Westminster Preservice Teacher Evaluation Form

Teacher Candidate: Kate Rathfon  

Methods ____ or Student Teaching ____X_ | Observation _____ Mid-Term _____ Final Evaluation__X___
TWS ______ Portfolio_____
Date/Time: 03-19-2021 Grade/Subject: 1 st/2nd C and A School/Mentor: Kristen Ross, Hawthorne Elementary
School
Completer: Kristen Ross—The Final/2nd half of student teaching information is in blue.
 
  Kristen Rae Ross (Coach Ross)
  Signature:
Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective
(NA – Not Applicable)
Please see Utah Institutions of Higher Education Preservice Teacher Evaluation Rubric for description of each indicator

Standard 1: Learner Development

Rating
The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
The teacher: Comments and Suggestions:
1.1   Creates developmentally
appropriate and challenging  Kate meets with me weekly and daily to discuss the students
  learning experiences based on
each learner’s strengths, interests,
learning. We go over assessments given, look at data which
drives her next instructional steps. Kate is great at asking any
and needs (1a, 2e). questions regarding the next steps for students and she is
InTASC 1 showing growth in planning lessons and demonstrating
  knowledge of how lessons and units flow.
CAEP 1.1, 3.5  Kate continues to meet with me. She has learned how to grade
3    various assignments, quizzes, writing, and she knows how to
1.2   Collaborates with enter grades into PowerSchool.
families, colleagues, and other  Kate has attended Faculty meetings and has had discussions with
professionals to promote student many teachers in our building.
growth and development (1b).
 Kate continued to be part of faculty meetings and collaborations
  InTASC 1 with faculty and staff.
CAEP 1.1, 3.5  Kate has developed relationships with the students via Zoom and
in -person. She has interreacted with the students, families, and
the parents from our classroom community.

Standard 2: Learning Differences

Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
The teacher: Comments and Suggestions:
2.1   Allows learners multiple
ways to demonstrate learning  Kate is learning how to adjust her instruction to fit the needs of
sensitive to diverse experiences, her varied grade level students. As she is teaching, she is
while holding high expectations constantly monitoring behaviors, checks for understanding, and
for all (2a, 2b, 2c, 2d). InTASC 2
is aware of her classroom environment. Kate has been excellent
CAEP 1.1, 3.5
3 at helping both the students who are in-person and then
  checking in with the students online. She is maintaining a balance
between managing both.
 Kate has learned how different every students’ needs truly are.
She asks me about each student and how she can differentiate
her instruction to accommodate their needs.
 Standard 3: Learning Environments
Rating The teacher works with learners to create environments that support individual and collaborative learning, social
interactions, active engagement in learning, and self-motivation.
The teacher: Comments and Suggestions:
3.1   Develops learning
experiences that engage and support  Kate has adapted well to our C and A philosophy. Kate has
students as self-directed learners who
  internalize classroom routines,
learned our classroom management strategies and has
implemented them with in her teaching.
expectations, and procedures
(3)InTASC #  Kate has used the C and A vocabulary so much in her teaching.
3.2   Collaborates with students She doesn’t have to think about the verbiage, it comes naturally
to establish a positive learning climate
  of openness, respectful interactions,

now.
Kate also has learned to use the strategies in a different way
3 support, and inquiry (3b).InTASC
3.3   Utilizes positive classroom while working with the students in Zoom. She has had to adapt
management strategies, including the to the new style of teaching and has done well by watching and
resources of time, space, and
imitating practices.
attention, effectively (3c, 3d). InTASC
3  Kate uses kind words and redirects the students whom are
  having a difficult time following direction.
 Kate continues to show kindness and support to her students.
She encourages the classroom to “feel “cooperative and
inclusive.

Standard 4: Content Knowledge

Rating
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
The teacher: Comments and Suggestions:
4.1   Bases instruction on
accurate content knowledge using  Kate is also very good at using academic vocabulary and visuals
multiple representations of during her lessons. Kate uses words, pictures, the SMART board,
concepts and appropriate the Document Camera, and the projector to assist her with her
academic language (4a, 4c, 4d, 4e,
lessons.
7c).InTASC 4 and 5
 Kate continues to teach the academic vocabulary within her
 3 lessons. She has used KLEW chart as an anticipatory set with her
  Weather unit. She used all her video media to help teach her
lessons.
 Kate has also shown the students many varied ways of how to
answer math problems. She gives the students examples of
models, equations, algorithms, and application problems.
 Kate continued to show multiple ways to work math problems,
run reading groups, and manage classroom behaviors.

