Elementary Student Teaching Conference: Cooperating Teacher

ELEMENTARY Student Teaching Evaluation: Cooperating TeacherPage 1 of 8

ELEMENTARY STUDENT TEACHING CONFERENCE: COOPERATING TEACHER

Student Teacher: Date: Midterm ___ Final ___ (check one)

Cooperating Teacher: School:

Directions:

All participants in the midterm and final evaluation conferences individually complete their respective forms prior to meeting. The student teacher should bring his or her portfolio-in-progress to the midterm and final evaluation conferences. Forms and portfoliomay be exchanged and previewed prior to the conferences. Comments of all participants are integrated into one final form completed by the IWU supervisor and signed by all parties.

Cooperating Teacher: Please provide narrative comments on the student teacher’s proficiencies with respect to the standards in the left column.

Student Teaching Performance
Standards and Indicators / Observations, Comments, and Suggestions
for Professional Development
TEACHER SCHOLARS FOR SOCIAL JUSTICE
SJ1: Demonstrates the belief that all students can learn.
SJ2: Responds to the educational needs of all students in a caring, non-discriminatory, and equitable manner.
SJ3: Demonstrates the knowledge, skills, and professional dispositions that facilitate all students’ learning, regardless of race, culture, ethnicity, language, class, gender, and/or ability.
Dispositions:
R1: Engages in ongoing and thoughtful reflection, which includes

• written reflections and oral conversations with cooperating teacher and IWU supervisor;

• self-assessment of knowledge and skills required to teach students from diverse backgrounds and those with disabilities;
• one’s impact on students, parents, and other professionals in the learning community; and
• being receptive to feedback from mentors.

R2: Demonstrates resourcefulnessby

• taking initiative and being self‐directed;
• being creative;
• learning about individual children, their families and communities;
• goingbeyond use of commercial texts and instructional resources;
• seeking ways to improve practice and grow professionally; and
• engaging in research and inquiry to enhance professional development.

R3: Demonstrates responsivenessby

• developing caring, compassionate, and respectful relationships with all students and their families;
• implementing multicultural perspectives when planning curriculum and teaching; and
• trying alternative approaches to teaching and learning, such as inclusion and other alternatives to ability grouping, authentic assessments beyond testing, and alternatives to traditional classroom discipline.

TEACHING DIVERSE STUDENTS: applies understandings of the diverse characteristics and abilities of each student and the context of his or her social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning.
Performance Indicators:
1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement;
1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences;
1J) differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs(also EL9F, I);
1K) facilitates a learning community in which individual differences are respected (also EL9E);
1L) uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students (also EL9G, H).
Elementary specific content indicators:[1]
EL8) Human Development and Learning. Provides learning opportunities that support all students' cognitive, social, emotional,moral/ethical, and physical development.
EL8C) assesses individual and group performance in relation to cognitive, social, emotional, moral/ethical, and physical development.
EL8D) recognizes and respects differences among students and designs instruction so all students can learn.
EL9) Diversity. Creates instructional opportunities that are adapted to diverse learners.
EL9J) identifies and makes use of appropriate services or resources to assist students with exceptional learning needs.
CONTENT AREA AND PEDAGOGICAL KNOWLEDGE: Creates meaningful learning experiences for each student, applying in-depth understanding of content area knowledge-including content area literacy-, pedagogical knowledge, and evidence-based practice.
Performance Indicators:
2I) evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs;
2J) uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts;
2K) engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines;
2L) demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines;
2M) uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings;
2N) facilitates learning experiences that make connections to other content areas and to life experiences (see E1C&D below);
2O) designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities;
2P) adjusts practice to meet the needs of each student in the content areas;
2Q) applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student.
Elementary specific content indicators: Curriculum. Creates meaningful integrated learning experiences that develop all students' competence in subject matter and skills for various developmental levels.
EL1C) uses teaching techniques that demonstrate analysis of ideas, problems, and real-world situations within and across content areas.
EL1D) interprets and communicates information, reasoning, concepts, and procedures within and across content areas.
CONTENT AREA TEACHING: ENGLISH LANGUAGE ARTS
Demonstrates proficiency in the use of oral and written English (2H); and promotes all students' ability to apply language and thinking skills to many different genres, concepts, and situations. Specifically,
EL2I) Applies a range of strategies to develop each student’s ability to read, write, speak and listen.
EL2J) Uses a diverse body of works, authors, and movements in U.S. and world literature, literature for children and young adults, and characteristic features of various literary genres.
EL2K) Selects and uses a wide range of instructional resources and technologies to support reading, writing, research, speaking, and listening.
CONTENT AREA TEACHING: MATHEMATICS
Promotes all students' ability to apply, interpret, and construct mathematical thinking skills in a variety of situations by...
EL3I) Demonstrating proficiency in the use of mathematics.
EL3J) Teaching major concepts, procedures and reasoning processes of number systems, and number sense, geometry, measurement, statistics, probability, and algebra.
EL3K) Selecting and using a wide range of manipulatives, instructional resources, and technologies to support student learning of mathematics.
CONTENT AREATEACHING: SCIENCE
Uses strategies to engage all students in discovering new knowledge through the use of scientific thinking and reasoning by ….
EL4E) Demonstrating and communicating major concepts, theories, and practices of science.
EL4F) Demonstrating and using strategies to engage students in discovering new knowledge through the use of scientific thinking and reasoning.
EL4G) Selecting and using a wide range of instructional resources and technologies to support scientific learning.
CONTENT AREA TEACHING: SOCIAL SCIENCE
Promotes all students' ability to make informed decisions as citizens of a culturally diverse democratic society and interdependent world by...
EL5H,I) Demonstrating understanding of major concepts and ways of inquiry across the social sciences, as well as the interrelationships among them.
EL5J) Using children's and young adult literature to support learning in the social sciences.
EL5K) Engaging students in using social science processes, skills, and concepts (e.g., gathering, organizing, mapping, interpreting, and analyzing).
EL5L) Modeling and teaching the rights and responsibilities of citizenship in a democratic society.
EL5M) Selecting and using a wide range of instructional resources and technologies to support learning in the social sciences.
CONTENT AREA TEACHING: PHYSICAL DEVELOPMENT & HEALTH
Promotes all students’ ability to develop and practice skills that contribute to good health and enhanced quality of life by...
EL6F) Promoting skills that contribute to health and safety.
EL6G) Providing opportunities for individual and team physical activities.
EL6H) Modeling, teaching, and promoting conflict resolution and its relationship to health and well‐being.
EL6I) Selecting and using a wide range of instructional resources, technologies, and communication and decision‐making skills to support physical development, health, and well-being.
CONTENT AREA TEACHING: FINE ARTS
Promotes all students' ability to express themselves creatively through visual art, dance, drama, and music by...
EL7E) Promoting artistic development, appreciation, and performance.
EL7F) Teaching the use of various tools, including technology, for creating, analyzing and performing works of art.
IWU) Using the arts as a medium for teaching interdisciplinary curriculum.
PLANNING FOR DIFFERENTIATED INSTRUCTION: Plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. Plans for ongoing student growth and achievement(also E10).
Performance Indicators:
3H) establishes high expectations for each student’s learning and behavior;
3I) creates [flexible] short-term and long-term plans to achieve the expectations for student learning [based on elementary-level scope and sequence];
3J) uses data to plan for differentiated instruction to allow for variations in individual learning needs [and styles];
3K) incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences (also EL10J, EL12I);
3L) creates approaches to learning that are interdisciplinary and that integrate multiple content areas (also EL10K, EL12I);
3M) develops plans based on student responses and provides for different pathways based on student needs;
3N) accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement (also EL10L, EL12J);
3O) when planning instruction, addresses goals and objectives specified by law regarding students with disabilities;
3P) works with others to adapt and modify instruction to meet individual student needs;
3Q) develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction (also EL10L).
Elementary specific content indicators: Planning for Instruction.
EL10G)establishes goals and selects learning materials, based on the Illinois Learning Standards, content knowledge, learning theories, and students’ needs, including IEPs.
LEARNING ENVIRONMENT: Structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Performance Indicators:
4I) creates a safe and healthy environment that maximizes student learning;
4J) creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals;
4K) uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities (also EL11E);
4L) analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement (also EL11F);
4M) organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities (also EL11G);
4N) engages students in and monitors individual and group-learning activities that help them develop the motivation to learn;
4O) uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports;
4P) modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics; and
4Q) analyzes student behavior data to develop and support positive behavior.
INSTRUCTIONAL DELIVERY: Differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. In doing so, demonstrates understanding that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Performance Indicators:
5I) uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities (also EL12E);
5J) monitors and adjusts strategies in response to feedback from the student (also EL12F);
5K) varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students (also EL12G);
5L) develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking (also EL12H);
5M) uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences;
5N) uses technology to accomplish differentiated instructional objectives that enhance learning for each student;
5O) models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning;
5P) uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics of each student;
5Q) uses effective co-planning and co-teaching techniques to deliver instruction to all students;
5R) maximizes instructional time (e.g., minimizes transitional time);
5S) implements appropriate evidence-based instructional strategies.
READING, WRITING, and ORAL COMMUNICATION: Recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Performance Indicators (see also content area Language Arts indicators):
6I) selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers);
6J) uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction;
6K) facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content;
6L) teaches fluency strategies to facilitate comprehension of content;
6M) uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies independently, appropriate to the content learning;
6N) teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources;
6O) teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar);
6P) integrates reading, writing, and oral communication to engage students in content learning;
6Q) works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs;
6R) stimulates discussion in the content areas for varied instructional and conversational purposes.
Elementary specific content indicators: Communication. Uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction.
EL13E) models accurate, effective modes of communication and uses a variety of communication tools, including technology.
EL13F) uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.
EL13G) creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication.
EL13H) communicates with all students in a supportive manner.
EL13I) practices effective listening, conflict-resolution, and group-facilitation skills as a team member.
ASSESSMENT: Understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. Makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Performance Indicators:
7J) uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes (also EL14E);
7K) appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole (also EL14F);
7L) involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning (also EL14G);
7M) maintains useful and accurate records of student work and performance (also EL14H);
7N) accurately interprets and clearly communicates aggregate student performance data to students, parents or guardians, colleagues, and the community in a manner that complies with the Illinois law with respect to student records and FERPA (also EL14H);
7O) effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress (also EL14I);
7P) collaborates with families and other professionals involved in the assessment of each student;
7Q) uses various types of assessment procedures appropriately, including making accommodations for individual students in specific contexts; and
7R) uses assessment strategies and devices that are nondiscriminatory, and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.
COLLABORATIVE RELATIONSHIPS: Builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. Works as a team member with professional colleagues, students, parents or guardians, and community members.
Performance Indicators:
8J) works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals;
8K) participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students;
8L) initiates collaboration with others[parents/family and other professionals, including colleagues, specialists, and support personnel] to create opportunities that enhance student learning (also EL15D);
8M) uses digital tools and resources to promote collaborative interactions;
8N) uses effective co-planning and co-teaching techniques to deliver instruction to each student;
8O) collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students;
8P) develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning (also EL15E);
8Q) establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to promote student learning and well-being (also EL15F);
8R) uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork;
8S) participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are gifted; and
8T) identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities (also EL15G).
PROFESSIONALISM, LEADERSHIP, ANDADVOCACY: Engages inethical and reflective practice, exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Performance Indicators:
9I)models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect;
9J)maintains accurate records, manages data effectively, and protects the confidentiality of information pertaining to each student and family;
9K) reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth;
9L) communicates with families, responds to concerns, and contributes to enhanced family participation in student education;
9M) communicates relevant information and ideas effectively to students, parents or guardians, and peers, using a variety of technology and digital-age media and formats;
9N) collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to enhance students’ learning and school improvement;
9O) participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development (See EL16E, also EL16F and EL17J);
9P) uses leadership skills that contribute to individual and collegial growth and development, school improvement, and the advancement of knowledge in the teaching profession (EL17F);
9Q) proactively serves all students and their families with equity and honor and advocates on their behalf, ensuring the learning and well-being of each child in the classroom;
9R) is aware of and complies with the mandatory reporter provisions of the Abused and Neglected Child Reporting Act (see EL17G);
9S) models digital etiquette and responsible social actions in the use of digital technology;
9T) models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
Elementary specific content indicators:
Reflection and Professional Growth. Continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
EL16D) uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
EL16E) collaborates with other professionals as resources for problem-solving, generating new ideas, sharing experiences, and seeking and giving feedback.
Professional Conduct and Leadership. Maintains standards of professional conduct, serves as a positive role model, and provides leadership to improve students’ learning and well-being.
EL17G) acts in accordance with current legal directives.
EL17H) follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
EL17L) initiates and develops educational projects and programs.

MIDTERM: Summarize the student teacher’s major strengths and areas needing improvement during the remainder of student teaching term. Discuss with the IWU supervisor and student teacher his or her readiness for full-time teaching responsibilities and what those will be and the timeline for implementation. The student teacher should discuss the “Teaching and Learning Plan” and arrangements for video recording.