Midterm/Final Evaluation and Reflection of Intern Progress: Level 2

Intern Name _Sarah Farmer________ Date ___02/22/22________

INTERN (for FEAPs 1-4):

● Please place a * next to FEAPs that reflect areas of growth or strength in your practice.
● Please circle FEAPs that reflect areas in need of development
● Place comments and goals in the box provided below each FEAP
● DO NOT circle a selection for “Performance Evaluation”. This will be completed in collaboration
with supervisor and CT.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning
theories, the effective educator consistently:
*a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

PERFORMANCE EVALUATION (FEAP 1):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

I have begun creating lesson plans according Understanding the aspect of “appropriate level
to the state standards along with connecting of rigor” - How can I ensure my instruction is
those standards to previous and future grades. appropriate for my students’ levels (not too easy
but not too challenging either)

Sarah is able to take state standards and I’d love for Sarah to take her own spin and put
curriculum together to create rigorous lesson them into the lessons she is teaching. Use your
plans. creativity and your passion to be the driving
force!

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized,
equitable, flexible, inclusive, and collaborative, the effective educator consistently:
*a. Organizes, allocates, and manages the resources of time, space, and attention;
◯b. Manages individual and class behaviors through a well-planned management system;
*c. Conveys high expectations to all students;
*d. Respects students’ cultural and family background
*e. Models clear, acceptable oral and written communication skills;
*f. Maintains a climate of openness, inquiry, fairness and support
*h. Adapts the learning environment to accommodate the differing needs and diversity of students

PERFORMANCE EVALUATION (FEAP 2):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

Begin working on adapting the learning
I plan out all lessons that I will be teaching, environment and activities based on students and
but I am flexible of course relating to how their specific backgrounds.
students are responding. Before lessons, I
 convey my expectations, and remind the
students of them throughout as needed. I am
working on time management, and watching
the clock as I am teaching lessons.

This class (afternoon) is really tough in a I’d love to see Sarah become more confident in a
whole group setting. Sarah has done great whole group setting (one of her PD goals is to
working individually with students or in small increase engagement which should help)
groups.

3. Instructional Delivery and Facilitation: The effective educator consistently utilizes a deep and
comprehensive knowledge of the subject taught to:

*a. Deliver engaging and challenging lessons;

◯g. Apply varied instructional strategies and resources, including appropriate technology, to teach for
student understanding
*h. Differentiate instruction based on an assessment of student learning needs and recognition of
individual differences in students; 

PERFORMANCE EVALUATION (FEAP 3):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments: Goals: (Connect with specific FEAPs)

I have been teaching the reading portion of
the lessons each week. The difference
between the morning and afternoon class
regarding participation and response is huge,
and I have had to modify my instruction
based on their responses
- 3a. Create more engaging instructional
methods
- 3g. Begin incorporating more
technology and varied instructional
strategies (putting my own twist on
curriculum lessons)

Sarah does a great job at differentiating for As mentioned in FEAP 1, I’d love to see Sarah
students! She knows what they know and put her own twist on lesson planning, using
how to scaffold to get them to where we are technology, making things unusual, and fun!
as a class.

5. Continuous Professional Improvement. The effective educator consistently:

*a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on
students’
needs;
*e. Engages in targeted professional growth opportunities and reflective practices

PERFORMANCE EVALUATION (FEAP 5):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

working through a coaching cycle with my - specifically writing out goals and
CT along with post conference reflections actively reflect on every single lesson I
and feedback has helped significantly to teach
develop my goals and connect my inquiry to
all of the work I am actually doing in the
classroom

Sarah and I through a coaching cycle have Identified through coaching cycle
been able to identify goals & have been - Student engagement
working to achieve them each week. - Types of questioning

*6. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high
moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of
Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules
6B-1.001 and 6B-1.006, F.A.C, and fulfills the expected obligations to students, the public and the
education profession.

PERFORMANCE EVALUATION (FEAP 6):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

I maintain professionalism in the classroom, Work on writing more professional emails

and when interacting with other when communicating with my CT weekly
teachers/administration

Sarah always comes & has the most

respectful conversations, actions, and
demeanor. Even when situations are
shocking or unusual, she always keeps a
professional attitude.

Interns: Please circle the boxes that reflect your participation, performance, and professional obligations
and then answer the questions below.

Category Exemplary Proficient Requires Action

1.Placement No absences One absence More than one absence

Attendance (not made up) (not made up) (not made up)
2.Punctuality Never late Late once Late more than once

3.Placement Communicates ● Adequate ● Limited communication w/ CT

Participation effectively w/ CT about communication w/ CT about teaching assignments
teaching assignments about teaching
● assignments
● __________________ _________________ ● _________________________
● Exemplary initiative ● Satisfactory initiative ● Inadequate initiative displayed in
displayed in placement displayed in placement placement
● ___________________ ● ___________________ ● ________________________
● Actively involved in ● Moderately involved in ● Minimally involved in lesson
lesson planning and lesson planning and planning and implementing
implementing implementing instruction
instruction instruction

Seminar Punctuality/ No absences, always One absence, or once More than one absence or tardy.
Attendance punctual, professional, tardy. Usually Not always professional and
and present professional and present.
present
Assignment submission Always on time Once turned in late Late more than once

Comments Goals related to participation, performance and

professional obligations
I am moderately involved in planning lessons
and implementing instruction because my CT Altering how reading components are taught to put
has me teach the reading components each my own spin on them
week, but she gives the powerpoint slides to
me.
__________________________________________ Intern Signature/Date: 02/21/22

__________________________________________ CT Signature/Date 02/22/22

Nicholas Catania 2.2.22

___________________________________________ Supervisor Signature/Date: