Professional Documents
Culture Documents
Date/Time:
3/22/16
Grade/Subject:
11th
Grade
English
School/Mentor:
Park
City
High
School
Completer:
Edward
Potts
Signature:
Performance
Indicators:
0
No
Evidence
1
Not
Yet
2
Emerging
3
Meets
Standard
4
Exemplary
(NA
Not
Applicable)
Please
see
Utah
Institutions
of
Higher
Education
Preservice
Teacher
Evaluation
Rubric
for
description
of
each
indicator
Rating
Standard
3:
Learning
Environments
The
teacher
works
with
learners
to
create
environments
that
support
individual
and
collaborative
learning,
social
interactions,
active
engagement
in
learning,
and
self-motivation.
3
The
teacher:
Comments
and
Suggestions:
Uses
a
variety
of
classroom
Dolly
was
challenged
by
some
of
the
junior
students
early
on,
but
she
has
used
management
strategies
to
several
strategies
(room
arrangements,
seating
charts,
grouping
methods)
to
proactively
gain
and
maintain
change
those
attitudes
in
an
effort
to
maintain
control
of
the
room.
student
attention,
facilitate
smooth
transitions,
and
to
She
did
an
excellent
job
communicating
with
parents
around
and
during
support
a
positive
and
parent/teacher
conference
time.
She
made
phone
calls
and
sent
emails.
She
respectful
learning
arranged
to
meet
with
parents
on
alternative
time
schedules.
environment
04/25/2016Performance
Indicators:
0
No
Evidence
1
Not
Yet
2
Emerging
3
Meets
Standard
4
Exemplary
(NA
Not
Applicable)
Consistently
identifies
potentially
disruptive
situations
and
intervenes
in
an
appropriate
and
timely
manner
to
maintain
a
positive
learning
environment
Encourages
students
to
use
speaking,
listening,
reading,
writing,
analysis,
synthesis,
and
decision-making
skills
in
collaborative
learning
contexts
I
think
that
once
Dolly
gets
her
own
classroom
where
she
can
establish
her
expectations
early
on
in
the
year,
she
will
not
have
any
trouble
creating
the
environment
that
best
suits
her
teaching
style.
Rating
Standard
7:
Instructional
Strategies
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
The
teacher:
Comments
and
Suggestions
Dolly
is
still
building
her
tool-box
of
strategies,
but
her
willingness
to
try
new
Practices
a
range
of
developmentally,
culturally,
assessments
and
activities
assures
me
that
she
will
have
no
problem
and
linguistically
appropriate
developing
a
strategy
for
any
unique
situation
that
might
arise
in
the
teaching
instructional
strategies
to
profession.
meet
the
needs
of
students
diverse
cognitive
levels
and
Some
of
her
last
few
units
really
hit
on
authentic
learning
experiences.
There
learning
styles
(i.e,
was
an
attempt
to
make
the
instruction
very
relevant
and
current.
differentiation)
Provides
multiple
opportunities
for
students
to
04/25/2016Performance Indicators: 0 No Evidence 1 Not Yet 2 Emerging 3 Meets Standard 4 Exemplary (NA Not Applicable)
Goals:
As
you
wait
to
hear
about
up-coming
teaching
jobs,
find
ways
to
still
be
involved
in
education.
You
should
04/25/2016Performance
Indicators:
0
No
Evidence
1
Not
Yet
2
Emerging
3
Meets
Standard
4
Exemplary
(NA
Not
Applicable)
continue
to
observe
other
teachers,
substitute
teach
in
some
of
the
schools
you
are
applying
for
work,
and
create
lessons.
General
Comments:
Dolly
is
going
to
be
a
highly
effective
teacher.
She
has
worked
through
some
of
the
problems
that
can
exist
with
student
teaching,
and
she
is
reflective
enough
to
know
how
to
do
things
differently
the
next
time
a
problem
arises.
For
someone
new
to
the
profession,
she
has
the
knowledge
and
confidence
to
make
it
through
possible
trying
moments
that
can
happen
in
a
teachers
first
full
year.
Any
school
would
be
lucky
to
have
her
in
their
English
department.
04/25/2016Performance Indicators: 0 No Evidence 1 Not Yet 2 Emerging 3 Meets Standard 4 Exemplary (NA Not Applicable)