EVALUATION OF STUDENT TEACHER

Candidate Name: Lauren Checker

Evaluation Period: Jan. to Mar. 2016

Date:3-15-16 Assessor Name: Jill Roffers Role: Cooperating Teacher

School Name: Robinwood
Grade:4
Subject:All

Please cite evidence of the candidates performance for the descriptors in each section of the evaluation. Note areas for improvement. Judge the
candidates performance at the end of each section as well as at the end of the evaluation form. Cooperating teachers and student teacher candidates
will be reflecting on approximately 4.5 weeks of classroom experience. Supervising faculty will render judgment after each supervisory observation
for a minimum of four evaluations over 18 weeks of student teaching; feedback may address seminar performance. By the end of each placement,
candidates must perform at the proficient level overall. Proficient completion of student teaching is required for recommendation for licensure.
Each teaching component has four levels of performance: inadequate, emerging, proficient, and distinctive.
Inadequate
The candidate does not yet appear
to understand the concepts
underlying the component. She/he
still needs to work on the
fundamental practices associated
with this component.

Emerging
The candidate seems to understand
the concepts underlying the
component, but the implementation
is sporadic, intermittent or not
entirely successful. Additional
experience will enable this student
teacher to become proficient in this
area.

Proficient
The candidate clearly understands
the concepts underlying the
component and implements it well
with minimal to no support from
the cooperating teacher.

Distinctive
The candidate implements the
component at an independent level;
his/her students are motivated,
engaged, and learning at a high
level.

Planning and Preparation (AEA: Conceptualization/Diagnosis WTS: 1, 2, 3, 4, 7, 8, 10 - DISP: Respect, Responsibility)

Plans show candidates comprehensive understanding of the identified content.

Standards/objectives, learning tasks and assessments are clearly aligned to a big idea, essential question, or standard.
Plans provide opportunities for students to make connections with prior knowledge, and scaffolds new content.
Learning tasks and assessments represent differing depths of understanding.
Uses academic language to provide clear connections between content concepts and disciplinary reasoning.
Learning tasks and materials draw upon students academic, social-emotional development, and cultural/ lived experiences, including strengths, as well as
individual interests, to help students reach the learning objectives.
Planned support consists of strategically selected or modified tasks/ materials and/ or scaffolding of instruction that are closely tied to specific learning
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objectives and designed to engage students.

Planned assessments are aligned to clearly defined benchmarks or criteria for student performance, and are adapted/ modified so that all students provide
evidence of what they know and are able to do.
In addition to those listed above, a special education candidate must demonstrate that:
Plans are based on students IEP goals

Inadequate Emerging Proficient X Distinctive

COMMENTS:
Laurens lessons are very well planned out. She takes the time to incorporate activities that are motivating and that repeatedly address the
necessary standards. Lauren effectively followed our districts curriculum and assessment plans. Lauren was very proactive in her planning and
was always prepared well in advance for every lesson. She made adaptations to lessons when needed and very effectively monitored the
progress of the students at all times during the lessons.

Classroom Environment (AEA: Coordination/Integrative Interaction WTS: 1, 2, 3, 5 DISP: Respect, Responsibility, Reflection)

Demonstrates respect for all constituencies supporting schools-- students, parents, colleagues, administrators, and business/community partners.
Creates a safe and welcoming environment for students.
Builds a classroom community of learners where students connect with one another and are supported both independently and collaboratively.
Builds a classroom community that supports diverse perspectives and ownership of learning.
Communicates clear classroom procedures and proactive behavioral expectations.
Uses proactive classroom management strategies.
In addition to those listed above, the special education candidate:
Utilizes student functional behavioral assessments and behavioral intervention plans in developing and implementing classroom management strategies.

Inadequate Emerging Proficient X Distinctive

COMMENTS:Lauren consistently demonstrates kindness, respect and compassion for each student. She shows the same sensitivity to parents
and staff here at Robinwood. Countless faculty members have come to me while she has taught here to comment on how much they like
Lauren and enjoy working with her. The students clearly feel safe and cared about. She readily creates small groups to address students who
need extra help, and brings students in during her lunch to further assist them. Lauren speaks respectfully to and about the students at all times.
As she has progressed through this experience she has become proactive in class management strategies, she has adopted some strategies
already in place and developed some of her own. The environment in the classroom when Lauren is teaching is extremely positive.

