Regent University CAS Student Teacher Evaluation SurveyMonkey

#741
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Collector: Web Link 1 (Web Link)
Started: Thursday, September 27, 2018 7:52:37 PM
Last Modified: Friday, September 28, 2018 12:07:35 PM
Time Spent: 16:14:58
IP Address: 24.253.144.185

Page 1: Placement Information

Q1 Student Teacher's Name

Ashlee Zapata

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

6

Q3 Grade Taught Fourth Grade

Q4 Internship Start Date (MM/DD/YYYY)

08/27/2018

Q5 Internship End Date (MM/DD/YYYY)

10/20/2018

Q6 School of Student Teaching Placement

Kempsville Meadows Elementary

Q7 School Division Virginia Beach City Public Schools

Q8 Evaluator's Name (First Last)

Anne Mannarino

Q9 Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: amannarino@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 Developing
group.
Integrates key content elements and facilitates students’ use of Developing
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.

Ms. Zapata is knowledgeable of the grade level content she is teaching. She applies real-world examples in her instruction. In her first
observation she related students' real life experiences to engage them as they wrote fictional summaries.

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.

Ashlee provided her lesson plans for review and they were complete and contained all the usual component parts. She used the format
her VBCPS cooperating teacher uses, but may switch to the standard Regent University educational lesson plan format. There were
some extenuating circumstances going on during this review period. The local school system was shut down for almost a week due to a
hurricane approaching the area. So there were a limited number of plans to review during this period. Her plans were fully aligned to the
State Standards (SOL's) and to the Virginia Beach Objectives (VBO's). Her lesson plans were well-organized and included detailed
handouts for her lesson activities. Ashlee discussed basic ways to differentiate instruction but due to the extenuating circumstances of
the loss of teaching time, this area currently is rated as developing.

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. Developing
Reinforces learning goals consistently throughout lessons. Proficient
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.

Ashlee was observed conducting small group instruction. She engaged the students in reading and writing activities and constantly
reinforced the learning goals. She allowed the group to answer prompts and to discuss the book they had read. She used a variety of
instructional strategies and monitored their progress, by asking questions.

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 Developing
instruments
Uses assessment tools for both formative and summative Developing
purposes.
Gives constructive and frequent student feedback. Proficient

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

Ms. Zapata provided constructive feedback to her small group writing sessions as they created fictional summaries during the
observation. The assessment was formative and related only to the classroom work outlined in the day's lesson. Ashlee should focus on
developing this area of student assessment. She should begin an analysis of student data as she tries more forms of assessment. I
expect to see growth in this area as then Ashlee can make informed instructional decisions based on her students' performance data.

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 prevent, Developing
redirect, or reinforce behaviors.
Respects students’ diversity, including language, culture, race, Superior
gender, and special needs.
Actively listens and pays attention to students’ needs and Superior
responses.

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Q21 Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to
learning.

Ashlee is very respectful of her students. She uses her listening skills and questioning techniques to engage and respond to her
students. During the last observation, she redirected the students to be on task during their group work. She included all students in her
instruction and was very clear that there were classroom protocols and rules to follow. She was very much in control of the learning
environment.

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 with Superior
teachers and other school personnel.
Fosters trust in all school relationships through fair and ethical Superior
interactions.

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

Ashlee is embracing her role as a student teacher. She is learning a great deal from her cooperating teacher and communicates well
with her. She is passionate about teaching and is communicating and collaborating with school personnel. Ashlee is very keen to
improve her instructional delivery and responds well to constructive criticism. She values the importance of creating relationships at the
school.

Page 8: Standard Seven: Student Academic Progress

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 Developing

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.

Ashlee is getting to familiarize herself with her students' academic progress by informally tracking them by noting simple annotations in
her lesson plan binder. As she uses more forms of assessment she can notice areas of concern and areas of growth for each of her
students, based on real data. During the next observational period she should develop ways to collect and analyze students' academic
progress in order to guide future instruction.

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