Level 3 of the UNI Secondary Teacher Education Professional Sequence-Evaluation

Within the UNI English Teaching major two pedagogy courses include field experience requirements. Teaching English requires the successful completion of a fourteen hour field experience focused on assessment, student conferencing and response to student work. After I have contacted you about this field experience and you have agreed to host the teacher candidate, it is the responsibility of the licensure candidate to work with you and establish a schedule for the field experience.  Licensure candidates are expected to arrive for the field experience on time and inform the cooperating teacher if they are going to be absent.

It is the goal of the field experience for students to observe and participate in a secondary classroom with an English Language Arts teacher focusing on assessment and response activities.  Licensure candidates are also required to interview the cooperating teacher about their approach to assessment, response and grading of student work.  They are also required to participate in assessment activities as much as possible. 

Students are asked to keep a journal of their observations for each class session they attend and complete a formal reflection paper on the completed experience.  The journal entries should document the following:

  • The topic of the lesson observed
  • The goals the cooperating teacher had for the lesson
  • How the teacher assessed student achievement

This evaluation document is intended to be a collaborative effort between the UNI Licensure Candidate and the teacher who is supervising the Field Experience. Once the form is submitted the Summary of Professional Development Activities For Renewal Credit certificate will be issued to the Cooperating Teacher.  Questions or concerns should be forwarded to:

Rick Vanderwall, Instructor
University of Northern Iowa, English Education
2016 Bartlett Hall, 319-273-3776
richard.vanderwall@uni.edu

Please complete the following online evaluation and select submit to send it to Professor Vanderwall.

Field Experience Timeline
UNI Licensure Candidate Information
Cooperating Teacher's Information
Online Evaluation
State Renaissance Initiative: Pre-Service Teacher Standards
The UNI teacher candidate is expected to meet these state standards for pre-service teachers through demonstrated performances. Please evaluate the UNI teacher candidate (“the licensure candidate”) based on his/her fourteen hour participation in your classroom. Performance Levels: 1: Needs Improvement; 3: Competent; 5: Commendable; N/A=Not Able to Evaluate
The licensure candidate understands how students learn and develop and provides learning opportunities that support intellectual, career, social and personal development.
The licensure candidate understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
The licensure candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals and state curriculum models.
The licensure candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
The licensure candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
The licensure candidate uses knowledge of effective verbal, nonverbal and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
The licensure candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social and physical development of the learner.
The licensure candidate continually evaluates the effects of the licensure candidate's choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
The licensure candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.
The licensure candidate understands and uses technology to encourage students' development of critical thinking, problem solving, and performance skills.
The licensure candidate understands the central concepts, tools of inquiry and structure of the discipline(s); the licensure candidate teaches and creates learning experiences that make these aspects of subject matter meaningful for students.