
students still activities;
require
instruction to
apply these
techniques.
E6. DIFFERENTIATES 0.02

INSTRUCTION AND provides attempts to successfully
undi erentiated accommodate di erentiates reaches all
PROVIDES
instruction for student learning and sca olds students by
APPROPRIATE
students. needs but with instruction to skillfully
ACCOMMODATIONS
mixed success. accommodate di erentiating
TO MEET THE
most students’ and sca olding,
NEEDS OF DIVERSE
learning needs. using activities
LEARNERS. InTASC
2a, 2b, 8 appropriate for a
range of
learners.
E7. USES 0.02

INSTRUCTIONAL uses inconsistently AND…performs
instructional uses consistently non-instructional
AND TRANSITION
time instructional uses procedures
TIME FOR CONTENT
inappropriately and transition instructional e ciently.
MASTERY. InTASC
and/or on time e ectively. and transition
4r, 8b
8/12
activities of little time e ectively

instructional for content
value. mastery;
Rubric Score 0.13
Rubric Mean 0.018
Comments: Instructional Delivery
In the lessons I have observed, your pacing is good and you have a clear idea of what you want to accomplish in each lesson. You
are giving students an overview of what you want to accomplish and are reviewing previous material to prepare them for the new
lesson. As we discussed, try some higher level thinking skills questions with your students. In your piano classes, you may need to
prepare additional material to challenge those students who have highly pro cient music training. Working on varying the sound
of your voice will also maintain students' focus in your classes.
F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

Developing Meets
F1. PROVIDES 0.02

SPECIFIC provides unclear collects and AND uses a
evidence to reviews some consistently variety of
EVIDENCE TO
document data to analyzes and assessment data
DOCUMENT
student learning. document interprets to document
STUDENT
student learning. assessment data student learning
LEARNING.
to document and develop
InTASC 6a, 6g, 6o,
student learning interim learning
6t
over time. goals.
F2. TAKES 0.02

RESPONSIBILITY puts the acknowledges AND…sets and
responsibility of responsibility for takes implements
FOR STUDENT
learning on the student learning. responsibility for professional
LEARNING BY
student. student learning goals to improve
USING ONGOING
by consistently student learning.
ANALYSIS AND
making changes
REFLECTION.
to plans and
InTASC 6c, 6l, 9c,
practice as a
9g, 9l
result of analysis
and re ection;
F3. SEEKS AND 0.02

USES relies solely on seeks seeks
own knowledge information from seeks information from
INFORMATION
to improve the cooperating information from varied
FROM
instruction. teacher AND professional professional
PROFESSIONAL
9/12
SOURCES (E.G. attempts to use resources AND resources AND

COOPERATING it to improve uses it to uses it e ectively
TEACHER, instruction. improve to improve
COLLEAGUES, instruction. instruction.
AND/OR
RESEARCH) TO
IMPROVE
INSTRUCTION.
InTASC 9d, 10e,
10r
Rubric Score 0.06
Rubric Mean 0.02
Comments: Re ection for Student Academic Progress
In the lessons I have observed, you are taking responsibility for student learning by listening to their performance and making
corrections as you teach. You observed and helped students in your piano class as needed, and provided time at the end of your
class for an overview of the material you presented to them.
G. PROFESSIONALISM
Developing Meets
DEMONSTRATES 0.02
THE acts in an inconsistently AND…
ethically adheres to consistently intentionally
EXPECTATIONS OF
questionably ethical codes of adheres to adheres to and
THE PROFESSION
manner and conduct and ethical codes of can articulate
INCLUDING
does not follow professional conduct and federal and state
CODES OF ETHICS,
federal and state standards professional laws, school
PROFESSIONAL
laws and school (attendance, standards policies and
STANDARDS OF
policies. dress, meets (attendance, ethical
PRACTICE AND
deadlines, dress, meets guidelines.
RELEVANT LAW
con dentiality, deadlines,
AND POLICY.
etc.). con dentiality,
InTASC 9j, 9o
etc.);
G2. TAKES 0.02

INITIATIVE TO infrequently takes ownership AND…actively
participates in of professional AND…practices seeks and
GROW AND
school-based growth by the new engages in
DEVELOP
learning participating in strategies ongoing
THROUGH
INTERACTIONS experiences. school-based professional
THAT ENHANCE learning
10/12
PRACTICE AND professional learned to opportunities in

SUPPORT learning support student order to meet
STUDENT experiences; learning; professional
LEARNING. InTASC goals in support
9a, 9b, 9d, 9n, 10r of student
learning.
G3. 0.02
COMMUNICATES frequently periodically AND…speaks
makes errors in makes errors in uses correct and writes
EFFECTIVELY
grammar, usage, grammar, usage, grammar, usage, correctly and
THROUGH ORAL
and spelling in and spelling in and spelling in uidly in
AND WRITTEN
professional professional professional professional
LANGUAGE. CAEP
contexts. contexts. contexts; contexts.
1
G4. BUILDS 0.02

