National University

School of Education

National University General Education Assessment

and Evaluation of Student Teaching Performance

First Assessment
Student Teacher: Savage,Erica
University Support Provider: Schmidt,Debra K
Assessment recorded on: 11/11/2018

Domain A: Making Subject Matter Comprehensible to Students

Question Score
Demonstrates knowledge of subject matter content and literacy required
for all students' high achievement of PK-12 academic standards
associated with specific Multiple Subject (history/social science,
1. 4
mathematics, science, health, physical education, and visual and
performing arts) or Single Subject content areas. (TPE 1) (PS-1, 5,
7A/B, 8A/B)
Organizes curriculum to enable all students to learn and use the
knowledge, skills, and abilities identified in specific Multiple Subject
2. (history/social science, mathematics, science, health, physical education, 4
and visual and performing arts) or Single Subject content areas. (TPE
1) (PS-8A/B)
Organizes curriculum, instructional strategies, resources, and
3. technologies to develop deeper student learning of the PK-12 academic 4
standards. (TPE 1) (PS-1, 5, 8A/B)
Uses a variety of effective materials, resources, technologies, and
4. literacies to provide all students equitable access and high achievement 4
of the PK-12 academic standards. (TPE 1) (PS-1, 5, 7A/B, 8A/B)
Demonstrates individual, language, and cultural sensitivities when
5. developing, implementing, and assessing subject matter. (TPE 1) (PS-9, 4
11)

Evidence:
Evidence:
SSP:
Erica finds or creates a variety of games, videos, and hands-on learning materials to help
all students learn. She has created and taught effective lessons in math, language arts,

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 reading, writing, science, social studies, and P.E.

USP:
Evidence:
Erica highly organized second grade curriculum to enable all students to learn and use the
knowledge, skills, and abilities identified in the language arts content areas and to meet
the following content standards:
Content Standards:
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of

others.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit numbers.

Erica systematically selected instructional strategies to teach students how add and
subtract using a variety of effective strategies. These included ADD2 math review, whole
class guided instruction, student modeling activity, and independent work. In addition,
she substantially integrated a variety of resources and technology: Whiteboard,
whiteboard markers, computer, Quizlet website, students¿ individual white boards, math
manipulatives,
construction paper, tape, math workbook and a ADD2 math review worksheet.

Domain Score: 20

Domain B: Assessing Student Learning

Question Score
Uses multiple measures for progress monitoring throughout instruction
to determine whether all students, including English learners and
1. students with special needs, are understanding content/skills and making 4
progress toward achievement of state-adopted academic standards.
(TPE 2) (PS-5, 6, 8, 12, 13)
Employs ongoing multiple and, where appropriate, differentiated
assessment options to collect evidence of individual and whole class
2. learning, including performance-based real-world applications, 4
questioning strategies, work samples and products. (TPE2) (PS-6, 8, 12,
13)
Anticipates, checks for, and addresses common misconceptions and
3. 3
identified misunderstandings. (TPE 2)
Uses a variety of informal and formal, as well as formative and
summative assessments, at varying levels of cognitive demand to
4. 3
determine students' progress and plan instruction. (TPE 3) (PS-6, 8, 12,
13)
Uses formal (including language/CELDT, academic, IEP) and
5. classroom-based assessment results to design and monitor daily 4
instruction required to meet all students' learning needs and ensure high

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 achievement of PK12 academic standards. (TPE 3) (PS-6, 12)
Teaches students how to use self-assessment strategies and provides
6. 3
time for students to practice these strategies. (TPE 3)
Uses a variety of technologies and sources to analyze data as a tool for
7. assessing student learning, informing instruction, managing records, and 4
providing feedback to students and their parents. (TPE 3) (PS-11)
Explains to students and to their families, student academic and
behavioral strengths, areas for academic growth, promotion and
8. 3
retention policies, and how a grade or progress report is derived and how
to help students achieve the academic curriculum (TPE 3)

Evidence:
Evidence:
SSP:
Erica uses a variety of assessment strategies including: personal observations, checking in
with students, spelling tests, evaluating Benchmark writing samples and unit tests. She
has also created her own Quizlet assessment games to assess student leaning. Finally she
analyzed MAP's testing to organize reading groups.

