Kutztown University Elementary Education Department

Student Teacher Self-Evaluation

Student Teacher Lydia Jones Mentor Teacher & School Heather Romberger/ Luis Ramos Elementary
School__
Date: ___11/6______ Self-Evaluation #: _X__ 1 ___2 __ Final KU Supervisor __Dr. Min_____

Directions: Use the template on D2L to complete this electronically. For each area, give yourself a score. Provide specific
evidence in the “Evidence” column. Possible sources of evidence are listed below each category.

Not Met Acceptable Proficient N/A Evidence

Planning and Preparation – used for evidence before the lesson
a. Displays knowledge of content in plan X My lesson plans
Possible Evidence: Lesson Plans (content & development demonstrate my
section), instructional unit (rationale), evaluations understanding of the
content I plan to teach
each day. They are easy
to follow and could be
understood by any sub
who entered the room to
teach.
b. Displays knowledge of pedagogy in plan X Within my teaching I use
Possible Evidence: Instructional strategies, examples of best a variety of practices,
practices of developmentally appropriate learning, evidence mostly without realizing,
of constructivism, inquiry, problem-based learning, student- that display knowledge of
centered learning, etc. pedagogy.
c. Displays knowledge of students through X Many students within my
accommodations/differentiations in plan classroom need
Possible Evidence: Lesson Plans (accommodations section), accommodations of
instructional unit, Knowledge of students, attendance at IEP some kind. Although I
meetings, evidence of differentiation cannot always meet
everyone’s needs all the
time, I try my best to
meet everyone’s needs
to the best of my ability.
d. Sets instructional outcomes evident in plan X I try to create objectives
Possible Evidence: Standards and objectives in plan aligned each day that are
(observations) attainable for all
students. I believe it is
important for all students
to be held to a high
standard.
e. Use of resources, materials, technology, etc available and X I use many different
evident in plan kinds of materials on a
Possible Evidence: List of resources, manipulatives, daily basis. Technology
technology use (especially for students), literature, primary and more included.
sources, media, audio, etc.
f. Designs coherent developmentally appropriate X I create many activities to
instruction do outside of the
Possible Evidence: Evidence of going above and beyond textbook provided.
curriculum and textbooks to design instruction that is good
for your students
g. Designs measurable student assessment that aligns to X I have created multiple
standards, objectives, and instruction formative assignments
Possible Evidence: Formative assessments in lesson plans that I have used with the
(list some unique ones), authentic tasks you’ve designed, students, as well as one
evidence of use of rubrics, evidence of tests/quizzes you summative assessment
designed, evidence of using data to inform instruction.
for my unit.
The Classroom Environment – used for evidence during the lesson
a. Establishes and maintains respect and rapport for X My students understand
students that I love and care about
Possible Evidence: Evidence of relationship/rapport with them, but we are not best
students, evidence of developing mutual respect. friends.
b. Creates an equitable culture for learning along with high X I try my best to meet
expectations students needs as much
Possible Evidence: Evidence of how you ensure that all as I can.
students have opportunity for success
(accommodations/differentiation during lessons) and
access. Evidence of how you set academic expectations.
c. Uses and maintains classroom procedures, including X Mrs. Romberger and I
appropriate transitions have set up classroom
Possible Evidence: Classroom management techniques, procedures that we both
transition techniques, cuing system, evidence of running the use in order to keep it
non-instructional aspects of the classroom. consistent.
d. Sets behavioral expectations, monitors behavior, and X Mrs. Romberger has
uses positive classroom management techniques allowed me to create my
Possible Evidence: Behavior management techniques, own behavioral
evidence of positive reinforcement, evidence of how you set expectations for when I
behavioral expectations and hold students to them. am teaching, and also
implement my own
techniques to use with
the students.
e. Organizes a safe and equitable physical learning space X Mrs. Romberger and I
Possible Evidence: Evidence of classroom setup and have worked to create a
understanding that the classroom layout can and should be safe environment for all
changed sometimes, evidence of providing for student students.
safety and comfort, evidence of use of flexible seating.
Instruction – used for evidence during the lesson
a. Communicates effectively with students X I understand that
Possible Evidence: Evidence of communication of sometimes the children
procedures and content, evidence of teacher presence, may not understand
cuing technique. what I mean when I say
things the first, or even
second time. I have to
work to use language
they understand and can
follow.
b. Uses a variety of critical thinking questions and promotes X I feel as though I do not
questions and discussion always have as many
Possible Evidence: Evidence of questioning (at higher levels critical thinking questions
of Bloom’s Taxonomy), evidence of promoting and as I could. Sometimes, in
facilitating student-to-student discussion. everyday teaching, it is
hard to implement as
many questions as I
 should, due to the
curriculum given.
c. Engages students in challenging learning tasks X Although we have a strict
supported by scaffolding; pacing is appropriate curriculum, sometimes
Possible Evidence: Evidence of promoting productive we stray away from the
student struggle, evidence of scaffolding for students, exact lesson and I am
evidence of student engagement during lessons, integration able to implement my
of disciplines.
own ideas throughout
the day.
d. Integrates/records formative assessments throughout I do a lot of formative
lesson and gives student feedback X assessing throughout the
Possible Evidence: Evidence of how you use formative day. This allows me to
assessment during lessons to inform your instruction, understand what I may
evidence of use of anecdotal records, charts, checklists need to reteach the next
during lessons, evidence of authentic assessment.
day in a short lesson.
e. Demonstrates flexibility and responsiveness by X As I said previously, all
teaching to student needs students learn
Possible Evidence: Student feedback, evidence of problem differently, I try to
solving for students’ benefit during lessons, evidence of on- accommodate, reteach,
the-spot accommodation during lessons (not necessarily and use kid friendly
planned), evidence of the ability to tolerate and answer
language when I am
student questions, grouping practices.
teaching.
Professional Responsibilities– used for evidence before or during the lesson
a. Reflects accurately on teaching X I work to reflect upon
Possible Evidence: Reflective journal, post-observation what I did well in my
conferences, individual lesson plan reflections. lessons, as well as what
could have been done
differently to be better.
b. Communicates effectively with families X I have opportunities to
Possible Evidence: Family letter, attendance at communicate with
parent/teacher conferences, attendance at other parent parents everyday at pick
meetings, attendance at home and school meeting, other
up, as well as when I sub,
interactions with parents (attendance at school events),
other forms of communication with parents (email/phone). through class dojo.
c. Participates in building a supportive professional X I attend all lunch
community meetings, as well as in
Possible Evidence: Relationships with mentor teachers, service days.
other teachers, staff (educational assistants, secretaries,
custodians), attendance/contribution at faculty meetings,
Professional Learning Communities, team meetings, etc.
d. Displays high standards of professionalism –PA code X I dress professionally
(dress & demeanor, communication, relationships etc. are everyday, as well as
professional), including punctuality & daily attendance participating in school
Possible Evidence: Personal attendance and punctuality, wide spirit days to build
attendance at school district events (list date and event),
relationships with other
evidence of record keeping, evidence of integrity, ethical
behavior, and professional conduct, evidence of professional teachers.
dress, evidence of attendance at professional development
opportunities and commitment to lifelong learning.