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Bowling Green State Univer~iity

Kyle
First Name

Geiss

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0020137459

Initial

10

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City

Home Address

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STUDENT TEACHINGIINTERNSHIP
College of Education and Human
Development
Bowling Green State University
Bowling Green, Ohio 43403

Last Name

IV

State

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Zip

Phone

Integrated Social Studies (AVA 7-12)

Spring

2014

License(s)

Semester

Year

Four County Career

Center

Four County Career

Center

Archbold

Ohio

School Building

City

State

School District

Zip

Daniel Mundrick

Sr High

Classroom

Grade

Mentor Teacher(s)

",!'e"~---~

Phone

THIS CANDIDATE HAS BEEN ENGAGED IN EXTENSIVE FIELD PRACTICE DURING THIS TERM AND HER/HIS
KNOWLEDGE, SKILLS, AND DISPOSITIONS HAVE BEEN EVALUATED. AN INDICATION OF HER/HIS SUMMAI~Y
PERFORMANCE DURING STUDENT TEACHINGIINTERNSHIP IS PROVIDED IN THIS REPORT.
TO THE CLASSROOM MENTOR TEACHER AND UNIVERSITY MENTOR: Per the scoring rubrics, at the point of student
teaching/internship the Unacceptable rating means that the candidate either has no or minimal awareness/knowledge and skills;
Acceptable means the candidate has exceeded the Unacceptable criteria and has the knowledge and skills to do, that is, the
candidate can apply and/or implement her/his knowledge and skills at a satisfactory level for a beginning teacher; and Target
means the candidate has exceeded the acceptable level and has the knowledge, skills, and ability to synthesize, analyze,
evaluate and/or create both the abilities of her/his students and her/his own performance as a teacher. After providinn the rating,
please type SUMMARY comments indicating the evaluation of the candidate for the areas described by the rating.

Standard 1: The Student Teacher Understands Student Learning and Development

Respects Diversity of the Students They Teach.
Unacceptable
(Unsatisfactory

Acceptable
)

(Satisfactory)

and

Target
(Exemplary)

Mr. Geiss consistently created aposltive

learning environment.
He developed
a working rapport with the students
an~ treated each student as an individual. All students were treated fairly and with respect regardless 01'abilities.
~eJng a y?ung teacher Mr. GeiSS, made a few small mistakes. One day he taught. it went rough and his 'fifth period
irritated him. He the~ took hls emo.tJon out on the 7th period class by making them work by themselves and taking
the fun o~t of the review game. This was a good rookie mistake to make because it will happen to ever teacher at
some po int.

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Standard 2: The Student Teacher Knows and Understands

They Have Instructional Responsibility.
I

Unacceptable
(Unsatisfactory)

i
I
I
I

Acceptable
(Satisfactory)

-----

the Content Area for Which

:J

Target
(Exemplary)

Mr. Geiss consistently demonstrated knowledge in his subject areas. He used a variety oftechniques to challenge
his students to think for themselves. He followed district and state guidelines for content standards and consistently
integrated writing skills into the curriculum.

Standard 3: The Student Teacher Understands and Uses Varied

Instruction, Evaluate and Ensure Student Learning.
Unacceptable
(Unsatisfactory )

Assessments to Inform

Acceptable
(Satisfactory)

Target

--.J
'.

(Exemplary)

Mr. Geiss used a variety of assessment tools to generate data to help evaluate students and to determine proper
remediation to ensure student learning. He utilized the data gathered from these assessments to monitor student
progress and differentiate instruction as needed. Mr. Geiss used a lot of technology in the classroom. He used a
gallery walk concept for the power of the president. The students had to go from station to station to figure out what
role the president was playing in each picture or quote. Mr. Geiss also used nearpod .com and polleverywhere.com
for formative assessment.

Standard 4: The Student Teacher Plans and

the Learning of Each Individual Student.
Unacceptable
(Unsatisfactory )
Nlr. I.je,s:; <';UII"i"I"",lIy

Delivers Effective Instruction that

Acceptable
(Satisfactory)

Advances

Turs""{

(Exemplary)

.
?~als that aligned with the, school district and state
ffi
I
.
d he Iearni
0 eeunacx t~ plan al IU U..,t'V",,' appropriato in.:: n Irtion And
e ec Ive y communicate t e learning goals to the students. Mr. Geiss Incorporated innovative methods and
straleg'es lo meel the need<- of II hi
t d t y
.
behind on grading and creating:;!the
m~~ s, IO~ CQuid tell towards the end of student teachinp he was getting
enough li,,.,,,, to dcdicatc
to gr",ding ad'
tertia.
e needed to make sure not to over load himself and sllow
::.olc.ctod loarninr

academic content standards. He ana,y~;d'(~;;t~~;9gr~~

I~e~
n

Ins rue ion

Standard 5: The Student Teacher C

Levels of Learning and

L'