USP:
Evidence:
Erica utilized multiple assessment strategies in the same lesson. For example, she used
assessment to guide the class when she realized students needed her to model the penny
drop. She also created a Quizlet to assess students¿ understanding of the scientific
method steps.

Erica used both Informal assessments and formal assessment strategies in the same
lesson. Informal methods included frequent checks for understanding and observations.
Erica¿s lesson plan included a formal assessment strategy: ¿I will formally collect
student¿s experiment paper and check to see if they were successfully able to record data.
¿

Suggestions:
Evaluate students previous science experiment worksheet to identify high, middle, and
low students as well as any misconceptions.

Domain Score: 28

Domain C: Engaging and Supporting Students in Learning

Question Score
Connects students' prior knowledge, life experiences, interests, and
1. cultural factors with learning goals, curricular and instructional 4
strategies, and methods of assessing student learning. (TPE 4) (PS-5)
Uses community resources, student experiences, questions, and applied
learning activities to make instruction relevant, challenge students' ideas,
2. 4
share their viewpoints, work collaboratively and achieve PK12 academic
standards. (TPE 4) (PS-6, 8A/B)
Uses a variety of instructional strategies, technologies, and resources to
3. 4
model, guide, support and promote all students in problem solving,

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 critical thinking, and self-directed, reflective learning making subject
matter meaningful. (TPE 4) (PS-6, 8A/B)
Teaches students literacy skills needed to comprehend and use a variety
4. of texts and information sources, in the subject(s) taught. (TPE 4) (PS- 4
7A/B)
Uses a variety of instructional strategies, technologies (including
assistive), and resources to respond to students' diverse learning needs
5. (including full range of language and special populations) and promote 3
high achievement of PK12 academic standards by all students. (TPE 5)
(PS-12, 13)
Provides developmentally appropriate practices supporting all students'
6. 4
emotional, social, physical, and intellectual needs. (TPE 6) (PS-12)
Uses a variety of strategies, technologies, materials, and resources to
differentiate instruction based upon students' culture, level of
7. acculturation, primary language and proficiency levels (CELDT) in 3
English and non-dominant varieties of English, and advanced learners.
(TPE 7) (PS-11)
Applies pedagogical theories, principles, and instructional practices for
designing and implementing comprehensive instruction for English
learners, including non-dominant varieties of English and advanced
learners and for students with multiple socio-uctional practices for
8. 3
designing and implementing comprehensive instruction for English
learners, including non-dominant varieties of English and advanced
learners and for students with multiple socio-cultural backgrounds. (TPE
7) (PS-11)

Evidence:
Evidence:
SSP:
Erica engages students by finding videos that tie into the lesson concepts. She uses
hands-on experiments in science and math manipulaties to meet diverse student learning
needs. For example students categorized flowers for a math lesson. She researched
reading literacy sites to find additional resources.

USP:
Evidence:
Erica created a high level of student engagement by showing students a water bug science
video and song at the beginning of her science lesson. She related this video to students¿
daily lives by asking, ¿Have you ever seen this bug?¿ and ¿Can we walk on water? Why
not?¿ She also used students prior knowledge by asking students to recall a previous
science investigation and told students, ¿Today we are going to be scientists.¿

Erica also thoughtfully connected students¿ prior knowledge and experience to today¿s
lesson by asking students to recall the steps to a science method and taught students sign
language to accompany each step:
Ask a question
Prediction/Hypothesis
Observer
Experiment
Draw a Conclusion.

Next she reinforced and assessed these steps by showing a Quizlet she had created to
assess students comprehension of the scientific method steps.

