Initial Licensure Field Evaluation 1.

#350
COMPLETE
Collector: Web Link 3 (Web Link)
Started: Friday, December 08, 2023 11:41:43 PM
Last Modified: Friday, December 08, 2023 11:58:48 PM
Time Spent: 00:17:04
IP Address: 172.58.240.123

Page 1: Placement Information

Q1
Student Teacher's Name

Emily Payne

Q2 White or Caucasian

Student Teacher's Race

Q3 Elementary Education, PreK-6

Student Teacher's Endorsement Area

Q4 Kindergarten

Placement Grade Taught

Q5
Internship Start Date (MM/DD/YYYY)

10/16/2023

Q6
Internship End Date (MM/DD/YYYY)

12/08/2023

Q7
School of Student Teaching Placement

B.M. Williams Primary

1/8
 Initial Licensure Field Evaluation 1.0

Q8 Chesapeake Public Schools

School Division

Q9
Evaluator's Name (First Last)

Candace Evans

Q10
Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: candace.evans@cpschools.com

Q11 Classroom Teacher

Evaluator's Position/Role

Q12 Final Week of Placement

What time period is this evaluation for?

Page 2: Standard One: Professional Knowledge

2/8
 Initial Licensure Field Evaluation 1.0

Q13
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Addresses relevant curriculum standards. Highly Effective

Integrates key content elements and facilitates students’ use of Highly Effective
higher-level thinking skills in instruction.

Demonstrates an ability to link present content with past and Highly Effective
future learning experiences, other subject areas, and real-world
experiences and applications.

Demonstrates an accurate, current, and specific knowledge of Highly Effective

the subject matter and a working knowledge of relevant
technology.

Bases instruction on goals that reflect high expectations for all Highly Effective
students commensurate with their developmental levels.

Demonstrates an understanding of appropriate accommodations Highly Effective

for diverse learners and students learning in unique contexts
(e.g., English learners, gifted learners, students with special
needs, etc.).

Uses content-specific language, correct vocabulary and Highly Effective

grammar, and acceptable forms of communication as they relate
to a specific discipline and/or grade level.

Q14
Please comment on the teacher candidate's overall performance in the area of professional knowledge.

Emily planned lessons that accommodated all students in the class.

Page 3: Standard Two: Instructional Planning

Q15
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Analyzes and uses multiple sources of student learning data to Highly Effective
guide planning.

Plans accordingly for pacing, sequencing, content mastery, Highly Effective

transitions, and application of knowledge.

Consistently plans for differentiated instruction. Highly Effective

Aligns lesson objectives to the school’s curriculum and student Highly Effective
learning needs.

3/8
 Initial Licensure Field Evaluation 1.0

Q16
Please comment on the teacher candidate's overall effectiveness of instructional planning.

Emily planned and taught lessons that aligned with the pacing and curriculum guide.

Page 4: Standard Three: Instructional Delivery

Q17
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Builds upon students’ existing knowledge and skills. Highly Effective

Differentiates the instructional content, process, product, and Highly Effective

learning environment to meet individual developmental needs.

Motivates students for learning, reinforces learning goals Highly Effective

consistently throughout the lesson, and provides appropriate
closure.

Develops higher-order thinking through questioning and problem- Highly Effective

solving activities.

Uses a variety of appropriate instructional strategies and Highly Effective

resources to encourage active student engagement.

Uses appropriate instructional technology to enhance student Highly Effective

learning in the classroom or in a virtual setting.

Communicates clearly, checks for understanding using multiple Highly Effective

levels of questioning, and adjusts instruction accordingly.

Q18
Please comment on the teacher candidate's overall effectiveness of instructional delivery.

During a science lesson Emily asked students questions that made them think about what was actually happening and what could
possibly happen.

Page 5: Standard Four: Assessment of and for Student Learning

4/8
 Initial Licensure Field Evaluation 1.0

Q19
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses pre-assessment data to develop expectations for Highly Effective

students, to differentiate instruction, and to document learning.

Uses a variety of formal and informal assessment strategies Highly Effective

and instruments that are valid and appropriate for the content,
for the student population, and for the setting (e.g., in-person or
virtual).

Aligns student assessment with established curriculum Highly Effective

standards and benchmarks.

Uses assessment tools for both formative and summative Highly Effective
purposes to inform, guide, and adjust students’ learning and
supports.

