UA Teacher Candidate Midterm/Final Evaluation

Teacher Candidate: Amanda Davidson Supervising Practitioner: Patricia Program Supervisor: Cathy Crockett
Cavagnaro
Site(s): Homer Davis Grade Level(s): 4 Midterm Date: Final Date:
2/21/17

Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (limited, emergent evidence) (no evidence)

Midter
I. LEARNING ENVIRONMENT m
Final
Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and
presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when 4
possible)
Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate
interactions among students and teacher
3
Procedures: Establishes and follows norms, procedures, and routines 2
Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation 2
Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner 3
Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful 4
Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students backgrounds 4

Comments on Learning Environment

Midterm Final
Summary: Amanda provides a positive learning environment to Summary:
all students. She is very respective and caring to her students as
well. She does her best to ensure that current student procedures
and expectations are being maintained.
Plan of Action: Be more assertive when expectations are not Plan of Action:
being met. Use discipline with dignity and proximity when
necessary. Continue to have high expectations and reiterate
expectations/procedures when necessary.
 Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (limited, emergent evidence) (no evidence)

Midter
II. PLANNING AND PREPARATION Final
m
Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner 2
Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated 2
Data & Needs-Driven: Uses assessment data, professional judgment, and learners needs to guide planning 3
Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any
additional standards as required by the discipline to develop procedural and conceptual knowledge
3
Connects Content: Connects lesson content to: students experiences, previous lessons within the content area, other curricular areas, and
real-life situations
3
Active Participation: Plans multiple instructional strategies that ensures active participation 2
Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s) 3
Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities 3
Accommodations: Incorporates modifications or accommodations based on learner needs 3
Sequencing: Develops meaningful sequencing of learning experiences 2
Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise 4

Comments on Planning and Preparation

Midterm Final
Summary: Amanda is a well-organized teacher. She takes her Summary:
assignments very seriously and asks lots of questions for
clarification. Amanda always wants to improve and always takes
advice into consideration and wants to implement them in her
lessons.
Plan of Action: As Amanda goes into full take-over, she will Plan of Action:
build more autonomy in her lesson planning. Continuing to build
her confidence in her teaching will also help. Knowing the
learning expectations she expects from her students has helped in
his area. Amanda is aware of her need to improve her timing in a
lesson, which will help improve her sequencing of her lessons.
Keep an eye on the clock, perhaps set vibration alarms could help
with that area. Amanda is willing to try different forms of AP to
improve her lessons. Keep on practicing and balancing the
different forms of AP to use when appropriate.
 Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (limited, emergent evidence) (no evidence)

Midter
III. INSTRUCTION AND ASSESSMENT Final
m
States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout 3
Essential Information: Provides clarity and accuracy of content which includes essential information 3
Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic 3
language
Clear Instructions: Provides clear instructions verbally, in writing, and through modeling 2
Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities 3
Varied Materials: Uses varied materials, aids, models, and representations (including technology), as appropriate 3
Varied Delivery: Varies instructional delivery and teacher role (e.g., small group work, individual work, student-led learning, cooperative 3
learning, direct instruction, investigation, facilitator, guide on the side, etc.)
Multiple Strategies: Uses varied techniques to address students diverse learning and needs, including sheltered English instructional 3
strategies
Multiple Opportunities: Provides multiple methods, opportunities, and choices for learners to demonstrate their knowledge, including 3
creative/original ways and authentic applications
Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time 2
Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse, 2
helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Formative Assessments: Checks for understanding throughout lesson to monitor student learning 2
Modifies Teaching: Adjusts lesson or content delivery based on student needs 3
Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format 2
Promotes Self-Assessment: Effectively promotes student self-assessment and self-improvement 2
Feedback: Provides timely, useful, specific, and respectful responses to learners while instructing and assessing 3

Comments on Instruction and Assessment

Midterm Final
Summary: Amandas ultimate goal is student achievement. She Summary:
understands that each student has different needs and some
accommodations such as individual or group work needs to occur
when necessary. She is honing the skill of probing and higher
level thinking for students. She wants students learning to
improve and visits certain students that would benefit from her
extra attention.
Plan of Action: Amanda is learning that not all lessons go as Plan of Action:
planned. Monitoring and adjusting a lesson and being flexible
based on students needs will become more innate with more
practice. As full take-over occurs, she will have more
opportunities to create assessments. She continues to improve in
providing clear directions to students and often does a check for
understanding.
Rating 4 Accomplished 3 Proficient 2 Emergent 1 Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (limited, emergent evidence) (no evidence)

Midter
IV. PROFESSIONALISM AND GROWTH m
Final
On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance 4
Responds Timely: Responds to communications in a timely manner and meets deadlines 3
Communication: Communicates professionally with and about members of the learning community 4
Personal Issues: Separates personal and professional issues 3
Professional Conduct: Conducts oneself professionally and ethically as an educator 3
Families: Communicates with families about instruction and individual progress 2
Legal Responsibilities: Describes and abides by laws related to learners rights and teacher responsibilities (e.g., equity, appropriate 4
education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse)
Collaborates: Collaborates regularly with colleagues and members of the school community 3
Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators 4
Growth: Participates in professional learning opportunities, as appropriate 3
Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice 3

Comments on Professionalism and Growth

Midterm Final
Summary: Amanda takes her job as a teacher very seriously. Summary:
She is a professional and wants to do her job well. Amanda is
especially receptive to feedback and always wants to improve her
learning and teaching.
Plan of Action: Amanda will have more opportunities to talk to Plan of Action:
parents when conferences happen in March. She does
communicate via Tuesday Folders with parents weekly, but can
make positive phone calls home when it is appropriate.
 UA Teacher Candidate Midterm/Final Evaluation
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Midterm Evaluation

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Final Evaluation

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