Teacher Education Program
Educating for Effective and Reflective Practice
Level I Field Experience Evaluation
(UNI Student: please complete the information about you and your placement on this page
and give this packet to your mentor teacher on the first day of your experience to track
your attendance and progress)
UNI Field Experience Student
Name: __
__ UNI ID: __
UNI Email: __
____
___ UNI Phone: __
_
UNI Coordinator of Field Experiences
Becky Wilson Hawbaker
becky.hawbaker@uni.edu, 319-273-7664 (phone) (319) 273-7298 (fax)
Schindler Education Center 515, University of Northern Iowa, Cedar Falls, IA 50613-3593
UNI Level 1 Field Experience Coordinator*
Name:__
___Email:__
___
*observes and mentors Level 1 student in the classroom, please contact this person with concerns
Level 1 Placement School and Mentor Teacher
School: __
__Grade Level/Class Name: __
Mentor Teacher:___
___
__
Assigned Day/Time:
---------------------------------------ATTENDANCE RECORD--------------------------------------UNI Level 1 field experience students are expected to attend at their assigned time every week unless
there is an official holiday at the school or the university or the candidate is too ill to attend. In the case
of illness, the candidate has the obligation to notify the mentor teacher before the absence and to make
mutually acceptable plans to make up the time.
DATE
TIME
COMPLETED
[HRS/MIN]
TEACHER
INITIAL
Objective 1: Develop an understanding of the multiple roles and responsibilities of educators in today’s schools
Please check the activities and interactions completed throughout this experience (Note: UNI expects variation in activities due to student
readiness, teacher preference, and school context. Level 1 students are NOT expected to complete all activities below)
Indirect
Interactions
RelationshipBuilding
Interactions
Interactions with
Individual
Students
Taking Attendance
or Lunch Count
Making bulletin
boards or learning
centers
Checking or
grading student work
Entering student
scores/grades into
records
Preparing or
organizing classroom
materials
Ordering supplies
Introducing self to
class
Learning and using
students’ names
Greeting students
as they arrive at class
Initiating
appropriate
conversations with
students
Identifying
students’ interests,
strengths, and
preferences
Initiating
appropriate
conversations or email
communications with
mentor teacher
Circulating during
independent work time
to answer questions
and provide support or
redirection
Working with
individual student who
needs additional
assistance with given
materials/lesson (e.g.,
student who was
absent, student with
special needs)
Working with
student who needs
additional challenge
with given
materials/lesson.
Planning and
implementing 1:1
lesson with student
Collecting
observation data
(participation, on-task,
etc.)
Writing notes on
board or for absent
student
Making phone calls
on teacher’s behalf
(reminders or routine
announcements)
Researching
resources for teacher
OTHER:
__
___
Sharing appropriate
information about self
Participates with
students in advisory or
classroom guidance
activities
OTHER:
Collecting data
from individual
students (progress
monitoring, skills
probes, survey)
OTHER:
Interactions with
Small Groups of
Students
Interactions with
Whole Class
Circulating during
group work time to
answer questions and
provide support or
redirection
Reading aloud to
class
Leads or teaches
small group
instruction or
discussion (e.g.,
guided reading,
centers, literature
circle, writer’s
workshop)
Taking over
routine part of whole
class instruction
modeled by teacher
(e.g., calendar, warm
up, vocabulary
review, checking
homework)
Reteaching small
group who need
additional practice
Co-teaching
whole class lesson
with mentor teacher
Working with small
group who need
additional challenge
Teaching lesson
created by mentor
teacher
Planning and
teaching own smallgroup lesson
Planning and
teaching own wholeclass lesson
Giving oral test to
class (e.g., spelling)
Activities Outside
of Placement
Classroom
Observed other
teachers and classrooms
Teacher planning
Team meeting (e.g.,
data team, grade level team,
committee)
Recess, hall, bus, or
lunch duty
After-school student
assistance
Extra-curricular
activities or coaching
(e.g., Sports, Drama, Speech)
Special student
performance (e.g., concert,
play, competition)
Parent-teacher
conferences
Special school
outreach event (e.g.,
Family Literacy Night)
OTHER:
OTHER:
Teacher professional
development or
Inservice
OTHER:
RUBRIC EVALUTION: Please assess the Level 1 student’s performance in the following areas:
Categories and Descriptors
Area of Concern
Competent
Commendable
Inappropriate, unprofessional,
Attempts to communicate
Communicates professionally
Professionalism and Reliability
or
absent
communications
appropriately
with
teacher
and
with
teacher and students, is a
•uses appropriate communication
Repeated issues with dress
students, dresses acceptably,
role model to students, always
•maintains confidentiality
Irregular attendance
attends regularly or
dresses professionally, attends
•dresses professionally
communicates schedule
reliably
•has regular attendance
conflicts and negotiates make
•is a role model for students
up time reliably
•acts more like a teacher than a student
Does not initiate interactions or
Initiates some interactions in
Frequently initiates interactions
Initiative and Enthusiasm for
ask
questions,
needs
constant
classroom;
demonstrates
some
in the classroom; demonstrates
Teaching
direction or prompts for
interest in students, learning, or
strong interest in students,
•displays positive demeanor and attitude
classroom involvement, does content; asks relevant questions
learning, and content; often
•shows interest in students, learning,
not demonstrate interest in
sometimes; and makes an effort
asks relevant questions;
content
students, learning or content,
to apply teacher expectations to
consistently seeks to expand
•asks relevant and thoughtful questions
consistently seeks to avoid
new situations in the classroom opportunities for involvement
active interactions throughout
in the classroom
•seeks to expand opportunities
experience.
•applies teacher expectations to new
situations in the classroom
Makes no attempt to
Student attempts to understand
Student interacts effectively
Response to Diversity
understand or adapt to
and adapt to individual
with all, understands and
•is accepting of individual differences
differences and needs, is
differences and needs and is
adapts for individual
and needs
uncomfortable around those
respectful to students and the
differences, and is respectful
•is sensitive to cultural differences and
who are different, or is
teacher
and at ease with students and
aware of own cultural identity
disrespectful to students or
the teacher
•is inclusive and respectful
teacher
Reflective Practitioner
•self evaluates performance, sets goals
•seeks to learn and improve
•embraces feedback and suggestions
•connects classroom experiences to
ideas, theories, other contexts, future
practice
Does not self evaluate or set
goals, is content with current
performance and does not seek
to improve, is defensive when
given feedback, does not think
about field experience
connected to a wider context
Sets goals and attempts to
reach them to improve
performance and increase
knowledge, accepts
constructive criticism and
attempts to respond to
suggestions, and attempts to
connect field experience with
wider context
Sets high goals for self and
works relentlessly to reach
them, actively seeks feedback
and suggestions for
improvement, consistently
relates field experience to
wider context of ideas,
theories, and future practice
NARRATIVE EVALUTION (feel free to use and attach an additional sheet or letter)
Please describe the strengths you observed in this candidate:
Please describe areas this candidate should seek to improve in:
Your suggestions for future growth, goals for future field experiences:
Objective 2: To make an informed decision regarding a career in education
The student completed the required 30 hours at my school
__
Further explanation and recommendations may be attached.
Yes
No
Recommendation of the UNI Field Experience Coordinator to the UNI Teacher Education
Program:
Recommended with no reservations
Recommended with reservations
Not Recommended
Further explanation and recommendations from the Field Experience Coordinator are attached
____
_______
Date: _
___
Coordinator signature
This evaluation should be reviewed with the student and given to or mailed to:
Becky Hawbaker, 509 SEC, University of Northern Iowa, Cedar Falls, IA 50613