Collects and maintains a record of sufficient assessment data to Highly Effective

support accurate reporting of student progress

Communicates constructive and frequent feedback on student Effective

learning to students, parents/caregivers, and other educators, as
appropriate.

Q20
Please comment on the teacher candidate's performance in the area of assessment of and for student learning.

Emily used a pre-assessment to test students knowledge on Ordering sets, more, fewer, and the same. She used the same pre-
assessment to see who showed growth, who stayed the same, and who still needs remediation.

Page 6: Standard Five: Learning Environment

5/8
 Initial Licensure Field Evaluation 1.0

Q21
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Establishes clear expectations, with student input, for Highly Effective

classroom rules and procedures early in the school year and
enforces them consistently and fairly.

Maximizes instructional time and minimizes disruptions. Effective

Establishes a climate of trust and teamwork by being fair, Highly Effective

caring, respectful, and enthusiastic.

Encourages student engagement, inquiry, and intellectual risk- Highly Effective

taking.

Promotes respectful interactions and an understanding of Highly Effective

students’ diversity, such as language, culture, race, gender, and
special needs.

Actively listens and makes accommodations for all students’ Highly Effective
needs, including social, emotional, behavioral, and intellectual.

Addresses student needs by working with students individually Highly Effective

as well as in small groups or whole groups.

Promotes an environment − whether in person or virtual − that is Highly Effective

academically appropriate, stimulating, and challenging.

Q22
Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to learning.

Emily taught students her expectations in the beginning and the students quickly adapted. One that stood out the most was students
giving her 5 on the carpet. 1 mouth closed, 2 ears listening, and 2 eyes on the speaker.

Page 7: Standard Six: Culturally Responsive Teaching and Equitable Practices

6/8
 Initial Licensure Field Evaluation 1.0

Q23
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Fosters classroom environments that create opportunities for Highly Effective

access and achievement by acknowledging, valuing,
advocating, and affirming cultural and social diversity in all
aspects of the learning process, including for gender, race,
ethnicity, English Language Learners, and students with
disabilities.

Builds meaningful relationships with all students anchored in Highly Effective

affirmation, mutual respect and validation utilizing culturally
responsive teaching practices, and by modeling high
expectations for all students.

Analyzes, selects, and integrates texts, materials, and Highly Effective

classroom resources that reflect cultural inclusivity and the
needs of all students, including for gender, race, ethnicity,
English Language Learners, and students with disabilities.

Uses communication strategies that are inclusive of the Highly Effective

language, dialects, cultural, social and literacy needs of all
students (including gender, race, ethnicity, English Language
Learners, and students with disabilities).

Q24 Respondent skipped this question

Please comment on the teacher candidate's overall

effectiveness in culturally responsive teaching and
inclusive practices.

Page 8: Standard Seven: Professionalism

7/8
 Initial Licensure Field Evaluation 1.0

Q25
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Adheres to federal and state laws, school and division policies, Highly Effective
ethical guidelines, and procedural requirements.

Maintains positive professional behavior (e.g., appearance, Highly Effective

demeanor, punctuality, and attendance).

Works in a collegial and collaborative manner with Highly Effective

administrators, other school personnel, and the community to
promote students’ well-being, progress, and success.

Builds positive and professional relationships with Highly Effective

parents/caregivers through frequent and appropriate
communication concerning students’ progress.

Serves as a contributing member of the school’s professional Highly Effective

learning community through collaboration with teaching
colleagues and staff.

Q26 Respondent skipped this question

Please comment on the teacher candidate's

professionalism throughout the period of observation.

Page 9: Standard Eight: Student Academic Progress

Q27
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses precise language, correct vocabulary and grammar, and Highly Effective
acceptable forms of oral and written communication.

Sets acceptable, measurable, and appropriate achievement Highly Effective

goals for student learning progress based on baseline data.

Documents the progress of each student throughout the year. Highly Effective

Provides evidence that achievement goals have been met, Highly Effective
including the state-provided progress data when available as
well as other multiple measures of student academic progress.

Uses available performance outcome data to continually Highly Effective

document and communicate student academic progress and
develop interim learning targets.

Q28
Please comment on the students academic progress throughout the period of observation.

Emily created her own grade book to track students progress.

8/8