Standard 5: Assessment
Rating The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner
progress, guide planning and instruction, and determine whether the outcomes described in content standards
have been met.
The teacher: Comments and Suggestions
5.1   Uses data sources to  Kate has reviewed math quizzes and reflected on her teaching.
assess the effectiveness of She then used the data to help her decided if she needed to
 3 instruction and to make
  adjustments in planning and
continue further with the content or if she needed to re-teach it.
 Kate also saw how to create a student portfolio.
instruction (5a, 5c, 5d, 8a).InTASC
6
 5.2   Documents student
progress and provides descriptive
feedback to student,
  parent/guardian, and other
stakeholders in a variety of ways
(5b, 5e).InTASC 6
5.3   Designs or selects pre-
assessments, formative, and
summative assessments in a
variety of formats that align to
  learning objectives and engage the
learner in demonstrating
knowledge and skills (5a).InTASC 6
 
 Kate uses both formal and informal assessments to help guide
her instruction. She has reviewed math quizzes, math tests,
vocabulary tests, spelling tests, and soon she will experience
district interim tests.
 Kate continues to use these assessments. She has also
experienced administering interim tests for both Math and
Language Arts. We talked in depth about ethical ways of
administering these kinds of tests.
 Kate has also had students complete project-based experiences
to help determine the students’ understanding. Some examples
of these are demonstrated in her Weather Unit. Kate has added
formative tests and project-based assessments. The students will
answer an ABC quiz and they will also produce a Water Cycle
model and a cloud art diagram. Kate uses many various ways to
demonstrate student thinking.
 Kate had the students complete the Water Cycle model and she
administered her final assessment. She has examples of these in
her work sample.

Standard 6: Instructional Planning

Rating The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge
of content areas, Utah Core Standards, instructional best practices, and the community context.
The teacher: Comments and Suggestions
6.1   Demonstrates  Kate always looks to the core standards when creating her
knowledge of the Utah Core lessons. Kate knows how to design and implement an effective
  Standards and references them in
short- and long-term planning (4b,
lesson plan. She is asks questions about timing and the flow of
her lessons.
6a).nTASC 7  Kate continues to work on the timing of her lessons. She is
 3 6.2   Integrates cross- getting faster with having her students transition.
disciplinary skills into instruction  Kate is learning how to differentiate with each student’s need.
to purposefully engage learners in She teaches in a Tier I, Tier II, and a Tier III setting. She has been
applying content knowledge (6b,
  6e). InTASC 7
conducting small reading groups and math groups each day.
 Kate pulls back her students during the day to work with them
and to check for understanding.

Standard 7: Instructional Strategies

Rating The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of
content areas and their connections and build skills to apply and extend knowledge in meaningful ways.
 3 The teacher: Comments and Suggestions
7.1   Practices a range of
developmentally, culturally, and  Kate adjusted to Zoom and now is adjusting to both live
linguistically appropriate streaming and in person teaching. She is wonderful at checking in
  instructional strategies to meet
the needs of individuals and
with the online students as she is teaching the in-person
students.
groups of learners (2b, 2e, 6c, 7a,
7b).InTASC 8CAEP 1.1, 1.2, 1.4, 3.5  Kate continued to do this. She is very good with checking and
7.2   Provides multiple redirecting her online students.
  opportunities for students to  Kate has learned to set up cameras all over the classroom so her
develop higher-order and meta- online students have “sight” into our classroom community.
cognitive skills (3f, 6d, 7e).InTASC  Kate uses both websites and virtual books so the online students
8 CAEP 1.1, 1.2, 1.4, 3.4, 3.5
 7.3   Supports and expands
each learner’s communication
  skills through reading, writing,
listening, and speaking (3f,
7d).InTASC 8CAEP 1.1, 1.4, 3.4, 3.5
7.4   Uses a variety of
available and appropriate
technology and resources to
  support learning (3e, 7f,
7g).InTASC 8CAEP 1.1, 1.3, 1.5, and the in-person students can experience the lesson.
3.4, 3.5  Kate is also learning how to create lessons on Canvas so both sets
7.5   Develops learners’ of her students can access the core.
abilities to find and use
 Kate is constantly using Canvas to help teach her lessons. She is
information to solve real-world
  problems (7g, 7f).InTASC 8 able to teach both her remote and her in-person students by
creating daily modules and using them throughout the day. She
has become very familiar with how Canvas works.
 Kate has “deep” questions and encouraged the students to be
Standard 8: Reflection and Continuous Growth
Rating The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the
needs of each learner.
The teacher: Comments and Suggestions
8.1   Adapts and improves
practice based on reflection and  Kate reflects on her teaching daily. She really does want to learn
new learning (8b, 8c, 8d, 8e). how to help students succeed. She discusses her lessons, her
InTASC 9
schedule, her assessments, reviews data, and accepts suggestions
very welcoming. Based on the discussions, she changes or
continues with her teaching.
3   Kate is extremely dedicated with reflecting on her lessons. She
  asks questions, gives ideas of how she can improve the next time,
asks for advice, and is appreciative of suggestions. Kate has made
growth in her teaching because she is so willing to do this.
 Kate is eager to learn and is very flexible and adaptable with her
thinking.

