5/3/2020 Tk20 by Watermark | Field Experience Student Teaching Binder 2020 Block 3 - MUED

STUDENT TEACHING BINDER 2020 BLOCK 3 - MUED

Student Name :

Miaw, Davina E

Explanations for Student Teachers viewing your assessments

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THE STUDENT TEACHER ...

A. PROFESSIONAL KNOWLEDGE
The student teacher …*

Does Not Developing Meets

Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

A1. DEMONSTRATES   0.06

AN inaccurately references AND… clearly
and appropriate AND… demonstrates
UNDERSTANDING
inconsistently content explicitly and explains
OF APPROPRIATE
references standards in references the appropriate
CONTENT
the daily plans; and clearly sequencing of
STANDARDS
appropriate aligns the content
(SOL/PROFESSIONAL
content appropriate standards.
STANDARDS).
standards. content
InTASC 4n
standards with
planned
activities and
assessments;

A2. DEMONSTRATES   0.06

ESSENTIAL inaccurately demonstrates AND…uses
presents key accurate AND…uses multiple
KNOWLEDGE AND
subject knowledge representation representations
SKILLS OF SUBJECT
matter ideas and skills of and/or an and
AREA. InTASC 4
and skills. subject area; explanation explanations

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that captures that capture

key subject key subject
matter ideas matter ideas
and skills; and skills.

A3. DEMONSTRATES   0.06

THE LINK BETWEEN references references AND…
content to content to references references
THE CONTENT AND
NEITHER the EITHER the content to content to real
STUDENTS’ PAST
students’ students’ past BOTH the world
AND FUTURE
past and and future students’ past experiences
LEARNING
future learning and future and
EXPERIENCES AS
learning experiences learning applications.
WELL AS RELATED
experiences OR related experiences
SUBJECT AREAS.
NOR related subject areas. AND related
InTASC 4d
subject areas. subject areas;

        Rubric Score 0.18

        Rubric Mean 0.06

Comments: Professional Knowledge

B. ASSESSMENT OF AND FOR STUDENT LEARNING

The student teacher …*

Does Not Developing Meets

Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

B1. SETS   0.06

ACCEPTABLE, sets sets acceptable AND…matches
unacceptable, and AND…sets learning
MEASURABLE,
immeasurable, appropriate measurable outcomes and
AND
or learning learning achievement
APPROPRIATE
inappropriate outcomes and outcomes and goals to
LEARNING
learning achievement achievement classroom
OUTCOMES AND
outcomes and goals for goals for assessments.
ACHIEVEMENT
achievement student student
GOALS FOR
goals for learning; learning AND
STUDENT
student states these
LEARNING.
learning. clearly on the
InTASC 6
lesson plan;

B2. PLANS   0.06

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FORMAL AND
plans plans AND…can AND…has
INFORMAL
inappropriate appropriate articulate ways strategies to
ASSESSMENT OF
formal and formal and formal and provide
LEARNING
informal informal informal students with
OUTCOMES.
assessments assessments assessments e ective,
InTASC 6a
that are not that are linked should impact descriptive
linked to to learning future learning feedback to
learning outcomes; activities; guide their
outcomes. progress.

B3. CHECKS FOR   0.06

UNDERSTANDING makes few or monitors AND…analyzes
no attempts to student uses a variety individual and
USING A VARIETY
determine comprehension of assessment group
OF ASSESSMENT
student of content AND techniques to comprehension
TECHNIQUES TO
comprehension provides monitor of the content,
ENHANCE
AND gives students with comprehension AND gives all
STUDENT
students little limited of the content students
LEARNING.
or no feedback. feedback. AND provides substantive
InTASC 6e, 6g
students with and speci c
timely feedback, AND
meaningful makes
feedback; appropriate
instructional
adjustments as
necessary.

B4. USES FORMAL   0.06

AND INFORMAL uses formal or uses formal AND…uses
informal and informal AND…uses assessment
ASSESSMENT
assessments. assessments; assessment evidence to
EVIDENCE TO
evidence to inform, guide
IDENTIFY
identify and adjust
STRATEGIES TO
strategies to individual
IMPROVE
improve students’
INSTRUCTION.
instruction; learning by
InTASC 6
identifying
strategies to
di erentiate
instruction.

