Uc Final Eval

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Evaluation Results
Requirement : EDU ST Final Evaluation: UC Evaluation (University Coordinator's Final Evaluation)
AUTHOR: Sarah Lemanski
DATE EVALUATED: 12/05/2017 07:01:44 PM (CDT)

FINAL SCORE
DRF TEMPLATE: EDU Student Teaching Clinical Experiences
Meets Requirement
PROGRAM: EDU Student Teaching Clinical Experience
EVALUATION METHOD : Using Rubric
Detailed Results
( Rubric used : Student Teaching Final Evaluation)
1A. SUBJECT MATTER KNOWLEDGE UNDERSTANDING OF THE CONCEPTS AND SKILLS

CENTRAL TO THE DISCIPLINE DEMONSTRATING BOTH AN UNDERSTANDING OF PRE-
REQUISITE SKILLS AS WELL AS TYPICAL STUDENT MISCONCEPTIONS.
4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

UNSATISFACTORY
The teacher The teacher The teacher The teacher

candidate displays candidate displays candidate displays candidate displays
extensive knowledge of the a familiarity with limited
knowledge of the concepts and skills the knowledge of understanding of
concepts and skills in the discipline. the concepts and the concepts and
in the discipline. Teacher candidate skills of the skills of the
Teacher candidate plans provide clear discipline. Teacher discipline. Teacher
plans reflect explanation of candidate plans candidate plans
current pedagogy, content, reflect reflect a limited display content
anticipate student current pedagogy, range of pedagogy, errors,
misconceptions, and demonstrate incomplete demonstrate
and demonstrates an understanding knowledge of pre- limited range
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an understanding of pre-requisite requisite skills, and pedagogical
of pre-requisite skills. limited instructional approaches, and
skills. strategies suitable does not consider
for the content. pre-requisite
knowledge.
Standards
CRITERION SCORE :
3.00 (Proficient)
COMMENTS ON THIS CRITERION:
Sarah has good background content knowledge. Anticipating the student understanding comes
with practice and time.
1B. LESSON PLANNING DESIGNING LESSON PLANS CONTAINING ALL REQUIRED ELEMENTS
CONTAINED IN THE APPROVED TEMPLATE FOR EFFECTIVE INSTRUCTION

UNSATISFACTORY
Lesson plans Lesson plans Lesson plans Plans need

contain all elements contain all elements include all elements additional work in
of the approved of the approved of the approved terms of
lesson plan lesson plan lesson plan completeness,
template, provide a template and template and are clarity,
clear and provide a clear and functional. Another comprehensiveness
comprehensive view comprehensive view teacher in the same or ease in
of the plan for of the plan for subject area may understanding.
instruction, and instruction need further
demonstrates including the use of information or
noteworthy technology when explanations to
innovation and appropriate. Plans teach the plan
creativity including could be easily effectively.
the use of followed by another
technology when teacher in the
appropriate. subject area.
Standards
CRITERION SCORE :
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4.00 (Distinguished)
Sarah's lesson plans were complete, detailed, and aligned with her standards.
1C. LEARNING OUTCOMES STATING DAILY AND UNIT-LEVEL OUTCOMES WITH CLARITY
REPRESENTING SIGNIFICANT LEARNING AS WELL AS MICHIGAN COMMON CORE STATE
STANDARDS.

UNSATISFACTORY
All outcomes The outcomes The outcomes The outcomes are

represent high-level represent high reflect important not demonstrated
learning, are expectations of learning, but vary or represent low
communicated learning, are in expectation and expectations for
using appropriate communicated rigor. Outcomes students. The
performance verbs, using appropriate communicated outcomes do not
are connected to performance verbs, using appropriate use appropriate
previous and future are differentiated, performance verbs, performance verbs,
learning, are and are aligned are appropriate for are not
differentiated, and with the required most of the differentiated
are aligned with the content standards students and are and/or are not fully
required content in the curriculum. aligned with the aligned with
standards in the required content required content
curriculum. standards in the standards in the
curriculum. curriculum.
Standards
CRITERION SCORE :
Sarah's lesson always focused on student learning.
1D. LEARNING DIFFERENCES THE TEACHER CANDIDATE USES UNDERSTANDING OF

INDIVIDUAL DIFFERENCES AND DIVERSE CULTURES AND COMMUNITIES TO ENSURE
INCLUSIVE LEARNING ENVIRONMENTS THAT ENABLE EACH LEARNER TO MEET HIGH
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STANDARDS.

