Visit Date:

04/04/2016
Visit Time:
12:30 PM
Classes Observed:
ElemArt
General Comments:
Observation: For this final observation, a number of positive indicators should be mentioned. After
discussions with the principal, cooperating teacher, and several students, as well as watching her in action
today, it is evident Ithaca has had a very successful student teaching experience. Each individual was
highly complimentary praising her for the concern shown to each of them, her task-oriented and confident
nature, and her calm, pleasant demeanor. None had any major suggestions for improvement, and each
would feel comfortable with having her as a teacher at their school.
The lesson plan for the day contained three clear objectives connected to the three curriculum standards,
material to be used in the lesson, detail in the description of the instructional techniques, and evaluation
strategies.
The lesson was well implemented. Students were engaged from beginning to end with all participating in
each of the multiple activities. As students entered, they were greeted at the door. At the bell all 21 4th
grade students were seated and busy. Hi, 4th grade started class. Ithaca gave each student a sheet of
drawing paper. Listen, today we draw a super hero. This statement started the directions for the days
activities. Students were to draw a super hero vertically, using only 2 mediums and 3 colors, name the
super hero and identify what powers he/she has. These directions were written on the board and then each
covered. She also showed them a model of her super hero on the board. She checked for understanding
before putting them on task! This was excellent direction giving! As students worked, Ithaca moved well
from table-to-table commenting on each students drawing. Positive and supportive attending behaviors
were shown as she interacted with each. Numerous positive comments were heard. Eyes up here! began
the cleanup. To close, she asked each to put his/her name on drawing and to put supplies away. When
finished, they all sit down quietly. This was a well-taught and managed class with a host of procedures
used to provide a smooth instructional period.
Summary: Overall, today, just as in previous visits, Ithaca was enthusiastic and showed a positive concern
for all her students. It was evident in observing the classes that students saw her as their teacher and that a
positive rapport had been developed. She always seemed to be well prepared and knew her material; in
each lesson she actively involved her students various creative activities.. Her teaching was always
organized around clear objectives connected to standards and delivered in a sequential manner; poise and
confidence grew with each visit. Her classroom consistently became more orderly and conducive to
learning. She showed strong improvement in orchestrating the various activities, overlapping and
handling the multiple tasks, and keeping a progressive momentum by providing transitions between
teaching episodes and keeping an effective pace. Though fine, withitness in scanning the classroom and
keeping track of all activities will continue to improve as she gets her own classroom. Today, it seemed
that she was their regular teacher.
Targets: As with any beginning teacher, it is suggested she continue to polish and look for ways to
differentiate instruction so that every student masters the objectives.
Extra Activities: She is to be commended for participating in various school committees with her
cooperating teacher. She also attended the PSU Teacher Job Fair and has been submitting application to
various districts. She is most interested in teaching in Colorado.

Field Evaluation: In examining the elementary cooperating teachers Mid-term Evaluation, it is evident
positive development in occurring on all 55 indicators. A rating of 3 (Effective) and above was recorded
on the evaluation. A majority of the indicators showed consistently effective demonstration with a rating
of 3 (Effective) or higher. There were also numerous (4) Advanced assessments, which indicated a
consistently high-degree of competence. Overall, this was a very positive mid-term evaluation. The
secondary final evaluation was also excellent.
Teaching Styles: Over the past month, it was also evident that Ithaca understands her teaching and
learning styles and has expanded them in an effort to engage all students. During the seminars and in her
classroom, she has been exploring how her styles can effectively be used to influence student
performance.
Myers-Briggs (which sorts temperaments between Extroversion/Introversion, Sensing/Intuition,
Thinking/Feeling, and Judging/Perception) She is identified as INFP.
Gregoric Style Indicator (which measures a dominate thinking style identified as either Concrete
Sequential, Abstract Sequential, Abstract Random, or Concrete Random) She tends to be Abstract
Random.
True Colors (which classifies teacher as Orange, Green, Gold, and Blue) She tested into the classification
of a Blue teacher.
Zenhausern Hemisphericity Profile (which identifies her dominant brain hemisphere Analytic or
Global) She was Global with a significant degree of dominance.
Brain-based Preference Inventories, (which identifies her left/right brain dominance). She finds herself to
be right-brain.
Gardners Multiple Intelligences (verbal/linguistic, logical mathematical, musical/rhythmic, visual/spatial,
body/kinesthetic, interpersonal, and intrapersonal) Her dominant intelligence was Body/Kinesthetic and
Visual/Spatial.
Overall, Ithaca has used several instruments to explore her teaching styles and, thus, can clearly describe
her teaching orientation and instruct using different styles to positively influence her students. In my
opinion, she has made a very successful transition from a student to a teacher and is ready to start her
career.
Post Conference: In the post conference, we talked about suggestions to successfully end the semester. It
was suggested she: collect various materials to help start next year, visit other teachers as she gives
classes back, ask students to evaluate her teaching, thank the cooperating teacher and principal, and make
sure she is on time for the final seminars. The Teacher Work Sample and Professional Portfolio were also
reviewed. To end the semester, she is putting the finishing touches on his Professional Portfolio website
and the Teacher Work Sample. For the portfolio, she is selecting various artifacts to document
professional competence in all six areas of the PSU knowledge base and preparing them for evaluation
using an extensive rubric. The Teacher Work Sample is also be prepared which will include contextual
factors showing the student diversity in the class, objectives based on national and state standards, an
assessment plan designed to analyze student performance using pre and post assessments, a multiple
technique instructional design, and an analysis/reflection of the unit. It, too, will be evaluated using a
detailed rubric. These projects and her student teaching evaluations should yield very sound professional

