Mid-term Student Teaching Evaluation, Secondary Education

Teacher Candidate:
Kristina Hights
Site Teacher Educator(s): Matt Affolter
School: Granite Park Jr. High
Content Area: Earth Science
Grade(s): 9th
University Supervisor: Udita Gupta
This form was filled out by: Udita Gupta

Date: 2/20/2016
District: Granite
# Lessons Observed: 4

Please rate each are below using the following descriptions and 5 point rating scale:
1-2 Unsatisfactory:
3 Practicing:
4 Effective:
5 Highly Effective:

Teacher Candidate lacks basic knowledge and an ability to meet performance

standards.
Teacher Candidate possesses developing competencies in his/her knowledge
and ability to meet performance standards.
Teacher Candidate displays a general understanding of linkages between
knowledge and content and executes sound lessons on a consistent basis.
Teacher Candidate exhibits exemplary performance, beyond that of a novice
teacher.

SECTION 1: LEARNER DEVELOPMENT

1. The Teacher Candidate creates developmentally appropriate and challenging learning
experiences based on individual students strengths, interests, and needs.
2. The Teacher Candidate collaborates with families, colleagues, and other professionals to
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promote student growth and development.
Comments:
So far, Kristina has been doing a really good job in her student teaching. For the remaining time
left in her student teaching, she needs to explore more ways, in terms of, but not confined to
instructional strategies to help students think critically about the topics taught to them.
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SECTION 2: LEARNING DIFFERENCES

3. The Teacher Candidate understands individual learner differences and holds high
expectations of students.
4. The Teacher Candidate designs, adapts, and delivers instruction to address students
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diverse learning strengths and needs.
5. The Teacher Candidate allows students different ways to demonstrate learning sensitive to
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their multiple experiences and diversity.
6. The Teacher Candidate creates a learning culture that encourages individual learners to
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persevere and advance.
7. The Teacher Candidate incorporates tools of language development into planning and
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instruction for English language learners, and supports development of English
proficiency.
Comments:
Strengths: Given the diversity of the student population in the school, Kristina does a good job at
pacing the lesson and focusing on vocabulary related to the content.

Goals: Krisitna needs to explore more ways to have her students think critically about the lesson.
One way would be to ask students to look for information that they are going to learn. Also, since
Kristinas classrooms have tremendous cultural diversity in her classrooms, she can ask them to
explore information related to their country of origin. For instance, for the weather unit that she is
doing now, she can ask her students to keep a weather log of their home country. This will make
students feel accomplished about their heritage.

SECTION 3: LEARNING ENVIRONMENTS

8. The Teacher Candidate develops learning experiences that engage and support students as
self-directed learners, who internalize classroom routines, expectations, and procedures.
9. The Teacher Candidate collaborates with students to establish a positive learning climate
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of openness, respectful interactions, support, and inquiry.
10. The Teacher Candidate uses a variety of classroom management strategies to effectively
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maintain a positive learning environment (e.g., proximity, cuing, desists, routines).
11. The Teacher Candidate equitably engages students in learning by organizing, allocating,
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and managing the resources of time, space, and attention.
12. The Teacher Candidate extends the learning environment using technology, media, and
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local and global resources.
13. The Teacher Candidate encourages students to use speaking, listening, reading, writing,
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analysis, synthesis, and decision-making skills in various real-world contexts.
Comments:
Strengths: Along with teaching regular Earth Science classes, Kristina also teaches ESL classes that
exhibit a lot of cultural diversity. She puts in a lot of effort in managing classroom behavior by
setting clear expectations and concise routines.
Goals: For the remaining time left in her student teaching, Kristina needs to explore more routines
for her ESL classes.
Suggestions: One way would be to incorporate transitions in classes to keep students engaged in the
class content and not get drifted by external disturbances. Anther way would be give accountability
to students in terms of looking for information or answers on the topic she is going to teach.
Kristina can use those ideas to navigate the instruction.
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SECTION 4: CONTENT KNOWLEDGE

