Valley City State University Student Teacher Data Fall 2011 – Spring 2015
4-point rating scale utilized by cooperating teachers:
(4) Distinguished: The teacher candidate has exceptional knowledge and ability to perform this task without guidance.
(3) Proficient: The teacher candidate has the knowledge and ability to perform this task with limited or no guidance.
(2) Emerging: The teacher candidate has basic knowledge of this concept, and would need guidance to complete the task.
(1) Undeveloped: The teacher candidate lacks basic knowledge of this concept and would need significant guidance to
perform this task.
Cooperating Teacher Evaluation Ratings for
VCSU Student Teacher Placements
Comparisons for the last four years
Standard #1: Learner Development - The teacher candidate understands how
children learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas and designs and implements developmentally
appropriate and challenging learning experiences.
Designs developmentally appropriate instruction
Implements developmentally appropriate instruction
Standard #2: Learning Differences –The teacher candidate uses understanding
of individual differences and diverse communities to ensure inclusive learning
environments that allow each learner to meet high standards.
Adapts instruction for individual needs
Inquires about students as individuals with diverse personal and family
backgrounds
Exhibits fairness and the belief that all students can learn
Standard #3: Learning Environments - The teacher candidate works with
learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning,
and self-motivation.
Fosters a safe and respectful environment that promotes learning
Organizes time and resources to actively engage students in learning
Manages classroom activity and behavior effectively
Standard #4: Content Knowledge – The teacher candidate understands the
central concepts, tools of inquiry, and structures of the discipline(s). Teaches and
creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Demonstrates knowledge of subject matter
Creates meaningful learning experiences
Standard #5: Applications of Content - The teacher candidate understands how
to connect concepts and use differing perspectives to engage learners in
critical/creative thinking and collaborative problem solving related to authentic
local and global issues.
Connects content knowledge to relevant issues in students’ lives
Engages students in higher level thinking skills
Standard #6: Assessment - The teacher candidate understands and uses
multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide teachers’ and learner's decision making.
Integrates formal and informal assessments
Communicates timely and useful descriptive feedback
Aligns assessments with objectives and standards
Unit Report 2014
20142015
Mean
N=149
20132014
Mean
N=181
20122013
Mean
N=155
20112012
Mean
N=148
3.55
3.54
3.58
3.53
3.56
3.58
3.56
3.51
3.57
3.57
3.55
3.54
3.59
3.53
3.60
3.62
3.51
3.60
3.74
3.41
3.55
3.69
3.49
3.65
3.79
3.54
3.62
3.75
3.66
3.60
3.62
3.60
3.74
3.60
3.51
3.69
3.57
3.44
3.75
3.54
3.42
3.70
3.52
3.50
3.58
3.52
3.57
3.53
3.60
3.64
3.52
3.62
3.58
3.62
3.52
3.57
3.56
3.43
3.47
3.50
3.61
3.52
3.48
3.43
3.52
3.43
3.53
3.44
3.53
3.50
3.53
3.53
3.51
3.58
3.55
3.47
3.52
3.55
3.47
3.58
3.55
3.48
3.58
3.49
1
Cooperating Teacher Evaluation Ratings for
VCSU Student Teacher Placements
Comparisons for the last four years
Exhibits fairness in grading practices
Uses a variety of assessments
Standard #7: Planning for Instruction - The teacher candidate plans instruction
that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Connects lesson goals with school curriculum and state standards
Uses assessment data to inform planning for instruction
Standard #8: Instructional Strategies - The teacher candidate understands and
uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Varies instructional strategies to engage learners
Uses technology appropriately to enhance instruction
Differentiates instruction
Standard #9: Professional Learning and Ethical Practice- The teacher candidate
engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions
on others (learners, families, and other professionals, and the learning
community), and adapts practice to meet the needs of each learner.
Seeks and accepts feedback to improve teaching effectiveness
Uses self-reflection to improve teaching effectiveness
Demonstrates commitment to the profession
Standard #10: Leadership and Collaboration - The teacher candidate seeks
appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other professionals,
and community members to ensure learner growth, and to advance the
profession.
