Drake University School of Education Student Teaching Final Evaluation

Student Teacher: Mentor Teacher: University Supervisor:

Drake University SOE Expectations (based on InTASC Standards):

1. Learner Development: The student teacher understands how learners grow and develop, and can implement learning experiences that reflect a robust understanding of students' cognitive, linguistic, social, emotional, and physical development. 2. Learning Differences: The student teacher uses understanding of individual and cultural differences to ensure inclusive learning environments that enable each learner to meet high standards. 3. Learning Environment: The student teacher works with others to create learning environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 4. Content Knowledge: The student teacher 1) understands the central concepts, tools of inquiry, and structures of the discipline(s) being taught and 2) creates learning experiences that make the content accessible and meaningful.
Last Update: 07/2011

Unsatisfactory
(Beginning teacher competency is not being met)

Developing
(Beginning teacher competency is being met some of the time.)

Proficient
(Beginning teacher competency is consistently being met.)

Advanced Expertise (check)

Comments:

Lessons and expectations need to be more developmentally appropriate and need to address each domain.

Implements lessons that are developmentally appropriate and addresses student needs in each domain some of the time.

Consistently implements lessons that are developmentally appropriate and consistently addresses student needs in each domain.

Erin is consistent hi developing lessons at the elementary level especially with the 3-5* grades.

Lessons and instruction need to demonstrate an adequate understanding of students' learning differences and/or lessons need to be modified to address these learning differences. Limited understanding and implementation of motivational and/or classroom management strategies are demonstrated.

Implements lessons Consistently implements demonstrating an lessons demonstrating an understanding of understanding of students' students' diverse diverse, learning strengths and learning strengths and needs, and provides needs, and modifies some modifications that meet lessons accordingly. individual learning differences. Demonstrates a wellDemonstrates an developed understanding and understanding of motivational and consistent implementation of classroom management motivational and classroom strategies that promote a management strategies that promote a positive learning positive learning environment. environment. Implementation may be inconsistent Content knowledge is Content knowledge is Content knowledge is well not adequate for teaching adequate; however, developed and lessons are and/or improvements are consistency with consistently implemented needed to make lesson implementing accessible that capture key ideas, utilize content accessible and and/or meaningful meaningful curriculum meaningful. lessons is needed. materials, and promote students' understanding of content

Erin is very knowledgeable in Gifted and Talented instruction. Skill modification for individual students is a strength. Erin is exceptional instructing students one on one and in small groups. She is inconsistent with whole group classroom management techniques. The central concept and content of Erin's lessons are fun and meaningful for the students.

Drake University School of Education, 2011