credentials.
Summative Comments: From a summative perspective, over the past semester, Ithaca has developed a
strong professional knowledge base and competencies in a number of areas. She has a strong personal
philosophy that all her students will learn from her. She has identified and effectively practiced numerous
policies and procedures particular to the school and the classroom. Her management plan effectively
covers specific rules and has a discipline hierarchy of actions she will use to reinforce desired behaviors.
She knows how to professional act with students and is continuing to develop her subject knowledge by
everyday adding stories and illustration. She can construct and effectively use numerous instructional
models and various educational technologies to set a very stimulating creative environment. Overall, her
student teaching experience in art has been a very positive learning experience. Over the past sixteenweek student teaching experience, she has shown very positive development on each of PSUs 55
effective teaching behaviors. This has led to a very strong foundation to begin her first year of teaching.
Without reservation, I know Ithaca will become an excellent teacher.
Reminders: Remember that as the semester comes to an end, you should: 1.) Work with the cooperating
teacher to give back classes at natural breaks in the instruction and, if you have not already done so,
consider developing a student evaluation form to get feedback on your teaching. 2.) As you give back
classes, visit other classrooms and spend time with the special education teacher to explore the various
accommodations/modification that could be used for special need students. 3.)Visit our class CANVAS
site to view and read various materials with which you still are unfamiliar. Make sure you watch the New
Teacher videos to give you ideas for your own classroom. 4.) Before leaving the school on the last student
teaching day, collect any needed references and thank appropriate people. Make sure you sign your
cooperating teachers final evaluation. If you plan to substitute, apply for an emergency substitution
certificate. 5.) Plan to be on time for the Monday, May 2, 9:00 am seminar. The last seminar will be held
in the Bicknell Center of the Performing Arts. Here, we will celebrate your completion of student
teaching and, when we return to our classroom to get your grades, complete licensure papers, and give the
Dean feedback on your years at PSU. In the afternoon, you will visit your academic supervisor.
Note: A number of the NA (No Opportunity to Evaluate) indicators on your evaluation will be
documented and evaluated more fully using information from the Teacher Work Sample and the artifacts
in the Professional Portfolio submitted after this evaluation. The Teacher Work Sample will be used to
primarily assess numbers 1, 2, 3, 4, 6, 17, 18, 26, 31, 32, 33, 34, 36, and 50. These indicators mainly have
to do with planning and assessing a unit that are usually not witnessed on my classroom visits. These
ratings will show up in your final evaluation, and, if you follow the template, should be very positive.
Conference Held:
Conference: A conference was held with the cooperating teacher, Mrs. Horton. An explanation memo,
explaining how to complete the final evaluation on-line, and mailing envelope, to mail a signed copy of
the evaluation back to PSU, was left. A big Thank You for being a cooperating teacher accompanied the
material as well as a small gift. A conference was also held with the student teacher. The previous
visitation report was given to her to put in her portfolio. The activities of the day were reviewed and
future class requirements were discussed. A list of ten suggestions to end the semester was covered. Her
student teaching video can be found at https://animoto.com/play/kAMQhyBdO9N1OcGxw526hQ
A. The Learner and Learning

Ratings

Indicator

Current Standing: 4

COMPETENT Plans and delivers developmentally appropriate instruction

N/A

Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences
test results, and other diagnostic tools) to determine the learning needs and capabilities of individual
students

