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JlZ6IZ014

MIDTERM REPORT FOR

STUDENT TEACHING/INTERNSHIP
College of Education and Human
Development
Bowling Green State University
Bowling Green, Ohio 43403

su

Bowling Green State Ut1iversity

Geiss

Kyle

0020137459

Last Name

First Name

Initial

10

Home Address

Integrated

Brunswick

OH

442122743

City

State

Zip

Phone

Social Studies (AVA 7-12)

License(s)

Spring

2014
Year

Four County Career

Center

Archbold

Ohio

School

City

State

School

Zip

Daniel Mundrick

Sr High

Class room Mentor Teacher(s)

Grade

~hn
Henry
_~~
----=..:...:....=:.:.:,L-.-----University

Mentor

~.

Semester

Four County Career

Center
Building

__

District

-'

Address

THIS CANDIDATE HAS BEEN ENGAGED IN EXTENSIVE

SKILLS, AND DISPOSITIONS HAVE BEEN EVALUATED.
STUDENT TEACHINGIINTERNSHIP

ria,o

PRACTICE DURING THIS TERM AND HER/HIS KNOWLEDGE,

AN INDICATION OF HER/HIS SUMMARY PERFORMANCE CIURING

IS PROVIDED IN THIS REPORT.

TO THE CLASSROOM MENTOR TEACHER AND UNIVERSITY MENTOR: Per the scoring rubrics. at the point of student
teaching/internship the Unacceptable rating rreans that the candidate either has no or mnilTl3l aw areness/know ledge and skills;
Acceptable rreans the candidate has exceeded the Unacceptable criteria and has the know ledge and skills to do, that is, the
candidate can apply and/or irrplerrent her/his know ledge and skills at a satisfactory level for a beginning teacher; and Target
means the candidate has exceeded the acceptable level and has the know ledge, skills, and ability to synthesize. analyze,
evaluate and/or create both the abilities of her/his students and her/his ow n pertorrrance as a teacher. After providin; the rating.
please type SUM MARY comments indicating the evaluation of the candidate for the areas described by the rating.

Standard 1: The Student Teacher Understands Student Learning and Development and

Respects Diversity of the Students They Teach.

Unacceptable

Progress

(Unsatisfactory)

Acceptable Progress
(Sa tisfa ctory)

Target

Progress

(Exemplary)

Mr. Geiss uses various types of instruction to meet the different levels of student development.
He sets reasonable
and challenging
learning expectations
and encourages
the students to do their best. Mr. Geiss successf ..Illy
im plements the requirem ents for special needs students, as well as challenging
the higher level students. Mr.
Geiss uses multiple teaching strategies in his lesson. He has recently started using Nearpod, which allows a
presentation
to be shown on anyone's laptop. This has been a huge help for students with sight problems and
students who are on Individualized Education Plans.

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Standard 2: The Student Teacher Knows and Understands the Content Area for Which
They Have Instructional

Unacceptable

Acceptable Progress

Progress

(Unsatisfactory

Responsibility.

(Satisfactory)

Target Progres:;
(Exemplary

Ms. Geiss s haws a thorough knowledge of the subject content and effectively relays this knowledge to the
students. He successfully prepares l1imselfto present the content for each class. Mr. Geiss follows state and local
Social Studies guidelines when preparing his teaching units. Mr. Geiss uses his resources and researches the
4Ppics that h~ i~instructed
to cover. He has knowledge of the material, but as with an young teacher his <nowledge
of the material should grow as he teaches the topic more often.

Standard 3: The Student Teacher Understands and Uses Varied Assessments to Inform
Instruction, Evaluate and Ensure Student Learning.
Unacceptable
Progress
(Unsatisfactory
)

Acceptable

Target

Progress

progre~:-I
-.I

(Exemplary)

(Satisfactory)
.: .oitE

Mr. Geiss utilizes muluple forms of assessment

and continues to strive for \i8rying forms of evaluation and
instruction. He makes use offormal and informal assessments.
Mr. Geiss uses the data gathered to monitor
student progress and differentiate instruction as needed. He uses polleverywhere.com
for formative and
summative assessment.
He has started using nearpod for presentations.
Mr. Geiss has also completed mini
projects and large projects, political cartoons, gallery walk, and others.

Standard 4: The Student Teacher Plans and Delivers Effective Instruction that Advances
the Learning of Each Individual Student.
Unacceptable

Progress

Acceptable Progress
(Satisfa ctory)

(Unsatis factory)

Target

Progress,

(Exemplary)

Mr. Geiss uses a variety of learning activities includinq: large and small group work, teacher presentation,
individual projects. and critical thinking activities to achieve his learning objectives. He encourages the students to
reach their potential in the classroom and provides feedback to help the students in the learning proces s. Mr.
Geiss explains the plan for the day and always has the goals/objectives
on the board. However, he sometimes
forgets to mention this to the students. His lessons are well planned and he adjusts the lesson throughout the day
as needed.

