BAKER COLLEGE STUDENT TEACHER

FINAL EVALUATION FORM

Date April 30, 2018 Report # 1 2 X

Student Teacher X Cooperating Teacher X College Supervisor X

Student Teacher Information
Name Amber Klaasen UIN # -----
District Zeeland Public Schools School Woodbridge Elementary
Grade(s) Kindergarten Subject/s All – Elementary

Cooperating Ryan McCarty

Teacher(s)

College Supervisor Judy Ball

P – Proficient
Directions: Assess and provide evidence for each
B – Basic
outcome
U – Unsatisfactory

Domain 1-Planning and Preparation

OUTCOME P B U Evidence
-Lesson plans include a variety of instructional strategies that
X connect to CCSS, support the learning differences of students and
1a. Demonstrating knowledge of extends their learning
content and pedagogy
-Connects related concepts across core content areas: i.e.: includes
● Content knowledge science and social studies outcomes in literacy instruction
● Prerequisite relationships
● Content pedagogy -Incorporates opportunities for student discussion and sharing their
thinking
-Reflects on lessons and identifies strengths and areas to develop
1b. Demonstrating knowledge of -Administers Running Records and utilizes results to plan
students instruction
● Child development - Develops lesson plans and instructs intervention groups, Win
● Learning process X
(What I Need), based on skills assessments
● Special needs
● Student skills, knowledge, -Conducts pre- and post- tests to determines students’ skill levels
and proficiency and mastery of learning goals
● Interests and cultural
heritage
-States learning goals before each lesson as to what students will
1c. Setting instructional outcomes
learn versus what they will do; connects goals to prior and future
● Value, sequence, and learning
alignment X
● Clarity -Differentiates lesson activities to support the skill levels of all
● Balance students
● Suitability for diverse -Develops workshop model lessons that are rigorous and support
learners high expectations for student learning
1d. Demonstrating knowledge of
resources
● For classroom
● To extend knowledge
● For students
1e. Designing coherent instruction
● Learning activities
● Instructional materials and
resources
● Instructional groups
● Lesson and unit structure
1f. Designing student assessments
● Congruence with outcomes
● Criteria and standards
● Formative assessments
● Use for planning
OUTCOME
2a. Creating an environment of
respect and rapport
● Teacher interaction with
students
● Student interaction with
students
2b. Establishing a culture for learning
● Importance of content
● Expectations for learning
and achievement
● Student pride in work
2c. Managing classroom procedures
● Instructional groups
● Transitions
● Materials and supplies
● Non-instructional duties
● Supervision of volunteers
and paraprofessionals
2d. Managing student behavior
● Expectations
● Monitoring behavior
-Uses classroom and outside resources to develop lessons
-Uses internet applications to extend student and professional
knowledge
X
-Uses materials at varied levels to support the different skill
development of students
-Assigned cooperative learning groups based on assessments and
learning styles of individual students
-Math & English Language Arts stations developed in collaboration
X with the cooperating teacher
-Daily lesson implementation and unit plans are well-structured and
appropriately paced to allow completion within the allocated time
-Designed math and writing pre- and post- tests; designed reading
X formative and summative assessments
-Collaborated with Kindergarten teachers on administering reading
assessments and utilizing the data in lesson planning
-Developed assessments to match modified learning outcomes for
some students
-Instructional groupings reflect adjustments based on assessment
data
Domain 2-The Classroom Environment
P B U Evidence
-Consistently recognizes and acknowledges students’ efforts and
X contributions
-Develops a positive rapport with students; connects with
individual students and is well-aware of their unique needs
-Consistently models respectful interactions with students and
provides specific instruction that encourages respectful behavior
among students
-Clearly communicates the belief that students can master the skills
X with hard work and tells them regularly that she notices and is
excited about their effort and learning
- Students seem pleased with their work and are interested in
sharing their accomplishment with their teacher: i.e.: morning share
time for writing
-Regularly expresses the importance of what they will be learning
and explains how they will be able to use their new learning later
on
-Implemented effective transition procedures from whole group to
table work or to centers
-Procedures assure that students are utilizing the allotted time and
X
include specific directions and activities for students who are
working independently or finish tasks early
-Kindergarten procedures are regularly modeled and then posted
-Regularly reviews expectations and practices with students when
X needed
-Implemented the use of chimes for transitions; “point to” activity
 ● Response to misbehavior
2e. Organizing physical space
● Safety and accessibility
● Arrangement of furniture
and resources
OUTCOME
3a. Communicating with students
● Expectations for learning
● Directions and procedures
● Explanations of content
● Use of oral and written
language
3b. Using questioning and discussion
techniques
● Quality of questions
● Discussion techniques
● Student participation
3c. Engaging students in learning
● Activities and assignments
● Student groups
● Instructional materials and
resources
● Structure and pacing
3d. Using assessment in instruction
● Assessment criteria
● Monitoring of student
learning
● Feedback to students
● Student self-assessment
and monitoring
3e. Demonstrating flexibility and
responsiveness
● Lesson adjustment
● Response to students
● Persistence
to refocus and gain attention
-Recognizes and reinforces students’ appropriate behavior by
describing what she sees them doing and identifying ‘transition
stars”
-Monitors student behavior and responds in a respectful, timely
manner using individual correction when appropriate
- Develops student social contracts for behavior when needed
-Reorganized table arrangement to create more floor space for
whole group on carpet and increase visibility for students and
X
teacher when using the document reader and Smart Board
- Reviewed and revised the seating chart every three weeks
-Designated space for partner and learning centers and for small
group instruction
-Designated space for materials, lesson props, anchor charts, etc.;
all readily available for student and teacher access
Domain 3-Instruction
P B U Evidence
-Connects content to prior and future learning and describes
X strategies that students can use
-Regularly models strategies and activities; asks students to model
to check for understanding and provide additional review
-Provides clear, concise directions and procedures appropriately
scaffolding based on number of steps and complexity
-Students engage with and complete learning tasks demonstrating
that they understand and have been given the tools that they need
-Regularly asks students to turn and talk with a partner
X -Invites individual students to share what they did and learned
following a lesson activity
-Students willingly volunteer and seem eager to share what they did
during a lesson activity
-Lessons and activities support the learning goals and are designed
to assure active engagement for all students
X - Structure and pacing allows for students to interact and engage
with materials and then share their thinking following the lesson
-Utilizes individual and small group conferring to monitor student
learning and provide additional instruction
-Monitors student understanding and adjusts instruction when
indicated throughout whole group lessons
X -Uses informal assessment during independent work and centers to
monitor student learning; uses data to inform learning center and
partner assignments
-Redesigns lessons based on level of engagement, students’ interest
X and prior knowledge
-Identifies students needing additional support and tries a variety of
approaches
- Reflects, adjusts and reteaches when needed

