School of Education and Human Services

Office of School and Field Services

381 Pawley Hall

Rochester, Michigan 48309-4494

248-370-3083

           

Final Assessment of Student Teacher

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Student Name: Brooke Barker                            Program: MATEE

 

                                      

Building: Roosevelt Elementary    School District: West Bloomfield                     State: Michigan

 

 

Winter                 2017          Assignment: Kindergarten

Term               Year        Grade level/subject(s)

 

 

Cooperating                                               University

Teacher: Sharilyn Smith                                         Supervisor: Amy Cutler

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DESCRIPTION OF ASSIGNMENT

(community; district; unique characteristics of school, staff, students)

 

Brooke successfully completed her student teaching assignment in a kindergarten classroom at Roosevelt Elementary School in Keego Harbor, Michigan.  Roosevelt is part of the West Bloomfield School District and is the oldest continually operating school in Oakland County, having recently celebrated its 95th year. As a STEAM school, Roosevelt has a strong focus on science, technology, engineering, arts and mathematics. It is a Title One school made up of a diverse population of learners. All students receive a free breakfast each morning and 44% of the students receive free lunch.  Roosevelt also houses the district’s magnet program with 3rd, 4th, and 5th graders from throughout the district.

 

COOPERATING TEACHER’S ASSESSMENT

 

INTERPERSONAL RELATIONSHIPS

Brooke was kind, hard-working, and respectful from the very first day she entered the classroom. She observed closely and modeled the routines, structure, and management systems that were already implemented in the classroom. Brooke was well respected by other staff members. She collaborated daily with grade level partners, attended staff meetings, professional development, and contributed regularly at PLC’s.  Brooke cooperated well with staff members across grade levels and disciplines. She interacted regularly with the principal, reading consultant, board members, and administration. Brooke created individual relationships with each child in the class. She went out of her way to get involved with the students outside of school by attending the winter carnival, a student’s basketball game, a music concert, and reading night at another elementary school in the district.

 

CLASSROOM CLIMATE AND MANAGEMENT

Brooke created a warm, nurturing environment with strong expectations. The classroom was a safe environment conducive for optimal student learning. She was consistent and always spoke to the students in a respectful way. Positive behavior was recognized individually and as a group. She had students reflect on their behavior and communicated with the parents when necessary. Smooth transitions were implemented to maximize learning time. She used responsive classroom techniques including interactive modeling, logical consequences, and guided discovery. She attended informational meetings about Peers Making Peace and Kids Empowered.  Brooke encouraged students to be independent problem solvers. Students were happy to be in the classroom because of the positive environment Brooke created.

 

INSTRUCTIONAL PLANNING AND IMPLEMENTATION

Brooke was well prepared for every lesson. She took materials home to study. Brooke followed the required curriculum and supplemented when scaffolding was necessary while still respecting the pacing guide. She presented age appropriate lessons. Students were focused and on task. They were engaged and active in their own learning. Brooke followed the Danielson model; ensuring materials were ready in the morning for the day ahead. She constantly assessed students during a lesson and was flexible enough to adapt a lesson to student needs on the spot. Brooke demonstrated outstanding questioning and discussion techniques throughout each lesson.

 

INSTRUCTIONAL PLANNING AND INCORPORATION OF TECHNOLOGY TO ENHANCE STUDENT LEARNING

Brooke used the Promethean board and document camera daily throughout her lessons. She took the students to the computer lab on a regular basis and researched math and reading apps to enhance student learning with tablets and chromebooks. She taught lessons using the Dash Robot and Ozobots. She monitored student progress on Raz Kids and Starfall daily to enhance reading instruction. Brooke worked with our STEAM partners, the West Bloomfield High School CAD and engineering students to teach the kids tinkercad and 3-D printing.  She further enhanced the curriculum by using additional apps such as Quiver and Foldify.  Brooke monitored student progress by entering student data in Bridges Mathematics and Illuminate.

 

EVALUATION

Brooke administered Bridges in Mathematics assessments and Fountas and Pinnell running records testing for all students.  She used illuminate to record and analyze data. Brooke monitored student progress and used strategy groups and daily interventions as needed. Brooke worked on progress reports and report cards, adding personalized comments for each student.

 

COMMAND OF SUBJECT MATTER

Brooke attended monthly trainings with the math curriculum specialist and the Oakland Schools trainer to study Bridges in Mathematics. She created “I Can Statement” big idea posters for each kindergarten unit in math. She attended weekly PLCs with the Kindergarten team. She studied the overviews before each unit of study, highlighting and noticing what was expected for mastery. Brooke used appropriate mentor texts for each reading workshop and writer’s workshop lesson. She understood developmentally appropriate practices in each subject area and creatively linked content areas together.  Brooke planned and implemented STEAM challenges and implemented the design process. She differentiated material for students who were above grade level and for those who needed more time.

 

PERSONAL QUALITIES

Brooke is kind, patient, and thoughtful with a great sense of humor. She has a strong work ethic. She arrived 1-2 hours before school every morning and often stayed late.  She attended a Saturday webinar and after school activities. It is evident that teaching is Brooke’s passion. She is dedicated and enthusiastic and will be a positive addition to any staff.

 

PROFESSIONAL QUALITIES

Brooke arrived early every day and stayed late after school as needed. She took work home when necessary. Brooke has a growth mindset for herself and the students. She constantly sought out ways to improve her own practice. She continually requested feedback and implemented it immediately. Her eagerness to learn was evident. She read Fontas and Phinell Guided Reading textbooks, Responsive Classroom textbooks, and many other additional resources to further develop her knowledge. Brooke attended an all day Crayola Grant Saturday training, Kindergarten round up, and Saturday STEAM testing. She has attended Surviving the Social Jungle trainings before school and plans to attend a Saturday training in April. Brooke has a high level of integrity and is well respected by the principal and all staff members. She dressed properly, spoke with parents appropriately, and consistently participated in the professional community.