[Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION| 333 Market St, Harrisburg, PA 171260335 | Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Bohn Stephanie StudentCandidate's Last Name Fist Midale Social Security Number Early Childhood Education Frd a Subject(s) Taught Grade Level ‘This form isto serve as a permanent record of a student teacher/candidate’s professional performance evaluation during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience. le FIRPORMANCE EVALUATION | Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects of teaching for each of the four eategories used in this form. Check the appropriate aspects of student teaching, and indicate the ‘sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher. ‘Category T: Planning and Preparation — Student teacher/eandidate demonstrates thorongh knowledge of content and pedagogical wills in planning and preparation. Student teacher makes plans and ses goals based on the couteat vo betaughtlearaed, knowledge of asigned students, andthe istrctional ‘Aligament 354.33. (110A), () (©), (©), ) ‘Student Teacher/Candidate's performance appropriasly demonstaes Knowledge of content Knowledge of pedagogy Knowledge of Pennsylvania's K-12 Academie Standards Knowledge of students and how to use this knowledge to impart instruction Use of resources, materials, or technology availabe through the school or district Instructional goals that show a recognizable sequence with adaptations for individual student needs ‘Assessments of student learning aligned tothe instructional goals and adapted as required for student needs ‘+ Use of educational psychological principlestheores in the construction of lesson plans and seting instructional goals Sources of Evidence (Check all that apply and include dates, typesttles and number) Ed Lescon/Unit Plans See Attached 430-A Dd Student Teacher Interviews See Attached 430-A [x Resources/MaterialsTechnology See Attached 430-A DB Clastroom Observations See Attached 430-A DB Assessment Materials See Attached 430-A Bd] Resource Documents Soe tached 430-A Ci tntormation About Students See Attached 430-4] Other See Attached 430-A (including IEP’s) Gaezor Temple | Bape Pas a i to Waing Tien contol Ti ai iy a is edi sonar and] Te lira ner and and thoroughly extensively demonstrates indicators | adequately demonstrates inappropriately or superficially Samant ties of | Stpeoranee, tocetpetomae | das ban perience 4 ‘Rating a oO a a (indicate ¥) Juslification for Evaluation ‘Ms Bohn displays knowledge of the important concepts in the disciplines and how these relate to one another. Her lesson plans reflect her ability to value the integration of lessons that support student background knowledge , learning styles, and skill based learning. These lesson plans and practices reflect accurate understanding of prerequisite relationships among topics and concepts. The following topics have been developed in her planning, Coal, Native American Life, Our Countries Past, Civil War Introductions/ Social Studies, Multipication, Equivalent Fractions/ Math, and Differentiated Reading Lessons/ Language Arts. Her plans refelet familiarity with a wide range of pedagogical approaches in the disciplines by incorporating whole group, alone work, pair-share, and small group instruction. PDE-430 1[Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION | 333 Market St, Harrisburg, PA 17126-0333 | Tt was evident through her interactions with the students that she has an accurate understanding of the typical developmental characteristics of third graders, as well as exceptions to the general pattern. She has incorporated the Theory of Multiple intelligences into her planning by creatively designing lessons that have interpersonal, intrapersonal, linguistic, kinesthetic, and spatial components for childen to incorporate into their learning. The use of multiple intelligence practices identifies how Ms Bohn recognizes the indiviuality of each student. She recognizes the value of understanding students' interests and cutural heritage and displays this knowledge for individual students as stated above. lll outcomes of her planning and preparation represent high expectations and rigor and important learning in the disciplines. They are connected in a sequence of learning both in the discipline and the integraton of cross curriculum. All outcomes are clear and written in the form of a Leaning Focused Document: Essential Question, ‘Activating Strategy, Teaching Strategies, and Summarizing Strategies. Her lesson plans reflect a comprehensive understanding of a spiral approach to the lesson: vocabulary, background knowledge, accomodations, and activities that are based on a comprehensive assessment of student earning and take into account the varying needs of individual students or groups of students. ‘Ms Bohn knowledge of resources for classroom use is extensive, including those available through the school or district. Ms Bohn utilizes the internet to enhance all learning incorporated into the third grade curriculum. All learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge , and are differentiated as appropriate for individual students. All materials and resources are suitable to the students, support the outcomes, and are designed to engage students in meaningful activities. ‘Any and all resources were attached to all lesson plans that were emailed twenty four hours in advance. Her lesson structure is clear and allows for different pathways according to diverse student needs. The progrssion of activities is highly coherent. Assessment criteria and standards are clear; there is evidence that students contribute to their development by their engagement. PDE-430 2[Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION 333 Market St., Harrisburg, PA_17126-0333 | | { Bohn Stephanie StadensCandidate's Last Name First Middle Social Secutity Number (Category II: Classroom Environment — Student teachercand ‘whieh students fet safe, valued, and respected, by lastiating routing Alignment: 384.3. ()(005, (8) ‘Student Teacher/Candidate’s performance appropriately demonstrates: establishes and maintains a purposeel and equitable environment for learaing, a setting clear expectations for studeat behavior. Expectations for student achievement with value placed on the quality of student work ‘Attention to equitable leaming opportunities for students “Appropriate interactions between teacher and students and among students Effective classroom routines and procedures resulting in litle orno loss of instructional time . { Clear standards of conduct and effective management of student behavior Appropriate attention given to safety inthe classroom to the extent that it is under the control ofthe student teacher Ability to establish and maintain rapport with students Sources of Evidence (Check all that apply and include dates, typesttes, and number) : i Classroom Observations: See Attached 430-A. {Xd Informal Observations/Visits See Attached 430-A. & Visual Technology ‘See Attached 430-A_ ; {J Student Teacher/Candidate See Attached 430-A. & Resources/Materials/Technology/Space See Attached 430-A_ Hi interviews ‘See Attached 430-A other ‘See Attached 430-A PDE430 3,[Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION [333 Market St, Harrisburg, PA 17106-0333 ] Cateeoy Trempiary 3 Faint ‘Superior 3 Fotis Salitacory T Fant Tnsatsfctory 0 Poiate “Criteria for Rating | Ths candidat constant | The candidate sual and "Ths eandiatesometins and | The candidate rare or reverand nd thoroughly ‘extensively demonsuates indicators | adequately demenstates | inappropriately or spefcaly ‘demonstrates indicators of | of performance. lndcators of performance. | demonstrates indicators of performance, ‘ating a a | GndieteY) “Tustification for Evaluation Ms Bohn's interactions with the students reflect genuine respect and caring for individuals as well as groups of students. ‘Students trust this teacher. Itis evident in their rapport with Ms Bohn. One student has demonstrated a desire to be independent but Ms Bohn clearly and patiently helps him to be a team player by her firm yet kind, clear and determined expectations. ‘This has been a clear message to the group that she believes in them as a whole and is willing to go above and beyond for any student to be highly suceessful. ‘The students in this third grade classroom display genuine caring for one another . Their interactions are generally polite and respectful. ‘Students have demonstrated through their active participation, curiosity, and taking initiatives that they value the importance of the content of lessons constructed by Ms Bobn, The instructional outcomes, activities, and assignments, and classroom interactions convey high expectations for all students. Ms Bohn does an excellent job of keeping the children focused while identifying the needs of individual students. Students have demonstrated attention to detail and take obvious pride in their by revising , editing, or asking for help. Ms Bohn has created a culture for learning by demonstrating her ability to appreciate the individual talents and needs of her students. She respects her students and they recognize this action. ‘Small group work is well organized, and students are productively engaged at all times. Mrs Turtell created this culture of learning and Ms Bohn has supported the dynamics of this learing environment through her respect for the culture and expectations of behavior and productivity. ‘Transitions are seamless, with students assuming responsibilty in ensuring their efficient operation. Ms Bohn does not hesitate to remind students , when needed, of the expectations. Routines for handling materials and supplies are seamless, with the ‘students contributing to the distribution or collection of materials. Standards of conduct are clear to all students and appear fo have been well established by the classroom mentor, Mrs Tartell Ms Bohn recognizes these expectations and has built upon them to establish her presence in the room. Monitoring by Ms Bohn is subtle and preventive but firm when needed. Most stadents followed all behavior protocals. Ms Bohn's response to misbehavior is highly effective and sensitive to students’ individual needs, or student beha entirely appropriate. ‘This classroom is safe, and students contribute to this culture of safety by respecting the rales established in the classroom or school wide, Both teachers and children use the physical resources easily and skillfully. Ithas been my pleasure to join Ms Bohn in this classroom. Mrs Turtell has been very welcoming and supportive of all initiatives, PDE-430 4 | |[Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION | 333 Market St, Harrisburg, PA 17126-0333 ] Bohn ‘Stephanie ‘Student/Candidate’s Last Name First Middle ‘Social Security Number ‘Category III — Instructional Delivery ~ Student teachercandldate, through knowledge of content, pedagogy and sil in delivering instruction, engages students in learning by using s variety of instructional strategies. ‘ligament 354.3. ()0D)PG) ‘Student Teacher/candidate’s performance appropriately demonstrates: Use of knowledge of content and pedagogical theory through hiser instructional delivery Instructional goals reflecting Pennsylvania K-12 standards ‘Communication of procedures and clear explanations of content Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for Use of questioning and discussion strategies that encourage many students to participate Engagement of students in learning and adequate pacing of instruction Feedback to students on their learning Use of informal and formal assessmnens to meet learning goals and to monitor student learning Flexibility and responsiveness in meeting the leaming needs of students Integration of disciplines within the educational curriculum Sources of Evidence (Check all that apply and include dates, typesftitles, or number) Bd Classroom Observations See Attached 430-A Dx Student Assignment Sheets See Attached 430-A informal Observations/Visits See Attached 430-A Bd Student Work See Attached 430-A Assessment Materials See Attached 430-A [Instructional Resources/ See Attached 430-A_ i Student Teacher/Candidate See Attached 430-A, ‘Materials/Technology Interviews Oother See Attached 430-A | PDE430 5 |‘Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION | 333 Market St, Harrisburg, PA 17126-0333 ] Category Tremplary 3 Points Superior 2 Faia Sailsetory 1 Polat Wasaistaciory O Points ‘Grteria for Rating | The candidate consstony | Tho cndie way and “Th cana sometimes and | The candidate rare or mover nd nd horouphly cextnsirely demonstrate indicators | adequately demonseaes | inappropriately or superfiilly ‘demonstrates indicators of | of performance. Indigtors of performance. | demonsats indicators of performance performance, Rating a a a a oda ‘Justification for Evaluation ‘Ms Bohn makes the purpose of the lesson clear by creating divergent Essential Questions that facilitate her ability to broaden the scope of the lesson by identifying the depth of student understanding or the lack of understanding by asking these ‘questions to identify background knowledge. The purpose of the lesson also affords her the ability to identify student interests in support of their learning and retaining holistic information. Her directions and procedures are clear. This is her greatest strength in identifying her goals and understanding what she needs to do, through informal assessment, to keep students engaged in the lesson. Her explanatons of content is imaginative ‘and connects with the students knowledge and experiences. She utilizes pair share techniques to allow student interpretation in her informal assessments to identify the strength or weaknesses of student understanding. ‘er written and spoken language is correct and conforms to standard English. It is also expressive with well chosen ‘vocabulary (identifed in tiers for significant learning) that enriches the lesson. Ms Bohn has developed a natural ability to clearing express the ideas and content of her lessons by utilizing the voabulary in developmentally appropriate terms. Her questioning techniques are of uniformly high quality, with adequate time for students to respond. This simple act of '" wait time" has also contributed to the learning culture of the classroom. It supports an inquiry based model that allows students to " think " about their response and reevaluate their answers if necessary. This inquiry based model also allows the children to ask questions in support of their independent learning. Students assume considerable responsibility for the success of the discussions, initiating topics and making unsolicited contributions. All students are cognitively engaged in the activities and assignments in their exploration of the content. As stated above, Ms Bohn is constantly doing informal assessments to make sure that all students are cognitively aware of their own learning, Her feedback to students is timely, appropriate, and encouraging. Instructional groups are productive and fully appropriate to the students or to the instructional purpose of the lesson. Instructional materials and resources are suitable to the instructional purposes and engage students mentally. The lesson’ structure is higly coherent, allowing for reflection and closure. Pacing is appropriate for all students. Another strength of Ms Bohn is her ability to reflect on her lessons and make adjustments to a lesson when needed. This also translates into her ability to persist in secking effective approaches for students who need help. PDE-430 6[ Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION —[ 353 Market St, Harisburg, PA 17126-0535] 123-45-6789 ‘Student/Candidate’s Last Name First Middle Social Security Number Category TV — Professionalism ~ Student teacher/candidate demonstrates qualities that characterize professional person in aspects that occar in and beyond the classroom/beilding | Alignment: 35433. C)DCMO) ‘Student Teacher/Candidate’s performance appropriately demonsiraes Knowledge of school and district procedures and regulations related to attendance, punctuality and the like Knowledge of school or district requirements for maintaining accurate records and communicating with families Knowledge of school and/or district events Knowledge of district or college's professional growth and development opportunities Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Eadveatrs; and local, state, and federal, laws and regulations ‘+ Effective communication, both oral and writen with student, colleagues, paraprofessionals, related service personnel, and administrators ‘+ Ability to cultivate profesional relationships with school colleagues “+ Knowledge of Commonwealth requirements for continuing professional development and licensure ‘Sources of Evidence (Check all that apply and include dates, typesttles, or mimber) Ba Ciasroom Observations See Atached 430-4” Bd Stadent Assignment Sheets See Attached 430-A {& Informal Observations/Visits See Attached 430-A [J Student Work ‘See Attached 430-A {XJ Assessment Materials. See Attached 430-A [XJ Instructional Resources/Materials/ ‘See Attached 430-A. Di Student Teacher Interviews See Attached 430-A_ ‘Technology & Written Documentation See Attached 430-A [] Other ‘See Attached 430-A 7 Sapo Fans Sry Pot ay Or a rae Te cn al and ——— Tania maine an] T ni rie oes Tecery denote nda | stra tnemss | repro ercly Sirens, ‘eae petnaaes | tapes aca “7 O ey (atta) Fasieaton for Evaleation Ms Bohn makes accurate assessments of a lesson’s effectiveness and the extent fo which it achieved its instructional outcomes . Drawing an extensive repertoire of skills, Ms Bohn offers specific alternatives to students during the course of the lesson in a seamless manner that supports her ability to " think on her feet". Ms Bohn has shown support for the collection of data in this classroom by following all procedues as set forth by Mrs Turtell. Ms Bohn also participate sin all RtII data meetings in an effort to understand the individual needs of students in the class. She provides information to families by her news letters that support open communication in support of parent engagement. Relationships with colleagues are characterized by mutual support and cooperation. Ms Bohn has taken a leadership role for herself in developing a culture of inquiry to better understand the " working/ procedures” of the school. Ms Bohn supports this culture of inquiry by soliciting feedback from peers and supervisors. Ms Bohn displays the highest standards of honesty, integrity, and confidentiality. She is highly proactive in seeking out resources when needed. She makes a concerted effort to ensure that all students are respected with in the confines of the classroom. She complies fully with school and district regulations. PDE430 7[Commonwealth of Pennsylvania [DEPARTMENT OF EDUCATION _ | 333 Market St, Harrisburg, PA 17126-0333 ] ‘Overall Rating Cage ‘Seperior (intinaw oF8 Faia) | Satstciory (Minimum of | Uaeaaitacory @ Faicay “4 Points). ‘Chteria for Rating “The candles wally and “The candidate sometines and) The candidate rary or mover and extensively demonstrates indicators | adequately demonstrates | inapropriciely or aperfictlly ‘of performance indicators of performance, | demonsmats indicators of perfomance Taine indicate) ‘Note: This assessment instrument must be used a minimum of two times. A satisfactory rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment. ‘Tustification for Overall Rating: ‘Ms Bohn's plans, based on extensive concept knowledge and understanding of students, are designed to engage students in significant learning, Al aspects of the teacher's plans- instructional outcomes, learning activities, materials, resources, and assessments- are in complete alignment with the Learning Focused Model. They are adapted to meet the needs of an individual or groups of students. Her classroom environment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among students are respectful. Standards for student conduct are clear and the physical ‘environment supports learning. Al students are engaged in learning asa result of clear communication and successful use of questioning and diseusso techniques. Activities and assignments are of high quality, and the teacher makes productive use of informal and formal assessments. Ms Bohn possesses a fexibile outlook that allows for content and timing adjustments tothe lesson in support of student engagement and ownership of content. Ms Bohn’s ethical standards and sense of professionalism are highly developed showing perceptive use of reflecting, ‘communicating, integrating, engaging, and assessing. Ms Boha and Mrs Turtell have dveleloped a working relationship that is professional and respectful. have enjoyed visting this classroom. Boba Stephanie Student Teacher/Candidate’s LastName First Middle Social Security Number Governor Miffin School District / Berks (Cumru Elementary Distievts Schoo! Interview Conference Date School Year: 2014-2015, TTerm: Spring Required Signatures: Supervisor/Evaluato Date: ‘Student/Teacher Candidate: Date: PDE-430 8[Commonwealth of Pennsylvania DEPARTMENT OF EDUCATION (Confidential Document) [333 Market St, Harrisburg, PA_17126-0333 | PDE-430 9)