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