PFW Science Student Teaching Midterm

Secondary SCIENCE Student Teaching Midterm Evaluation

As part of understanding what knowledge, skills, and dispositions our students possess, we are asking you to complete a midterm evaluation. This tool is based on the National Science Teacher Association (NSTA) standards for beginning teachers. In other words, it is the same as Part 1 of the final evaluation. Thank you in advance for the time you put into this evaluation -- it is very important to us and the Student Teacher.

The results of this evaluation will be forwarded to the e-mails listed below:

Evaluation Information:

Date of Evaluation mm/dd/yyyy

Teacher Candidate (Student) Name

Teacher Candidae (Student) email

School

Grade Level

University Supervisor Name

University Supervisor email

Cooperating Teacher Name

Cooperating Teacher email

The person completing this evaluation is:

Student Teacher
Cooperating Teacher
University Supervisor

At this point in the Student Teaching Experience, I rate the Student Teacher as:

On target for a successful completion of the Student Teaching Experience.
Developing, but with some concerns.
Needing a Professional Improvement Plan (PIP).

Please explain your rating above.

NSTA 2a - Content Pedagogy

Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science.

TARGET

Candidate understands the purposes and characteristics of different kinds of inquiry curricula and related teaching resources and selects or creates instructional materials that are consistent with what is currently known about how students learn science.

ACCEPTABLE

Candidate carefully examines and selects resources for designing inquiry instruction such as print materials, videos, films, records, and software that support and expand upon the textbook and the learning of science.

UNACCEPTABLE
Candidate shows limited evidence of examining, and selecting resources for inquiry instruction, relying on the textbook and associated worksheets. Lessons do not consistently support understanding of how students learn science.

NSTA 2b1 - Content Pedagogy
Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences.

TARGET

Candidate challenges students to participate in inquiry lessons where students interpret, evaluate, and critique scientific concepts, principles, and relationships. Candidate helps students to make and communicate scientific arguments based on the data.

ACCEPTABLE

Candidate engages students often in meaningful inquiry lessons where students collect and interpret data. Students are challenged to use the data to communicate concepts and understand the nature of science (for example, scientific processes, relationships, and patterns between concepts).

UNACCEPTABLE

Candidate demonstrates limited ability to engage students effectively in inquiry for the purposes of interpreting and evaluating scientific data, concepts, and relationships/patterns.

NSTA 2b2 - Content Pedagogy
Applications of science-specific technology are included in the lessons when appropriate.

TARGET
Candidate directs students in the meaningful use of appropriate science-specific technologies to collect and analyze data. Technologies include but are not limited to laboratory equipment, probeware, computer simulations, video analysis, spreadsheets and graphing software.

ACCEPTABLE
Candidate provides few opportunities for students to use technology to enhance the collection and analysis of data

UNACCEPTABLE
Candidate integrates technology in the lesson in such a way that students follow step-by-step procedures for collecting and analyzing data with no room for student creativity or innovation OR Candidate fails to integrate technology in the lesson in any specific manner.

NSTA 2c - Content Pedagogy
Design instruction and assessment strategies that confront and address naïve

concepts/preconceptions.

TARGET
Candidate uses knowledge
of preconceptions from
literature and student data
when designing science
instruction. Students are
assessed formatively
throughout the lessons to
gauge conceptual change.

ACCEPTABLE
Candidate assesses and
acknowledges many student
preconceptions related to the
content and applies this
knowledge to the construction
of instruction, albeit in a
general manner. Student
preconceptions are assessed
frequently providing an
understanding of conceptual
change.

UNACCEPTABLE
Candidate provides minimal
evidence of assessing
preconceptions or using that
information to guide the
development of instruction.
Student preconceptions are
assessed infrequently
throughout the lessons
providing an incomplete
understanding of conceptual
change.

Comments for NSTA 2:

NSTA 3a1 - Learning Environment
3a1) Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of
how to select the appropriate teaching and learning activities – including laboratory or field settings and
applicable instruments and/or technology- to allow access so that all students learn.

TARGET
Candidate plans teaching
and learning experiences to
provide different
opportunities within the
same lesson for students to
select a method that best
matches their needs/
approaches to learning. The
range of diverse
opportunities reflect
candidate flexibility in
framing scientific inquiry
and methodological
approaches.

ACCEPTABLE
Candidate carefully selects
teaching and learning
experiences, balancing
different instructional methods
(e.g., inquiry lessons,
laboratory or field experiences,
use of new or different
instruments/ technologies) to
support differing learners
needs/ approaches to learning
across different activities.

UNACCEPTABLE
Candidate favors one method
for teaching or learning
activities, expecting that each
student will participate fully in
what she/he has designed.

NSTA 3a2 - Learning Environment
Use strategies that are inclusive and motivating for all students.

TARGET
Candidate creates a
science learning
environment that is
responsive to students’
prior academic knowledge
as well as specific
knowledge of students’
personal or cultural
characteristics.
This knowledge is used to
engage each student
actively with the science
content. Creates a learning
environment where
students freely ask
questions to gain
information necessary for
increased participation in
lessons.

