4/17/17 Pittsburg State University

Chemistry College of Education Field Experience Evaluation

1:50 2:40 Final Observation

Teacher Candidate: Neil McLeod Semester: SP 17

University Supervisor: Petz School: SM East HS

Directions: During the professional semester, the cooperating teacher(s), student teacher, and university
supervisor should frequently review the teacher candidates skills, dispositions and behaviors. A formal
evaluation should be done three times during the semester. The initial evaluation should be completed after
approximately four weeks and the mid evaluation following approximately eight weeks. At the end of the
sixteen-week experience a summative evaluation should occur and will be the final evaluation. Because of
situational differences, the semester may end with certain individual indicators not addressed during the
student teaching experience.

Rating Scale:
N/A No opportunity provided for performance, not witnessed
1 Novice - Candidate shows awareness and beginning skills
2 Developing - Candidate skills and awareness levels are developing
3 Effective - Candidate consistently demonstrates competence with minimal assistance or prompting
4 Advanced Candidate consistently demonstrates a high degree of competence functioning
independently

NOTE: As candidates progress from their early field experiences through student teaching, it is expected that their
teaching performance will become more sophisticated and refined. In most cases, a rating of 1 or 2 is indicative of
satisfactory progress in early field experiences; a rating of 2 or 3 is indicative of satisfactory progress in later field
experiences; and a rating of 3 is indicative of satisfactory progress in student teaching. Most candidates will not receive
ratings of 4. Ratings of 1 or 4 must be accompanied by comments explaining why the student received these ratings.
However, comments may be entered for any level of performance and are helpful to our candidates.

General Comments: Neil is completing his professional semester in a highly successful manner. His lessons
are well planned and confidently delivered, his enthusiastic delivery instills a desire to learn within his students.
They relate well to him and respond to his instruction with active engagement. His classroom environment is
orderly creating a positive learning environment. His future as a chemistry teacher appears bright.

Conference Held: Neil started the lesson with a review of a recent quiz reinforcing prior learning. The lesson
continued with a power point presentation on equilibrium and Le Chateliers principle. Incorporated a review
of the concept followed by excellent use of modeling exemplars to demonstrate the procedures involved.
Students remained engaged during the entire lesson with appropriate re-direction applied when needed.
Recommend incorporating closure into the lesson. Also, observe in other classrooms during the remainder of
the semester as time allows to view other teaching styles and strategies.
The Learner and Learning
Professional educators must understand that learning and development patterns vary among individuals, that
learners bring unique individual differences to the learning process and that learners need supportive and safe
learning environments to thrive
Current Standing: 3.75

Initial Mid Final The Learner and Learning

CP CM CM 1. Plans and delivers developmentally appropriate instruction
NA NA NA 2. 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
NA NA NA 3. Differentiates instruction appropriately for specific needs of learners
NA NA NA 4. Persists in helping all students achieve success
NA NA NA 5. Brings multiple perspectives to the discussion of content, including attention to
learners personal, family and community experiences and cultural norms
NA NA NA 6. Designs instruction to build on learners prior knowledge and experiences
CP CP CM 7. Displays consistency in dealing with behavior in the least disruptive manner,
utilizing appropriate positive and negative consequences
CP CM CM 8. Demonstrates positive rapport with a diverse student population
NA NA NA 9. Understands and respects a diverse student/parent population and helps all students
learn respect for the traditions and cultures of others
CP CP CP 10. Uses appropriate nonverbal communication