Standard 9: Leadership and Collaboration

Rating The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members
to build a shared vision and supportive professional culture focused on student growth and success.
The teacher: Comments and Suggestions
9.1   Participates actively in
decision-making processes, while  Kate has done a wonderful job connecting with our classroom
building a shared culture that families. She has had conversations with many of our parents
  affects the school and larger
educational community (9a, 9b,
and is always extremely professional.
 3
9d, 9e).InTASC 10 CAEP 1.1, 3.3,
 Kate has also had experience with meeting the parents during
3.5 SEPs. Kate was able to convey the students’ goals and academic
9.2   Advocates for the performance to the families.
learners, the school, the  Kate continues to work with her classroom parents in a positive,
  community, and the profession kind, supportive way. Her families love her.
(9c). InTASC 9 CAEP 1.1, 3.3, 3.5
Standard 10: Professional and Ethical Behavior
Rating
The teacher demonstrates the highest standard of legal, moral, and ethical conduct in compliance with federal
 and state rules and laws.
The teacher: Comments and Suggestions
10.1 Is responsible for
compliance with university  Kate abides by all federal and state laws. She recently signed and
policies, federal and state laws, submitted an ethics testing documentation form.
State Board of Education  Kate has followed all university and State Board of Education
  administrative rules, state
assessment policies, local board
rules.
policies, and supervisory directives  Kate continues to follow all rules and regulations set by the state,
(10a, 5f). InTASC 9 CAEP 1.1, 1.4, district, school, and Westminster College.
 3 3.3, 3.5, 3.6
10.2 Is responsible for
compliance with all requirements
of State Board of Education Rule
R277-530 at all levels of teacher
  development (10b). InTASC 9 CAEP
1.1, 1.4, 3.3, 3.5, 3.6

GOALS:
Kate is a wonderful student teacher. I have rated her according to her student teacher ability. Every
student/teacher can always grow and become better. Kate will do the same. My expectations for her Final
Student Teaching Grade is a 3-Preservice Effective.

1. Kate, please continue to work on learning the 1st grade curriculum. Continue using the scope and sequences for
both math and language arts. This will help you feel even more confident with the timeline when creating and
implementing lessons.

a. Your lessons are well thought out and planned. You are getting better and better with learning and
instructing the material. Keep working and researching your curriculum through your 1 st year. It will take
the full year to really know what to teach and how to teach it.

2. Please work on speaking a little louder with the microphone. This issue is only coming up because we now are
wearing masks in the classroom. (Who knew this would ever be a thing?)

a. Kate, you did wonderful job with this. Your voice/tone has become firmer and louder. You are
commanding the class very well and the students are listening to your instructions. Great job!

3. Please keep teaching your awesome lessons and ideas. You are great at thinking up lessons and the students
are always having fun and are engaged.

a. Kate, you have done great job with engaging your students. I know this year has been tough with online
and in person learning. I am proud of you for trying new things. The students are loving learning from you.

GENERAL COMMENTS:

Kate, you have worked so hard this second part of your student teaching. I am very impressed by your
classroom management and how you have learned to command your class in a kind, loving manner while
making sure your Littles are respecting each other and you while staying on task. I have seen complete growth
in this area, and I am so incredibly proud of you. Like I have said before, you are going to make a wonderful
teacher and co-worker anywhere you go. I wish you the very best and I can’t wait to hear about your new
teaching endeavors.