ACCEPTABLE
Candidate creates a positive
science learning
environment based on
students’ prior academic
knowledge and specific
knowledge of some
students’ personal or
cultural characteristics.
Uses a variety of techniques
to create multiple entrypoints
into the science
content for students.

UNACCEPTABLE
Candidate denies some
students access to new
learning due to a lack of
acknowledgement of their
prior scientific knowledge
or skills.
OR
Candidate makes vague,
superficial, or no links
between personal or cultural
characteristics and new
science learning.

NSTA 3b - Learning Environent
Develop lesson plans that provide for equitable achievement of science literacy for all
students.

TARGET
Candidate integrates
scientific vocabulary
instruction and uses
strategies effectively to
allow multiple opportunities
for students to connect new
terms to previous
knowledge, experiences, or
vocabulary.

ACCEPTABLE
Candidate uses scientific
vocabulary instruction and
strategies that explain and
define new terms.

UNACCEPTABLE
Candidate minimizes the
importance of scientific
vocabulary instruction, leaving
some students without access
to important academic
language.

NSTA 3c - Learning Environment
Plan fair and equitable assessment strategies to analyze student learning and to
evaluate if the learning goals are met.

TARGET
Candidate demonstrates
creativity and attention to
validity in collecting
formative, authentic student
performance data. Shows
strong relationship between
learning goals/objectives,
instructional delivery, and
assessment(s).

ACCEPTABLE
Candidate employs a variety of
methods to collect authentic
student performance data that
are logically connected to
instructional goals/ objectives
and instructional delivery.

UNACCEPTABLE
Candidate selects or develops
assessments that provide
limited coverage of student
learning, limited options for
demonstrating authentic
learning, are scientifically
incorrect, or don’t link to
learning goals/objectives or
instructional delivery.

NSTA 3d - Learning Environment
Plan a learning environment and learning experiences for all students that demonstrate safety procedures, and the ethical treatment of living organisms within their licensure area.

TARGET
Candidate plans learning
environment and
experiences to account for
all necessary safety and
ethical considerations for
their specific science area.
Actively engages students in
discussions about safety
concerns and ways to remain
safe.

ACCEPTABLE
Candidate plans learning
environment and experiences
to account for all necessary
safety and ethical
considerations for their
specific science area. Tells
students what safety concerns
should be considered and ways
to remain safe.

UNACCEPTABLE
Candidate forgets one or more
safety concern when planning
learning environment and/or
experiences, potentially
putting students at risk.
Students are punished for
safety violations but not
reminded of concerns, rules, or
expectations in advance.

Comments for NSTA 3:

NSTA 4a - Safety
Design activities in a 5-12 classroom that demonstrate the safe and proper techniques for the
preparation, storage, dispensing, supervision, and disposal of all materials used within
their subject area science instruction.

TARGET
Materials necessary for
inquiry and demonstrations
are considered and counted
ahead of the lesson. Use of
all materials is safe and
appropriate. Candidate
discusses with students in
advance how to store,
dispense, and dispose of all
materials.

ACCEPTABLE
Materials necessary for inquiry
and demonstrations are listed
but quantities are insufficient
or undetermined. Use of all
materials is safe and
appropriate. Candidate tells
students in advance how to
store, dispense, and dispose of
all materials.

UNACCEPTABLE
Materials lists are incomplete
or missing. Little to no
consideration is given as to the
safe use of the materials. Some
materials may be used in
improper or unsafe ways.
Candidate does not inform or
remind students of how to
store, dispense, or dispose of
materials.

NSTA 4b - Safety
Design and demonstrate activities for all students in 5-12 classroom that demonstrate an ability to
implement emergency procedures, the maintenance of safety equipment, and policies and procedures that comply with established state and/or national guidelines.

TARGET
Students are well-informed
as to the safe and proper use
of materials before their use
and are directed to wear
appropriate safety gear
(goggles, aprons, closedtoed
shoes, etc.). Students
are reminded of the location
of appropriate safety
materials (fire extinguishers,
first-aid kit, emergency gas
shut-off, etc.).

ACCEPTABLE
Students are given direction on
how to use the materials
safely. Safety gear is available
and pointed out. Appropriate
safety material are present and
noted.

UNACCEPTABLE
Students are given insufficient
instruction on the safe use of
materials within the laboratory
environment. No reference is
made to the location of
relevant safety materials.

NSTA 4c - Safety
Demonstrate ethical decision-making with respect to the treatment of all living organisms in
and out of the classroom, when appropriate. Emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.

TARGET
Students are well-informed
as to the safe, humane, and
ethical care of living
organisms. Candidate
facilitates discussions with
students about legal
requirements for the
collection, housing/caring
for, and use of living
organisms in a science
classroom.

ACCEPTABLE
Students are provided
directions on the legal
requirements for the ethical
collection, housing/caring for,
and use of living organisms in
a science classroom.

UNACCEPTABLE

Students are given insufficient
instruction on the safe,
humane, and ethical care of
living organisms.
OR
No reference to legal
requirements are made/shared
with students.

Survey Completion
0%	Current Progress 0%	100%