Savannah Girmscheid Final Eval

Hope College Education Department
Student Teaching Assessment Tool
The Hope College Education Department is committed to a developmental approach to all field experiences. We believe pre-service
teachers need a wide range of experiences in the classroom in order to develop the knowledge, skills, and attitudes of an effective
decision maker and teacher. Student teaching represents the culminating experience of the professional program. At Level III, the
student teacher has opportunities to plan, implement, and evaluate professional decisions in the school setting. This evaluation form
reflects the demonstration of the knowledge, skills, and attitudes we expect of Hope graduates.
Student Teacher: Placement ID Cooperating Teacher:

Savannh Girmscheid 15862 Amy Denver
School: City, State:
Singapore American School Singapore
Subject Area(s): Grade Level(s):
All 3
Dates of Experience: Start End College Supervisor:
Date 10/3/2016 Date 12/16/2016 Leigh Martin
Description of student teaching setting (i.e. cultural/ethnic diversity, disabled/exceptional populations, community, etc.):
Very internationally diverse
Please the answer below:

Does your classroom represent a racially/ethnically diverse experience? This is defined as 20% or more YES: NO:
racial/ethnic diversity in your personal classroom (not the school).
Does your classroom represent a socio-economically diverse experience? This is defined as 20% or YES: NO:
more low socio-economic diversity (free/reduced lunch) in your personal classroom (not the school).
Does your classroom include students with exceptional needs (disabled and/or gifted classroom YES: NO:
population)? This is defined as students with a disability or gifted students in your classroom.
Please rate the student teacher in each of these areas: Ethical Educator, Skilled Communicator, Engaged Professional, Curriculum
Developer, Effective Instructor, Decision Maker, and Reflective Practitioner. Please use the rating indicators listed below. For each item,
check the box in the cell that corresponds with your rating of the student teacher:
EXCEEDS EXPECTATIONS: If you think that the student teacher exceeded expectations for a particular standard, please write
examples/evidence in the exceeds expectations box.
MEETS EXPECTATIONS: Student teacher met the standard by the end of student teaching, which is considered A work.
DEVELOPING EXPECTATIONS: Student teacher has not met this standard yet, but is still working toward it.
DOES NOT MEET EXPECTATIONS: Student teacher rarely exhibited behavior/disposition/skill and/or responds in an inappropriate manner.
NOT OBSERVABLE: There was no opportunity to observe because of the classroom, school or district.
Aligned with Danielsons A Framework for Teaching, InTASC Standards, and Michigans Code of Ethics 1
Color Coding:
Planning -- Pink
Classroom Environment Blue
Instruction Green
Professional Responsibilities Purple
PROFESSIONAL ABILITY 1:
ETHICAL EDUCATOR (Professional Dispositions)
Exceeds Meets Developing Does Not Meet Not

Expectations Expectations Expectations Expectations Observed
Demonstrates
responsibility and maturity Student teacher embodies Student teacher acts Student teacher is both
professional demeanor, responsibly but at times is disrespectful and immature
adapts to the responsibilities immature
of the schools culture and
maintains appropriate
boundaries with learners
Demonstrates respect
Student teachers Student teachers Student teachers
interactions are considerate interactions are mostly interactions are disrespectful
and courteous conveying an considerate and courteous at times and/or
inherent dignity and worth for but are not always developmentally or culturally
each individual. Interactions appropriate to developmental inappropriate
are appropriate to cultural and cultural norms
norms while appreciating the
world views of others
Displays a positive attitude
when interacting with Student teachers Student teachers Student teachers
students interactions with learners are interactions are for the most interactions with some
friendly and demonstrate part appropriate but may learners is negative,
genuine warmth, caring, and reflect occasional demeaning, sarcastic, or
respect and these are inconsistencies, favoritism, inappropriate to their ages or
appropriate to developmental or disregard for learners cultures
norms cultures
Demonstrates passion for

teaching to all learners Student teacher Student teacher usually Student teacher is not
demonstrates joy as well as demonstrates joy, but at enthused about teaching
inclusiveness. Student times is not inclusive of all and/or fails to be inclusive of
teacher honors and values students all students
individual differences and
supports individual students
strengths (inclusive of
diverse student ethnicity,
race, gender, religion,
disability, and socio-
economic status, sexual
orientation, learning style
and language)
Demonstrates personal
integrity which shows in Student teacher upholds Student teacher generally Student teacher
truth and honesty personal and professional displays personal and demonstrates dishonesty,
integrity (i.e. doing the right professional integrity and behaves in an untrustworthy
thing when no one else is behaves in a trustworthy manner, and/or does not
looking), behaves in a manner, but there are display sound judgment
trustworthy manner, and occasional lapses in his/her
exercises sound judgment. judgment
The student adheres to state
law and Code of Ethics
Demonstrates fairness and

