Kutztown University Elementary Education Department

Student Teacher Self-Evaluation

Student Teacher ____Sarah Crissman___ Mentor Teacher & School_Mrs. Plummer-Spring Ridge Elementary School_
Date: ___4/6/2022_________ Self-Evaluation #: ______ KU Supervisor __Dr. Bates___________

Directions: Use the template on D2L to complete this electronically. For each area, give yourself a score. Provide specific
evidence in the “Evidence” column. Possible sources of evidence are listed below each category.

Not Met Acceptable Proficient N/A Evidence

Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan X *My lesson plans are
Possible Evidence: Lesson Plans (content & development discussed and reviewed
section), instructional unit (rationale), evaluations with my mentor teacher.
I also make sure to align
my lessons with the
Wilson School District’s
curriculum. Lessons are
also thoroughly thought
out to accommodate
students with different
academic needs.
b. Displays knowledge of pedagogy in plan X *When constructing my
Possible Evidence: Instructional strategies, examples of best lessons I am mindful of
practices of developmentally appropriate learning, evidence all the types of learners
of constructivism, inquiry, problem-based learning, student- in my classroom. My
centered learning, etc. lessons provide students
with hands-on and real-
life experiences that will
help them in the future.
c. Displays knowledge of students through X One of my goals as a
accommodations/differentiations in plan teacher is to meet the
Possible Evidence: Lesson Plans (accommodations section), needs of all of my
instructional unit, Knowledge of students, attendance at IEP students. I feel each of
meetings, evidence of differentiation my students always
succeeds in the lesson
because I offer the
proper
accommodations/differe
ntiation methods to help
my students.
d. Sets instructional outcomes evident in plan X I am mindful when
Possible Evidence: Standards and objectives in plan aligned setting objectives for a
(observations) lesson that they align
with the standards.
Having this skill is
important to ensure your
students are meeting
their necessary target.
e. Use of resources, materials, technology, etc available and X In all of my lessons I
evident in plan incorpate various types
Possible Evidence: List of resources, manipulatives,
technology use (especially for students), literature, primary of resources for students
sources, media, audio, etc. to use throughout the
lesson. At the first grade
developmental level,
they need lots of
opportunities to explore
materials.
f. Designs coherent developmentally appropriate X Again, I feel at the first-
instruction grade developmental
Possible Evidence: Evidence of going above and beyond level it is so important to
curriculum and textbooks to design instruction that is good provide students with
for your students hands-on learning
experiences. I make sure
kids are moving and
engaging with their peers
regularly during our
lessons.
g. Designs measurable student assessment that aligns to X In first grade I like to use
standards, objectives, and instruction a lot of quick responses
Possible Evidence: Formative assessments in lesson plans where the students
(list some unique ones), authentic tasks you’ve designed, might write a short
evidence of use of rubrics, evidence of tests/quizzes you response or draw a
designed, evidence of using data to inform instruction.
picture on a half sheet of
paper to turn in. We also
use whiteboard raises. At
the end of the lesson the
students respond to a
prompt and raise their
boards up in the air for
me to check. Few tests
are administered at this
age. I do use rubric-style
assessments for writing
and projects.
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for X I really like to set the
students rapport at the beginning
Possible Evidence: Evidence of relationship/rapport with of the lesson where I get
students, evidence of developing mutual respect. the students excited for
the lesson with some
type of a hook. I also like
to give the students
opportunities to share
their thinking with the
class.
b. Creates an equitable culture for learning along with high X Accommodations and
expectations differentiation
Possible Evidence: Evidence of how you ensure that all techniques are
students have opportunity for success implemented in all of my
(accommodations/differentiation during lessons) and lessons to help meet the
access. Evidence of how you set academic expectations.
needs of all types of
 learners and learning
styles.
c. Uses and maintains classroom procedures, including X Rules and lesson
appropriate transitions directions are explicitly
Possible Evidence: Classroom management techniques, explained and students
transition techniques, cuing system, evidence of running the follow them accordingly. I
non-instructional aspects of the classroom. also keep an observation
journal to monitor my
student’s behaviors.
d. Sets behavioral expectations, monitors behavior, and Prior to each lesson, we
uses positive classroom management techniques X will discuss expectations.
Possible Evidence: Behavior management techniques, For example, if we are
evidence of positive reinforcement, evidence of how you set handling liquids during a
behavioral expectations and hold students to them. science experiment, we
would discuss lab safety
rules. Students
understand that by
following the rules they
will be able to do more
fun
activities/experiments
again.
e. Organizes a safe and equitable physical learning space X Throughout my lessons, I
Possible Evidence: Evidence of classroom setup and give students
understanding that the classroom layout can and should be opportunities to move
changed sometimes, evidence of providing for student around and change their
safety and comfort, evidence of use of flexible seating.
seating arrangements. I
find giving students
choices in their seating
helps them focus and feel