        Rubric Score 0.24

        Rubric Mean 0.06

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Comments: Assessment of and for student learning

C. INSTRUCTIONAL PLANNING
The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

C1. IS FAMILIAR   0.03

WITH AND USES is unfamiliar is familiar AND...uses
with the with the relevant demonstrates
RELEVANT
background, relevant aspects of detailed
ASPECTS OF
experiences, aspects of the students’ understanding
STUDENTS’
and skill level of background, background, of the
BACKGROUND,
most students knowledge, knowledge, background,
KNOWLEDGE,
in the class. experience, experience, experience,
EXPERIENCE, AND
and skills of and skills of and skill level
SKILLS. InTASC 2c,
most students most students of ALL
7j, 7n
in the class; in the class. students in the
class AND
plans using
what s/he
knows about
learners
including
developmental
levels, prior
learning, and
interests.

C2. PLANS   0.02

DIFFERENTIATED plans plans AND…seeks
undi erentiated di erentiated e ectively resources
INSTRUCTION TO
instruction. instruction to plans from
ADDRESS THE
address the di erentiated instructional
UNIQUE
unique instruction to specialists to
CHARACTERISTICS
characteristics address the re ne plans to
OF INDIVIDUAL
of some unique meet learner
STUDENTS (E.G.
individuals in characteristics needs.
TAG/GT, ESL,
the class. of most
SPECIAL NEEDS).
individuals in
InTASC 1b, 2a, 7b
the class;

C3. PLANS   0.03

APPROPRIATE

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INSTRUCTIONAL
plans plans AND…plans AND…uses
STRATEGIES TO
inappropriate appropriate varied data to plan
MEET THE
methods and methods and methods and appropriate,
LEARNING
activities to activities to activities to varied
OUTCOMES.
meet the meet the meet the methods and
InTASC 7
learning learning learning activities to
outcomes. outcomes; outcomes; meet the
learning
outcomes.

C4. INTEGRATES   0.02

INSTRUCTIONAL rarely integrates sometimes AND…
instructional integrates regularly integrates a
TECHNOLOGY IN
technology in instructional integrates variety of
PLANNING.
planning. technology in appropriate instructional
InTASC 7k, 8r
planning; instructional technology in
technology in planning, AND
planning to clearly
meet learning identi es
outcomes; alternative
plans in the
event
technology
fails.

C5. INTEGRATES   0.02

ESSENTIAL integrates only integrates AND…
non-essential essential integrates planning is
CONTENT IN
content in content in essential expanded to
PLANNING.
planning. some content in all elaborate on
InTASC 7g
planning. planning; identi ed
essential
content to
enhance
student
learning.

C6. PLANS TIME   0.02

REALISTICALLY plans time plans time plans include
unrealistically realistically plans time realistic pacing
FOR PACING AND
for pacing and for pacing; realistically allowing for
TRANSITIONS
transitions. however, for pacing content
FOR CONTENT
transition AND mastery AND
MASTERY. CAEP 1
time is not transitions. meaningful
apparent. transitions

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that promote
student
learning.

        Rubric Score 0.14

        Rubric Mean 0.023

Comments: Instructional Planning

D. LEARNING ENVIRONMENT
The student teacher …*

Does Not Developing Meets

Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

D1. ESTABLISHES   0.02

A SAFE PHYSICAL maintains an attempts to AND explains
unsafe maintain a e ectively the purpose
AND
physical and safe physical creates a safe for these
PSYCHOLOGICAL
psychological and physical and choices to
ENVIRONMENT.
environment. psychological psychological students.
InTASC 3a, 3k
environment. environment;

D2. ESTABLISHES   0.03

A CLIMATE OF ignores attempts to purposefully
evidence that create a creates a AND…fosters
TRUST AND
a climate of climate of climate of regular
TEAMWORK.
trust and trust and trust and student
InTASC 3j, 3q
teamwork is teamwork by teamwork by collaboration.

lacking. being fair and being

respectful. enthusiastic,
fair, caring,
and respectful
to all students;

D3. MAINTAINS   0.03

CONSISTENT ignores attempts to responds
students’ maintain e ectively and demonstrates
STANDARDS FOR
needs and positive consistently to the ability to
POSITIVE
behavior. classroom students’ change and
CLASSROOM
behavior. needs and adapt
BEHAVIOR.
behavior AND classroom
InTASC 3c
can explain management

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why the model plans based on

they are using students’
for positive changing
classroom needs and
behavior is behavior AND
e ective. explain why
changes were
made.

