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ELEMENTARY STUDENT TEACHING FINAL EVALUATION by IWU SUPERVISOR Fall 2012 This form reflects the understandings of the student teacher’s strengths and remaining areas of growth since the midterm conference, as discussed by the student teacher, cooperating teacher, and IWU supervisor at the final conference. To complete this form, reference the midterm evaluation, evidence presented since that time by the student teacher, the final assessment form completed by the cooperating teacher, and the supervisor’s site observations records. The completed form is reviewed by the student teacher and cooperating teacher, and signed by all parties within one week of the final conference. The student teacher receives a copy of the form. The IWU supervisor submits an electronic copy of the completed evaluation form to the Educational Studies office at the end of the term. Directions: 1. For each indicator, note the quality of evidence provided by the student teacher according to the assessment rubric below. Please note that any one evidence item may address more than one standard and indicator. In addition, not all performance indicators yield physical evidence. Student teachers may provide narrative oral evidence. Supporting observations from cooperating teacher and supervisor are critical in those instances. Ample evidence of proficiency presented by student teacher (indicators met beyond expectations of novice teacher). Sufficient evidence of proficiency presented by student teacher (indicator met). Some evidence of proficiency presented by student teacher (indicator met to some extent). Little or no evidence of proficiency presented by student teacher (indicator not met). 2. Also note: Whether or not the cooperating teacher and IWU supervisor observations provide further evidence of the student teacher’s level of proficiency with respect to the standard indicators. Whether or not opportunities for development noted at the midterm conference were satisfactorily addressed by the student teacher. Whether or not the cooperating teacher and/or IWU supervisor consider the level of proficiency demonstrated by the student teacher to be an area of concern with respect to qualifying for certification. 3. For each standard, provides a summary of the student teacher’s strengths with respect to the intent of the standard, and if applicable, any areas requiring further development. The supervisor assigns a final performance score for the standard based on the above notations, using the assessment rubric below. Exemplary (6): The student teacher has provided ample, consistent, and outstanding evidence of his or her competence across each standard and indicator. Considerable and strong supporting observations Page 1 of 33

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Page 1: €¦ · Web viewelementary student teaching final evaluation. by iwu supervisor. fall 2012 . elementary student teaching final evaluation. by iwu supervisor. fall 2012

ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

This form reflects the understandings of the student teacher’s strengths and remaining areas of growth since the midterm conference, as discussed by the student teacher, cooperating teacher, and IWU supervisor at the final conference. To complete this form, reference the midterm evaluation, evidence presented since that time by the student teacher, the final assessment form completed by the cooperating teacher, and the supervisor’s site observations records. The completed form is reviewed by the student teacher and cooperating teacher, and signed by all parties within one week of the final conference. The student teacher receives a copy of the form. The IWU supervisor submits an electronic copy of the completed evaluation form to the Educational Studies office at the end of the term.

Directions:1. For each indicator, note the quality of evidence provided by the student teacher according to the assessment rubric below. Please note that any one evidence

item may address more than one standard and indicator. In addition, not all performance indicators yield physical evidence. Student teachers may provide narrative oral evidence. Supporting observations from cooperating teacher and supervisor are critical in those instances. Ample evidence of proficiency presented by student teacher (indicators met beyond expectations of novice teacher). Sufficient evidence of proficiency presented by student teacher (indicator met). Some evidence of proficiency presented by student teacher (indicator met to some extent). Little or no evidence of proficiency presented by student teacher (indicator not met).

2. Also note: Whether or not the cooperating teacher and IWU supervisor observations provide further evidence of the student teacher’s level of proficiency with

respect to the standard indicators. Whether or not opportunities for development noted at the midterm conference were satisfactorily addressed by the student teacher. Whether or not the cooperating teacher and/or IWU supervisor consider the level of proficiency demonstrated by the student teacher to be an area of

concern with respect to qualifying for certification. 3. For each standard, provides a summary of the student teacher’s strengths with respect to the intent of the standard, and if applicable, any areas requiring

further development. The supervisor assigns a final performance score for the standard based on the above notations, using the assessment rubric below.Exemplary (6): The student teacher has provided ample, consistent, and outstanding evidence of his or her competence across each standard and

indicator. Considerable and strong supporting observations from the cooperating teacher and IWU supervisor. Performance far beyond that of a novice teacher. These scores are rarely assigned.

