Loras College Division of Education

InTASC Evaluation of Student Teacher by Cooperating Teacher

Student Teacher: Nicole Feldhaus

Cooperating Teacher: Chris Burke

School:ERMS

College Supervisor: Karen Blocklinger

Grade/Subject: 8 Math

Levels of Performance:

Outstanding
(7) - ST performs independently
as a superior student/beginning teacher

Above Average (7 - 6) - ST exceeds required

expectations

On Target
(5 - 4) - ST performance is
acceptable for a student/beginning teacher; meets
minimum standards

Approaching (3 - 2) - ST is making some

progress, but performance is not yet acceptable for
a passing grade

Unsatisfactory (1) - ST performance is not

acceptable

No Opportunity to Observe (0) - not utilized

after midterm

Ratings Notes:

Ratings use evidence from a variety of sources,

including observations, lesson plans, student
artifacts, teaching materials, conferences, and
other interactions.

All evidence since the last observation / rating

should be considered.

No Opportunity to Observe rating cannot be

used after midterm. ST must provide evidence
of meeting standard, or a rating of
Unsatisfactory would apply.

In order to receive a passing grade, the final

evaluation ratings total points for each
InTASC category (for each placement) should
surpass 70 percent (i.e. 15 out of 21 or 10 out
of 14).

InTASC Standards
Category 1: The Learner and Learning
CT
Mdtm

CT
Final

InTASC Standard 1: Learner Development

The teacher candidate understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.

InTASC Standard 2: Learning Differences

The teacher candidate uses understanding of individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each learner to
meet high standards.

InTASC Standard 3: Learning Environments

The teacher candidate works with others to create environments that support individual
and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self motivation.

Cooperating Teacher Midterm Strengths: Instructional tasks are fitting to the ability and social

needs of students. Builds relationships on an individual level and utilizes to better

differentiate instruction and group students appropriately for collaborative practices. Nicole
seeks out the opinions of others regarding the effectiveness/appropriateness of planning and
creating an optimal learning environment. She communicates frequently with parents and
highlights the successes of students, no matter how great or small.
Goals: Remember to recognize the emotional needs/situation the students throughout each
day/lesson. During instruction, look at not just what the students are learning, but how they
are learning. Use your understanding of students on a personal level to help gauge and
respond to the needs of the learner. Communicate your expectations on an individual level
when need be. Be diligent and focused on group techniques in terms of collaborative learning
you have shown solid growth in this area. Keep your finger on the pulse of the class, keep
them active, engaged, and moving when need be also a great point of improvement!
Cooperating Teacher Final Comments -

InTASC Standards
Category 2: Content
CT
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CT
Final

InTASC Standard 4 : Content Knowledge

The teacher candidate understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners to assure mastery of the content.

InTASC Standard 5: Applications of Content

The teacher candidate understands how to connect concepts and use differing perspectives
to engage learners in critical thinking, creativity, and collaborative problem solving related
to authentic local and global issues.

Cooperating Teacher Midterm Strengths: Nicole has a deep insight into the connections within

her content area. She implements strong reflection techniques and demonstrates an
understanding of the need for students to share their learning and empower/reinforce one
another. She looks to a variety of methods of delivery. She interprets and reflects upon
problem solving techniques using a variety of methods algebraic, geometric, pictures, color
coding, words, tables, etc.
Goals: The clock can be friend or foe. Just as we should always know where other cars are on
the road (check your mirrors), teachers must know how much space they have to move within
their lane keep your eyes on the clock and adjust your lesson as need be. The pacing and
instruction of each class need not reflect on another, differentiate as need be. Continue to
empower the students have them interpret their own and the ideas of others. Have them
communicate the ideas presented. Keep in mind that this age group is often sensitive allow
for a comfortable environment in that you recognize when the spotlight upon a student can
cause them to shy away.
Cooperating Teacher Final Comments -

INTASC Standards
Category 3: Instructional Practice
CT
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Final

InTASC Standard 6: Assessment

The teacher candidate understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.

InTASC Standard 7: Planning for Instruction

The teacher candidate plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.

InTASC Standard 8: Instructional Strategies

The teacher candidate understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.

Cooperating Teacher Midterm Strengths: Assessments are well written and get to the heard of

skill based content. This allows you to see if the students are ready to move on to the next
content area. Check-ups, formal quizzes, hand signs, homework, these have all been
wonderful assessment tools. You also differentiate well with instructional tasks and
homework. Continue to reinforce the ideas previously learned and embed this within your
delivery good use of drawing back to brain teasers and prior lessons. Your use of multiple
representations, board space and layout, color coding, and so on, has shown increasing
strength and impact.
Goals: Use mass response techniques to make immediate/instant decisions/changes to
instruction based upon specific feedback. Have a plan to support various tiers of learning
needs at every stage of instruction. Continue to measure background knowledge to ensure
that your evidence supports instructional decision making. When assessing your students and
gathering feedback (via quizzes/check-ups/homework) ensure that what you measure speaks
specifically to what you/the student needs to know to move forward. Clarify the intent of an
extension activity vs. the expectation (the standard). Look for ways to break down content
into more manageable pieces, especially content of a more conceptual nature, in a way that
reflects to struggling learners. Always be able to answer questions such as, What is the point

in this? When will I ever use this?

Cooperating Teacher Final Comments-

INTASC Standards
Category 4: Professional Responsibility
CT
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Final

InTASC Standard 9: Professional Learning and Ethical Practice

The teacher candidate engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions
on others (learners, families, other professionals, and the community), and adapts practice
to meet the needs of each learner.

InTASC Standard 10: Leadership and Collaboration

The teacher candidate seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other
school professionals, and community members to ensure learner growth, and to advance
the profession.

Cooperating Teacher Midterm Strengths: Nicole does a great job of taking shared experiences

with other teachers and reflecting upon ideas presented, questions raised to
reinforce/challenge your own pedagogy. She is wonderfully open to suggestions and ideas
and it is obvious that each day is a learning opportunity for herself. Nicole also does a great
job of reflecting upon her own teaching practices and makes changes from class to class.
Outside of the classroom Nicole takes on many opportunities to help lead and serve others. In
time, as her teaching career allows, this mentality will surely place her in leadership positions
important for she has much to offer others.
Goals: Professional learning opportunities will come with time. The few experiences Nicole has
shared in have proven beneficial. Look for opportunities in the future that allow you to not
only share in professional learning but to lead others. In your new school be sure look at every
professional learning experience as an opportunity to grow. No matter how big or small the
opportunity may be, always strive to continue to learn and lead others. You have so much to
share and a positive attitude that coincides, be there to motivate and empower others.
Cooperating Teacher Final Comments -