Biweekly 2 3

Wilkes University
Student Teaching Biweekly Form – to be completed by Cooperating Teacher AND Supervisor
Mariah Irizarry 10/5/21

Student Teacher: ________________________________________________Date: _________________________
Gabrielle Pavlick
Cooperating Teacher or Supervisor: ________________________Class/Subject/Grade:
Kindergarten - Math/ELA
______________________
0 = Unsatisfactory 3 = Good
1 = Needs Improvement/Growth 4 = Superior
2 = Satisfactory 5 = Exemplary
NA = Not Applicable or not observed yet
A. Instructional Planning / Planning and Preparation:

1. States instructional purpose/goal(s) clearly in written plan
5
2. References instructional purpose/goal(s) to Pennsylvania Academic Standards or Common Core
5 Standards
3. Specifies content to be learned in written plan; content is valid for instructional purpose/goal(s)
5
4. States instructional objective (conditions, performance, quality); objective is valid for instructional
5 purpose/goal(s)
5. Describes teaching/learning activities in sufficient detail
5
6. Describes strategies for differentiating instruction and accommodating individual learner needs
5
Comments/Sources of Evidence:
Mariah continues to review lesson plans, objectives, standards, and teaching strategies
with me. She prepares her materials ahead of time and has a plan for classroom
instruction. She takes into account the various learners in our classroom and adjusts her
instruction accordingly.
B. Pre-Instructional Phase (Anticipatory Set):

1. Activates and directs learner attention
5
2. Establishes learner expectancy; communicates instructional purpose/goal(s) meaningfully to
5 learners
3. Activates learner motivation and interest for learning goals

5
4. Stimulates recall of relevant prior knowledge
5
Mariah always reviews prior knowledge at the beginning of each lesson. She asks
students to recall previous learning and uses a variety of ways to get them excited - ex.
YouTube videos. She continues to build on what they already know so students can make
connections between units.
C. Instructional Phase/Delivery:
1. Makes learners aware of content to be learned – communication of procedures and clear
5 explanations of content
2. Helps learners think meaningfully about the content to be learned
5
3. Provides multiple examples and illustrations that are meaningful to learners
5
4. Uses instructional supports (audio, visual, technology, etc.) to enhance learner understanding
5
5. Checks frequently for learner understanding
5
6. Provides sufficient repetition of major ideas to be learned
5
7. Provides opportunities for guided practice, consistent with instructional purpose/goal(s)
5
8. Elicits frequent overt responses from all learners (formative assessment)
5
9. Monitors guided practice and provides informative feedback
5
10. Flexibility and responsiveness in meeting the learning needs of students
5
11. Use of questioning and discussion strategies that encourage students to participate
5
12. Engagement of students in learning and adequate pacing of instruction
5
Mariah starts each lesson with an explanation of the content to be learned. She describes
procedures and gives clear expectations for students. She utilizes YouTube videos,
document camera, and step-by-step examples of activities to allow for audio and visual
learners. She frequently checks in with student progress - example: thumbs up/thumbs
down for each step. She demonstrates on the board and then walks around to check each
individual student's work. Mariah meets each student where they are at to see how best
she can help them. She has shown incredible flexibility and jumps in whenever necessary
without having to be told. Her pacing of instruction is appropriate for the first quarter of
kindergarten. ShePhase:
D. Post-Instructional challenges students by asking critical thinking questions and provides
varied 1. Provides opportunities
to practiceforwhat
independent practice (e.g., homework,
Mariahseatwork), consistent with
5 opportunities
instructional purpose/goal(s)
they already know. allows for discussions in
many different parts of her lessons, giving as many students as possible the chance to
2. Provides multiple practice opportunities in varied contexts
participate.
5
3. Provides practice opportunities that require learners to retrieve the content to be learned
5
4. Provides informative feedback to learners
5
Mariah has been using a mix of guided and independent practice appropriate for the first
quarter of kindergarten. She has built up the attention spans of our students so she can
challenge and extend lessons and concepts to be learned. She consistently provides
feedback to students both during and at the end of lessons.
E. Assessment:
1. Collects summative assessment data for all individual learners
4
2. Summative assessment data are valid for instructional purpose/goal(s)
4
3. Formative assessment data are valid for instructional purpose/goal(s)
5
4. Progress monitoring and benchmarking of student progress
4
Mariah consistently checks in with students and observes their work for accuracy. She
individually checks Reading and Math work packets to ensure students are grasping
kindergarten concepts. Progress monitoring and benchmarking is done with a computer
program, and kindergarten students still have not received their computers. Summative
assessments continue to be limited because of the need for explicit and guided practice.
F. Classroom Management/Classroom Environment:

1. Prepares and organizes all supporting materials and equipment in advance
5
2. Manages transitions efficiently
4
3. Maintains appropriate sequence, flow, and pace
5
4. Actively monitors the entire classroom while teaching and during independent seatwork
5
5. Enforces clear rules and procedures consistently
5
6. Anticipates potential problem behaviors and attempts to prevent them
5
7. Reacts to inappropriate behavior swiftly and nondisruptively
5
8. Gives clear directions to learners
5
9. Facilitates meaningful and positive learner response to instruction
5
10. Attention to equitable learning opportunities for all students
5
11. Ability to establish and maintain rapport with students
5
Mariah consistently prepares lesson plans and materials ahead of time. She actively
monitors each group and assists as needed. She outlines the procedures for the lesson
and communicates expectations effectively. She addresses off-task behavior and
intervenes as necessary. She has established a strong relationship with the students and
continues to utilize different techniques for classroom and behavior management.
G. Professionalism:
1. Exhibits professional language, dress, and behavior
5
2. Interacts appropriately with cooperating teacher and other school personnel
5
3. Demonstrates high expectations for all learners
5
4. Demonstrates mastery of content
5
5. Demonstrates enthusiasm for teaching
5
6. Knowledge of school and district procedures and regulations related to attendance and punctuality
5
7. Knowledge of school and district requirements for maintaining accurate records and communicating
5 with families
8. Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional
5 Practice and Conduct for Educators: and local, state, and federal laws and regulations
9. Knowledge of Commonwealth requirements for continuing professional development and licensure
5
Mariah shows up on time each day and is always dressed professionally. She participates
in school spirit days and takes an active role in our school community. She maintains
professionalism in her interactions with all staff at McAdoo-Kelayres. She is eager to learn
and her knowledge of content in evident in the plans she creates and teaches. She
communicates with families through paperwork sent home and will be testing out other
methods of parent communication.

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Wilkes University

Student Teaching Biweekly Form – to be completed by Cooperating Teacher AND Supervisor

Mariah Irizarry 10/5/21

A. Instructional Planning / Planning and Preparation:

B. Pre-Instructional Phase (Anticipatory Set):

3. Activates learner motivation and interest for learning goals

F. Classroom Management/Classroom Environment:

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