EVALUATION OF STUDENT TEACHER

Candidate Name: Lauren Checker

Date: 3/7/16
Assessor Name: Scott Lawrence
Role: Supervisor
Evaluation Period:Second Quarter (Weeks 6-9)
School Name: Robinwood
Grade: 4
Subject: Mathematics
Please cite evidence of the candidates performance for the descriptors in each section of the evaluation. Note areas for improvement. Judge the
candidates performance at the end of each section as well as at the end of the evaluation form. Cooperating teachers and student teacher candidates
will be reflecting on approximately 4.5 weeks of classroom experience. Supervising faculty will render judgment after each supervisory observation
for a minimum of four evaluations over 18 weeks of student teaching; feedback may address seminar performance. By the end of each field
placement, candidates must perform at the proficient level overall. Proficient completion of student teaching is required for recommendation for
licensure.
Each teaching component has four levels of performance: inadequate, emerging, proficient, and distinctive.
Inadequate
The candidate does not yet appear
to understand the concepts
underlying the component. She/he
still needs to work on the
fundamental practices associated
with this component.

Emerging
The candidate seems to understand
the concepts underlying the
component, but the implementation
is sporadic, intermittent or not
entirely successful. Additional
experience will enable this student
teacher to become proficient in this
area.

Proficient
The candidate clearly understands
the concepts underlying the
component and implements it well
with minimal to no support from
the cooperating teacher.

Distinctive
The candidate implements the
component at an independent level;
his/her students are motivated,
engaged, and learning at a high
level.

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Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 2, 3, 4, 7, 8, 10 - DISP: Respect, Responsibility)

Plans show candidates comprehensive understanding of the identified content.
Standards/objectives, learning tasks and assessments are clearly aligned to a big idea, essential question, or standard.
Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 1, 2, 3, 5 DISP: Respect, Responsibility, Reflection)
Plans provide opportunities for students to make connections with prior knowledge, and scaffolds new content.
Demonstrates respect for all constituencies supporting schools-- students, parents, colleagues, administrators, and business/community
Learning tasks and assessments represent differing depths of understanding.
partners.
Uses
academic
language
to provide
clear connections
between content concepts and disciplinary reasoning.
Creates
a safe and
welcoming
environment
for students.
Learning
tasks and materials
draw
upon students
academic,
social-emotional
development,
cultural/
lived
experiences,and
including
Builds a classroom
community
of learners
where students
connect
with one another
and are and
supported
both
independently
strengths,
as well as individual interests, to help students reach the learning objectives.
collaboratively.
Planned
consists
of strategically
selected
or modified
tasks/
materials
and/oforlearning.
scaffolding of instruction that are closely tied to
Builds a support
classroom
community
that supports
diverse
perspectives
and
ownership
specific learning objectives and designed to engage students.
Communicates clear classroom procedures and proactive behavioral expectations.
Planned assessments are aligned to clearly defined benchmarks or criteria for student performance, and are adapted/ modified so that all
Uses proactive classroom management strategies.
students provide evidence of what they know and are able to do.
Inadequate
Emerging
Proficient +
Distinctive
Inadequate
Emerging
Proficient /
Distinctive
COMMENTS: Given the time of day, having a substitute teacher and doing a fire drill prior to your lesson, you did a very fine job of maintaining a
COMMENTS: A very thoughtfully planned and prepared lesson! Your learning tasks and assessments were clearly aligned to a central focus about area and

learning environment that kept students focused on learning! You have a positive rapport with your students and a calm and reassuring presence in the
the use of unit squares as a problem-solving strategy. You did a noteworthy job of including connections to students prior knowledge in your instructional
classroom. You provided students with a classroom environment that was inviting, promoted student collaboration and interaction and supported the sharing
procedures. Your resources and learning experiences actively engaged students (video, turn and talks, use of the Smart Board technology, partner sharing,
of diverse strategies and ideas. Students willingly shared ideas during discussion. You used various proactive strategies to address student behavior and to
geo-boards), sequentially built upon one another and differentiated for diverse student needs (especially in regards to enrichment and extension). Your
make effective transitions between activities such as mental math warm up, counting, videos, nonverbal cues and positive praise. You also communicated
planned assessments provided clear evidence of learning (Group problem-solving and geo-board activity). Make sure your objective statements are explicitly
directions clearly. Behavior expectations were shared prior to beginning partner work. As we discussed, make sure outcomes and time are also addressed.
stated in student learning terms.

Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS: 1,2, 3,4,5, 6,7,10 DISP: Respect,
Responsibility, Communication)
Uses a hook to capture the learners attention.
Focuses the students on the learning objectives.
Facilitates real-life connections.
Relates new learning to previous learning.
Uses a variety of strategies to actively engage ALL students in meaningful content.
Models, promotes, and reinforces the use of academic language.
Provides clear directions and checks for clarity.
Provides accurate information.
Modifies instruction to support student understanding.
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 Uses time efficiently.

Demonstrates enthusiasm for learning.
Varies the levels of questioning to support and challenge the learner.
Encourages critical and creative thinking skills.
Addresses the diverse needs and abilities of students.
Uses informal assessment to monitor student understanding.
Provides and utilizes meaningful materials (including technology) that enhance the learning.
Inadequate
Emerging
Proficient /
Distinctive
COMMENTS: A great hook at the beginning of the lesson (video on differences between perimeter and area)! It had the students singing and clapping! As
we discussed, you missed an opportunity to use this video to develop key academic language. You then made some adjustments to your plans that made
sense given the lost time and abilities of your students. You made real life connections to using area from student experiences (tiles in a bathroom) and
applied them to problems in the math journal. Smart board technology was used to visually represent problems and to invite student participation. Turn and
talks were used to actively involve students in discussion about key concepts like counting half squares. Fewer whole group examples were done so students
could transition to the geo-board activity and work in partner groups. Separate directions were given to the enrichment group to challenge their abilities. As
you discovered, perhaps these challenges could have been given to the whole group. They seemed ready for them. Good awareness to stop partner work to
clarify group expectations! You made efficient use of the time you had available and used varied levels of questioning to support student thinking. There was
some time for sharing at the end of the lesson but you could have used more. As we discussed, you need to reflect on your adjustments in relation to your
learning goal and decide what modifications may be needed for future lessons regarding area. How will you organize partner work for those lessons? Will
you be collecting the geo-board sheets for analysis?

Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 2,8,9,10 DISP: Reflection, Communication)

Integrates peer and self-assessment strategies to reinforce and focus on the process of learning
Incorporates academic language relevant to the standards and learning objectives
Provides oral or written feedback during and/or after the lesson that:
o is timely, clear, specific and accurate
o helps the student understand what s/he did well
o and provides guidance for improvement
Uses assessment related to the standards and learning objectives to:
o identify and address individual needs
o identify and address needs of the group
Uses assessment to explain changes to teaching practices citing:
o examples of successful and unsuccessful teaching practices
o evidence of student learning
o knowledge of students prior learning and experiences
Maintains accurate records and communicates performance to students and adults.
Inadequate
Emerging
Proficient +
Distinctive
COMMENTS: You had varied informal and formal ways to assess student performance (Oral responses during discussion, Smart Board
activities, checklist data (although as you noted, this was difficult to do while needing to monitor the whole group), geo-board sheets. You had
criteria to guide your observations. Would it help students to know that criteria as well? You provided timely and specific oral feedback on what
was done well and what needed improvement. The feedback could also be useful for planning future instruction! You are very reflective about
your teaching and use the feedback of others to improve your own instructional abilities.
Professional Responsibilities (AEA: Communication/Integrative Interaction WTS: 7,9,10 DISP: Collaboration, Responsibility,
Communication)
Acts as an advocate for students, families, colleagues and community; honors confidentiality
Actively participates in seminar, faculty meetings, parent-teacher conferences, training sessions and other appropriate school events
Meets deadlines for all professional responsibilities; demonstrates punctuality and accountability
Acts as an ambassador for the program and college in all interactions with school-related audiences; Projects professionalism in dress
and appearance
Establishes professional and productive relationships with students, supervisor, cooperating teacher, caregivers, staff and peers
Uses professional literature to improve instruction; engages in professional discourse and collegial discussions about education
Inadequate
Emerging
Proficient
Distinctive
COMMENTS: You have done an outstanding job of meeting all your teaching responsibilities in a highly professional and quality manner! You
also have established excellent relationships with your students and other adults at school site! You are an active participant in all school-related
Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.

events, meetings, etc. and have been an ambassador for our program here at Alverno. You are a learner who constantly seeks ways to improve
professionally for the benefit of your students. Your contributions at seminar are valued and appreciated! You have the dispositions of an
effective teacher!
Final Remarks: A quality lesson, Lauren! It had a clear learning focus, engaging resources and learning tasks and sequential instructional
procedures! You know your students and use that knowledge to advantage in planning your lessons. You inclusion of differentiated learning
experiences was especially noteworthy! You created a positive, collaborative and productive learning environment. You had varied ways to assess
student performance. You are very reflective practitioner! See my comments above for instructional improvements to consider for your growth and
development. You demonstrate many skills of an effective classroom teacher already!
OVERALL PERFORMANCE:

Inadequate

Emerging

Proficient /

Distinctive

This evaluation has been shared with the cooperating teacher in a triadic conference:

YES

NO (Cooperating teacher was absent)

Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.

 Copyright 2012. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions. Reproduction in part or
whole by any method is prohibited by law.