INTEGRATED BACHELORS/MASTERS (IB/M)
FINAL STUDENT TEACHING EVALUATION: SOCIAL STUDIES/HISTORY EDUCATION
MAY 2013
Students in their senior year of the IB/M program participate in their student teaching experience during
the spring semester. A three-member team – including the student, cooperating teacher, and the
university supervisor – discusses each student’s performance. On behalf of the team, the university
supervisor completes the student teaching evaluation form using an online application system (i.e.,
Checkbox). The purpose of this report is to summarize the results of these final evaluations. A brief
narrative, tables/graphs with quantitative information, and verbatim comments are provided. On the
reproduced feedback, all references to names have been omitted to maintain anonymity.
Some of the highlighted findings of the report appear below:
 Collectively, the 13 Social Studies/History Education teacher candidates were placed across
grade levels 8-12.
 Of the Social Studies/History Education students participating in the student teaching
experience during the spring semester, the majority made Outstanding Progress for every
standard related to applying their “knowledge by planning, instructing, assessing, and
adjusting”.
 With regard to Professional Responsibility through Professional and Ethical Practice, Reflection,
and Continuous Learning, Leadership, and Collaboration, the majority of the evaluated IB/M
students made Outstanding Progress on the following standards:
o Collaborates with a variety of faculty members in the school community to support
students’ H/SS learning and well-being.
o
Reflects critically on his/her own practice and uses reflection to grow and change
practice; is willing to ask probing questions and draw upon H/SS research and theory in
an effort to inform and shape practice.
o
Seeks out and participates in opportunities to grow professionally.
 All IB/M Social Studies/History Education students (100.0%) achieved at least Satisfactory
Progress on every clinic evaluation standard.
1
Grade Level Placement (Check all that apply)
Answer
8
9
10
11
12
Count
2
6
2
8
3
Percent
9.52%
28.57%
9.52%
38.10%
14.29%
Connecticut Common Core of Teaching II – Teachers apply this knowledge by planning, instructing,
assessing, and adjusting.
Outstanding
Progress
Satisfactory
Progress
Not Making
Progress
Plans and implements instruction based on knowledge
of the academic principles, essential concepts, respect
for language diversity and learning strategies
appropriate to the discipline of History/Social Studies
(H/SS). (NCSS 3.1)
9
(69.23%)
4
(30.77%)
0
(0.00%)
Responds to the group or individual student’s levels of
H/SS understanding while teaching. (NCSS 3.1)
12
(92.31%)
1
(7.69%)
0
(0.00%)
Plans and implements H/SS instruction based on
knowledge of the community context and of students as
a group and as individuals. (NCSS 3.1)
9
(69.23%)
4
(30.77%)
0
(0.00%)
Constructs H/SS lessons that are adapted to diverse
student needs based on understanding of students’
different developmental levels and approaches to
learning. (NCSS 3.1)
10
(76.92%)
3
(23.08%)
0
(0.00%)
Connects interdisciplinary concepts, procedures, and
applications to build understanding and to help students
apply H/SS knowledge and skills to real world problems.
