Text Box: STUDENT TEACHING EVALUATION EDUC 410 STUDENT TEACHING 2006 - 2007 COMPLETERS Students: 6 (two placements per student) 11 evaluations analyzed - one evaluation was not available
TEACHING STANDARDS RUBRIC
Quality     Exceeds Expectations     Meets Expectations     Approaching Expectations     Does Not Meet Expectations
      (A)     (B)     (C)     (U)
Content Knowledge: 1. 6/11 reveals a thorough knowledge of 1. 5/11 conveys solid knowledge of content 1. 1/11 conveys content knowledge that is 1.   conveys knowledge of content that is
The extent to which the   content and an ability to prioritize       sometimes incomplete or not up-to-date   frequently inaccurate and out-of-date
teacher demonstrates   important learnings            
knowledge of subject matter  2. 5/11 consistently communicates 2. 5/11 demonstrates effective presentation 2. 1/11 occasionally has difficulty 2. presentation of knowledge is often
and curriculum   knowledge clearly and effectively   skills   communicating knowledge clearly   confusing
  3. 6/11 makes thoughtful consistent 3. 4/11 regularly and independently connects 3. 1/11 can connect standards to curriculum 3. appears to have little understanding of
    connections to New York State   standards to curriculum   with minimal support of cooperating   standards and their connection to
    and National Standards       teacher   curriculum
  4. 6/11 uses a variety of quality  4. 4/11 consistently uses sound resources 4. 1/11 relies heavily on textbooks, 4. relies solely on textbooks
    resources to support the texts   beyond textbooks   occasionally uses outside resources    
  5. 4/11 breaks content down into  5. 5/11 successfully breaks down content 5. 1/11 attempts to break down content into 5. weak analysis of content makes
    understandable concepts while   into understandable concepts   understandable concepts   learning difficult for students
    working to expand higher level            
    thinking            
  6. 7/11 employs relevant questioning 6. 4/11 asks a range of purposeful questions 6. asks questions that are limited in range  6. questions are infrequent and show a
    techniques, is responsive and   and responds thoroughly to student   and thinking skills required, occasional   limited or simplistic understanding of
    encourages students to think   questions   difficulty responding to student   content.  Student questions are not
    critically and independently       questions - responses may be   addressed or show limited
                  incomplete     understanding of content
Notes:
Text Box: XXX developed a very good unit on the Revolutionary War. He also taught several lessons on probability. XXX's presentation skills and questioning techniques have greatly improved. XXX had grown in her content knowledge. Her unit was evidence of that! She used some resources like technology to cover the objectives and to connect standards to curriculum. Her questions were thoughtful and she often asked students to think critically. XXX made sure she knew the content well enough to teach it. Science was not XXX's strength. She read texts and found other sources to boost her understanding. She arrived at the end of our microscope unit when we were examining protists. In this area we team taught.
Text Box: XXX was always very well prepared in what ever area she was teaching. She always used as many resources as she could in order to understand the content to be taught. Presented curriculum in a regimented way, using the text book for majority of instruction. XXX was prepared with "hands-on" activities and resources beyond the text book. It was evident in her presentation and lesson plans that much time was spent learning and becoming comfortable with the subject matter she was teaching. XXX is very knowledgeable and was able to share her knowledge with the sixth grade students effectively. She made clear connections with the NYS Standards. XXX worked diligently to teach the district's ELA curriculum. SSS also was able to access a variety of resources when she needed more specific information for a lesson. XXX consistently showed her knowledge and ability to break down concepts into understandable language and activities, yet keep her higher level students engaged. This is a real strength for XXX. She had good knowledge of content and is able to use a variety of resources to aid in her teaching. She is able to adjust questioning and content levels according to what students are ready for. She helps kids reach ???? through use of her higher level vocabulary.
