Student Teacher Summative Assessment
St. Edward’s University
School of Education
Date: 4/15/2014
Underline ONEDistrict: Austin I.S.D.
Cooperating Teacher Name (CT): Juanita Villareal
School: Small Middle School
University Supervisor Name (US): Mary Nancarrow
Grade(s): 6th through 8th
Student Teacher (ST): Leslie Daughtry
Description of Field Placement Setting:
Small M.S. is a suburban middle school housing @ 1000 students. Ms. Daughtry was assigned to teach 7 th grade Math under
Ms. Juanita Villareal, including GenEd, Inclusion, and Pre-AP Math classes.
Instructions:
Rate each observable behavior; then, rate the component as a whole. The components are characterized, but are not limited to the observable
behaviors that follow. It is important to cite specific examples of the observed behaviors as supporting evidence at the end of each of the four
clusters. *A rating of U in any of the areas marked with an “*” may result in a grade of “F” in the student teaching practicum course.
Overall Components:
U = Unacceptable;
observable behaviors are
never, rarely, or
occasionally seen
EC = Emerging
Competence; observable
behaviors are seen more
frequently, but not seen
consistently.
C = Competent;
observable behaviors are
consistently seen.
AC = Advanced
Competence; observable
behaviors are exceptional
and distinctly superior for
a student teacher.
N/O = No opportunity to
observe
N/A = Not applicable to
person completing form
Cluster I: Learner-Centered Instruction
Component 1a: Demonstrates knowledge of content that leads to high levels of learning
Demonstrates knowledge and understanding of the subject taught
Makes content connections across the curriculum
Identifies important background knowledge
Identifies important vocabulary
Overall Component 1a rating (U, EC, C, AC)
AC
C
C
C
C
Component 1b: Demonstrates knowledge of students
Demonstrates knowledge and appreciation of students’ varying skills, approaches to learning, and cultural and linguistic
heritages
Uses developmentally appropriate practices
Incorporates knowledge of students’ out-of-school interests and experiences during the instructional day
Overall Component 1b rating (U, EC, C, AC)
AC
AC
AC
Component 1c: Has knowledge of and makes use of materials, resources, and technology
Uses appropriate materials and resources beyond district instructional materials to enhance student learning
Uses technology as a tool to enhance the curriculum
Uses community resources (e.g., parents; public library; field trips) to enhance student learning
Uses support systems effectively (RTI, 504, dyslexia, SPED, ESOL, G/T)
Overall Component 1c rating (U, EC, C, AC)
AC
C
N/O
C
C
C
Component 1d: Differentiates instruction to promote student learning, including students with special needs and English
language learners
Differentiates instruction to support the stated instructional objectives (including 504 and IEP adaptations)
C
Differentiates instruction to support English language learners
N/O
Differentiates instruction to support students with special needs, including planning according to IEPs
AC
Demonstrates knowledge of federal, state, and local policies, programs, and research-based strategies for all special
C
populations
Plans or adapts lessons to accommodate individual strengths and needs
C
Overall Component 1d rating (U, EC, C, AC)
C
Last revised 5/2013
U – Unacceptable EC- Emerging Competence C- Competent AC- Advanced Competence
N/O - No Opportunity to Observe N/A –Not applicable to person completing form
Component 1e: Plans lessons effectively
*Prepares plans in advance
Aligns lessons and instruction with TEKS
Ensures availability and accessibility of facilities and materials
Writes clear and measurable instructional objectives
Sequences content logically
Ties lessons into previous and future learning
Varies activities to maintain student interest and to promote on-task behavior
Designs questions and assignments that require students to use higher level thinking skills
Designs lesson closure that clearly summarize and/or apply key knowledge and skills
Overall Component 1e rating (U, EC, C, AC)
AC
AC
AC
C
AC
C
AC
C
C
AC
Component 1f: Implements effective pedagogy
Implements effective instructional approaches and routines
Uses a variety of (flexible) grouping strategies to support learning
Strives to keep all students engaged in the lesson through monitoring and appropriate pacing
Scaffolds student learning through teacher modeling, demonstration and thinking aloud
Provide multiple opportunities for students to discover and practice with consistent feedback
Uses effective questioning and prompts to engage students in conversation and thinking, both together and independently
Teaches skills and strategies and provides multiple opportunities for students to use independently (for real purposes)
Uses visual representations, including graphic organizers and Web resources as tools to support student learning
Overall Component 1f rating (U, EC, C, AC)
AC
AC
C
AC
AC
C
AC
C
AC
Component 1g: Assesses student learning
Assures that assessment is clearly aligned with identified knowledge and skills
Assures that assessment is reflective of developmentally appropriate practices
Uses a variety of assessments that check for understanding
Assesses student learning at appropriate intervals
Uses observational, informal, and formal assessment data to plan or redesign instruction
Overall Component 1g rating (U, EC, C, AC)
AC
AC
C
C
AC
AC
Cluster 1: Learner-Centered Instruction (15% of semester grade = 15 points of semester total 100 points) 14 points earned
Supporting Evidence from underline one- CT, US or ST:
*Ms. Daughtry regularly met and planned lessons with her PLC and department.