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Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS: 1,2, 3,4,5, 6,7,10 DISP: Respect,
Responsibility, Communication)

Uses a hook to capture the learners attention.

Focuses the students on the learning objectives.
Facilitates real-life connections.
Relates new learning to previous learning.
Uses a variety of strategies to actively engage ALL students in meaningful content.
Models, promotes, and reinforces the use of academic language.
Provides clear directions and checks for clarity.
Provides accurate information.
Modifies instruction to support student understanding.
Uses time efficiently.
Demonstrates enthusiasm for learning.
Varies the levels of questioning to support and challenge the learner.
Encourages critical and creative thinking skills.
Addresses the diverse needs and abilities of students.
Uses informal assessment to monitor student understanding.
Provides and utilizes meaningful materials (including technology) that enhance the learning.
In addition to those listed above, a special education candidate:
Bases instruction on individual student IEP goals
Specifically and directly targets the use and understanding of academic language and vocabulary.

Inadequate Emerging Proficient X Distinctive

COMMENTS: Lauren truly gets excited about the lessons and activities she has planned and it comes through when she teaches. She has come
up with so many engaging activities to teach the required curriculum and make it memorable for the students. Lauren has participated in
professional development sessions in the district and she immediately implements the strategies suggested.Lauren has shown exceptional
observation skills. She quickly has come to know the students and her assessment of their behaviors, learning styles, etc., are that of a seasoned
educator.

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Assessment (AEA: Diagnosis/Integrative Interaction WTS: 2,8,9,10 DISP: Reflection, Communication)

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Integrates peer and self-assessment strategies to reinforce and focus on the process of learning
Incorporates academic language relevant to the standards and learning objectives
Provides oral or written feedback during and/or after the lesson that:
is timely, clear, specific and accurate
helps the student understand what s/he did well
and provides guidance for improvement
Uses assessment related to the standards and learning objectives to:
identify and address individual needs
identify and address needs of the group
Uses assessment to explain changes to teaching practices citing:
examples of successful and unsuccessful teaching practices
evidence of student learning
knowledge of students prior learning and experiences
Maintains accurate records and communicates performance to students and adults.
In addition to those listed above, the special education candidate:
Uses assessment related to the individual students IEP goals, standards and learning objectives.

Inadequate Emerging Proficient X Distinctive

COMMENTS:Lauren follows the districts assessment plan and has created some assessments of her own. She is very strong at providing
formative assessments and opportunities as part of her instruction and building towards the summative assessment. She gets all assignments
back to the students, with appropriate feedback, very quickly. As our district does standards based grading, I have been exceptionally pleased
with Laurens ability to accurately score students on a multitude of rubrics. Her scores align very well with mine.
Professional Responsibilities (AEA: Communication/Integrative Interaction WTS: 7,9,10 DISP: Collaboration, Responsibility,
Communication)

Acts as an advocate for students, families, colleagues and community; honors confidentiality
Actively participates in seminar, faculty meetings, parent-teacher conferences, training sessions and other appropriate school events
Meets deadlines for all professional responsibilities; demonstrates punctuality and accountability
Acts as an ambassador for the program and college in all interactions with school-related audiences; Projects professionalism in dress and appearance
Establishes professional and productive relationships with students, supervisor, cooperating teacher, caregivers, staff and peers
Uses professional literature to improve instruction; engages in professional discourse and collegial discussions about education.

Inadequate Emerging Proficient X Distinctive

COMMENTS:Lauren is on top of all that is required of her. She conducts herself in a very professional way and has impressed our entire
faculty. She is friendly, respectful, and great to teach with.
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Final Remarks: I have had many student teachers throughout my career. Lauren Checker is very distinctive. She loves children, and she loves
teaching. Working with her every day has been a total pleasure and I am very sad to see her leave. I am excited that she will be teaching summer
school in this district this summer and I am hoping she will be hired by the district for the Fall. Franklin Schools would be very lucky to have
her!
OVERALL PERFORMANCE: Inadequate Emerging Proficient X Distinctive
(Supervisor Evaluation Only) This evaluation has been shared with the cooperating teacher in a triadic conference: YES NO

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whole by any method is prohibited by law.