InitialCP Mid CP Final CP Content

11. Provides a learning environment which includes high time-on-task and active
CP CM CM 1. Demonstrates
engagement content area knowledge
CP CM CP CM CMCM 2. 12. Keeps abreastaof
Promotes new ideasenvironment
classroom and understandings in theand
that is caring field
supportive to all students
CMCM CMCM CMCM 3. 13. Effectively uses multiple representations and explanationsthe
Organizes and maintains the physical environment of classroom
that in aideas
capture key pleasant
in the
and orderly
discipline, manner
guides conducive
learners through to studentprogressions
learning learning andand
safety
promotes each learners
CM CM CM 14. Monitors of
achievement students
contentbehaviors
standardsand activities in the classroom at all times
CP CP CP CP CP CP 4. 15. Handles
Engages multiple
students tasks, intrusions
in learning andin
experiences distractions while maintaining
the discipline(s) thelearners
that encourage flow of to
the lesson
understand, question and analyze ideas from diverse perspectives using standards of
CM CM CM 16. Teaches and reinforces classroom expectations, rules, routines and procedures
evidence
CP CP CP fairlyopportunities for students to learn and practice content language
5. Creates
CM CM CM 6. Provides a real world context for lesson content
CP CM CM 7. Demonstrates pedagogical knowledge relevant to the discipline
Content
Professional educators must have a deep and flexible understanding of the field and be able to draw upon the
central concepts and structures of their discipline as they work with learners. They integrate cross-disciplinary
skills (e.g., critical thinking, problem solving, creativity and communication) to help learners apply content to
propose solutions, forge new understandings, solve problems and imagine possibilities. Professional educators
connect information to local, state, national and global issues.
Current Standing: 3.75
Instructional Practice
Professional educators understand and integrate assessment, planning and instructional strategies in coordinated
and engaging ways for effective practice. They understand how to design, implement, interpret and
communicate results from a range of assessments.
Current Standing: 3.75
Initial Mid Final Instructional Practice
CM CM CM 8. Creates lessons that encourage students to think creatively and critically and to solve
Initial Mid Final Professional
problems Responsibility
CP
NA CP
NA CP
NA 9. Models
30. Develops clear
and lesson
teaches plans
safe, which
legal and include objectives,
ethical use materials,
of information andactivities,
technology
CM CM CM adaptations/modifications
31. Demonstrates maturity andand evaluation
accepts techniques
constructive basedinon
criticism the curriculum
a positive manner
NA
NA NA
NA NA
NA 10. Develops clear long-term instruction plans (e.g. units and/or modules)
32. Knows and follows school policies and shares in the general responsibilities whichand
include
duties
objectives, with
associated materials, activities,
teaching adaptations/modifications
(e.g., attendance, and evaluation techniques
discipline, hall duty)
CM CM CM based on the curriculum
33. Listens carefully to all students then responds in a professional manner
CP CM CP 11.
NA CP CM 34. Selects
Practicesmaterials and activities
self-evaluation consistent with the objectives of the lesson and students
and reflection
NA CM CM 35. diverse abilities resulting in appropriate adaptations and modifications
Maintains confidentiality at all levels
CM CM CM 12. Applies the appropriate scope and sequence of objectives for teaching the curriculum
NA CP CP 36. Implements the recommendations from evaluations of professional performance
CP CM CM
(national, state and/or local standards)
CP CM CM 37. Demonstrates effective interpersonal skills
CP CM CM
13. Uses available educational technologies for effective instruction
CM CM CM 38. Maintains a consistently positive and professional demeanor
CM CM CM
14. Provides opportunities for all students to successfully apply or practice knowledge and
39. Communicates
skills learned effectively, appropriately and professionally in all forms and to all
NA NA NA audiences
15. Designs assessments that align with learning objectives
NA NA NA 16. Effectively uses multiple and appropriate types of assessment data to identify each
students learning needs and to develop differentiated learning experiences
NA NA NA 17. Maintains clear and reasonable work standards and due dates
NA NA NA 18. Makes changes in instruction based on feedback from multiple classroom assessment
sources
CM CM CM 19. Gives constructive and frequent feedback to students on their learning
NA NA NA 20. Balances the use of formative and summative assessment as appropriate to support,
verify and document learning
CP CP CP 21. Accomplishes smooth and orderly transitions between parts of the lesson
CM CM CM 22. Communicates clearly to all students the objective and purpose of each lesson
CP CM CM 23. Conducts class with poise, confidence and enthusiasm
CP CP CM 24. Maximizes instructional learning time by working with students individually as well as
in small or whole groups
CM CM CM 25. Gives clear directions
CP CP CP 26. Provides focus on important points and checks for understanding
CP CM CM 27. Uses a variety of effective and appropriate instructional strategies and resources
CM CM CM 28. Encourages participation from all students through effective questioning strategies (e.g.,
equal distribution, level variation, adequate wait time, probing and clue giving, and
appropriate correctives and feedback)
CM CM CM 29. Presents lessons in a clear, logical and sequential manner
Professional Responsibility
Professional educators create and support safe, productive learning environments. They must engage in
meaningful and intensive professional learning and self-renewal by regularly examining practice through
ongoing study, self-reflection and collaboration. Professional educators contribute to accomplishing their
schools mission and goals and demonstrate leadership by modeling ethical behavior, contributing to positive
changes in practice and advancing their profession
Current Standing: 4.0