N/A

Differentiates instruction appropriately for specific needs of learners

COMMEND

Persists in helping all students achieve success

N/A

Brings multiple perspectives to the discussion of content, including attention to learners' personal, fami
and community experiences and cultural norms

COMMEND

Designs instruction to build on learners' prior knowledge and experiences

COMMEND

Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate posi
and negative consequences

COMMEND

Demonstrates positive rapport with a diverse student population

COMPETENT Understands and respects a diverse student/parent population and helps all students learn respect for th
traditions and cultures of others

10 COMMEND

Uses appropriate nonverbal communication

11 COMMEND

Provides a learning environment which includes high time-on-task and active engagement

12 COMMEND

Promotes a classroom environment that is caring and supportive to all students

13 COMMEND

Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner
conducive to student learning and safety

14 COMPETENT Monitors students' behaviors and activities in the classroom at all times
15 COMPETENT Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson
16 COMMEND

Teaches and reinforces classroom expectations, rules, routines and procedures fairly

B. Content

Ratings

Current Standing: 4

Indicator

17 COMMEND

Demonstrates content area knowledge

18 N/A

Keeps abreast of new ideas and understandings in the field

19 COMPETENT Effectively uses multiple representations and explanations that capture key ideas in the discipline, guid
learners through learning progressions and promotes each learner's achievements of content standards
20 COMPETENT Engages students in learning experiences in the discipline(s) that encourage learners to understand,

question and analyze ideas from diverse perspectives using standards of evidence
21 COMMEND

Creates opportunities for students to learn and practice content language

22 COMMEND

Provides a real world context for lesson content

23 COMMEND

Demonstrates pedagogical knowledge relevant to the discipline

C. Instructional Practice
#

Ratings

Current Standing: 3

Indicator

24 N/A

Creates lessons that encourage students to think creatively and critically and to solve problems

25 COMMEND

Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications a
evaluation techniques based on the curriculum

26 N/A

Develops clear long-term instruction plans (e.g. units and/or modules) which include objectives, mater
activities, adaptations/modifications and evaluation techniques based on the curriculum

27 COMMEND

Selects materials and activities consistent with the objectives of the lesson and students' diverse abilitie
resulting in appropriate adaptations and modifications

28 COMPETENT Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state an
local standards)
29 N/A

Uses available educational technologies for effective instruction

30 COMMEND

Provides opportunities for all students to successfully apply or practice knowledge and skills learned

31 N/A

Designs assessments that align with learning objectives

32 N/A

Effectively uses multiple and appropriate types of assessment data to identify each student's learning n
and to develop differentiated learning experiences

33 N/A

Maintains clear and reasonable work standards and due dates

34 N/A

Makes changes in instruction based on feedback from multiple classroom assessment sources

35 COMMEND

Gives constructive and frequent feedback to students on their learning

36 N/A

Balances the use of formative and summative assessment as appropriate to support, verify and docume
learning

37 COMPETENT Accomplishes smooth and orderly transitions between parts of the lesson
38 COMMEND

Communicates clearly to all students the objective and purpose of each lesson

39 COMMEND

Conducts class with poise, confidence and enthusiasm

40 COMMEND

Maximizes instructional learning time by working with students individually as well as in small or who

groups
41 COMMEND

Gives clear directions

42 COMPETENT Provides focus on important points and checks for understanding

43 COMPETENT Uses a variety of effective and appropriate instructional strategies and resources
44 N/A

Encourages participation from all students through effective questioning strategies (e.g., equal distribut
level variation, adequate wait time, probing and clue giving, and appropriate correctives and feedback)

45 COMMEND

Presents lessons in a clear, logical and sequential manner

D. Professional Responsibility
#

Ratings

Current Standing: 4

Indicator

46 COMPETENT Models and teaches safe, legal and ethical use of information and technology
47 COMMEND

Demonstrates maturity and accepts constructive criticism in a positive manner

48 COMMEND

Knows and follows school policies and shares in the general responsibilities and duties associated with
teaching (e.g., attendance, discipline, hall duty)

49 COMMEND

Listens carefully to all students then responds in a professional manner

50 COMMEND

Practices self-evaluation and reflection

51 N/A

Maintains confidentiality at all levels

52 COMMEND

Implements the recommendations from evaluations of professional performance

53 COMMEND

Demonstrates effective interpersonal skills

54 COMMEND

Maintains a consistently positive and professional demeanor

55 COMMEND

Communicates effectively, appropriately and professionally in all forms and to all audiences