S.H.+Summative+Eval+1

Minnesota State University, Mankato LEVEL II Field Experience – Initial Licensure


 * Teacher Candidate: ** Scott Higgins
 * Tech ID# ** 00927615
 * Semester **** : ** Fall 2011
 * School/Location :** Mankato West High School
 * Grade and Subject: ** 9th Grade PE
 * Cooperating Teacher **** : ** Kendra Hinz
 * University Faculty **** : ** Marti Sievek


 * Field Experience Level: II-Field Experience **
 * Note: This evaluation document acknowledges that Teacher Candidates should be assessed as beginning teachers, not experienced educators. **

|| **Developing **  ||  **Meets Expectations ** **(Danielson-Basic) ** || -knowledge of content and structure of the discipline; prerequisite relationships; content-related pedagogy ||  ||  ** X **  ||   || -knowledge of child and adolescent development; learning process, students’ skills, knowledge, and language proficiency; students’ interests and cultural heritage; students’ special needs ||  ||  ** X **  ||   || -value, sequence, and alignment; clarity; balance; suitability for diverse learners ||  ||  ** X **  ||   || -resources for classroom use; extend content knowledge and pedagogy; resources for students ||  || ** X ** ||   || -learning activities; instructional materials and resources; instructional groups; lesson and unit structure ||  || ** X ** ||   || -congruence with instructional outcomes; criteria and standards; design of formative assessments; use for planning ||  || ** X ** ||   || || **Developing **  ||  **Meets Expectations ** **(Danielson-Basic) ** || - teacher interactions with students; student interactions with other students ||  ||  ** X **  ||   || - importance of the content; expectations for learning and achievement; student pride in work ||  ||  ** X **  ||   || || **Developing **  ||   || - expectations for learning; directions and procedures; explanations of content; use of oral and written language ||  ||  ** X **  ||   || - quality of questions; discussion techniques; student participation ||  ||  ** X **  ||   || - activities and assignments; grouping of students; instructional materials and resources; structure and pacing ||  ||  ** X **  ||   || - lesson adjustment; response to students; persistence ||  ||  ** X **  ||   || || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Developing **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Meets Expectations ** **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">(Danielson-Basic) ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- accuracy; use in future teaching ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- student completion of assignments; student progress in learning; non-instructional records ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">-information about instructional program and individual learners; engagement of families in the instructional program ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- relationship with colleagues; involvement in a culture of professional inquiry; service to the school; participation in school and district projects ||  ||  ** X **  ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school and district regulations; professional dispositions ||  ||  ** X **  ||   ||
 * == Domain 1: Planning and Preparation == || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory **
 * ** a. Demonstrating Knowledge of Content and Pedagogy **
 * ** b. Demonstrating Knowledge of Students **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. Setting Instructional Outcomes **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Demonstrating Knowledge of Resources **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. Designing Coherent Instruction **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">f. Designing Student Assessments **
 * ** Domain 2: The Classroom Environment ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">a. Creating an Environment of Respect and Rapport **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">b. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Establishing a Culture for Learning **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. Managing Classroom Procedures **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> management of instructional groups; transitions, materials and supplies; non-instructional duties; supervision of volunteers and paraprofessionals ||  ||  ** X **  ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Managing Student Behavior **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> Expectations; monitoring of student behavior and misbehavior ||  ||  ** X **  ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. Organizing Physical Space **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Safety and accessibility; arrangement of furniture; use of physical resources ||  ||  ** X **  ||   ||
 * ** Domain 3: Instruction ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory **
 * ** a. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> Communicating with Students **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">b. Using Questioning and Discussion Techniques **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Engaging Students in Learning **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Using Assessment in Instruction **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> - **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;"> assessment criteria; monitoring of student learning; feedback to students; student self-assessment and monitoring of progress ||^  ||^   ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. Demonstrating Flexibility and Responsiveness **
 * == Domain 4: Professional Responsibilities == || **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Unsatisfactory **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">a. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Reflecting on Teaching **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">b. Maintaining Accurate Records **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">c. Communicating with Families **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">d. Participating in a Professional Community **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">e. ****<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Growing and Developing Professionally **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">enhancement of content knowledge and pedagogical skill; receptivity to feedback from colleagues; service to the profession ||  ||  ** X **  ||   ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">f. Showing Professionalism **


 * ** Overall Comments (additional page(s) may be attached: **

I think that I did a nice job with my planning and preparation. Because it was a new teaching topic for me I had to spend more time learning the actual skills than I would have on some of the other units but that was a positive. I felt I had a good relationship with the students and I did a good job of utilizing the resources that I had available to me.

I thought I did a good job of observing (assessing) the students to learn more of what they needed help with. Once I observed that I would have the students break into small groups and practice their skills with them. The other assessment that I used was question and answer when they were in small groups and I think that worked well. I also think that I engaged in student learning by assisting them in their study groups and making sure they had the appropriated materials if needed.

I think my professional responsibilities went well with the students. I kept accurate daily journals and reflections on lessons and was always professional and prepared. Student behavior was not an issue with the students in my class. I also made it a priority to make sure that the students knew the importance of the unit that we were studying and how it could affect their lives or someone they know. ||


 * Teacher Candidate Acknowledgment **

I have reviewed this document and discussed the contents with the evaluator (cooperating teacher or university supervisor). My signature means that I have been advised of the contents and does not necessarily imply that I agree with the results.

Scott M. Higgins 12.2.2011 _________________________________________________

A member of the Minnesota State College and Universities System. MSU is an Affirmative/Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the Office of Field Experience at 507-389-1517(V), 800-627-3529 or 711(MRS/TTY).