University of Scranton Final Student Teacher Evaluation
Submission Date
2016-05-11 08:07:07
Student Teacher
Patricia Cardoso
Date
05-11-2016
School
Lackawanna Trail
Grade
11
Student Teacher E-mail
cardosop@ltsd.org
Cooperating Teacher E-mail
piercet@ltsd.org
University Supervisor E-mail
scott.reilly@scranton.edu
PLANNING & PREPARATION
- Student teacher constructs
short- and long-term
instructional plans aligned
with PA PreK-12 academic
standards. The student
teachers performance in
planning reflects the
following characteristics and
components:
Comments:
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Content and pedagogical knowledge
Developmentally responsive lesson
plans
Incorporation of adaptations
addressing individual students
strengths and needs
Appropriate alignment and sequence
of instructional goals,pedagogy, and
assessments
Integration of appropriate resources,
materials, and technology
Engagement of students in
meaningful learning
Attention to transitions between
grade levels, schools, and into postK-12 education, employment, and
citizenship
Patricia had some major issues with the adaptations we are expected to make for the
learning support students. These problems ranged from the type of adaptations and the
amount of time our LS teachers felt was a proper time to compete assignments.
Although Patricia continues to have issues with the system, she has adequately
adapted to our system. I can understand the issues she has since I have often had
them myself. She has allowed the amount of time that the LS teachers request, even
though in my own opinion is often much more time than is necessary.
CLASSROOM ENVIRONMENT
: Student teacher creates and
maintains a classroom
environment that supports
optimal learning
opportunities for all students.
The student teachers
performance in creating and
maintaining a positive
learning environment reflects
the following characteristics
and components:
Comments:
INSTRUCTIONAL DELIVERY:
Student teacher delivers
instruction appropriately and
effectively, supporting the
learning, growth, and
development of all students.
The student teachers
performance in instructional
delivery reflects the following
characteristics and
components:
Comments:
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Meaningful and respectful
relationships between teacher and
students and between students and
students
Utilizing classroom resources to
support equity and learning for all
students
Procedures and routines for
instructional and non-instructional
responsibilities
Supporting student transitions during
class and throughout school day
Effective management of student
behavior
Attention to classroom safety
Patricia has made great strides towards improving in the areas where she was having
difficulties due to her manner of speaking to and interacting with the students. We had
some difficulty in how Patricia handled classroom issues such as students not wanting
to sit in the assigned seats that they were given. After some discussion with the
emotional support/learning support teachers and the students, the issues were
successfully resolved which was a good learning experience for Patricia.
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Appropriate alignment and sequence
of instructional goals, pedagogy, and
assessments
Effective verbal and non-verbal
communication techniques
Effective questioning and discussion
techniques
Effective communication of
instructional goals, procedures, and
content
A variety of age-, gender-,
individually-, culturally-, ability- and
skill-appropriate instructional
strategies
Incorporation of adaptations
addressing individual students
strengths and needs
Integration of instructional
technology to support students
learning
Attention to active student
engagement in learning
Integration of disciplines
At the beginning of her student teaching experience Patricia was having a great deal of
difficulty in the way she spoke to the students. With her tone of voice and her
mannerisms they felt like she was calling them "stupid" or some other version of that.
She has softened her approach and now interacts with much less antagonism.
PROFESSIONALISM : Student
teacher demonstrates
qualities of professionalism
throughout the student
teaching experience. The
student teachers
performance in
professionalism reflects the
following characteristics and
components:
Comments:
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Effective communication with the
cooperating teacher and university
supervisor regarding professional
responsibilities
Compliance with school policies and
procedures regarding record keeping,
attendance, use of technology,
communication with families, etc.
Compliance with expectations
regarding ethical behavior and
professional conduct as stated in the
PA Code of Professional Practice &
Conduct for Educators, as well as
local, state and federal laws and
regulations.
Effective communication with
families, caregivers, and community
contacts
Cultivation of professional
relationships with school colleagues,
participating in grade- and buildinglevel collaborative
structures,curricular, and cocurricular activities
Reflection on practice based on selfassessment and constructive
feedback from the cooperating
teacher and university supervisor
Knowledge of and participation in
professional growth and development
opportunities
We had some issues between different professionals, particularly learning
support/emotional support teachers and their expectations. Patricia had difficulty with
the concept of giving extra time to students that our learning support uses and the way
in which they conduct tests/homework. Patricia adapted to our system which
eliminated most of the problems.
ASSESSMENT AND
KNOWLEDGE OF DIVERSE
LEARNERS
1
2
3
(Unacceptable) (Poor) (Acceptable)
4
5
N/A (Not
(Very
(Excellent) Applicable)
Good)
Constructs and uses multiple types of
assessments which match curricular
goals, effectively interpreting
assessments to provide appropriate
progress feedback to students and to
inform planning and instruction for
groups and individual students.
Appropriately responds to the unique
characteristics and learning needs of
diverse learners (age, gender, culture
or ability) in the classroom,
differentiating instruction and utilizing
school, district, and communitybased resources to support
successful educational performance.
Comments:
Patricia is good at creating assessments that incorporate a variety of forms such as
multiple choice/fill in the blank/short answer questions. She has also assigned primary
source documents, posters, and technologically based assessments.
Student Teacher
true
Student Teacher"s Initials
PC
Cooperating Teacher
true
Cooperating Teacher"s
Initials
TP
