Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Alida Fowler

Mentor Teacher: Erin Hollister
University Supervisor: Denny Warren
Term: Fall/Spring

Date: October 9, 2015

School: Morris Elementary, DMPS

Instructions: Use the rubric to assess the student teachers skill level for each of the InTASC Standards. 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, minimum expectations on the final evaluation include at least 8 competent or exemplary ratings
and 2 developing ratings, with no unsatisfactory ratings.

Developing

Competent

(Beginning teacher
competency is
developing.)

(Beginning teacher
competency is being
met.)

Lessons and
expectations are
not
developmentally
appropriate.

Implements lessons
that are
developmentally
appropriate some
of the time.

Consistently
implements lessons
that are
developmentally
appropriate.

YES

She has
continued to
pay attention to
individual
student needs
and the growth
that they have
made during her
time here.

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.

YES

She has asked

children to bring
in information to
add to her
lessons that is
from their life
experiences.

Limited
understanding or
no implementation

Demonstrates some
implementation of
motivational and

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

Unsatisfactory

InTASC Standards:
1. Learner
Development: The teacher
understands how learners
grow and develop,
recognizing that patterns of
learning and development
vary individually within and
across the cognitive,
linguistic, social, emotional,
and physical areas, and
designs and implements
developmentally
appropriate and challenging
learning experiences.
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.
3. Learning
Environment: The teacher
works with others to create
Updated: 05/2014
University School of Education, 2011

(Beginning teacher
competency is not
being met.)

Exemplar
y

Comments:

(check)

YES
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Drake University School of Education Student Teaching Final Evaluation

environments that support
individual and collaborative
learning, and that
encourage positive social
interaction, active
engagement in learning,
and self-motivation.

Updated: 05/2014
University School of Education, 2011

of motivational
and/or classroom
management
strategies are
demonstrated.

classroom
management
strategies that
promote a positive
learning
environment.

motivational and
classroom
management
strategies that
promote a positive
learning
environment.

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Drake University School of Education Student Teaching Final Evaluation

Unsatisfactory

Developing

Competent

InTASC Standards:

(Beginning teacher
competency is not
being met.)

(Beginning teacher
competency is
developing.)

(Beginning teacher
competency is being
met.)

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.

Content knowledge
is not evident for
teaching and/or
lesson content is
not accessible to
students.

Content knowledge
is evident;
however,
consistency with
implementing
accessible lessons
is needed.

Content knowledge
is well developed
and lessons are
consistently
implemented which
make the content
accessible and
meaningful for the
students.

YES

Does not make

connections
between concepts
and real-world
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.

YES

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
teachers and learners
decision-making.
7. Planning for
Instruction: The teacher
plans instruction that

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.

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.
Understands and
uses a variety of
assessments for
multiple purposes.

Instructional plans
are inadequate in
detail or are not

Instructional plans
show some details
regarding

Consistently plans
detailed instruction
using a variety of

YES

Updated: 05/2014
University School of Education, 2011

Exemplar
y

Comments:

(check)

She has done a

great job of
implementing
creative learning
experiences
across the
curriculum.

YES

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Drake University School of Education Student Teaching Final Evaluation

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.

submitted.

Unsatisfactory

InTASC Standards:

(Beginning teacher
competency is not
being met.)

curriculum goals,
content standards,
and students
needs and/or
planning for
instruction is
inconsistent.

methods to meet
curriculum goals,
content standards,
and students
needs.

Developing

Competent

(Beginning teacher
competency is
developing.)

(Beginning teacher
competency is being
met.)

Exemplar
y
(check)

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.

Lessons show a
limited
understanding of
purposeful
instructional
strategies and/or
there are no
opportunities for
students to apply
knowledge.

Implements some
lessons that
incorporate a
variety of
instructional
strategies and
gives students
some opportunities
to apply
knowledge.

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

YES

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

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.

Consistently selfevaluates teaching

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

YES

Updated: 05/2014
University School of Education, 2011

Comments:

This was
especially
noticeable
during the SS
unit about the
world and
immigration.
Fun activities
were occurring
each day.
She was prompt
at each meeting
and PLC that
was scheduled
for the mentor
teacher. She
also attended an
IEP evaluation.

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Drake University School of Education Student Teaching Final Evaluation

of each learner.
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: 05/2014
University School of Education, 2011

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.

YES

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Drake University School of Education Student Teaching Final Evaluation

School of Education Teaching Dispositions Assessment
Instructions: Use the questions and rating scale below to assess the student teachers dispositional attributes.

1. Please rate the student teachers success as a

learning leader.
Sets professional goals.
Poor
Fair
Good
Very Good
Excellent
Demonstrates confidence and self-direction in
pursuing solutions to problems or questions.
Poor
Fair
Good
Very Good
Excellent
Communicates high expectations to students.
Poor
Fair
Good
Very Good
Excellent
Demonstrates a professional
attitude/appearance.
Poor
Fair
Good
Very Good
Comments:

Excellent

Alida is excellent in all of these questions. She is a

professional and is always thinking about how she handles
herself with teachers, parents, and students.
3. Please rate the student teachers 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 of
students.
Poor
Fair
Good
Very Good
Excellent
Comments:
Alida is excellent in all of these questions. She has a
respect for all learners. She is kind in her interactions with
students but also expects them to work to their ability to
Updated: 05/2014
University School of Education, 2011

2. Please rate the student teachers success as a

reflective practitioner.
Reflects on the progress of his/her professional
goals.
Poor
Fair
Good
Very Good
Excellent
Articulates high expectations for professional
performance.
Poor
Fair
Good
Very Good
Excellent
Incorporates feedback into his/her professional
practice.
Poor
Fair
Good
Very Good
Excellent
Comments:
Alida is excellent in all of these questions. She is a
perfectionist and expects a lot of herself.

4. (Final evaluation only) What does the student

teacher need to improve before assuming his/her
own classroom? What goals should this student
teacher continue to work on?
Alida will be successful in her own classroom. As she
experiences her next placement she will learn more and
be able to apply this learning to her own classroom.
5. (Final evaluation only) What do you feel are his/her
strongest qualities as a teacher?
Alida is very organized, creative, fun and caring. She will
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Drake University School of Education Student Teaching Final Evaluation

insure success.

*Final Evaluation (Circle one):

Signatures:
Student Teacher/Date
Supervisor/Date

Updated: 05/2014
University School of Education, 2011

make a wonderful teacher the students that are placed

in her classroom are very lucky kids!

Credit

No Credit
Mentor Teacher/Date

University

Drake