Pittsburg State University ‘Teaching and Leadership: Internship Experience Formative Evaluation Spring 2016 Intern: US: Mentor: ( edly Burke School Site: | G Instructor/Supervisors this form on the following dates (March 4 and April 29th) te Office of Teacher Fuca and the intera will discuss the areas listed below (as applicable) for growth and progress in professional relationships, using the following marking system: 2. The mentor teacher a student Rating Scal N/A No opportunity provided for performance, Not witnessed 1 Novice - Candidate shows awareness and beginning skills 2 Developing - Candidate skills and awareness levels are developing 3 Effective - Candidate performs as a student teacher at the end of preparation 4 Advanced (Above Average Performance) - Candidate performs as an experienced teacher NOTE: As candidates progress jrom their early field experiences through student teaching, tis expecied that thelr teaching performance will become more sophisticated and refined. In most cases, a rating of 1 or 2 is indicative of satisfactory progress in early field experiences; a rating of or 3 is indicative of satisfactory progress in later field experiences; and a rating of 3s indicative of satisfactory progress in student reaching. Most candidates will not receive ratings of 4. Ratings of | or 4 must be accompanied by comments explaining why the student received these ratings. However, comments may be entered for any level of performance and are helpful to our candidates. ‘The Learner and Learning Professional educators must understand that learning and development patterns vary among individuals, that earners bring unique individual differences to the learning process and that learners need supportive and safe learning environments to thrive. Phe Learner and Learning = as I. Plans and delivers developmentally appropriate instruction 2, Consults a variety of sourees (e.2., student records, counselors, resource specialists, parent conferences, test results, and other diagnostic tools) to determine | the learning needs and capabilities of individual students 3._ Differentiates instruction appropriately for specific needs of learners 4, Porsists in helping all students achieve success 5. Brings multiple perspectives to the discussion of content, including attention to leamers’ personal, family and community exp Z [3S 6. Designs instruction to build on leamers” prior Zs 3 7. Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative consequences 18. Demonstrates positive rapport with a diverse student population ‘9. Understands and respects a diverse student/parent population and heips all students Jeamn respect forthe traditions and cultures of others Z| 10, Uses appropriate nonverbal communication ] TT. Provides a learning environment which includes high time-on-task and active 2 engagement is12, Promotes a classroom environment that is caring and supportive to all students 13. Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student learning and safety 14, Monitors students’ behaviors and activities inthe classroom at all times 15. Handles multiple tasks, intrusions and distractions while maintaining the flow of hob od the lesson 16. Teaches and reinforces classroom expectations, rules, routines and procedures fair ‘Comments Content Professional educators must have a deep and flexible understanding of the field and be able to draw upon the central concepts and siructures of their discipline as they work with leamers. They integrate cross-disciplinary skills (eg., critical thinking, problem solving, creativity and communication) to help leamers apply content to propose solutions, forge new understandings, solve problems and imagine possibilities. Professional educators connect information to local, state, national and global issues. Comments: 17. Demonstrates content area knowled: 18. Keeps abreast of new ideas and understandings in the field 19, Effectively uses multiple representations and explanations that capture key ideas in the discipline, guides learners through learning progressions and promotes each learners achievement of content standards 720. Engages students in learning experiences in the discipline(S) that encourage learners to understand, question and analyze ideas from diverse perspectives using standards of evidence 21. Creates opportunities for students to Team and practice content language 22. Provides a real world context for lesson content 23. Demonstrates pedagogical knowledge relevant to the discipline iy G9 |) &Instructional Practice Professional educators understand and integrate assessment, planning and instructional strategies in coordinated and engaging ways for effective practice. They understand how to design, implement, interpret and sults froma. range. of assessments. _ | Instructional Practice g < 7A Creates lessons that encourage stents o think creatively and ortoaly problems 25. Develops clear lesson plans which include objectives, materials, activites, adaptations/modifications and evaluation techniques based on the curriculum 26. Develops clear long-term instruction plans (eg. units and/or modules) which include | objectives, materials, activities, adaptations/modifications and evaluation techniques based on the curriculum 27, Selects materials and activities consistent with the objectives of the lesson and students” | diverse abilities resulting in appropriate adaptations and modifications = 728. Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state and/or local standards 29, Uses available educational technologies for effective instruction 30. Provides opportunities forall students to successfully apply or practice knowledge and skills leamed 31. Designs assessments that align with learning objectives 32. Bffectively uses multiple and appropriate types of assessment data to identify cach student’s leaming needs and to develop differentiated leaming experiences 33, Maintains clear and reasonable work standards and due dates 34. Makes changes in instruction based on feedback from multiple classroom assessment '35. Gives constructive and frequent feedback to students on their learning re 36. Balances the use of formative and summative assessment as appropriate 10 Support, verify and document learning, 37, Accomplishes smooth and orderly transitions between parts of the lesson 38. Communicates clearly to al students the objective and purpose of each lesson 39. Conducts class with poise, confidence and enthusiasm, 440. Maximizes instructional learning time by working with students individually as well as 2 small or whole groups é maa 41. Gives clear directions 42. Provides focus on important points and checks for understandin 43, Uses a variety of effective and appropriate instructional strategies and resources 44, Encourages participation from all students through effective questioning strategies (©... 3 ‘equal distribution, evel variation, adequate wait time, probing and clue giving, and | appropriate correctives and feedback) a E Z fez 45, Presents lessons in a clear, logical and sequential manner Comments: hushn is dling a great job.