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 After determining that students understood the scientific method, Erica showed students
the materials (bowl, water, pennies, record sheet) that they will use to answer the
questions, ¿How many pennies will fit in the water before the water overflows?¿ She
explained that students will write record the results on the Scientific Method Sheets.

Next Erica handed out paper pennies and asked students to make their predictions by
putting their pennies on the poster to show their prediction:

A 10 pennies
B 11-99 pennies
C 100+ pennies
D The water will never overflow

To foster collaboration and critical thinking skills Erica asked students to turn to their
table partners and explain their predictions. She asked volunteers to share what their
partner said. She also asked students to look at the graft and concluded that the majority
of the class selected B 11-99 pennies.

Erica then called the class to bring a clipboard, pencil, and experiment worksheet with
them and to sit on the carpet around the bowl so everyone could see the experiment.
After giving directions and modeling how to drop a penny, Erica called on students one-
at-a time to put in one penny. Students watched and made tally marks on their
worksheets. After each student dropped a penny, Erica placed the rest of the pennies to
save time.
It took 159 pennies for the water to overflow.

Erica directed the students to fill out the conclusion section of the worksheet and led the
class in a discussion of why the water did not overflow until 159 pennies were placed in
the bowl. She drew a picture of the water in the bowl and discussed surface tension.
We will discuss the results and what they mean.

Suggestions:
At the end of the lesson connect the concept of surface tension to the video students
watched with the water bug.
Further engage students by showing great excitement when dropping pennies.
Be consistent with science terms and steps. Hypothesis and Observing the world as the
first step.

Domain Score: 29

Domain D: Planning Instruction and Designing Learning Experiences for

Students

Question Score
Uses students' academic, social, emotional, cognitive, cultural, and
pedagogical factors in designing a comprehensive program of rigorous
1. instruction, including Reading, Writing, Speaking and Listening, and 4
Language within discipline-specific standards to support all students in
achieving the PK12 academic standards. (TPE 8/4) (PS-5, 6)
2. Modifies instructional plans based on a full-range of students' academic 4

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 knowledge/skills, students' special learning needs, and English learners
as well as speakers of non-standard English language abilities (TPE 8)
(SP-9, 12, 13)
Designs and articulates short and long-term learning goals to foster
3. student learning based on PK12 academic standards and alignment of 3
the curriculum. (TPE 9) (PS-1, 3, 5, 8A/B)
Develops/adapts and sequences subject matter, instructional activities,
assessment strategies, resources, and materials for achieving high
4. 4
achievement of PK12 academic standards by all students. (TPE 9) (PS-
5)
Develops relevant, differentiated instructional plans by connecting the
content to be learned with students' linguistic and cultural backgrounds,
5. 4
experiences, interests, and developmental learning needs. (TPE 9) (PS-
5)

Evidence:
Evidence:
SSP:
Erica has planned effective lessons in math, P.E., and Reading/Language arts. She has
planned modification that include working with students one-on-one, reteaching in a
small group, and connecting new concepts to students' daily lives.

USP:

Evidence:
Erica demonstrated creativity in developing and sequencing subject matter, instructional
activities, assessment strategies, resources and materials for achievement of 2nd grade
learning standards by all students.

She used students¿ academic, social, emotional, cognitive, cultural, and pedagogical
factors in designing a comprehensive program of rigorous instruction including reading,
writing, speaking and listening and language to differentiate instruction, which supported
all students in achieving the 2nd grade academic standards by providing a variety of
effective math activities to reinforce the math concepts including: whole class instruction,
the math Quizlet game, partner math activity, and whole class math equation chain.

