wes new eva | WINE College of Arts and Sciences Department of Education Can [Section 1: General information (to be completed by the Candidate and the Program Supervisor) late Assessment of Performance Form |candidate Information First Name: Hannah Last Name: pichards i ee ‘Massachusetts license number(f applicable): ie program information Sponsoring Organization: | Western New England University Program Area & Grade Level: | Secondary Education — English (S*—12%) Have any components ofthe approved program been waived? 603 CMI 7.03(1)(b) im Practicum Information X] Practicum [J Practicum Equivalent Praccum/Eaubalent Course Number, | €D 409-04 credithows:| 9 Rracan/eaont | rzteumin sean eduatonTencing ce Practicum/Equivalent Site: il ‘Agawam High School Grade Level(s) of Students: 10" bapervsingPracitioner infomation (tbe completed by the Program Supers Name Sable Jonson ‘Schoo! District: Agawam Public Schools : Position: English Teacher Vere cele aaa 4 of yeas experience under icens 10 CO wna Professional [To the best of my knowledge (per the Supervising Practitioner's, Principal/Evaluator), the Supervising Practitioner has received a summative [x] ves No evaluation rating of proficient or higher in his most recent evaluation,Name: Hannah Richards Date: 12/13/18 Candidate Assessment of Performance Form ISection 2: Total Hours and Signatures Candidate 1" Three-Way Meeting {| 7 a Supervising Practitioner Ma Program Supervisor KR. Caray 2" Three-Way Meeting Supervising Practitioner CE Date: 10/29/18 Date: 9/24/18 Program Supervisor Supervising Practitioner ee Program Superior TE One. Number of hours assumed full responsibilityin the role: Total Number of Practicum Hours: 100.20 Based on the candidate's performance as, measured on the CAP Rubric, we have determined this candidate to be: Ready to Teach Not Yet Ready Supervising Practitioner CA owe 2-13 Program Supervisor B Or te bd bate 9-13-18 Mediator (ifnecessary see: 603 CMR 7.04(4)) Date:WESTERN NEW ENGLAND | WAVING CAP: Summative Assessment Form UNIVERSITY eae Summative Assessment Form Name: | Hannah Richards Date: December 13, 2018 TAs: Well-Sractured Lessons 5 Unsatisfactory | Needsimprovement Proficient Exemplary Developslessons with | Developslessons with | Develops well- Develops well-structured | inappropriate student | onlysome elements of | structuredlessons | and highly engaging. | engagement appropriatestudent | withchallenging, | lessons with challenging, strategies, pacing, | engagement measurable measurable objectives Ae sequence, activities, strategies, pacing, ‘objectives and and appropriate student Well materials resources, | sequence, activities, | appropratestudent | engagement strategies, Structured | and/or grouping for materials, resources, | engagement pacing, sequence Lessons | theintended outcome | and grouping activities, materials or for the students in sequence, activities, | resources, technologies, the class. materials, resources, | and grouping to attend ‘technologies, and to every student's needs, grouping. Isable to model this element. Quality *X Scone. coca hk : : Consistency = x Sources of Evidence for LA-4: WellStructured Lessons: : i: ‘Observations Tease | Student | Candidate | Profesional ii T} Student | Feedback | artitcts | Practice Aonounced namourced | Leaning Goal 7 cl ea oe Evidence [insert evidence to support the ratings here) Clear evidence of routines that are familiar to the students — entering the classroom and quietly starting a ‘quiz to assess their reading comprehension of the chapters that were assigned for the day. The students knew they were to next provide a journal entry to set the stage for the lesson of the day. Ms. Richards ‘asks the students to journal about “what is happening in the trial right now ~ facts, opinions, any of that stuff.” Agenda for the lesson is posted (10 Honors: Texas v. Johnson, HW. Ch, 20+ 21) ~ not explicitly referred to within the lesson, but written on the front whiteboard of the classroom. An essential question is also ‘written in the front: “Are we, as human beings, willing to accept people who are different from ourselves” and the lesson objective was written in the back — neither referred to explicitly within the lesson. Lesson featured a close reading of the Texas v. Johnson course case from the textbook, with student volunteers (roughly 4-5 volunteers) who offered to read a passage from the text. Later, within the lesson observed, students were encouraged to check-in with a partner seated alongside of them when there was only the same few volunteers answering Ms. Richard's comprehension questions. This new approach Updoted Apeit 2018