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    First Placement Mentor Teacher Evaluations

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    First Placement Mentor Teacher Evaluations

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    29 views15 pages

    First Placement Packet

    Uploaded by

    Nathan
    First Placement Mentor Teacher Evaluations

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 15
    Navan Evans — Bluefield State College ‘Time Sheet for Student Teachers Tine Out sStudenton | Student Absent | _ Cooperating Teachers ‘Time vor) | Marv" etals x: “Student on Time (¥ or WD Time Out “Student on ime (Vor 200 [00 3 7} Tine Out tea Fn0. =a az yi z = ibe = 3 a3 30. 105 "20 io 3B School: Grade Level: Zad Teacher's Signature: I verify this time sheet to be correct. Student Teacher Signature: ‘Adapted from West Vin Sat Univers teacherprotacal Pease select one: J 2* Placement 2" Placement ‘TEACHER CANDIDATE LESSON EVALUATION: SCHOOL OF EDUCATION. BLUEFIELD STATE COLLEGE (Mentor Teacher) Content Specialization: Bsc Professor Name of Schools VTE S. ‘Subject/Grad Scale: 3-Aecomlished (Consistently): Candidate is proficient and able to work independently. 2-Emergng (Sometimes) Candidate has achieved minimum level of performance, will ned ful pofessinal competence. some assistance and practice in order to 11 - Unsatisfactory (Rarely): Candidate requires significant growth and practice before beng eligible for certification. Please indicate a scole score in each of the following categories (refer tothe scale above): T. Evidence of Panning Weak? | Weeks] Weaka | weeks | Weeks T, Evidence of appropiate planning for instruction, inluding thorough esson plan aligned with state standards. (WVPTS 1D) Z 4 2 2 Knowledge of nd appropiate us of content (WVPTSTA and 3A) = aa 3: Selects strategies to accommadate individual ference (developrenial skiliev8), catuel diversity, and exceptionalities). (WVPTS 2A) Z| 3 | 3 a| 3 Plans appropriate assessments). WVPTS 2€ and JE) > 3 3 5. Al materials inciting apprepite tecinelogy were ready fr use, WVPTSID) A373 S13 & Strategies encouraged ceativly, inevation and peblem solving. (WVPTS 18) zs IL Evidence of Teaching 1. Maintains a positive, supportive classroom climate. (WVPTS 38) a = 2 3 Communicated with students in vanety of ways. QWVPTS 38) 3s 3. Used quality questioning techniques and engaged students in deuiion. (WVPTS3C) 313 2 4 Strategiesmatvaed and engaged students ine deep understanding ofthe conte. (WWPTS30) | 3 | | > [a | > S Demonstrated the ably fo adjust Instruction based one studons responses and needs of pine cet lto students with verses, (WVPTS 36) 313/32 Used asesiment ata to make instructional decons (WVFT SE] CSTs 7, Exhibits good communication sls (peaking, writing, and istring) ning constant use ot | > a 2 Standard English Grammar. 2 alal< ‘comments om Mi 7 je ea dais @ Wirdlertal job be weet? eat-Jah © Weeks Nathan claes @ WoAdete lib Ot She students Wake Weeks a Job a Great Job SG eet Solo Werke Byeetient Job! Ce) Aeflection from candidate Week? Weeks Woot Weeks Were Olool ily Pim ocd Date ‘Mentor Teacher/B5€ Supervisor Signature Teacher Candidate Signature Bluefield State College School of Education ‘Student Teaching Content Evaluation: Elementary Education Final fo iP (ACEI Standards) i ‘ Teacher candidatename:_ Nathan Evans school/Grade(s) Naw Tazewell Clenabtony Solos! 2rcL, Please check one: 1" Placement or 2% placement____ Please check one: Mentor Teacher, Holbein ‘Accomplished (Consistently); Candidate is proficient and able to work independently Emerging (Sometimes): Candidate has achieved minimum level of performance, will need some assistance and practice in order to grow to full professional competence, Unsatisfactory (Rarely): Candidate requires significant growth and practice before being eligible for certification, ‘Accomplished (Consistently) Emerging rat pelosey aid 1.0_| knowledge. Comment | Standard 2: Curriculum = = 2.1_| Reading, Writing and Oral Language 2.1._| Demonstrates a high level of competence in use of English language ars, Knows, understands, and uses concepts from reading, language, and child development to teach 2.1_| reading, writing, speaking, viewing, listening, and thinking skils, Helps students successfully apply their developing skis to many different situation, materials and 21 | ideas. (Comments: 22 | science Knows and understands fundamental concepts of physical, Ife, and earth/Space sciences as delineated 2.2_ | inthe National Science Education Standards. Can design and implement age-appropriate inquiry estons to teach Science, to build student 2.2_| understanding of personal and social applications, and to convey the nature of science, ‘Comments: 23 | Mathematics ‘Knows, understands, and uses the major concepts and procedures that define number and operations) 2.3 _| algebra, geometry, measurement, and data analysis and prebabilty. Engage students in problem solving, reasoning and proof, communication, connections and 2.3 | representation during mathematis