STUDENT TEACHING SUMMATIVE REPORT - USA

www.educatorsabroad.org
Montgomery, Texas USA; Redhill, Surrey England

Name of Teacher Candidate Nicole Swenson

Subject/Grade Level Fourth Grade

Check the boxes that most accurately describe the above candidate in relation to the Standards of Effective Practice for beginning teachers that are
described on the back of this form. In the space provided, comment on the qualifications of this candidate as a prospective teacher. This form will
become part of the candidates permanent file.

Unsatisfactory Basic Proficient Distinguished
(does not meet (meets standard (meets and (consistently
standard) at minimum level) sometimes exceeds the
exceeds standard) standard)
Subject Matter
X
Student Learning
X
Diverse Learners
X
Instructional Strategies
X
Learning Environment/Classroom Management
X
Communication
X
Planning Instruction
X
Assessment
X
Reflection & Professional Development
X
Collaboration, Ethics, & Relationships
X

Comments:
Nicole Swenson knows her subject matter well. She is able to break it
down into very manageable parts for her students so that they are able to
perform their tasks with a great deal of confidence that they are doing what is
required of them.

She moves from one activity to another seamlessly. Since the students are
successful in her class, they do not find it necessary to act out. It is easy to see
that she has great rapport with them and that they love her.

Nicole has a very collaborative style. Her Cooperating Teacher said that
from Day One Nicole was easy to work with and was open to suggestions. I
highly recommend her.





Name Barbara Truitt-Petersen Professional Title Student Teacher Supervisor
Host School John F. Kennedy in Queretaro, Mexico
Address 15573 Cherry Path Date October 14, 2014 ______________________
City Rosemount, MN 55068 Country USA Telephone 612-868-7139 _







STUDENT TEACHING ASSESSMENT CRITERIA - USA
Interstate New Teacher Assessment and Support Consortium (INTASC)
The knowledge, dispositions, and performances deemed essential for all teachers regardless of the subject or grade level being taught

The levels of achievement (Unsatisfactory, Basic, Proficient, or Distinguished) and written comments that form this
recommendation are based on an assessment of the individuals performance in relation to the following ten INTASC
principles and the related knowledge, disposition, and performance standards for each principle. The complete list of
INTASC standards is available in program print materials and www site: www.educatorsabroad.org.

1. Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and can create learning experiences that make these aspects of subject matter meaningful for
students.

2. Student Learning
The teacher understands how children and youth learn and develop, and can provide learning opportunities
that support their intellectual, social, and personal development.

3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.

4. Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.

5. Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning and self-motivation.

6. Communication
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.

7. Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.

8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the
continuous intellectual, social, and physical development of the learner.

9. Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions
on others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.

10. Collaboration, Ethics, and Relationships
The teacher communicates and interacts with parents/guardians, families, school colleagues, and the
community to support students learning and well-being.