Proficient (5, 4): The student teacher has provided sufficient, consistent, and strong evidence of his or her competence across all standards and almost all indicators. Supporting observations from the cooperating teacher and supervisor, although a few areas of further development may be noted. Demonstrates competence as a novice teacher. These are scores for all student teachers to strive toward.

Developing (3, 2): The student teacher has provided some evidence of his or her competence across all standards and most indicators, but of mixed consistency and quality. Supporting observations from the cooperating teacher and supervisor indicate mixed or inconsistent performance across the standard indicators and continuing areas for improvement.

Unsatisfactory (1): The student teacher has provided little or no evidence of his or her competence across the standards and indicators, despite opportunities to do so. Supporting observations from the cooperating teacher and supervisor indicate problematic performance.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Student Teacher: Date: Cooperating Teacher: School: IWU Supervisor:

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher 1

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

TEACHER SCHOLARS FOR SOCIAL JUSTICESJ1: Demonstrates the belief that all students can learn.

SJ2: Responds to the educational needs of all students in a caring, non-discriminatory, and equitable manner.

SJ3: Demonstrates the knowledge, skills, and professional dispositions that facilitate all students’ learning, regardless of race, culture, ethnicity, language, class, gender, and/or ability.

D1: Engages in ongoing and thoughtful reflection, which includes self-assessment of knowledge and skills required to teach

students from diverse backgrounds and those with disabilities; one’s impact on students, parents, and other professionals in

the learning community; and being receptive to feedback from mentors.

D2: Demonstrates resourcefulness by taking initiative, being self directed; ‐ learning about individual children, their families and

communities; being creative, going beyond use of commercial texts and

instructional resources; seeking ways to improve practice and grow professionally.

1 Not all performance indicators yield physical evidence. Student teachers may provide narrative oral evidence. Supporting observations from cooperating teacher and supervisor are critical in those instances.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

D3: Demonstrates responsiveness by developing caring, compassionate, and respectful relationships

with all students and their families; implementing multicultural perspectives when planning

curriculum and teaching; and trying alternative approaches to teaching and learning, such as inclusion and other alternatives to ability grouping, authentic assessments beyond testing, and alternatives to traditional classroom discipline.

Summary: TEACHER SCHOLARS FOR SOCIAL JUSTICE. Student teacher is committed to social justice in the classroom and school and works toward equity and opportunity for all students.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

TEACHING DIVERSE STUDENTS1H) Analyzes and uses student information to design instruction

that meets the diverse needs of students and leads to ongoing growth and achievement (also EL 8D, EL 9F)2

1I) Stimulates prior knowledge and links new ideas to already familiar ideas and experiences.

1J) Differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs; makes use of appropriate services or resources to assist students with exceptional learning needs (also EL 9F, 9I,9J).

1K) Facilitates a learning community in which individual differences are respected (also EL 8D, 9E).

2 References to the Elementary Education Content Area Standards are coded “EL.” All other indicators refer to the IPTS for all teachers. Both sets of standards can be viewed on the Educational Studies website: http://www.iwu.edu/edstudies/teachers/.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

1L) Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students (also EL 9G, 9H, 17H).

Summary: TEACHING DIVERSE STUDENTS. Applies understandings of the diverse characteristics and abilities of each student and the context of his or her social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

CONTENT AREA and PEDAGOGICAL KNOWLEDGE2I) Evaluates teaching resources and materials for appropriateness

as related to curricular content and each student’s needs.2K) Engages students in the processes of critical thinking and

inquiry and addresses standards of evidence of the disciplines.2L) Demonstrates fluency in technology systems, uses technology

to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines.

2M) Uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings.

2N) Facilitates learning experiences that make connections to other content areas and to life experiences (also EL 1C, 1D).

2O) Designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities.

2P) Adjusts practice to meet the needs of each student in the content areas.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

2Q) Applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student.

Elementary Content: English Language ArtsEL2H) Demonstrates proficiency in the use of oral and written

EnglishEL2I) Applies a range of strategies to develop each student’s ability

to read, write, speak and listen.EL2J) Uses a diverse body of works, authors, and movements in

U.S. and world literature, literature for children and young adults, and characteristic features of various literary genres.

EL2K) Selects and uses a wide range of instructional resources and technologies to support reading, writing, research, speaking, and listening.

Elementary Content: Mathematical Thinking EL3I) Demonstrates proficiency in the use of mathematics.EL3J) Teaches major concepts, procedures and reasoning processes

of number systems, and number sense, geometry, measurement, statistics, probability, and algebra.

