Final Evaluation Report, Page 1 of 4

College of Education
PREPARING REFLECTIVE PRACTITIONERS

SELF-REFLECTIVE FINAL EVALUATION REPORT OF INTERN TEACHING

(TO BE COMPLETED BY INTERN TEACHER)
Name of Intern Teacher

John Bertrand
School Name/District

WIN 289160319 Grades/Subjects Taught 6-12 Instrumental Music University Coordinator Dr. John Lychner

Date 4/22/13

Jenison Junior/Senior High School

Mentor/Cooperating Teacher

David Zamborsky

The seven standards listed in this evaluation form reflect the Professional Standards for Michigan Teachers, as approved by the State Board of Education in May 2008. Specific items under each standard area are based upon those standards, INTASC (Interstate New Teacher Assessment and Support Consortium), and WMUs Conceptual Framework: Preparing the Reflective Practitioner. Use the following scale to assess the Intern Teachers current achievement as measured against your expectations of a typical entrylevel teacher: ME = Meets Expectations PTE = Progressing Toward Expectations FAN = Focused Attention Needed Use comments or examples to describe performance and explain scale selections. Comments may address individual items or the standard as a whole. (Attachments may be made to this document but must be dated and signed by the Intern Teacher, Mentor/Cooperating Teacher, and the University Coordinator.) Any indicator measured as FAN must be accompanied by a Plan for Improvement that has been developed in cooperation with the Intern Teacher and the University Coordinator. At least 3 days prior to preparing this evaluation, you should receive the Intern Teachers Self-Reflective Evaluation.

STANDARD ONE: SUBJECT MATTER KNOWLEDGE-BASE

The intern teacher demonstrates an understanding and appreciation of general and liberal arts by: A. Effective oral and written communications. B. Applying inquiry methods appropriate to the content. C. Using global and international perspectives in planning, teaching, and reflecting on practice. D. Respecting individual differences, including those of culture, race, gender, religion, and ethnicity. E. Respecting individual rights and values.

ME

PTE

FAN

Comments: Since my midterm evaluation, I've done more written communication with teachers and parents. This has given me practical experience with professional language and formatting of emails. I've continued to treat students with respect with regard to culture, race, gender, religion, ethnicity, socio-economic status, and sexual orientation. On the surface, Jenison Public Schools seems like a homogenous district, but the students do come from diverse backgrounds and certainly have a wide array of needs.

STANDARD TWO: INSTRUCTIONAL DESIGN AND ASSESSMENT

The intern teacher is committed to facilitating the learning and achievement of all students by: A. Applying knowledge of human growth, development, and learning theories. B. Supporting student development in cognitive, affective, physical, and social capacities. C. Appropriately managing classrooms to ensure a safe and orderly learning environment. 11/09 ME PTE FAN

Final Evaluation Report, Page 2 of 4 D. E. F. G. Planning instruction to accommodate diversity. Assessing student abilities and needs when planning instruction. Creating inclusionary environments for students with exceptional needs and abilities. Incorporating various kinds of literacy to promote access to knowledge (numeracy, graphics, printed text, computers, artistic expression, and electronic media).

Comments: Dealing more with students grades 6-12 reminds me daily that I cannot use the same language and demeanor across the board. Using language that is too mature for middle school students will lose their attention and impede content delivery. Similarly, using immature language with high school students makes them feel like they're being treated like children instead of adults.

STANDARD THREE: CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE

The intern teacher has knowledge of subject matter and pedagogy as demonstrated by: A. Maintaining learning environments that promote critical and higher order thinking skills and allow for substantive conversation with the teacher and/or peers about subject matter. B. Helping students access and use information, technology, and other resources to become independent learners and problem solvers. C. Integrating knowledge across subject areas. D. Seeking and using updated information and procedures. ME PTE FAN

Comments: As an instructor, I find it imperative to be asking students questions constantly throughout rehearsal. This not only keeps students on task and engaged, but it also develops critical thinking skills. I often relate musical concepts to ideas in math, science, and history to fit music into what they already know or are studying. It also is important for students to understand historical context of music that is written in the twentieth century or earlier or music that is a dedication to a major historical event.

STANDARD FOUR: EFFECTIVE LEARNING ENVIRONMENTS

The intern teacher manages and monitors time, relationships, students and classrooms to enhance learning as demonstrated by:
A. Using a variety of cognitive, affective, and psychomotor strategies and teaching methodologies to maximize learning. B. Accommodating differences among students, including those students with exceptional needs and abilities. C. Assessing the success of teaching episodes through the assessment of student learning. D. Working effectively with support personnel to maximize opportunities for student achievement and success. E. Acknowledging and applying the legal and ethical responsibilities of teaching.