UNSATISFACTORY

candidate candidate candidate is able to candidate displays
systematically understands articulate an minimal
acquires knowledge individual student understanding of understanding of
about individual needs, interests individual student individual student
student needs, and cultural needs, interests needs, interests
interests, and heritages. The and cultural and cultural
cultural heritages. teacher candidate heritages. The heritages. The
The teacher consistently teacher candidate teacher candidate
candidate uses integrates that does not takes no
multiple methods understanding into consistently responsibility and
including the lesson design integrate that demonstrates
technology to to maximize understanding into limited knowledge
assess student individual student the lesson design of the varied
skills and designs learning. to maximize approaches to
instruction learning. learning.
accordingly.
Standards
CRITERION SCORE :
Sarah developed very good rapport with her students, using her knowledge of them during
discussions to connect further and tie their understanding closer to home.
1E. INSTRUCTIONAL DESIGN FOR MEETING LEARNING OUTCOMES THE TEACHER CANDIDATE
DESIGNS EVIDENCE-BASED INSTRUCTION ALIGNED TO THE LEARNING OUTCOMES THAT
ENGAGES STUDENTS IN CRITICAL THINKING, CREATIVITY AND COLLABORATIVE PROBLEM
SOLVING.

UNSATISFACTORY
Instructional design Instructional design Instructional design Instructional design

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is evidence-based is evidence-based evidence-based and not supported with
and is directly and is directly is partially aligned evidence and/or is
aligned to learning aligned to learning with the learning poorly aligned with
outcomes. The outcomes. The outcomes. The the learning
lesson plans are lesson plans are lesson plans outcomes. Overall,
designed to provide designed to provide moderately the lesson plans
opportunities for provide challenging learning are not designed to
students to engage opportunities for activities. The engage students in
in critical thinking, students to engage instructional design active intellectual
connection to other in critical thinking, is uneven and activity, and they
disciplines, student and provide partially supports provide minimal
choice, and opportunities for learning in the learning in the
provides learners to content. content.
opportunities for independently
learners to and/or
independently collaboratively
and/or explore the
collaboratively content.
explore the
content.
Standards
CRITERION SCORE :
Sarah used a variety of instructional strategies, including technology to help students problem
solve.
1F. DESIGNING ASSESSMENTS ABILITY TO DESIGN ASSESSMENTS EMBEDDED DIRECTLY INTO

THE LEARNING PROCESS THAT ENABLE THE TEACHER CANDIDATE TO ADAPT INSTRUCTION
AS NEEDED TO ENSURE STUDENT UNDERSTANDING.

UNSATISFACTORY
Assessments are Assessments are Assessments are Assessments are

aligned with aligned with aligned with only not aligned with
learning outcomes, learning outcomes some of the learning outcomes
include clear criteria and criteria for learning outcomes, and lack specific
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for assessing assessing student and criteria for criteria for
student work, and work are clearly assessing student assessing student
are authentic. written. Plans work in unclear or work. Plans do not
Assessments include formative unmeasurable. include formative
provide assessments to Plans refer to the assessments and
opportunities for use during use of formative lack a description
student choice and instruction and assessments, but of how assessment
students are indicate possible are not fully will be used to
actively involved in adaptations to developed. No make instructional
collecting meet student plans for adapting decisions.
information from needs. assessments are
formative presented.
assessments and
provide input.
Standards
CRITERION SCORE :
Sarah used assessment to measure student knowledge and understanding, as well as guiding
her instruction.
2A. POSITIVE REGARD FOR STUDENTS EXHIBITING FAIRNESS, OBJECTIVITY, AND RESPECT
FOR ALL LEARNERS; BUILDING AND SUSTAINING GOOD RELATIONSHIPS WITH STUDENTS OF
DIVERSE ABILITIES AND BACKGROUNDS; PROMOTING THE WELL-BEING OF STUDENTS

UNSATISFACTORY

candidate candidate candidate exhibits candidate fails to
consistently consistently occasional lapses in exhibit fairness,
exhibits fairness, exhibits fairness, fairness, objectivity, and
objectivity, and objectivity, and objectivity, or respect for all
respect for all respect for all respect for all learners; fails to
learners; builds and learners; makes learners; making build and sustain
sustains good consistent efforts consistent efforts good relationships
relationships with to sustain good to build and with students of
students of diverse relationships with sustain good diverse abilities and
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abilities and students of diverse relationships with backgrounds.
backgrounds; abilities and students of diverse
promotes the well- backgrounds; abilities and
being of students. promotes the well- backgrounds.
being of students.
Standards
CRITERION SCORE :
The students were very comfortable with Sarah being the teacher. She had great rapport with
each of them.
2B. CLASSROOM ENVIRONMENT OF RESPECT AND RAPPORT MANAGING RELATIONSHIPS