equity Student teacher advocates Student teacher strives to Student teacher
for the practice of equal meet the educational needs demonstrates inequitable
access to educational of all students in a caring practices and does not
opportunities for each nondiscriminatory and advocate for all students
studentthis means that the equitable manner in his/her
student teacher strives to classroom, but does not
meet the educational needs always advocate for them in
of all students in a caring, the larger system
nondiscriminatory and
equitable manner
Demonstrates enthusiasm
for the content Student teacher Student teacher believes that Student teacher lacks
enthusiastically conveys the what is being learned is conviction or passion for the
belief that what is being important, but does not content
taught and learned is always convey this
important
Demonstrates
perseverance Student teacher Student teacher tries to be Student teacher gives up
demonstrates resilience in resilient when the going gets when faced with challenges
the face of stress and tough, but does not always and/or does not know how to
adversity have the tools to cope manage his/her stress
SKILLED COMMUNICATOR

Displays a positive
attitude when interacting Student teachers Student teachers Student teachers
with students interactions with learners are interactions are generally interactions with some
friendly and demonstrate appropriate but may reflect learners at times is negative,
genuine warmth, caring, and occasional inconsistencies, demeaning, sarcastic, or
respect and favoritism, or disregard for inappropriate to their ages or
appropriate to learners cultures cultures
developmental and cultural
norms
Communicates high
expectations for students Student teacher has high Student teacher may have Student teachers
learning and appropriate high expectations for communication conveys that
expectations for learners in students in terms of learning, he/she does not really
terms of learning, participation, effort, believe that students will be
participation, effort, persistence and quality successful in terms of their
persistence and quality work work, but does not learning, participation, effort,
and s/he communicate this to all persistence and quality of
communicates these to students or give examples work
students with examples
Communicates clear
expectations for conduct Student teacher has Student teacher has clear Student teacher does not
established standards of expectations for student know or communicate
conduct which are made behavior but is not always expectations for behavior
clear to all learners both in clear when communicating
writing and orally with students
Establishes and
communicates procedures Student teacher establishes Student teacher is Student teacher does not
and regularly communicates inconsistent with communicate or reinforce
procedures for transitions communication and procedures
and routines. Student reinforcement of established
teacher practices procedures
procedures with students
Gives clear directions
Student teachers directions Student teachers directions Student teachers directions
are clear to learners and and procedures are and procedures are
contain an appropriate level excessively detailed or need confusing to learners
of detail to be clarified after initial
learner confusion
Explains content
accurately Student teachers Student teachers Student teachers
explanation of content is explanation of content is explanations are confusing
consistently accurate and accurate but at times and often contribute to
effectively answers students answers to students students lack of
questions questions lack clarity understanding.
Speaks articulately and

with expression Student teachers spoken Student teachers spoken Student teachers spoken
language is correct and language is audible, and language is inaudible and
expressive, with well-chosen reads with some expression. may contain many
vocabulary that enriches the It is used correctly. grammatical and syntax
lesson and is appropriate to Vocabulary is correct but errors. Vocabulary may be
learners ages and interests limited or is not appropriate inappropriate or used
to learners ages or incorrectly leaving learners
backgrounds confused
Communicates with
families in a professional Student teacher provides Student teacher provides
Student teacher makes
manner frequent and appropriate little information about the
sporadic attempts to
information to families about instructional program to
communicate with families
the instructional program, families; the teachers
about the instructional
conveys information about communication about
program and about the
individual student progress students progress is
progress of their student but
and invites them to minimal
does not attempt to engage
participate in the
families in the instructional
instructional program
program
Writes at a professional
level Student teachers written Student teacher uses written
Student teachers written
language is grammatically language that is full of errors
language is grammatically
correct and appropriate in and/or is inappropriate for
correct, but is not always
vocabulary and style for the the audience
appropriate for the audience
audience
Communicates in a
culturally appropriate way Student teachers Student teachers Student teachers
communications are communications can be communications are
appropriate to families inappropriate and/or culturally inappropriate
cultural norms insensitive to families
cultural norms at times
ENGAGED PROFESSIONAL

