Kutztown University of Pennsylvania, Clinical Experience Evaluation Form Final Lesson Observation General Assessment In-Progress Evaluation Teacher Candidate Marissa Weidner___ Cooperating Teacher & School _Christine Stauffer __ Schoo District Reading KU supervisor___or. “a Evaluators signature__/ I Check one: Supervisor CX Cooperating Teach] Ratings-3 Exemplary (Consistently & Thoroughly) {2 Superior (Usually & Extensively) 1. Satisfactory (Sometimes & Adequately) ‘OUnsatisactory (Rarely or never/Inappropriately or superficiaty) ' Used for evidence calected before ond after the lesson Lesson Plan ‘Observation E. Use of resouroes, materials orth technology avalable trough te school or ‘Cooperating teacher district evaluation eB G. Assessments of student learning aligned to the instructional goals and adapted ‘or individual student needs Marissa was well prepared for each observation. The working binder, documents, and reflections were complete and ready for review during each observation. Marissa worked well with the cooperating teacher, paraprofessionals, and ther school personnel. Although many of the lessons Marissa taught were routine, it was evident that Marissa understood differentiation as each observed lesson contained multiple accommodations for the students. Marissa demonstrated scaffolding of concepts through multiple lessons as was evidenced by the comments from the cooperating teacher. Marissa took constructive criticism and put it to use in subsequent lessons. sory Blas sament ot ‘Used for evidence collected during the lesson “A. Expectations for student achievement with value placed on the quality of 3 ‘Seaffolded learning student work G. Ability to establish and maintain rapport with students 3 ‘Observation, Cooperating teacher comments ‘Comments: Marissa set high expectations for all students and was able to adjust assignments and activities based on the individual learning needs and abilities of the students. Marissa was able to build rapport with the students and other adults in the classroom and schoo! building. The classroom routines were evident and transitions were completed quickly. Marissa used questioning techniques effectively and provided a venue for students to participate. Marissa established reflective teaching practices to use in subsequent lessons.