(NCSS 3.1)
8
(61.54%)
5
(38.46%)
0
(0.00%)
Plans and implements instruction based on H/SS
national and state curriculum frameworks and classroom
curricular goals. (NCSS 3.1)
11
(84.62%)
2
(15.38%)
0
(0.00%)
Activates students’ prior H/SS knowledge and
experience. (NCSS 3.1)
11
(84.62%)
2
(15.38%)
0
(0.00%)
Asks questions and implements methods that encourage
students to think critically. (NCSS 3.1)
8
(61.54%)
5
(38.46%)
0
(0.00%)
9
4
0
Standard
Provides opportunities for students to solve problems,
explain their thinking, and evaluate their own
2
performance. (NCSS 3.1)
(69.23%)
(30.77%)
(0.00%)
Seeks out and uses resources from a variety of sources
to create meaningful and challenging curriculum to
support students’ learning in H/SS. (NCSS 3.1)
10
(76.92%)
3
(23.08%)
0
(0.00%)
Creates a respectful, supportive, and challenging
environment that supports individual student’s
development, construction of H/SS knowledge, and
motivation to learn; in doing so, demonstrates
considerable knowledge of child and/or adolescent
development and understanding of the multiple
interacting influences on H/SS learning. (NCSS 3.1)
11
(84.62%)
2
(15.38%)
0
(0.00%)
Uses informal and formal assessment data to modify
H/SS instruction and to plan appropriate lessons,
including purposeful choices regarding group
formations. (NCSS 3.1)
9
(69.23%)
4
(30.77%)
0
(0.00%)
Sequences learning tasks into coherent units of
instruction derived from the H/SS curriculum in an effort
to effectively scaffold student learning. (NCSS 3.1)
10
(76.92%)
3
(23.08%)
0
(0.00%)
Creates positive and supportive interactions with
students by using respectful, appropriate, and effective
verbal and nonverbal communication techniques. (NCSS
3.1)
12
(92.31%)
1
(7.69%)
0
(0.00%)
Documents student H/SS learning in both ongoing and
summative ways and provides students with this
feedback. (NCSS 3.1)
12
(92.31%)
1
(7.69%)
0
(0.00%)
Uses social studies concepts and historical data to help
prepare students for active participation in
contemporary American society. (NCSS 1.10)
9
(69.23%)
4
(30.77%)
0
(0.00%)
Uses technology to enhance students’ learning of H/SS.
(NCSS 3.1, 1.8)
11
(84.62%)
2
(15.38%)
0
(0.00%)
Makes connections between social studies domains (US
history, world history, government/civics/political
science, geography, economics, and behavioral sciences)
as well as with the other disciplines when discussing
content knowledge. (NCSS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9, 1.10)
8
(61.54%)
5
(38.46%)
0
(0.00%)
Develops students’ ability to effectively analyze primary
and secondary sources. (NCSS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9, 1.10)
11
(84.62%)
2
(15.38%)
0
(0.00%)
3
Connecticut Common Core of Teaching III-Teachers demonstrate professional responsibility through
professional and ethical practice, reflection and continuous learning, leadership, and collaboration.
Outstanding
Progress
Satisfactory
Progress
Not Making
Progress
Creates opportunities to communicate with families in
supportive and empowering ways, establishes respectful and
collaborative relationships with families, and involves families
in students’ H/SS learning. (NCSS 3.1)
5
(35.71%)
9
(64.29%)
0
(0.00%)
Collaborates with a variety of faculty members in the school
community to support students’ H/SS learning and well-being.
(NCSS 3.1, 3.2)
13
(92.86%)
1
(7.14%)
0
(0.00%)
Reflects critically on his/her own practice and uses reflection
to grow and change practice; is willing to ask probing
questions and draw upon H/SS research and theory in an
effort to inform and shape practice. (NCSS 3.1)
13
(92.86%)
1
(7.14%)
0
(0.00%)
Seeks out and participates in opportunities to grow
professionally. (NCSS 3.1)
10
(71.43%)
4
(28.57%)
0
(0.00%)
Standard
Teachers have knowledge of students, content and pedagogy regarding the planning, instructing,
assessing and adjusting.
What 2-4 strengths did the student teacher candidate possess in this area?
14 Responses
• Student creates and implements differentiated lessons that are very well developed and that account for all
students’ learning needs. Her planning includes effective research, and she creates materials that support
and/or enrich student learning. She provides timely and helpful feedback to all students on all assessments.•
Student begins new units with engaging activities that activate students’ prior learning. Throughout her
teaching, she continuously ties in previous learning to help students make connections with new learning.•
Student creates a positive classroom environment in which all students are appropriately challenged.•
Student drafts strong critical thinking questions to assess students’ content knowledge and skills.
Plans lessons based on student’s strengths and weaknesses - Extremely hard working, caring individual.