AChieveme;t~;~"~;u~~~t;~Vlronments that

Unacceptable

(Unsatisfactory )

Acceptable

(Satisfactory)

Promote High

Target

(Exemplary)

Mr Ge~sscreated an effective and safe learn in

.
used different strateg!es to involve and motivat~ ~~v~~~~ment.He "'~~srespect!'u/, supportive and caring

Mr. Geiss

;~ac~~:;~T~~o~::~orat~~e:earning environment. Attimes t~~t~ia~~~I~~:t~:~~~:~\Ofiroup

and individual activities
ses a were challenging tended to get a more auth it t t
e er, got a more enCouraging
on a rve eacher.

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Standard 6: The Student Teacher Collaborates and Communicates with Students,

Parents, Other Educators, Administrators and the Community to Support Student
Learning.
Unacceptable
(Unsatisfactory)

Acceptable
(Satisfactory)

Target
(Exemplary)

......--..-

Mr. Geiss used a variety of strategies to communicate in a clear and effective manner. He worked well with other
teachers and school staff to promote a positive environment for student learning. He needed to call more parents
about good grades and bad grades.

Standard 7: The Student Teacher Assumes Responsibility for Professional Growth,

Performance and Involvement as Individuals and as Members of a Learning Community .
Unacceptable
(Unsatisfactory)

Acceptable
(Satisfactory)

Target
(Exemplary)

......--..-

Mr. Geiss consistently acted in a professional manner. He participated in professional development at Bowlinq
Green State University and provided feedback in departmental meetings. Mr. Geiss attended every professional
development Four County Career Center offered. He tried to bring the things he learned into the classroom.

Disposition 1. The candidate exhibits professionalism:

Unacceptable
(Unsatisfactory)

Acceptable
(Satisfactory)

Target

-,

(Exemplary)

Mr. Geiss conducted himself in a professional manner during his entire student teaching experience. He interacted
well with both the students and staff. Mr. Geiss accepted feedback in a positive manner, followed all school
procedures, and demonstrated poise and self-confidence. He consistently displayed a willingness to iden1ify
personal strengths and weaknesses related to his instructional responsibilities and implemented appropriate
adjustments.

Disposition 2. The candidate respects/responds to diversity/exceptionality:

Unacceptable
(Unsatisfactory)

Acceptable
(Satisfactory)

Target
(Exemplary)

Mr. Geiss created a very effective learning environment. Diversity was valued and respected. He employed
teaching methods, learning activities, and instructional materials to meet the diverse student needs in a manner that
avoided biases, prejudices, and stereotypes.

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Disposition

3. The candidate

displays commitment

to technology:

Acceptable
(Satisfactory)

Unacceptable
(Unsatisfactory )

Target
(Exem pJary)

I
---.J

Mr. Geiss successfully used technology in his daily lessons to enhance the learning environment. He employed a
variety of media resources to attract student interest and provide primary resources for study. He also utili2ed the
online software for parent and student communications, attendance, and grades.

Disposition 4. The candidate values/engages in collaboration;

Unacceptable
(Unsatisfactory

Acceptable
(Satisfactory)

Target
(Exemplary)

-,

---.J

Mr. Geiss developed productive professional relationships with the staff at Four County Career Center. He
effectively collaborated with his classroom mentor, other teachers, and administrators. Mr. Geiss attended
workshops that were made available to him by Bowling Green State University.

STATEMENT
Classroom

OF PERCEIVED

POTENTIAL

AS A PROFESSIONAL

EDUCATOR

Mentor Teacher

Mr. Geiss will be a great teacher. He tries to make every class engaging. He also tries to think outside the box. The
only issues that he has ran into this year are ones of a typical first year teacher He will make a great addition to any
schoof by his ability to bring new ideas into the classroom and different ways to use technology in the classroom.

Student Teacher I Intern

There are many reasons why I believe I am a great educator. I have a knack for for adapting quickly to changing
needs in the classroom. I am very intrigued by the changing technologies in the classroom, and have engaged in
using multiple different forms oftechnology to advance student learning. I have successfully incorporated Poll
Everywhere and Nearpod technologies into my classroom and am constantly looking for more to add. I am open to
change and am willing to think of new approaches, 'outside the box' in order to effectively teach my students.

University

Mentor

Kyle utilized a sense of humor to build rapport with his students. His lessons followed state and local stano ards.
Kyle built a strong rapport with tile administration, staff, and students at Four County Career Center. He maintained
a positive outlook during the entire student teaching experience. Kyle established a working relationship with his
classroom mentor teachers. Kyle would make an excellent addition to any teaching staff.

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