instruction, ais Comments 24 | Social Studies Knows, understands, and uses the major concepts and model of inquiry from the social studies the integrated study of history, geography, the social sciences, and othet related areas- to promote elementary students’ abilities to make informed decisions as citizens ofa culturally diverse democratic 24 | society and interdependent world. Comments: 25 |The ans Knows, understands and uses- as appropriate to their own Knowledge and sls the content, TanGTOnS and achievements ofthe performing arts (dance, music, theatre) and visual ars as primary media for 2.5 | communication, inquiry and engagement. Comments: 2.6_| Health Education Knows, understands, and uses the major concepts in the subject matter of health education to reste 2.6 | opportunities for student development and practice of skis that contribute to good health. Comments: 2.7_| Physical Education Knows, understands, and uses the major concepts in the subject matter of health education to create’ 2.7 _| opportunities for student development and practice skls that contribute to good health, Comments: |'Standatd 3: Instruction. . £ es Sea 3.1_| inegrtng nd anoying Knowledge onstruction Plans and implements instruction based on knowledge of studenis, earring theory, connection arose 3.1_| the curiculum, cuticular goals, and community. wv re 2.2 | adaptation te Diere Sudents 3.2 Unestnes ow elem tudens diferin ha Gelpment nd apace arn Z 3.2 _| Creates instructional opportunities that are adapted to diverse students, vA erie 3.3_| Development of ral Thinking and foblen Sovng Understands and uses a variety of teaching Strategies that encourage elementary students | Ee 3.3_| development and use of critical thinking and problem solving. Comments 3.4 | Active Engagement in Learning Uses their knowledge and understanding of individual and group motivation and behavior among Students at the K-6 level to foster active engagement in learning, self-motivation, and positive social 3.4 | interaction. 3.4_| Creates supportive learning environments. Comments: 3.5 _| Communication to Foster Learning Uses their knowledge and understanding of effective verbal, nonverbal, and media communication 3.5 _| techniques to foster activity inquiry, collaboration, and supportive interaction, Comments: ‘Standard 4: Assessment ante 4.0 _| Assessment for Instruction Knows, understand, and uses formal and informal assessment strategies to plan, evaluate and Strengthen instruction that will promote continuous intellectual, socal, emotional, and physical wv 4.0 _| development. ‘Standard 5: Professionalism Z 5.1_| Professional Growth, Reflection and Evaluation ‘Aware of and eet on his/her practice in ight of research on teaching, oTesoral NG) and] 5.1. | resources available for professional learning. a Evaluates the effects of his/her professional edsions and actions on sdeniTanll@s and Other 7 5.1_| professionals in the learning community. v 5.1_| Seeks opportunities to grow professionally Comments 5.2 ‘| Collaboration with Families ‘Knows the importance of establishing and maintaining porte colaborative relationships with families, school colleagues, and agencies in the larger community to promote the intellectual, social, ey 5.2_| emotional, physical growth, and wel-being of children. ‘Comments: Recommendation of Supervisors: The undersigned agree that the student has succestflly completed the student teaching experience. It's recommended thatthe stipulated hours of credit be entered on the student's record, tts also agreed that upon completion of the approved program requlrements at Bluefield State College, the student be recommended for a teaching license atthe appropriate level and /or subject area of specialization, Non-recommendation of supervisors: The undersigned agree that the student has not successfully completed student ‘teaching; no gredit willbe entered on the students’ record. oe pees Cooperating Teacher(s) College Supervisor PROFESSIONAL SEMESTER EVALUATION FINAL (WVPTS) » ‘ogc ae oneal a Evaluation Final) sy entor teacher College Supervisor Placement: second Date: Z STANDARD 1: Curriculum and Planning 1A: CORE CONTENT: The candidate hsm deep Knowledge ofthe content and Ws inier-eaednes across displines and Ga move Beyond ‘asi competency to sue stent mastery within and scrss the mastery of sills necessary for sues i ie and wor ‘Aceomplised/Consstenty 3 Emerging/Sometimes 2 ‘Unsatisfactory Rarely 1 Displays exesivesolid content nowledge and Displys basic content knowledge) | Makes content ears, dos not cope rakes conectons among senal concepts within | sometimes fails to make connections | errs made by studet, fic) rlang the discipline and other disspines ‘between and among concepts amen 9 WV content standards {IB PEDAGOGY: Fas dexp knowlege of thea and seience of teaching in specific conten and cn facia experiences ha avanee creativity, innovation & problem Slving demonstras an understanding of sotect of the lesson, complements te metod of instruction and considers pull diversity Accomplished T Emerging