WITH STUDENTS AND ENSURING THAT RELATIONSHIPS AMONG STUDENTS ARE POSITIVE
AND SUPPORTIVE

UNSATISFACTORY

candidate candidate candidate candidate
demonstrates a demonstrates demonstrates basic demonstrates
high level of respect for each respect for insensitivity to the
respect for each student through students, but may students, lacks
student through the classroom reflect familiarity about
the classroom environment, and inconsistencies individual students,
environment. The makes general and/or disregard and demonstrates
teacher candidate connections with for student little to no caring
encourages student individual students. differences. The for students’ well-
efforts, and The teacher teacher candidate being. The teacher
demonstrates candidate attempt to respond candidate’s
sensitivity to effectively to disrespectful attempts to
students as responds to behavior with respond to
individuals. instances of uneven results. disrespectful
Relationships disrespect in the Relationships behavior are
among students classroom. among students ineffective.
show great respect Relationships show general Students
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and caring for one among students respect for one demonstrate a lack
another. show general another, although of respect, and an
respect for one occasional lapses in unwillingness to
another. the classroom engage.
climate occur.
Standards
CRITERION SCORE :
Sarah and her students respected each other. Sarah focused on each student doing their very
best.
2C. EXPECTATIONS FOR A CULTURE FOR LEARNING COMMUNICATING A VALUE FOR

LEARNING AND THE CONVICTION THAT, WITH HARD WORK, ALL STUDENTS CAN MASTER
THE MATERIAL; CONVEYING AN EXPECTATION OF HIGH LEVELS OF STUDENT EFFORT AND
ACHIEVEMENT

UNSATISFACTORY
The teacher Teacher candidates Teacher candidates The teacher

candidate communicate the communicate high candidate
communicates importance of the expectations for demonstrates little
importance passion content and the only some or no effort to
for the content and importance of students. Student communicate the
the importance of working hard to learning is focused importance of the
working hard to master the material on the current task content or the
master the material at high levels of and students importance of
at high levels of achievement. exhibit a limited working hard to
achievement. Students commitment to master the material
Students demonstrate a complete the work at high levels of
demonstrate a consistent effort to independently and achievement.
desire to learn and complete with quality. Students exhibit
understand the work at a high low regard for
content through quality. learning or
questions and completing quality
comments and work.
encourage
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classmates in
understanding the
content.
Standards
CRITERION SCORE :
Sarah ensured student success by working with them in large and small group instruction as
well as individually so they would have success.
2D. MANAGING CLASSROOM PROCEDURES BEING AWARE AND MAINTAINING ESTABLISHED

CLASSROOM ROUTINES TO ASSIST IN MAXIMIZING INSTRUCTIONAL TIME

UNSATISFACTORY
Teacher candidate Teacher candidate Teacher candidate Teacher candidate

is knowledgeable of is knowledgeable of is aware of demonstrates
established established established limited awareness
classroom routines classroom routines classroom routines of established
and procedures and and procedures and procedures classroom routines
collaborates with and collaborates and collaborates and procedures.
the cooperating with the with the The teacher
teacher to cooperating cooperating candidate does not
maximize teacher to teacher to work in concert
instructional time maximize effectively use with the
and assist students instructional time. instructional time. cooperating
in initiating smooth teacher to
transitions. effectively use
instructional time.
Standards
CRITERION SCORE :
Sarah maintained the classroom procedures to utilize instructional time efficiently.

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2E. ORGANIZING PHYSICAL SPACE MAKING APPROPRIATE USE OF CLASSROOM RESOURCES
TO ASSURE A SAFE ENVIRONMENT FOR EFFECTIVE LEARNING

UNSATISFACTORY

candidate creates a candidate creates a candidate creates a candidate creates
safe classroom safe classroom safe classroom that an unsafe
where learning is where students is accessible to classroom.
accessible to all have equal access most students. The Students have
students. The to learning teacher candidate limited access to
teacher candidate activities. The does not use the learning activities
aligns learning with teacher candidate physical classroom and available
the environment arranges the to enhance learning technology is not
demonstrating an physical classroom and makes limited utilized.
effective use of to support student use of available
physical resources, learning and the technology.
including computer use of available
technology. technology.
Standards
CRITERION SCORE :
The classroom setup was designed for good traffic flow, access to materials, and to
accommodate a variety of instructional techniques.
2F. MANAGING STUDENT BEHAVIOR CREATING A SAFE AND CONTROLLED ENVIRONMENT IN

