Professional Documents
Culture Documents
Mitchell Betancourt 1 Elementary Teacher Observation
Mitchell Betancourt 1 Elementary Teacher Observation
University Supervisor
Name of School Chino Valley Schools Full Name of Evaluator Ruth Gurgel
To pass student teaching, candidates must have a score of 3 or higher in each review item.
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Not Observed Unsatisfactory Developing Meets Standard Exceeds Standard
Holistic Scoring: A final score is recorded for each numbered item based on the preponderance of data
concerning the indicators listed under each item. See the “Rubric for the Evaluation of the Student Teacher” for
performance descriptions for each indicator at each rating level.
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3. Learning Environments X
3a. Works with others to create environments that support
individual and collaborative learning.
3b. Works with others to create environments that include
teacher and student use of technology.
3c. Works with others to encourage positive social interaction,
active engagement in learning, and self-motivation.
Category 2: CONTENT KNOWLEDGE
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4. Content Knowledge X
4a. Understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches.
4b. Creates learning experiences that make the discipline
accessible and relevant for learners to assure mastery of the
content and provides opportunities for literacy experiences
across content areas.
5. Application of Content X
5a. Engages learners through the creation of interdisciplinary
lessons and facilitates the examination of issues from
multiple perspectives through varied communication modes.
5b. Facilitates learning opportunities involving critical and
creative thinking.
5c. Incorporates learning opportunities that involve solving
authentic, real world problems independently and
collaboratively through concept-based teaching.
8. Instructional Strategies X
8a. Understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of
content areas and their connections.
8b. Understands and uses a variety of instructional strategies to
encourage learners to build skills to apply knowledge in
relevant ways.
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Category 4: PROFESSIONAL
RESPONSIBILITY
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9. Professional Learning and Ethical Practice X
9a. Engages in ongoing professional learning.
9b. Uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the
community) and adapts practice to meet the needs of each
learner.
10. Leadership and Collaboration X
10a. Seeks appropriate leadership roles and opportunities to take
responsibility for student learning.
10b. Seeks appropriate leadership roles and opportunities to
collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner
growth.
Category 5: DISPOSITIONS
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11. Values Learning and Professional Development X
Dedicated to acquiring and applying new ideas about
content, pedagogy, and students.
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Additional Narrative Comments:
- Very nice work beginning with the warm-up! You are so warm and encouraging to them.
-Excellent job moving through the activities at a good pace. They are well engaged.
-Great job being so clear with your instruction!
- You are very affirming to them, very nice work.
-Your encouragement and enthusiasm keeps them engaged, great job.
-Excellent job scaffolding the instruction for them so that they could work on the music.
- Learning names is hard, how are you doing with that?
I want to break down my lessons into small enough segments that my students can understand
at their developmental level.
I want to include appropriate scaffolding in your planning process in a way that fosters
engagement and maintaining pacing.
Strategies: Planning early, ask did I break it down far enough. Then assess yourself and ask
yourself first. Time yourself.