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Reading in Elementary ED 321/385
Field Experience Evaluation - Updated Fall 2022
Wartburg Student Name
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First
Last
Midterm or Final
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Midterm
Final
Field Experience Evaluation Term
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2024 Fall 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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ED 321 - Reading in the Elementary School
This course is required for all Elementary Education students. Typically completed by 3rd-year Education students, the field experience provides students with the opportunity to plan numerous 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 increasing aptitude and ability throughout the semester. 2’s or 3’s at mid-term will hopefully become 3’s or 4’s by the final evaluation. However, 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.
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
Activates prior knowledge and encourages active student engagement
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4-Exemplary: Opening sequence consistently connects learners to prior, or common, knowledge
3-Proficient: Most opening sequences consistently connect learners to prior, or common, knowledge
2-Developing: With assistance can relate opening sequence to learners' prior, or common, knowledge
1-Recommend Intervention: Consistently struggles to connect new learning to prior knowledge of learners
NA: Not applicable at this time
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 usually follow plan, but is limited in application for all students
1-Recommend Intervention: Consistently struggles to follow lesson plan to reach identified goals
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 strategies to identify student learning and modify instruction
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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
Arrives on time, prepared, and ready to teach
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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
Dresses, talks, and interacts with respect for the profession, the teacher, and the student
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4-Exemplary: Demonstrates exceptional professionalism toward all constituents
3-Proficient: Demonstrates appropriate dress and behavior for the class and content area
2-Developing: At times, demonstrates inappropriate dress and/ or behavior for the classroom and content area
1-Recommend Intervention:Consistently demonstrates 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
Reflects on teaching strengths and weaknesses
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4-Exemplary: It is apparent that the student independently engages in purposeful reflection to improve various aspects of instruction
3-Proficient: Reflects, discusses, and adapts instructional strategies to improve over time
2-Developing: Needs guidance to think about areas of strength and improvement
1-Recommend Intervention: Seems unwilling or unable to reflect on instructional practice
NA: Not applicable at this time
Improves based on teacher feedback and reflection
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4-Exemplary: With maturity and professionalism, receives and acts upon suggestions for improving instruction
3-Proficient: Considers feedback, and adapts instructional strategies to improve over time
2-Developing: Discusses areas of improvement, but slow to implement suggestions for improvement
1-Recommend Intervention: Appears defensive or resistant to feedback and suggestions
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: Demonstrates 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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