14. The Teacher Candidate knows the content of discipline and conveys accurate information
and concepts.
15. The Teacher Candidate demonstrates an awareness of the Utah Common Core/Core
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curriculum and references it in short and long term planning.
16. The Teacher Candidate engages students in applying methods of inquiry and standards of
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evidence of the discipline.
17. The Teacher Candidate uses multiple representations and explanations of concepts that
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capture key ideas.
18.
The Teacher Candidate supports students in learning and using academic language
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accurately and meaningfully.
Comments:
Strengths: Kristina has good hold of the content that is evident on her planning.

Goals: Krisitna teaches most of her content via power points presentation where information is
presented to students and they write the important information (which is underlined) along with
questioning. She needs to look for multiple ways to present information.
Suggestions: Kristina can show the video/picures by not disclosing the topic she is going to teach
and have students explore more information from the video/pictures. Kristina can use the word wall
that she has in her class to relate to the content that she going to teach.
SECTION 5: ASSESSMENT
19. The Teacher Candidate designs, and/or selects pre-assessments, formative, and summative
assessments in variety of formats that match learning objectives and engages the learner in
demonstrating knowledge and skills.
20. The Teacher Candidate engages students in understanding and identifying the elements of
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quality work and provides them with timely and descriptive feedback to guide their
progress in producing that work.
21. The Teacher Candidate adjusts assessment methods and makes appropriate
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accommodations for English Language Learners, students with disabilities, advanced
students, and students who are not meeting learning goals.
22. The Teacher Candidate uses data to assess the effectiveness of instruction and to make
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adjustments in planning and instruction.
23. The Teacher Candidate documents student progress, and provides descriptive feedback to
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students, parents, and other stakeholders in a variety of ways.
24. The Teacher Candidate provides opportunities for students to understand, question, and
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analyze information from multiple and diverse sources and perspectives to answer
questions and solve real-world problems.
Comments:
Strengths: Kristina uses starters and pre-quiz in her class that helps her assess students prior knowledge
of the content. She does acknowledge quality work by walking around and helping students and providing
positive reinforments, in terms of Grizzbucks.
Goals: Krisitnas students take notes while lesson is presented as power points. The information to be
copied down, is being underlined. The underlined information is usually words and/or phrases.
Suggestions: Present context for the words/phrses that students are copying down as notes. Since you
already have a well-plced system of positive reinforcements in terms of Grizzbucks, you may use that for
students who take good notes or are creating their own notes.

SECTION 6: INSTRUCTIONAL PLANNING

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25. The Teacher Candidate plans instruction based on the approved state curriculum.
26. The Teacher Candidate individually and collaboratively selects and creates learning
experiences that are appropriate for reaching content standards, relevant to learners, based
on principles of effective instruction.
27. The Teacher Candidate differentiates instruction for individuals and groups of students by
choosing appropriate strategies and accommodations, resources, materials, sequencing,
technical tools, and demonstrations of learning.
28. The Teacher Candidate creates opportunities for students to generate and evaluate new
ideas, seek inventive solutions to problems, and create original work.
29. The Teacher Candidate integrates cross-disciplinary skills into instruction to purposefully
engage learners in applying content knowledge.

Comments:
Strengths: Kristinas sound inderstading of the content shines through in her planning.
Goals: For the remaining time left, Kristina needs to give some accountabiblity to her students in terms of
exploring more on the information already presented or going to be presented.
Suggestions: Create mini-projects (1 2 days) projects.
SECTION 7: INSTRUCTIONAL STRATEGIES
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30. The Teacher Candidate understands and practices a range of developmentally, culturally,
and linguistically appropriate instructional strategies.
31. The Teacher Candidate uses appropriate strategies and resources to adapt instruction and
vary his or her role to meet the needs of individual and group learners.
32. The Teacher Candidate analyzes student errors and misconceptions in order to redirect,
focus, and deepen learning.
33. The Teacher Candidate uses a variety of instructional strategies to support and expand
learners communication skills.
34. The Teacher Candidate provides multiple opportunities for students to develop higher
order and meta-cognitive skills.
35. The Teacher Candidate provides opportunities for students to understand, question, and
analyze information from multiple and diverse sources and perspectives to answer
questions and solve real-world problems.

