UA Teacher Candidate Midterm/Final Evaluation

Teacher Candidate: Supervising Practitioner: Program Supervisor:

Jose Ybarra Pat Ortiz Patricia Hale
Site(s): Grade Level(s): Midterm Date: Final Date:
Rivera/Sunnyside SC-EBD-6th grade 3/6/2017 4/25/2017

Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

I. LEARNING ENVIRONMENT Midterm Final

Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and
3 4
presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when
possible)
Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate
interactions among students and teacher 3 3
Procedures: Establishes and follows norms, procedures, and routines 3 3
Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation 2 3
Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner 3 3
Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful 3 4
Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students backgrounds 3 4

Comments on Learning Environment

Midterm
Summary: Mr. Ybarra creates a positive and respectful yet
business-like learning environment in the classroom.
Routines and procedures that were set in place by the
CT are adhered to and followed.
Plan of Action:
Begin lessons with clear behavioral expectations for students.
Posture, attention, etc. Remind students throughout the lesson
Include behavioral expectations in your lesson plan.
Final
Summary: Mr Ybarra showed consistent evidence of creating a
respectful, learning environment. He maintained
classroom procedures and monitored student behavior to
minimize disruptive student behaviors.
Plan of Action:
Suggestions for first year teachers:
Continue to make your classroom into a place where students want to be, while
keeping the atmosphere businesslike and focused on learning.
Procedures must be taught and practiced, and students should do as much as
possible for themselves. Use explicit teacher modeling to teach procedures.

Always maximize instructional time.

 Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

II. PLANNING AND PREPARATION Midterm Final

Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner 3 3
Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated 3 3
Data & Needs-Driven: Uses assessment data, professional judgment, and learners needs to guide planning 3 3
Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any
additional standards as required by the discipline to develop procedural and conceptual knowledge 3 3
Connects Content: Connects lesson content to: students experiences, previous lessons within the content area, other curricular areas, and
real-life situations 2 3
Active Participation: Plans multiple instructional strategies that ensure active participation 3 3
Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s) 3 3
Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities 3 3
Accommodations: Incorporates modifications or accommodations based on learner needs 3 3
Sequencing: Develops meaningful sequencing of learning experiences 3 3
Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise 3 3

Comments on Planning and Preparation

Midterm
Summary: Mr.Ybarra has demonstrated preparation for his
lessons, sending lesson plans in advance and
planning collaboratively with his CT.
Final
Summary: Mr. Ybarra was planned in advance with lessons that were
standards based and data driven for students' needs. He
incorporated technology into lessons when appropriate and
planned for active participation.

Plan of Action: Plan of Action:

Connect lesson content to: students experiences, and real life
situations. Tell them why this is important?
Include lesson connections in your lesson plan as part of
anticipatory set and begin and end lessons with the purpose of
the learning and how it benefits the student.
Include discussion in your anticipatory set, to assess student
background knowledge of the content.
Suggestions for first year teachers:
Learn the expectations and norms for lesson planning at your new
school. Always be well-planned. Use the five activities/steps of the
lesson plan template to guide your planning.
Continue to connect academic content to prior learning, students
experiences, and real life situations.
Continue to create lessons that ensure active participation.
 Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

III. INSTRUCTION AND ASSESSMENT Midterm Final

States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout 2 3
Content Accuracy: Provides clarity and accuracy of content which includes essential information 3 3
Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic
language 2 3
Clear Instructions: Provides clear instructions verbally, in writing, and through modeling 3 3
Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities 3 3
Varied Materials: Uses varied materials, aids, models, representations (including technology), as appropriate 3 3
Varied Delivery: Varies instructional strategy and teacher role to address students diverse learning styles and needs (e.g., sheltered 3 3
English instructional strategies, small groups, individual work, student-led learning, cooperative learning, direct instruction, investigation,
facilitator, guide on the side, etc.)
Activities & Applications: Provides activities and choices for learners to demonstrate their knowledge, including creative/original ways
and authentic applications 3 3
Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time 3 3
Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse,
helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question) 3 3
Formative Assessments: Checks for understanding throughout lesson to monitor student learning 3 3
Modifies Teaching: Adjusts lesson or content delivery based on student needs 3 3
Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format n/a n/a
Promotes Self-Assessment: Effectively implements methods for student self-assessment and self-improvement 2 3
Feedback: Provides timely, useful, specific, and respectful responses to learners during the lesson and on assessments 2 3

