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GWU Final Evaluation Report

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The George Washington University

 School of Education and Human Development

Office of Laboratory Experiences

2134 G. Street, NW

Washington, D.C.  20052

                                                                                                         

                 2004-2005 Final Evaluation Report--Secondary Intern

 

Student Intern:  Abigail Hunting         

                       

Cooperating Teacher: Jamie Odeneal                                                         

 

University Supervisor:  Ann Lawlor

 

School System: Fairfax County                                            

 

School:  Robinson Secondary School           

 

Level (please check one)__Middle/Inter./Jr. High  X   Senior High Grade(s)       

 

Major (teaching Field):  ESOL

 

Internship subjects(s):  ESOL/Literature and Social Studies

 

Beginning of Student Teaching:  August 31, 2004  

 

Ending Date:  June 24, 2005

 

Information on this form should be completed jointly.  Submit only one copy to OLE

 

This form completed by: X Cooperating Teacher X University Supervisor X Intern

 

Date:   April 14, 2005

                                                                                                                                  

The categories on this rating sheet are designed to generate discussion of the intern's performance, progress, and needs for improvement.  Be descriptive but specific in what you have observed.  The checklist in the left-hand column is designed to give the intern a general indication of areas in which he/she is progressing as well as areas which need additional effort.


 

                                    A. Organizing Content Knowledge for Student Learning

 

__3__ A1:       becoming familiar with relevant aspects of students’ background knowledge and experiences

               

                3              The intern demonstrates a comprehensive understanding of why it is important to become familiar with students’ background experiences, describes several procedures used to obtain this information, and demonstrates a clear understanding of students’ background knowledge and experiences.

 

                2              The intern demonstrates some understanding of why it is important to become familiar with students’ background experiences, describes one procedure used to obtain this information, and has some familiarity with the background knowledge and experiences of students in the class.

 

                1              The intern demonstrates a lack of understanding of why it is important to become familiar with students’ background experiences, does not know how to find this information, and lacks familiarity with students’ background experiences.

 

Comments:  Abby has worked with counselors, other teachers and parents in order to help individual students who are having problems with their schoolwork.  She has worked very hard helping a student get into Chantilly Academy’s work study program by counseling her on the need to improve her attendance and take control of those aspects of her life that she can determine.

 

 

_ 3__ A2:        articulating clear learning goals for the lesson that are appropriate to the students

 

                3              The intern articulates clear learning goals and provides a well-thought-out explanation of why they are appropriate for the students OR the intern articulates clear learning goals that are appropriate to the students and are differentiated for groups or individual students in the class.

 

                2              The intern articulates clear learning goals that are appropriate for the students.

 

                1              The intern does not articulate clear learning goals OR has chosen goals that are inappropriate for the students.           

 

Comments:  She has continued to adapt lessons for a vision-impaired student by providing worksheets and other written materials in a larger font.  She has also added homework assignments in reading and writing to prepare these ESOL students for the regular classes they aspire to join.  She has reasonable expectations for these students and spends a good amount of time in class preparing them for the assignments they will do on their own.

 

 

__ 2.5     A3:  demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future

 

                3              The intern accurately explains how the content of this lesson relates to the content of previous or future lessons and how it fits within the structure of the discipline.

 

                2              The intern accurately explains how the content of this lesson relates to the content of previous or future lessons.

 

                1              The intern does not explain how the content of this lesson relates to the content of previous or future lessons OR the explanation given is illogical or inaccurate.

 

Comments:  Abby has gained a better perspective of how the content is connected to past and future lessons.  The unit she developed on the novel Hatchet shows her mapping lessons from beginning to end and integrating connections that would lead to the final assessment, an essay on the character’s next experience.

 

2.5         A4:   creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students and that are aligned with the goals of the lesson

 

                3              The intern chooses methods, activities, and materials that are aligned with the goals of the lesson, that are appropriate to the students in general and that allow a differentiated learning experience for individuals or groups of students OR the teacher provides a sound explanation of why the single teaching method or learning activity in the lesson is appropriate for all students.