Quality     Exceeds Expectations     Meets Expectations     Approaching Expectations     Does Not Meet Expectations
      (A)     (B)     (C)     (U)
Preparation: 1. 6/11 consistently makes clear connections 1. 5/11 makes clear connections between 1.   limited focus on connecting  1.   makes no connection between
The extent to which the    between curriculum/district goals   curriculum goals and standards   curriculum/district goals with standards   curriculum/district goals and standards
teacher demonstrates   and standards            
knowledge of pedagogy in  2. 5/11 demonstrates a solid knowledge of 2. 5/11 conveys a knowledge of student 2. 1/11 conveys a shallow knowledge of  2. minimal or no evidence of 
lesson planning   student development through the use   development through the use of   student development through the   knowledge of student development
    of developmentally appropriate   appropriate instructional materials   occasional use of inappropriate    
    instructional material and strategies   and strategies   instruction materials and strategies    
  3. 5/11 lesson/curriculum plans are complete, 3. 4/11 has clear lesson plan with instructional 3. 2/11 develops plans but may be incomplete 3. little evidence that planning has taken
    thoughtful, rich using appropriate,   objectives at appropriate level of    or show a superficial understanding of   place.  Appears to frequently "wing it".
    measurable objectives and thorough   difficulty.  Information needed for    effective lesson design.  Objectives    
    information needed for effective   implementation is complete.    may be unclear.  Minimal attention may    
    implementation.  Engagement   Engagement strategies and   be paid to engagement and     
    strategies and assessment are   assessment are evident   assessment    
    clearly evident            
  4. 7/11 in planning, makes student relevant 4. 4/11 in planning makes connections between 4. planning may focus on the present  4. Lessons appear to be taught in
    connections between past, present   past, present, and future learning   learning with minimal connection to   isolation of past or future learning
      and future learning           past or future learning      
Notes:
Text Box: XXX put a great deal of thought and time in his lessons. He was always prepared and knew the objectives of each lesson. His unit was well written and thought out. XXX's lessons needed a bit of fine tuning. She grew to realize the importance of complete lesson plans in order to effectively deliver instruction. Long range planning of her unit helped me to see past, present and future learning. It was a complete package. XXX's lesson plans read well, but she struggled to convert them into effective lessons. I think she needed to really think/envision her sessions more extensively before teaching/implementing them. XXX understood the importance of an anticipatory set and looked for opportunities for cooperative learning. XXX planned well in advance...and sometimes her good plans had to be shifted. She was most flexible. XXX was very knowledgeable about what she was teaching and how she was going to teach it. Lesson planning (written form) was not done to great detail on daily basis. Unit (science) was complete and detailed. Goals were accomplished, though at times unclear. They did develop over the course of assignment. XXX continuously worked to have her lessons address the district and state curriculum. She built one lesson the the prior lesson and made sure that the new information w was built on prior knowledge. XXX's lessons were always prepared and her materials were ready before her classes started. XXX's lessons are appropriately planned for her varied group. She makes clear connections to NYS Standards. XXX plans effective lessons and makes relevant connections for standards with students. She needs to add more strategies to engage students in the learning.
Text Box: XXX was very well prepared and thorough in her lesson planning. She created plans that built upon prior learning and prepared the students for future learning. XXX often spent extra hours before and after school to prepare for the day. She also planned a thematic unit about worms/nature and very thoughtfully integrated this topic across the curriculum.