ME

PTE

FAN

Comments: Frequently in class, I find that I am explaining a musical concept in more than one way so that more students will understand. Blank stares or off task behavior are a great indication that I need to find better or differentiated ways to instruct. There are students of varying aptitude, so I have taught private lessons and group lessons during class time to work on developing technical skills. One of my mentor teachers was approached by a student who claimed to be abused by her mother. He was required by law to report it to Child Protective Services within a few days, so this was a good reminder to me that we do have legal and ethical responsibilities to maintain with our students.

STANDARD FIVE: RESPONSIBILITIES AND RELATIONSHIPS TO THE SCHOOL, CLASSROOM, AND STUDENT
The intern teacher systematically reflects to organize and improve teaching and develop effective relationships as demonstrated by: A. Using current research in both the subject field and in other areas of practice in the profession .
B. Exercising good judgment in planning and managing time and other resources. C. Engaging students in meaningful learning experiences. D. Making efforts to develop and improve as a professional in recognition that teaching is a lifelong learning process. E. Interacting successfully with teachers, administrators, counselors, and other support personnel to benefit students. F. Engaging in meaningful self-evaluation and reflection on the professional practice of colleagues.

ME

PTE

FAN

11/09

Final Evaluation Report, Page 3 of 4 Comments: Recent research suggests that student behavior is better adjusted through positive reinforcement of appropriate behaviors. I do my best to do just that; I am constant thanking students for making good choices and acting appropriately. In my planning and preparation, I find my best success when I have a week-long rehearsal plan and then individual plans by day. I take chances to observe other teachers not only to view alternative was to deliver content, but also to broaden my scope as a music educator. Just recently, I spent an entire day observing orchestra to further my pedagogical knowledge in that subject. As an evaluator, I am called to watch videos of my teaching and consider the efficacy of my lesson plans before and after they have been taught. Through this relfection, I not only develop appropriate skills and behavior, but it also benefits my students in the use of their time in class.

STANDARD SIX: RESPONSIBILITIES AND RELATIONSHIPS TO THE GREATER COMMUNITY

The intern teacher participates in professional, local, state, national, and global learning communities as demonstrated by:
A. Being punctual. B. Wearing appropriate professional attire. C. Establishing and maintaining healthy boundaries with students and with other school personnel. D. Using community resources to enhance school programs. E. Demonstrating knowledge of the various communities in which the teacher is a member, including the professional community and local, state, national, and international communities. F. Working effectively with parents and guardians to maximize opportunities for student achievement and success.

ME

PTE

FAN

Comments: Now that students in all of my classes are familiar and comfortable with me as an instructor, some of them try to push my boundaries. I've had students try to hug me quite a bit, some more physical than others, and I've learned that just telling students that there is an appropriate way to do this helps. As a disciplinarian, certain students constantly test me, and I've learned that a balance of ignoring them when they are doing it for attention and calling them out when it is overtly disruptive and disrespectful has helped this. I've been able to observe a "Band Boosters" meeting which supports the fundraising and volunteer efforts of the band program. It is comprised of band parents and other community members, so developing a healthy relationship supports not only the efforts of the program, but also the position of the band program in the community. I also witnessed a Michigan School Band and Orchestra Association meeting, of which I will be a part next year. I selected one of the eighth grade band students to participate with high school students in an extracurricular performance, and through his involvement I've been able to work with one of his parents to make sure he is involved in the process.

STANDARD SEVEN: TECHNOLOGY OPERATIONS AND CONCEPTS

The intern teacher uses technological tools, operations, and concepts to enhance learning, personal/professional productivity and communication as demonstrated by:
A. Planning effective technology-enhanced learning environments and experiences aligned with state standards. B. Implementing curriculum plans that include technology-enhanced methods and strategies to maximize student learning. C. Using technology to enhance professional development and productivity. D. Applying an understanding of the equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in P-12 schools.

ME

PTE

FAN

Comments: The incoporation of iPad technology in my teaching has added convenience quite a bit. Each classroom in Jenison Public Schools is equipped with Apple TV, so I am able to use my iPad applications easily in class. The applications I use the most are Naxos Music Library (NML), an online music library of recordings, Dropbox for lesson planning, and a tuner/metronome application. One example of NML use occurred when I played several versions of a piece for students that they were going to perform. We were able to analyze what instruments were used and make comparisons between the versions. This also put the piece of music in a historical context to hear other versions. From a legal perspective, I understand that the use of students in videos and photography without legal permission when they are recognizable has ramifications. I am aware of cyber bullying, another technology specific problem, but have not had to deal with teaching students about this.

_______________________ *Intern Teachers Signature 11/09

______________________ Mentor/Cooperating Teachers Signature

____________________________ University Coordinators Signature

_______________ Date

Final Evaluation Report, Page 4 of 4

11/09