Drake University School of Education Student Teaching Midterm Evaluation

Student Teacher: Christina Georgopoulos

Mentor Teacher:

[en Balvanz

Date: 11-4-14

Term: Fall

University

Supervisor:

Denny Warren

School: Prairie Trail Elementary

Instructions: Use the rubric to assess the student teacher's

skill level at midterm for each of the InTASC Standards. The candidate will use this midterm
evaluation to reflect on his/her teaching abilities and to set goals for the remainder of the placement. It is important to remember that the candidate is a
pre-service teacher and is not expected to demonstrate the skill level of a master teacher. For a student teacher to earn credit at the end of the placement,
he final evaluation include
~~ at least 8 competent or exemnlarv ratings and 2 developing ratings, with no unsatisf
J.,lJ..l.lJ.J..lJ..l\,..II

..J.J.

\,..../'1.

\,....\,....\.u.\.J.vJ.J.~

V.lA.

\. __

Developing

Unsatisfactory
InTASC Standards:

(Beginning teacher
competency is not being
met.)

Competent
(Beginning teacher
competency is being met.)

Exemplary

Comments:

(check)

Learner Development: Theteacher

understands how learners grow and
develop,recognizingthat patterns of
learning and developmentvary
individuallywithin and across the
cognitive;linguistic,social,emotional,
and physicalareas, and designsand
implementsdevelopmentally
appropriate and challenginglearning
experiences,

Lessons and
expectations are not
developmentally
appropriate.

2. Learning Differences: The

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

Lessons and
instruction are not
connected to students'
learning strengths and
needs.

Implements lessons
that demonstrate an
understanding
of
students' learning
strengths and needs
some of the time,

Consistently
implements lessons
that demonstrate an
understanding
of
students' learning
strengths and needs,
and provides
modifications.

EXEMPLARY

3. Learning Environment: The

teacher 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.

Limited understanding
or no implementation
of motivational and/or
classroom
management strategies
are demonstrated.

Demonstrates some
implementation
of
motivational and
classroom
management strategies
that promote a positive
learning environment.

Demonstrates
consistent
implementation
of
motivational and
classroom
management strategies
that promote a positive
learning environment.

EXEMPLARY Christina has a gift for

1.

Updated: OS/2014

",.\

(Beginning teacher
competency is
develoninz.l
Implements lessons
that are
developmentally
appropriate some of
the time.

Consistently
implements lessons
that are
developmentally
appropriate.

COMPETENT

Christina consistently develops

lessons that are appropriate, She
looks for ways to differentiate
the lessons so all students' needs
are met. For example, when a
student was struggling with
letter identification she created
an environmental print book.
She could continue to grow by
differentiating lessons for the
students who have already
mastered an Iowa Core standard,
When the students are in small
groups at math stations, she
challenges the students by
differentiating the station to
meet the child's needs, The
students were supposed to be
putting bears on a pond
(practicing 1:1 correspondence),
For students who already
demonstrated mastery in this
area she had them add two
numbers together and then put
the answer on the pond, She is
constantly trying to think of ways
to enrich students learning,

providing a classroom full

of energy and pushes the
students to want to know
more, The kids are
engaged and generalize
the knowledge teaches in
one subject across
different content areas,

DrakeUniversitySchoolof Education,2011

Drake University School of Education Student Teaching Midterm Evaluation

Unsatisfactory
InTASC Standards:
4. Content Knowledge: The
teacher 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.

5. Application of Content: The

teacher 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.

6. Assessment: The teacher

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.

Updated: OS/2014

Developing

Competent
Exemplary

(Beginning teacher
competency is not being
met.)
Content knowledge is
not evident for
teaching and/or lesson
content is not
accessible to students.

(Beginning teacher
competency is
develontnz.)
Content knowledge is
evident; however,
consistency with
implementing
accessible lessons is
needed.

(Beginning teacher
competency is being
met.)
Content knowledge is
well developed and
lessons are
consistently
implemented which
make the content
accessible and
meaningful for the
students.

Does not make

connections between
concepts and realworld applications
and/or does not
facilitate the use of
critical and creative
thinking and/or
collaborative problem
solving.

Shows the connection

between concepts and
real-world
applications.
Sometimes supports
learners' use of critical
and creative thinking
and/or collaborative
problem solving;

Consistently
implements
instruction that
engages learners in
applying concepts to
real-world situations
and supports the use
of critical and creative
thinking and
collaborative problem
solving.

EXEMPLARY

Does not understand or

use assessment
strategies effectively.

Primarily relies on one

form of assessment
and/or shows limited
use of assessments for
instructional purposes.

Understands and uses

a variety of
assessments for
multiple purposes.

EXEMPLARY

Comments:

(check)
EXEMPLARY

Christinademonstrates
strong content knowledge.
Whenthe students were
sorting their words
familiesfor spelling,she
added the word families
and digraphs to the word
wall. Shebrings in a
wealth of knowledgefrom
booksand her classroom
experience. I have learned
so muchfrom havingher in
mvroom.
Muchof Christina's
planninginvolves
connectingit to students'
lives. Someofthe lessons
includemakingfriends,
followingrules,reading for
enjoymentand to learn
new things about the
world,and writing about
their own lives. Sheguides
childrento learn based
upon interests. Shefound
books on footballand
dancebecause that's what
the students want to know
more about. Sheexcites
students about learnina,
Ihave seen Christinause
manymethods of
assessment when
interactingwith students
to checkfor understanding
(exitslips at the end of a
lesson,thumbs up/thumps
down,etc.) Whena
student demonstrates
misunderstanding,she
tries another method of
teachingand reassesses.