RELATIONSHIPS makes little or no attempts to build AND…
e ort to relationships and collaborates with communicates
AND
e ectively build collaborate with colleagues, e ectively to
COLLABORATES
relationships or colleagues, administrators, build strong
WITH FAMILIES,
collaborate with administrators, and families to relationships
COMMUNITIES,
colleagues, and families. support the AND seeks out
COLLEAGUES,
administrators, speci c learning collaborative
AND OTHER
and families. needs of relationships
PROFESSIONALS
students; with community
TO PROMOTE
LEARNER members and
GROWTH AND other
DEVELOPMENT. professionals to
InTASC 1c, 10b, promote learner
10d, 10e growth and

development.
G5. ACCESSES 0.02

RESOURCES TO demonstrates occasionally AND…
ignorance demonstrates consistently incorporates
DEEPEN AN
towards cultural, knowledge of demonstrates learners’
UNDERSTANDING
ethnic, gender, cultural, ethnic, knowledge of experiences,
OF CULTURAL,
and learning gender, and cultural, ethnic, cultures and
ETHNIC, GENDER
di erences of learning gender, and community
AND LEARNING
students. di erences of learning resources into
DIFFERENCES TO
students to build di erences of instruction.
BUILD STRONGER
stronger students to build
RELATIONSHIPS
relationships and stronger
AND CREATE
create more relationships and
MORE RELEVANT
relevant learning create more
LEARNING
experiences. relevant learning
EXPERIENCES.
experiences;
InTASC 2k, 9e, 9m
11/12
Rubric Score 0.1
Rubric Mean 0.02
Comments: Professionalism
You are taking the time to get to know students one-on-one when time permits. You are also working with students after school on
the musical. This time with students is valuable to build rapport with them and to learn about the culture and personality of your
school community. You are also willing to seek out professional materials and to collaborate with Mr. Dunlap to provide your
students with the best learning experiences.
SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT
Areas of Strength
You have a very pleasant manner in your classes as you interact with students. Your lesson plan format is very practical and easy
to reference during your lessons. You know the material you are teaching, are well prepared for your classes, and use resources
available to you to give your students valuable opportunities to learn and to improve their performances. You receive suggestions
easily and are willing to put into practice what you are learning to bene t your students. You are also willing to be part of your
school community by getting to know individual students and by participating in extracurricular activities that are important in
your school.
Areas for Growth

Consider being more speci c in the learning goals you have for your students by the end of each lesson. Try to use higher level
thinking skill questions during class discussions, and consider ways to challenge your students who are already above average in
their musical abilities.
PLEASE REMEMBER THE SAVE BUTTON
Please remember to use the SAVE button until after the due date. If you SUBMIT the binder before the due date, your student
may be unable to submit their information.
TOTAL
Total Score:
0.76
Total Mean:
0.023
GRADE
Total Score:
0.76
Grade:
12/12

Midblock Evaluation by Us

Uploaded by

Copyright:

Available Formats

You might also like

Midblock Evaluation by Us

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Midblock Evaluation by Us

Uploaded by

Copyright:

Available Formats

5/5/2020 Tk20 by Watermark | Field Experience Student Teaching Binder 2020 Block 3 - MUED

STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED

Explanations for Student Teachers viewing your assessments

Bottom of the assessment

TRAINING CERTIFICATE CODE

A1. DEMONSTRATES 0.06

A2. DEMONSTRATES 0.06

captures key that capture key

A3. DEMONSTRATES 0.03

Rubric Score 0.15

Rubric Mean 0.049

Comments: Professional Knowledge

B. ASSESSMENT OF AND FOR STUDENT LEARNING

B1. SETS 0.03

LEARNING. InTASC lesson plan;

B2. PLANS 0.03

INFORMAL inappropriate articulate ways strategies to

ASSESSMENT OF informal informal with e ective,

B3. CHECKS FOR 0.06

B4. USES FORMAL 0.03

IMPROVE improve individual

INSTRUCTION. instruction; students’

Rubric Score 0.15

Rubric Mean 0.037

Comments: Assessment of and for student learning

C1. IS FAMILIAR 0.02

7j, 7n class; using what s/he

C2. PLANS 0.01

C3. PLANS 0.01

OUTCOMES. activities to meet meet the

C4. INTEGRATES 0.02

C5. INTEGRATES 0.02

C6. PLANS TIME 0.02

Rubric Score 0.1

Rubric Mean 0.016

Comments: Instructional Planning

D1. ESTABLISHES 0.02

D2. ESTABLISHES 0.02

D3. MAINTAINS 0.01

LEARNERS. InTASC perspectives of perspectives perspectives of

Rubric Score 0.07

Rubric Mean 0.017

Comments: Learning Environment

E1. PRESENTS 0.02

E2. PRESENTS 0.02

E3. ENGAGES AND 0.02

E4. ENGAGES 0.02

E5. FACILITATES 0.01

E6. DIFFERENTIATES 0.02

E7. USES 0.02

activities of little time e ectively

Rubric Score 0.13

Rubric Mean 0.018

Comments: Instructional Delivery

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

F1. PROVIDES 0.02

F2. TAKES 0.02

F3. SEEKS AND 0.02