Works effectively with school personnel
Works effectively with parents
Communication- The teacher candidate uses effective verbal, nonverbal, and
media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Uses accurate and effective written communication
Uses accurate and effective oral communication
Uses effective non-verbal communication
Student Teaching Mean Score
20142015
Mean
N=149
20132014
Mean
N=181
20122013
Mean
N=155
20112012
Mean
N=148
3.67
3.49
3.62
3.47
3.66
3.46
3.65
3.48
3.58
3.50
3.51
3.53
3.63
3.52
3.57
3.45
3.59
3.45
3.56
3.45
3.58
3.55
3.56
3.56
3.61
3.60
3.50
3.59
3.59
3.48
3.57
3.65
3.45
3.58
3.66
3.43
3.75
3.65
3.75
3.70
3.74
3.76
3.77
3.67
3.67
3.72
3.76
3.74
3.79
3.73
3.69
3.77
3.67
3.60
3.64
3.63
3.73
3.58
3.67
3.56
3.72
3.53
3.70
3.56
3.60
3.52
3.58
3.60
3.54
3.61
3.61
3.61
3.50
3.56
3.53
3.53
3.58
3.62
3.61
3.59
3.60
3.60
3.57
3.58
4-point rating scale utilized by cooperating teachers:
(4) Distinguished: The teacher candidate has exceptional knowledge and ability to perform this task without guidance.
(3) Proficient: The teacher candidate has the knowledge and ability to perform this task with limited or no guidance.
(2) Emerging: The teacher candidate has basic knowledge of this concept, and would need guidance to complete the task.
(1) Undeveloped: The teacher candidate lacks basic knowledge of this concept and would need significant guidance to
perform this task.
Unit Report 2014
2
Student Teacher Proficiency Ratings
Cooperating Teacher Final Evaluations of Student Teachers Fall 2011 – Spring 2015
(Evaluation form developed in alignment with 2011 update of InTASC standards)
Rating
of
4
N
Rating
of
3.5
N
Rating
of
3
N
Rating
of
2.5
N
Rating
of
2
N
Standard #1: Learner Development
357
7
254
3
11
97.8%
Designs developmentally appropriate
instruction
Implements developmentally appropriate
instruction
Standard #2: Learning Differences
367
3
250
1
12
97.9%
363
4
250
1
14
373
7
242
3
7
Adapts instruction for individual needs
Inquires about students as individuals with
diverse personal and family backgrounds
Exhibits fairness and the belief that all students
can learn
Standard #3: Learning Environments
337
396
4
1
259
219
4
28
16
473
1
153
1
5
99.1%
401
4
211
3
13
97.5%
Fosters a safe and respectful environment that
promotes learning
Organizes time and resources to actively
engage students in learning
Manages classroom activity and behavior
effectively
Standard #4: Content Knowledge
461
4
160
1
7
98.7%
382
3
218
30
95.3%
335
5
250
3
38
361
6
249
2
15
Demonstrates knowledge of subject matter
Creates meaningful learning experiences
Standard #5: Applications of Content
369
407
328
7
4
7
235
202
270
1
2
4
21
17
20
1
1
Connects content knowledge to relevant issues
in students’ lives
Engages students in higher level thinking skills
Standard #6: Assessment
360
3
244
22
1
1
96.2%
320
339
4
9
271
265
4
5
31
12
1
1
1
94.1%
97.1%
Integrates formal and informal assessments
Communicates timely and useful descriptive
feedback
Aligns assessments with objectives and
standards
Exhibits fairness in grading practices
Uses a variety of assessments
Standard #7: Planning for Instruction
333
378
4
5
267
227
2
2
21
20
4
1
95.7%
96.4%
352
3
260
2
14
413
329
350
2
4
4
209
271
258
2
2
3
4
23
15
Connects lesson goals with school curriculum
and state standards
Uses assessment data to inform planning for
instruction
Standard #8: Instructional Strategies
381
4
235
1
12
328
6
261
2
31
367
7
236
2
14
Varies instructional strategies to engage
learners