EL3K) Selects and uses a wide range of manipulatives, instructional resources, and technologies to support student learning of mathematics.

Elementary Content: Scientific thinking and reasoning EL4E) Demonstrates and communicates major concepts, theories,

and practices of science. EL4F) Demonstrates and uses strategies to engage students in

discovering new knowledge through the use of scientific thinking and reasoning.

EL4G) Selects and uses a wide range of instructional resources and technologies to support scientific learning.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

Elementary Content: Social Science -- making informed decisions as citizens of a culturally diverse democratic society and interdependent world EL5H,I) Demonstrates understanding of major concepts and ways of

inquiry across the social sciences, as well as the interrelationships among them.

EL5J) Uses children's and young adult literature to support learning in the social sciences.

EL5K) Engages students in using social science processes, skills, and concepts (e.g., gathering, organizing, mapping, interpreting, and analyzing).

EL5L) Models and teaches the rights and responsibilities of citizenship in a democratic society.

EL5M) Selects and uses a wide range of instructional resources and technologies to support learning in the social sciences.

Elementary Content: Physical Development & HealthEL6F) Promotes skills that contribute to health and safety.EL6G) Provides opportunities for individual and team physical

activities. EL6H) Models, teaches and promotes conflict resolution and its

relationship to health and well being. ‐EL6I) Selects and uses a wide range of instructional resources,

technologies, and communication and decision making skills to ‐support physical development, health, and well-being.

Elementary Content: Fine Arts—creative expression through visual art, dance, drama, and music EL7E) Promotes artistic development, appreciation, and

performance. EL7F) Teaches the use of various tools, including technology, for

creating, analyzing and performing works of art.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

Summary: CONTENT AREA and PEDAGOGICAL KNOWLEDGE: Creates meaningful learning experiences for each student, applying in-depth understanding of all elementary content area knowledge-including content area literacy-, pedagogical knowledge, and evidence-based practice.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

PLANNING for DIFFERENTIATED INSTRUCTION3H) Establishes high expectations for each student’s learning and

behavior.3I) Creates flexible short-term and long-term plans to achieve the

expectations for student learning based on elementary-level scope and sequence3 (also EL 10H).

3J) Uses data to plan for differentiated instruction to allow for variations in individual learning needs and styles (also EL 10I).

3K) Incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences (also EL 10J, EL 12I).

3L) Creates interdisciplinary approaches to learning that integrate multiple content areas (also EL 10K, EL 12I).

3M) Develops plans based on student responses and provides for different pathways based on student needs.

3N) Accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement (also EL 10L, EL 12J).

3O) Addresses goals and objectives specified by law regarding students with disabilities (also EL 17G).

3P) Works with others to adapt and modify instruction to meet individual student needs.

3 Italic text in column 1 indicates the integration of applicable language from the elementary content standards (to reduce repetition).

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

3Q) Develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction (also EL 10L).

Summary: Planning for Differentiated Instruction. Plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. Plans for ongoing student growth and achievement (also EL 10).

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

LEARNING ENVIRONMENT4I) Creates a safe and healthy environment that maximizes student

learning.4J) Creates clear expectations and procedures for communication

and behavior and a physical setting conducive to achieving classroom goals.

4K) Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities (also EL 11E).

4L) Analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement (also EL 11F, 13I: effective listening and conflict resolution).

4M) Organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities (also EL 11G).

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

4N) Engages students in and monitors individual and group-learning activities that help them develop the motivation to learn (also EL 13I).

4O) Uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports (also EL 13H: communicates with students in a supportive manner).

4P) Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.

4Q) Analyzes student behavior data to develop and support positive behavior.

Summary: LEARNING ENVIRONMENT. Structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

INSTRUCTIONAL DELIVERY5I) Uses multiple teaching strategies, including adjusted pacing and

flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities (also EL 12E).

5J) Monitors and adjusts strategies in response to feedback from the student (also EL 12F).

5K) Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students (also EL 12G).

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressed

Area of concern

5L) Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking (also EL 12H, 13E);

5M) Uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences.

5N) Uses technology to accomplish differentiated instructional objectives that enhance learning for each student.

5O) Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

5P) Uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics of each student.

5Q) Uses effective co-planning and co-teaching techniques to deliver instruction to all students.

