Regent University CAS Student Teacher Evaluation SurveyMonkey

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COMPLETE
Collector: Web Link 1 (Web Link)
Started: Tuesday, April 17, 2018 5:14:33 PM
Last Modified: Tuesday, April 17, 2018 6:36:32 PM
Time Spent: 01:21:58
IP Address: 216.54.92.22

Page 1: Placement Information

Q1 Student Teacher's Name

Anna Gillette

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

6

Q3 Grade Taught Kindergarten

Q4 Internship Start Date (MM/DD/YYYY)

03/12/2018

Q5 Internship End Date (MM/DD/YYYY)

05/04/2018

Q6 School of Student Teaching Placement

Butts Road 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

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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 area(s) Proficient

taught.
Demonstrates an understanding of the development of the age Proficient
group.
Integrates key content elements and facilitates students’ use of Proficient
higher level thinking skills.
Links content with other subject areas and real world applications. Proficient

Q13 Please comment on the teacher candidate's overall performance in the area of professional knowledge.

Anna has a basic understanding of the grade-level content and how it should be taught. During my observations, students were involved
in meaningful learning activities. Anna has been working from collaboratively developed ideas based on grade-level team planning so
she is guided by the team as far as content and pacing of instruction.

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 school’s curriculum and student Proficient

learning needs.
Develops appropriate plans designed to meet all learner needs; Developing
adapts plans as needed.
Plans time realistically for pacing, content mastery, and Developing
transitions.
Plans for differentiated instruction. Developing

Q15 Please comment on the teacher candidate's overall effectiveness of instructional planning.

Anna recently took on the full task of developing lesson plans for all subjects. Anna is fully capable of developing quality lesson plans.
She will continue to develop in getting her plans completed and into her cooperating teacher's hands in a timely manner so that Ms.
Dray may review and approve the lesson well before the day of instruction. Beginning this week, Anna will also email her week's lesson
plans to me and copy Ms. Dray on the email the Friday prior to the week of instruction. This will ensure Anna is fully prepared for
instruction and has time to deal with contingencies that may arise throughout the week.

Page 4: Standard Three: Instructional Delivery

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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. Proficient

Differentiates instruction to meet the students’ needs. Proficient
Reinforces learning goals consistently throughout lessons. Developing
Uses a variety of effective instructional strategies and resources. Proficient
Uses instructional technology to enhance student learning. Proficient

Q17 Please comment on the teacher candidate's overall effectiveness of instructional delivery.

Anna implemented multiple learning activities that were well-suited for the age group. These activities were selected by the grade-level
team and Anna implemented the activities. Each day, Anna teaches the same lesson twice in one day due to the kindergarten schedule,
giving her the opportunity to make adjustments in instruction the second time through. During my most recent observation, Anna guided
children through each activity and children followed along with instruction. Anna could improve her instruction by providing an effective
anticipatory set and closure to each lesson. Doing so will help the students understand why they are doing what they are doing, will help
them make better connections to the content, and will reinforce learning goals. Anna continues to work on thinking on her feet and
making instructional adjustments in the moment, without excessive pauses for rethinking her strategies. These types of pauses allow
children to lose focus and move off task (wiggling, touching their neighbor, talking, etc.). This group was responsive and compliant when
redirected back to Anna's instruction - It is just better not to lose them in the first place. A less compliant group of children may present
challenges for her. Anna was observed, at times, focusing on individual or small groups of students to the exclusion of the other children
in the classroom. Anna will continue to work on positioning in the classroom so that she has sight of all children at all times. She will also
continue to work on using an authoritative tone, when needed, to redirect students from across the room.

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. Developing

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. Developing

Q19 Please comment on the teacher candidate's performance in the area of assessment of and for student learning.

Anna uses the assessment strategies selected by the collaborative planning team. This gives her a good model to follow. Her
cooperating teacher shared that she is doing well keeping running records. Anna may be using student learning data to plan instruction.
However, without being able to review lesson plans (not available during the last observation), it is impossible to assess the first item in
this category. I have observed only brief response feedback to children (correct, incorrect, you did not follow directions). Feedback
should move toward a quality dialogue between teacher and student.

Page 6: Standard Five: Learning Environment

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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 prevent, Developing
redirect, or reinforce behaviors.
Respects students’ diversity, including language, culture, race, Proficient
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.

Anna vacillates in the area of classroom management. She has shown improvement and is practicing the use of positive phrases to
redirect the children. Anna is kind to the children, overall.

Anna's instruction is more formulaic rather than flowing naturally, at this point. During both observations, Anna's posed few questions to
the students and therefore feedback was brief. Observed instruction has consisted of Anna modeling or guiding students through an
activity and the students following along (I do, you do). Anna is working toward effectively managing a whole group of children. She
does her best when managing a small group of children.

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 Developing
professional interactions.
Demonstrates effective communication and collaboration with Developing
teachers and other school personnel.
Fosters trust in all school relationships through fair and ethical Developing
interactions.

Q23 Please comment on the teacher candidate's professionalism throughout the period of observation.

Anna struggles to meet the demands of teaching in regards to the workload. We recently met to discuss the need to have lesson plans
and other associated materials prepared and submitted in a timely manner. Anna will continue to improve in the area of communication
and collaboration with her cooperating teacher and university supervisor. Anna is learning that her decisions, no matter how small, are a
reflection on her overall judgement in being capable of making appropriate decisions for herself and her classroom. Anna has shown
some improvement in her instructional delivery and behavioral management phrasing.

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 progress Developing
and develop learning targets.

Q25 Please comment on the students academic progress throughout the period of observation.

Anna is practicing keeping anecdotal notes and running records for reading. She has not yet provided evidence that achievement goals
have been met for this group of children. She should be prepared to provide evidence of student growth prior to the final evaluation.

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