Uses technology appropriately to enhance
instruction
Differentiates instruction
390
3
220
3
17
414
5
194
1
17
2
96.8%
332
2
258
5
35
1
93.5%
VCSU Student Teachers
N=633 Total Student Teacher Placements
Unit Report 2014
Rating
of
1.5
N
Rating
of
1
N
1
Percent at 3
(Proficient)
or higher
97.6%
98.4%
1
2
94.8%
97.5%
93.2%
97.3%
96.5%
96.8%
96.0%
97.5%
99.0%
95.6%
97.0%
3
1
97.9%
3
1
94.3%
97.3%
96.8%
3
Rating
of
4
N
Rating
of
3.5
N
Rating
of
3
N
Rating
of
2.5
N
Rating
of
2
N
Standard #9: Professional Learning and
Ethical Practice
Seeks and accepts feedback to improve
teaching effectiveness
Uses self-reflection to improve teaching
effectiveness
Demonstrates commitment to the profession
Standard #10: Leadership and Collaboration
454
6
154
3
11
97.8%
474
2
138
3
15
97.2%
463
2
155
2
11
97.9%
490
411
2
2
131
205
2
3
7
11
Works effectively with school personnel
Works effectively with parents
Communication- The teacher candidate uses
effective verbal, nonverbal, and media
communication techniques to foster active
inquiry, collaboration, and supportive interaction
in the classroom.
Uses accurate and effective written
communication
Uses accurate and effective oral
communication
Uses effective non-verbal communication
452
360
4
3
165
227
2
2
9
20
98.3%
96.4%
373
3
240
3
12
97.6%
393
1
218
2
17
97.0%
364
2
245
3
16
97.0%
378
2
236
2
11
VCSU Student Teachers
N=633 Total Student Teacher Placements
Rating
of
1.5
N
Rating
of
1
N
1
1
Percent at 3
(Proficient)
or higher
98.4%
97.8%
97.8%
4-point rating scale utilized by cooperating teachers:
(4) Distinguished: The teacher candidate has exceptional knowledge and ability to perform this task without guidance.
(3) Proficient: The teacher candidate has the knowledge and ability to perform this task with limited or no guidance.
(2) Emerging: The teacher candidate has basic knowledge of this concept, and would need guidance to complete the task.
(1) Undeveloped: The teacher candidate lacks basic knowledge of this concept and would need significant guidance to
perform this task.
Unit Report 2014
4
Co-Teaching
Data gathered from student teachers between Fall 2011 – Spring 2015
Did you participate in co-teaching pairs training with
your cooperating teacher?
Total
Percent
Yes
No
Total
177
160
337
52.52%
47.48%
Check all strategies used and provide
the number indicating the level of
effectiveness in the box on the right
One teach, one observe
One teach, one assist
Parallel Teaching
Station Teaching
Supplemental Teaching
Alternative/Differentiated Teaching
Team Teaching
Very
Effective
Somewhat Minimally
Not at
all
Total
Count
63.86 %
79.10 %
71.43 %
79.33 %
76.77 %
79.85 %
83.02 %
32.93 %
19.67 %
24.49 %
17.33 %
19.19 %
16.42 %
15.09 %
0.8 %
0.41 %
1.02 %
0%
0%
0%
0%
249
244
98
150
99
134
159
How often have you and your cooperating teacher been
able to use co-teaching strategies?
Total
To what extent did your co-teaching
experiences positively impact your
time for solo teaching?
To what extent did the use of coteaching strategies impact your
development as a teacher?
Did the use of the co-teaching model
strengthen your relationship with
your cooperating teacher?
Unit Report 2014
Percent
93
103
34
85
15
330
Everyday
2 or 3 day per week
Once a week
A few times
Not at all
Total
Criteria
2.41 %
0.82 %
3.06 %
3.33 %
4.04 %
3.73 %
1.89 %
A great
deal
28.18%
31.21%
10.30%
25.76%
4.55%
Somewhat
Minimally
Not at
all
Total
Count
67.18 %
25.08 %
4.95 %
2.79 %
323
68.11 %
23.84 %
5.57 %
2.48 %
323
66.67 %
24.61 %
4.98 %
3.74 %
321
5