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Westminster Preservice Teacher Evaluation

Form
Teacher Candidate: Eliza Lyons
Methods # ___
Student Teaching # ____

Date/Time: 10/4/16
School/Byrd, Edel

Mid-Term _X___
th

Grade/Subject: 10 grade Biology


Completer: Eliza Lyons (self)

Final Evaluation____

School/Mentor: Ogden High

Signature:
Performance Indicators: 0 No Evidence 1 Not Yet
2 Emerging
3 Meets Standard
4
Exemplary
(NA Not Applicable) Please see Utah Institutions of Higher Education Preservice Teacher
Evaluation Rubric for description of each indicator

Rati
ng
3

Standard 1: Learner Development


The teacher understands cognitive, linguistic, social, emotional and physical areas of
student development.
The teacher:
Comments and Suggestions:
-Provides explicit verbal instruction, backed up with written
Creates learning
experiences that
instructions and appropriate modeling
demonstrate an
-Utilizes both group and individual work on a daily basis
understanding of the
-Collaborates with mentor teachers on a daily basis to checkdevelopmental levels of
in and receive feedback/comments/suggestions
learners (i.e., cognitive,
-Scaffolds larger assignments to ensure appropriate student
linguistic, sociocultural,
emotional, and physical)
development
Collaborates with
colleagues and other
professionals to promote
student growth and
development

Rati
ng
3

-Needs to collaborate with other school resource professionals


(ELL and SPED teachers)

Standard 2: Learning Differences


The teacher understands individual learner differences and cultural and linguistic diversity.
The teacher:
Applies understanding of
learner diversity to
encourage all learners to
reach their full potential

Designs, adapts, and


delivers instruction to
address students diverse
learning strengths and
needs

Allows multiple ways to


demonstrate learning

Comments and Suggestions:


-Uses a variety of learning modalities in every lesson
-Frequently mixes up learning activities to appeal to multiple
intelligences
-Provides students alternative assignments to make up canvas
quizzes (I-can statements, reading or video guides, artistic
assignments, etc.)
-Provides readings in Spanish for ELL and ESL students
-Appeals to student funds of knowledge by referring to pop
culture and student interests
-Would be beneficial to incorporate more kinesthetic/hands on
activities

09/14/2015Performance Indicators: 0 No Evidence


Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard

-Could provide more choice in initial assessment, rather than


just the make-up assignment

Rati
ng
3

Standard 3: Learning Environments


The teacher works with learners to create environments that support individual and
collaborative learning, social interactions, active engagement in learning, and selfmotivation.
The teacher:
Comments and Suggestions:
-Encourages STEM environment by supplying materials and
Uses a variety of
classroom management supplies that promote inquiry and critical thinking
strategies to proactively -Classroom is arrangement to support small group work
gain and maintain
-Utilizes small grouping strategies and encourages student
student attention,
collaboration on a daily basis
facilitate smooth
-Discusses goal-setting with students (for school year, for exam
transitions, and to
proficiency)
support a positive and
-Incorporates presentations (public speaking and listening to
respectful learning
peers) reading, writing, analysis, and decision-making skills in
environment
lesson plans
-Tendency to lose classroom attention during transitions; difficult
to quiet the class down and regain attention after an activity
Consistently identifies
potentially disruptive
situations and
intervenes in an
appropriate and timely
manner to maintain a
positive learning
environment
Encourages students to
use speaking, listening,
reading, writing,
analysis, synthesis, and
decision-making skills in
collaborative learning
contexts

Rati
ng
3

Standard 4: Content Knowledge


The teacher understands the central concepts, tools of inquiry, and structures of the
discipline.

09/14/2015Performance Indicators: 0 No Evidence


Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard

The teacher:
Understands and conveys
accurate content and
process knowledge of the
discipline

Connects content to Utah


State Core Standards,
personal schemas, and
real world contexts

Supports students in
learning and using
academic language
accurately and
meaningfully

Uses multiple
representations of
concepts that capture key
ideas and makes content
comprehensible

Comments and Suggestions:


-Uses academic terminology when appropriate
-Uses multiple representations (models, readings, presentations)
to explain content material
-Encourages inquiry, reasoning, and evidence (when making
claims, and for overall portfolio project)
-Will begin to initiate Word Wall to help students that are
struggling with scientific vocabulary
-Admits when unsure of something; searches for
correct/appropriate answer or response, or encourages student
to research

-Could make content material more transferrable and real-world


to the students (emphasize why it matters)

Engages students in
methods of inquiry and
standards of evidence
used in a specific
discipline

Rati
ng
3

Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth,
monitor learner progress, guide planning and instruction, and determine whether the
outcomes described in content standards have been met.
The teacher:
Comments and Suggestions
-Uses a broad variety of formal and informal assessments (bell
Uses multiple methods of
formal and informal
work, think/pair/share, Kahoot, canvas quizzes, lab responses)
assessments to guide
-Frequently circulates the classroom to determine depth of
planning and adapt
student understanding- converses with students in an informal
instruction
setting
Designs or selects
-Provides opportunity for self-assessment (in group projects and
appropriate assessments
personal portfolio project)
in a variety of formats to
-Gives prompt feedback on graded assignments
determine whether
learning objectives
-Collects and analyzes data weekly to determine which students
described in state
need to be re-taught, and what strategies will be used to restandards have been met
teach and re-assess
Provides ways for learners -Changes pacing to meet developmental needs of students
to monitor and reflect
upon their own progress
Identifies the elements of
quality work and provides
timely feedback

09/14/2015Performance Indicators: 0 No Evidence


Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard

Documents student
progress and provides
descriptive feedback to
students and other
stakeholders
Adjusts assessment
methods and makes
appropriate
accommodations for
students
with special learning
needs

