Westminster Preservice Teacher Evaluation Form Teacher Candidate: Methods oF Student Teaching Observation Mid-term Final Evaluation__TWS. Portfolio. Date/Time: Grade/Subject: ‘School/Mentor: ‘Completer: ] | 4/28/17 K-5 Resource Quail Hollow/Michele Edem Emily Lanie C Signature: 4 _ Performance Indicators: O-No Evidence i—Not Vet 2—Emerging 3-Meets Standard 4—Exomplary _WA~Not Applicable) Please see Utoh institutions of Higher Educotion Preservice Teacher Evoluation Rubric for description of each indicator Rating | Standard 1: Learner Development The teacher understands cognitive, linguistic, social, emotional and physical areas of student development. The teacher: = Creates learning experiences that demonstrate an, ‘understanding of the ' _ developmental levels of. earners (Le, cognitive, - Tinguistic, sociocultural, emotional, and physical) * Collaborotes with colleagues ‘and other professionals to promote student growth and development |_—_—_ ae d Rating | Standard 2: Learning Differences The teacher understands individual learner differences and cultural and linguistic diversity. ‘Comments and Suggestions: Emily effectively researched the lessons that she taught. We collaborated and discussed what she would be working on prior to the lessons. The teacher: ‘= Applies understanding of leamer diversity to encourage 3 all learners to reach their full potential * Designs, depts, and delivers instruction to address students diverse learning strengths and needs + Allows multiple ways to demonstrate learning social interactions, active engat Rating | Standard 3: Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, ‘Comments and Suggestions: | think with more time Emily would have no problem developing this skill of multiple ways to demonstrate learning. With just a few short opportunities to give lessons to a group she showed that she met the standard. Given more time | am sure she would be able to develop more ways for students to demonstrate their learning ement in learning, and self-motivation. The teacher: + Uses a variety of classroom ‘management strategies to proactively gain and maintain 4 student attention, faclitate smooth transition, and to support a positive and respectful learning environment ‘Comments and Suggestions: Emily was very positive and appropriate in her interactions with students. She looked for opportunities to provide specific positive and constructive feedback. Emily was able to manage groups of 1:1 up to 1:5 with ease. She transitioned quickly between groups and students needs both academically and emotionally (04/28/2017Performance Indicators: ince 1-Not Yet 2—Emerging 3-Meets Standard 4— Exemplary _(NA~Not Applicable)Rating + Consistently identifies potentially disruptive situations and intervenes in an ‘appropriate and timely ‘manner to maintain a positive learning environment + Encourages students to use speaking, listening, reading, waiting, analysis, synthesis, Gand decision-making skils collaborative earning contexts ‘Standard 4: Content Knowledge ‘The teacher understands the central concepts, tools of inquiry, and structures of the discipline, Rating The teacher: ‘© Understands and conveys accurate content and process knowledge of the discipline = Connects content to Utah ‘State Core Standards, ‘personal schemas, and real wor'd contexts * Supports students in learning ond using academic language accurately and meaningfully ‘+ Uses multiple representations of concepts that capture key ideas and makes content comprehensible ‘© Engages students in methods of inquiry and standards of evidence used in a specific discipline Standard 5: Assessment The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and in have been met. ‘Comments and Suggestions: Emily designed her lessons carefully to meet expectation of curriculum with the needs of the students. She represented her instruction both verbally and written. She differentiated the curriculum throught the use of white boards and individual practice. struction, and determine whether the outcomes described in content standards The teacher: = Uses multiple methods of formal and informal ‘assessments to guide planning ‘and adopt instruction © Designs or selects appropriate ‘assessments in a variety of formats to determine whether Teaming objectives described Jn state standards have been met ‘© Provides ways for learners to ‘monitor and reflect upon their ‘own progress + Identifies the elements of quality work and provides timely feedback ‘Comments and Suggestions Emily used whole group and individual checks to determine student understanding. She did well to have students walk her through their thinking in an effort to have them discover their own errors. This was productive and supportive. It would be helpful in future lessons for Emily to “overplan”. Therefore, when students pick up the skills quickly, she is ready to take their learning one step further. (04/28/2017Performance indicators (O-No€vidence 1-Not Yet 2-Emerging 