UA Teacher Candidate Midterm/Final Evaluation

Teacher Candidate: Supervising Practitioner: Program Supervisor:

Taylor Dobson Linda Westby Dr. Theresa Sonnleitner
Site(s): Grade Level(s): Midterm Date: Final Date:
Robins K-8 Third 2/18/21 4/12/21

Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

Midter
I. LEARNING ENVIRONMENT m
Final
Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and
presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when
possible)
3 4
Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate 3 4
interactions among students and teacher
Procedures: Establishes and follows norms, procedures, and routines 3 4
Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation 3 4
Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner 3 4
Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful 3 4
Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students’ backgrounds 3 4

Comments on Learning Environment

Midterm
Summary:
 Welcomes students to their virtual classroom.
 Continues established morning procedure with reading of K-12
motto, classroom rules and provides criteria for being safe,
responsible, and respectful in synchronous and asynchronous
environments.
 Allows students to briefly share with each other at the start of day.
 Patiently responds to her students many questions.
Final
Summary:
 Incorporated more time to have students share ideas with each other at
the beginning of class and throughout lessons; she listened to their
conversations and acknowledges their interests, choices, or thoughts
about a subject. Connected PE activities to their choices, gave them
options for activities, and invited them to communicate with her to help
her learn more about each student.
 Interjected the expectations for the learning environment in respectful
ways when student needed reminders.
 Provided positive, supportive, and respectful comments for students
throughout the day.

Plan of Action: Plan of Action:

  Continue to promote a welcoming environment on Zoom and when  Talk to your teammates and other staff members in your new school
returning to the classroom. to gather as many ideas as you can. Taylor. Research ways of
 Incorporate specific strategies, i.e., Wheel of Names so that all learning environment for a virtual and in-person classroom setting.
students have chance to respond.

Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

Midter
II. PLANNING AND PREPARATION m
Final
Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner 2 3
Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated 3 4
Data & Needs-Driven: Uses assessment data, professional judgment, and learners’ needs to guide planning 3 3
Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any 3 3
additional standards as required by the discipline to develop procedural and conceptual knowledge
Connects Content: Connects lesson content to: students’ experiences, previous lessons within the content area, other curricular areas, and 3 4
real-life situations
Active Participation: Plans multiple instructional strategies that ensure active participation 2 3
Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s) 3 4
Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities 2 3
Accommodations: Incorporates modifications or accommodations based on learner needs 3 3
Sequencing: Develops meaningful sequencing of learning experiences 3 4
Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise 3 4

Comments on Planning and Preparation

Midterm
Summary
 Taylor has participated in writing lesson plans for individual lessons,
as well as weekly lessons.
 Uses curriculum resources for ELA & Math, pacing calendar, and
supplemental materials to teach content concepts.
 Participates in CTT time with grade level meetings, examining
student data, planning for tutoring sessions, re-teaching concepts,
and planning for future lessons.
 Utilizes on-line resources to support students needing help.
 Includes in plans the elements recommended by U of A.
Plan of Action:
 Continue to examine ways to incorporate higher order thinking
Final
Summary:
 Taylor spent extra time each week for online resources that would help her
explain concepts that were challenging.
 Written notes in the margins of her lesson plans indicated the instructional
steps planned, vocabulary to explain, and areas of emphasis.
 Taylor continued to interact with her colleagues and ask questions to gather
ideas of what other classes were doing for remote learning.
 Taylor transitioned at a moment’s notice to complete an in person experience
with Miss Jensen. This opportunity gave Taylor a new perspective for working
with students, as well as learning other classroom procedures, working with
the 2nd Grade Team, and other staff.
Plan of Action:
 Keep a list of higher order thinking questions near your desk to use
 practices into lessons.  Always have a back up assignment handy to teach for the unknown
 Adhere to timing of lessons. moments that arise in your classroom.
 Lesson plans and other requested materials need to be submitted in a  Consider modifications/accommodations to provide enhanced
timely manner, ex. plans submitted two days prior to lesson. learning experiences for those in need of them.

Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)
 Midter
III. INSTRUCTION AND ASSESSMENT m
Final
States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout 2 3
Content Accuracy: Provides clarity and accuracy of content which includes essential information 3 4
Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic 3 3
language
Clear Instructions: Provides clear instructions verbally, in writing, and through modeling 3 4
Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities 3 3
Varied Materials: Uses varied materials, aids, models, representations (including technology), as appropriate 3 4
Varied Delivery: Varies instructional strategy and teacher role to address students’ diverse learning styles and needs (e.g., sheltered 3 3
English instructional strategies, small groups, individual work, student-led learning, cooperative learning, direct instruction, investigation,
facilitator, guide on the side, etc.)
Activities & Applications: Provides activities and choices for learners to demonstrate their knowledge, including creative/original ways 3 4
and authentic applications
Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time 2 3
Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse, 3 4
helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question)
Formative Assessments: Checks for understanding throughout lesson to monitor student learning 3 3
Modifies Teaching: Adjusts lesson or content delivery based on student needs 3 4
Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format 3 3
Promotes Self-Assessment: Effectively implements methods for student self-assessment and self-improvement 3 3
Feedback: Provides timely, useful, specific, and respectful responses to learners during the lesson and on assessments 3 3