Additionally, Eric modeled step-by-step directions to to ensure low-achieving and EL

students were successful. For example she said and modeled, ¿Put your finger on the light
bulb.¿ She also modeled a math equation using her fingers, ¿If I have 6 and take away 1,
how much do I have.¿

Finally, when a child gave the wrong answer, Erica asked leading questions to help the
child discover the correct answer.
Suggestions:
Provide a more challenging worksheet/activity for high achieving students who already
know the math concept involving addition and subtraction and are ready for
multiplication.
Integrate math manipulatives, realia, a scale, etc at the beginning of the lesson to help
students develop a concrete understanding of the math concept. Then provide these
manipulatives to ELL or low achieving students.
Integrate table talk and partner sharing more often to get more students talking rather than
calling on one student at a time to answer questions.

Domain Score: 19

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Domain E: Creating and Maintaining an Effective Environment for Students'
Learning

Question Score
Manages instructional time within the schedule's confines to maximize
1. 4
student achievement of PK12 academic standards. (TPE 10) (PS-5, 6)
Establishes procedures for routine tasks and manage transitions to
2. 4
maximize instructional time. (TPE 10) (PS-5, 6)
Creates and maintains a learning environment fostering students'
3. 4
physical, cognitive, emotional, and social well-being. (TPE 10) (PS-5, 6)
4. Manages disruptive student behavior effectively. (TPE 11) 3
Establishes rapport with all students and their families needed for
5. supporting academic and personal success through caring, respect, and 4
fairness. (TPE 11)
Promotes sense of community, social development, student
6. 4
collaboration, and group responsibility. (TPE 11)
Establishes, communicates, and maintains clear standards for effective
7. student learning and appropriate classroom behaviors. (TPE 11) (PS- 5, 4
6)
Plans and implements classroom procedures and routines supporting
8. 4
student learning. (TPE 11)
Creates and maintains a physically, socially, and emotionally safe
9. learning environment promoting inclusiveness, respect, and valuing 4
differences. (TPE 11) (PS-6, 13)
Evaluates the classroom social environment and its relationship to
academic achievement for all students, and makes necessary adjustments
10. 3
based on student learning and behavior as well as consultation with
other teachers and students' families. (TPE 11) (PS-5, 6)

Evidence:
Evidence:
SSP:
Erica puts extra effort into creating and managing an effective learning environment. She
creates materials and sets up her lessons the day prior to the activity. She models new
concepts and procedures to set students up for success. She also has excellent classroom
pacing. She has a positive rapport with students, but also has high expectations that all
students can learn.

USP:
Evidence:

Erica purposefully managed instructional time within the schedule¿s confines to

maximize student achievement science standards by assembling the pennies, bowl and
water ahead of time and distributing materials using table monitors
She also encouraged class participation by having students keep a running tally during
the penny drop activity.
Throughout her lesson she used positive statements to reinforce appropriate behavior

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 ¿I can only hear one person at a time.¿
¿Let¿s use soft voices so all the tables can hear.¿
¿I¿ll know you are ready when you are looking up here.¿
¿Show me with your hand signals.¿
¿I see---- is ready.¿
She also quieted the class using the call and response, ¿Class, Class¿

She repeatedly managed disruptive student behavior by ringing a bell to quiet the class,
circulating around the room to ensure students were on task, and pausing her instruction
until students were ready to listen.
Erica thoughtfully organized, created and maintained a physically, socially, and
emotionally, safe learning environment promoting inclusiveness, respect and valuing
differences by providing students time to formulate an answer, encouraging all students
to participate, and reminding students to listen when others are talking.
Suggestions:
1. Make sure all students are tallying the pennies.
2. Notice when students are getting restless and speed up the lesson.
3. Consider using coins stamped on post-it notes to speed up the lesson.