Rati
ng
3

Standard 6: Instructional Planning


The teacher plans instruction to support students in meeting rigorous learning goals by
drawing upon knowledge of content areas, Utah Core Standards, instructional best
practices, and the community context.
The teacher:
Comments and Suggestions
-Provides detailed lesson plan for every lesson, complete with
Prepares workable,
essential questions, learning goals, learning activities,
meaningful and
developmentally
instruction and extension, assessment methods, resources, etc.
appropriate written lesson -Adapts lesson plans as needed to meet needs of students
plans aligned to state
-Plans activities that allow students to be creative and produce
standards
original work
Applies learners
-Is always well-prepared for lesson in advance
sociocultural backgrounds
-Practices Backwards by Design unit planning- has end goal in
in the design of instruction
sight, and pre-planned summative assessment as well as overall
to encourage all learners
to reach their full potential learning objectives
-Applies lessons to multiple content areas (math, history,
Adapts pre-determined
plans, materials, and time English)
frames to create learning
experiences that are
relevant to learners and
based on effective
instruction

-Could create more opportunities for differentiation, have a


stack of resources on hand for every lesson/unit

Differentiates, as needed,
to meet individual learner
needs

Plans authentic learning


experiences for students
to use thinking skills and
create original work

Plans varied group


configurations that
support objectives and
provide opportunities for
learners to
develop communication
skills

09/14/2015Performance Indicators: 0 No Evidence


Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard

Rati
ng
3

Standard 7: Instructional Strategies


The teacher uses various instructional strategies to ensure that all learners develop a deep
understanding of content areas and their connections, and build skills to apply and extend
knowledge in meaningful ways.
The teacher:
Comments and Suggestions
-Constantly makes adjustments in class based on student
Practices a range of
feedback
developmentally,
-Is familiar with individual students strengths and learning
culturally,
and
linguistically
needs (mostly through pre-assessment, discussion, and previous
appropriate
work)
instructional strategies
-Incorporates questions and activities that utilize both low-end
to meet the needs of
and high-end Blooms taxonomy
students
diverse
-Differentiates instruction by mixing up lesson activities, and
cognitive levels and
providing verbal, visual, and linguistic instruction
learning styles
(i.e,
-Models explicit instruction before letting students go
differentiation)
-Could provide more opportunities for self-reflection
-Needs to make content material more transferrable
Provides multiple
opportunities for students
to develop higher order
and metacognitive skills
(e. g., problem solving,
predicting, organizing,
summarizing,
categorizing, evaluating,
questioning, selfmonitoring).

Supports and expands


learners communication
skills

Uses a variety of effective


technology and resources
to support learning

Develops learners abilities


to find and use
information to solve real
world problems

Uses a variety of
questioning strategies to
promote engagement and
learning

Rati
ng
3

Standard 8: Reflection and Continuous Growth


The teacher is a reflective practitioner who uses evidence to continually evaluate and
adapt practice to meet the needs of each learner.

09/14/2015Performance Indicators: 0 No Evidence


Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard

The teacher:
Participates in a
meaningful lesson
reflection with supervisor

Accepts suggestions and


constructive criticism to
adapt and improve
practice over time
Identifies own background
and experiences that have
an impact on teaching and
learning relationships

Rati
ng
3

Comments and Suggestions


-Meets with supervisor to reflect on observed lessons as well as
classroom experiences and observations
-Receives suggestions and feedback; uses them to change
teaching practice and enhance learning activities
-Completes lesson reflections for TWS and all reflection
assignments
-Evaluates instruction and classroom management continually in
order to adapt future lessons (e.g. student engagement, student
understanding, time management, etc.)

Standard 9: Leadership and Collaboration


The teacher is a leader who engages collaboratively with learners, families, colleagues,
and community members to build a shared vision and supportive professional culture
focused on student growth and success.
The teacher:
Comments and Suggestions
-Attends PLC and faculty meetings to collaborate with
Collaborates to develop
colleagues, also assists with decision-making
cordial professional and
-Attended back-to-school night and parent/teacher conference
family relationships to
fulfill required duties
to meet with student families and support building relationships
and promote student
and better understand student needs and backgrounds
learning
-Takes student concerns into consideration, and makes
appropriate accommodations to promote individual student
learning
-Could be more involved with students families (send out post
cards, arrange meet-and-greet, etc.)

Rati
ng
3

Standard 10: Professional and Ethical Behavior


The teacher demonstrates the highest standard of legal, moral, and ethical conduct in
compliance with federal and state rules and laws.
The teacher:
Comments and Suggestions

Demonstrates -Is always on-time well-prepared for class


professionalism
-Treats students with respect
including: professional -Dresses neatly and professionally
appearance,
-Adheres to all federal and state rules and laws
punctuality,
-Upholds school code of conduct
attendance, flexibility,
-Administered student disclosures and sexual ed. Consent forms
compliance with federal
and state rules and
laws

Goals:
-Improve transition tactics
- Establish and maintain a more effective phone use policy
-Provide more opportunities for differentiated instruction (both in-class activities and
assessments)
09/14/2015Performance Indicators: 0 No Evidence
Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard

General Comments:
-Has shown significant progress over time, especially in building student relationships and
classroom management
-Is excited and passionate about science- tries to make it understandable and interesting
for the students by incorporating multiple types of activities and incorporate student
interest into lessons
-Puts a lot of effort, thought, and creativity into developing effective and engaging lesson
plans

09/14/2015Performance Indicators: 0 No Evidence


Exemplary
(NA Not Applicable)

1 Not Yet

2 Emerging

3 Meets Standard