Quality     Exceeds Expectations     Meets Expectations     Approaching Expectations     Does Not Meet Expectations
      (A)     (B)     (C)     (U)
Instructional Delivery 1. 7/11 demonstrates an instructional 1. 2/11 demonstrates an instructional delivery 1. 1/11 demonstrates instructional delivery 1.   demonstrates inadequate instructional
The extent to which the teacher   delivery that is characterized by   that fosters student involvement;   that is characterized by limited student   delivery characterized by little or no
teacher demonstrates     active student involvement;   encourages student/teacher   engagement and unclear instructional   student engagement and little or no
knowledge of instructional   positive and frequent student/   interaction; appropriate instructional;   goals   sense of direction
delivery   teacher interaction; meaningful   goals        
    instructional goals            
  2. 6/11 communicates clearly and fully 2. 4/11 communicates effectively 2. 1/11 is occasionally confusing when  2. communicates ineffectively - difficult
            communicating to students   for students to understand
  3. 3/11 utilizes a variety of teaching styles 3. 8/11 utilizes a few teaching styles to address 3. relies on one or two teaching styles 3. relies on one teaching style with little or
    to address multiple learning styles   multiple learning styles or intelligences   with occasional variance to address   no attempt to address multiple learning
    or intelligences       multiple learning styles or intelligences   styles or intelligences
  4. 4/11 uses teaching time effectively -  4. 5/11 is clearly conscious of using time 4. 2/11 attempts to use time effectively but  4. appears unaware of instructional time
    pacing, students on task, transitions,   effectively and works to maintain   struggles to maintain appropriate pace,   management.  Lesson time may be 
    etc.   appropriate place, time on task, etc.   time on task, etc.   often underutilized or overextended
  5. 2/11 closely monitors student 5. 8/11 monitors student understanding 5. student understanding is monitored  5. limited active engagement makes it
    understanding throughout lesson by   regularly during lesson using active   inconsistently.  Lesson plan is seldom   very difficult to monitor student
    using a variety of active engagement   engagement strategies and adjusting   altered as a result of monitoring   understanding.  May disregard learning
    strategies and insightfully adjusts           evidence when teaching lesson
    instruction            
  6. 4/11 relevant, varied technology is 6. 4/11 regular use of technology supports 6. 2/11 technology to support instruction is 6. 1/11 supportive technology is seldom, if ever,
      integrated thoughtfully into instruction     instruction     used occasionally     integrated into instruction
Notes:
Text Box: XXX's instructional delivery got off to a solid start. She planned for different cooperative groupings, her instructional goals were appropriate, and she is very encouraging to the students. Areas that XXX worked on to improve were her pacing, monitoring student understanding, and clearly communicating the objective. She did make profess in those areas through her conscientious effort. XXX has a wonderful ability to reflect about her teaching and her lessons. This has enabled her to rework some of her lessons for appropriate student interaction. She is working on including more active participation and less teacher talk time. XXX utilizes a wide variety of teaching strategies. She has well balanced lessons involving active pieces, cooperative learning, and well planned note taking strategies. She uses group discussions as well as thought provoking written questions which she used to get to the heart of the novel we were reading. During these lessons, she moved throughout the classroom giving positive feedback to the groups and accessing the learning taking place in order to continue the lesson. XXX used the strategy of monitor and adjust continuously to have her lesson be as productive as possible. XXX engages students in her lessons with a variety of manipulatives, techniques, and settings. She involves students whenever possible. At times instructional goals were confusing to the students. Students were observed off task. Kept lessons going, at times, after students left for outside services. Very well done! XXX designed a graphing Excel program for student use. XXX XXX, our tech instructor though BOCES helped with the design.
Text Box: The longer XXX taught, the better she became with increased confidence. XXX seemed to be really enjoying herself with the students. XXX was ready to deliver her lessons. As the writing of her lesson plans became more complete, it was easier to script her for the essential parts in her lesson, for example, active participation, anticipatory set, modeling, guided practice and closure. This area has shown a great deal of growth for XXX. He is constantly reflecting about his instructional delivery which has influenced this growth. Throughout the semester, XXX's growth in the area of instructional delivery was clearly evident. Her choice of questions posed to students were thought provoking and required higher-level thinking. Timing and pacing of lessons improved. She was relaxed and comfortable with whole group instruction and was able to differentiate lessons to meet the needs of all students. XXX clearly and thoroughly delivered instructions and expectations to students.