DrakeUniversitySchoolof Education,2011

Drake University School of Education Student Teaching Midterm Evaluation

7. Planning for Instruction:
The teacher plans instruction
that supports every student in
meeting rigorous learning goals
by drawing upon knowledge of
content areas, curriculum, crossdisciplinary skills, and pedagogy,
as well as knowledge of learners
and the community context.

InTASC Standards:
8. Instructional Strategies: The
teacher 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.

9. Professional Learning and

Ethical Practice: The teacher
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.
Updated: OS/2014

Instructional plans are

inadequate in detail or
are not submitted.

Instructional plans
show some details
regarding curriculum
goals, content
standards, and
students' needs and/or
planning for
instruction is
inconsistent.

EXEMPLARY

Christina plans align

with our goals and
standards. She has
them done well ahead
of time and is always
looking for ways to get
the kids excited about
learning. She will
research ways to
enhance the lesson to
further challenge the
students. She is a
natural collaborator
with our PLCteam
when it comes to
planning.

Exemplary
(cbeck)

Comments:

Consistently implements
lessons that incorporate
a variety of instructional
strategies and provides
opportunities for
students to apply
knowledge.

EXEMPLARY

Consistently selfevaluates teaching and

learning and uses
reflective practice to
continue professional
development.
Consistently
demonstrates
professional and ethical
practice in teaching.

EXEMPLARY

Christina implements
many instructional
strategies such as
modeling, cooperative,
learning and
scaffolding. She is
extremely strong at
activating their prior
knowledge and
channeling their
learning from that
point.
Christina shows interest
in aligning her lessons
with the Iowa Core
Standards, Report card
assessment and what
the students'
capabilities are. She is a
reflective teacher and
always strives to
improve.

Consistently plans
detailed instruction
using a variety of
methods to meet
curriculum goals,
content standards, and
students' needs.

Unsatisfactory

Developing

Competent

(Beginning teacher
competency is not being
met.)
Lessons show a limited
understanding
of
purposeful
instructional strategies
and/or there are no
opportunities for
students to apply
knowledge.

(Beginning teacher
competency is
develoninz.l
Implements some
lessons that
incorporate a variety of
instructional strategies
and gives students
some opportunities to
apply knowledge.

(Beginning teacher
competency is being

Inconsistently
self-evaluates teaching
and learning and/or does
not strive to continue
professional
development.
Does not demonstrate
professional and ethical
practice in teaching.

Self-evaluates teaching
and learning and seeks to
continue professional
development.
Demonstrates some
professional and ethical
practice in teaching.

met.)

Drake University School of Education, 2011

Drake University School of Education Student Teaching Midterm Evaluation

10. Leadership and
Collaboration: The teacher
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.

Updated: OS/2014

Does not demonstrate

leadership skills
and/ or does not engage
in collaboration.
Partnerships are weak
with learners, school
colleagues, and
families.

Demonstrates some
leadership skills and
participates in some
collaboration. Is
working to build
professional
relationships.

Carries out
appropriate
leadership roles,
engages in
collaboration with
others, and fosters
positive and effective
professional
relationships.

EXEMPLARY

Christina is not just a

learner, but she is a leader
in teaching other teachers
on what's best for
students. She participates
in our PLCs. She brings
ideas to the table, but is
flexible when it comes to
team decisions. She is a
natural collaborator. Even
though she is such a
natural she wants to get
better and grow in any way
possible.

Drake University School of Education, 2011

Drake University School of Education Student Teaching Midterm Evaluation

School of Education Teaching Dispositions Assessment
nstructions: Use the questions and rating scale below to assess the student teacher's dispositional attributes at midterm.
1.

Please rate the student teacher's success as a learning leader.

Sets professional goals.
Poor Fair Good Very Good Excellent

2.

Demonstrates confidence and self-direction in pursuing

solutions to problems or questions.
Poor Fair Good Very Good Excellent

Articulates high expectations for professional performance.

Poor Fair Good Very Good Excellent

Communicates high expectations to students.

Poor Fair Good Very Good Excellent

Incorporates feedback into his/her professional practice.

Poor Fair Good Very Good Excellent
Comments:

Demonstrates a professional attitude/appearance.

Poor Fair Good Very Good Excellent
. Comments:

3.

Please rate the student teacher's success as a reflective

practitioner.
Reflects on the progress of his/her professional goals.
Poor Fair Good Very Good Excellent

Please rate the student teacher's success as a student advocate.

Develops a teaching philosophy that respects all learners.
Poor Fair Good Very Good Excellent
Demonstrates flexibility by adapting, adjusting, and
modifying practices to meet the needs ofstudents.
Poor Fair Good Very Good Excellent
Comments:

Signatures:

What specific areas should the student teacher focus on during

the remainder of the placement?

Christina's passion for children and their learning is something

that cannot be taught. She has a true gift. When it comes to
managing a classroom of 24 young children with different
needs, the behavior management piece can be difficult.
Christina demonstrates strong skills in managing a classroom,
but could continue to focus on this area with an emphasis on
descriptive feedback.

Stud~~e1!JJ/'(J //--10//1

Mentor Teacher JDate

~~~
Updated: OS/2014

4.

University Supervisor JDate

fDtJ~
Drake University School of Education, 2011

Il/ro!l,!