5R) Maximizes instructional time (e.g., minimizes transitional time).5S) Implements appropriate evidence-based instructional

strategies.Summary: INSTRUCTIONAL DELIVERY. Differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. In doing so, demonstrates understanding that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressedArea of concern

READING, WRITING, and ORAL COMMUNICATION6J) Selects, modifies, and uses a wide range of printed, visual, or

auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers).

6K) Uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction.

6L) Facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content.

6M) Teaches fluency strategies to facilitate comprehension of content.

6N) Uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies independently, appropriate to the content learning.

6O) Teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources.

6P) Teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar).

6Q) Integrates reading, writing, oral and visual communication to engage students in content learning (also EL 13G).

6R) Works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs.

6S) Uses effective questioning techniques and stimulates discussion in the content areas for varied instructional and conversational purposes (also EL 13F).

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressedArea of concern

Summary: READING, WRITING, and ORAL COMMUNICATION. Recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge (also EL 2 and 13).

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

ASSESSMENT7J) Uses assessment results to determine student performance in

relation to cognitive, social, emotional, moral/ethical, and physical development, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes (also EL 8C, 14E).

7K) Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole (also EL 14F).

7L) Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning (also EL 14G).

7M) Maintains useful and accurate records of student work and performance (also EL 14H).

7N) Accurately interprets and clearly communicates aggregate student performance data to students, parents or guardians, colleagues, and the community in a manner that complies with the Illinois law with respect to student records and FERPA ( EL 14H, 17G).

7O) Effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress (also EL 14I).

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressedArea of concern

7P) Collaborates with families and other professionals involved in the assessment of each student (also EL 9J).

7Q) Uses various types of assessment procedures appropriately, including making accommodations for individual students in specific contexts.

7R) Uses assessment strategies and devices that are nondiscriminatory, and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

Summary: ASSESSMENT. Understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. Makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

COLLABORATIVE RELATIONSHIPS8J) Works with all school personnel (e.g., support staff, teachers,

paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals (also EL 17H).

8K) Participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students.

8L) Initiates collaboration with others [parents/family and other professionals, including colleagues, specialists, and support personnel] to create opportunities that enhance student learning (also EL 15D).

8M) Uses digital tools and resources to promote collaborative interactions.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressedArea of concern

8N) Uses effective co-planning and co-teaching techniques to deliver instruction to each student.

8O) Collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students.

8P) Develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning (also EL 15E).

8Q) Establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to promote student learning and well-being (also EL 15F).

8R) Uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork.

8S) Participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are gifted (also EL 17G).

8T) Identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities (also EL 15G).

Summary: COLLABORATIVE RELATIONSHIPS. Builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. Works as a team member with professional colleagues, students, parents or guardians, and community members.

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

PROFESSIONALISM, LEADERSHIP, and ADVOCACY9I) Models professional behavior that reflects honesty, integrity,

personal responsibility, confidentiality, altruism and respect.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressedArea of concern

9J) Maintains accurate records, manages data effectively, and protects the confidentiality of information pertaining to each student and family.

9K) Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.

9L) Communicates with families, responds to concerns, and contributes to enhanced family participation in student education.

9M) Communicates relevant information and ideas effectively to students, parents or guardians, and peers, using a variety of technology and digital-age media and formats.

9N) Collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to enhance students’ learning and school improvement.

9O) Participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development (also EL 16E, 16F, 17J).

9P) Uses leadership skills that contribute to individual and collegial growth and development, school improvement, and the advancement of knowledge in the teaching profession (EL 17F).

9Q) Proactively serves all students and their families with equity and honor and advocates on their behalf, ensuring the learning and well-being of each child in the classroom.

9R) Complies with the mandatory reporter provisions of the Abused and Neglected Child Reporting Act (also EL 17G).

9S) Models digital etiquette and responsible social actions in the use of digital technology.

9T) Models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources (also EL 17G).

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Indicators

Column 2Check (x) one of the four options Column 3

Indicate Yes (Y) or No (N)Brief notes may be added as needed.Evidence Presented By Student

Teacher

Ample Sufficient Some Little or No

Supporting observations by cooperating teacher /

supervisor

Opportunities for development

addressedArea of concern

Summary: PROFESSIONALISM, LEADERSHIP, and ADVOCACY. Engages in ethical and reflective practice, exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession (see also EL 16 and EL 17).