Quality     Exceeds Expectations     Meets Expectations     Approaching Expectations     Does Not Meet Expectations
      (A)     (B)     (C)     (U)
Classroom  1. 8/11 effectively works to create a 1. 2/11 clearly attempts to create a climate  1. 1/11 attempts to create a positive 1.   pays little or no attention to creating 
Management   climate that promotes responsibility,   that promotes responsibility, fairness,   classroom climate but shows   a positive classroom environment
The extent to which the   fairness, self-respect and respect   self-respect and respect for others   minimal focus and follow-through    
teacher demonstrates   for others            
effective management 2. 8/11 establishes and consistently 2. 2/11 establishes and maintains routines, 2. routines, procedures and standards 2. classroom routines, procedures and
skills   maintains classroom routines,   procedures, and standards of   of behavior are established but    standards or behavior are not
    procedures, and consistent    student behavior   unclear or reinforced inconsistently.   apparent.  Inappropriate behavior is
    standards or student behavior       Inappropriate behavior may be   consistently ignore, classroom may
            regularly ignored   appear chaotic
  3. 8/11 situations involving challenging 3. 3/11 attempts to respectfully address 3. 1/11 attempts to address challenging 3. challenging student behavior is
    student behavior are handled   challenging student behavior.     student behavior show limited    frequent and strategies to address
    confidently and respectfully with a   Consistent growth can be seen    understanding of student needs and   are often ineffective
    range of strategies and frequent   throughout the student teaching   are frequently unsuccessful    
    success   experience        
  4. 6/11 maintains a physical environment 4. 3/11 maintains a physical environment that 4. 1/11 attends to the physical environment. 4. shows little awareness of physical
    that is safe, positive and enhances   is safe, comfortable and conducive   Environment may be safe but does    environment and its impact on
      learning     to learning     little to support student learning     learning
Notes:
Text Box: XXX responded to student behavior in a respectful and proactive manner. As a result, students trusted and respected her. She modeled good manners, kindness, respect and responsibility. We worked hard to establish efficient classroom routines and procedures. XXX is respectful of all of his students and he has earned their respect. XXX's management was very well in place. She dealt with challenging student behavior very effectively. Classroom routines were quickly incorporated into her daily duties. She was always conscious of a safe, and positive environment. XXX was very aware of, and used a variety of management strategies. She worked hard to create a respectful, engaging, kid-friendly classroom community. Rarely did XXX experience challenging student behavior - actually twice. This was handled quickly and effectively. The fact that there were so few instances is a tribute to her classroom management. Right on! Stayed very consistent with all students. A major concern which effected all the other areas of this rubric. It appeared she struggled with this throughout her assignment, which in turn lowered her academic goals. Attempts were made and put into place and at times worked out. Most lessons were spent getting the students to listen and keep together as a group.
Text Box: I have learned some new strategies! I also comment XXX on her constant reflecting "How could I change that part of my lesson?" "What could I do differently?" Classroom management is ongoing and changing with new situations. XXX is calm, comfortable and confident. XXX has a pleasant way of establishing and monitoring an appropriate learning environment. The students have responded to her style with smiles and cooperation. She maintained a respectful atmosphere for all, while she encourages students to ake educational chances with ideas and responses. Being in sixth grade also gave XXX the opportunity to practice some more challenging situations involving management situations. She was not intimidated by the rowdiness of sixth graders and was able to reestablish a quiet environment when the need arose. XXX has worked hard in this area. She has found if difficult to juggle all the elements required ina classroom. She developed a plan to deal positively with student behaviors and remain consistent with her discipline. She has done a nice job accepting the challenge of classroom management. XXX struggled a little with classroom management. This wasn't due to her lack of trying, however. She was very well aware of these difficulties and looked to try a variety of strategies to make improvements. Suggestions that were consistently discussed included, modeling, stating expectations in the positive, and breaking down the lesson into manageable parts. XXX developed a positive and respectful rapport with the students and addressed behavior concerns by thinking about logical consequences.