EmailMe Form - Wartburg Student Teacher Progress Report

Student Teaching Progress Report For:

Wartburg Student Teacher Name *

First Last

Academic Year *

2024 Fall Term

2025 Winter Term

Teaching Area *

Elementary

Secondary

K-12

Grade (Elementary)

Subject (Secondary)

School District *

School *

Cooperating Teacher *

First Last

Week Number *

Progress Report

Student teaching is the capstone exercise for the Wartburg Teacher Education Program. While still learning about the knowledge and skills necessary to be a teacher alongside a capable mentor, it is expected that student teachers 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. Any time cooperating teachers indicate a “1,” the department will implement an intervention plan with the student, cooperating teacher, and supervising faculty. Any “1’s” on the final evaluation may result in the student teacher failing the course.

1. Planning

Instructional Planning - uses content and context, lesson design, and curriculum goals for instructional planning *

4-Exemplary: Capably works with curriculum for short-, and long-term, planning being mindful of classroom and contextual factors

3-Proficient: Capably works with curriculum for short-, and long-term planning

2-Developing: With assistance from cooperating teacher, manages instructional planning

1-Recommend Intervention: Shows little awareness or ability in aspects of instructional planning

NA: Not applicable at this time

2. Instruction

Student Learning - uses theories, concepts, and principles related to student learning *

4-Exemplary: Demonstrates knowledge and relevance of theories and authors relevant to the learning context

3-Proficient: Capably discusses theories and authors relevant to the learning context when initiated by the cooperating teacher

2-Developing: Expresses basic awareness of theories and authors relevant to the learning context

1-Recommend Intervention: Shows no interest or awareness of theories and authors relevant to the learning context

NA: Not applicable at this time

Diverse Learners - uses differentiation of instruction and classroom context with regard for learner diversity *

4-Exemplary: Builds on students' prior knowledge to enable them to meet high expectations; Modifies instruction to address learners’ developmental, academic, cognitive, language, and social-emotional needs

3-Proficient: Mindful of prior knowledge to enable students to meet high expectations; With guidance modifies instruction to address learners’ developmental, academic, cognitive, language, and social-emotional needs

2-Developing: While aware of the need to modify instruction, needs assistance to address learners’ developmental, academic, cognitive, language, and social-emotional needs

1-Recommend Intervention: Shows little awareness or ability to modify instruction to address learners’ developmental, academic, cognitive, language, and social-emotional needs

NA: Not applicable at this time

Instructional Strategies - uses varied teaching techniques and strategies for the development of academic skills *

4-Exemplary: Capably uses a variety of content-specific instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills

3-Proficient: Uses some variety of content-specific instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills

2-Developing: With assistance from the cooperating teacher, implements some content-specific instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills

1-Recommend Intervention: Shows minimal awareness or ability to use a variety of instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills

NA: Not applicable at this time

Overall Content Knowledge - exhibits knowledge of important concepts and principles within the subject matter *

4-Exemplary: Demonstrates understanding of central concepts, tools of inquiry, and components of the discipline while structuring experiences to help learners master content

3-Proficient: Demonstrates understanding of most central concepts and components of the discipline while structuring experiences to help learners master content

2-Developing: Needs assistance with central concepts and components of the discipline in order to structure learning experiences for students

1-Recommend Intervention: Show little knowledge of central concepts and components of the discipline

NA: Not applicable at this time

Learning Environment - uses management, motivation, and discipline techniques in the learning environment *

4-Exemplary: Interacts, collaborates, and communicates in an enthusiastic and positive manner to engage and challenge learners while managing behaviors appropriate to the classroom setting

3-Proficient: Interacts and communicates in a positive manner to engage and challenge learners while managing behaviors appropriate to the classroom setting

2-Developing: Interaction and communication needs guidance to keep learners engaged and behaviors appropriate during instruction

1-Recommend Intervention: Interaction and communication needs constant supervision to keep learners engaged and behaviors appropriate during instruction

NA: Not applicable at this time

Technology - uses the tools of technology for teaching and professional practice *

4-Exemplary: Integrates technology to stimulate, facilitate, support, and manage learning while encouraging digital citizenship

3-Proficient: Integrates technology in some lessons to stimulate, facilitate, and support learning; Use of learning management tools with assistance from cooperating teacher

2-Developing: Occasional integration of technology to stimulate, facilitate, and support learning; Some exposure to learning management tools

1-Recommend Intervention: Little use of technology when relevant to facilitate or monitor learning

NA: Not applicable at this time

3. Assessment

Assessment - uses a variety of purposes, evaluations, and procedures for assessment *

4-Exemplary: Capably uses formal, and informal, evaluative methods to identify student growth related to standards and/ or objectives; provides descriptive feedback to guide learners

3-Proficient: Capably uses a variety of appropriate methods to identify student growth

2-Developing: Uses a variety of evaluative methods, though not always connected to learning targets

1-Recommend Intervention: Struggles to use a variety of methods to identify student learning

NA: Not applicable at this time

4. Professional Responsibilities

Communication - uses appropriate verbal, nonverbal, and written communication *

4-Exemplary: Written, spoken, and non-verbal communcation is exceptionally professional, timely, and positive

3-Proficient: Written, spoken, and non-verbal communcation is appropriately professional

2-Developing: Most communication is appropriate, though timeliness and follow-though was a concern

1-Recommend Intervention: Several communication gaps, mistakes, or unprofessional interactions occurred

NA: Not applicable at this time

Reflection and Professional Development - engages in reflection and professional development as a foundation for positive dispositions *

4-Exemplary: Reflection on instructional effectiveness is consistently apparent and used to guide evidence-based decisions

3-Proficient: Reflection on instructional effectiveness is apparent, though sometimes initiated by cooperating teacher

2-Developing: Reflection on instructional effectiveness occurs, but only when prompted by cooperating teacher

1-Recommend Intervention: Even with prompting, the student teacher appears to make little adjustment to instructional practice.

NA: Not applicable at this time

Collaboration, Ethics, and Relationships - engages in collaboration, ethical behavior, and professional relationships *

4-Exemplary: Interaction with teachers, students, parents, and administrators is professional and positive; Goes above and beyond responsibilities and expectations of the district

3-Proficient: Interaction with teachers and students is appropriate and professional; Fulfills responsibilities of the district

2-Developing: Beginning to establish appropriate professional interactions with students and teachers; Fulfills responsibilities of the district

1-Recommend Intervention: Some interactions with students or teachers inappropriate; struggles to meet responsibilities of the district

NA

COMMENTS

All comments are helpful and appreciated. Please cite supporting examples and comments during the evaluation period for strengths, area(s) of focus for growth, and steps for a collaborative action plan if needed.

STRENGTHS:

If you have any questions or concerns, please feel free to contact the faculty supervisor.

AREA(S) OF FOCUS FOR GROWTH:

If you have any questions or concerns, please feel free to contact the faculty supervisor.

COLLABORATIVE ACTION PLAN:

If you have any questions or concerns, please feel free to contact the faculty supervisor.

Date *

MM / DD / YYYY

The Wartburg Education Department encourages you to share this evaluation with your student teacher for growth and a better understanding of expectations.
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