36. The Teacher Candidate supports content and skill development by using multiple media
and technology resources and knows how to evaluate these resources for quality,
accuracy, and effectiveness.
37. The Teacher Candidate uses a variety of questioning strategies to promote engagement
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and learning.
Comments:
Strengths: Kristina understands her students well and hence plans instructional strategies accordingly.
Goals: For the remaining time left in her student teaching, Kristina needs to think about deeper
questioning on the topic taught to help students think deeper about the topic. The word wall will be very
useful for that purpose.
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SECTION 8: REFLECTION AND CONTINUOUS GROWTH

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38. The Teacher Candidate independently and in collaboration with colleagues, uses a variety
of data to evaluate the outcomes of teaching and learning and to reflect on and adapt
planning and practice.
39. The Teacher Candidate actively seeks professional, community, and technological
learning experiences within and outside the school, as supports for reflection and problemsolving.
40. The Teacher Candidate recognizes and reflects on personal and professional biases and
accesses resources to deepen understanding of differences to build stronger relationships
and create more relevant learning experiences.
41.

The Teacher Candidate actively investigates and considers new ideas that improve
teaching and learning and draws on current education policy and research as sources of
reflection.
42. The Teacher Candidate develops a professional learning plan based on individual needs
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and the needs of learners, schools, and educational communities.
Comments:
Strengths: Kristina is very reflective of her teaching. This is quite evident from her well- though
weekly plans and lesson plans. She is currently taking classes at the Univversity of Utah. Keeping
her school demographics in mind, she has been working on her action reaseach project.
SECTION 9: LEADERSHIP AND COLLABORATION
43. The Teacher Candidate prepares for and participates actively as a team member in
decision-making process and building a shared culture that affects the school and larger
educational community.
44. The Teacher Candidate participates actively as part of the learning community, sharing
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responsibility for decision-making and accountability for each students learning and
giving and receiving feedback.
45. The Teacher Candidate advocates for the learners, the school, the community, and the
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profession.
46. The Teacher Candidate works with other school professionals to plan and jointly facilitate
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learning to meet diverse needs of learners.
47. The Teacher Candidate engages in professional learning to enhance knowledge and skill,
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to contribute to the knowledge and skill of others and to work collaboratively to advance
professional practice.
Comments:
Strengths: Kristina collaborates with her site teacher in planning her lessons. She attended parent teacher
conferences at her school.
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SECTION 10: PROFESSIONAL AND ETHICAL BEHAVIOR

48. The Teacher Candidate is responsible for compliance with federal and state laws, State
Board of Education administrative rules, state assessment policies, and supervisory
directives.
49. The Teacher Candidate is responsible for compliance with all requirements of State Board
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of Education Rules R277-530 at all levels of teacher development.
Comments:
Kristina is very reflective of her teaching practices and looking for ways to finesse them. I have no doubt
that the remaining time left in her student teaching will make an accomplished teacher.
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Signatures

Teacher Candidate

By typing your name, you, a Teacher Candidate, are signing this document
electronically and confirming that you understand the content of this form.
Kristina Hight

Date

2/22/2016

Please fill in your email address below. The email you supply will be used to
verify that you have signed this document.
Khight1206@gmail.com
By typing your name, you, a Site Teacher and/or Supervisor, are signing this
document electronically and confirming that you understand the content of
this form.
Site Teacher
Educator/Supervisor
Signature

Udita Gupta

2/20/2016

Please fill in your email address below. The email you supply will be used to
verify that you have signed this document.
udita.gupta77@gmail.com