Worked hard to build rapport with individual students. Enthusiasm for subject
Student plans meaningful grade and ability appropriate instructional strategies that she then presents in an
authoritative and confident manner. The students immediately responded in a positive manner to her
confidence.Student has gotten to know the abilities of her students and plans activities that will not only
interest but also stretch the abilities of her students so they will continue to improve. Student has worked
with students with a broad range of ability but strives to ensure that all students are successful. Student has
used a variety of instructional strategies and groupings that have allowed for advancements in learning in her
room. She has used partners, small groups, debates, and large group discussions to further the skills and
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knowledge of her students.
Classroom Demeanor, Content Knowledge and Delivery
Ability to adjust seating arrangement in class to create the optimal learning environment - Initiating many
classes with “Good Things” which gives Student the ability know more about the lives of her students inside
and outside of class. Employs a variety of teaching strategies to reach all students regardless of their learning
ability. Stays after school to help students that need more attention to understand the material. Student
continually researched and prepared her notes to better understand the content of the material she was
teaching the students. Student improved throughout her student teaching experience planning and
implementing units that contained higher ordered thinking skills, 21st century learning skills, and essential
questioning techniques. Student worked hard to employ many different instructional tools to help her
students understand the material. Student always tried new approaches to teaching the material to her
students. Those strategies that did not work were reflected upon with cooperating teacher. Those strategies
that did work were continually fine tuned in order to maximize full learning potential. Student was opened to
trying new instructional ideas by her cooperating teacher and other teachers in the department. Student
employed a variety of instructional techniques such as jigsaws, clusters, simulation and debates, analyzation
of primary sources, and structured academic controversies. Student always kept the learning styles of her
students in mind when employing her instructional strategies. Student created alternative methods to
assessing students other than the traditional test. Students used structured academic controversies,
simulations, and letter writing assignments as methods to assess student learning. One of Students major
strengths is her ability to teach and reflect. Student continually reflects on her performance as a teacher and
strives to correct her mistakes and become the best teacher she can be.
strong content knowledge; excellent pedagogy; engaging lessons
terrific rapport with students; classroom presence;poise
planning; aligning lessons with standards
creating individualized lessons for students based on need; use of technology to enhance learning
Lesson planning is thorough, methodical, and highly creative. Content knowledge is formidable.
Excellent work ethic. Excellent self-reflection skills. Passionate about teaching. Highly professional at all times.
I.Strengths Planning is driven by analysis of multiple sources of data about students’ prior knowledge, skills,
and understanding of concepts. The learning plan includes higher levels of knowledge and scaffolds the
learning appropriately. The plans incorporate a variety of high-yield instructional strategies, resources, and
groupings that challenge all students, including differentiation of lesson content. The plans meet the
grade/course level expectations and are aligned with the Common Core State Standards, district curriculum,
and pacing guidelines. The organization of the lessons, units, and tasks is purposeful and promotes meaning
and engagement for students. The lesson plans indicate connections between assessments and instructional
outcomes. The classroom is safe and learning is accessible to all learners including those with special needs.
The teacher makes effective use of the physical resources, including computer technology. The teacher
ensures that the physical arrangement of the classroom supports the instructional goals and learning
activities. Word walls, reminders, current events, essential questions, make-up work lists, lesson objectives,
homework, and the posting of exceptional student work decorate the classroom environment and are used to
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promote success for all. The instructional purpose of the lesson is clearly communicated to students.
Directions and procedures are clarified so there are not misunderstandings. The teacher’s explanation of
content is thorough, clear, well-scaffolded, and connects with students’ knowledge and experience. The
teacher’s spoken and written language is correct and expressive. Vocabulary is appropriate to students’ ages
and interests. The teacher finds opportunities to extend students’ vocabularies. The teacher continues to
differentiate to meet the needs of all learners- through instruction, modification of resources, and altered
products/assessments. The teacher’s work is commendable and she collaborates with the special education
staff to research, develop, and archive modified readings and resources for our students and those in the
future
1. Thorough panning and research 2. Uses a variety of teaching strategies 3. Good rapport with students engaging, respectful, and interested 3.Creates individual relationships 4. Makes students accountable for their
learning, work and behavior
1. Engages students and has great rapport 2. Uses a variety of teachig strategies 3.Thinks quickly while
teaching, can adjust lesson and encourages students to think critically 4. Lesson planning reflects progression
through content.
