Survey Start Date Survey End Date Device Name

11/1/2018 10:26:27 AM 11/1/2018 11:11:47 AM dgardner

Teacher Candidate:

Richard (Forrest) Pitt

Date:

October 31, 2018

Evaluation Level:

Student Teaching

Purpose of Evaluation

Observation

Grade/Subject:

11th grade U.S. History

School/Mentor:

Highland High School/Julie Hamilton

Completed by:

Diana Gardner

Indicator 1.1 - Creates developmentally appropriate and challenging learning experiences based on
each learner’s strengths, interests, and needs.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 1.2 - Collaborates with families, colleagues, and other professionals to promote student
growth and development.

2- Developing
 Standard 1 Comments

Forrest’s lesson on an introduction to the Progressive Era was based on previous learning from the Gilded
Age unit. He re-taught, reviewed, used Socratic questioning, and scaffolded to build the basic concepts of
this next era in U.S. history. Forrest used real world/current events/pop culture to relate these two eras to
students lives and it kept them engaged (about 70%) and thinking out loud. Forrest’s mentor expressed that
he is getting better about address student learning concerns, but that he still had some work to do in
building accommodations for struggling learners.

Standard 1 Additional Comments

Indicator 2.1 - Allows learners multiple ways to demonstrate learning sensitive to diverse experiences,
while holding high expectations for all.

3- Meets Preservice Standard (Inservice Emerging)

Standard 2 Comments

Forrest asked his students to speak, write, debate, problem-solve, share-pair, and participate in Socratic
discussions. As a result, diverse learners had multiple strategies to choose from in order to work toward
critical thinking. I was also pleased to see his accommodation for struggling learners: a guided note handout
for a quick, comprehensive video on the Progressive Era. Students were highly engaged and thinking
critically.

Standard 2 Additional Comments

Indicator 3.1 - Develops learning experiences that engage and support students as self-directed
learners who internalize classroom routines, expectations, and procedures.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 3.2 - Collaborates with students to establish a positive learning climate of openness,
respectful interactions, support, and inquiry.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 3.3 - Utilizes positive classroom management strategies, including the resources of time,
space, and attention, effectively.

3- Meets Preservice Standard (Inservice Emerging)

Standard 3 Comments

Forrest’s proximity and voice have become effective management tools for him. He is learning the line of
being friendly without being students’ friend. He is communicates procedures well and students respond
accordingly. Student transitions between learning activities are better, but there were still a few moments
that could easily have gotten away from him. He still needs to find a cue to gain student attention more
easily.
 Standard 3 Additional Comments

Indicator 4.1 - Bases instruction on accurate content knowledge using multiple representations of
concepts and appropriate academic language.

3- Meets Preservice Standard (Inservice Emerging)

Standard 4 Comments

Forrest has a good depth of content knowledge and he demonstrates this in his lesson plans, learning
strategies, and Socratic questioning. He still occasionally reverts to being the “Sage on the Stage”, but is
better at getting students to critically think and to ask them to think through the big ideas he is teaching.

Standard 4 Additional Comments

Indicator 5.1 - Uses data sources to assess the effectiveness of instruction and to make adjustments in
planning and instruction.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 5.2 - Documents student progress and provides descriptive feedback to student,
parent/guardian, and other stakeholders in a variety of ways.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 5.3 - Designs or selects pre-assessments, formative, and summative assessments in a variety
of formats that align to learning objectives and engage the learner in demonstrating knowledge and
skills.

3- Meets Preservice Standard (Inservice Emerging)

Standard 5 Comments

Forrest used constant assessment throughout his lesson from Socratic questioning, guided video
questions, and to a final assessment: the Fish Bowl. The Fish Bowl was very effective with students
discussing and debating the big ideas of the Progressive Era and their applications to today. Forrest still
needs to find a way to get a majority of students participating in his Socratic questioning rather than just the
same 25% who answer all the questions. However, through body language and facial expressions, he could
effectively assess student progress.

Standard 5 Additional Comments

Indicator 6.1 - Demonstrates knowledge of the Utah Core Standards and references them in short- and
long-term planning.

3- Meets Preservice Standard (Inservice Emerging)

 Indicator 6.2 - Integrates cross-disciplinary skills into instruction to purposefully engage learners in
applying content knowledge.

3- Meets Preservice Standard (Inservice Emerging)

Standard 6 Comments

Forrest’s lesson was based on the Utah State Core Standards in U.S. History as well as on Understanding
by Design. He had good essential questions that applied to students’ real lives and wove that throughout his
lesson. He also had students writing, speaking, debating, pairing, etc.

Standard 6 Additional Comments

Indicator 7.1 - Practices a range of developmentally, culturally, and linguistically appropriate

instructional strategies to meet the needs of individuals and groups of learners.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 7.2 - Provides multiple opportunities for students to develop higher-order and meta-cognitive
skills.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 7.3 - Supports and expands each learner’s communication skills through reading, writing,
listening, and speaking.

3- Meets Preservice Standard (Inservice Emerging)

Indicator 7.4 - Uses a variety of available and appropriate technology and resources to support
learning.

2- Developing

Indicator 7.5 - Develops learners’ abilities to find and use information to solve real-world problems

3- Meets Preservice Standard (Inservice Emerging)

Standard 7 Comments

See comments on previous standards.

Standard 7 Additional Comments

Indicator 8 - Adapts and improves practice based on reflection and new learning.

3- Meets Preservice Standard (Inservice Emerging)

 Standard 8 Comments

Forrest reflects on his teaching practices on a daily basis and this is expressed in the changes and
adaptions he has made to his lesson plans. He also takes the constructive feedback of his mentor and
supervisor and implemented them in his lesson: management techniques for the Fish Bowl and
accommodations for struggling learners with his guided video notes.

Standard 8 Additional Comments

Indicator 9.1 -Participates actively in decision-making processes, while building a shared culture that
affects the school and larger educational community.

2- Developing

Indicator 9.2 -Advocates for the learners, the school, the community, and the profession.

3- Meets Preservice Standard (Inservice Emerging)

Standard 9 Comments

See comments on Standard 1

Indicator 10.1 - Is responsible for compliance with university policies, federal and state laws, State
Board of Education administrative rules, state assessment policies, local board policies, and
supervisory directives.

Yes

Indicator 10.2 -Is responsible for compliance with all requirements of State Board of Education Rule
R277-530 at all levels of teacher development

Yes

Standard 10 Comments

Forrest exhibited complete professionalism throughout his lesson.

General Comments:

General Comments continued:

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Goals:

Completer Signature & Student Signature