Westminster Preservice Teacher Evaluation Form

Teacher Candidate: Valerie Barber

Methods or Student Teaching: X| Observation : Mid-Term: X Final Evaluation: TWS: Portfolio:

Date|Time: 2/14/19 Grade|Subject: 1st Grade

School|Mentor: Mountain View/Melissa Buxton Completer: Melissa Buxton via Jodi Lusty
Signature: https://www.isurveysoft.com//Export/ViewImage/5549916e-9933-429d-b692-4e6c3a14ee57
Performance Indicators: 0 – No Evidence 1 – Beginning 2 – Developing 3 – Preservice Standard (NA – Not Applicable)
Please see Utah Institutions of Higher Education Preservice Teacher Evaluation Rubric for description of each indicator

Standard 1: Learner Development

Rating
The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
3- Meets The teacher: Comments and Suggestions:
Preservice • Creates learning experiences Valerie's lesson plans are well thought out and cohesive. She communicates
Standard that demonstrate an with mentor teacher and students to understand students' needs and
(Inservice understanding of the interested. She attends grade level meetings and is dedicated to student
Emerging) developmental levels of growth.
learners (i.e., cognitive,
linguistic, sociocultural,
2-
emotional, and physical)
Developing • Collaborates with colleagues
and other professionals to
promote student growth and
development

Standard 2: Learning Differences

Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
3- Meets The teacher: Comments and Suggestions:
Preservice • Applies understanding of Valerie is really good at responding to students' needs. She constantly circles
Standard learner diversity to encourage the room and helps students during seat work. Watch engagement-other
(Inservice all learners to reach their full tables are sometimes off take while she is helping others.
Emerging) potential
• Designs, adapts, and delivers
instruction to address
students’ diverse learning
strengths and needs
• Allows multiple ways to
demonstrate learning

Standard 3: Learning Environments

Rating The teacher works with learners to create environments that support individual and collaborative learning,
social interactions, active engagement in learning, and self-motivation.
2- The teacher: Comments and Suggestions:
Developing • Uses a variety of classroom Valerie has been really good at learning classroom
management strategies to routines/procedures/expectations and continuing them. She is really positive
3- Meets proactively gain and maintain with the kids and has really worked hard to have a relationship with them.
Preservice student attention, facilitate She is kind in her interactions and is always willing to help. she uses table
smooth transitions, and to
Standard points, Class Dojo, and school money as positive behavior supports.
support a positive and
(Inservice
respectful learning
Emerging) environment

04/02/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 3- Meets • Consistently identifies
Preservice potentially disruptive
Standard situations and intervenes in
(Inservice an appropriate and timely
manner to maintain a positive
Emerging)
learning environment
• Encourages students to use
speaking, listening, reading,
writing, analysis, synthesis,
and decision-making skills in
collaborative learning
contexts
Standard 4: Content Knowledge
Rating
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
3- Meets The teacher: Comments and Suggestions:
Preservice • Understands and conveys Unit was based on core standards - includes a pretext to assess understanding
Standard accurate content and process and multiple varied activities to teach content.
(Inservice knowledge of the discipline
Emerging) • 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
• Engages students in methods
of inquiry and standards of
evidence used in a specific
discipline
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner
Rating
progress, guide planning and instruction, and determine whether the outcomes described in content
standards have been met.
2- The teacher: Comments and Suggestions
Developing • Uses multiple methods of
formal and informal 5.1 - Valerie gathered protest data before starting her unit to assess prior
1- assessments to guide knowledge and guide her instruction.
Beginning planning and adapt 5.2 - Not observed yet, but I'm sure it will happen as the unit progresses.
instruction
5.3 - Valerie's unit is in progress and I will watch for her use of these things
• Designs or selects appropriate
2- throughout. So far she has been very good about checking for understanding
assessments in a variety of
Developing formats to determine and helping evaluate formative/summative assessment data.
whether learning objectives
described in state standards
have been met
• Provides ways for learners to
monitor and reflect upon their
own progress
• Identifies the elements of
quality work and provides
timely feedback
04/02/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 • 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

Standard 6: Instructional Planning

Rating 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.
3- Meets The teacher: Comments and Suggestions
Preservice • Prepares workable, Valerie is families with the core and integrates core concepts into her
Standard meaningful and teaching. She designs and implements activities to teach core standards.
(Inservice developmentally appropriate Activities have included multiple components including writing, reading,
Emerging) written lesson plans aligned speaking, listening, class art and science.
to state standards
3- Meets • Applies learners’ sociocultural
backgrounds in the design of
Preservice
instruction to encourage all
Standard
learners to reach their full
(Inservice potential
Emerging) • Adapts pre-determined plans,
materials, and time frames to
create learning experiences
that are relevant to learners
and based on effective
instruction
• 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

Standard 7: Instructional Strategies

Rating 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.
2- The teacher: Comments and Suggestions
Developing • Practices a range of Valerie's unit includes a variety of activities and she makes them accessible to
developmentally, culturally, all students.
2- and linguistically appropriate She scaffolds difficulty tasks for struggling learners. She helps those who
Developing instructional strategies to encounter difficulties.
meet the needs of students’ Valerie is good about asking questions related to comprehension and other
diverse cognitive levels and
3- Meets classroom activities. This could be expanded to relate content to students'
learning styles (i.e,
Preservice differentiation)
experiences. It could also be expanded to extend students! Thinking,
Standard especially in teaching understanding of vocabulary or new concepts.
Technology is limited, but she uses the available technologies.
04/02/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 (Inservice • Provides multiple The unit lessons would be a good place to include some real world elements.
Emerging) opportunities for students to
develop higher order and
2- metacognitive skills (e. g.,
Developing problem solving, predicting,
organizing, summarizing,
categorizing, evaluating,
2- questioning, self-monitoring).
Developing
• 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
Standard 8: Reflection and Continuous Growth
Rating The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet
the needs of each learner.
3- Meets The teacher: Comments and Suggestions
Preservice • Participates in a meaningful Valerie reflects on her teaching daily and is able to identify what went well
Standard lesson reflection with and what could be improved. She is very good about asking for suggestions as
(Inservice supervisor well.
Emerging) • 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
Standard 9: Leadership and Collaboration
Rating 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.
3- Meets The teacher: Comments and Suggestions
Preservice • Collaborates to develop Valerie attends and contributes to planning meetings, PLCs, and faculty
Standard cordial professional and meetings. She clearly cares about the students and is passionate about the
(Inservice family relationships to fulfill profession. She always asks for suggestions and is always trying improve her
Emerging) required duties and promote practice.
3- Meets student learning
Preservice
Standard
(Inservice
Emerging)
Standard 10: Professional and Ethical Behavior
Rating The teacher demonstrates the highest standard of legal, moral, and ethical conduct in compliance with federal
and state rules and laws.
Yes The teacher: Comments and Suggestions
• Demonstrates
Yes professionalism including:
04/02/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 professional appearance,
punctuality, attendance,
flexibility, compliance with
federal and state rules and
laws
Goals:

General Comments:

04/02/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)