What are 2-4 areas for improvement for the student teacher candidate in this area?
14 Responses
• Student should work on her verbal questioning techniques to increase the level of critical thinking in
discussions. Initial questions are strong, but follow-up questions could be improved to enhance student
learning.• Student can have students complete evaluations of their own work more frequently.• Although
highly skilled in technology, Student should pilot new forms of technology to continue her professional growth
and further engage students.
Designing assessments-Appropriate questioning – focus more on higher order thinking.
In another district she will have more opportunities to incorporate more student centered technology. While
our technology resources are limited she has worked through the frequent glitches and interruptions to
incorporate a variety of images, primary sources, film clips and current events that link to the curriculum she is
instructing. Student will continue to develop as a teacher in the backward design curriculum model. She began
to realize the benefits of knowing at the end of the unit what she wanted her students to know. This is a
challenge not only for student teachers but also for many beginning teachers. Student showed growth
throughout the semester in this area of her teaching.
Questioning Skills, Creation of Student Assessments Prior to Unit Creation
Student could be tougher with her students and push them to reach their full potential utilizing more
challenging higher ordered thinking questions. Student should provide more discipline to students who
misbehave in class. Student should write her lessons in a plan book more often. Student should continually
strengthen her planning by always knowing what she wants her students to know and create learning
objectives/higher ordered thinking skills that continually challenge students to reach their full potential.
Student should keep employing new instructional strategies to help assist student learning skills. Students
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should continue to align her instructional strategies to more challenging learning objectives and higher
ordered thinking skills. Student should continue to seek alternate ways to assess her students progress and
create rubrics which accurately reflect student learning. Student should trust her instincts and try, with
corrections, some lessons that do not always run smoothly the first time through.
differentiation of lessons for multiple learning types; planning whole units
long term planning; daily reflection
making directions explicit; developing voice in classroom
matching activities to long-range goals; planning long term
Insuring that there is always closure. Making library use more frequent.
Expansion of content knowledge.
Improvements There is little loss of instructional time due to effective classroom routines and procedures. The
teacher’s management of different learning groups is consistently successful. Remember to use the PBIS
system to limit any side-talk and distractions, or to stop potential issues that might disrupt the educational
process. The posting of rules or “expected behaviors” might aid / prompt students. The learning tasks and
activities are aligned with instructional outcomes and are designed to challenge student thinking. Students are
intellectually engaged. At times, the pacing of the lesson may not provide all students the time needed for full
academic engagement.
1. Work on higher level questioning and develop students critical thinking skills 2. Make more connections
with course conent to the students' own lives
1. Work on backward design 2. Learn more about teaching students with unique learning needs (ELL, special
ed.) 3. Seek out assistance on motivating low performing students
Teachers have knowledge of students, content and pedagogy regarding the professional and ethical
practice, reflection and continuous learning, leadership and collaboration
What 2-4 strengths did the student teacher candidate possess in this area?
14 Responses
• Student reflects daily on her practice, and uses this reflection to continuously improve her teaching.• Student
consistently works to build supportive, positive relationships with students, families, and colleagues.• There is
regular and clear communication between Student and resource teachers to ensure appropriate support of
students with special education needs.• Student is a strong participant in her professional learning community,
and has provided the group with outstanding materials for her fellow teachers to use in the future.
Understands role as a professional Makes appropriate adjustments to lessons based on reflection-Collaborated
with members of department on unit planning
Student continually reflected upon the lessons that she was implementing to her students. She is always willing
to adjust based on her own reflections as well as the suggestions of her cooperating teacher. Student did
exhaustive research online to improve the delivery of her lessons and to make sure that her students learning
objectives were met. She also was willing to approach her fellow student teachers and other colleagues within
the social studies department about the best way to approach a topic with her students. She always acted in an
open and professional manner and was open to ideas and suggestions both formal and informal. Student
7
became a member of the high school community by attending sporting events and participating in our student
faculty basketball game
Accepts Criticism and Applies to Future Practice, Sought New Boundaries for Content Class that was Outside
Prior Learning
Student has shown dedication to the profession of teaching. She is always open to new ideas. She uses the
internet, myself, and my colleagues to find resources to enhance her learning. Student has been nothing but
professional with the staff of the school and has created strong connections with her students. Student
continually strives to improve her teaching by reflecting and adjusting to setbacks. Student uses many reflection
techniques to improve her ability to become the best teacher she can be. Using reflection, Student continuously
is learning to be the best teacher she can be. As a positive role model, a well planned instructor, and a fine
colleague to other teachers, Student has demonstrated nothing short of what an exemplary student teacher
should be.
