MIDTERM EVALUATION OF STUDENT TEACHING PERFORMANCE

Candidate’s name: Celeste DiLullo Evaluators: Jon Salinger & David Fiore Date:3-19-21
Subject area taught: ELA Grade level(s) taught:

TEACHING PERFORMANCE EXPECTATIONS (Please refer to Program Handbook for full

descriptions all of the elements for each TPE). Evidence for assessing each TPE comes from
the supervisor and mentor teacher observation forms and informal observation from the
mentor teacher, and any evidence supplied by the candidate. Give the candidate a score for
each TPE. Consider both the quantity and quality of evidence across TPE elements (see
observations forms).

Assessment Key
● Exceeding (5): The candidate has exceeded expectations by consistency using innovative
approaches to effectively
address the TPE.
● Meeting (4): The candidate has fully met expectations for the TPE
● Approaching (3): The candidate is approaching full expectations for the TPE. There may be
some TPE elements that
require additional support and/or time to practice.
● Attempting (2): The credential candidate has attempted to address TPE elements, but needs
significant support in
order to effectively meet the TPE
● No evidence (1) = There is no evidence of meeting any TPE element.

TPE 1: Engaging and Supporting All Students in Learning

e.g., Apply knowledge of students, including their prior experiences, social emotional learning
needs, language, and socioeconomic backgrounds, to engage them in learning
No Evidence Attempting Approaching Meeting Exceeding
1 2 3 4 5
Does a good job of engaging choice with students. Done a better job of advocating for
students, sharing thoughts, etc. - Student involvement has grown as a result. She continues to
provide helpful feedback to all students and encourages participation on a daily basis.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

e.g., Promote students' social-emotional growth, development, and individual responsibility
using positive interventions and supports, restorative justice, and conflict resolution practices
to foster a caring community where each student is treated fairly and respectfully by adults and
peers.

No Evidence Attempting Approaching Meeting Exceeding

1 2 3 4 5
Celeste has a very positive approach with the students which supports their social-emotional
growth and development. Students are working in an atmosphere where trying is okay! Calmly
 directs students to stay on task when needed. Provides leadership throughout Zoom lessons
and encourages an inviting environment for student learning to take place.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

e.g., Use knowledge about students, learning goals, and standards to organize curriculum to
facilitate students understanding of subject matter and make accommodations as needed to
promote student access to the curriculum.
No Evidence Attempting Approaching Meeting Exceeding
1 2 3 4 5
Celeste is very knowledgeable within the English curriculum and demonstrates a command of
both reading and writing which is evident within her lessons. She is consistently reviewing
course content standards which align with her instruction. Celeste provides accommodations
when needed for students who require extra support.
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
e.g., Understand and apply knowledge about students, including their background,
characteristics of development, language proficiency and cultural backgrounds to plan, design,
and implement subject matter learning experiences for all students. Use digital tools and
learning technologies across learning environments as appropriate.
No Evidence Attempting Approaching Meeting Exceeding
1 2 3 4 5
Celeste develops lessons which allow for students to reflect on their own backgrounds and
interests. Their assignments reflect choice when practicing the learning objectives and projects
they are performing. She uses technology to enhance and reinforce the learning outcomes.

TPE 5: Assessing Student Learning

e.g., Apply knowledge of the purposes, characteristics, and appropriate uses of different types
of assessments to design and administer classroom assessments. Collect and analyze
assessment data from multiple measures and sources to plan and modify instruction and
document students’ learning over time. Involve students in self-assessment.
No Evidence Attempting Approaching Meeting Exceeding
1 2 3 4 5
Continuously assesses student progress by analyzing assigned tasks and assignments. Celeste
evaluates student understanding and makes adjustments as needed - She knows when to go
back and re-teach and when to move forward based on participation, feedback and mastery of
California Content State Standards.
TPE 6: Developing as a Professional Educator
e.g., Reflect on teaching practice to plan for and improve student learning. Exhibit positive
dispositions of caring, support, acceptance and fairness toward all students, families, as well as
toward colleagues. Establish professional learning goals. Demonstrate professional
responsibility for all aspects of student learning.
No Evidence Attempting Approaching Meeting Exceeding
1 2 3 4 5
Celeste is very endearing and supportive on any given basis. She is professional and provides
leadership towards her students and colleagues. Given the parameters of distance learning,
Celeste has built a rapport with most of her students which has led to more of an effective
teacher-student relationship. She offers continuous support to her students both in and outside
of the classroom.