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Student Evaluation

Student-Desirae Chatigny
National University Support Provider (Evaluator)- Bruce Lamm

Integrating - The candidate provides clear, consistent, and convincing evidence


demonstrating the competency or competencies. Candidate's practices demonstrate a
preponderance of appropriate, relevant, accurate, and clear or detailed evidence. The
evidence is purposefully connected and reinforced across this TPE Domain.

Applying - The candidate provides clear evidence demonstrating the competency or


competencies.
Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate
evidence. Evidence is connected across this TPE Domain.

Emerging - The candidate provides partial evidence demonstrating the competency or


competencies. Candidate's practices demonstrate a preponderance of minimal, limited,
cursory, inconsistent, and/or ambiguous evidence. Evidence is weakly connected across this
TPE Domain and may be inconsistent.

Beginning - The candidate provides little or no evidence demonstrating the competency or


competencies.
Candidate's practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate
or missing evidence. Evidence is unconnected across the TPE Domain.

Domain A: Making Subject Matter Comprehensible to Students

1. Demonstrates knowledge of subject matter content and literacy required for all students'
high achievement of PK-12 academic standards associated with specific Multiple Subject
(history/social science, mathematics, science, health, physical education, and visual and
performing arts) or Single Subject content areas. (TPE 1)
2. Organizes curriculum to enable all students to learn and use the knowledge, skills, and
abilities identified in specific Multiple Subject (history/social science, mathematics, science,
health, physical education, and visual and performing arts) or Single Subject content areas.
(TPE 1)
3. Organizes curriculum, instructional strategies, resources, and technologies to develop
deeper student learning of the PK-12 academic standards. (TPE 1)

4. Uses a variety of effective materials, resources, technologies, and literacies to provide all
students equitable access and high achievement of the PK12 academic standards. (TPE 1)
5. Demonstrates individual, language, and cultural sensitivities when developing,
implementing, and assessing subject matter.
Evidence/Feedback/Next Steps
Rubric Level ... Applying
The curriculum was well organized to build on previous knowledge and to
reinforce many math concepts. Desirae effectively used the available technology
(smart board, video, and computer) to better aid the students in comprehending
the material taught. Students used whiteboards at their desks to work problems
and allow the teacher to check for understanding. A variety of effective methods,
strategies and resources were also incorporated to help students better
understand the concepts taught.

Domain B: Assessing Student Learning

TPE 2: Monitoring Student Learning During Instruction


TPE 3: Interpretations and Use of Assessments

6. Uses multiple measures for progress monitoring throughout instruction to determine


whether all students, including English learners and students with special needs, are
understanding content/skills and making progress toward achievement of state-adopted
academic standards. (TPE 2) (PS-5, 6, 8, 12, 13)
7. Employs ongoing multiple and, where appropriate, differentiated assessment options to
collect evidence of individual and whole class learning, including performance-based realworld applications, questioning strategies, work samples and products. (TPE 2) (PS-6, 8,
12, 13)
8. Anticipates, checks for, and addresses common misconceptions and identified
misunderstandings. (TPE 2)
9. Uses a variety of informal and formal, as well as formative and summative assessments, at
varying levels of cognitive demand to determine students' progress and plan instruction.
(TPE 3) (PS-6, 8, 12, 13)
10. Uses formal (including language/CELDT, academic, IEP) and classroom-based assessment
results to design and monitor daily instruction required to meet all students' learning
needs and ensure high achievement of PK12 academic standards. (TPE 3) (PS-6, 12)
11. Teaches students how to use self-assessment strategies and provides time for students to
practice these strategies. (TPE 3)
12. Uses a variety of technologies and sources to analyze data as a tool for assessing student
learning, informing instruction, managing records, and providing feedback to students and
their parents. (TPE 3) (PS-11)
13. Explains to students and to their families, student academic and behavioral strengths,
areas for academic growth, promotion and retention policies, and how a grade or progress
report is derived and how to help students achieve the academic curriculum (TPE 3).

Evidence/Feedback/Next Steps
Rubric Level ... Applying
Assessments were teacher observed and ongoing. Student work was checked as
they worked on guided practice and classroom discussion. Students worked in
pairs and used peer assessment as they explained to their partner how they
worked a problem. An independent worksheet was assigned that will be checked
by the teacher. Information gathered will be used to check for understanding and
help prepare for the next day's lesson.

Domain C: Engaging and Supporting Students in Learning

TPE 4: Making Content Accessible


TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners

14. Connects students' prior knowledge, life experiences, interests, and cultural factors with
learning goals, curricular and instructional strategies, and methods of assessing student
learning. (TPE 4)
15. Uses community resources, student experiences, questions, and applied learning activities
to make instruction relevant, challenge students' ideas, share their viewpoints, work
collaboratively and achieve PK12 academic standards. (TPE 4)
16. Uses a variety of instructional strategies, technologies, and resources to model, guide,
support, and promote all students in problem solving, critical thinking, and self-directed,
reflective learning making subject matter meaningful. (TPE 4)
17. Teaches students literacy skills needed to comprehend and use a variety of texts and
information sources, in the subject(s) taught. (TPE 4)
18. Uses a variety of instructional strategies, technologies (including assistive), and resources to
respond to students' diverse learning needs (including full range of language and special
populations) and promote high achievement of PK12 academic standards by all students.
(TPE 5)
19. Provides developmentally appropriate practices supporting all students' emotional, social,
physical, and intellectual needs. (TPE 6)
20. Uses a variety of strategies, technologies, materials, and resources to differentiate
instruction based upon students' culture, level of acculturation, primary language and
proficiency levels (CELDT) in English and nondominant varieties of English, and advanced
learners. (TPE 7)
21. Applies pedagogical theories, principles, and instructional practices for designing and
implementing comprehensive instruction for English learners, including non-dominant
varieties of English and advanced learners and for students with multiple socio-cultural
backgrounds. (TPE 7)
Evidence/Feedback/Next Steps

Rubric Level ... Applying

Throughout the lesson students were engaged and active in the learning process.
Strategies, methods, resources and technologies used were appropriate for the
class. One student has a part time aid to work with him, she also helped the
students setting close to him.