 

                2              The intern chooses methods, activities, and materials that are aligned with the goals of the lesson and that are appropriate to the students in general.

 

                1              The intern chooses methods, activities, or materials that are unrelated to the goals of the lesson OR the methods, activities, or materials are clearly not appropriate to the students.

 

Comments: In the unit on Hatchet, she included many hands-on activities:  vocabulary from the story, frequent quizzes on the reading, reading aloud in class, identifying figurative language, working in pairs, creating original examples of figurative language, and writing a final essay about the main character.

 

 

_2.5       A5:    creating or selecting evaluation strategies that are appropriate for the students that are aligned with the goals of the lesson

 

                3              The intern has a plan for systematically evaluating student learning that is aligned with the goals of the lesson and appropriate to the students and can describe how he or she will use the results of the evaluation in planning future instruction.

 

                2              The intern has a plan for systematically evaluating student learning that is aligned with the goals of the lesson and appropriate to the students.

 

                1              The intern has not provided for systematically evaluating student learning OR the evaluation planned is clearly inappropriate either to the goals of the lesson or to the students.

 

Comments: Abby created excellent rubrics for many assignments and these were explained to the students before they did an assignment.  When teaching about how the U.S. Constitution affects students’ lives, she led a discussion about how the people can change the laws.  Using the so-called “Arnold Amendment,” she taught the students how to write a business letter to members of Congress and the President about changing the law that a citizen must be born in America to be eligible to run for the presidency.  These ESOL students had strong feelings about this topic and that made learning about the Constitution a meaningful lesson for them. 

 

 

 

 

 

 

                                     B. Creating an Environment for Student Learning

 

__3___ B1:     creating a climate that promotes fairness

 

                3              The intern is fair in the treatment of students and actively encourages fairness among students.

 

                2              The intern is fair in the treatment of students and does not accept obviously unfair behavior among students.

 

                1              The intern is unfair in the treatment of students and/or tolerates obviously unfair behavior among students.

 

Comments:  Abby sought to promote fairness in her dealings with all students.  She set up groups that were diverse in language ability and achievement level; she monitored student behavior and productivity, and showed students that there were consequences for their choices.

 

 

__3__   B2:     establishing and maintaining rapport with students

                3              The intern successfully establishes rapport in ways that are appropriate to students’ diverse backgrounds and needs.

 

                2              The intern establishes a basic level of rapport with the students.

 

                1              The intern does not attempt to establish rapport with students OR the intern’s attempts are inappropriate.

 

Comments:  Students have developed a strong bond with Abby during her student teaching experience.  They know they can come to her with questions and will ask her to explain again something they may not understand. She is friendly yet fair in her dealings with student behavior, and her expectations for acceptable behavior are clear.

 

 

__3__ B3:       communicating challenging learning expectations to each student

 

                3              The intern actively encourages students to meet challenging learning expectations.

 

                2              The intern does nothing to communicate to any student that he or she is incapable of meeting learning expectations.

 

                1              The intern communicates explicitly or implicitly to individuals, to groups within the class, or to the class as a whole that they are incapable of learning or that the intern’s expectations for their learning are very low.

 

Comments: On her own time and during class time, Abby has helped one particular student realize that she can organize her time more meaningfully and set realistic goals that will help her achieve the success she is capable of achieving.

 

 

 

 

 

_3__ B4:         establishing and maintaining consistent standards of classroom behavior

 

                3              The intern responds to minor misbehavior consistently and with reasonable success, in ways that demonstrate respect for students OR student behavior during the lesson is consistently appropriate.

 

                2              The intern makes appropriate attempts to respond to disruptive behavior in ways that demonstrate respect for the students OR there is no disruptive behavior during the lesson.

 

                1              The intern makes no attempt to respond to disruptive behavior OR the teacher’s response to disruptive behavior does not demonstrate respect for the students.