*Provided students with graphic organizers and a variety of types of guides/templates for note taking and analysis of vocabulary,
formulas, and Math strategies.
*Materials, technology and resources for classes always prepared in advance and organized so easily accessible to teacher and
students.
*Ms. Daughtry’s classes were paced effectively with adequate transitions, but she does want to be careful about planning and
structuring Closure at the end of class that consistently keeps the students engaged till dismissal.
*Ms. Daughtry used a variety of strategies to support student learning. She used different grouping strategies, sequenced a variety of
activities in each day’s lesson that scaffolded onto and reinforced prior learning. She consistently modeled and demonstrated
activities and skills the students were expected to master.
*Leading discussions and encouraging students to share their ideas is something that Leslie does well. The related skills of making
consistent connections between course content and the “real” world and other content areas are skills that will no doubt develop more
fully with experience, but one that Leslie needs to be aware of working on. Incorporating more higher level, analytical and problem
solving questions into discussions and activities needs to be done more consistently, even for the special needs students.
*Ms. Daughtry consistently provided multiple opportunities for students to practice skills/work with specific content, and was
conscientious about using data from informal and formal assessments to determine what needed to be re-taught.
*Ms. Daughtry worked with inclusion classes this semester. She consistently worked to differentiate the activities and assignments to
address the individual needs of both identified special needs students, and others who needed individualized attention.
U – Unacceptable EC- Emerging Competence C- Competent AC- Advanced Competence
N/O - No Opportunity to Observe N/A –Not applicable to person completing form
Cluster 2: Classroom Environment
Component 2a: Creates rapport with and among students in an environment of respect
*Avoids sarcastic and destructive criticism
Acknowledges specific successes of all students
Speaks to students attentively and respectfully
Refers to students by name using correct/preferred pronunciation
Builds rapport and trust with students
Overall Component 2a Rating (U, EC, C, AC)
Component 2b: Establishes a culture of learning
Creates a safe environment by encouraging and positively responding to students’ questions, responses, and background
experiences
Shows enthusiasm and energy in the classroom
Provides opportunities for students to set goals, reflect upon their work, and initiate improvements to their products
Holds high expectations for student performance
Establishes and/or maintains predictable but flexible classroom routines and procedures
Creates and/or maintains effective transition routines
Scans room consistently to monitor and foster student engagement
Overall Component 2b Rating (U, EC, C, AC)
Component 2c: Contributes to positive behavior climate
Models and maintains a courteous and respectful climate
Provides clear expectations
Establishes and/or supports rules and consequences consistently and fairly
Seeks to understand and address causes of inappropriate behavior
Reinforces appropriate behavior
Redirects inappropriate behavior, as needed
Supports the development, implementation, and evaluation of the classroom management plan
Supports the development, implementation, and evaluation of the individual behavior management plan
Overall Component 2c Rating (U, EC, C, AC)
AC
C
AC
AC
AC
AC
AC
AC
C
AC
AC
C
EC
AC
AC
AC
EC
AC
C
C
AC
C
AC
Component 2d: Offers equitable learning opportunities to all students regardless of race, sexual orientation, gender, religion,
cultural and linguistic background, or disability
* Provides all students an equal opportunity to learn regardless of cultural and linguistic background, economic status,
AC
gender, sexual orientation, ethnicity, religion, physical & personal attributes, and disabilities
Designs classroom instruction to take advantage of classroom diversity to maximize learning for all students
AC
Identifies and fosters the strengths of each student, enabling all to reach their maximum potential
C
Demonstrates awareness of activities or behaviors that might be discriminatory and works to improve the situation
C
Overall Component 2d Rating (U, EC, C, AC)
C
Cluster 2: Classroom Environment: Equity, Excellence, and Learning (15% of semester grade = 15 points of semester total
100 points) 13 points earned
Supporting Evidence from underline one- CT, US, or ST:
*Mrs. Daughtry very quickly developed a strong rapport with her students, addressing them by their names, listening to what they had
to say, and learning details about each of them that created a strong trust and mutual respect.
*It is very apparent that Leslie loves her content area, and that she has high expectations for herself and her students. She makes the
majority of her students believe that it is possible to meet those high expectations, and that she will do everything she can to assist
them in working hard to achieve their goals.
