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Summative Student Teaching Assessment 1

Kent State University


College of Education, Health, and Human Services
Summative Student Teaching Assessment
Student: Melissa Sawyer
Semester: Spring 2014 Major: SEEDENLA
University Supervisor: Alice Rote Cooperating Teacher: Janet Mankamyer
District: Nordonia Hills City SD School: Nordonia High

Standard 1: Students
Teachers understand student learning and development and respect the diversity of the
students they teach.
Supervisor OSTP 1.1 Knowledge of how students learn, developmental
characteristics of age groups
Cooperating
Teacher

The candidate does not demonstrate an understanding of how
learners construct knowledge, acquire skills, and develop
thinking processes, nor demonstrate an understanding that
cognitive, linguistic, social, emotional, and physical development
influences learning.


The candidate demonstrates an understanding of how learners
construct knowledge, acquire skills, and develop thinking
processes and demonstrates a limited understanding that
cognitive, linguistic, social, emotional, and physical development
influences learning, but does not use developmentally
appropriate instructional strategies.




The candidate demonstrates an understanding of how learners
construct knowledge, acquire skills, and develop thinking
processes, and also demonstrates an understanding that
cognitive, linguistic, social, emotional, and physical development
influences learning; he or she uses developmentally appropriate
instructional strategies that promote student learning.



Summative Student Teaching Assessment 2
Supervisor OSTP 1.2 Knowledge of student needs and students' prior
knowledge
Cooperating
Teacher

The candidate does not demonstrate an understanding of what
students know nor do they use it to inform instruction.

The candidate demonstrates an understanding of what students
know but does not effectively use it to inform instruction.

The candidate demonstrates an understanding of what students
know and uses it to effectively inform instruction.

Supervisor OSTP 1.4 Models respect for students' diverse cultures,
language skills and experiences
Cooperating
Teacher

The candidate does not model respect for the diverse cultures,
language skills, and experiences of students.

The candidate models respect for the (1) diverse cultures, (2)
language skills, or (3) experiences of students, but not all three.

The candidate models respect and knowledge of the diverse
cultures, language skills, and experiences of students.

Standard 2: Content
Teachers know and understand the content area for which they have instructional responsibility.
Supervisor OSTP 2.1 Content-area concepts, assumptions and skills to
plan instruction
Cooperating
Teacher

The candidate does not demonstrate knowledge of core
concepts, facts, academic language, procedures and skills in his
or her content area(s).


The candidate demonstrates knowledge of core concepts, facts,
academic language, procedures and skills in his or her content
area(s) but does not plan effectively to sequence lessons to meet
future learning goals.



The candidate demonstrates knowledge of core concepts, facts,
academic language, procedures and skills in his or her content
area(s), links instruction with prior knowledge and uses his or her
knowledge to plan lessons sequentially to meet future learning
goals.


Summative Student Teaching Assessment 3
Supervisor OSTP 2.2 Content-specific instructional strategies Cooperating
Teacher

The candidate does not identify instructional strategies
appropriate to his or her content area(s).

The candidate identifies instructional strategies appropriate to
his or her content area(s).

The candidate identifies instructional strategies appropriate to
his or her content area(s) and develops instruction that includes
content specific strategies supported by research.

Supervisor OSTP 2.3 Knowledge and utilization of Ohio College and
Career Ready Standards and school/district
curriculum goals
Cooperating
Teacher

The candidate does not demonstrate knowledge of important
content and/or concepts in the Ohio College and Career Ready
Standards and the curriculum priorities of his or her school and
district.


The candidate demonstrates knowledge of important content
and concepts in the Ohio College and Career Ready Standards
and the curriculum priorities of his or her school and district, but
does not demonstrate this knowledge in his or her lesson plans.


The candidate demonstrates knowledge of important content
and concepts in the Ohio College and Career Ready Standards
and the curriculum priorities of his or her school and district and
the candidate demonstrates this knowledge in his or her lesson
plans.

Supervisor OSTP 2.4 Disciplinary connections with other content areas Cooperating
Teacher

The candidate does not demonstrate an ability to link relevant
content connections between disciplines.

The candidate demonstrates knowledge of links between
content areas or disciplines, but does not effectively apply them
during instruction.


The candidate demonstrates knowledge of links between
content areas or disciplines, and effectively connects them
during instruction.

Summative Student Teaching Assessment 4
Supervisor OSTP 2.5 Disciplinary connections with relevant life
experience
Cooperating
Teacher

The candidate does not demonstrate understanding of the
importance of linking content to real-life/real-world experiences.

The candidate demonstrates understanding of the importance of
linking content to real-life/real-world experiences, and engages
students in applying inter-disciplinary knowledge in real
scenarios through activities such as problem-solving or service.


The candidate demonstrates understanding of the importance of
linking content to real-life/real-world experiences, engages
students in applying inter-disciplinary knowledge in real
scenarios through activities such as problem-solving or service,
and gives consideration to authentic local and global issues.

Standard 3: Assessment
Teachers understand and use varied assessment to inform instruction, evaluate, and ensure
student learning.
Supervisor OSTP 3.1 Knowledgeable of assessment types, purposes and
the data they generate
Cooperating
Teacher

The candidate does not demonstrate knowledge of assessment
as a means of evaluating student learning.