Standard 5; The Student Teacher Creates Learning Environments that Promote High
Levels of Learning and Achievement for All Students.
Unacceptable

Acceptable Progress

Progress

(Satisfactory)

(Unsatisfactory)

Target

Progress

(Exemplary

Mr. Geiss maintains a positive learning environment in the classroom. He continuously deals profession ally and
effectively with discipline issues. Mr. Geiss displays a good, positive, and fair rapport with the students. He greets
the students as they come in. The room is kept neat. Mr. Geiss has added a new classroom policywhem
everything has to be cleared off of the students desk. His class actiVities engage students and encourage them to
seek the opinions of other students ..

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Standard 6: The Student Teacher Collaborates and Communicates with Studentu,

Parents, Other Educators, Administrators and the Community to Support Student
Learning.
Unacceptable Progress
(Unsatisfactory )

Acceptable Progress
(Satisfactory )

--.-J

Target progre~~
(Exemplary)

Mr. Geiss works effectively with the students to support student learning. Mr. Geiss communicates with parents by
email and byattending meetings with students, parents, and guidance counselors. Mr. Geiss is consis tently
communicating with the government teachers. He also asked Lisa Hite, the academic supervisor, to come and
observe him teach.

Standard 7: The Student Teacher Assumes Responsibility for Professional Growth,

Performance and Involvement as Individuals and as Members of a Learning Community.
Unacceptable Progress
(Unsatisfactory)

Acceptable Progress
(Satisfactory)

Target progress'--,

--..J

(Exemplary)

Mr. Geiss consistently displays a professional attitude when interacting with the students and staff. He conducts
tlirnselfwith poise and confidence and demonstrates a sense of effectiveness in the classroom. Mr. Geiss has
taken advantage of every opportunity for professional development. He has attend five in scnoot trainings. He
attended the connect conference which includes over '12 olher career centers. He takes what he has learned and
applies it to the classroom.

Disposition 1. The candidate exhibits professionalism:

l

Unacceptable Progress
(Unsatis factory)

Acceptable Progress
(Satisfactory )

Target progress --,

(Exemplary)

-.J

Mr. Geiss reflects on the extent to which learning goals are met. He seeks positive feedback from his clas sroorn
professional behaviors and standards. He

mentor and university mentor. Mr. Geiss consistentlydemonstrates

consistentlyshows
respect for his students and mentors.

Disposition 2. The candidate respects/responds to diversity/exceptionality:

Unacceptable

Progress

(Unsatis factory)

Acceptable Progress
(Satisfactory)

Target Progress

(Exemplary)

Mr. Geiss fosters a learning environment that values all students. He consistently selects materials and resources
that s how no bias. Mr. Geiss res peets students from all walks of life. He challenges all of his studentto do better in
his class. The only recommendation for him is to look at Individual Education Plans and make sure he is adjusting
the assessments.

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Disposition 3. The candidate displays commitment to technology:

Unacceptable Progress
(Unsatisfactory )

Acceptable Progress
(Satisfactory )

Target

pro9re~l:-1
-.J

(Exemplary)

Mr. Geiss uses appropriate software tools to record attendance, grades, and learning outcomes. He also utilizes
school district media to keep parents informed of upcoming events, projects, and other information. Mr. Geiss
integrates technology in the classroom. He includes a wide variety of multimedia student projects and teacher
presentations. He uses Ipads. Apple TV. Nearpod, and Polleverywhere.com.

Disposition 4. The candidate values/engages in collaboration:

Unacceptable Progress
(Unsatisfactory)

Acceptable Progress
(S atisfactory)

Target
progress---,
(Exemplary)

-.1

Mr. Geiss actively seeks input from colleagues to enhance his instruction. He interacts with parents through a
variety of means to improve student performance. Mr. Geiss consults with guidance counselors and support staff
to promote student progress. Mr. Geiss is cons tantly seeking different ideas from the government teachers.

AREAS FOR CONTINUED DEVELOPMENT:

Classroom Mentor Teacher
Mr. Geiss has good classroom management however the students do talk a little more when he teaches. He need
to continue to work on this. The students like to get him distracted and off topic. I encourage Mr. Geiss to continue
to research and find strategies for how to handle disruptive students. The more experience you have the better it

gets.

Student Teacher'

Intern

There are a few ways in which I could improve my overall teaching. One of way would be to develop better
classroom management skills. I believe this to be one of my weaker areas, and improving this area would greatly
improve the overall teaching I do in the classroom. Byimproving classroom management, I will be able to conduct
class with more ease, and be able to do more student-centered instruction instead of the more teacher-centered
instruction I currently use. Another way to im prove my teaching would be to have all of the materials neeuec for the
week printed off and copied starting on Monday. That way. when students tell me they won't be there on a certain
day, they can pick up the materials then, instead of waiting until they return to school. Not to say I am not planned
for the week, I am, but it would make tracking absent/late work a lot easier. It would also create an understanding
to the students that the work is still expected to be due when they return, just like everybody else. These are just
some of the ways in which I could improve my overall teaching.

University Mentor
Kyle consistently prepares his lessons with appropriate lesson goals that are aligned with state and local
standards. He needs to make sure that students are aware of the lesson goals. Kyle needs to devote time in the
lesson to discuss learning objectives. He also needs to be sure that directions are clear to all students by
presenting them orally and in written form.

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