Wilkes University

Student Teaching Biweekly Form – University Supervisor

Student Teacher: Lily Goense Cooperating Teacher: Cecelia Chmiola

Class/Subject/Grade: 8th Grade ELA Date: Feb 16, 2024

0 = Unsatisfactory; 1 = Needs Improvement/Growth; 2 = Satisfactory; 3 = Good; 4 = Superior;

5 = Exemplary; NA = Not Applicable or not observed yet

A. Instructional Planning / Planning and Preparation:

4 1. States instructional purpose/goal(s) clearly in written plan

4 2. References instructional purpose/goal(s) to Pennsylvania Academic Standards or

Common Core Standards

4 3. Specifies content to be learned in written plan; content is valid for

instructional purpose/goal(s)

4 4. States instructional objective (conditions, performance, quality); objective is valid

for instructional goal(s)

4 5. Describes teaching/learning activities in sufficient detail

4 6. Describes strategies for differentiating instruction and accommodating individual

learner needs

Comments/Sources of Evidence:

B. Pre-Instructional Phase (Anticipatory Set):

4 1. Activates and directs learner attention

4 2. Establishes learner expectancy; communicates instructional purpose/goal(s)

meaningfully to learners

4 3. Activates learner motivation and interest for learning goals

4 4. Stimulates recall of relevant prior knowledge

Comments/Sources of Evidence:
C. Instructional Phase/Delivery:
4 1. Makes learners aware of content to be learned – communication of procedures
and clear explanations of content
4 2. Helps learners think meaningfully about the content to be learned

4 3. Provides multiple examples and illustrations that are meaningful to learners

4 4. Uses instructional supports (audio, visual, technology, etc.) to enhance

learner understanding

4 5. Checks frequently for learner understanding

4 6. Provides sufficient repetition of major ideas to be learned

4 7. Provides opportunities for guided practice, consistent with instructional purpose/goal(s)

4 8. Elicits frequent overt responses from all learners (formative assessment)

4 9. Monitors guided practice and provides informative feedback

4 10. Flexibility and responsiveness in meeting the learning needs of students

4 11. Use of questioning and discussion strategies that encourage students to participate

4 12. Engagement of students in learning and adequate pacing of instruction

Comments/Sources of Evidence: Lily handled working with the students on the Found Poetry and created a rating
sheet so students in each group could write about the strengths and weaknesses of the group members. Lily
explained this to the students and evaluated the students’ responses.

D. Post-Instructional Phase:
4 1. Provides opportunities for independent practice (e.g., homework,
seatwork), consistent with instructional purpose/goal(s)

4 2. Provides multiple practice opportunities in varied contexts

4 3. Provides practice opportunities that require learners to retrieve the content to

be learned

4 4. Provides informative feedback to learners

Comments/Sources of Evidence:
E. Assessment:
4 1. Collects summative assessment data for all individual learners

4 2. Summative assessment data are valid for instructional purpose/goal(s)

4 3. Formative assessment data are valid for instructional purpose/goal(s)

4 4. Formative assessment data are valid for instructional purpose/goal(s)

Comments/Sources of Evidence:

F. Classroom Management/Classroom Environment:

4 1. Prepares and organizes all supporting materials and equipment in advance

4 2. Manages transitions efficiently

4 3. Maintains appropriate sequence, flow, and pace

4 4. Actively monitors the entire classroom while teaching and during

independent seatwork

4 5. Enforces clear rules and procedures consistently

4 6. Anticipates potential problem behaviors and attempts to prevent them

4 7. Reacts to inappropriate behavior swiftly and nondisruptively

4 8. Gives clear directions to learners

4 9. Facilitates meaningful and positive learner response to instruction

4 10. Attention to equitable learning opportunities for all students

4 11. Ability to establish and maintain rapport with students

Comments/Sources of Evidence: Lily works very hard to make sure the students know she is in charge of the class
and the work they do with her is important.

G. Professionalism:
4 1. Exhibits professional language, dress, and behavior

4 2. Interacts appropriately with cooperating teacher and other school personnel

4 3. Demonstrates high expectations for all learners

4 4. Demonstrates mastery of content

4 5. Demonstrates enthusiasm for teaching

4 6. Knowledge of school and district procedures and regulations related

 to attendance and punctuality

4 7. Knowledge of school and district requirements for maintaining accurate

records and communicating with families

4 8. Integrity and ethical behavior, professional conduct as stated in Pennsylvania

Code of Professional Practice and Conduct for Educators: and local, state,
and federal laws and regulations

4 9. Knowledge of Commonwealth requirements for continuing

professional development and licensure

Comments/Sources of Evidence: