University of Northern Iowa
Student Outcomes Assessment Plan
For Student Teaching
I. Philosophy of Student Outcomes Assessment
The primary purpose of student teaching is to provide the student the opportunity to
experience, in depth, the full role and meaning of teaching in a public school setting.
Specific emphasis is given to (1) the analysis of teaching and learning, (2) the preconditions of learning, (3) the organization of instruction, (4) adaptation of methods and
techniques to organization and content, (5) the sequential procedures for teaching, and (6)
principles of self-evaluation. This broad pattern of experiences, includes (A) planning
and organizing for instruction, (B) developing classroom teaching competencies and
skills, (C) evaluating pupil progress, (D) participating in extra-class activities, (E)
working with special school personnel, and (F) utilizing parent, school and community
resources in the instructional program.
II. Outcomes
The student teacher outcomes given below are specific as they relate to effective teaching
skills. Any limits to actual practice are determined by the various environments where
student teachers have their field experiences.
Outcome 1 (Teaching): Students shall be able to demonstrate his/her teaching
competencies at various grade levels. The student will:
Competency 1.1
demonstrate the ability to understand the function of the teacher
and identify his/her own personal teaching style.
Competency 1.2
develop daily and unit designs of study that include objectives,
learning activities, alternate instructional strategies, and methods
of evaluation.
Competency 1.3
demonstrate different strategies for building an effective physical
and emotional environment for students at different grade levels.
Competency 1.4
demonstrate a knowledge of the learning process and development
at the different stages of growth, and demonstrate the ability to
select and implement learning experiences based upon that
knowledge.
Competency 1.5
show an understanding regarding objectives and curricula within
his/her subject content area which are designed to meet the needs
of culturally diverse and exceptional populations.
Competency 1.6
demonstrate an ability to integrate motivation, problem solving and
questioning skills into classroom learning experiences.
Competency 1.7
demonstrate the ability to build evaluation instruments as one
means of assessing student progress.
Outcome 2 (Teacher Work Sample): Students shall be able to demonstrate the
ability to impact student learning through the design, implementation, and
assessment of a unit as described through a Teacher Work Sample.
The student will:
Competency 2.1
design, deliver, and assess a unit of instruction, collecting
documentation of student performance that demonstrates the extent
to which students learned.
Competency 2.2
complete the written documentation that explains each of the seven
processes identified in the TWS prompt to meet the identified
standards.
Outcome 3 (Seminar): The student shall be able to reflect on teaching practices
through the consideration of educational alternatives and their consequences.
The student will:
Competency 3.1
demonstrate a knowledge of the social/political context of his/her
own teaching.
Competency 3.2
demonstrate knowledge of the roles and responsibilities of the
practitioner.
Competency 3.3
demonstrate an understanding of the moral and ethical practices of
teaching.
Competency 3.4
demonstrate the ability to function effectively in a pluralistic
environment.
Competency 3.5
demonstrate an awareness of effective communication strategies
(listening, speaking, writing, reading, and viewing) in a seminar
environment.
Outcome 4 (Reflective Journals): Students shall demonstrate their ability to be a
reflective practitioner. The student will:
Competency 4.1
demonstrate the ability to use various observation strategies and to
analyze and synthesize those observations in reflective journal
writing.
Competency 4.2
demonstrate the ability to assess his/her own strengths and
weaknesses as a classroom teacher.
Outcome 5 (Supervisory Conferences): Students shall share personal observations
regarding their teaching effectiveness. The student will:
Competency 5.1
demonstrate personal assessment (of their teaching) using the
Office of Student Field Experience’s fourteen point checklist.
Competency 5.2
utilize the supervisory conferences to enhance growth as a teacher
during the student teaching experience.
II. Frequency of Assessments
The assessment of student teachers is an ongoing process throughout each student
teaching experience. The process focuses on (1) classroom observations and conferences
with the cooperating teacher and/or the university coordinator/clinical supervisor, (2) a
mid-term evaluation conference, and (3) a final evaluation conference.
With respect to each student teaching center, classroom observations and conferences
with the cooperating teacher will occur on a daily and/or weekly basis as far as possible.
With respect to each student teaching center, classroom observations and conferences
with the university coordinator/clinical supervisor will range from weekly to bi-weekly.
The mid-term evaluation conference is held about midway through each eight week
experience and the final evaluation conference is held during the final week of each
experience.
III. Methods of Assessment
The ongoing process for conducting assessments for the student teaching program
includes classroom observations and conferences. Supervisory conferences may precede
and/or follow a formal observation of the classroom. This conference will be conducted
by the cooperating teacher or the university coordinator/supervisor or a combination of
these individuals. Conferences, whether two- or three-way, provide an important
learning opportunity for the student teacher. During conferencing, the evaluating
supervisors have the opportunity to provide feedback about specific teaching practices as
well as raise issues which were introduced in seminars. Cooperating teachers, university
coordinators, or supervisors compile narrative notes during observation periods. The
notes are then shared and discussed with the student teacher for the purpose of promoting
growth in relation to specific lessons and the student teacher’s general and professional
development.
A fourteen item performance checklist, shown below, is used for a mid-term and final
assessment for each student teaching experience completed. A complementary narrative
is also used as a part of this final evaluation. The evaluation process involves a
collaborative assessment between the university coordinator/supervisor and the classroom
cooperating teacher.
The Fourteen Items Used For Student Teacher Evaluation
UNIversity of Northern Iowa
College of Education
Office of Clinical Field Experiences
Cedar Falls, IA 50614
FINAL EVALUATION
OF
STUDENT TEACHING
Name:
Last
Student ID Number
First
Grade Level(s)
P
K
School Name
1
2
3
4
University Coordinator
6
7
8
State
9
10
11
12
Zip Code
Clinical Supervisor
-
Area
5
School District
City
Office
Phone
Middle/Maiden
Beginning Date
Ending Date
Cooperating Teacher
Building
Phone
Evaluation Scale: U…Unsatisfactory; CO…Competent; O…Outstanding
Check the Appropriate Box
COMPETENCIES/CHARACTERISTICS
NA
1. Knowledge of Content and Skills Areas
Understands the central concepts, tools of inquiry, and structures of the
disciplines taught; creates learning experiences to make them meaningful.
2. Knowledge of Learners and Learning Process
Understands how children learn and differ in their approaches to learning;
provides learning opportunities that support their development.
3. Instructional Planning
Plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals.
4. Use of instructional Strategies
Understands and uses a variety of instructional strategies; adapts teaching
style and content delivery to diverse needs of students.
5. Learning Environment and Classroom Management
Creates a learning environment that encourages positive social interaction,
active engagement in learning, and self motivation.
6. Use of Communication Strategies
Uses knowledge of communication techniques to foster active inquiry,
collaboration, and supportive interaction.
7. Use of Assessing/Diagnosing/Evaluating Strategies
Understands and uses formal and informal assessment strategies; takes
actions to determine what strengths and problems exist.
8. Use of Motivation Strategies
Takes actions to arouse and sustain interest of learners. Uses devices that
appeal to learners. Motivates by personal behavior.
9. Use of Problem-Solving/Decision Making Strategies
Reflects on teaching in order to solve problems and make decisions;
examines situations from various perspectives and is appropriately decisive.
10. Home-School-Community Relations
Fosters relationships with colleagues, parents, and agencies in the larger
community.
Area
U
PERFORMANCE LEVELS
LC
C
HC
O
11. Use of Technology
Integrates computer and multimedia technology into classroom teaching.
12. Use of Multicultural Gender Fair (MCGF) Strategies
Demonstrates sensitivity to community diversity and cultural identity; infuses
MCFG strategies into instruction.
13. Human Relations Skills
Implements sound human relations and communication skills in order to
foster productive, positive, learning communities.
14. Professional Characteristics/Personal Qualities
Exhibits high quality characteristics in professional and personal demeanor;
professional behavior exemplifies role awareness and ethical conduct.
IV.
Analysis, Interpretation and Reporting of Results
The University of Northern Iowa’s student teaching program is built around the concept
of continuous evaluation. It is extremely important that the cooperating teacher and the
university coordinator or clinical supervisor share in the continuous evaluation of the
student teacher.
Objective, defensible and growth promoting evaluation is based on the process of data
collection. Gathering and using this information will be helpful to the student teacher via
the supervisory conference process, reflective journals, and seminar discussions. By
meeting observation and conference responsibilities, the cooperating teacher and the
university coordinator or clinical supervisor helps the student teacher develop selfevaluation skills and a purpose for reflection about teaching effectiveness.
At the middle and end of the student teaching experience, each student teaching
coordinator is responsible for initiating and conducting a midterm and final evaluation
conference for each student teacher. The fourteen point evaluation form is used.
Each student teaching center utilizes data collected from the midterm and final
conferences in a variety of ways. In most cases, the midterm evaluation is used to enable
the student teacher to set specific goals for the remainder of the student teaching
experience. In addition, the completion of the Teacher Work Sample supports a student’s
ability to identify their own ability to impact student learning.
On a yearly basis, the results from each individual’s final assessment and the Teacher
Work Sample are compiled for data analysis and presentation to the OSFE (Office of
Student Field Experiences) faculty. The assessment summary report of student teaching
outcomes and Teacher Work Sample outcomes is shared with the Office of Student Field
Experience faculty. Discussion focuses on the areas receiving the highest and lowest
ranking across the student teaching program.
Future directions suggest that student teaching centers research progress made from
midterm to final evaluation and/or an entry level self-evaluation based on the fourteen
point checklist.