Assessment Details 4/2/24, 9:17 AM

Assessment Details

SCORE: 2.6 Murray, Sydney

 SUBMITTED 2024-03-03 00:01:08

 ASSESSED 2024-03-14 15:46:45  Results Seen 2024-03-15 07:52:34

 ASSESSOR Haney-Watson, Carol

 TYPE Manual

 PLACEMENT Spring 2024 Student Teaching, First Half Semester

 TOC n/a

 INSTRUMENT PDE 430 - First Half Semester

OVERALL COMMENT: Sydney has done a great job in this 7th grade math classroom for the first
half of the semester. She has made huge strides during this placement despite having a tough start
due to some challenging student behaviors. Sydney’s ability to manage students, materials, and
instructional responsibilities simultaneously has grown at an amazing rate. Her planned
instructional activities not only hold students’ attention, but also challenge them to be responsible
for their own learning and work collaboratively with their peers. She is on the way to being a highly
effective middle level teacher.

Assessed Criteria
Criterion Description Score Comments
3.0
Category 1: Student -planned instruction is
0.0 3.0
Planning and teacher/candidate standards-based and aligned
Preparation demonstrates to district curriculum
thorough -mentor teacher reports
knowledge of quickly learned to use the
content and smartboard and the online
pedagogical skills grading program effectively
in planning and -lesson plan activities and
preparation. procedures reflect a deep
Student teacher understanding of middle level
makes plans and best practices incorporating
sets goals based on socialization, physical

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the content to be movement, and student voice

taught/learned, and choice
knowledge of -a wide range of teacher-
assigned students, created materials are
and the prepared and displayed
instructional before the start of class
context.
2.0
Category 2: Student -uses a variety of appropriate
0.0 3.0
Classroom teacher/candidate classroom management
Environment establishes and strategies including 1 minute
maintains a time warning, individual
purposeful and names, verbal directive,
equitable proximity, verbal direction,
environment for verbal attention signal,
learning, in classroom routines, hands-
which students feel on-head response strategy,
safe, valued, and wait time, verbal reminder,
respected, by vocal volume, and non-
instituting routines verbal positive reinforcement
and setting clear -mentor teacher reports
expectations for working on continuing to
student behavior. scan the room when
supporting individual
students during independent
work
-continue to find ways to
build relationships with
students both as a group and
as individuals, and
communicate that you are
happy to be there with them
-continue to work on
efficient, controlled
procedures for transitions
3.0
Category 3: Student -background knowledge is
Instructional teacher/candidate, 0.0 3.0 clearly understood and a
Delivery through knowledge good base for answering
of content, questions on the fly from
pedagogy and skill students
in delivering -mentor teacher reports uses
instruction, very good leading questions
engages to begin and drive lesson
students in learning discussions
by using a variety -continue to practice finding
of instructional the correct words to explain
strategies. the concept/process so
students understand it
-classroom activities and
procedures are highly
engaging for students and
they participate readily and in
a positive and respectful
manner
3.0

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Category 4: Student -always professional in dress,

Professionalism teacher/candidate 0.0 3.0 demeanor, and all forms of
demonstrates communication
qualities that -attended and participated in
characterize a grade level meetings, content
professional person area meetings, staff
in aspects that development, IEP meetings,
occur in and and meeting with special
beyond the teachers
classroom/building. -always open and responsive
to constructive feedback
from multiple sources
-mentor teacher reports fit in
very well among the team of
teachers and demonstrates
professionalism at all times
2.0
Overall Rating Sum scores from
the criteria above 0.0 3.0
to score for this
criterion.

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