Domain Score: 38

Domain F: Developing as a Professional Educator

Question Score
Models ethical commitment, values, and practices dedicated to 'all
1. 4
students can learn at high levels'. (TPE 12) (PS-5)
Acknowledges own personal values and biases, recognizes and resists
2. acts of intolerance, and understands the ways these values and biases 4
affect the teaching and learning of students. (TPE 12) (PS-5, 6)
Works constructively with colleagues, students, their parents, and
3. community members to communicate student progress and promote 4
learning. (TPE 12) (PS-9, 13)
Demonstrates professionalism by portraying professional image, using
effective communication skills, modeling ethical and moral behaviors,
4. welcoming and accepting constructive criticism in positive ways, and 4
implements all district, state and federal laws regarding the education of
PK12 students.
Takes responsibility for student academic learning outcomes and
5. communicates student learning progress consistently and effectively 4
over time. (TPE 12) (PS 3, 5, 6)
Models a variety of communication and collaboration skills needed to
effectively work with colleagues, students, their parents, and community
6. 4
members and promote equitable learning and healthy learning
environments for all students. (TPE 12) (PS-9, 10, 11, 13)
Engages in and promotes appropriate communications with staff,
students, and parents via the Internet, telephone, text messages, and
7. 4
social media networks. (MySpace, Facebook, Twitter etc.) (TPE 12D)
(PS-12)
8. Uses and reflects on multiple sources of information (including student 4

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 learning data, principles of human development and learning, relevant
theory, and research) in making instructional decisions to promote all
students' learning and for improving pedagogical practices. (TPE 13)
(PS-4, 6)
Individually and collaboratively with colleagues, examines and reflects
on their teaching practices and professional behaviors in relation to
9. 4
principles of classroom equity, student learning evidence, laws, and the
professional responsibilities. (TPE 12/13) (PS-5, 6, 13)
Uses site-based and community resources to provide integrated support
10. for the social, emotional, health, educational, and language service needs 4
of each child. (TPE 12) (PS-9, 10)

Evidence:
Evidence:
SSP:
Erica is doing an excellent job. She has substituted three times for me. She is part of our
learning community and has attended district wide professional development as well as
staff and grade level meetings. She has an excellent rapport with students. She has been
planning and teaching math, language arts, reading and writing. She has also researched
and found engaging science and social studies materials. She has high expectations for all
students and creates supportive lesson plans to help all students meet the learning goals.

USP:

Erica is always professionally attired. She works as a team member with the other
teachers and is respected as such. For example, She has also attended grade level,
professional growth, and whole school meetings as well as Back to School Night.

She is a self-reflected learner who continually seeks out new ideas, materials, and
resources to implements into her lessons. She continually strives to find new ways to
improve her lessons and classroom management.

She also had developed a positive rapport with students and is attuned to their needs.

Domain Score: 40

Overall assessment and evaluation feedback:

Erica Savage has demonstrated applying to integrating achievement of all teacher performance
expectations. Her SSP reports that Erica is a highly dedicated student teacher who always strives to
ensure all students are actively learning grade level content standards. Erica continually seeks out and
creates high quality resources to meet the diverse needs of her students. Erica's teaching skills are of such
a high caliber that she has substituted three times for her SSP. She is part of our learning community and
has attended district wide professional development as well as staff and grade level meetings. She has an
excellent rapport with students. She has high expectations for all students and creates supportive lesson
plans to help all students meet the learning goals.

Assessment total score: 174 Rubric Level: 4

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ASSESSMENT RUBRIC and SCORE LEVELS

Integrating (4) - The candidate provides clear, consistent, and convincing evidence demonstrating the competency
or competencies. Candidate's practices demonstrate a preponderance of appropriate, relevant, accurate, and clear
or detailed evidence. The evidence is purposefully connected and reinforced across this TPE Domain. (Point
Range: 161-184)

Applying (3) - The candidate provides clear evidence demonstrating the competency or competencies. Candidate's
practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected
across this TPE Domain. (Point Range: 115-160)

Emerging (2) - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or ambiguous
evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent. (Point Range: 69-114)

Beginning (1) - The candidate provides little or no evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate or missing evidence.
Evidence is unconnected across the TPE Domain. (Point Range: 0-68)

This report was generated on: 04/16/2019 15:04:38