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SPRING 2004
STUDENT TEACHING
FINAL EVALUATION
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COLGATE
TEACHER
EDUCATION
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Student Teacher: Paul Caginalp District:
Sherburne-Earlville Central
Schools
University Supervisor: Don
Duggan-Haas Schools: S-E
Middle & High Schools
Mentor Teachers: Anne Whiteside (Chem) Certification:
Chemistry
Bill Lake (8th Grade)
Recommended Grade for Student Teaching : B (Pass/Fail)
Teaching Situation
The text in this box is
excerpted from the district’s web site: http://www.secsd.org/.
THE AREA
The school system is
made up of several small communities with a center fifty miles north of
Binghamton, forty-two miles south of Utica, and fifty miles southeast of Syracuse.
Farming is the biggest industry. Several industrial firms exist within our
area. In addition to Colgate University, which is twelve miles away, several
colleges and universities are within forty to fifty miles of the district.
The population in the
school district is approximately 7,700 residents. The communities support a
variety of commercial organizations, as well as religious, recreational and
cultural facilities. The area is generally regarded as a most desirable place
in which to reside, with the closeness of relations found in the smaller
community, yet with the advantages of nearby metropolitan areas.
Our villages are
nestled among mountains, rivers, and streams, enhanced by a picturesque
landscape throughout each of the seasons.
The district is classified by The State of New York as a
rural district with high student needs in relation to district capacity. In the
2001-2002 academic year, 35% of the district population received free or
reduced-price lunches. Per pupil instructional spending ranks among the lowest
in New York State. The population served is 99% White and 1% African American.
Paul divided his student teaching, spending the first half
of semester in the chemistry classroom and the second half in 8th
grade science.
Subject Matter Teaching
As a Colgate University Chemistry Major, Paul has a good
understanding of the science he teaches.
He can use creative approaches to teaching; for example having his
chemistry students develop physical models of the technical vocabulary required
for New York State Regents Chemistry, or having his eighth grade students
describe the physical nature of Tarzan swinging on a vine. He is also keenly aware of issues that can
turn kids off of science, working hard, for example to bring in real world
examples of interest to both males and females.
While Paul did a respectable job in the first of his two
student teaching placements (teaching high school chemistry), it was in the
eighth grade science classroom that he truly shone. He was able to engage eighth grade students in wonderful
discussions that truly engaged them in the discourse of science. This class was both student-centered and
understanding-centered in contrast with the more teacher-centered approach in
his high school chemistry placement. In
the eighth grade class, I saw students engaged in real discussion about
science, and progress from naïve conceptions about the nature of projectile
motion to scientific conceptions under Paul’s tutelage. This was perhaps best exemplified when
students disagreed with each other about an explanation and Paul told them to
“Duke it out.” They spoke with each
other while the rest of the class listened carefully and came to the conclusion
that both of their explanations were incorrect. By reasoning through this they came to the scientifically
accepted explanation in such a way that the understanding will likely
endure. I believe that his teaching
matured over the semester and that the nature of his second placement allowed
more freedom than the first.
Classroom Management and Student Engagement
Paul’s classroom management is at its best when he engages
students in rich discussion about science content. He recognizes and is generally able to apply the concept that
management is what you do when your lesson plan does not work. Over the course of the semester, his
teaching presence matured. He related
to students well; at times playing up his own uniqueness in positive ways. I have no substantial concerns about Paul’s
ability to manage a classroom and engage his students.
Professional Development and Relationships
Paul is reflective about what he does in the classroom and
works hard to improve on areas he identifies as lacking (for example, coming up
with real-world examples of the science that engage the variety of students in
his classroom). He seems more engaged
with work that he sees as directly applicable to what happens in his classroom
than with work he deems as primarily academic or theoretical.
Paul did play an active role in the eighth grade school-wide
“Living Museum,” evening program where students dressed as historical
characters and answered questions and made presentations about the characters
they were playing.
Conclusion
Paul has a good understanding of chemistry and related
physical science and he can translate this understanding into meaningful
lessons for his students. He is creative and intelligent and can use these
characteristics to engage his students in the learning of science.
University Supervisor’s Signature
Date