Teacher Candidate: Lisa McHenry Mentor: Teri Trent Grade Level/Subject Area: Primary M/M Inclusion (Math) Date:

4/7/11

Evidence MU Standard 1: Appreciates, understands, and values diversity in individuals and school communities.
1.4 1.5 Models respect for students diverse cultures, language skills, and experiences Recognizes characteristics of gifted students, students with disabilities, and at-risk students in order to assist in appropriate identification, instruction, and intervention

MU Standard 2: Creates and organizational climate that supports students in their physical, cognitive, and emotional growth.
1.3 5.1 5.2 5.3 5.4 5.5 Expects that all students will achieve to their full potential Treats all students fairly and establishes an environment that is respectful, supportive, and caring Creates an environment that is physically and emotionally safe Motivates students to work productively and assumes responsibility for their own learning Creates learning situations in which students work independently, collaboratively, and/or as a whole class Maintains an environment that is conducive to learning for all students

1.3 and 5.3 When working with students in discovery activities, you do a good job of asking leading questions and asking students to show/explain to you. You expect them to be responsible for their own learning and help lead them to discoveries instead of supplying answers or expecting rote, memorized answers. 5.1 Your comments when working with students show that you consciously build upon the positive and the success of the student to then work on the areas of difficulty. Be careful to continually try to lead the student to discover their own errors and make their own corrections with your support and not to slip into the easier mode of pointing out their mistakes for them and telling them how to make the corrections. It is different to tell them there is an error and to specifically point out the exact error. 1.2 Your leading questions during discovery activities show a clear knowledge of the students prior knowledge, both in concepts and content vocab. Your questions help students use and build upon this prior knowledge.

MU Standard 3: Well-grounded in liberal education and professional knowledge.

1.1 1.2 2.1 2.3 2.4 3.1 4.1 6.1 Displays knowledge of how students learn and of the developmental characteristics of age groups Understands what students know and is able to use this knowledge to meet the needs of all students Knows the content and uses specific concepts, assumptions, and skills to plan instruction Understands school and district curriculum priorities and the Ohio academic content standards Understands the relationship of knowledge within the content to other content areas Knows about assessment types, their purposes, and the data they generate Aligns instructional goals and activities with school and district priorities and the Ohio academic content standards Communicates clearly and effectively

MU Standard 4: Demonstrates skill in planning, implementation, and evaluation 2.2 Understands and uses content-specific instructional 2.2 Several appropriate math strategies for subtracting strategies to effectively teach the central concepts and problems at this age level were used and modeled. skills of the discipline Manipulatives are appropriately used and available for 2.5 Connects content to relevant life experiences and career opportunities discovery lessons. 3.2 Uses a system of teacher observation during discovery 3.2 Selects, develops, and uses a variety of diagnostic,
formative, and summative assessments

Evidence
3.3 Analyzes data to monitor student progress and learning and to plan, differentiate, and modify instruction

lessons to gather data on individual students . 3.3 Observations are discussed with team teachers to analyze student needs and formulate future plans.

4.3 4.4 4.7

Communicates clear learning goals and explicitly links learning activities to those defined goals Applies knowledge of how students think and learn to instructional design and delivery Uses resources effectively, including technology, to enhance student learning Understands, upholds, and follows professional ethics, policies, and legal codes of professional conduct Takes responsibility for engaging in continuous, purposeful professional development Becomes an agent of change who seeks opportunities to positively impact teaching quality, school improvements, and student achievement

MU Standard 5: Demonstrates personal, ethical, and professional growth

7.1 7.2 7.3

MU Standard 6: Navigates the organizational climate and uses professional knowledge to positively impact learning environments. 3.4 Collaborates and communicates student progress with 6.3 This is an inclusion classroom where all the teachers work students, parents, and colleagues well together with all students, both identified iep students 3.5 Involves learners in self-assessment and goal setting to and gen. ed. students. You seem to have fit in well and work address gaps between performance and potential 4.2 Uses information about students learning and well in the inclusion setting. There are probably many performance to plan and deliver instruction that will close inclusion practices and cooperative learning practices in the the achievement gap classroom that are effective and will be valuable for you to 4.5 Differentiates instruction to support the learning needs of all students, including students identified as gifted, use in future settings.
4.6 students with disabilities, and at-risk students Creates and selects activities that are designed to help students develop as independent learners and complex problem-solvers Shares responsibility with parents and caregivers to support student learning, emotional and physical development, and mental health Collaborates effectively with other teachers, administrators, and school and district staff Collaborates effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning

6.2

6.3 6.4

COMMENTS: Next visit: Monday the 18th at 8:00