Final Form TLS 593A Field Experience Assessment

(To be Completed By Field Supervisor)

Student Name:____Julianna Rodman____________________________________

4 – Accomplished: Teacher candidate’s performance demonstrates clear, convincing and consistent evidence
3 – Proficient: Teacher candidate’s performance demonstrates considerable evidence
2 – Emergent: Teacher candidate’s performance demonstrates developing evidence
1 – Insufficient Evidence: Teacher candidate’s performance demonstrates little or no evidence

Rubric Items are aligned with the following standards and assessments: InTASC Standards (InTASC); UA TPP Professional Standards (UA TPP); ISTE Standards Teachers
(ISTE); and the UA Student Teacher Assessment (STA)

Criteria Performance Expectation (Accomplished) Comments Score

Teacher The teacher candidate conducted close, Julianna visited many classrooms both in state and out of state. She
Observations analytical observation of the mentor teacher, observed her mentor teacher 18 times in addition to visiting 4 other Perry
other teachers at the assigned school site and teachers. She visited 14 other high schools as well as one Junior High. Of
InTASC teachers at other schools. Observations were these, one was a SPED class and one was an ELL class. Finally, she
9 both within and outside the teacher visited 3 out of state schools in either California and Nevada. __4_Points
candidates assigned grade level and content
STA area.
9.2 Observation notes were used to inform
his/her practice.

Immersion into the The teacher candidate made a concerted
school community effort to learn as much about the school
and culture culture as possible in order to support the
mission and vision of the school. He/she
InTASC made sincere attempts to become acquainted
9, 10 with faculty and staff members.
The teacher candidate attended school
STA events and participated in school/district
9.2, 10.1 professional development opportunities as
time permitted.
Julianna served as the assistant Diving Coach for the whole season for
Perry High School. She stayed every day past her designated hour for the
whole day. She attended a football game, a sketch comedy show, and a
murder mystery. She attended all staff meetings and served as a substitute
teacher for the school. Finally, Julianna went on a paddle board weekend
activity with many of the department English teachers. She is fully _4__Points
invested in the school.
Collaboration The teacher candidate communicated
effectively with his/her mentor teacher.
InTASC The teacher candidate and mentor
3, 7, 10 developed a true partnership in classroom
instruction collaborating on planning and
STA delivery of instruction and sharing
3.1, 7.6, 10.1, 10.2 responsibility for student learning.
The teacher candidate collaborated with
students, faculty and staff to achieve
instructional goals for all students.
Interaction with The teacher candidate demonstrated
students respectful and positive interactions with
students at all times and quickly established
InTASC him/herself as an authority figure. The
1, 3 teacher candidate identified unique learner
attributes for each individual student that
STA could be incorporated into the design of
1.1. 3.1, 3.5 instruction and demonstrated respect for
their cultural backgrounds and perspectives
Professionalism The teacher candidate dressed professionally
InTASC and acted in a professional manner, used
9 instructional materials and technology in an
ISTE ethical manner, and protected the privacy
4 rights of the students at all times
UA TPP
STA
9.5-9.10
Julianna and Beth have developed outstanding methods of collaboration
that have worked for the fall semester. They daily interact through
discussion, text, and email. They have a strong co-teaching relationship
where each can interrupt or add information while the other is teaching.
They share grading and review to make sure that they are grading alike.
They are using Google docs notes and publish a newsletter for parents and _4__Points
students.
Julianna has had positive relationships with students. She carefully
introduced herself and made a concerted effort to speak to all of her
students individually. She instituted Music Mondays to get kids a chance
to share more about their personal lives with Julianna and the other
students in the class. When there was an issue where the student needed to
speak to the teacher, both Beth and Julianna met together with the student
and/or their parent so that Julianna would be seen as an authority figure in _3__Points
the classroom. Most significant is that the students come to Julianna as a
source of help, clearly recognizing her as a co-teacher.
Julianna always dresses and acts in a professional manner. She is ethically
sound in her speech and mannerisms. She utilizes professional technology
practices and maintains student privacy.
_4__Points
Planning for The teacher candidate took the lead
instruction designing lessons/units that built on
learners’ prior knowledge and experiences
InTASC and was aligned with curriculum goals, and
2, 5, 6, 7 content standards, independently or
collaboratively for several topics during the
STA semester. Lessons covered significant
2.4, 5.1, 6.1, 6.2, 7.1, content and included a variety of formative
7.5 and summative assessments.
Julianna executed extensive lesson planning and strategy practice. She
worked with grammar, career research, warm ups, research strategies such
as citations, works cited, annotated bibs, etc. Currently, Beth has taken the
lead in the planning of instruction, but next semester Julianna will take the
lead in unit design. One area of refinement is to identify the standards that
are being met in a particular lesson. Perry does not require the standards __3_Points
being used to be posted, but this is an area of improvement in the next
semester.

Delivery of
instruction The teacher candidate actively participated Julianna is beginning to take over instruction in the 1st and 2nd hour classes
in delivery of instruction and by the end of most days. She effectively co-teaches with Beth each piping in to
InTASC the semester was delivering instruction for supplement the instruction of the other. An area of refinement is
3, 4, 5, 8 the entire class period almost daily. questioning. Asking questions to initiate and maintain a discussion is
Transition from mentor teacher instruction difficult. With practice next semester, Julianna will perfect her questioning
STA to teacher candidate instruction was almost skills. _3__Points
3.3, 4.1,4.3, 5.2, 8.8 seamless as the teacher candidate managed
the instructional environment (organizing
materials, coordinating resources, and
pacing instruction). The teacher candidate
was adept at delivering engaging, student-
centered instruction and at asking questions
to stimulate discussion for different purposes
such as probing for understanding,
articulation of ideas and thinking processes,
stimulation of curiosity, and helping learners
to question.
Assessment The teacher candidate took the lead in using
multiple types of assessment data to
InTASC document learning and develop instructional
6, 7 activities including formative and
summative assessment data, prior learner
STA knowledge, and learner interest.
6.1, 6.2, 7.5
Initiative The teacher candidate demonstrated great
initiative from the very start by collaborating
InTASC with the mentor teacher to assume teacher
9 duties.
The teacher candidate frequently sought out
UA TPP feedback and input from his/her mentor,
faculty members and administrators and
STA modified practice accordingly.
9.1, 9.8
Use of Technology The teacher candidate used numerous forms
of technology to locate instructional
ISTE 1,2,3,4 materials, to deliver instruction, to
communicate with student and parents and
STA to formatively assess student achievement.
6.6, 9.10, 10.6 The teacher candidate guided students
toward mastery of various technology tools
to enhance their own learning.
Julianna is strong in her use of formative assessments. She uses ticket out
the door, listening, asking questions, as well as thumbs up and down. She
is excellent at tapping into prior knowledge with activities and surveys.
Summative assessments are common summative assessments prepared by
the sophomore team. We will be sure to give Julianna some practice with _3__Points
summative assessments during her student teaching. Finally, Beth has not
done much with data analysis but will work with Julianna on this next
semester.
Julianna excelled in this performance area. She has no hesitation to seek
information or opportunities for growth. She met with her mentor teacher
before school started. She stayed most days until the end of the day. She
used google docs keep quality notes while teaching, or while Beth was
teaching. She responded to her mentor and supervisor promptly and
attempted anything asked of her. __4_ Points
Julianna’s technology skills are superior. She used Google docs, the
shared drive, power point, YouTube, email, remind.com, and turnitin.com.
In addition, she distributed and monitored the use of the computers from
the classroom cows.
__4_ Points