Mentor Teacher Rating: Level 2 Field Experience Evaluation Form

LEVEL 2 FIELD EXPERIENCE EVALUATION FORM Teacher as a Change Agent
Student Name: Nicholson, Emily
UNI ID:
Student e-mail: Semester: Fall 13
Spring 14 May 14 Grade/Content Area: 5th Grade Competent

High Competence
EDPSYCH 3128 Field Experience Coordinator Section # Categories/Examples Instructional Strategies multiple levels of questions integrates technology when possible individual/cooperative whole class groupings teacher centered/student centered varies teaching strategies to promote learning
Mentor Teacher: Mr. Henrichs

Emerging Competence
School: Lincoln Elementary

Commendable
Unsatisfactory (needs additional work, non-demonstrated)
Is unable to explain or implement a variety of strategies and limits lesson delivery to one method or mode.
Is able to explain and implement some different instructional strategies and attempts to incorporate several methods or modes into the lesson.
Is able to explain and implement a variety of instructional strategies and successfully uses several methods or modes in the lesson.
Mentor Teacher Rating

Relationships with Students specific feedback positive tone nonjudgmental high expectations encouraging language courtesy respect personal interest Does not initiate communications with students at appropriate times, rarely offers encouragement, does not show respect and concern for student learning, and does not know the names of students Does not state, write, or implement motivational techniques and does not respond to teacher suggestions.
X
Communicates with students at appropriate times without being prompted, often offers encouragement, often shows respect and concern for student learning, knows many, but not all of the students names Is able to state, write, and/or implement some motivational techniques, asks for suggestions and tries to incorporate some techniques during lesson presentation. Communicates effectively with students at appropriate times, shows respect, actively supports students achievement, knows all students by name.

Motivates Student Learning activities 128 student uses are relevant encouragement are interesting high, individualized allow choice expectations are engaging
X
Is able to state, write, and successfully implement a variety of techniques to motivate students.

Classroom Management efficient routines effective transitions consistent class rules and consequences appropriate pacing proximity control preventative prompting humor individualized plans Is unable to state, write or implement classroom management strategies modeled or taught (classwide and individual, proactive and reactive). Is able to state, write, and implement some classroom managements strategies modeled or taught (classwide and individual, proactive and reactive).
X
Is able to state, write, and implement many classroom management strategies modeled or taught (classwide and individual, proactive and reactive).

Instructional Planning clear objective effective sequencing valid assessment of learning developmentally-appropriate Is not able to write a sequential, developmentally-appropriate lesson plan with clear objectives, needed materials, and valid assessment, even with assistance from UNI Coordinator, mentor teacher, and other resources
X
Is able to write a sequential, developmentallyappropriate lesson plan with clear objectives, needed materials, and valid assessment with assistance from UNI Coordinator, mentor teacher, and other resources. Is able to write a sequential, developmentallyappropriate lesson plan with clear objectives, needed materials, and valid assessment, with little or no assistance.
Unsatisfactory (needs additional work, non-demonstrated)
Emerging Competent
Competent Adapts to student differences (including gender, ethnicity, age, religion, language, ability, and exceptionality) frequently, often tries to adapt instruction to reach each student.
Highly Competent
Commendable
Response to Diversity cognizant of individual differences and needs able to support students with individualized methods inclusion of multicultural materials, concepts
Does not adapt to student differences (including gender, ethnicity, age, religion, language, ability, and exceptionality), does not attempt to adapt instruction to reach each student.
Adapts to student differences, (including gender, ethnicity, age, religion, language, ability, and exceptionality), and is able to adapt instruction to reach each student.

Content Knowledge demonstrates accurate content knowledge in lessons and/or in class Does not have accurate or complete content knowledge, puts in little or no effort to expand knowledge.
X
Has basic content knowledge, makes effective use of teachers manuals, texts, curriculum guides and teacher to assist in planning effective lessons. Has extensive content knowledge, seeks out multiple sources to expand subject matter beyond manuals, texts, and curriculum guides.

Initiative/Collaboration asks questions of faculty seeks to expand opportunities applies facultys expectations to new situations in the classroom. Does not initiate interactions in the classroom, does not ask questions, and needs regular reminders expectations for classroom involvement.
X
Initiates interactions in the classroom, asks relevant questions sometimes, and makes an effort to apply expectations for classroom involvement. Initiates interactions in the classroom frequently, asks relevant questions often, seeks to expand opportunities for involvement in the classroom consistently.

Reflective Practitioner discusses impact of class activities on student learning connects theory to practice self-evaluates, generates improvement areas, and sets goals Does not complete reflections in a timely fashion, shows little or no evidence of focus and detail, relies on description rather than analysis. Completes reflections in a timely manner, shows some evidence of focus and detail, relies on description more than analysis.
X
Completes reflections in a timely manner, shows frequent evidence of focus and detail, relies on analysis more than description.

Professionalism and Ethics communicates effectively with colleagues role model to students maintains confidentiality punctual dresses appropriately meets faculty expectations Does not communicate ideas effectively with colleagues, is not a positive role model to students, does not dress professional, is not punctual, is not responsible about meeting expectations, and is not able to maintain confidentiality. Attempts to communicate ideas effectively with colleagues, and be a positive role model to students, tries to dress professionally, is punctual, is responsible about meeting expectations, and maintain confidentiality.
X
Communicate ideas effectively with colleagues, is a positive role model to students, dresses professionally, is punctual, exceeds expectations, and is able to maintain confidentiality.
X
____incomplete ____credit
Recommendation
____no credit
COMMENT SECTION: Ms. Emily Nicholson spent over 6 weeks in my 5th grade classroom. She was prompt and professional on each classroom visit. Her visits usually consisted of her working with small groups of students, or one-on-one with individual students, in the areas of reading and math. Ms. Nicholson taught two whole-class lessons in math, both focusing on multiplication. For her first lesson, she created an engaging I Have, Who Has game that reinforced the skill she was teaching. All students were highly engaged! Many great relationships were formed because of her intuitiveness in just 6 short weeks. She even visited the classroom outside of her assigned hours for an entire day and has offered to volunteer as needed throughout the year! Ms. Nicholsons enthusiastic presence will be missed in the classroom. My students were visibly distraught on her final day! She is well on her way to becoming an awesome teacher!

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LEVEL 2 FIELD EXPERIENCE EVALUATION FORM Teacher as a Change Agent

Student Name: Nicholson, Emily

Student e-mail: Semester: Fall 13

Spring 14 May 14 Grade/Content Area: 5th Grade Competent

Mentor Teacher: Mr. Henrichs

School: Lincoln Elementary

Unsatisfactory (needs additional work, non-demonstrated)

Mentor Teacher Rating

Mentor Teacher Rating

Mentor Teacher Rating

Mentor Teacher Rating

Mentor Teacher Rating

Unsatisfactory (needs additional work, non-demonstrated)

Mentor Teacher Rating

Mentor Teacher Rating

Mentor Teacher Rating

Mentor Teacher Rating

Mentor Teacher Rating

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