THE CLASSROOM TO FACILITATE A HIGH LEVEL OF LEARNING

UNSATISFACTORY

candidate creates a candidate manages candidate displays candidate does not
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pro-active student behavior classroom rules or provide classroom
environment to to promote standards, but rules or standards.
prevent disciplinary effective learning, implementation is The classroom
problems and attention to task, inconsistent. The environment is
responds to and respect for teacher candidate chaotic and the
student class and school attempts to teacher candidates
misbehavior in a rules. The teacher manage the lacks awareness to
respectful manner. candidate classroom student behavior.
Students are anticipates and effectively, but
encouraged to prevents ignores small
demonstrate an misbehavior, or disciplinary
ability to self- responds to the infractions or
monitor their own misbehavior in a doesn’t enforce
behavior. respectful manner. class and school
rules equitably.
Standards
CRITERION SCORE :
Sarah maintained the behavioral expectations of the classroom using praise, reminders, and
visual/auditory signals.
2G. SCHOOL LAW COMPLYING WITH SCHOOL, STATE AND FEDERAL MANDATES AND
POLICIES – I.E., ESSA, IDEA, 504REGULATIONS, SAFE SCHOOLS, ETC.

UNSATISFACTORY

candidate candidate candidate candidate displays
demonstrates demonstrates communicates limited awareness
awareness and awareness and awareness of and compliance of
complies with complies with school, state and school, state, and
school, state, and school, state and federal mandates federal mandates
federal mandates federal mandates and policies, but and policies.
and policies. The and policies. inconsistently
teacher candidate is applies them in an
able to effectively effective manner.
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communicate those
mandates and
policies to others
to ensure
compliance.
Standards
CRITERION SCORE :
Sarah was aware of mandates and acted accordingly.
3A. LEARNING GOALS, DIRECTIONS, AND PROCEDURES CONVEYING LEARNING GOALS AND
OBJECTIVES; PROVIDING CLEAR DIRECTIONS AND PROCEDURES BY EXPLAINING AND/OR
MODELING THEM, AS APPROPRIATE

UNSATISFACTORY

communicates communicates communicates communicates
goals and goals and goals and goals and
objectives, objectives. objectives. objectives.
describing their Directions and Directions and Directions and
relationship to the procedures are procedures are procedures are
broader curriculum. clear, explained usually clear and often confusing to
Directions and sufficiently, and explained students.
procedures are modeled when sufficiently,
always clear, necessary. although they must
explained be repeated
sufficiently, and occasionally when
modeled when students are
necessary. confused.
Standards
CRITERION SCORE :
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Sarah took great care to clearly and efficiently state directions, having students re-explain her
directions.
3B. LEARNING EXPERIENCES IMPLEMENTING A RANGE OF EVIDENCE-BASED STRATEGIES TO

PROVIDE EFFECTIVE LEARNING EXPERIENCES AND PERFORMANCE TASKS

UNSATISFACTORY

candidate candidate candidate candidate is
demonstrates demonstrates demonstrates unaware or
knowledge of a knowledge of a knowledge of demonstrates no
range of evidence- range of evidence- evidence-based knowledge of
based instructional based instructional instructional evidence-based
strategies through strategies through strategies through instructional
effective effective implementation of strategies and/or
implementation of a implementation of a single strategies, does not implement
variety of variety of resources and/or evidence-based
strategies, strategies, technological tools. strategies,
resources and resources and resources and
technological tools. technological tools. technological tools.
The candidate is
able to support the
use of the strategy
with specific
evidence citations.
Standards
CRITERION SCORE :
Sarah used a wide variety of instructional techniques, including using technology when
appropriate.
3C. ACADEMIC LANGUAGE DEFINING AND USING SPECIFIC CONCEPTS AND PROCEDURES
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ASSOCIATED WITH CLASSROOM TEACHING AND LEARNING

UNSATISFACTORY
Academic language Academic language The teacher Academic language

is explained. is explained. candidate attempts is not explained.
Students use Students use to explain academic Students express
academic language academic language language, but does confusion about
effectively and when prompted. not explain it concepts or
correctly, and they effectively. procedures defined
explain it to others Students express in academic
who may confusion about language.
misunderstand. concepts or
procedures defined
in academic
language.
Standards
CRITERION SCORE :
Sarah used the language of the classroom, especially words from the word wall.
3D. QUESTIONING TECHNIQUES USING QUESTIONS OR PROMPTS TO CHALLENGE STUDENTS

