Commonwealth of Pennsylvania DEPARTMENT OF EDUCATION ‘389 Markt St, Harisburg, PA 17126-0333, Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice Adams Britany Paige 00565808 Student’Candidate's Last Name First Middle ‘Student identification Early Childhood Second ‘Subject(s) Taught Grade Level This form is to serve as a permanent record of a student teacher/candidate's professional performance evaluation during a specific me period, based on specific criteria. This form must be used at least twice during the 12-week (minimurn) student teaching experience. PERFORMANCE EVALUATION Directions: Examine all sources of evidence provided by the student teacher/candidate and bear in rind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and {__gain the signature of the student teacher. ‘Category [Planning and Preparation - Student teacher/candidate demonstrates thorough knowledge of content and Pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taughtvleared, knowledge of assigned students, and the instructional context. Alignment: 354.33. (1)()A), (B). (C). (G), (H) ‘Student Teacher/Candidate's performance appropriately demonstrates: * Knowledge of content Knowiedge of pedagogy Knowledge of Pennsylvania's K-12 Academic Standards * Knowledge of students and how to use this knowledge to impart instruction Use of resources, materials, or technology available through the school or district + Instructional goals that show a recognizable sequence with adaptations for individual student needs Assessments of student leaming aligned to the instructional goals and adapted as required for student needs Use of educational psychological principlesitheories in the construction of lesson plans and setting instructional pals oes of Evidence TX _Lesson/Unit Plans - See attached sources TH] Student Teacher interviews - See attached sources 1 Resources/Materials/Technology - See attached [&%] Classroom Observations - See attached sources sources [Assessment Materia - See attached sources TQ] Resource Documents - See attached sources [Information About Students (Including IEP's)- See [J _Other- See attached sources attached sources | “Category Exemplary 3] Superior Z Ponts ‘Satisfactory T Ursattactor/ 0 | Citar Tor Rating —| The candi andidal ‘The candidate Senge | ager” | eomesy | ey one we demonstrates Semonstrates demon superficial indicators of pied of incicaions Gemogsin Performance. mance, erformar sof Rating v Justification for Evaluation Due to this being a PDS placement, Brittany spent her block instruction and her student teaching placement in the same classroom, this was advantageous with getting to know the procedures and students better. Throughout the semester as Brittany planned for whole and small group instruction, developed new skill groups based on test results, picked different computer groups, and created a new seating arrangement based on academic and Personality traits, she leamied more about her students’ interests and abilities. This helped her to better meet their rose‘Commonweath of Pennayivania DEPARTMENT OF EDUCATION ‘383 Market St, Harisburp, PA 17126-0333 varied academic needs, including planning for an El group for enrichment. She planned for daily and weekly instruction, as well as a data driven Teacher Work Sample design for instruction. Brittany planned for individual assignments as well as collaborative activities. She did a good job with varying the response modes for ‘demonstrating understanding. Brittany's well done plans were always given in advance to her cooperating teacher i ‘order to gain feedback before instruction. Her plans were standards based, contained thoughtful accommodations for leaming differences, contained cross curricular connections, included varied technology, and informal/formal ‘assessment. During her lead weeks, Brittany utilized the lesson plan template used by her cooperating teacher. During the second half of the placement, Brittany had more opportunity to design some formal assessment, especially in her TWS. Category IClassroom Environment - Student teacher/candidate establishes and maintains @ purposeful and ‘equitable environment for leaming, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior. Alignment: 354.33. (1)(IXE), (8 ‘Student Teacher/ 's performance appropriately demonstrates: + Expectations for student achievement with value placed on the quality of student work + Attention to equitable learning opportunities for students + Appropriate interactions between teacher and students and among students + Effective classroom routines and procedures resulting in litle or no loss of instructional time. + Clear standards of conduct and effective management of student behavior * Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher + Ability to establish and maintain rapport with students ‘Sourees of Evidence Bz} Classroom Observations - See attached sources [%]_Visual Technology - See attached sources [2] Informal