*Ms. Daughtry consistently enforced the established classroom and campus discipline policies. She consistently and patiently
redirected off task and inappropriate behaviors, although is still not confident about consistently applying appropriate consequences
when needed. Even when students became openly defiant and/or belligerent, Leslie maintained her calm demeanor and dealt with the
students in a positive, respectful and constructive way. It will be important for Ms. Daughtry to formulate a set of rules and
procedures for her own classroom, with consequences that she will be comfortable applying consistently.
U – Unacceptable EC- Emerging Competence C- Competent AC- Advanced Competence
N/O - No Opportunity to Observe N/A –Not applicable to person completing form
Cluster 3: Communication
Component 3a: Communicates with students
*Communicates clearly and accurately, orally and in writing
Listens carefully to students
Gives clear directions
Overall Component 3a Rating (U, EC, C, AC)
AC
AC
C
AC
Component 3b: Communicates with families/caregivers
Communicates positively and appropriately with families/caregivers
Seeks information from and involves parents/caregivers in educational goals, with cooperating teacher’s guidance
Communicates with families/caregivers by participating in after-school and community events
Overall Component 3b Rating (U, EC, C, AC)
N/O
N/O
N/O
N/O
Component 3c: Communicates with campus cooperating teacher, team members, administrators, and staff members
*Initiates and maintains communication with cooperating teacher
*Works cooperatively with cooperating teacher, other teachers, staff and campus administration
*Discusses and provides lesson plans to cooperating teacher for approval by due date
Meets and plans with special education faculty to inform educational goals and plans
Participates in team meetings (e.g., grade level meetings), parent conferences, and ARDs, as appropriate
Overall Component 3c Rating (U, EC, C, AC)
AC
AC
AC
C
C
AC
Component 3d: Communicates with St. Edward’s facilitator and faculty
*Initiates and maintains communication with university facilitator, coordinator, and professors
*Provides and discusses lesson plans with university facilitator and coordinator (as necessary), for approval by due date
Overall Component 3d Rating (U, EC, C, AC)
AC
AC
AC
Cluster 3: Communication (5% of semester grade = 5 points of semester total 100 points) 5 points earned
Supporting Evidence from underline one- CT, US or ST:
*Communication with students was always positive, respectful, and appropriate. Mrs. Daughtry always made the students feel that
their opinions and concerns were valid and important to her.
*Communication with US was always timely and thorough. Questions were always asked enough in advance to allow time for a
considered response and/or non-crisis solutions to problems.
*Lesson plans, materials, and observation schedules were always completed and turned in by the established due date.
*Was proactive and cooperative about working with PLC to plan and prepare lessons.
Cluster 4: Professionalism
Component 4a: Engages in professional development practices
Uses reflective practices by analyzing own teaching
Pursues professional development (e.g., workshops, conferences, trainings)
Overall Component 4a Rating (U, EC, C, AC)
C
C
C
Component 4b: Demonstrates effective interpersonal relationships
*Works cooperatively with university facilitator, coordinator, and professors
*Accepts and incorporates suggestions from cooperating teacher, university facilitator, and coordinator
*Remains calm in dealing with conflict and disagreement
*Maintains an even disposition when dealing with students, peers, and other professionals
Overall Component 4b Rating (U, EC, C, AC)
AC
AC
AC
AC
AC
Component 4c: Fulfills school, university, and state policies and procedures
*Adheres to the Texas Code of Ethics for Teachers as evidenced in University classes and field placements
*Attends all required College of Education Meetings
*Follows university and public school policies
AC
AC
AC
U – Unacceptable EC- Emerging Competence C- Competent AC- Advanced Competence
N/O - No Opportunity to Observe N/A –Not applicable to person completing form
*Follows required school dress code and is clean and well-groomed
*Is present and prompt except for emergencies
*Performs all assigned duties promptly
Overall Component 4c Rating (U, EC, C, AC)
AC
AC
AC
AC
Cluster 4: Professionalism (5% of semester grade = 5 points of semester total 100 points) 5 points earned
Supporting Evidence from underline one- CT, US or ST:
*Consistently reflected on and analyzed effectiveness of the activities and strategies used for teaching the assigned content.
*Ms. Daughtry accepted suggestions from her US and CT and made efforts to incorporate those suggestion into her planning and
teaching.
*Participated in several District professional development events, and observed differentiation strategies at several middle school
campuses
*Ms. Daughtry’s appearance and dress is consistently professional and appropriate, and her attitude/demeanor is always positive.
*Consistently on time for school and all meetings, and performed all assigned duties promptly and without having to be reminded .
Underline one: Cooperating Teacher or University Supervisor
(Printed Name, Phone Number, E-mail)
Signature and Date
Mary Nancarrow
512-924-8313
[email protected]
I have read the completed summative assessment form; my signature does not imply that I agree with the evaluation.
Student Teacher (Printed Name, Phone Number, E-mail)
Leslie Daughtry
Signature and Date