Uses data from school-
wide and classroom Student teacher collaborates Student teacher uses some Student teacher disregards
assessments to plan with colleagues to analyze forms of data to inform both formal and informal
instruction school-wide data and uses planning, but misses forms of data when planning
classroom data to plan opportunities to capitalize on
instruction the information provided by
more informal classroom
data
Participates in school and
district activities Student teacher voluntarily Student teacher participates Student teacher participates
Savannah attended
participates in some in some school/district in school and district
many events related to
school/district activities, activities when specifically activities reluctantly or not at
her students both in and including parent/teacher asked all
out of school conferences
Complies with
district/school policies Student teacher seeks to Student teacher is not Student disregards or
understand building and proactive in learning about misapplies building and/or
district policies and district policies, and as a result, district policies
consistently adheres to them sometimes fails to adhere to
them
Maintains accurate
records Student teacher maintains Student teacher maintains Student teacher has not
Timely and with accurate and consistent accurate and consistent developed a record-keeping
excellent attention to records of completed records in some areas, but system of any kind
detail. assignments, student not all
progress in learning and
non-instructional records
Respects confidentiality of
the classroom Student teacher Student teacher attempts to Student teacher repeatedly
appropriately identifies maintain confidentiality, but is reveals confidential
confidential information and not always certain which information
maintains confidentiality information needs to remain
confidential
Establishes and maintains
professional relationships Student teacher has Student teacher establishes Student teachers
with colleagues amicable, collaborative but has trouble maintaining relationships with colleagues
relationships with colleagues relationships with colleagues are characterized by
negativity

Seeks involvement in a
Student teacher seeks out Student teacher participates Student teacher reluctantly
culture of professional
opportunities for professional in professional activities participates with colleagues
inquiry
development and actively when asked in professional activities or
engages in professional does not participate at all
activities with colleagues
CURRICULUM DEVELOPER

Demonstrates knowledge
of the subject area Student teacher displays Student teacher displays Student teacher displays
solid content knowledge and solid content knowledge, but errors or gaps in content
can anticipates student cannot anticipate student knowledge and cannot
misconceptions misconceptions anticipate student
misconceptions
Demonstrates knowledge
of curriculum Student teacher Student teacher can identify Student teachers plans lack
demonstrates, in lesson standards, but does not plan sequence or base teaching
plans and units, knowledge instruction that is on standards
of curriculum and how appropriately sequenced or
content is sequenced and that meets the standards
aligned to broader
standards, like the Common
Core and state standards
Develops clear,
measurable objectives Student teacher develops Student teachers learning Student teachers objectives
clear, measurable learning objectives indicate what are not clear and
objectives that describe what students will know or be able measurable and it is unclear
students will know and be to do, but are not always what students are supposed
able to do measurable to know and be able to do
Plans clearly structured
lessons Student teachers lesson or Student teachers lesson or Student teachers lesson or
unit structure is coherent. unit has a recognizable unit has no clearly defined
The objective is tied to structure, although there is a structure. The objective is
instruction and assessment lack of consistency between not tied to instruction and
the objective, the instruction assessment
and assessment
Integrates content across
disciplines Student teacher makes Student teacher can see Student teacher keeps the
thoughtful and relevant connections across discipline distinct and separate
connections between disciplines, but does not in lessons and loses
different content areas when know how to incorporate opportunities to make
planning them into lesson plans connections
Designs meaningful
learning experiences Student teacher engages Student teacher recognizes Student teacher designs
Lessons are students in learning and values learning learning experiences that
consistently engaging experiences that include experiences that require only include lower-level
and creative intellectually demanding higher-level thinking, but thinking
learning tasks that require does not know how to plan
higher-order thinking and and/or implement them
allow for multiple
approaches
Plans differentiated
instruction based on Student teacher plans Student teacher Student teacher disregards
individual student instruction that takes into account demonstrates understanding the different needs of
individual learners' strengths,
differences interests, and needs and calibrates
of the different needs in the students when planning
learning experiences, using an classroom, but does not instruction
appropriate balance of support and utilize this information when
challenge, to move learners toward planning
their next levels of development
EFFECTIVE INSTRUCTOR

