‘THE UNIVERSITY OF TEXAS AT DALLAS — UTEACH STUDENT TEACHING FINAL EVALUATION ea ‘Name (ast, fist, middle) ‘Semester/Year ‘Suplec(s)Grade(s) Hopkins, Miranda Fall 2014 6" grade math Fes ‘School Distt and campus Name Aikin Elem. Richardson ISD “This page fo be completed by UNIVERSITY FACILITATOR and COOPERATING TEACHER INDICATE APPROPRIATE LEVEL OF PERFORMANCE (with a scale of Oto 4) U= Unsatistactory BC= Beginning Competent C= Competent AC = Advanced Competent _ ‘Cooperating Teacher Field Supervisor u | ec c ac | u | ec c Ae Taka jag obits Ts Cant Comments: The questions by the Ganda has done wel maintaining & Seg ‘The components in CLASSROOM ENVIRONMENT define productive class environment. She has ‘teacher and the responses by the how teachers create the earning environment for teir ‘splayed to abilty to manage behavior students indicate a positive tien wile Keepng a seedy pees ung connection focused on the “Teachers nho oxee inthis area develop cissroom itonccona time rnronments tat are sae, oe eae fee of Behavioral learning objectives. Responses of Srp: mace icone tme,anapromot the students and the praise ofthe Saucon oscil and appropriately pericpate teacher indicate a high degree of vu BC. we u BC c [ac op Pe geet etal Conner Comments: There isa continuous and ox s ofthe teacher’ pan, ‘The components in LESSON STRUCTURE define how \Maranda has designed activities that have ee ea te Fa eaee SON Tike wang semmomate | eenbeneticaltoall student. She has J and the structure and sequence are rescues taxen ome to frente mstructon foc | clearly designed to ensure that ‘Teachers who excel in LESSON STRUCTURE design lessons J Students as well (.¢. providing Spanish st mnginee ‘pacanamarsetgaisann sen eeepemar | tera eeetusucons udents remained egated ‘tear lewagy, Laney concoct deen throughout the entre clas perio Shmmunealog nd students sxpore and iestgate cone athe pace lsfost ad aerate Ba emanor thal leads them to Gegper understansng othe material eee ae the students are able to work and be successful u_| 8c cS vu BC c ots o>+ Te ‘Vtrendahes done agrestobdeivenng || Comments: The teacher Heauentiy ‘hands has dong a great det 09,5 || used questioning techniques to The components in IMPLEMENTATION define how teachers whe escira and as he walks he fencourage and maintain Hisciehy excites lesson fom belt bal Seewomh att orferaly sme || parricpation and develop skilx ‘Teechers vito excel IMPLEMENTATION use questioning _J ther understanding. nts: roughout the class period. Some strategies to guide all students through the material in a time throug Hes Dero efficient and effecive manner. The feecher uses knowledge questions were asked that probed ined from questioning and formative assoserente To gauge ereicel Thing ebatk Cortefor Binat students incur, Now students Understand the concerts, student thinking about content Sate make acjustments foe lesson as needed Al concepts, uncovering ‘Students actwely participate in a safe environment ‘misconceptions that were then used by the teacher to get students 10 reflect further on this content. u_| 8c cy ac u_ | 8c c AC [a i eob+rryTs “Comments: Comments: The teacher effectively ‘The components in CONTENT detine how deeply teachers z fect ingersland the subject and fs connections fo other subecs. | spans nas a deep undersending ofthe scaffolds with the students to help ‘each ned ncOvTENT aeons tt | arta tnss dee ctaendz reg [them aovlop knowledge and ieciarcrcneg pen crepe cert | iely way aevetngirmaen | connect the understanding of approach lo topics, assessment strategies, and ‘and using appropriste questioning during and how to use the math concepts appropriateness to the range of students in the class. lesson s. and symbols.Fle Supervisor ofaf2{3]4 “SCALED ovary) ‘{ounimaty) 2(onen win ce exceptons) 3(consisterty) eiexcepuooay | © | 1 | 2 | $ | 4 Tr present and prompt except for emergencies Performs essgned dies promt (mosting deadlines Maniains cormmunicalon win Cooperating Teacher and Univeral Factor jcison and incarperates super sory suggestions. ‘Wars wih faculystudets/parent/acministators in a ees] and ‘Works cooperatively wth other teachers, faculty. and sti "Stace cannot score a zero or one on he nal evelalon and pass Stent Teaching Additional Comments: Charles Pickitt, Facilitator. Miranda is a talented teacher who has demonstrated the ability to deal with a wide range of students learning levels and behaviors. She has continually provided challenging lessons and then worked with each student to help them meet the challenges and leam. She is patience yet persistent in working with the students. Keith Tacks, Mentor Teacher: Miranda has teen an outstanding toth grade met teacher. She Nas grown over the course oF her time here act Kikia Elementary and sh? will be missed. Her glotlity to deliver lessens ach : wi ‘wel tie impressive fant ROU be a astet te omy schol thot deetdes to hive Wer, aN 7 Final Grade “The Apprentice Teacher must score an A or B to receive credit for apprentice teaching Tee Weal eaparatng Teacher (Pied Name, Phone Numba steer bee Keith Jockson #69°268.2595 j ural gnature does not imply Wat agree with the evaluation, Sipatre and Date La} Fold Supewreor Prnied Name, Prone Number) Charles W. Pick 214.596-9132 Thave seen the completed final evaluation form; my sl ‘Sudert Teacher (Prnied Name, Phone Numer) wiranda opine 214-042-2249, : oe rr}