COGNITIVELY, ADVANCE HIGH-LEVEL THINKING AND DISCOURSE

UNSATISFACTORY

candidate’s candidate’s candidate’s candidate’s
questions foster questions foster questions attempt questions do not
upper-level thinking upper-level thinking to foster upper- invite upper-level
or discussion on or discussion on level thinking or thinking or
Bloom’s taxonomy. Bloom’s taxonomy. discussion on discussion on
Open-ended and Open-ended and Bloom’s taxonomy, Bloom’s taxonomy.
prompting prompting but often result in Questions are
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questions are used questions are used single responses often closed-ended
to deepen student to provide from students. and rarely open-
understanding. . All opportunities for Open-ended and ended. Most
students are students to think prompting students do not
engaged in the and/or offer a questions are used participate in the
discussion and are variety of answers. in many instances, discussion and a
able to respectfully Many students are but only a small small number of
challenge one engaged in the number of students are
another’s thinking. discussion and are students allowed to
able to continue participate. dominate the
the discussion discussion.
without ongoing
teacher facilitation.
.
Standards
CRITERION SCORE :
Sarah provided students with many opportunities to discuss the work they completed for
school.
3E. ENGAGING STUDENTS IN LEARNING DESIGNING AND IMPLEMENTING PLANS

SUCCESSFULLY TO CHALLENGE STUDENTS INTELLECTUALLY WITH PROBLEM-SOLVING TASKS,
GROUP WORK, DISCUSSION, REFLECTION ON LEARNING, AND METACOGNITION

UNSATISFACTORY
Learning tasks and Learning tasks and Learning tasks and Learning tasks and
activities are well- activities are well- activities are - activities are not
structured to structured to structured to aligned with the
challenge and challenge and intellectually instructional
engage students engage students engage students outcomes.
intellectually intellectually through content- Activities and tasks
through content- through content- based problem- challenge only a
based problem- based problem- solving. Group few students
solving requiring solving work and tasks intellectually. Group
explanations of encouraging provide work and tasks are
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their thinking. students to explain inconsistent disorganized or
Group work and their thinking. student unproductive.
tasks are designed Group work and engagement, Student reflection
to meet the tasks are designed discussion, and on learning does
individual needs of to support learning reflection on not occur.
students, facilitate subsequent learning.
subsequent discussion, and are
discussion, and suitable for the
encourage lesson outcomes.
expressed
reflection on
learning.
Standards
CRITERION SCORE :
Sarah used both large and small group instruction, as well as individual work.
3F. FORMATIVE ASSESSMENT COMMUNICATING CRITERIA TO STUDENTS FOR SUCCESSFUL

LEARNING; USING A VARIETY OF TECHNIQUES TO ELICIT THEIR UNDERSTANDING;
PROVIDING THEM SPECIFIC AND QUALITY FEEDBACK ABOUT THEIR PROGRESS IN LEARNING
AND SELF-ASSESSMENT

UNSATISFACTORY

candidate candidate candidate candidate formative
communicates communicates communicates the assessment
learning criteria and criteria and uses criteria and uses a procedures and
weaves a variety of formative single forms of makes no effort to
formative assessment formative determine student
assessment including assessment. The understanding.
techniques technology daily. teacher candidate Students receive
including The teacher provides feedback, no feedback and
technology into candidate provides but is not specific. are not asked to
instruction. The specific and timely Students are self-assess.
teacher candidate feedback. Students encouraged to self-
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provides specific, are encouraged to assess, although
high-quality self-assess and there is
feedback. Students there is evidence inconsistent
are required to that most students evidence that
self-assess and are engaged in students engage in
there is evidence self-assessment. self-assessment.
that all students
are engaged in self-
assessment.
Standards
CRITERION SCORE :
Formative assessment was used constantly, both to learn student comprehension and guiding
instruction.
3G. SUMMATIVE ASSESSMENT COMMUNICATING CRITERIA TO STUDENTS FOR SUCCESSFUL

LEARNING; USING A VARIETY OF TECHNIQUES TO ELICIT THEIR ACCOMPLISHMENT;
PROVIDING FEEDBACK AGAINST LEARNING OBJECTIVES AND PROVIDING REMEDIATION AS
NEEDED

UNSATISFACTORY

candidate candidate candidate candidate does not
communicates communicates communicates communicate
learning criteria and learning criteria and learning criteria and learning criteria.
employs a variety employs a variety employs an Only basic forms of
of carefully planned of carefully planned assessment aligned assessment are
assessments, assessments, with objectives. employed. Results
including including Results and and feedback for
technology when technology when feedback for each each assessment
appropriate, aligned appropriate, assessment are are not
with objectives. aligned with provided. Plans for consistently
Results and objectives. Results remediation are provided to the
feedback for each and feedback for developed through students or related
assessment are each assessment reflection on back to the
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provided efficiently are provided to the results and learning objectives.
to the students students and implemented. The teacher
and related back to related back to the candidate does not
the learning learning objectives. reflect on student
objectives. Plans Plans for results or make
for remediation are remediation are plans for
developed through developed through remediation.
reflection on reflection on
results and results and
implemented, as implemented.
appropriate. Student progress
Students are and success in
invited to assess learning is
their own learning celebrated.
and success in
learning is
celebrated.
Standards
CRITERION SCORE :
Summative assessment was also used for both determining student understanding and
developing lessons.
3H. DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS ADJUSTING A LESSON BASED ON