Assesses student learning
Student teacher plans and Student teacher Student teacher s lessons
implements various types of summatively assesses do not include ways to
assessments (pre-, students, but misses assess students
formative and summative) to opportunities to assess
determine student learning learning before or
throughout the lesson
Maximizes instructional
time Student teacher maximizes Student teacher attempts to Student teacher loses
instructional time by using all make good use of considerable instructional
possible opportunities to instructional time, but misses time
teach, including efficient some instructional
transitions opportunities
Engages students in
subject matter Student teacher intentionally Student teacher Student teacher plans
engages students in the understands the need to lessons without thinking
content by providing engage students in the about ways to engage
meaningful experiences that content, but does not always students in the content
help them make connections create meaningful learning
with ideas experiences
Creates a safe learning
environment Student teacher creates a Student teacher creates a Student teacher creates an
safe environment where generally safe environment, environment where students
mistakes are seen as but students sometimes feel do not feel safe to take risks
opportunities to learn and all criticized or silenced or make mistakes
ideas are respected
Facilitates classroom
discussions Student teacher facilitates Student teacher facilitates Student teacher plans
varied discussions that discussions that are mainly lessons that do not include
help students articulate and recitation and do not help discussions
clarify their thinking students articulate and
clarify their thinking
Encourages students to
explain their thinking Student teacher asks Student teacher asks Student teacher asks few
questions to probe students students to explain their questions and does not
understanding and that thinking, but does not probe attend to student thinking
encourage students to them to provide evidence to
explain their thinking and support their ideas
provide evidence to support
their ideas
Encourages positive
student student Student teacher intentionally Student teacher gives Student teacher facilitates
interactions teaches students how to opportunities for students to discussions that include
interact with and learn from talk with one another, but teacher-student interactions,
one another during some does not teach them how to but not student-student
discussions actively listen or interact with interactions
one anothers ideas
Monitors student learning
Student teacher formatively Student teacher checks for Student teacher teaches
assesses students by understanding during lessons without checking for
checking for understanding, lessons but does not record student understanding
recording the information and/or use the information to
and using responses to inform teaching
inform future planning,
instruction and assessment
Implements suitable
pacing Student teacher implements Student teachers pacing is Student teacher makes
suitable pacing that provides at times dragged out or inappropriate pacing choices
time for intellectual rushed, which limits time for during lessons which results
engagement with the intellectual engagement, in little time for intellectual
content, closure and student closure and student engagement or closure
reflection reflection
Provides specific and
timely feedback Student teacher provides Student teacher provides Student teacher rarely
specific and timely feedback feedback, but it is not always provides feedback
and allows students to revise timely or specific enough to
their work (except when a help students
summative assessment)
DECISION MAKER

Chooses appropriate
materials Student teacher chooses Student teacher is learning Student teacher has trouble
appropriately challenging to evaluate materials, but at evaluating resources and
materials that align with times chooses materials that often chooses inappropriate
objectives and engage are not challenging, aligned materials
students in content with objectives or do not
connect students with the
content
Creates a safe physical
environment Student teacher creates a Student teacher does not Student teacher creates a
classroom environment always recognize or adjust classroom environment
where students feel unsafe elements in the where some students feel
physically safe environment threatened
Addresses student
behavior Student teacher consistently Student teacher positively Student teacher is
and positively reinforces reinforces appropriate inconsistent and fails to
appropriate behavior and behavior and addresses positively reinforce
addresses inappropriate inappropriate conduct, but is appropriate or address
conduct not always consistent inappropriate behavior
Capitalizes on teachable
moments Student teacher seizes Student teacher recognizes Student teacher ignores or
opportunities to enhance questions, brushes aside questions,
learning, by building on misunderstandings, student misunderstandings, student
questions, interest and spontaneous interest and spontaneous
misunderstandings, student events, but does not seize events
interest and spontaneous the teachable moment
events that arise during
lessons
Demonstrates
responsiveness to Student teacher Student teacher recognizes Student teacher continues
students demonstrates flexibility when a lesson is faltering, with lessons even when it is
during lessons when it but is unsure how to alter the clear that students do not
becomes evident that lesson on the spot understand the content
students need further
explanation or a different
approach
REFLECTIVE PRACTITIONER