Observations/Visits- See attached T_Resources/Materais/Technology/Space- See sources attached sources [Student Teacher/Candidate Interviews - See (J Other- See attached sources attached sources category Eempay EST TPORS [SERS [BoE [crt Tor Rang | The cate Tegra canaare, aoe risistanty somenmes rarely orever frores exten Sdequateh os Semonstdtes demonetrates ly or indiators of indeato of indeators of Fr performance. mance. performance indeators of perfomance, Rating Z ustication for Evaluation Brittany was able to motivate her students through engaging leaming activides. Frequently, her instruction involved technology like Kahoot and Plicker, hands on activities, stations, small whiteboards, tum and talk, choral response, ‘small guided groups and students interacting with Smart Board lessons. Brittany had a great rapport with her students, they do view her as another teacher in the room. Brittany's mid-evaluation goal was to leam to better read her class and know when a change in response or activity was needed, including if she needed to stop a leaming task due to off task behavior. Brittany increased her use of proximity, quiet visual gestures and wait time once a ‘response was given. During the second half of the placement, she would review both academic and social ‘expectations for working collaboratively, sharing computers, transitions, and stations. Britany became more proactive with brain or movement breaks as well as freezing the action when she needed to address the class. She increased quiet one on one direction for individual students and she practiced placing the responsibilty for his/her choice back on the student. She utilized increased positive role modeling and better consistency with the overall classroom management system. Brittany also used the term "show me” rather than her expectations. Brittany utilized space in the classroom efficiently with the carpet for whole and small group meetings, tables used for small, ‘group guidance.Commonweath of Pennsylvania DEPARTMENT OF EDUCATION 383 Market St, Harisburg, PA 17126-0933 Category Iilinstructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and Skil in delivering instruction, engages students in learning by using a variety of instructional strategies. Alignment: 354.33. (1)()(0).(F),(G) ‘Student TeacheriCandidate's performance appropriately demonstrates: * Use of knowledge of content and pedagogical theory through hisiher instructional delivery + Instructional goals reflecting Pennsylvania K-12 standards + Communication of procedures and clear explanations of content * Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs + Use of questioning and discussion strategies that encourage many students to participate + Engagement of students in leaming and adequate pacing of instruction + Feedback to students on their leaming * Use of informal and formal assessments to meet learning goals and to monitor student learning + Flexibility and responsiveness in meeting the leaming needs of students + Integration of disciplines within the educational curriculum ‘Sources of Evidence Classroom Observations - See attached sources [J _Student Assignment Sheets - See attached sources [X1_informal Observations/Visits - See attached TX] Student Work - See attached sources sources [Assessment Materials - See attached sources B__nstructional Resources/Materials/Technology - See attached sources [Student Teacher/Candidate Interviews - See TY Other- See attached sources attached sources, | Category ‘Exemplary 5 Superior Points] Salstactory 7 Unsatistactory 0 in | criteria Tor Rang —] Te eanaraate “The candidate ‘The tanaiaate —] gonsistently and usually and sometimes and rarely or never thoroughly extensively adequately ang demonstrates demonstrates demonstrates appropriately or indeators indicators of indicators supers performance. performance. performance indieators performance, Rating v ‘Justification for Evaluation Brittany did a thorough job with giving her instructions, through visual reinforcements and modeling a procedure, leaming station or learning game. During the second half of the semester, she increased the frequency of having her students repeat instructions as well as asking if there were any questions. Brittany's strength is her ‘engagement of her students. She did this through creative individual and collaborative leaming tasks employing strategies such as tum and talk, choral response, leaming games, hold ups, small white boards, iPads, ‘experiments, Smart Board interaction, small guided groups, class discussions, and math Olympics. She has utilized ‘many of these techniques to informally determine student understanding throughout her instruction. She has better ‘at grasping those "teachable moments” based on student response or questions. She has leamed to limit sharing in order to keep good time management. Brittany did a good job with promoting critical thinking. Her reading ‘response questions included predictions, comparison and contrast, including how and why you had that opinion, developing a hypothesis for experimentation and basing conclusions on the original hypothesis. She asked for different strategies to solve math problems and students needed to demonstrate how they arrived at their response. During the second haif of this placement, Brittany increased the frequency of asking questions that included analysis, synthesis and evaluation.