The candidate demonstrates knowledge of assessment as a
means of evaluating student learning and also demonstrates
understanding of its value in delivering effective instruction.



The candidate demonstrates knowledge of assessment as a
means of evaluating student learning, demonstrates
understanding of its value in delivering effective instruction, and
demonstrates an understanding of a variety of assessment types
(and their uses and limitations).


Summative Student Teaching Assessment 5
Supervisor OSTP 3.2 Selects and uses of a variety of diagnostic, formative
and summative assessments
Cooperating
Teacher

The candidate does not demonstrate an understanding of the
importance of aligning classroom assessments with instruction.

The candidate demonstrates an understanding of the importance
of aligning classroom assessments with instruction and
demonstrates knowledge (but does not utilize) variety of
diagnostic, formative and summative assessments.


The candidate demonstrates an understanding of the importance
of aligning classroom assessments with curriculum and
instruction and uses a variety of diagnostic, formative and
summative assessment techniques to collect evidence of student
knowledge and skills.

Standard 4: Instruction
Teachers plan and deliver effective instruction that advances the learning of each individual
student.
Supervisor OSTP 4.3 Communicates clear learning goals and links learning
activities to those goals
Cooperating
Teacher

The candidate does not communicate learning goals to students.


The candidate communicates learning goals to students, but they
are not clear.

The candidate communicates clear learning goals to students and
plans activities to achieve those goals.

Supervisor OSTP 4.4 Applies knowledge of how students think and learn
to planning and instruction
Cooperating
Teacher

The candidate does not demonstrate knowledge of the cognitive
processes associated with learning.

The candidate demonstrates knowledge of the cognitive
processes associated with learning, but does not effectively use
this knowledge to plan instruction.


The candidate demonstrates knowledge of the cognitive
processes associated with learning (and research on this topic)
and uses this knowledge to plan effective instruction.

Summative Student Teaching Assessment 6
Supervisor OSTP 4.5 Differentiates instruction to meet needs of all
students, including gifted students, students with
disabilities and at-risk students
Cooperating
Teacher

The candidate does not identify strategies to differentiate
instruction to support the learning needs of all students.

The candidate identifies strategies to differentiate instruction to
support the learning needs of all students, but does not
effectively apply the strategies.


The candidate identifies strategies to differentiate instruction to
support the learning needs of all students, and applies the
strategies during instruction by using grouping as appropriate.

Supervisor OSTP 4.6 Creates and selects activities that are designed to
help students develop as independent learners and
complex problem-solvers
Cooperating
Teacher

The candidate does not demonstrate knowledge of the cognitive
processes associated with various kinds and levels of learning
(e.g., taxonomies of learning).


The candidate demonstrates knowledge of the cognitive
processes associated with various kinds and levels of learning
(e.g., taxonomies of learning) to develop independent learners,
but does not apply this knowledge effectively.


The candidate demonstrates knowledge of the cognitive
processes associated with various kinds and levels of learning
(e.g., taxonomies of learning) to develop independent learners
and applies this knowledge effectively through choosing
appropriate learning activities.

Supervisor OSTP 4.7 Uses resources effectively, including technology, to
enhance student learning
Cooperating
Teacher

The candidate does not use resources and technology
appropriate to his or her discipline(s).

The candidate uses resources and technology appropriate to his
or her discipline(s) to enhance student learning.

The candidate uses resources and technology appropriate to his
or her discipline(s) to enhance student learning and supports
student use of technology.

Summative Student Teaching Assessment 7
Standard 5: Learning Environment
Teachers create learning environments that promote high levels of learning and achievement for
all students.
Supervisor OSTP 5.1 Creates a classroom environment that is respectful,
supportive and caring
Cooperating
Teacher

The candidate does not demonstrate caring and respect in his or
her interactions with all students and does not establish
classroom environment that is respectful and supportive.


The candidate demonstrates limited caring and respect in his or
her interactions with all students and establishes a classroom
environment that is moderately respectful and supportive.


The candidate demonstrates caring and respect in his or her
interactions with all students, establishes a classroom
environment that is respectful and supportive, and promotes
positive relationships, cooperation, and collaboration among
students.

Supervisor OSTP 5.2 Creates a classroom environment that is physically
and emotionally safe
Cooperating
Teacher

The candidate does not establish rules for classroom
management and does not respond appropriately to behavior
(positive or negative) within or outside the classroom.


The candidate establishes rules for classroom management and
demonstrates limited ability to respond to behavior (positive or
negative) within or outside the classroom appropriately.


The candidate establishes rules for classroom management,
demonstrates an ability to respond to behavior (positive or
negative) within or outside the classroom appropriately, enforces
age-appropriate expectations for behavior within and outside
the classroom, and makes standards of conduct clear.


Summative Student Teaching Assessment 8
Supervisor OSTP 5.3 Motivates students to work productively and
assumes responsibility for their own learning
Cooperating
Teacher

The candidate does not identify strategies to increase student
motivation and interest in topics of study.

