Evaluator

As EVALUATOR, the teacher maximizes students’ learning by using a full range of formal and informal information-gathering processes in order to respond appropriately to student individual differences.

My first artifact is an Early Literacy Practicum Evaluation that was completed on my performance during my experience at Robert Frost Elementary in a Kindergarten classroom. During this practicum, I was involved in many activities in the classroom. I gave assessments to children, interacted with them during their free time and provided help when needed during their literacy centers. Throughout this time, I learned many helpful tips about organizing a classroom and teaching Kindergarteners. After my time in the classroom was completed, the cooperating teacher was required to fill out an evaluation for the practicum. The evaluation covered professionalism, small group teaching performance, classroom management, and planning and assessment. After reflecting upon my experience and reviewing my evaluation, I learned that it so important for teachers to obtain feedback after working with children. I know that I am a life long learner, and through evaluations, I am able to see what I can improve on to ensure that the students in my classroom will be successful. Evaluations are important because I can write goals from them for what I want to achieve next. I think Sharon Taberski’s words are helpful (2000), “It is as important to know for what I’m striving as it is to know from where I’m thinking. In fact, having clear goals is one of the most important steps I can take for more effective teaching” (p. 9).

This relates to the INTASC 8 standard because assessing my teaching is as important as assessing their learning because it is my duty to meet the needs of my students.

My second artifact is two Summer Kid’s Inc. evaluations. The first evaluation is an employee observation that was completed by my site coordinator. My duties were to be positive toward co-workers, children, and parents. I also needed to be professional in my work attire, attendance and initiative on the job. This evaluation is important because it helped me reflect on the importance of performing well while working in a professional environment. The second evaluation was an observation completed while my site coordinator observed me teaching a lesson on non-fiction text and dolphins. Throughout the summer, I had many responsibilities as a classroom instructor. I was in charge of planning and writing lesson plans for two hours of instruction that meet South Dakota State Standards in Reading. This experience was so helpful in practicing management for my classroom, writing lesson plans that need to meet standards, and planning for classroom instruction. The feedback provided by the evaluations is practice for me for the future because I am able to reflect on my teaching. According to Taberski (2000), “Just as I ask children to reflect on their reading and learning, I reflect on my teaching. It’s how we all get better at what we do. Its how we reach our goals” (p. 6).

This artifact relates to the INTASC 8 standard because it is important for me to be reflecting upon the evaluations of my teaching.

My third artifact for teacher as an evaluator is a rubric that I created for a project in educational psychology. For this project, I worked with three other people. We made an activity for students called “Create a Country.” As a team, we were required to have teacher and student instructions for the project, a test and test answer key, and a rubric. Rubrics are very important to have for students when they are doing a performance project because the students know exactly what the requirements and expectations are. Rubrics help the student working on the project evaluate if they are meeting the obligations of the assignment. Also, teachers need a standard to look at when grading because it provides an equal chance for students to succeed. Writing this rubric has helped me realize how important it is to be concise on what is expected of the students for assignments. When a clear criteria is stated in a rubric and students understand what they need to do, their chances of succeeding on the project is greater. This type of assessment helps teachers see where students are on a broad level because all of the standards are the same. It is important for teachers to be able to evaluate student’s progress as a learner in order to change instructions to help all students grow. According to Feldgus and Cardonick (1999), through assessment teachers are able to “fine tune teaching to further growth” (p. 107). Meeting the needs of all students in the classroom is a goal that is crucial for effective learning in the classroom.

INTASC 8 relates to this artifact because rubrics are one type of assessment that can be used for assignments and projects that meets the needs of the developing learner.

My fourth artifact for teacher as an evaluator is the summary of assessment data that I completed on three students during a practicum. I gave three students the Monster Spelling Assessment and the Developmental Writing Scale assessment. After completing the assessments on the students, I reflected on their challenges and strengths. Furthermore, after looking at the students writing and reviewing the assessment data, I brainstormed ideas of how I would help these students in their writing in the future. This has helped me look at every aspect of how a child learns—from what they cannot do alone and what they can do with the help of an expert other. Feldgus and Cardonick (1999) state, “ because the overriding purpose for assessment is to improve teaching and learning, we must look at the areas of children writing to be praised and the areas that present further teaching/learning oppertunties” (p. 107). It is my duty to discover through assessment how I can help the students in my classroom be successful learners.

INTASC 8 relates to this artifact because the strategies of this assessment is useful in helping me decide how to plan my instruction for individual students.

Practicum Evaluation	Kids Inc. Evaluation
Rubric	Summary of Assessment Data

Feldgus, E. G., Ed.D. & Cardonick, I., M. Ed. (1999). Kid writing: A systematic approach to phonics,