‘Cornmonweatth of Pennsylvania DEPARTMENT OF EDUCATION ‘383 Market St, Harisburg, PA 17126-0333 Category 1V-Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Alignment: 354.33. (1)i)(),(J) tudent Teacher/Candidate's performance appropriately demonstrates: + Knowledge of school and district procedures and regulations related to attendance, punctuality and the like + Knowledge of school or district requirements for maintaining accurate records and communicating with families + Knowledge of school andlor district event + Knowledge of district or college's professional growth and development ie * Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations + Effective communication, both ral and written with students, colleagues, paraprofessionals, related service Personnel, and administrators ~ Ability to cultivate professional relationships with school colleagues ~ Knowledge of Commonwealth requirements for continuing professional development and licensure ‘Sources of Evidence 1X1 Classroom Observations - See attached sources [J _Student Assignment Sheets - See attached sources Informal Observations/Visits - See attached [Student Work - See attached sources sources [Assessment Materials - See attached sources [J _ Instructional Resources/Materials/Technology - See attached sources [Student Teacher interviews - See attached BQ Other - ‘See attached sources sources Fi, Whiten Documentation - See attached sources ZP OR Ynsalistactory 0 valegory Bxemplary superior 2 Points eet is ry | criteria Tor Rating —}—The eanaicate “The candidate The candidate ‘Re canaraate —] gonsistently and usually and sometimes and rarely or never thoroughly’ exten ad and demonstrates demonstra demonstrates inappropriately or indicators of indicators indicators of superficial performance, performance. performance demonstrates indicators of performance, Rating T Justification for Evaluation Brittany has shown complete professionalism in this placement with her dress, work ethic, professional attitude, confidentiality and wilingness to do whatever is asked of her. She has been open to feedback from her cooperating teacher, supervisor and students. She utilized this feedback, as well as her own lesson reflections, to make the necessary changes in planning or instruction to better meet student needs. Brittany created an introduction letter, Storytown & Teacher Work Sample parent connections and networked with school volunteers and classroom mystery readers. Brittany has graded classroom tests, station work and checked science journals. To increase her ‘maintaining student records, Brittany created a work completion student checklist, an anecdotal note journal and hhas analyzed pre and post test Teacher Work Sample results. She has attended her supervisor's professional development, the Mandatory Interview Day and Student Recruitment Day at Millersville University. She has applied for and interviewed for two STEM teaching positions within other districts. She applied for and obtained a summer ESY position with IU 13. Brittany has attended second grade team meetings, faculty meetings, a technology classroom integration session, a DIBELS score grade meeting, PSSA meeting and a Hempfield Resource Fair. She invited her principal and the assistant superintendent in to observe her. Brittany received favorable written feedback from the assistant superintendent‘Commonweatth of Pennsyivania (DEPARTMENT OF EDUCATION ‘383 Market St, Hamisburp, PA 17126-0383 -ategor Unsatistactory 0 | =r ean a. | Se | Criteria for Rating | Car |The candidate | fecog ga | gene emne ieee | Se performance. _} Rating v Note: This assessment instument must be used a minimum of two times. A satisfactory rating(?) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment. Justification for Overall Rating Brittany exhibits many of the qualities of an exceptional early childhood educator. She would be a welcome addition to any district that would have the wisdom to higher her. Brittany goes above and beyond to meet the academic ‘and social needs of the students entrusted in her care. She works collaboratively and positively with school Personnel to better serve the students she instructs. She became a valued and integral member of the Central Manor School learning community. ‘Adams Brittany Paige 00565898 ‘StudentiCandidate’s Last Name First “Middle ‘Student identification Penn Manor ‘Central Manor Elementary 05/04/2018 DistrictiU ‘School “Interview/Conference Date Suporioortvaator Xow, Ke Merwe votes _ S/T