Primary strengths:

Areas of continuing development (applies to scores of 3 or lower):

Score(use key pg 1)

Sum the scores for each standard and divide by 10 to reach a final score:

Assign a final student teaching grade based on the scoring key below:

All participants’ signatures are required for the final page.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

Scoring Key % equivalent on a 100 point scale Grade

5.6 - 6.0Exemplary: The student teacher has provided ample and strong evidence of or otherwise demonstrated his or her exceptional competence. Considerable supporting observations from the cooperating teacher and IWU supervisor. The student teacher performs far beyond that of a novice teacher. These scores are rarely assigned.

101-105 A+ 4

5.5- 5.0 Proficient with special recognition: The student teacher has provided sufficient evidence of or otherwise demonstrated his or her competence as a novice teacher across all standards and indicators. Very strong supporting observations from the cooperating teacher and IWU supervisor. 95-100 A

4.9 - 4.5Very Proficient: The student teacher has provided sufficient evidence of or otherwise demonstrated his or her competence as a novice teacher across all standards and most indicators. Strong supporting observations from the cooperating teacher and IWU supervisor, with only minor areas for further development noted.

90-94 A-

4.4 - 4.0

Proficient: The student teacher has provided evidence of or otherwise demonstrated his or her competence as a novice teacher in accord with the overall intent of each standard, but a few gaps may exist with respect to some indicators or a few areas of needed improvement noted. Supporting observations from the cooperating teacher and supervisor indicate somewhat mixed performance across the standard indicators, but it is expected that the student teacher will be an effective teacher with additional experience and mentoring. Recommended for certification.

87-89 B+

3.9 -3.5

Developing Well: The student teacher has provided evidence of or otherwise demonstrated his or her competence as a novice teacher in accord with the overall intent of each standard, but more than a few gaps exist with respect to all indicators or more than a few area of needed improvement noted. Supporting observations from the cooperating teacher and supervisor indicate mixed performance across the standard indicators, but it is expected the candidate will be an effective teacher with additional experience and mentoring. Recommended for certification.

84-86 B

3.4 - 3.0

Developing: The student teacher has provided some evidence of or otherwise demonstrated some competence as a novice teacher in accord with the overall intent of each standard, but several gaps exist with respect to all indicators or several areas of needed improvement noted. Supporting observations from the cooperating teacher and supervisor indicate very mixed performance across most standard indicators. The student teacher does not appear ready to take on the responsibilities of a novice teacher. Candidate is not recommended for certification. The candidate is encouraged to consult with faculty advisor.

80-83 B-

2.9 - 2.0

Insufficiently Developing: The student teacher has worked conscientiously but is unable to provided adequate evidence of his or her competence across most standards and indicators, despite opportunities to do so. Supporting observations from the cooperating teacher and supervisor indicate problematic performance. Candidate is not recommended for certification. The candidate is encouraged to consult with faculty advisor about an alternative career.

77-79 C+

1.9 - 1.5

Unsatisfactory: The student teacher has provided very little evidence of his or her competence across the standards and indicators, despite opportunities to do so. Supporting observations from the cooperating teacher and IWU supervisor indicate seriously problematic performance. Candidate is not recommended for certification. The candidate is strongly encouraged to consult with faculty advisor about an alternative career.

74-76 C

1.4 - 1.0

Very Unsatisfactory: The student teacher has provided no evidence of his or her competence across the standards and indicators, despite opportunities to do so. Supporting observations from the cooperating teacher and IWU supervisor indicate seriously problematic performance. Candidate is not recommended for certification. The candidate is strongly encouraged to consult with faculty advisor about an alternative career.

70-73 C-

0 Failure to complete the term; excessive or serious lapses in professionalism; excessive absences, or other un-remediated concerns. D / F

4 The university grading scale does not include A+. Educational Studies faculty, however, believe it is important to indicate exceptionally outstanding performance by the student teacher as part of his or her professional record.

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ELEMENTARY STUDENT TEACHING FINAL EVALUATIONby IWU SUPERVISOR

Fall 2012

SIGNATURE PAGE

_________________________________________ __________________Student Teacher signature Date

_________________________________________ __________________Cooperating teacher signature Date

_________________________________________ __________________IWU Supervisor signature Date

A signed copy of this form is to be provided to the student teacher within one week of the final conference. Turn in an electronic copy of the form, including signature page, to the Assistant Director for Teacher licensure, Kelly Lawton, no later than December 20.

All records should be kept on file for three years. Adjunct supervisors should turn this form into the Educational Studies Office at the end of the term, with all other observation and evaluation forms.

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