Tnsaitnctory ‘Cealy examines and uses a variety ofsiateies | Most ateie are developed for | Staieges allo provide opportnies or to foster acive learning, crsical thinking and sctveleaming eal thinking. | seve learning o ere thiking without wroblem solving. Designs instruction that proves | Instruction usually provides for | consideration of suet diversity or for individual in learingsyes and performance | differences nearing syle and differences in leaning yes of performance moses performance modes, mos, TC:SETTING GOALS AND OBJECTIVES: Candidate uss standards-based approoch oinsrasion ligned wid rise and Tocal curculu and es insrotional gous and objectives tet describe what sudnts wl lear. Accomplished Emerging Tanase ‘Consist creses long nd sortrange plans | Long and shor-range pens Fal eal long an shon-ange pans ‘based on cuiculum and ste standards which | inconsistently integrate curciculum | integrating standards. Objectives ar not include measrable objectives ana sate sonar Cheese not | mene nays mea TD: DESIGNING INSTRUCTION: Designs iastuction that engages stadens a meaning insruaonal scans Gal suppor WV Conia Standards and Objectives that resucin intentional sudent leaming ‘Accomplished tT Tae Tamiirary ‘Genvely igs content andar sons] Toone we of content randares | Daplay minum undewtandng aT how > ‘ome couent meaningfl and sudet Tearing | (ostrctre sors witout evidence | as ete stndas o site lesson, ‘nena! Gf plan for itenional sient | Fast show enero planning for teaming inetonal stale ening. {Ey STUDENT ASSESSMENTS; Dasa balnced preach o assre both assisment of eaning ano provide boa teacher and odes information guide futur laring ‘Accomplished Tmeraiag Tsai sera varie of formal and informal sessment | Usualy makes use of esesiment | Som uses assessment to measure student saeco measure stden indersending. techniques to measure student understanding. False dsplay use of progress and performance; uses rls o design and | undertandng. progress and assessment results to design and adjust, {jis incraion based on ude: neds performance; usualyinconsitemly | instruction baled onside needs ‘ses resus to design and aust, insintion. Toad STANDARD 2: The Learner and the Learning Environment “As UNDERSTANDING INTELLECTUAL.COGNITIVE, SOCIAL, AND EMOTIONAL DEVELOPMENT? Undewiands nelectal, ‘gitive, socal and emotional development as evidenced inthe design of ecing activites which are developmentally appropiate and sifeentited to engage al students inthe leaning proves. ‘Accomplished 3 Emerging? Tnsaiactory 1 | Wares irategis and experiencesto | Usually designs strategies and expaiences | Faso comer a vay of sratgie and engage all stdents and to mex the usual | toengage students and to meet te needs | experiences to engage students, Rarely considers and special intellectual, social, and ofall lanes developmeatally- leaning and developmental needs of al student physical developmental needs ofall inlet, social, en psc fesmers 2B: CREATING AN ENVIRONSIENT OF RESPECT AND RAPPORT: Shows espa oe tulsa by having high expecaons riding management fameworks tht clear define roles and procedures, Using respect language eomsmanicting interest in students a¢ Individuals an encouraging tent olsboraion i Accomplished 3 Emerging 2 Unsatisfactory 1 ‘Wala positive clasroom ‘Displays some ability wo maiain a Fall matin a porvecasroom ‘avironmentthrough high expesttions. | peste elssoom environment by having | envionment ough high expecatoes fr Responds to behavior inan effexive and_| high expectations. Usualy responds | stents Doesnt respond bedavior problems sensitive manner to students individual | behavior effectively and generally selectively o ply sensitivity based on seeds sensitive t student individual nes. __| student incvidal neds, 23: ESTABLISHING A CULTURE FOR LEARNING: Essie a ultire in the Teaming environment ta i focused on leaming nd ‘hat relets he importace ofthe work undertaken by both student and teacher. ‘Accomplished T Emeraing nsatsactory Conse maintain arin environment that engages students in | purpoaetl work and meaingul ering ‘Sometimes cates a leaning environment that engages students in meaningful Jeamingaeivites. Tals to rete ormaniin a leaing eavroament ‘hat engages students in meaning learning 2D: IMPLEMENTING CLASSROOM PROCEDURES: Assure hat res an for a procedures ae place snooty funeonng ain envsonment evidenced by ficient use of time and resources. ‘Accomplished nergy T Trsisfacory ‘Conan maintsns a smoot uning clssoom using aster of ules and procedures. Time and resources are sed efficient ‘Somalis maintains a sooRy Panne lssoom using a system of rs and procedures. Time and resources are wed ficiently in most instances. ‘Doss pot matin a smoothly running dlsroom. [Noeridence of rules and procedures; time and esos ae not used efficienly assures a foes on leaning 72E, MANAGING STUDENT BEHAVIORS: Collaborates with student StabIsh norms GFbehavar Torte arog ewirowment Wat ‘Accomplished Emerging asain ‘Consstenty maintains a posive

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