 

Comments:  When a student came in late from lunch again and asked to go to the library to do an assignment from another class, Abby offered to let him use the computer in class to look up the information he needed.  When he refused and insisted on going to the office, she spoke to him briefly outside the classroom and then gave him a pass to the AP’s office.  She then e-mailed that office to let them know he was coming.  She did not back down and give him his own way. She made it clear that coming in late and not doing his work were not acceptable. She later set up a parent conference, and his attendance and class work improved.

 

   __3__ B5:    making the physical and emotional environment as safe and conducive to learning as possible

               

                3              The intern uses the physical environment as a resource to facilitate learning.  Provisions are made to accommodate all students, including those with special needs.  If the intern does not control the physical environment, he or she effectively adjusts the activities to the existing physical environment.

 

                2              The intern creates a physical environment that is safe and does not interfere with learning.

 

                1              The intern allows the physical environment to be unsafe OR allows it to interfere with learning.

 

Comments:  Abby has a friendly, no-nonsense demeanor with her students.  She keeps them on task by providing meaningful lessons that are divided into small, manageable assignments.  She uses her rapport with them to give a look or a smile that keeps them working when they might otherwise choose not to.

 

 

 

                                                                   C. Teaching for Student Learning

 

__3_      C1:    making learning goals and instructional procedures clear to students

 

                3              The students seem to understand the learning goals fully.  The intern ensures that all students, including those who may initially have trouble, understand and can carry out the instructional procedures for the lesson.

 

                2              The students receive accurate information about the learning goals.  The intern provides the students with clear, accurate information about the instructional procedures for the lesson, and most of the students seem to understand.

 

                1              The intern provides the students with no information, confusing information, or inaccurate information about the learning goals or the instructional procedures for the lesson.

 

Comments:  Abby has made great strides in modeling activities for her students.  With every assignment, she has consciously devised ways to make the work clearer to students.  In addition to modeling, she uses many visual presentations and hands-on activities.  She has developed an awareness of when a student is lost or does not understand and can keep students on task while catching up the student who may be off task.

 

 

 

__3___ C2:     making content comprehensible to students

               

                3              The content is accurate and appears to be comprehensible to the students.  The lesson as a whole has a logical and coherent structure.

 

                2              The content is accurate and appears to be comprehensible to the students.

 

                1              The content appears to be incomprehensible to the students OR the lesson contains substantive inaccuracies.

 

Comments:   The final essay for the unit on Hatchet is a description of Brian’s trip home after being rescued.  Students must include examples of figurative language and imagery to demonstrate that they know what these terms mean.  Using peer editing, they work to make themselves understood in both speaking and writing.  A review of their papers shows they indeed have written some good descriptions that are clear and accurate.

 

__3___ C3:     Encouraging students to extend their thinking

               

                3              The intern uses activities or strategies that are specifically designed to actively encourage students to think independently, creatively, or critically about the content being taught.

 

                2              The intern encourages students to think independently, creatively, or critically in the context of the content being studied.

 

                1              The intern discourages students from thinking independently, creatively, or critically.

 

Comments:  Students wrote a new chapter for the novel in which they had to incorporate imagery and figurative language in a creative essay.  They also wrote letters to their Congressmen about amending the Constitution to make it legal for a citizen who is not native born to be President.  They had to come up with reasons why amending the Constitution was a reasonable request.

 

 

__3___ C4:     monitoring students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands

 

                3              The intern monitors individual students’ or groups of students’ understanding of the content and makes appropriate instructional adjustments if necessary.  If appropriate, students receive substantive and specific feedback.

                2              The intern monitors the students’ understanding of the content.  The students receive feedback as necessary.

 

                1              The intern makes no attempt to determine whether students are understanding and gives them no feedback.

 

Comments: When students encountered a difficult part of the lesson, Abby found new ways to explain it.  She used a variety of methods in all her teaching:  modeling, concept attainment, direct instruction, inquiry, and cooperative learning.  Students benefited from these methods because they had a chance to check their own understanding and also see if they could make themselves understood in both speaking and writing.