Comments on Instruction and Assessment

Midterm
Summary:
 Lessons planning, teaching concepts, and using the results of student
work to prepare for follow up instruction indicate her increasing
confidence.
 Taylor has been flexible with each change in routines.
 Her positivity creates an environment that supports students’
comfort in asking questions, sharing ideas, and explaining what they
do not understand.
 Encourages students to use chat area for their specific needs.
 Creates new ways of presenting materials to enhance understanding.
Final
Summary:
 Taylor was able to pace a lesson, use extra resources for teachable
moments, and adjust the lesson for her students. The content of the lesson
determined how much material was covered. Knowing that,
Taylor made sure to hit the most important concepts.
 Taylor asked students questions for their feedback, she asked students to
explain in their words what was just learned, and she gave the students
opportunities to receive assistance from a classmate by phoning a friend,
calling on volunteers, or used randomized names.
 Being on Zoom for remote learning, Taylor was observant of student
faces, questions, or body language to gauge whether or not the children
were understanding the material, so lessons could modified and adjusted.
Plan of Action:
 Consider strategies to support maintaining focus during lesson, such
as limiting students’ ability to interrupt your teaching.
 Include higher order thinking questions within your lesson.
Plan of Action:
 Timing of lessons improved for Taylor. Each teacher learns what works
best for his/her students with consecutive years of teaching. No one class
will ever be alike; flexibility is a major key to being a great teacher.
 Taylor is very mindful of establishing consistent instruction.

Rating 4 – Accomplished
3 – Proficient 2 – Emergent 1 – Not Evident
Scale:
(consistent, exemplary
(consistent, proficient evidence) (developing, limited evidence) (no evidence)
evidence)

IV. PROFESSIONALISM AND GROWTH Midter Final

 m
On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance 3 4
Responds Timely: Responds to communications in a timely manner and meets deadlines 3 4
Communication: Communicates professionally with and about members of the learning community in all forms, including social media 3 3
Personal Issues: Separates personal and professional issues 3 4
Professional Conduct: Conducts oneself professionally and ethically as an educator 3 4
Families: Communicates with families about instruction and individual progress 2 3
Legal Responsibilities: Describes and abides by laws related to learners’ rights and teacher responsibilities (e.g., equity, appropriate 3 3
education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse)
Collaborates: Collaborates regularly with colleagues and members of the school community 3 4
Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators 3 4
Growth: Participates in professional learning opportunities, as appropriate 3 4
Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice 3 4

Comments on Professionalism and Growth

Midterm
Summary:
 Interacts professionally with mentor and with staff, attending PD and
CTT.
 Arrives on time to Zoom and stays beyond the school contract hours.
 Takes suggestions as way to improve her teaching.
Plan of Action:
 Assist in writing emails to parents and the classroom newsletter.
 Improve in her communication in a variety of areas.
Final
Summary:
 Taylor has been extremely professional in her student teaching
experience. With the switch up 4th quarter to in person learning, we
stayed remote and lost three fourths of our class. Taylor was able to
connect with new students from our other 3rd grade class and build
community. She gained student trust and interacted well with the
children and families.
 Taylor advocated for herself in wanting an in-person opportunity.
By speaking up, Dr. Sonnleitner, Maggie Shafer, and Chandra
Thomas were able to connect with Miss Jensen and provide a much
needed opportunity. By extending her time in the Student Teaching,
this demonstrates Taylor’s commitment to becoming the best
teacher she can be.
 Taylor participated with newsletters and emails. She connected
with families when we handed out materials in person on Grading
and Planning Day.
Plan of Action:
 Continue to advocate for yourself and your students.
 Keep an open line of communication with your parents.
 Behavior notes, weekly messages, and monthly newsletters can be used
as forms of communication to support your students and families.
 Taylor is going to be a wonderful teacher. You can see her dedication
every day and the concern she has for being her best each day. She has
high expectations for herself and it shows. Her flexibility with the remote
learning and in-person adjustments was a huge positive. She found ways to
work within the changes. I have seen Taylor’s confidence grow each week.
She is ready to have her own classroom. The students and families will be
very lucky to have her.

UA Teacher Candidate Midterm/Final Evaluation

Signature Page
Midterm Evaluation By signing below, I acknowledge participation in the midterm assessment process.

Teacher Candidate Printed Name: Teacher Candidate Signature: Date:

Taylor Dobson Taylor Dobson 2/24/2021
Supervising Practitioner: Supervising Practitioner Signature: Date:
Linda Westby Linda Westby 2/18/2021
Program Supervisor: Program Supervisor Signature: Date:
Theresa Sonnleitner, Ph.D. Theresa Sonnleitner 2/24/2021

Final Evaluation By signing below, I acknowledge participation in the final assessment process.

Teacher Candidate Printed Name: Teacher Candidate Signature: Date:

Taylor Dobson 4/12/21
Supervising Practitioner: Supervising Practitioner Signature: Date:
Linda Westby Linda Westby 4/9/21
Program Supervisor: Program Supervisor Signature: Date:
Theresa Sonnleitner, Ph.D. Theresa Sonnleitner 4/12/21