ELEMENTARY STUDENT TEACHING MIDTERM ASSESSMENT: IWU SUPERVISOR
Student Teacher:
Date:
Cooperating Teacher:
School:
IWU Supervisor:
Directions:
All participants in the midterm conference individually complete their respective forms prior to meeting. The student teacher
should bring his or her portfolio-in-progress to the evaluation conference. Forms and supporting documents may be exchanged
and previewed prior to the conferences. Comments of all participants are integrated into this one final form completed by the
IWU supervisor and signed by all parties.
Standard/Indicators
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, nondiscriminatory, 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 resourcefulness by
 taking initiative and being self‐directed;
 being creative;
 learning about individual children, their families and communities;
 going beyond 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 responsiveness by
 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
Comments, Observations, and
Suggestions for Professional Development
ELEMENTARY Student Teaching Midterm Conference: Supervisor
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(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 indicators1:
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.
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.
1
References to the Elementary Education Content Area Standards are coded “EL.” All other indicators refer to the IPTS for all teachers. Both
sets of standards can be viewed on the Educational Studies website:
http://www.iwu.edu/edstudies/teachers/conference_forms/elementary.shtml
ELEMENTARY Student Teaching Midterm Conference: Supervisor
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 AREA TEACHING: Science
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] (EL10H);
3J) uses data to plan for differentiated instruction to allow for variations in
individual learning needs [and styles] (EL10I);
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
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ELEMENTARY Student Teaching Midterm Conference: Supervisor
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, selfefficacy, 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
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ELEMENTARY Student Teaching Midterm Conference: Supervisor
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.
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ELEMENTARY Student Teaching Midterm Conference: Supervisor
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
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ELEMENTARY Student Teaching Midterm Conference: Supervisor
to provide opportunities for students to explore career opportunities (also
EL15G).
PROFESSIONALISM, LEADERSHIP, AND ADVOCACY: Engages in ethical 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 selfassessment; 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.
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ELEMENTARY Student Teaching Midterm Conference: Supervisor
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Summarize the student teacher’s major strengths at this point in his or her professional development and areas needing
improvement during the remainder of student teaching term. Indicate when the student teacher is expected to be ready for fulltime teaching responsibilities, what those will be, and the timeline for implementation. Confirm that the student teacher has
discussed his or her “Teaching and Learning Plan” and arrangements for video recording with the cooperating teacher.
____________________________________
Student Teacher Signature
__________________
Date
____________________________________
Cooperating teacher signature
__________________
Date
____________________________________
IWU Supervisor signature
__________________
Date
Signed copies of this form are to be provided to the cooperating teacher and supervisor. At the end of the term, the form should
be turned into the Ed Studies Office.