3—MeetsStandard 4~Exemplary (NA Not Applicable)Rating = Documents student progress ‘and provides descriptive feedback to students and other stakeholders ‘= Adjusts assessment methods ‘and makes appropriate ‘accommodations for students with special learning needs ‘Standard 6: Instructional Planning The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context. The teacher: ‘+ Prepares workable, ‘meaningful and developmentally appropriate written lesson plans aligned to state standards ‘= Apples learners’ sociocultural backgrounds inthe design of Instruction to encourage all learners to reach their full potential ‘+ Adopts predetermined plans, ‘materials, and time frames to create learning experiences that ore relevant to learners ‘nd based on effective instruction * Differentates, as needed, to ‘meet individual learner needs ‘¢ Plans authentic earning experiences for students to Use thinking skils ond create original work * Plans voried group configurations that support objectives and provide ‘opportunities for learners to develop communication skills Rating Standard 7: Instructional Strategies The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways, ‘Comments and Suggestions Emily accessed the grade level teacher tests in order to determine her planning. She researched the prior lessons and future lessons in order to best prepare students for the work at hand. Emily recognized that, even in a very small group, their were varying levels of skill. She planned accordingly and presented in a way that each child was able to demonstrate success. The teacher: ‘= Practices a range of ‘developmentally, culturally, ‘and linguistically appropriate instructional strategies to ‘meet the needs of students’ diverse cognitive levels ond learning styles (i.e, differentiation) ‘Comments and Suggestions Emily used small group and one one one questioning to develop learning and to determine understanding. Her questioning were largely based in Level 182 type questions. This is where developing overplanning can come into play. By preparing application questions she can shift the type of questioning to higher order thinking for those students who are ready for more. (04/26/2017Performance Indicators: O-No Evidence 1-NotYet 2~Emerging 3-MeetsStandard 4-Exemplary _(NA~Not Applicable)© Provides multiple ‘opportunities for students to develop higher order and imetacognitve skils e. problem solving, predicting, organizing, summarizing, categorizing, evaluating, questioning, self monitoring). * Supports and expands learners’ communication sil + Uses a variety of effective technology and resources to support learning *+ Develops learners abilities to {find and use information to solve real world problems © Uses o variety of questioning strotegies to promote engagement and learning Rating ‘Standard 8: Reflection and Continuous Growth The teacher Is a reflective practi the needs of each learner. itioner who uses evidence to continually evaluate and adapt practice to meet The teacher: ‘= Porticipates in a meaningful 1esson reflection with supervisor ‘= Accepts suggestions and constructive criticism to adopt ‘and improve practice over time * Identifies own background {and experiences that have an impact on teaching and learning relationships ‘Comments and Suggestions Emily was open to suggestion and readily discussed her self reflection of lessons with me. Rating ‘Standard 9: Leadership and Collaboration The teacher is @ leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success. Rating The teacher! * Collaborates to develop cordial professional and fomily relationships to fulfil ‘required duties ond promote student learning ‘Standard 1¢ and state rules and laws. rofessional and Ethical Behavior The teacher demonstrates the highest standard of legal, moral, and ethical conduct in compliance with federal ‘Comments and Suggestions While I don’t doubt that Emily will do well with this task, it was not part of her work with me to speak with families. She did reach out to other colleagues in the building and developed good rapport quickly. The teacher: ‘= Demonstrates professionalism Including: professional ‘appearance, punctuality, cattendance, flexibility, ‘compliance with federal and state rules and laws ‘Comments and Suggestions Emily was very professional. She communicated quickly when there were changes in the schedule, She was present when she said she would be. (04/28/2017Performance Indicators: O-No Evidence 1—NotYet 2-Emerging 3-Meets Standard 4-Exemplary (NA Not Applicable)Goals: General Comments: Emily was a great addition to the classroom. | put her to work right away. She co-cotaught several small groups with me and ran a few on her own. Twice when she was here, one of my aides was absent. Emily jumped in a took over ‘the groups like a champ. 'have know doubt that Emily will go on to be a great teacher. (04/28/2017Performance indleators: O—No Evidence 1-NotYet 2-Emerging 3-Meets Standard 4-Exemplary _(NA~Not Applicable)