THE SITUATION; RESPONDING TO TEACHABLE MOMENTS; PERSISTING TO ASSURE THAT ALL
STUDENTS ARE MEETING OBJECTIVES

UNSATISFACTORY
The teacher The student The student The student

candidate responds teacher responds teacher attempts teacher does not
effectively to effectively to to respond to respond to
unforeseen unforeseen unforeseen unforeseen
situations and situations, makes situations. The situations and
takes advantage of adjustments to the student teacher makes no attempt
teachable lesson when verbalizes a desire to adjust the
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moments, as well necessary and to persist with lesson. The
as always persists with every almost all students student teacher
persisting with student who who express fails to respond to
every student who expresses dismay dismay or students who
expresses dismay or confusion with confusion with the express dismay or
or confusion with the content to be content to be confusion with the
the content to be learned or the learned or the content to be
learned or the procedures to be procedures to be learned or the
procedures to be mastered. mastered, but lacks procedures to be
mastered. the strategies to mastered.
do so.
Standards
CRITERION SCORE :
Sarah adapted constantly to the never ending interruptions in a first grade classroom.
3I. USING RESOURCES USING MATERIALS DRAWN FROM MANY SOURCES AND
TECHNOLOGIES TO DEVELOP LESSONS, ACTIVITIES, DISPLAYS, AND/OR LEARNING CENTERS
RELATED TO OBJECTIVES.

UNSATISFACTORY

candidate designs candidate uses candidate uses candidate does not
and uses materials materials and district provided use materials or
drawn from many technologies resources or uses technologies to
sources and aligned with other available enhance lessons
technologies learning outcomes materials and and instructional
aligned with to develop lessons technologies to activities to meet
learning outcomes and instructional enhance lessons learning outcomes.
to develop lessons, activities. and activities.
instructional
activities, displays,
and/or learning
centers.
Standards
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CRITERION SCORE :
Many different sources of materials were utilized in student learning, including technology.
4A. ETHICAL STANDARDS AND PROFESSIONAL BEHAVIOR MAINTAINING HIGH ETHICAL

STANDARDS, APPEARING AND BEHAVING PROFESSIONALLY.

UNSATISFACTORY

candidate candidate candidate candidate does not
demonstrates and demonstrates high demonstrates consistently
models high ethical ethical standards ethical standards demonstrate ethical
standards and and professional and professional standards and
professional behaviors including behaviors including professional
behaviors including attendance and use attendance and use behaviors. The
attendance and use of technology. The of technology. The teacher candidate
of technology. The teacher candidate teacher candidate interacts
teacher candidate interacts honestly interacts honestly dishonestly with
interacts honestly with others, is with others, and others and/or
with others, is proactive in serving dresses dresses
proactive in serving students, and professionally. unprofessionally. .
students, and dresses
dresses professionally.
professionally.
Standards
CRITERION SCORE :
Sarah is the utmost professional educator.
4B. ORAL COMMUNICATION USE OF CORRECT WORD CHOICE AND VOCABULARY BY

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TEACHER CANDIDATE INCLUDING FLUENCY OF SPEECH, CULTURAL RESPONSIVENESS,
ABSENCE OF VERBAL FILLERS AND TONE OF VOICE.

UNSATISFACTORY
Teacher candidate Teacher candidate Teacher candidate Teacher candidate

models culturally uses culturally uses culturally uses verbal fillers,
responsive, fluent, responsive, fluent, respectful, fluent, lacks precise
precise language precise language precise language language, and/or
without verbal with no verbal with limited verbal uses slang or non-
fillers, use of slang fillers and avoids fillers and use of standard English.
or non-standard the use of slang or slang or non- The teacher
English. The non-standard standard English. candidate
teacher candidate English. The The teacher demonstrates a
models extensive teacher candidate candidate limited use of
use of elevated demonstrates a demonstrates a vocabulary. Their
vocabulary. Their breadth of tone of voice, tone of voice,
tone of voice, vocabulary. Their volume, and pitch volume, and/or
volume, and pitch tone of voice, that are pitch are
are appropriate for volume, and pitch appropriate for the inappropriate for
the classroom are appropriate for classroom the classroom
environment. the classroom environment. environment.
environment.
Standards
CRITERION SCORE :
Sarah used vocabulary appropriate for the content and first grade classroom.
4C. COLLABORATIVE SKILLS WITH SCHOOL STAFF, ADMINISTRATION, AND FAMILIES