 

 

__3_     C5:     using instructional time effectively

 

                3              The intern provides students with activities of instructional value for the entire instructional time and paces them appropriately.  Any necessary noninstructional procedures are performed efficiently.

 

                2              The pacing of the lesson is appropriate for most of the students.  Noninstructional procedural matters do not occupy an excessive amount of time.

 

                1              Substantial amounts of instructional time are spent on activities of little instructional value OR the pacing of the lesson is inappropriate to the content and/or the students.

 

Comments:  While doing her student teaching, Abby developed a better idea of how many minutes each activity would take and, therefore, was able to plan more accurately and more long range.

 

 

D. Teacher Professionalism

 

__3___ D1:     reflecting on the extent to which the learning goals were met

 

                3              The intern accurately describes the strengths and weaknesses of the lesson in relation to the learning goals, supports his or her judgments with specific evidence from the lesson and describes how he or she could use the experience from this lesson in future instruction.

 

                2              The intern accurately describes the strengths and weaknesses of the lesson in relation to the learning goals and describes in general terms how he or she could use the experience from this lesson in future instruction.

 

                1              The intern cannot accurately identify strengths and weaknesses of the lesson in relation to the learning goals.

 

Comments: Abby has benefited from the experience of her Cooperating Teacher, who has helped Abby see how to anticipate student questions, model new activities, and deal with student behavior. 

 

__3___ D2:     demonstrating a sense of efficacy

 

                3              The intern suggests specific, practical actions that he or she intends to take to help specific students who are not meeting the learning goals.

 

                2              The intern attempts to find ways to help specific students who are not meeting the learning goals, but cannot suggest any specific, practical actions that he or she has not already tried.

 

                1              The intern makes no attempt to find ways to help students who are not meeting the learning goals.

 

Comments:  Abby has initiated and set up parent conferences when needed to help students who are not meeting the learning goals.  She has had success with two students in particular, primarily because she took decisive action early.

 

__3___ D3:     building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students

               

                3              The intern demonstrates knowledge of resources and collaborates with colleagues outside of his or her own classroom to coordinate learning activities or to address other concerns related to teaching.

 

                2              The intern demonstrates knowledge of resources and attempts to consult with colleagues when necessary on matters related to learning and instruction.

 

                1              The intern demonstrates no knowledge of resources available through colleagues in the school or district.

 

Comments:  Abby worked with members of the ESOL Department to administer tests for SELP (Standards of English Language Proficiency).  These tests are part of the No Child Left Behind federal mandate which involves oral testing of ESOL students.  Abby spent many hours giving these tests to help lighten the burden of other ESOL teachers who otherwise would have had to spend many extra hours themselves doing this job.

 

 

__2.5__ D4:    communicating with parents or guardians about student learning.

               

                3              The intern demonstrates knowledge of forms of communication that she or he can or has used to communicate with parents or guardians of students for various purposes and describes situations in which she or he has communicated or would communicate with parents or guardians regarding specific students.

 

                2              The intern demonstrates knowledge of forms of communication that she or he can use to communicate with parents or guardians of students for various purposes.

 

                1              The intern demonstrates no knowledge of forms of communication that she or he can use to communicate with parents or guardians OR makes no attempt to communicate, even when it is clearly necessary to do so.

 

Comments: Abby has found that it is difficult to contact parents and guardians of ESOL students because many of them do not speak English very well, and some are intimidated by a school system they do not understand.  She did arrange one parent conference with the aid of a counselor and that produced good results.

 

 

 

Intern’s Signature:  Abigail Hunting    Date:  April 14, 2005 

Cooperating Teacher’s Signature:     Jamie Odeneal      Date:  April 14, 2005

University Supervisor’s Signature:   Ann C. Lawlor    Date: April 14, 2005


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