Iowa State University University Teacher Education Services Final Evaluation Student Teacher: ***** Coo eratin!

Teacher: Ella Cowherd #lace$ent: %th "rade &ath Date: 5/1/13 University Su ervisor: "ary Sheldon Evaluation Co$ leted 'y: Ella Cowherd

Directions (or assess$ent: For each o( the standards listed 'elow) CI*C+E the score which $ost accurately re(lects the candidate,s -nowled!e/ er(or$ance level at this oint in their ro!ress. Use the (ollowin! descri tors (or assi!nin! the score: 1 /. 3. 0. 5. Unacce ta'le Develo in! "ood #ro(icient Distin!uished The candidate does not have a !ras on the standard descri'ed. The candidate,s -nowled!e or er(or$ance in this area is rudi$entary. The candidate shows an understandin! o( the standard and er(or$s satis(actorily with continuin! su The candidate has a clear !ras o( the standard and translates -nowled!e into e((ective ractice. The candidate shows advanced de th o( -nowled!e o( the standard and enriches student learnin!.

ort.

Content 1nowled!e 2 The student teacher:

ISU Standard 41 Content/subject matter specialization

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Iowa Teachin! Standard 4/: Competence in knowledge appropriate to teaching position The student teacher: a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area '. Uses knowledge of students! development to make learning e"periences in the content areas meaningful and accessible for every student c. $elates ideas and information within and across content areas d Understands and uses instructional strategies that are appropriate to the content area

Co$$ents on Challen!es and Stren!ths: What areas of improvement are needed? ***** does an excellent job of delivering the content. She could benefit from learning more instructional strategies which would allow #ame two areas of strength her the opportunity to excel as an educator. Name two areas of strength She monitored student progress well and adapted lessons as necessary to ensure student comprehension She did an exceptional job of differentiating instruction for all learners, including English Language Learners and Special Education students.

Date Source/Evidence %/&'/()*$eview for +uiz using #earpod

Student +earner 2 The student teacher:

ISU Standard 4/: ,tudent learning

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Iowa Teachin! Standard 41: -emonstrates ability to enhance academic performance and support for implementation of the school district!s student achievement goals The student teacher: a .rovides evidence of student learning to students, families, and staff b /mplements strategies supporting student, building, and district goals c Uses student performance data as a guide for decision0making d. 1ccepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student e. Creates an environment of mutual respect, rapport, and fairness (. .articipates in and contributes to a school culture that focuses on improved student learning g Communicates with students, families, colleagues, anc communities effectively and accurately

Co$$ents on Challen!es and Stren!ths: What areas of improvement are needed? ***** always provided evidence of student learning within three days of assignment completion, but could always improve speed of supplying information. Name areas of strength #ame two two areas of strength She created a classroom culture of learning where students strived to improve academically. She was always willing to communicate with parents and staff to determine which learning strategies best supported students.

Data Source/Evidence

3//5/13 2 +tr 6o$e

Unacce ta'le Unacce ta'le Develo in! 1 / &eets the Standards "ood #ro(icient 3 0 E3ceeds the Standards Distin!uished 5

Diverse +earners 2 The student teacher:

ISU Standard 43: -iverse 2earners

Iowa Teachin! Standard 40: Co$$ents on Challen!es and Stren!ths: Uses ,trategies to deliver instruction that meets the multiple learning needs of students What areas of improvement are needed? The student teacher: a 1ligns classroom instruction with local n/a standards and district curriculum. '. Uses research0based instructional Name two areas of strength strategies that address the full range of cognitive levels c. -emonstrates fle"ibility and responsiveness in adjusting instruction to meet student She strived to connect prior nowledge with all concepts in needs d. 3ngages students in varied e"periences that meet diverse needs her instructional practices and always utili!ed visual and promote social, emotional, and academic growth e Connects students! representations in lesson delivery prior knowledge, life e"periences, and interests in the instructional process She monitored progress, adapted lessons, and used f Uses available resources, including technologies, in the delivery of instruction research"based strategies to assist all learners including

Data Source/Evidence:

0/17/13 2 daily lesson

English Language Learners

Classroo$ Environ$ent 8 &ana!e$ent * The student teacher:

ISU Standard 4%: 2earning environment/classroom management

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Co$$ents on Challen!es and Stren!ths:

Iowa Teachin! Standard 4%: -emonstrates competence in classroom management The student teacher: a. Creates a learning community that encourages positive social interaction, active engagement, and self0regulation for every student '. 3stablishes, communicates, models, and maintains standards of responsible student behavior c. -evelops and implements classroom procedures and routines that support high e"pectations for student learning d. Uses instructional time effectively to ma"imize student achievement e. Creates a safe and purposeful learning environment

What areas of improvement are needed? ***** needs to improve her ability to handle behavioral issues. #ame two two areas of strength Name areas of strength ***** always ensured students were actively engaged She modeled and reinforced positive behavior among students to create a constructive learning environment

Data Source/Evidence

0/0/13 2 daily lesson

Co$$unication 9 The student teacher:

ISU Standard 4:: Communication Iowa Teachin! Standard 41!: Communicates with students, families, colleagues, and communities effectively and accurately

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Co$$ents on Challen!es and Stren!ths: What areas of improvement are needed? n/a #ame two two areas of strength Name areas of strength ***** communicated with parents, students, and colleagues on many occasions She was always willing to share ideas and networ with staff to improve student learning

Data Source/Evidence

0//0/13 2 ;

y 6our Sharin!