DEVELOPING RELATIONSHIPS WITH PERSONNEL AND FAMILIES WITHIN THE SCHOOL
AND/OR THE DISTRICT

UNSATISFACTORY
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demonstrates demonstrates demonstrates an demonstrates
positive positive effective working limited involvement
relationships with relationships with relationship with with school staff,
school staff, school staff, school staff, administration
administration and administration, and administration and and/or families. The
families. The families. The families using teacher candidate
teacher candidate teacher candidate collaborative appears distant,
actively engages seeks to engage technology when does not responds
with others using others using appropriate. The appropriately to
collaborative collaborative teacher candidate others verbal and
technology when technology when conveys a sense of nonverbal cues,
appropriate, and appropriate, warmth and may be insensitive
demonstrates open demonstrates open positivity, provides to others feelings
body language that body language, appropriate eye and makes little or
conveys warmth. conveys warmth, contact, and uses no effort to engage
The teacher and responds to open body with others.
candidate verbal and language.
accurately reads nonverbal cues in
verbal and an attempt to
nonverbal cues, is recognize the
supportive even if needs of the
not in agreement, others.
and seeks to
empower others.
Standards
CRITERION SCORE :
Sarah developed very good relationships with many staff and parents in the building.
4D. PARTICIPATING IN THE SCHOOL COMMUNITY AWARENESS AND INVOLVEMENT WITHIN

THE SCHOOL COMMUNITY; DEMONSTRATING SENSITIVITY TO COMMUNITY ENVIRONMENT
AND CULTURE

UNSATISFACTORY
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candidate candidate candidate candidate is not
demonstrates an demonstrates an demonstrates aware of the school
understanding of understanding of awareness of the community
school community the school school community environment and
environment and community environment and culture and avoids
culture is actively environment and culture, and participating in
involved within the culture; is involved participates in school event.
school community; within the school events when
demonstrates community, invited or asked to
sensitivity to demonstrates participate.
community sensitivity to
environment, and community
takes a leadership environment and
role in contributing culture, and
to events that volunteers to
positively impact participate in
the school events.
community
Standards
CRITERION SCORE :
Sarah was involved with many activities in the building.
4E. OPENNESS TO CRITIQUE WILLINGNESS TO ACCEPT CRITIQUE, SET GOALS FOR SELF-
IMPROVEMENT, AND ACT ON FEEDBACK ON PERFORMANCE

UNSATISFACTORY

candidate candidate candidate candidate rejects
demonstrates demonstrates a demonstrates or is not open to
openness and willingness to respect when feedback from
seeks feedback improve their receiving feedback students, mentors,
from students, instruction through from students, and supervisors.
mentors, and feedback from mentors, and The candidate is
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supervisors; students, mentors, supervisors. The unable to articulate
encourages critique and supervisors. candidate is able to short- or long-
through formal The candidate is develop short- and range plans for
and/or informal able to articulate long-range goals improvement
means. Articulates short and long- for self- and/or is unwilling
short- and long- range goals for improvement as a to self-evaluate.
range goals for improvement based teacher; and The teacher
self-improvement on that feedback. demonstrates an candidate fails to
as a teacher Changes in emerging ability to change behaviors
through realistic instructional self-evaluate. or teaching
assessment and behavior as related Changes in strategies as a
self-evaluation. to the feedback is instructional response to
Changes behaviors evident. behaviors as critiques; becomes
or teaching related to the defensive and
strategies as a feedback occurs questions
response to with support. supervisors’
critiques; acts on comments and
supervisors’ suggestions;
comments and and/or sees no
suggestions; need to improve
recognizes need to teaching skills.
improve teaching
skills.
Standards
CRITERION SCORE :
Sarah was always open to suggestions and willing to make changes to be a better educator.
4F. SELF-REFLECTION ON THE EFFECTIVENESS OF INSTRUCTION ABILITY OR WILLINGNESS

TO PERSONALLY REFLECT ON THE IMPACT OF INSTRUCTION ON STUDENT LEARNING

UNSATISFACTORY

candidate assesses candidate candidate is able to candidate is unable
and discusses the accurately assesses identify areas of or unwilling to
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effectiveness of the effectiveness of instruction that discuss progress
instruction instruction were ineffective and realistically; lacks
including the use of including the use of able to offer genuine
technology. The technology. The general understanding of
teacher candidate teacher candidate suggestions for personal strengths
provides specific identifies specific improvement. and areas needing
indicators of ways in which the improvement.
effectiveness and lesson can be
specific improved.
suggestions for
areas of
improvement.
Standards
CRITERION SCORE :
Sarah is focused on being the best teacher she can be, reflecting on teaching is part of that.
4G. LEADERSHIP SKILLS DEMONSTRATION OF SELF-EFFICACY, ABILITY TO EMPOWER