Comments on Instruction and Assessment

Midterm Final
Summary: Mr. Ybarra works well in the small group setting Summary: Mr. Ybarra developed a repertoire of instructional activities. He used
a variety of materials, incorporated technology into his lessons, and
that is the mode for most instruction in the worked to engage students with interesting content. He scaffolded
classroom. instruction as necessary for student understanding.

Plan of Action: Plan of Action:

1-Begin the lesson by stating the learning and/or language objective and relating Teach to the objective. Align activities to meet the objective.
to the students why this skill is important.
Continue to introduce and teach vocabulary as part of your lessons. Use the appropriate
2- Highlight, teach, and use academic vocabulary and have students use the
academic language associated with the content. Give students multiple opportunities during
academic vocabulary multiple times during the lesson. instruction to use vocabulary.
Include pertinent vocabulary in your lesson plan.
3-Include more hands on partner work for products & presentations (sharing Use questioning and "exit tickets" to monitor student learning.
activities).
 Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

IV. PROFESSIONALISM AND GROWTH Midterm Final

On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance 3 4
Responds Timely: Responds to communications in a timely manner and meets deadlines 4 4
Communication: Communicates professionally with and about members of the learning community in all forms, including social media 3 4
Personal Issues: Separates personal and professional issues 4 4
Professional Conduct: Conducts oneself professionally and ethically as an educator 4 4
Families: Communicates with families about instruction and individual progress 3 3
Legal Responsibilities: Describes and abides by laws related to learners rights and teacher responsibilities (e.g., equity, appropriate
education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse) 3 3
Collaborates: Collaborates regularly with colleagues and members of the school community 2 3
Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators 3 4
Growth: Participates in professional learning opportunities, as appropriate 3 3
Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice 3 3

Comments on Professionalism and Growth

Midterm Final
Summary: Summary:
Mr. Ybarra communicates professionally with parents. He is Mr. Ybarra maintained a job, while student teaching, yet was consistently
receptive to feedback and constructive criticism and asks for on time for his field experience. He always dressed professionally, and
direction when needed. served as a role model for his students. He was receptive to feedback
and incorporated suggestions into subsequent lessons.

Plan of Action: Plan of Action:

Continue collaboration with CT. Take advantage of school site and district opportunities to increase
Complete reflection questions after supervisor observed your professional knowledge.
lessons.
Hold yourself to the highest professional standards, and continue
to self-reflect in order to continuously improve your practice.

Encourage and value parental involvement in your classroom.

Find an experienced and respected educator to be a mentor for

your first year as a teacher.
 UA Teacher Candidate Midterm/Final Evaluation
Signature Page

Midterm Evaluation By signing below, I acknowledge participation in the midterm assessment process.

Teacher Candidate Printed Name: Teacher Candidate Signature: Date:

Jose Ybarra
Supervising Practitioner: Supervising Practitioner Signature: Date:
Pat Ortiz
Program Supervisor: Program Supervisor Signature: Date:
Patricia Hale

Final Evaluation By signing below, I acknowledge participation in the final assessment process.

Teacher Candidate Printed Name: Teacher Candidate Signature: Date:

Jose Ybarra April 25, 2017
Supervising Practitioner: Supervising Practitioner Signature: Date:
Pat Ortiz April 25, 2017
Program Supervisor: Program Supervisor Signature: Date:
Patricia Hale April 25, 2017