INTEGRATED BACHELORS/MASTERS (IB/M)
FINAL STUDENT TEACHING EVALUATION: SCIENCE EDUCATION
MAY 2013
Students in their senior year of the IB/M program participate in their student teaching experience during
the spring semester. A three-member team – including the student, cooperating teacher, and the
university supervisor – discusses each student’s performance. On behalf of the team, the university
supervisor completes the student teaching evaluation form using an online application system (i.e.,
Checkbox). The purpose of this report is to summarize the results of these final evaluations for science
education students in the spring of 2013. A brief narrative, tables/graphs with quantitative information,
and verbatim comments are provided. On the reproduced feedback, all references to names have been
omitted to maintain anonymity.
Some of the highlighted findings of the report appear below:
 Collectively, the four Science Education teacher candidates were placed across all four high
school grade levels (9-12).
 Of the Science Education students participating in the student teaching experience during the
spring semester, 100% of the teacher candidates were rated as having made Outstanding
Progress in 18 out of 20 (90%) standards focused on applying teacher knowledge by planning,
instructing, assessing and adjusting
 With regard to Professional Responsibility through Professional and Ethical Practice, Reflection,
and Continuous Learning, Leadership, and Collaboration, 100.0% of the evaluated teacher
candidates made Outstanding Progress on the following standards:
o
Uses information from students, supervisors, school and university faculty members to
support students’ science learning and well-being.
o
Reflects critically on his/her own practices and actively seeks input about how to grow
and improve instruction.
o
Seeks out and participates in opportunities to grow professionally.
 All IB/M Science Education students (100.0%) achieved at least Satisfactory Progress on every
clinic evaluation standard.
1
Grade Level Placement (Check all that apply)
Answer
9
10
11
12
Count
1
3
2
2
Percent
12.50%
37.50%
25.00%
25.00%
Planning, Instructing, Assessing, and Adjusting
Standard
Plans and implements instruction based on knowledge of the academic
principles, essential concepts, theories, laws, learning strategies, and
interrelationships of fields of licensure and supporting fields as
recommended by the National Science Teachers Association.
(NSTA/NCATE 1.a, 1.d, 1.e)
Responds to the group or individual student’s levels of science
understanding by adjusting teaching strategies (NSTA/NCATE 5.e)
Plans and implements science instruction based on knowledge of the
community context and by using the community as an instructional
resource (NSTA/NCATE 7.a, 7.b)
Constructs science lessons adapted to student needs based on different
developmental levels, approaches to learning, abilities, background
experiences and personal interests. (NSTA/NCATE 5.b)
Applies concepts, procedures, and applications to build understanding
and to help students connect science knowledge and skills to real world
problems. (NSTA/NCATE 4.b)
Plans and implements instruction based on science national and state
curriculum frameworks and local curricular goals in an effort to address
student needs and abilities. (NSTA/NCATE 1.b, 6.a, 6.b)
Activates students’ prior science knowledge and experience to support
and advance their science learning. (NSTA/NCATE 5.e)
Provides opportunities for students to engage in inquiry by pursuing
scientific questions, proposing explanations based on evidence, and
connecting experiences to the scientific body of knowledge. (NSTA/NCATE
3.a, 3.b)
Provides opportunities for students to solve problems, explain their
thinking, and evaluate their own performance (NSTA/NCATE 5.a)
Seeks out and uses resources from a variety of sources, including
technology, to create meaningful and interesting activities to support
students’ learning in science. (NSTA/NCATE 5.d)
Creates a respectful, safe, and challenging environment that supports
students’ construction of science knowledge. (NSTA/NCATE 5.f)
Uses informal and formal assessment data to inform and modify science
instruction, to plan appropriate lessons, including purposeful choices
Outstanding
Progress
Satisfactory
Progress
Not Making
Progress
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
2
(66.67%)
1
(33.33%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
2
regarding group formations, and to engage students in reflective selfanalysis. (NSTA/NCATE 8.a, 8.b, 8.c)
Sequences learning tasks into coherent units of instruction in order to
effectively scaffold student learning. (NSTA/NCATE 5.a)
Creates positive and supportive interactions with students through
respectful, appropriate, and effective verbal and nonverbal
communication techniques. (NSTA/NCATE 5.f)
Conveys to students the importance of personal and technological
applications of science in their fields of licensure. (NSTA/NCATE 1.c)
Applies an understanding of the historical and cultural development of
science and the evolution of knowledge in their discipline to the planning
and implementation of science instruction. (NSTA/NCATE 2.a)
Demonstrates an understanding of philosophical tenets, assumptions,
goals and values that distinguish science from technology and from other
ways of knowing the world. (NSTA/NCATE 2.b)
Engages students in studies of the nature of science, including the critical
analysis of false or doubtful assertions made in the name of science.