D4.   0.02
DEMONSTRATES Infrequently can identify AND…
shows the di erent AND… incorporates
RESPECT FOR
awareness of cultural respects and these
AND
the di erent backgrounds responds to di erences
RESPONSIVENESS
cultural AND the varying into his/her
TO THE
backgrounds acknowledge cultural teaching and
CULTURAL
and di ering di erent backgrounds use of content
BACKGROUNDS
perspectives perspectives and di ering examples.
AND DIFFERING
of learners in represented in perspectives
PERSPECTIVES OF
the classroom. the classroom; of learners in
LEARNERS.
the classroom;
InTASC 3f, 3l

        Rubric Score 0.1

        Rubric Mean 0.025

Comments: Learning Environment

E. INSTRUCTIONAL DELIVERY
The student teacher …*

Developing Meets
Does Not Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

E1. PRESENTS   0.02

PROCEDURES AND presents provides AND…
unclear OR students with AND… consistently
OUTCOMES
inaccurate clear, ensures that presents clear
CLEARLY TO
information accurate all students procedures
STUDENTS AND
about the information understand and outcomes,
CHECKS FOR
learning about the the learning AND e ectively
STUDENT
objectives or learning objectives
UNDERSTANDING.
InTASC 8 objectives and

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the procedures procedures AND can carry checks for

for instructional for out those student
activities. instructional procedures; understanding.
activities;

E2. PRESENTS   0.02

CONTENT uses ine ective uses e ective AND…
strategies when strategies to AND…makes continually
ACCURATELY AND
presenting present content presents
EFFECTIVELY.
content to content to relevant to material clearly
InTASC 4
students. students; students’ and explicitly
prior with well-
experiences; chosen
examples.

E3. ENGAGES AND   0.02

MAINTAINS keeps students attempts to AND…keeps all
passively keep students keeps students
STUDENTS IN
involved in actively students challenged and
ACTIVE LEARNING.
learning, relying involved, but actively highly engaged
InTASC 4b, 4c
heavily on some involved by as active
lectures, students are adapting learners and
textbooks and disengaged. instruction in problem
worksheets. the moment, solvers.
based on
student
learning
needs;

E4. ENGAGES   0.02

LEARNERS IN A rarely uses provides AND...cultivates
technology to students with AND… student
RANGE OF
support student guided engages collaboration
LEARNING
learning. practice in students in and initiative in
EXPERIENCES USING
using learning the use of
TECHNOLOGY.
technology to experiences appropriate
InTASC 5l, 8g, 8n
support with technology to
student technology support
learning; that is student
appropriate learning.
and
challenging;

E5. FACILITATES   0.02

STUDENTS’ USE OF instruction instruction AND…assesses

HIGHER LEVEL includes only incorporates their growth

THINKING SKILLS IN lower level higher level and

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INSTRUCTION. thinking skills, thinking skills development in

prepares
InTASC 8f (e.g. using only (e.g. problem use of higher
students to
low level solving, level thinking
apply existing
questions). critical skills.
knowledge in
thinking, and
new areas
analysis), but
through
students still
higher order
require
thinking skills
instruction to
in
apply these
instructional
techniques.
activities;

E6. DIFFERENTIATES   0.02

INSTRUCTION AND provides attempts to successfully
undi erentiated accommodate di erentiates reaches all
PROVIDES
instruction for student and sca olds students by
APPROPRIATE
students. learning instruction to skillfully
ACCOMMODATIONS
needs but accommodate di erentiating
TO MEET THE
with mixed most and sca olding,
NEEDS OF DIVERSE
success. students’ using activities
LEARNERS. InTASC
learning appropriate for
2a, 2b, 8
needs. a range of
learners.

E7. USES   0.02

INSTRUCTIONAL uses inconsistently AND…
instructional uses consistently performs non-
AND TRANSITION
time instructional uses instructional
TIME FOR CONTENT
inappropriately and transition instructional procedures
MASTERY. InTASC
and/or on time and transition e ciently.
4r, 8b
activities of little e ectively. time

instructional e ectively for

value. content
mastery;

        Rubric Score 0.14

        Rubric Mean 0.02

Comments: Instructional Delivery

F. REFLECTION FOR STUDENT ACADEMIC PROGRESS

The student teacher …*

  Does Not Developing Meets Exceeds Score/Comment

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Meet Towards Expectations Expectations

Expectations Expectations (TARGET)

F1. PROVIDES   0.02

SPECIFIC provides collects and AND uses a
unclear reviews some consistently variety of
EVIDENCE TO
evidence to data to analyzes and assessment
DOCUMENT
document document interprets data to
STUDENT
student student assessment document
LEARNING.
learning. learning. data to student
InTASC 6a, 6g,
document learning and
6o, 6t
student develop
learning over interim
time. learning goals.

