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MA 470 - Secondary Math Methods
Field Experience Evaluation - Updated Fall 2022
Student Name
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First
Last
Field Experience Evaluation Term
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2024 Fall Term
2025 Winter Term
Supervising Teacher
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First
Last
Supervising Teacher's Class/Grade
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Supervising Teacher's School
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Supervising Teacher's School District
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MA 470 - Secondary Math Methods
This course is required for all secondary Math Education majors. Typically completed by 3rd- or 4th-year Education students, the field experience provides students with the opportunity to plan Math lessons, then implement those lessons under the guidance of experienced teachers. As upper-level students in the Wartburg Teacher Education Program, it is expected that students demonstrate aptitude and ability during their placement. Any time supervising teachers indicate a “1,” faculty will address this concern with the student. Any “1’s” on the final evaluation may result in the student receiving a 'Notice of Concern' in their permanent file and potentially failing the field experience portion of the course.
The 3rd- or 4th-year Math Education student:
1. Planning
Develops standards-based lesson plans with clear objectives
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4-Exemplary: Designs consistently detailed lesson plans with observable, measurable objectives connected to larger learning goals
3-Proficient: Most lesson plans include observable, measurable objectives connected to larger learning goals
2-Developing: With assistance can write lesson plans with observable, measurable objectives connected to larger learning goals
1-Recommend Intervention: Consistently struggles to prepare lesson plans with observable, measurable objectives connected to larger learning goals
NA: Not applicable at this time
2. Instruction
Implements lessons according to plans
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4-Exemplary: Lessons consistently follow plan, including plans for differentiation during instruction
3-Proficient: Lessons usually follow plan, including plans for differentiation during instruction
2-Developing: Lessons follow general plan, though can take unforeseen directions at times
1-Recommend Intervention: Consistently struggles to follow lesson plan to reach identified goals
NA: Not applicable at this time
Employs interdisciplinary concepts and content to enhance student learning
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4-Exemplary: Instruction utilizes consistent and clear connections to interdisciplinary concepts
3-Proficient: Instruction uses interdisciplinary concepts when appropriate to make connections
2-Developing: On occasion makes reference to interdisciplinary concepts, but lacks consistency in doing so
1-Recommend Intervention: Consistently struggles to use, or see the value of, interdisciplinary concepts
NA: Not applicable at this time
Takes initiative to interact with diverse students
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4-Exemplary: Enthusiastically interacts with all students
3-Proficient: Appears comfortable interacting with all students
2-Developing: Will interact with diverse students, but appears reluctant when instructed to do so
1-Recommend Intervention: Demonstrates discomfort, or little willingness to interact with diverse students
NA: Not applicable at this time
Creates a positive atmosphere for teaching and learning
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4-Exemplary: Enthusiastic, mindful instruction engages all learners in learning activities
3-Proficient: Instruction engages most learners in learning activities
2-Developing: With guidance, instruction engages students in positive learning activities
1-Recommend Intervention:Struggles to engage learners in positive or planned learning activities
NA: Not applicable at this time
3. Assessment
Uses informal assessment strategies to assess and/or facilitate student learning
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4-Exemplary: Consistently uses a variety of formative and/ or summative methods to identify progress toward learning goals
3-Proficient: Utilizes appropriate formative and/ or summative methods to identify progress toward learning goals
2-Developing: With guidance, can utilizes formative and/ or summative methods to identify progress toward learning goals
1-Recommend Intervention: Struggles to implement formative and/ or summative methods to identify progress toward learning goals
NA: Not applicable at this time
4. Professional Responsibilities
Demonstrates effective verbal and nonverbal communication
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4-Exemplary: Demonstrates exceptional communication skills for a pre-service teacher
3-Proficient: Communication with field experience teacher and students is timely, consistent, and clear
2-Developing: Communicates inconsistently with the field experience teacher and/ or students
1-Recommend Intervention: Fails to communicate with field experience teacher and/ or students in a timely or effective manner
NA: Not applicable at this time
Develops a professional relationship with students
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4-Exemplary: Consistently demonstrates professional interactions with all students
3-Proficient: Recognizes and practices appropriate professional interactions with students
2-Developing: Interacts with students, but needs guidance and monitoring to make sure interaction is professional
1-Recommend Intervention: Consistently crosses professional boundaries when interacting with students
NA: Not applicable at this time
Shows responsibility for being present and ready for assigned tasks
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4-Exemplary: Follows through with all scheduled observations, lessons, and responsibilities
3-Proficient: Present and prepared for most classroom meetings as planned, and communicates when schedule requires changes
2-Developing: Missed or not prepared for some scheduled lessons, with ineffective communication about the change
1-Recommend Intervention:Missed and/ or unprepared for several scheduled lessons, with no/ minimal communication
NA: Not applicable at this time
Exhibits professional qualities in dress and behavior
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4-Exemplary: Demonstrates exceptional professionalism for dress and behavior
3-Proficient: Demonstrates appropriate dress and behavior for classroom and content area
2-Developing: Demonstrates inappropriate dress and behavior for the classroom and content area
1-Recommend Intervention: Demonstrates extremely inappropriate dress and/ or behavior for the classroom and content area
NA: Not applicable at this time
Elicits a positive response from others
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4-Exemplary: Conscientiously contibutes in the classroom through positive interactions with students, teachers, and other personnel
3-Proficient: Appropriately positive interaction with students, teachers, and other building personnel
2-Developing: Interactions take place, but require guidance and assistance to make them positive
1-Recommend Intervention: Appears consistently reluctant or uncomfortable when interacting with others
NA: Not applicable at this time
Leads and serves within the classroom
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4-Exemplary: Positively and conscientiously engages with students and assists with learning with minimal guidance
3-Proficient: Ready and willing to interact with students and complete tasks when given the opportunity to do so
2-Developing: Appears capable of interacting with students, but requires consistent prompting to do so
1-Recommend Intervention: Consistently disengaged and requires numerous prompts to participate
NA: Not applicable at this time
Shows promise for being an effective teacher and reflective teacher
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4-Exemplary: Demonstrates exceptional knowledge and skills for an upper-level Education student
3-Proficient: Demonstates appropriate knowledge and skills for an upper-level Education student
2-Developing: Demonstrates a few concerns that will need to be monitored during student teaching
1-Recommend Intervention: Demonstrates several professional and/ or behavioral concerns that will need to be addressed prior to student teaching
NA: Not applicable at this time
COMMENTS
All comments are helpful but are especially important for 1 or 4 ratings. Students receiving 1 ratings will complete an intervention. Students receiving 4 ratings demonstrate exceptional promise. Thank you.
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