(NSTA/NCATE 2.c)
Introduces students to socially important issues related to science and
technology in their field of licensure, and exposes them to processes used
to analyze and make decisions on such issues. (NSTA/NCATE 4.a)
Demonstrates and promotes knowledge about legal and ethical safety
issues, safety procedures and materials use, and respect for living things
in the science classroom. (NSTA/NCATE 9.a, 9.b, 9.c, 9.d)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
2
(66.67%)
1
(33.33%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
Professional Responsibility through Professional and Ethical Practice, Reflection, and Continuous
Learning, Leadership, and Collaboration
Standard
Creates opportunities to communicate with families in supportive and
empowering ways, establishes respectful and collaborative relationships
with families, and involves families in students’ science learning.
(NSTA/NCATE 10.d)
Uses information from students, supervisors, school and university
faculty members to support students’ science learning and well-being.
(NSTA/NCATE 10.c)
Reflects critically on his/her own practices and actively seeks input about
how to grow and improve instruction. (NSTA/NCATE 10.b)
Seeks out and participates in opportunities to grow professionally.
(NSTA/NCATE 10.a)
Outstanding
Progress
Satisfactory
Progress
Not Making
Progress
2
(66.67%)
1
(33.33%)
0
(0.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
3
(100.00%)
3
(100.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
3
Teachers have knowledge of students, content and pedagogy regarding the planning, instructing,
assessing and adjusting
What 2-4 strengths did the student teacher candidate possess in this area?
3 Responses
The teacher candidate shows a high level of background content knowledge. This was displayed by his ability to
design lessons while anticipating students questions and misconceptions. The teacher candidate showed
strengths in utilizing various instructional modalities to fit the diverse learning styles of his students. Teacher
candidate provided students with insightful and timely feedback in order to promote student reflection and
academic success.
1) Outstanding organizational skills. 2) Well planned lesson Plans with proper assessments. 3) Abilty to modify
lessons and assessments as needed.
Strong background and understanding of content knowledge helps her to adjust instruction and present
material. Good report with the kids for making of a comfortable learning environment. Able to present the
material in a variety of modalities to ensure that all of the students' various learning needs are met.
What are 2-4 areas for improvement for the student teacher candidate in this area?
3 Responses
Teacher candidate may strengthen closure by alloting time at the completion of a lesson to readress the
objective of the day more frequently. Teacher candidate could design more embedded tasks or dipsticks to
guage background knowledge of students to plan the direction of future lessons.
1) Although having sound organizational skills, he seeks to improve on those skillls continually. 2) Improve
planning projections.
Continue to work on developing your range of classroom management skills applicable to both upper and lower
level classes. Continue to work on sequencing lessons into a coherent unit rather than lesson by lesson.
Teachers have knowledge of students, content and pedagogy regarding the professional and ethical
practice, reflection and continuous learning, leadership and collaboration
What 2-4 strengths did the student teacher candidate possess in this area?
3 Responses
The teacher candidate worked collaboratively with the cooperating teacher and other department members
towards preparing students to maximize acheivement in standardized tests such as CAPT by designing and
implementing a rigorous review of content. Teacher candidate participated in reading and writing initiatives that
were implemented by the district to begin exposing students to new standards in the common core. For
example, the use of the Collins Writing Program and summarizing strategies.
1) Learned about the diverse populations he was teaching to improve his understanding of student needs.2)
Excelllent interaction with other dept. members on various teaching approaches. 3)Outstanding pedagogy in
Biology. He not only understands the material but understands how to convey that material to his students.
She speaks eloquently, professionally during instruction. She conducts herself in a positive manner with good
"front of the room presence". Able to adequately gauge the individualized learning needs of the students. Ability
to accept constructive criticism and apply those comments to help her develop her teaching practice.
4
What are 2-4 areas for improvement for the student teacher candidate in this area?
3 Responses
Teacher candidate should continue to collaborate with peers and other professionals in developing a richer
understanding of all of the various facets in the field of education. For example administrative, guidance,
curriculum developement and social supports. The teacher candidate should continue to find time for reflective
practice.
1) Seeks to imrove his time management skills during lessons. 2) Increase involvement in professional
organizations and associations.
Continue to seek opportunities for engaging with parents and students. Continue to develop interactions with
peer educators for advice in seeking to broaden her ethical and professional practice.
Overall Status:
Answer
A
Count
3
Percent
100.00%
5