Regent University CAS Student Teacher Evaluation SurveyMonkey

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Collector: Web Link 1 (Web Link)
Started: Friday, November 22, 2019 2:50:40 PM
Last Modified: Friday, November 22, 2019 3:12:47 PM
Time Spent: 00:22:07
IP Address: 64.5.147.2

Page 1: Placement Information

Q1 Student Teacher's Name

Kira Madison

Q2 Student Teacher's Endorsement Area Elementary Education, PreK-

6

Q3 Grade Taught First Grade

Q4 Internship Start Date (MM/DD/YYYY)

10/28/2019

Q5 Internship End Date (MM/DD/YYYY)

12/13/2019

Q6 School of Student Teaching Placement

Great Bridge Primary

Q7 School Division Chesapeake Public Schools

Q8 Evaluator's Name (First Last)

Kelly Diehl

Q9 Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: kelly.diehl@cpschools.com

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Q10 Evaluator's Position/Role Classroom Teacher

Q11 What time period is this evaluation for? Mid-Term

Page 2: Standard One: Professional Knowledge

Q12 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Demonstrates accurate knowledge and skills of the subject area(s) Developing

taught.
Demonstrates an understanding of the development of the age Developing
group.
Integrates key content elements and facilitates students’ use of Proficient
higher level thinking skills.
Links content with other subject areas and real world applications. Proficient

Q13 Please comment on the teacher candidate's overall performance in the area of professional knowledge.

She is still adjusting to the primary level. She is realizing we are laying the foundation and then building upon it.

Page 3: Standard Two: Instructional Planning

Q14 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Aligns lesson objectives to the school’s curriculum and student Proficient

learning needs.
Develops appropriate plans designed to meet all learner needs; Developing
adapts plans as needed.
Plans time realistically for pacing, content mastery, and Proficient
transitions.
Plans for differentiated instruction. Proficient

Q15 Please comment on the teacher candidate's overall effectiveness of instructional planning.

Kira is trying hard to make the plans to meet all learning needs. We are working on pacing and transitions. She has implemented a timer
to make sure she stays on time.

Page 4: Standard Three: Instructional Delivery

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Q16 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Engages and maintains students in active learning. Proficient

Differentiates instruction to meet the students’ needs. Proficient
Reinforces learning goals consistently throughout lessons. Proficient
Uses a variety of effective instructional strategies and resources. Proficient
Uses instructional technology to enhance student learning. Proficient

Q17 Please comment on the teacher candidate's overall effectiveness of instructional delivery.

She tries to use different resources and manipulatives throughout each lesson.

Page 5: Standard Four: Assessment of and for Student Learning

Q18 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses student learning data to make instructional decisions. Superior

Uses a variety of appropriate assessment strategies and Proficient
instruments
Uses assessment tools for both formative and summative Proficient
purposes.
Gives constructive and frequent student feedback. Proficient

Q19 Please comment on the teacher candidate's performance in the area of assessment of and for student learning.

She looks at formative assessments and sees what students need to be retaught. She does interventions with students needing
additional help.

Page 6: Standard Five: Learning Environment

Q20 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Establishes clear expectations for classroom rules and Proficient

procedures; enforces them consistently and fairly.
Uses available resources and knowledge of students to prevent, Proficient
redirect, or reinforce behaviors.
Respects students’ diversity, including language, culture, race, Superior
gender, and special needs.
Actively listens and pays attention to students’ needs and Proficient
responses.

Q21 Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to
learning.

Kira uses positive redirection with students. We are still working on her redirecting students while given direct instruction.

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Page 7: Standard Six: Professionalism

Q22 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Modifies performance based on personal and professional Proficient

critiques.
Demonstrates initiative in planning, management, and Proficient
professional interactions.
Demonstrates effective communication and collaboration with Superior
teachers and other school personnel.
Fosters trust in all school relationships through fair and ethical Proficient
interactions.

Q23 Please comment on the teacher candidate's professionalism throughout the period of observation.

Kira is a very sweet young lady. We are trying to work on her confidence and motivation.

Page 8: Standard Seven: Student Academic Progress

Q24 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Documents the progress of each student throughout the Proficient

placement.
Provides evidence that achievement goals have been met. Proficient
Uses available data to document/communicate student progress Superior
and develop learning targets.

Q25 Please comment on the students academic progress throughout the period of observation.

Kira uses data to form her instruction and to monitor student progress. She does running records daily during guided reading.

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