#lannin! 2 The student teacher:

ISU Standard 40 8411: /nstructional planning 4 Technology

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Co$$ents on Challen!es and Stren!ths:

Iowa Teachin! Standard 43: -emonstrates competence in planning and preparing for instruction The student teacher: a. Uses student achievement data, local standards, and the district curriculum in planning instruction '. ,ets and communicates high e"pectation for social, behavioral, and academic successes of all students c. Uses students! developmental needs, backgrounds, and interests in planning for instruction d. ,elects strategies to engage all students in learning e. Uses available resources, including technologies, in the development and se5uencing of instruction

Data Source/Evidence

0/17/13 2 ed$odo assi!n$ents

What areas of improvement are needed? n/a #ame two two areas of strength Name areas of strength ***** did an excellent job of utili!ing many of the resources available, including #$ads, laptops, manipulatives, student response systems, and individual whiteboards in her lessons to ensure student engagement ***** always utili!ed student achievement data to plan lessons according to district curriculum guidelines

Teachin! Strate!ies 2 The student teacher:

ISU Standard 4 5 ) 411 8 41/: /nstructional strategies, Technology, 4 6ethods of teaching Iowa Teachin! Standard 40:

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Co$$ents on Challen!es and Stren!ths:

Uses strategies to deliver instruction that meets the multiple learning needs of students The student teacher: a. 1ligns classroom instruction with local standards and district curriculum b Uses research0based instructional strategies that address the full range of cognitive levels c -emonstrates fle"ibility and responsiveness in adjusting instruction to meet student needs d 3n0 gages students in varied e"periences that meet diverse needs and promote social, emotional, and academic growth e Connects students! prior knowledge, life e"periences, and interests in the instructional process f Uses available resources, including technology in the delivery of instruction

What areas of improvement are needed? Name two areas of strength ***** was always flexible in instruction and adapted lessons #ame two to areas of strength improve student academic growth by utili!ing many forms of technology including #$ads, laptops, manipulatives, and student response systems She utili!ed multiple teaching strategies daily to ensure she reached all types of learners

Data Source/Evidence

0/0/13 2 lesson delivery

;ssess$ent o( +earnin! 2 The student teacher:

ISU Standard 4<: 1ssessment

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Iowa Teachin! Standard 45: Uses a variety of methods to monitor student learning The student teacher: a. 1ligns classroom assessment with instruction '. Communicates assessment criteria and standards to all students and parents c. Understands and uses the results of multiple assessments to guide planning and instruction. d. 7uides students in goal setting and assessing their own learning e. .rovides substantive, timely, and constructive feedback. ( 8orks with other staff and building and district leadership in analysis of student progress

Co$$ents on Challen!es and Stren!ths: %hat areas of improvement are needed& n/a #ame twotwo areasareas of strength 'ame of strength ***** created wee ly formative assessments that aligned with classroom instruction She attended math team meetings to discuss student achievement and plan instruction

Data Source/Evidence 0/11/13 2 Created =ui> 8 &eetin!

*e(lective Teachin! 8 #ro(essional "rowth 9 The student teacher:

ISU Standard 45 8 417: 9oundations, reflective practice, and professional development 4 Collaboration, ethics, and relationships Iowa Teachin! Standard 4:8 3ngages in professional growth The student teacher: a. -emonstrates habits and skills of continuous in5uiry and learning '. 8orks collaboratively to improve professional practice and student learning. c. 1pplies re search, knowledge, and skills from professional development opportunities to improve practice d 3stablishes and implements professional development plans based upon the teacher!s needs aligned to the /owa Teaching ,tandards and district/building student achievement goals

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Co$$ents on Challen!es and Stren!ths: %hat areas of improvement are needed& n/a 'ame of strength #ame twotwo areasareas of strength ***** always improve her teaching practices through reflection and continuous in(uiry She applied research"based methods and was eager to improve her s ills through professional development training, and collaborating with other staff members

Data Source/Evidence

0/1:/13 2 SI?# #D

#ro(essional *es onsi'ilities 2 The student teacher:

ISU Standard 417: Collaboration, ethics, and relationships Iowa Teachin! Standard 4<:

Unacce ta'le Unacce ta'le Develo in! 1 /

&eets the Standards "ood #ro(icient 3 0

E3ceeds the Standards Distin!uished 5

Co$$ents on Challen!es and Stren!ths:

9ulfills professional responsibilities established by the school district The student teacher: a. 1dheres to board policies, district procedures, and contractual obligations '. -emonstrates professional and ethical conduct as defined by state law and individual district policy c. Contributes to efforts to achieve district and building goals d. -emonstrates an understanding of and respect for all learners and staff e. Collaborates with students, families, colleagues, and communities to enhance student learning #ame n/a two areas of strength

%hat areas of improvement are needed& 'ame two areas of strength ***** strived to achieve district goals by following the resource guide and adhering to mathematical standards She always demonstrated respect for students and staff, and collaborated with all sta eholders to enhance student learning

Data Source/Evidence 0/1/13 2 *esource "uide (or +sns

;DDITI?@;+ C?&&E@TS:
::::: is an e"ceptional educator -uring her student teaching e"perience, ::::: participated in an an /3. conference, technology training, and staff development ,he was an integral part in setting up /.ad applications for our classroom to help reduce paper usage ,he also willingly learned proper usage of student response systems, interactive mobile whiteboard, and other technological advances that allowed her to employ various methods to differentiate her teaching and assessments to fit the needs of a wide variety of students ,he was also able to vary her instructional methods to help her teach lessons effectively and keep students engaged ,he was consistently organized, reliable, and on time ,he willingly accepted e"tra duties and helped with projects beyond her contracted time