Domain D: Planning Instruction and Designing Learning Experiences for Students

TPE 8: Learning about Students


TPE 9: Instructional Planning

22. Uses students' academic, social, emotional, cognitive, cultural, and pedagogical factors in
designing a comprehensive program of rigorous instruction, including Reading, Writing,
Speaking and Listening, and Language within discipline-specific standards to support all
students in achieving the PK12 academic standards. (TPE 8/4)
23. Modifies instructional plans based on a full-range of students' academic knowledge/skills,
students' special learning needs, and English learners as well as speakers of non-standard
English language abilities (TPE 8)
24. Designs and articulates short and long-term learning goals to foster student learning based
on PK12 academic standards and alignment of the curriculum. (TPE 9)
25. Develops/adapts and sequences subject matter, instructional activities, assessment
strategies, resources, and materials for achieving high achievement of PK12 academic
standards by all students. (TPE 9)
26. Develops relevant, differentiated instructional plans by connecting the content to be learned
with students' linguistic and cultural backgrounds, experiences, interests, and
developmental learning needs. (TPE 9) Evidence/Feedback/Next Steps

Rubric Level ... Applying


Lessons are well planned to meet the needs of the students and follow the Third
Grade pacing guide. Desirae works closely with her master teacher and the other
grade level teachers to make sure that the lessons follow the guidelines and are
the same the other classes are using. She then does an excellent job planning
lessons to meet the needs of the students in this classroom.

Domain E: Creating and Maintaining an Effective Environment for Students'


Learning

TPE 10: Instructional Time


TPE 11: Social Environment

27. Manages instructional time within the schedule's confines to maximize student
achievement of PK12 academic standards. (TPE 10)
28. Establishes procedures for routine tasks and manage transitions to maximize
instructional time. (TPE 10)
29. Creates and maintains a learning environment fostering students physical, cognitive,
emotional, and social well-being. (TPE 10)
30. Manages disruptive student behavior effectively. (TPE 11)
31. Establishes rapport with all students and their families needed for supporting academic
and personal success through caring, respect, and fairness. (TPE 11)
32. Promotes sense of community, social development, student collaboration, and group
responsibility. (TPE 11)
33. Establishes, communicates, and maintains clear standards for effective student learning
and appropriate classroom behaviors. (TPE 11)
34. Plans and implements classroom procedures and routines supporting student learning.
(TPE 11)
35. Creates and maintains a physically, socially, and emotionally safe learning environment
promoting inclusiveness, respect, and valuing differences. (TPE 11)
36. Evaluates the classroom social environment and its relationship to academic
achievement for all students, and makes necessary adjustments based on student
learning and behavior as well as consultation with other teachers and students' families.
(TPE 11)
Evidence/Feedback/Next Steps

Rubric Level ... Applying


Instructional time is well managed and used to maximize student time on task and
to cover the lesson goals.
Routines have been established and Desirae does an excellent keeping the
students interested and involved. Disruptions are few and she is good at
anticipating student needs and potential disruptions. She has very good rapport
with the students and they relate well to her and her teaching style.

Domain F: Developing as a Professional Educator

TPE 12: Professional, Legal, and Ethical Obligations


TPE 13: Professional Growth

37. Models ethical commitment, values, and practices dedicated to 'all students can learn at
high levels'. (TPE 12)
38. Acknowledges own personal values and biases, recognizes and resists acts of intolerance,
and understands the ways these values and biases affect the teaching and learning of
students. (TPE 12)
39. Works constructively with colleagues, students, their parents, and community members
to communicate student progress and promote learning. (TPE 12)
40. Demonstrates professionalism by portraying professional image, using effective
communication skills, modeling ethical and moral behaviors, welcoming and accepting
constructive criticism in positive ways, and implements all district, state and federal laws
regarding the education of PK12 students. (TPE 12)
41. Takes responsibility for student academic learning outcomes and communicates student
learning progress consistently and effectively over time. (TPE 12)
42. Models a variety of communication and collaboration skills needed to effectively work
with colleagues, students, their parents, and community members and promote equitable
learning and healthy learning environments for all students. (TPE 12)
43. Engages in and promotes appropriate communications with staff, students, and parents
via the Internet, telephone, text messages, and social media networks. (MySpace,
Facebook, Twitter etc.) (TPE 12D)
44. Uses and reflects on multiple sources of information (including student learning data,
principles of human development and learning, relevant theory, and research) in making
instructional decisions to promote all students' learning and for improving pedagogical
practices. (TPE 13)
45. Individually and collaboratively with colleagues, examines and reflects on their teaching
practices and professional behaviors in relation to principles of classroom equity, student
learning evidence, laws, and the professional responsibilities. (TPE 12/13)
46. Uses site-based and community resources to provide integrated support for the social,
emotional, health, educational, and language service needs of each child. (TPE 12)
Evidence/Feedback/Next Steps

Rubric Level {Not Observed}


I continue to be impressed with Desirae's level of professionalism and her
dedication to the students in the classroom.