Westminster Preservice Teacher Evaluation Form

Teacher Candidate: Stephen Herrera

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

Date|Time: March 20,2019 Grade|Subject: Math 8

School|Mentor: Northwest Middle School/Mrs. Dasanjh Completer: Carol Watson
Signature: https://www.isurveysoft.com//Export/ViewImage/be258252-d97f-481d-9841-94f4278e2b28
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 Stephen creates lessons that are engaging and appropriate for his students.
Standard that demonstrate an He collaborates with his mentor and other teachers in the math department.
(Inservice understanding of the
Emerging) developmental levels of
learners (i.e., cognitive,
linguistic, sociocultural,
3- Meets
emotional, and physical)
Preservice  Collaborates with colleagues
Standard and other professionals to
(Inservice promote student growth and
Emerging) 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 Stephen understands that there are learning differences in the classroom and
Standard learner diversity to encourage he plans accommodations for those students
(Inservice all learners to reach their full
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.
3- Meets The teacher: Comments and Suggestions:
Preservice  Uses a variety of classroom Stephen's lessons are engaging and effective at keeping students participating
Standard management strategies to in the lesson. He uses class time effectively using positive reinforcement and
(Inservice proactively gain and maintain movement around the room.
Emerging) student attention, facilitate
smooth transitions, and to
support a positive and
3- Meets
respectful learning
Preservice environment
Standard

04/15/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 (Inservice  Consistently identifies
Emerging) potentially disruptive
situations and intervenes in
3- Meets an appropriate and timely
manner to maintain a positive
Preservice
learning environment
Standard
 Encourages students to use
(Inservice speaking, listening, reading,
Emerging) 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 Stephen knows and uses correct content language and has a deep
Standard accurate content and process understanding of his subject.
(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.
3- Meets The teacher: Comments and Suggestions
Preservice  Uses multiple methods of 3- Meets Preservice Standard (Inservice Emerging)
Standard formal and informal
(Inservice assessments to guide Assessments are based on previous knowledge and classroom experiences.
Emerging) planning and adapt Students were prompted to use prior knowledge to draw connections and
instruction
reinforce learning
 Designs or selects appropriate
assessments in a variety of
3- Meets formats to determine whether
Preservice learning objectives described
Standard in state standards have been
(Inservice met
Emerging)  Provides ways for learners to
monitor and reflect upon their
own progress
 Identifies the elements of
quality work and provides
timely feedback
04/15/2019Performance 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, Lessons are planned and executed according to Utah State Core Standards.
Standard meaningful and The material is covered and will be tested in district-wide standardized test
(Inservice developmentally appropriate later this Spring.
Emerging) written lesson plans aligned
to state standards
2-  Applies learners’ sociocultural
backgrounds in the design of
Developing
instruction to encourage all
learners to reach their full
potential
 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.
3- Meets The teacher: Comments and Suggestions
Preservice  Practices a range of Stephen incorporates ideas and practices that students can use to solve real-
Standard developmentally, culturally, world issues. If one strategy is not working he is not afraid to try something
(Inservice and linguistically appropriate different.
Emerging) instructional strategies to
meet the needs of students’
diverse cognitive levels and
3- Meets
learning styles (i.e,
Preservice
differentiation)
Standard

04/15/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 (Inservice  Provides multiple
Emerging) opportunities for students to
develop higher order and
metacognitive skills (e. g.,
3- Meets problem solving, predicting,
organizing, summarizing,
Preservice
categorizing, evaluating,
Standard questioning, self-monitoring).
(Inservice
 Supports and expands
Emerging) learners’ communication skills
 Uses a variety of effective
3- Meets technology and resources to
Preservice support learning
Standard  Develops learners’ abilities to
(Inservice find and use information to
Emerging) 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 Stephen uses reflection well to improve his practice.
Standard lesson reflection with
(Inservice supervisor
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 Stephen participates in school-wide and departmental meeting to address the
Standard cordial professional and needs of his students.
(Inservice family relationships to fulfill
Emerging) required duties and promote
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 professionalism Stephen is professional in every way.
Yes including: professional
04/15/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
 appearance, punctuality,
attendance, flexibility,
compliance with federal and
state rules and laws
Goals:

General Comments:

04/15/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)