The candidate identifies strategies to increase student
motivation and interest in topics of study but does not apply
them during instruction.


The candidate identifies strategies to increase student
motivation and interest in topics of study, applies them during
instruction to foster student curiosity, and recognizes student
success.

Supervisor OSTP 5.4 Creates learning situations in which students work
independently, collaboratively and/or as a whole
class
Cooperating
Teacher

The candidate does not create learning situations in which
students work independently, collaboratively, or as a whole
class.


The candidate creates learning situations in which students may
work (1) independently, (2) collaboratively, or (3) as a whole
class, but not all three.


The candidate creates learning situations in which students work
(1) independently, (2) collaboratively, and (3) as a whole class.

Supervisor OSTP 5.5 Maintains an environment that is conducive to
learning for all students
Cooperating
Teacher

The candidate does not maintain an ordered, productive
environment.

The candidate maintains an environment which is mostly
productive (for example, the day may start disorderly, but
improves), demonstrates an ability to use time moderately
effectively, and demonstrates a basic routine.


The candidate maintains an environment which is consistently
productive, is prepared to teach, demonstrates an ability to use
time effectively, and establishes and maintains a routine
conducive to student learning.

Summative Student Teaching Assessment 9
Standard 6: Collaboration and Communication
Teachers collaborate and communicate with students, parents, other educators, administrators
and the community to support student learning.
Supervisor OSTP 6.1 Uses clear, correct, and effective written and
spoken language
Cooperating
Teacher

The candidate does not communicate (in written and oral form)
clearly with students.

The candidate communicates clearly with students (in written and
oral form) a majority of the time, but does not listen effectively.

The candidate communicates clearly with students (in written and
oral form) a majority of the time and is an effective listener.

Examples of evidence the candidates may submit for Standard 6
Notes of collaboration occurring with colleagues
Log of phone contacts to parents
Samples of work produced from collaboration with colleagues
Documentation of meetings, committees and school event planning with parents and
other community members
Samples of parent newsletters with contributions from teacher candidate
Samples of classroom website at various times during the year
Log of email contact with parents
Comments on evidence:
Melissa has done an excellent job with communicating with parents. She diligently pays attention
to what is happening in the classroom both academically and socially, and she effectively keeps
parents in the loop. Melissa has been open to ideas presented to her by colleagues and
administrators alike. She actively has observed several teachers in the building as well as in
different disciplines. Melissa has made it a point to immerse herself in the school culture, and she
has willingly been present for events and meetings outside the school day.

Standard 7: Professional responsibility and growth
Teachers assume responsibility for professional growth, performance, and involvement as an
individual and as a member of a learning community.
Examples of evidence the candidates may submit for Standard 7
Materials from workshops and seminars
Log of extra-curricular activities or volunteer work
Samples of materials from professional organizations, conferences, and networks that
demonstrate professional collaborations
Service on professional committees
Summative Student Teaching Assessment 10
Written notes/reflections on professional goals
Examples of sharing with other educators and administrators knowledge and
information in areas of expertise
Individual professional development plans
Observation notes from evaluator or mentor
Evidence of connecting the community to the classroom-list of speakers, etc.
Comments on evidence:
Melissa is a thoughtful professional who strives to do an excellent job. She has taken her role as a
student teacher seriously and with the utmost professionalism. Prior to her student teaching,
Melissa reviewed and studied the student code of conduct and school policy manual. Melissa is a
consummate professional who is always looking for ways to improve her skills as an educator.
During professional development days, she was an active participant rather than a bystander. She
has proved her dedication to teaching. Melissa's desire to be an excellent teacher is evident in her
willingness and fortitude to evolve with the changes in education and changes in the school
culture. She looks for effective trends in education and is quick to discard those trends that do not
work. Through the process of trial and error, Melissa is discovering that to be an effective teacher,
one cannot be static in her practices.
Supervisor Overall Comments Cooperating Teacher Overall Comments
Working with Melissa has been an enjoyable
and rewarding experience. She is one of the
hardest working student teachers I have
known. She worked well with her cooperating
teacher, her colleagues, and especially with her
students. She demonstrates a sense of ease, of
confidence in front of a classroom. Her
attendance was perfect. Her plans were always
complete and well-adapted to her objectives
and her students' needs. She has taken my
suggestions and implemented them into her
lessons. She knows her subject area, and she is
continuously improving in her pedagogy.
Melissa has done an excellent job as my student
teacher. She is diligent, mature, and hard
working. While in the classroom, she has
reviewed how I would present materials and
create assignments and has then taken that
information and turned it into something of her
own. This exemplifies an ownership of the craft
of teaching, not a mere copying of what has
already been done--an admirable quality. In
addition, Melissa has made it a point to get to
know her colleagues on a personal level while at
Nordonia. Teaching is not about closing your
door and isolating yourself from others, but
opening yourself up and working collaboratively.
Melissa has done just that. Lastly, I have
watched Melissa blossom in the classroom with
a newfound sense of confidence and enjoyment
in teaching. She has done an excellent job as a
student teacher, and I have enjoyed mentoring
her.
Electronically signed by University Supervisor, Alice Rote, on 2014-04-16