Ued495-496 Dunnington Johnson Megan Mid-Term Evaluation DST p2 2

Regent University CAS Student Teacher Evaluation SurveyMonkey
#767
COMPLETE
Collector: Web Link 1 (Web Link)
Started: Sunday, November 25, 2018 5:47:28 PM
Last Modified: Sunday, November 25, 2018 6:42:27 PM
Time Spent: 00:54:59
IP Address: 24.253.144.44
Page 1: Placement Information
Q1 Student Teacher's Name
Megan (Dunnington) Johnson
Q2 Student Teacher's Endorsement Area Elementary Education, PreK-

6
Q3 Grade Taught Second Grade
Q4 Internship Start Date (MM/DD/YYYY)
10/29/2018
Q5 Internship End Date (MM/DD/YYYY)
12/14/2018
Q6 School of Student Teaching Placement
Georgetown Primary
Q7 School Division Chesapeake Public Schools
Q8 Evaluator's Name (First Last)
Anne Mannarino
Q9 Evaluator's Email. We will return a PDF copy of your report to this address.
Email Address: amannarino@regent.edu
1/4
Q10 Evaluator's Position/Role University Supervisor
Q11 What time period is this evaluation for? Mid-Term
Page 2: Standard One: Professional Knowledge
Q12 Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Demonstrates accurate knowledge and skills of the subject area(s) Exemplary

taught.
Demonstrates an understanding of the development of the age Superior
group.
Integrates key content elements and facilitates students’ use of Superior
higher level thinking skills.
Links content with other subject areas and real world applications. Exemplary
Q13 Please comment on the teacher candidate's overall performance in the area of professional knowledge.
Megan is very knowledgeable about her teaching content and continues to learn more as she teaches the subject matter. She teaches
the content using real-world applications so her students can relate to the concepts, and apply their thinking to new ideas.
Page 3: Standard Two: Instructional Planning
Aligns lesson objectives to the school’s curriculum and student Exemplary

learning needs.
Develops appropriate plans designed to meet all learner needs; Exemplary
adapts plans as needed.
Plans time realistically for pacing, content mastery, and Superior
transitions.
Plans for differentiated instruction. Superior
Q15 Please comment on the teacher candidate's overall effectiveness of instructional planning.
Megan is very detailed in her lesson planning. She includes all major components of lessons and includes all standards that meet local
and state requirements. She includes extensive information about what questions she asks of students and their anticipated answers.
Her planning is a strength that guides her classroom delivery.
Page 4: Standard Three: Instructional Delivery
2/4
Engages and maintains students in active learning. Exemplary

Differentiates instruction to meet the students’ needs. Superior
Reinforces learning goals consistently throughout lessons. Superior
Uses a variety of effective instructional strategies and resources. Exemplary
Uses instructional technology to enhance student learning. Superior
Q17 Please comment on the teacher candidate's overall effectiveness of instructional delivery.
Megan is a natural in the classroom. She engages students by making learning purposeful and fun. She uses multiple strategies to get
the students interested in learning. She uses technology to enhance her instructional delivery and to keep students on task.
Page 5: Standard Four: Assessment of and for Student Learning
Uses student learning data to make instructional decisions. Superior

Uses a variety of appropriate assessment strategies and Superior
instruments
Uses assessment tools for both formative and summative Superior
purposes.
Gives constructive and frequent student feedback. Exemplary
Q19 Please comment on the teacher candidate's performance in the area of assessment of and for student learning.
Megan is using student data to guide her instruction. She assesses students in a variety of ways. During the observational periods
Megan uses traditional methods of assessment but also incorporates student self-assessment techniques that are equally effective in
gauging student learning.
Page 6: Standard Five: Learning Environment
Establishes clear expectations for classroom rules and Exemplary

procedures; enforces them consistently and fairly.
Uses available resources and knowledge of students to prevent, Superior
redirect, or reinforce behaviors.
Respects students’ diversity, including language, culture, race, Exemplary
gender, and special needs.
Actively listens and pays attention to students’ needs and Exemplary
responses.
3/4
Q21 Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to
learning.
Megan has a great classroom presence where she shows respect and compassion to her students. She is tough yet fair as she
approaches instruction. The students respond to her constant questioning as she lets them know that her high expectations are for
expects the best from every student.
Page 7: Standard Six: Professionalism
Modifies performance based on personal and professional Exemplary

critiques.
Demonstrates initiative in planning, management, and Superior
professional interactions.
Demonstrates effective communication and collaboration with Exemplary
teachers and other school personnel.
Fosters trust in all school relationships through fair and ethical Exemplary
interactions.
Q23 Please comment on the teacher candidate's professionalism throughout the period of observation.
Megan is a professional that any school would be happy to have. Throughout her student teaching experience she has exhibited good
work ethics, excellent communication and collaboration skills, and thrives to maintain her high standard of instruction. She is always
open to receive constructive criticism and is a joy to work with professionally.
Page 8: Standard Seven: Student Academic Progress
Documents the progress of each student throughout the Proficient

placement.
Provides evidence that achievement goals have been met. Superior
Uses available data to document/communicate student progress Proficient
and develop learning targets.
Q25 Please comment on the students academic progress throughout the period of observation.
Student data is one area where Megan is developing ways to use. She is collaborating with her cooperating teacher to develop future
instructional plans on using this data. Megan will continue to document student progress as this placement advances.
4/4

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Regent University CAS Student Teacher Evaluation SurveyMonkey

Page 1: Placement Information

Q1 Student Teacher's Name

Megan (Dunnington) Johnson

Q2 Student Teacher's Endorsement Area Elementary Education, PreK-

Q3 Grade Taught Second Grade

Q4 Internship Start Date (MM/DD/YYYY)

Q5 Internship End Date (MM/DD/YYYY)

Q6 School of Student Teaching Placement

Q7 School Division Chesapeake Public Schools

Q8 Evaluator's Name (First Last)

Email Address: amannarino@regent.edu

Q10 Evaluator's Position/Role University Supervisor

Q11 What time period is this evaluation for? Mid-Term

Page 2: Standard One: Professional Knowledge

Demonstrates accurate knowledge and skills of the subject area(s) Exemplary

Page 3: Standard Two: Instructional Planning

Aligns lesson objectives to the school’s curriculum and student Exemplary

Page 4: Standard Three: Instructional Delivery

Engages and maintains students in active learning. Exemplary

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

Uses student learning data to make instructional decisions. Superior

Page 6: Standard Five: Learning Environment

Establishes clear expectations for classroom rules and Exemplary

Page 7: Standard Six: Professionalism

Modifies performance based on personal and professional Exemplary

Page 8: Standard Seven: Student Academic Progress

Documents the progress of each student throughout the Proficient

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