Loras College Teacher Education Program

InTASC Evaluation of Student Teacher

Student Teacher: Lexi Manypenny Cooperating Teacher: Tricia Snowden

School: Cardinal Elem. in Maquoketa, IA Grade/Subject: Kindergarten College Supervisor: Caleb Bonjour

Levels of Performance: Ratings Notes:

• Outstanding (7) - ST performs

independently as a superior
student/beginning teacher
• Above Average (7 - 6) - ST exceeds required
expectations
• On Target (5 - 4) - ST performance is
acceptable for a student/beginning
teacher; meets minimum standards
• Approaching (3 - 2) - ST is making some
progress, but performance is not yet
acceptable for a passing grade
• Unsatisfactory (1) - ST performance is not
acceptable
• No Opportunity to Observe (0) - not
utilized after midterm
• Ratings use evidence from a variety of
sources, including observations,
lesson
plans, student artifacts, teaching
materials, conferences, and other
interactions.
• All evidence since the last observation /
rating should be considered.
• No Opportunity to Observe rating cannot
be used after midterm. ST must provide
evidence of meeting standard, or a rating
of Unsatisfactory would apply.
• Completed evaluation instrument (with
both midterm and final ratings and
comments) should be collected by
College Supervisor and submitted as
verification of final grade determination -
Pass/Fail.

Identified parties should sign and date the form at the conclusion of the Final
Conference. This form will be submitted by College Supervisor at the conclusion of the
placement to document grade earned.
Final Grade: Signature of Candidate Date

Pass
Signature of Cooperating Teacher Date
Fail

Signature of College Supervisor Date

 InTASC Standards

Category 1: The Learner and Learning

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InTASC Standard 1: Learner Development 7-6

The teacher candidate understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.

InTASC Standard 2: Learning Differences 7-6

The teacher candidate uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.

InTASC Standard 3: Learning Environments 7-6

The teacher candidate works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.

Midterm Report – Strengths: Lexi created an atmosphere of mutual respect and caring in the classroom by
treating all students with respect and care. Her warm personality, friendly disposition, and genuine interest in the
children enabled her to develop a rapport with all of the students. Lexi used a variety of teaching strategies to
accommodate the different learning styles and abilities of the students.

Goals: Continue to support the students different learning styles, interests, and using instructional strategies that
are inclusive, equitable, and empowering.
CT Final Comments -

CS Final Comments -
 InTASC Standards
Category 2: Content
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InTASC Standard 4 : Content Knowledge 7-6

The teacher candidate understands the central concepts, tools of inquiry, and structures
of the discipline(s) he or she teaches and creates learning experiences that make these
aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.

InTASC Standard 5: Applications of Content 7-6

The teacher candidate understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.

Midterm Report – Strengths: Throughout Lexi’s student teaching, she has clearly shown that she was willing to
read curriculum resource materials and to obtain extensive information prior to introducing new lessons. Lexi
used what the students already know about the topic, to target her questioning and to build upon their developing
schema. Again, she varied her teaching strategies in order to create exciting and engaging activities for the
students to enjoy.

Goals: Continue to learn ways to keep students engaged, learn all you can about the grade level standards, and
how you can teach them to your students.

CT Final Comments -

CS Final Comments -
 INTASC Standards

Category 3: Instructional Practice

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InTASC Standard 6: Assessment 7-6

The teacher candidate understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teacher’s
and learner’s decision making.

InTASC Standard 7: Planning for Instruction 7-6

The teacher candidate plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.

InTASC Standard 8: Instructional Strategies 7-6

The teacher candidate understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.

Midterm Report – Strengths: When Lexi implemented her lessons, she used a wide range of resources to
support student learning, such as visual aids, materials and manipulatives for hands on exploration, and different
genres of books. Lexi used assessments strategies, such as observations, student daily work, and anecdotal record
keeping to track student progress and assess student learning.

Goals: Continue to use a variety of assessments to help students to continue to grow.

CT Final Comments -

CS Final Comments -
 INTASC Standards

Category 4: Professional Responsibility

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InTASC Standard 9: Professional Learning and Ethical Practice 7-6

The teacher candidate engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.

InTASC Standard 10: Leadership and Collaboration 7-6

The teacher candidate seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues,
other school professionals, and community members to ensure learner growth, and to
advance the profession.

Midterm Report –Strengths: Lexi developed positive relationships with staff and students in a wide variety of
settings within the school. She participated in recess duty, grade level CTT meetings, and staff meetings. She
also participated in parent/teacher conferences.

Goals: Continue to reflect on your teaching experiences, apply new ideas and suggestions to enhance your
development as a teacher and lifelong learner.

CT Final Comments -

CS Final Comments -