STUDENT TEACHING College of Education, De La Salle University-Manila MIDTERMS AND FINAL EVALUATION REPORT Student Teacher: Geneline Tan

Date: December 14, 2012 Supervisor: Ma. Carolina Gustilo-de Ocampo Level: Masters School: International School Manila Cooperating Teacher(s): Jennifer Juteau (Program Leader), Jennifer Rasmussen (Teacher) N/O should be used when the specific element of a particular outcome is Not Observable during the time period that the student is observed. Please provide comments for ratings of below expectations. For ratings of on target, please provide information to help the student move to an exemplary rating.

Standard

expectations Below

Key to Ratings Exemplary = professional level performanceBeyond expectations and requirements On Target = Meets expectations for preprofessional level. Below Expectations = Performance does not meet expectations Knowledge of Subject Matter basic facts central concepts tools of inquiry Knowledge of Child Development and Learning sets clear and relevant goals sets developmentally appropriate goals Adapting Instruction for Individual Needs meets diverse student needs adapts instruction and/or assignment Multiple Instructional Strategies varies instructional strategies responsive, student-centered and meaningful learning Classroom Motivation and Management Skills classroom organization and management fosters learning values students as participants in learning/teaching Communication Skills effective verbal communication effective non-verbal communication effective media communication Instructional Planning Skills daily and long term planning appropriate pacing evidence of planning based on reflection, students interests and feedback Assessment of Student Learning uses a variety of informal and formal assessments to evaluate students progress and learning evidence that assessment effects planning Professionalism, Effective Practice evaluates the effects of his/her choices on others seeks out opportunities to grow professionally Relationships fosters relationships with children and their families, and other school colleagues seeks outside help as needed
X

Exemplary

On Target

Comments and/or Information

#1

#2

#3

Needs to provide more learning opportunities for academically exceptional students those ready for reading and writing.

#4

#5

Needs more strategies for when multiple problem scenarios occur know when to ask for help or when to process with the whole class so that everybody benefits from the solution.

#6

#7

Still more opportunities for planning especially long-term. And to adjust or add to set-ups (provocations) for those ready to read and write.

#8

Needs to remember to obtain more documentation for when children make connections to previous learning experiences.

#9

#10

STUDENT TEACHING College of Education, De La Salle University-Manila

TEACHER EDUCATION PERFORMANCE STANDARDS STANDARD #1 The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students. Displays solid content knowledge Uses multiple representations of the topic and/or concept Concepts: links key ideas/concepts to childrens prior understanding Guides idea form diverse perspectives; ways of knowing and methods of inquiry Evaluates resources/curriculum materials for appropriateness, accuracy and usefulness for representing ideas and concepts Creates experiences to stimulate higher order thinking Creates integrated (interdisciplinary) learning experiences STANDARD #2 The teacher understands how children learn and develop and can provide learning opportunities that support development in all domains. Links knowledge and principles of child development to instructional strategies that meets childrens current needs in each domain. Links knowledge of child development in interactions with children Provides for active engagement, manipulation and testing of ideas and materials, and encourages children to assume responsibility for their own learning Maximizes childrens play activities to extend learning STANDARD #3 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Understands how to design learning opportunities appropriate to childrens stages of development, learning styles, strengths and needs Understands needs of exceptional learners and is able to make provisions for them in the classroom Seeks to understand childrens family, cultures and community and uses this to connect instruction to students experiences Creates a classroom where differences are respected STANDARD #4 The teachers understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving and performance skills. Carefully chooses and evaluates alternative teaching strategies, approaches and materials that achieve different instructional purposes and meet student needs. Uses multiple instructional strategies to enhance learning

STUDENT TEACHING College of Education, De La Salle University-Manila

Monitors and adjusts teaching strategies in response to learner feedback Varies role in the instructional process (facilitator, coach, audience, instructor) Provides for inquiry-based, emergent learning experiences for the children Uses collaborative and independent learning activities for children to share knowledge, raise questions and reflect upon each others works STANDARD #5 The teacher uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Bases instruction and interactions with children on intrinsic/extrinsic human motivation (e.g. childrens interests, providing choices) Organizes, manages and analyzes the learning environment for positive relationships between and among children and teachers, effective group living and active learning Establishes clear expectations for behavior and communication with a physical set-up conducive to classroom goals Uses effective positives to support childrens learning and self-confidence Employs active, reflective listening in response to emotional expression Communicates and models alternatives and reflective discussion for negotiating conflicts between and among children Enhances learning through maintaining a positive classroom environment (e.g. openness, mutual respect, inquiry) STANDARD #6 The teacher uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Models effective oral and written communication skills Supports/expands childrens literacy and communication skills by providing opportunities for children to observe, interact, and explore with others in a literacy rich environment Asks questions and stimulates discussion in different ways for particular purposes Responds to childrens questions with reflection and further leading questions Respects cultural and gender differences in language and communication styles Uses a variety of media/technology to enhance learning STANDARD #7 The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals. As an individual and a member of a team, plans instruction to meet curriculum goals based on an understanding of learning theory, subject matter, students interests and experiences. Plans for learning opportunities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress

STUDENT TEACHING College of Education, De La Salle University-Manila

Focuses the curriculum and planning upon intellectual dispositions such as making sense of experiences, finding things out, theorizing, persisting in finding solutions, striving for accuracy, making predictions, etc. Values short and long term planning knows how to modify plans based on childrens interests and motivation Provides opportunities for parents to take part in classroom activities Responds to unanticipated sources of input STANDARD #8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Uses observation, documentation and other appropriate assessment tools and approaches Collects information on children from a variety of sourcesparents, teachers and school staff, childrens work samples, etc. Analyzes child/childrens abilities across all dimensions of development over an extended period of time Uses strategies to involve children in self-assessment Evaluates the effects of class activities on both individuals and the class as a whole Monitors own instructional approaches and interactions based on childrens responses and success Maintains records of childrens works and communicates progress knowledgeably to children, parents and colleagues Practices responsible assessment in partnership with families and other professionals STANDARD #9 The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Uses multiple sources (e.g. professional associations and literature, conferences, professional development activities, classroom observations) to evaluate, reflect and improve practice. Stays current by reading professional literature, discussing trends and issues with colleagues and attending professional development activities. Works with professional colleagues to share ideas and to support reflection and feedback. STANDARD #10 The teacher fosters relationships with school colleagues, parents and agencies in the larger communities to support students learning and well-being. Knows, understands and uses positive relationships and supportive interactions as the foundation of work with young children. Collaborates with others to make the whole school a productive learning environment.

 Consults with other adults (e.g. parents, counselors, school director, other teachers) to promote student learning and well-being. Identifies and uses community resources to foster student learning Establishes respectful and productive relationships and communication with families
STUDENT TEACHING College of Education, De La Salle University-Manila

SUMMATIVE EVALUATION
Student Teacher: Geneline Tan Date: December 14, 2012 Supervisor: Ma. Carolina Gustilo-de Ocampo Level: Masters School: International School Manila Cooperating Teacher(s): Jennifer Juteau (Program Leader), Jennifer Rasmussen (Teacher)

At this point in the process of becoming a teacher, in what areas does this student display strengths? Her strength lies in her ability to self-reflect and adjust as needed. Her understanding and acceptance of inquiry based learning has grown and will continue to grow as a result of this ability.

What areas are most pressing for this student to attend to in the process of teacher development? Although Gene has been able to communicate well with parents, there is still room for improvement in fostering her relationships with them.

_______________________________ Signature

Discussion of your report with the student is encouraged. Please return a copy of this entire document, in sealed envelope, to the student teacher. Thank you.