OTHERS, PROVIDE DIRECTION, AND TAKE INITIATIVE

UNSATISFACTORY

demonstrates demonstrates demonstrates demonstrates poor
confidence through confidence through competence eye contact,
eye contact, eye contact, through posture and/or a
posture and tone posture and tone appropriate eye hesitant tone of
of voice. The of voice. The contact, posture voice. The
candidate takes candidate takes and tone of voice. candidate holds
initiative to lead a initiative to lead The candidate back and does not
task and is able to tasks and has notices when there assume
inspire and earned the trust is a task to responsibility or is
motivate others and respect of complete and will domineering in an
through earned others. volunteer to attempt to control
trust and respect. contribute to the others.
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completion of the
task.
Standards
CRITERION SCORE :
Sarah is very willing to help others and motivate them to be better.
VIEW OF THE STUDENT TEACHER’S POTENTIAL

UNSATISFACTORY
HIGHLY EFFECTIVE: EFFECTIVE: MINIMALLY INEFFECTIVE:

Independent Competent EFFECTIVE: At the Significant
performance above performance, at minimum level improvement in
the benchmarks for the level of the needed for initial performance
proficient benchmarks certification. The needed. The
performance; the needed for initial teacher candidate teacher candidate
teacher candidate certification; the is able to does not exhibit
demonstrates the teacher candidate demonstrate the the skills necessary
skills to necessary demonstrates the skills of an effective for initial
to be a highly skills necessary to beginning teacher certification.
effective teacher be an effective but continued
beginning teacher. beginning teacher. mentoring and
improvement are
needed.
CRITERION SCORE :
Sarah is a smart, hard-working, passionate educator. She is in my top ten best student
teachers ever. She is a future teacher of the year!
Printed on: 04/07/2018 05:09:49 PM (EST)

Uc Final Eval

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Requirement : EDU ST Final Evaluation: UC Evaluation (University Coordinator's Final Evaluation)

AUTHOR: Sarah Lemanski

DATE EVALUATED: 12/05/2017 07:01:44 PM (CDT)

EVALUATION METHOD : Using Rubric

1A. SUBJECT MATTER KNOWLEDGE UNDERSTANDING OF THE CONCEPTS AND SKILLS

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

COMMENTS ON THIS CRITERION:

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

Lesson plans Lesson plans Lesson plans Plans need

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COMMENTS ON THIS CRITERION:

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

All outcomes The outcomes The outcomes The outcomes are

COMMENTS ON THIS CRITERION:

Sarah's lesson always focused on student learning.

1D. LEARNING DIFFERENCES THE TEACHER CANDIDATE USES UNDERSTANDING OF

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4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

COMMENTS ON THIS CRITERION:

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

Instructional design Instructional design Instructional design Instructional design

COMMENTS ON THIS CRITERION:

1F. DESIGNING ASSESSMENTS ABILITY TO DESIGN ASSESSMENTS EMBEDDED DIRECTLY INTO

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

Assessments are Assessments are Assessments are Assessments are

COMMENTS ON THIS CRITERION:

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

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COMMENTS ON THIS CRITERION:

2B. CLASSROOM ENVIRONMENT OF RESPECT AND RAPPORT MANAGING RELATIONSHIPS

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

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COMMENTS ON THIS CRITERION:

2C. EXPECTATIONS FOR A CULTURE FOR LEARNING COMMUNICATING A VALUE FOR

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher Teacher candidates Teacher candidates The teacher

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COMMENTS ON THIS CRITERION:

2D. MANAGING CLASSROOM PROCEDURES BEING AWARE AND MAINTAINING ESTABLISHED

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

Teacher candidate Teacher candidate Teacher candidate Teacher candidate

COMMENTS ON THIS CRITERION:

Sarah maintained the classroom procedures to utilize instructional time efficiently.

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

COMMENTS ON THIS CRITERION:

2F. MANAGING STUDENT BEHAVIOR CREATING A SAFE AND CONTROLLED ENVIRONMENT IN

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

COMMENTS ON THIS CRITERION:

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher

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COMMENTS ON THIS CRITERION:

Sarah was aware of mandates and acted accordingly.

4. DISTINGUISHED 3. PROFICIENT 2. BASIC 1.

The teacher The teacher The teacher The teacher