Regent University CAS Student Teacher Evaluation SurveyMonkey

#980
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Collector: Web Link 1 (Web Link)
Started: Saturday, October 19, 2019 11:44:47 AM
Last Modified: Saturday, October 19, 2019 12:42:58 PM
Time Spent: 00:58:11
IP Address: 24.253.144.49

Page 1: Placement Information

Q1 Student Teacher's Name

Savannah Torrance

Q2 Student Teacher's Endorsement Area Secondary Education,

English

Q3 Grade Taught Middle School

Q4 Internship Start Date (MM/DD/YYYY)

08/26/2019

Q5 Internship End Date (MM/DD/YYYY)

10/18/2019

Q6 School of Student Teaching Placement

Salem Middle School

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? Final

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) Superior

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. Superior

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

Savannah has a solid foundation in her subject matter. She teaches with competence in the classroom. She introduces real world
examples to her students to gain their interest to write. For example, during one observation, she piqued the interest of the students
using the topic of self-driving cars. The students all had an opinion of what they knew about these cars and Savannah used their real-
world knowledge to get them to write about them, because she related the topic to them.

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 Superior

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

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

Savannah is a natural planner. She has detailed plans that contain all the component parts, and are clearly aligned with the school
division's and state's standards and pacing. Savannah has an understanding of differentiated instruction, and has been working with
groups with different levels of content understanding. She differentiates instruction based on how the students performed on specific
objectives. For example, she differentiates instruction with 3 groups throughout the week to review and reinforce content understanding.
Some groups she will see 4 times per week, where others with more understanding will be seen only twice a week. Savannah keeps
detailed records of student learning , so she can differentiate instruction in these groups.

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. Superior

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

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

Savannah is very adept at using technology. She uses a variety of teaching applications, and platforms to instruct her students. She
often gets students to answer entrance and exit tickets on their Chrome Books, and models seamlessly how to integrate technolgy.
Students are engaged by her lessons, as she encourages student interaction in the classroom. During the observational period,
Savannah used a variety of teaching strategies, and she had endless energy to make all students participate in her classroom.

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. Proficient

Uses a variety of appropriate assessment strategies and Superior
instruments
Uses assessment tools for both formative and summative Superior
purposes.
Gives constructive and frequent student feedback. Superior

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

Savannah teaches over 100 middle school students . She keeps accurate records of their progress by using a variety of assessments,
both formative and summative. She continuously provides students with contructive feedback. Everyday, students are involved in their
own learning using their interactive notebooks and their Chrome Books. Savannah checks daily on their progress so she can assess
their understanding.

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 Superior

procedures; enforces them consistently and fairly.
Uses available resources and knowledge of students to prevent, Proficient
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.

Savannah has developed a strong rapport with her students and during the observational periods, it was clear that the students respect
her. During this period, Savannah showed how much command she has of the classroom as the cooperating teacher was on
unexpected medical leave for a week. By herself, Savannah was able to teach 100% the week's worth of lessons, and become the
leader in the classroom. She did have a substitute with her at this time, but Savannah provided the instruction, and taught as a true
professional. Not many student teachers could have handled this, but Savannah rose to the occasion.

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 Superior

critiques.
Demonstrates initiative in planning, management, and Superior
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.

Savannah is a true professional. She is passionate about her teaching and it shows in how she conducts herself. She is always willing to
listen to professionals and communicates well with others.

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 Superior

placement.
Provides evidence that achievement goals have been met. Superior
Uses available data to document/communicate student progress Superior
and develop learning targets.

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

Savannah has come a long way in the area of documenting student progress. She uses data to set up three learning groups (red,
yellow, and green). From the data she works with the 3 groups on different levels. One group needs more instruction, another some
instruction, and the other group minor extra instruction. She also has worked with students to reach their learning targets, by working
one on one with students providing remediation and academic support, based on their progress in class.

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