Regent University CAS Student Teacher Evaluation by School SurveyMonkey

Administrator

#250
COMPLETE
Collector: Web Link 2 (Web Link)
Started: Wednesday, March 04, 2020 10:00:48 AM
Last Modified: Wednesday, March 04, 2020 8:25:39 PM
Time Spent: 10:24:50
IP Address: 204.126.10.192

Page 1: Placement Information

Q1 Student Teacher's Name

Samantha Mattfield

Q2 Student Teacher's Endorsement Area Elementary Education, PreK-6

Q3 Grade Taught Third Grade

Q4 Internship Semester (Fall or Spring, Year)

Spring

Q5 School of Student Teaching Placement

Point O' View Elementary

Q6 School Division Virginia Beach City Public Schools

Q7 Evaluator's Name (First Last)

Amanda Pontifex

Q8 Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: Amanda Pontifex

Q9 Evaluator's Position/Role School Administrator

Q10 Date of Observation (MM/DD/YYYY)

03/04/2020

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Page 2: Standards for Student Teacher Evaluation

Q11 Standard 1 - Professional Knowledge. The student teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by providing relevant learning experiences.

(no label) Developing

Q12 Standard 2 - Planning for Instruction. The student teacher plans using the Virginia Standards of Learning, the
school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

(no label) Developing

Q13 Standard 3 - Instructional DeliveryThe student teacher effectively engages students in learning by using a variety
of instructional strategies in order to meet individual learning needs.

(no label) Developing

Q14 Standard 4 - AssessmentThe student teacher uses student data to guide instructional content and delivery
methods, and provide timely feedback to students. Observed assessment strategies may be formal or informal.

(no label) Developing

Q15 Standard 5 - Learning EnvironmentThe student teacher uses resources, routines, and procedures to provide a
respectful, positive, safe, student centered environment that is conducive to learning.

(no label) Developing

Q16 Standard 6 - ProfessionalismThe student teacher maintains a commitment to professional ethics, communicates
effectively, and takes responsibility for and participates in professional growth that results in enhanced student
learning.

(no label) Developing

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Q17 Please provide comments in regards to the student teacher's strengths and areas for improvement.

9:15: I can statement on lesson plan. I can learn to represent fractions by showing fractions on a number line and review the different
terms for fractions. When entering the classroom the student teacher was running a small group during math instruction. "What is an
improper fraction?" Gave the students an opportunity to answer the questions and call on one another to help them answer each other.
High fives given to students who answered successfully. Student teacher drew circle models on the table to show them an example of
an improper fraction. She then passed out a model of an open number line and had the students label the left side zero and the right
side one. She had them label each side 1/2. She then had them divide the number line into thirds. Having them actually label the lines
on the number line would be more conceptually appropriate. I think that was the root on the male student to your right's confusion.
Students Students were asked to divide the number line into eighths. Feedback that they had the correct answer was given and they
were in fact incorrect twice. Students were then asked to separate it into twelfths. Two students were labeling them with 1/13 and one
with 1/14s. Teacher gave feedback to students as needed to clarify misconceptions. Anecdotal notes should be used to for formative
assessments based on student performance. "Everyone erase, we're going to play a fun game." Student teacher passed out dice and
Fraction and Numbers Game. Students were to roll a dice to create a fraction. They then had to represent their fraction and then
represent it on a number line model. The students had trouble at first determining if they were to create improper or mixed. I think this
was because they were introduced to improper to begin the lesson. Positive feedback was given during the small group.

The student teacher's strengths lied in positive and purposeful relationships and feedback. She was able to give them feedback in a
timely manner. Please ensure that models and instruction is aligned to the VDOE objectives and that the models you using match the
ones being used on formative and summative assessments.

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