Student Teacher Kacie Krogman

Campus Big Rapids

Program Secondary
School District and Morley Stanwood Middle School
Building
Subject, Grade Level, 8th Grade: English and Social Studies
Topic
Evaluator University Supervisor
Evaluation Period 15-Weeks/Final

Domain I: PLANNING and PREPARATION

Demonstrates 3 - Proficient
knowledge content &
pedagogy: Understands
subject & presents at
appropriate level
Demonstrates 3 - Proficient
knowledge of students:
Aware of student
knowledge & progress
Sets instructional 3 - Proficient
outcomes: Lesson
objectives align to MI
Curriculum
Standards/Common
Core
Demonstrates 3 - Proficient
knowledge of resource:
Teaching strategy(s)
align with objectives and
assessment
Designs coherent 3 - Proficient
instruction:
Demonstrates
preparation/organization
Provides anticipatory 3 - Proficient
set/Activates prior
knowledge
Presents closure 3 - Proficient
Designs student 2 - Basic
assessment:
Develops/utilizes
multiple assessments to
support higher levels of
learning.
Provide examples of Throughout the semester, Kacie created thorough, well-thought-out
above: lesson plans and ensured these plans were communicated prior to the
start of each week. In regard to technology, she researched and used
several technological resources such as Quizlet.com, Kahoot.it, and
Flippity.net, to formatively assess, and Google Docs for peer editing
activities.
Kacie regularly activated background knowledge before beginning a
new topic and gave students the opportunity to discuss ideas before
sharing as a class. Moreover, the learning targets were posted and
 often referred to during lessons.

Domain II: CLASSROOM ENVIRONMENT

Creates an environment 3 - Proficient
of respect & rapport:
Ensures that
relationships among and
with students are
positive and supportive
Calls students by name 3 - Proficient
Maintains appropriate 3 - Proficient
eye contact
Establishes a culture for 3 - Proficient
learning: Creates an
atmosphere that reflects
the educational
importance of the work
undertaken.
Exhibits and facilitates 3 - Proficient
enthusiasm
Manages classroom 3 - Proficient
procedures: Establishes
and monitors routines
and procedures.
Makes efficient use of 3 - Proficient
time
Manages student 2 - Basic
behavior: Communicates
clear expectations for
student conduct.
Is actively aware of all 3 - Proficient
students in class/scans
room
Maintains on-task 3 - Proficient
behavior
Uses verbal/non-verbal 2 - Basic
management techniques
Organizes physical 3 - Proficient
space: Prepares
classroom layout
conducive to learning
(i.e. working in groups,
managing transitions,
etc.)
Provide examples of Kacie consistently approached students in an enthusiastic, caring way,
above: while also firmly giving reminders to follow classroom rules and
procedures. She gave regular, specific, positive feedback such as,
Thats a good connection! Kacie actively listened to students
responses, acknowledged ideas, asked further questions to encourage
critical thought, and built upon their answers to help clarify for the
class.
To connect with students outside of the school day, Kacie volunteered
to chaperone a school dance.
Throughout her student teaching experience, Kacie tried many of the
successful management strategies her mentors used and created a few
procedures of her own.
Section III: INSTRUCTION
Communicates with 3 - Proficient
students:
Communication is clear
and developmentally
appropriate
Provides specific 3 - Proficient
/frequent academic
feedback
Uses correct 3 - Proficient
grammar/appropriate
vocabulary
Uses questioning & 3 - Proficient
discussion techniques:
Promotes higher order
thinking skills related to
real world
understandings
Listens, accepts and 3 - Proficient
responds appropriately
to student ideas during
discussions
Encourages what-ifs 3 - Proficient
and uses questioning for
deeper learning
Engages students in 3 - Proficient
learning: Creates a
focus/activates prior
knowledge/stimulates
participation
States objective(s) 3 - Proficient
clearly
Presents lesson in a 3 - Proficient
logical order
Provides clear directions 3 - Proficient
for assignments/guided
practice
Uses assessment in 2 - Basic
instruction: Implements
differentiated
assessment techniques
Checks for 3 - Proficient
understanding at various
levels of learning
Demonstrates flexibility 3 - Proficient
& responsiveness:
Paces lesson
appropriately
Maximizes instructional 3 - Proficient
time
Utilizes technology to 3 - Proficient
enhance learning
Provide examples of Students referred to questions posted on the board asking them to
above: describe their experiences on trampolines. If they did not have this
experience, they were to explain what they thought it would be like.
 After reading an article titled, Should Trampolines Be Banned?, Kacie
discussed the importance of using textual evidence to support claims.
She asked, Why is it important to use facts? She celebrated when a
student stated, It makes the argument strong. Students worked
independently to locate textual evidence for and against the banning of
trampolines. After working alone for a few minutes, students shared
with a partner and as a whole class (Kacie used named sticks to
randomly solicit input). Many students enthusiastically participated in
the class discussion. Kacie closed by telling students that they would be
using textual evidence in the future writing argumentative essays.
The next part of the lesson focused on reading and comprehending the
current class book, The Westing Game. Students followed along as a
recording played, and then answered a few comprehension questions
in student packets. At the end of the class period, Kahoot was played to
formatively assess before their upcoming quiz. Overall, students did
very well and seemed to understand the material.

Domain IV: PROFESSIONAL RESPONSIBILITIES

Reflects on teaching: 3 - Proficient
Demonstrates
professional reflections
Seeks, offers, accepts 3 - Proficient
and responds to
constructive feedback
Evaluates teaching: 3 - Proficient
What worked and/or
what didnt work
Maintains accurate 3 - Proficient
records: Implements
technology for record
keeping and classroom
management
Uses professional 3 - Proficient
technology and social
media appropriately (i.e.
inputs attendance &
grades, utilizes
Weeblys, etc.)
Communicates with 3 - Proficient
families: Promotes
parental involvement
Uses technology to 3 - Proficient
interact with
stakeholders
Participates in a 3 - Proficient
professional community:
Collaborates with others
to ensure student
success
Participates in school- 2 - Basic
wide and greater
community activities
Is growing & developing 3 - Proficient
professionally:
Participates in
professional
development
Demonstrates 3 - Proficient
professional
commitment (i.e. legal
and ethical)
Shows professionalism: 3 - Proficient
Models desired behavior
(i.e. punctual,
confidential, ethical, etc.)
Demonstrates 3 - Proficient
professional dress and
grooming
Develops professional 3 - Proficient
rapport with
students/staff/community
Provide examples of Throughout her student teaching experience, Kacie participated in staff
above: meetings, team meetings, parent-teacher conferences, and
professional development opportunities. Following the lesson, Kacie
enthusiastically shared that she has learned a great deal about the 5
Dimensions of Teaching and Learning, as her district has recently
adopted this instructional framework.