OUTCOME
4a. Reflecting on Teaching
● Accuracy
● Use in future teaching
4b.Maintaining accurate records
● Student completion of
assignments
● Student progress in
learning
● Non-instructional records
4c. Communicating with families
● About instructional
program
● About individual students
● Engagement of families in
instructional program
4d. Participating in the professional
community
● Relationships with
colleagues
● Participation in school
projects
● Involvement in culture of
professional inquiry
● Service to school
4e. Growing and developing
professionally
● Enhancement of content
knowledge/pedagogical
skill
● Receptivity to feedback
from colleagues
● Service to the profession
4f. Showing professionalism
● Integrity/ethical conduct
● Service to students
● Advocacy
● Decision-making
● Compliance with
school/district regulation
OUTCOME
Domain 4-Professional Responsibilities
P B U Evidence
-Reviews each lesson for effectiveness of instruction and student
learning; adjusts or redesigns future lessons
X -Identifies new strategies, techniques that she can implement to
support learning outcomes
-Weekly journal reflections and subsequent follow though in
teaching document a commitment to refining teaching and
improving student learning
-Uses checklists and formative assessments to record student
X progress in reading and math skills
-Collects and assesses student writing samples
-Reviews data from summative assessments and applies to
instructional groupings
-Successfully followed classroom system for keeping track of
attendance, lunch count, etc.
-Regularly communicates with parents though email, notes home,
X phone calls, etc.
-Communicates with some parents daily during drop-off and pick-
up times
-Welcomes and invites parents’ participation in their child’s
education
-Communicates with Kindergarten team teachers on a daily basis
-Assisted with a lesson in another Kindergarten teacher’s classroom
X -Collaborates with Kindergarten team in planning special activities
and shared instruction
-Participates in staff meetings and professional development
-Viewed as a valued staff member by colleagues
-Seeks input from colleagues and other sources on instructional
strategies, learning outcomes, materials and learning activities
X -Accepts and implements suggestions and applies new information
in planning; adjusts instruction
-Offers input and suggestions and shares new information in
collaboration with colleagues
-Exhibits integrity in daily interactions with other professionals
-Actively seeks to identify needs and to support the success of all
X students
-Participates in and contributes to team decision making
-Seeks to understand and comply with building and district
regulations
Technology
P B U Evidence
 -Uses available technology, Smart Board, I-Pads, internet resources
Uses technological tools, operations to develop and present lessons
and concepts to enhance learning. X
-Incorporates student use of technology into lesson activities.
Additional Comments:
Amber has shown an exceptional aptitude for teaching and has successfully integrated theory into practice during her
student teaching experience. She exhibits all that the Baker College Teacher Preparation Program strives to instill in its
teacher graduates.
Signatures

Student Teacher Date

Cooperating Teacher Date

Cooperating Teacher Date

College Supervisor Date

College Supervisor Use Only

Final Evaluation: Credit X No Credit

College
Date
Supervisor

Danielson, Charlotte. (2014). The Framework for Teaching Evaluation Instrument. The
Danielson Group. Retrieved from: https://danielsongroup.org