F2. TAKES   0.02

RESPONSIBILITY puts the acknowledges AND…sets and
responsibility responsibility takes implements
FOR STUDENT
of learning on for student responsibility professional
LEARNING BY
the student. learning. for student goals to
USING
learning by improve
ONGOING
consistently student
ANALYSIS AND
making learning.
REFLECTION.
changes to
InTASC 6c, 6l, 9c,
plans and
9g, 9l
practice as a
result of
analysis and
re ection;

F3. SEEKS AND   0.02

USES relies solely on seeks seeks
own information seeks information
INFORMATION
knowledge to from the information from varied
FROM
improve cooperating from professional
PROFESSIONAL
instruction. teacher AND professional resources AND
SOURCES (E.G.
attempts to resources AND uses it
COOPERATING
use it to uses it to e ectively to
TEACHER,
improve improve improve
COLLEAGUES,
instruction. instruction. instruction.
AND/OR
RESEARCH) TO
IMPROVE
INSTRUCTION.
InTASC 9d, 10e,
10r

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        Rubric Score 0.06

        Rubric Mean 0.02

Comments: Re ection for Student Academic Progress

G. PROFESSIONALISM
The student teacher …*

Does Not Developing Meets

Meet Towards Expectations Exceeds
  Expectations Expectations (TARGET) Expectations Score/Comment

DEMONSTRATES   0.02
THE acts in an inconsistently AND…
ethically adheres to consistently intentionally
EXPECTATIONS
questionably ethical codes adheres to adheres to
OF THE
manner and of conduct and ethical codes and can
PROFESSION
does not follow professional of conduct and articulate
INCLUDING
federal and standards professional federal and
CODES OF
state laws and (attendance, standards state laws,
ETHICS,
school policies. dress, meets (attendance, school policies
PROFESSIONAL
deadlines, dress, meets and ethical
STANDARDS OF
con dentiality, deadlines, guidelines.
PRACTICE AND
etc.). con dentiality,
RELEVANT LAW
etc.);
AND POLICY.
InTASC 9j, 9o

G2. TAKES   0.02

INITIATIVE TO infrequently takes AND…actively
participates in ownership of AND… seeks and
GROW AND
school-based professional practices the engages in
DEVELOP
learning growth by new strategies ongoing
THROUGH
experiences. participating in learned to professional
INTERACTIONS
school-based support learning
THAT ENHANCE
professional student opportunities
PRACTICE AND
learning learning; in order to
SUPPORT
STUDENT experiences; meet

LEARNING. professional

InTASC 9a, 9b, 9d, goals in

9n, 10r support of

student
learning.

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G3.   0.02
frequently periodically uses correct AND…speaks
COMMUNICATES
makes errors makes errors grammar, and writes
EFFECTIVELY
in grammar, in grammar, usage, and correctly and
THROUGH ORAL
usage, and usage, and spelling in uidly in
AND WRITTEN
spelling in spelling in professional professional
LANGUAGE. CAEP
professional professional contexts; contexts.
1
contexts. contexts.

G4. BUILDS   0.02

RELATIONSHIPS makes little or attempts to AND…
no e ort to build collaborates communicates
AND
e ectively relationships with e ectively to
COLLABORATES
build and colleagues, build strong
WITH FAMILIES,
relationships collaborate administrators, relationships
COMMUNITIES,
or collaborate with and families to AND seeks out
COLLEAGUES,
with colleagues, support the collaborative
AND OTHER
colleagues, administrators, speci c relationships
PROFESSIONALS
administrators, and families. learning needs with
TO PROMOTE
and families. of students; community
LEARNER
GROWTH AND members and

DEVELOPMENT. other

InTASC 1c, 10b, professionals

10d, 10e to promote

learner
growth and
development.

G5. ACCESSES   0.02

RESOURCES TO demonstrates occasionally AND…
ignorance demonstrates consistently incorporates
DEEPEN AN
towards knowledge of demonstrates learners’
UNDERSTANDING
cultural, ethnic, cultural, ethnic, knowledge of experiences,
OF CULTURAL,
gender, and gender, and cultural, ethnic, cultures and
ETHNIC, GENDER
learning learning gender, and community
AND LEARNING
di erences of di erences of learning resources into
DIFFERENCES TO
students. students to di erences of instruction.
BUILD STRONGER
build stronger students to
RELATIONSHIPS
relationships build stronger
AND CREATE
and create relationships
MORE RELEVANT
more relevant and create
LEARNING
learning more relevant
EXPERIENCES.
experiences. learning
InTASC 2k, 9e, 9m
experiences;

        Rubric Score 0.1

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        Rubric Mean 0.02

SUGGESTIONS FOR CONTINUING PROFESSIONAL DEVELOPMENT

Areas of Strength
Davina has a comfortable and supportive relationship with the class.

Areas for Growth

SAVE AND SUBMIT

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TOTAL

Total Score:

0.96

Total Mean:

0.03

GRADE

Total Score:

0.96

Grade:

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