Identifies and uses
research-based best practices Student teachers Student teacher displays research- Student teacher displays
pedagogical practices reflect based basic knowledge of best little understanding or
research-based best teaching methods within the awareness of research-based
teaching methods within the discipline, but does not use best practices
discipline them in his/her teaching
Applies knowledge of
human growth, Student teacher applies Student teacher can articulate Student teacher plans
development and learning knowledge of learning learning theories and lessons that are
theories theories and the developmental characteristic of developmental developmentally inappropriate
characteristics of developmental levels but does not use this
levels in lesson planning and information in planning and
instruction instruction
Utilizes technology to
enhance instruction Student teacher designs Student teacher utilizes Student teacher plans
lessons utilizing technology technology, but not always in lessons that rarely include
to meet instructional goals ways that enhance the technology (even though it is
and engage students lesson available)
Uses technology to
communicate with Student teacher uses a Student teacher uses Student teacher refuses to or
students and families variety of information minimal information does not have the necessary
technology resources to technology to gather and skills to utilize technology to
enhance communication communicate information gather and communicate
with students and families information
Helps students access and

use technology Student teacher provides Student teacher provides Student teacher plans
students with opportunities students with opportunities to lessons that do not give
to use technology and helps use technology but does not students opportunities to use
them learn how to use it explicitly help them learn how technology
to use it
Engages in meaningful
reflection of lessons Student teacher makes Student teacher reflects on Student teacher is unable to
thoughtful and evidence- lessons, but does not provide say whether a lesson was
based assessment of a specific examples to effective or achieved its
lessons effectiveness and substantiate their analysis goals, or profoundly
the extent to which it misjudges the success of a
achieved its goals, citing lesson partially due to a lack
specific examples from the of evidence
lesson and weighing the
relative strengths of each
Develops professional
evidence-based goals Student teacher works with Student teacher sets goals Student teacher ignores
collaboratively mentor teachers with mentors but does not feedback and fails to set
(cooperating teacher and takes into account all professional goals
college supervisor) to set sources of data (i.e.
goals based on various feedback from
sources of data (i.e. mentors/administrators,
feedback from student assessments and
mentors/administrators, work samples, etc.)
student assessments, work
samples, etc.)
Utilizes feedback to inform
teaching Student teacher seeks and Student teacher seeks out Student teacher does not
utilizes feedback from feedback from cooperating appear to value or ask for
cooperating teacher, college teacher, college supervisor, feedback and teaching does
supervisor, and students to and students, but does not not change as a result
inform planning and use it to inform planning and
teaching teaching
FINAL STUDENT TEACHING SUMMARY EVALUATION
Student Teacher: Cooperating Teacher:
Savannh Girmscheid Amy Denver
School Name: City, State & Zip Code:
Singapore American School Singapore
Subject Area(s): Grade Level(s):
All 3
Dates of Start End College Supervisor:
Experience: Date 10/3/2016 Date 12/16/2016 Leigh Martin
COOPERATING TEACHERS SUMMARY COMMENTS: (comments can be made below or on school letterhead)
During Savannah's time at Singapore American School, she proved to be a diligent and conscientious teacher who engages
students in exciting lessons that are well aligned to the curriculum. Savannah keeps a calm demeanor and treats all students with
great respect. In the times that I observed her, both formally and informally, she proved to be well planned with lessons requiring
higher order thinking, proactive in anticipating student questions and management concerns, and balanced a variety of
differentiated activities in the room on a regular basis. In my various observations, I saw her team teaching with perfection and
solo teaching with great impact. Savannah will certainly an asset to any school that chooses to hire her!
__________________________________________________ _____________________________________________________
Cooperating Teacher Signature / Date Student Teacher Signature / Date
(In accordance with the Family Educational Rights and Privacy Act of 1974, this form is considered to be part of an open file and hence is accessible to the student. The students
signature indicates that this evaluation was read. It does not necessarily imply agreement. A separate statement may be attached.) (7/23/16)

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Savannah Girmscheid Final Eval

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Hope College Education Department

Student Teaching Assessment Tool

Student Teacher: Placement ID Cooperating Teacher:

Please the answer below:

Exceeds Meets Developing Does Not Meet Not

Demonstrates passion for

Demonstrates fairness and

Exceeds Meets Developing Does Not Meet Not

Speaks articulately and

Exceeds Meets Developing Does Not Meet Not

Exceeds Meets Developing Does Not Meet Not

Exceeds Meets Developing Does Not Meet Not

Exceeds Meets Developing Does Not Meet Not

Exceeds Meets Developing Does Not Meet Not

Helps students access and

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