comfortable in the space
they are learning in.
Instruction – used for evidence during the lesson
a. Communicates effectively with students X As students are working
Possible Evidence: Evidence of communication of independently I circulate
procedures and content, evidence of teacher presence, cuing the room to check in with
technique. the students to check for
their understanding and
also to see their
engagement level with
the activity.
b. Uses a variety of critical thinking questions and promotes X This is an area I have
questions and discussion been implementing more
Possible Evidence: Evidence of questioning (at higher levels and more into my
of Bloom’s Taxonomy), evidence of promoting and lessons. I know how
facilitating student-to-student discussion. important it is for
students to use their
higher levels of critical
thinking to explain their
thinking. I have different
question prompts I
 implement for different
thinking levels.
c. Engages students in challenging learning tasks X Again, I believe in
supported by scaffolding; pacing is appropriate providing students real-
Possible Evidence: Evidence of promoting productive life applications. This is
student struggle, evidence of scaffolding for students, the best way for students
evidence of student engagement during lessons, integration to try new things and
of disciplines.
learn to make mistakes (a
part of learning!!)
d. Integrates/records formative assessments throughout X I find using anecdotal
lesson and gives student feedback notes is a great way for
Possible Evidence: Evidence of how you use formative me to get data on each of
assessment during lessons to inform your instruction, my students. I use an
evidence of use of anecdotal records, charts, checklists observation form where I
during lessons, evidence of authentic assessment.
collect academic data on
each of my students. I
keep this form with me
throughout the day to
keep notes.
e. Demonstrates flexibility and responsiveness by X I always give time for
teaching to student needs students to talk and
Possible Evidence: Student feedback, evidence of problem share their thinking with
solving for students’ benefit during lessons, evidence of on- their peers. Students
the-spot accommodation during lessons (not necessarily have multiple
planned), evidence of the ability to tolerate and answer opportunities to
student questions, grouping practices.
collaborate.
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X This is something I do for
Possible Evidence: Reflective journal, post-observation each of my lessons and
conferences, individual lesson plan reflections. occasionally while I am
teaching I will make a
note of something that I
think is working very well
or may need tweaking in
the future. Reflection has
helped me become a
more efficient and better
teacher.
b. Communicates effectively with families X Recently sent home my
Possible Evidence: Family letter, attendance at updated parent letter.
parent/teacher conferences, attendance at other parent
meetings, attendance at home and school meeting, other
interactions with parents (attendance at school events),
other forms of communication with parents (email/phone).
c. Participates in building a supportive professional X Attends IEP and data
community meetings with my mentor
Possible Evidence: Relationships with mentor teachers, teacher. Corresponds
other teachers, staff (educational assistants, secretaries, with other team
custodians), attendance/contribution at faculty meetings, members, principals, and
Professional Learning Communities, team meetings, etc.
specialist teachers when I
was substitute teaching
for my mentor teacher.
d. Displays high standards of professionalism –PA code X *Arrives 45-1 hour before
(dress & demeanor, communication, relationships etc. are school each day.
professional), including punctuality & daily attendance
*Dresses professionally
Possible Evidence: Personal attendance and punctuality,
every day.
attendance at school district events (list date and event),
evidence of record keeping, evidence of integrity, ethical *Never missed a day of
behavior, and professional conduct, evidence of professional student teaching.
dress, evidence of attendance at professional development *Maintains a positive and
opportunities and commitment to lifelong learning. professional rapport with
other staff members.
*Willingness to take on
new responsibilities
asked by my mentor
teacher and also building
administration.

Reflection

1. After completing the above self-assessment, what is one area/classroom aspect you feel you’ve truly mastered?
Why?
• An area I feel I have mastered is the classroom environment. I feel one of my greatest strengths as a
teacher is my rapport with my students. I think the learning environment I create for my students is
always positive and it is a space where students feel safe and comfortable being themselves. For
students to learn to their greatest abilities they need to have the confidence and belief in
themselves that they can accomplish and do anything.

2. What is one area/classroom aspect you feel you still need to work on? Why?
• Classroom management would be the one area I think I could still improve upon. While I do feel I
have confidence in this area I think to be the best in this area I need to manage my own classroom
and figure out what works and what does not. Right now, I follow my mentor teacher’s
management techniques but I need to also figure out what works for me.

3. How do you plan to improve in the area you’ve described above (#2)?
• I believe the best way to improve my classroom management skills is teaching full days and
substitute teaching for my mentor teacher. Last week when I substituted for my mentor teacher it
was a great opportunity for me to refine my management skills and try a few things on my own. I
believe the best way for me to gain confidence in classroom management is thru practice and
managing my own classroom.