professionalism in team meetings; enters professional discussions
leadership within classroom; listens and makes improvement
daily reflection ;improvement
worked well with many staff members; met expectations of cooperating teachers
Communicates clearly with students and staff. Takes initiative to plan lessons and creative instructional tasks.
Excellent reflective practice. Deep caring about individual students.
II.Strengths The teacher works with the 8th grade social studies data team. She developed rubrics to commonly
assess summarization and visual information skills. The teacher seeks ways to use data and contributes
perspectives about data and its meaning to ensure the progress of all grade 8 students. The teacher consistently
models professional conduct as well as commitment and responsibility to the student, the profession, the
community, and student’s family as identified in the Connecticut Code of Professional Responsibility. She
demonstrates age appropriate expectations for and interactions with students. The teacher is marked by
empathy and respect for all learners and displays a sensitivity towards and understanding of diversity in
students. The teacher researches multiple forms of media resources (primary and secondary) to gain deeper
content knowledge. This research results in more powerful lessons. These lessons include strategies and
materials – including multimodal, multimedia, and interdisciplinary- to build students’ ability to understand and
make meaningful connections to content. The teacher continues to collaborate with team teachers, social
studies colleagues, and school staff to problem-solve any issues and make decisions that affect team, gradelevel, and / or school activities.
1. Reflects on lessons, adjusts and incorporates outside input 2. collaborates with colleagues 3. Mature and
professional attitude
1. Collaborates with staff 2. Fair and respectful to students/has mature and professional presence 3. always
reflecting on his teaching and adjusting
What are 2-4 areas for improvement for the student teacher candidate in this area?
13 Responses
• Student could communicate with parents to share positive anecdotes about students more frequently. She
could also contact parents of struggling students about upcoming major assignments. She communicates
information through the eBoard that all students and families can access, but direct calls or emails may have a
greater impact with students who struggle with deadlines.• When she is hired by a district, Student could keep a
8
written journal of her reflections to help her process her ideas and share them with her TEAM mentor.
Make sure to challenge students - Work on refining the subtleties of teaching in order to maximize learning
Student will continue to grow professionally in her communication with parents. As a student teacher, she
began to make the contacts at the mid quarter point with the students who were not performing to a passing
level. In the future, she will begin those lines of communication much earlier in the quarter to ensure that the
students don’t get to that point. Her communication with parents was always professional and courteous but
specific and meaningful. Some of the students’ families responded to her emails and were appreciative of her
contact. Student will continue to seek out professional development opportunities that are meaningful.
Unfortunately for Student, while she was doing her student teaching, HS is in the process of our NEASC visit year
so much of our PD was focused on getting the school prepared for their visit.
Expand Knowledge in All Areas of Social Studies, Work to Collaborate with His Testing-- US History
more communication with parents; more experience in PPTs
reflection on lessons/plans; asking for advice from peers
opportunities for continuous learning;more parental contact
daily reflection--sometime too severe; seek assistance from peers
Continue to balance new lesson planning with timely feedback from students.
Keep working on discipline.
Improvements-Further explore Curriculum mapping (Rubicon Atlas) and the development of the 21st Century
Classroom concept embedded in the Common Core and Connecticut Social Studies Standards. Continue to
research and apply high-yield instructional strategies that will make all students successful. (note: Marzano et
al.)
1. Continue to attend professional development opportunities.
1. Communiicate more with special education staff
Overall Status:
Answer
A
Count
Percent
14
100.00%
9