Regent University CAS Student Teacher Evaluation SurveyMonkey

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Collector: Web Link 1 (Web Link)
Started: Sunday, April 02, 2017 4:07:50 PM
Last Modified: Sunday, April 02, 2017 4:25:54 PM
Time Spent: 00:18:04
IP Address: 216.54.92.22

PAGE 1: Placement Information

Q1: Student Teacher's Name Elizabeth Doucette

Q2: Student Teacher's Endorsement Area Elementary Education, PreK-6

Q3: Grade Taught Kindergarten

Q4: Internship Start Date (MM/DD/YYYY) 03/06/2017

Q5: Internship End Date (MM/DD/YYYY) 04/28/2017

Q6: School of Student Teaching Placement Western Branch Primary School

Q7: School Division Chesapeake Public Schools

Q8: Evaluator's Name (First Last) Cheryl Gould

Q9: Evaluator's Email. We will return a PDF copy of your report to this address.
Email Address: chergou@regent.edu

Q10: Evaluator's Position/Role University Supervisor

Q11: What time period is this evaluation for? Mid-Term

PAGE 2: Standard One: Professional Knowledge

Q12: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Demonstrates accurate knowledge and skills of the subject Proficient
area(s) taught.

Demonstrates an understanding of the development of the Proficient

age group.

Integrates key content elements and facilitates students Proficient

use of higher level thinking skills.

Links content with other subject areas and real world Proficient
applications.

Q13: Please comment on the teacher candidate's overall performance in the area of professional knowledge.
On target at this point. She continues to learn how to break down content knowledge to its most elemental level for the
primary learners.

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PAGE 3: Standard Two: Instructional Planning

Q14: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Aligns lesson objectives to the schools curriculum and Proficient
student learning needs.

Develops appropriate plans designed to meet all learner Proficient

needs; adapts plans as needed.

Plans time realistically for pacing, content mastery, and Proficient

transitions.

Plans for differentiated instruction. Proficient

Q15: Please comment on the teacher candidate's overall effectiveness of instructional planning.
Libby is doing a satisfactory job with planning for instruction. Planning is accomplished in a grade-level collaborative
manner. She has the latitude to adjust instruction as deemed fit to meet the distinct needs of the learners in the
classroom.

PAGE 4: Standard Three: Instructional Delivery

Q16: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Engages and maintains students in active learning. Developing

Differentiates instruction to meet the students needs. Developing

Reinforces learning goals consistently throughout lessons. Proficient

Uses a variety of effective instructional strategies and Proficient

resources.

Uses instructional technology to enhance student learning. Proficient

Q17: Please comment on the teacher candidate's overall effectiveness of instructional delivery.
Libby continues to learn best-practices for teaching primary students. She understands the importance of keeping
lesson activities focused on the day's learning goals.

PAGE 5: Standard Four: Assessment of and for Student Learning

Q18: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Uses student learning data to make instructional decisions. Proficient

Uses a variety of appropriate assessment strategies and Proficient

instruments

Uses assessment tools for both formative and summative Proficient

purposes.

Gives constructive and frequent student feedback. Proficient

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Q19: Please comment on the teacher candidate's performance in the area of assessment of and for student
learning.
Libby is progressing satisfactorily in the area of assessment. She is conducting formal and informal assessment of
students in reading groups.

PAGE 6: Standard Five: Learning Environment

Q20: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Establishes clear expectations for classroom rules and Proficient
procedures; enforces them consistently and fairly.

Uses available resources and knowledge of students to Developing

prevent, redirect, or reinforce behaviors.

Respects students diversity, including language, culture, Proficient

race, gender, and special needs.

Actively listens and pays attention to students needs and Developing

responses.

Q21: Please comment on the teacher candidate's overall effectiveness in creating an environment conducive
to learning.
Libby continues to improve in the area of classroom management. She is learning the need to scan the perceptual field
to ensure safe and adequate supervision of all children in the classroom at any given time. Observed interactions with
students were positive.

PAGE 7: Standard Six: Professionalism

Q22: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Modifies performance based on personal and professional Proficient
critiques.

Demonstrates initiative in planning, management, and Proficient

professional interactions.

Demonstrates effective communication and collaboration Proficient

with teachers and other school personnel.

Fosters trust in all school relationships through fair and Proficient

ethical interactions.

Q23: Please comment on the teacher candidate's professionalism throughout the period of observation.
Libby has a desire to grow as a professional.

PAGE 8: Standard Seven: Student Academic Progress

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Q24: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Documents the progress of each student throughout the Proficient
placement.

Provides evidence that achievement goals have been met. Developing

Uses available data to document/communicate student Proficient

progress and develop learning targets.

Q25: Please comment on the students academic progress throughout the period of observation.
Some items in the area of student progress are not observable. Libby must provide me with artifacts and evidence of
how students are progressing and if achievement goals are met.

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