Evaluation For Reflection

Westminster Preservice Teacher Evaluation Form

Teacher Candidate: Stephen Herrera

Methods or Student Teaching: X| Observation :X Mid-Term: Final Evaluation: TWS: Portfolio:
Date|Time: March 11, 2019 Grade|Subject: Math 8

School|Mentor: North West Middle School/Jagdeep Dasanjh Completer: Carol Watson
Signature: https://www.isurveysoft.com//Export/ViewImage/6c8871f6-8c7d-4743-ba1a-09a82f2888d2
Performance Indicators: 0 – No Evidence 1 – Beginning 2 – Developing 3 – Preservice Standard (NA – Not Applicable)
Please see Utah Institutions of Higher Education Preservice Teacher Evaluation Rubric for description of each indicator
Standard 1: Learner Development

Rating
The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
3- Meets The teacher: Comments and Suggestions:
Preservice  Creates learning experiences Stephen. Is aware of the student's needs and create appropriate lessons for
Standard that demonstrate an his classes. He is readily collaborates with his mentor to gain ides to help his
(Inservice understanding of the students understand
Emerging) developmental levels of
learners (i.e., cognitive,
linguistic, sociocultural,
3- Meets
emotional, and physical)
Preservice  Collaborates with colleagues
Standard and other professionals to
(Inservice promote student growth and
Emerging) development
Standard 2: Learning Differences

Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
Preservice  Applies understanding of Stephen is aware of different levels in his classroom and makes appropriate
Standard learner diversity to encourage accommodations for his students.
(Inservice all learners to reach their full
Emerging) potential
 Designs, adapts, and delivers
instruction to address
students’ diverse learning
strengths and needs
 Allows multiple ways to
demonstrate learning
Standard 3: Learning Environments

Rating The teacher works with learners to create environments that support individual and collaborative learning,
social interactions, active engagement in learning, and self-motivation.
Preservice  Uses a variety of classroom Lessons are creative and engaging. He is working very hard to use positive and
Standard management strategies to meaningful classroom management tools.
(Inservice proactively gain and maintain
Emerging) student attention, facilitate
smooth transitions, and to
support a positive and
3- Meets
respectful learning
Preservice environment
Standard
04/15/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
(Inservice  Consistently identifies
Emerging) potentially disruptive
situations and intervenes in
2- an appropriate and timely
manner to maintain a positive
Developing
learning environment
 Encourages students to use
speaking, listening, reading,
writing, analysis, synthesis,
and decision-making skills in
collaborative learning
contexts
Standard 4: Content Knowledge
Rating
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
Preservice  Understands and conveys Stephen displays excellent content knowledge and always gives multiple
Standard accurate content and process access points for the lesson
(Inservice knowledge of the discipline
Emerging)  Connects content to Utah
State Core Standards,
personal schemas, and real
world contexts
 Supports students in learning
and using academic language
accurately and meaningfully
 Uses multiple representations
of concepts that capture key
ideas and makes content
comprehensible
 Engages students in methods
of inquiry and standards of
evidence used in a specific
discipline
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner
Rating
progress, guide planning and instruction, and determine whether the outcomes described in content
standards have been met.
2- The teacher: Comments and Suggestions
Developing  Uses multiple methods of
formal and informal Formal assessments were not given during this visit. Students worked on
NA - Not assessments to guide math problems and then demonstrated them to the class allowing
applicable planning and adapt
instruction
 Designs or selects appropriate
3- Meets
assessments in a variety of
Preservice formats to determine whether
Standard learning objectives described
(Inservice in state standards have been
Emerging) met
 Provides ways for learners to
monitor and reflect upon their
own progress
 Identifies the elements of
quality work and provides
timely feedback
 Documents student progress
and provides descriptive
feedback to students and
other stakeholders
 Adjusts assessment methods
and makes appropriate
accommodations for students
with special learning needs
Standard 6: Instructional Planning

Rating The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon
knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.
3- Meets The teacher: Comments and Suggestions
Preservice  Prepares workable, Lessons are well prepared and in alignment with the Utah State Core
Standard meaningful and Standards
(Inservice developmentally appropriate
Emerging) written lesson plans aligned
to state standards
3- Meets  Applies learners’ sociocultural
backgrounds in the design of
Preservice
instruction to encourage all
Standard
learners to reach their full
(Inservice potential
Emerging)  Adapts pre-determined plans,
materials, and time frames to
create learning experiences
that are relevant to learners
and based on effective
instruction
 Differentiates, as needed, to
meet individual learner needs
 Plans authentic learning
experiences for students to
use thinking skills and create
original work
 Plans varied group
configurations that support
objectives and provide
opportunities for learners to
develop communication skills
Standard 7: Instructional Strategies

Rating 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.
Preservice  Practices a range of Steph develops lessons that students can use in everyday life. He tries to
Standard developmentally, culturally, engage students by using examples that they may come in contact with in
(Inservice and linguistically appropriate their lives.
Emerging) instructional strategies to
meet the needs of students’
diverse cognitive levels and
2-
learning styles (i.e,
Developing
differentiation)
3- Meets  Provides multiple
Preservice opportunities for students to
Standard develop higher order and
(Inservice metacognitive skills (e. g.,
Emerging) problem solving, predicting,
organizing, summarizing,
categorizing, evaluating,
3- Meets questioning, self-monitoring).
Preservice
 Supports and expands
Standard learners’ communication skills
(Inservice  Uses a variety of effective
Emerging) technology and resources to
support learning
 Develops learners’ abilities to
find and use information to
solve real world problems
 Uses a variety of questioning
strategies to promote
engagement and learning
Standard 8: Reflection and Continuous Growth
Rating The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet
the needs of each learner.
Preservice  Participates in a meaningful Stephen is excellent at using reflection to improve his practice. He seeks out
Standard lesson reflection with advice from his mentor and works well with her.
(Inservice supervisor
Emerging)  Accepts suggestions and
constructive criticism to adapt
and improve practice over
time
 Identifies own background
and experiences that have an
impact on teaching and
learning relationships
Standard 9: Leadership and Collaboration
Rating The teacher is a leader who engages collaboratively with learners, families, colleagues, and community
members to build a shared vision and supportive professional culture focused on student growth and success.
Preservice  Collaborates to develop Stephen participates in school wide and department meetings and groups.
Standard cordial professional and
(Inservice family relationships to fulfill
Emerging) required duties and promote
3- Meets student learning
Preservice
Standard
(Inservice
Emerging)
Standard 10: Professional and Ethical Behavior
Rating The teacher demonstrates the highest standard of legal, moral, and ethical conduct in compliance with federal
and state rules and laws.
Yes The teacher: Comments and Suggestions
 Demonstrates professionalism Stephen is professional in all he does
Yes including: professional
appearance, punctuality,
attendance, flexibility,
compliance with federal and
state rules and laws
Goals:
General Comments:

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Westminster Preservice Teacher Evaluation Form

Teacher Candidate: Stephen Herrera

Date|Time: March 11, 2019 Grade|Subject: Math 8

Standard 1: Learner Development

Standard 2: Learning Differences

Standard 3: Learning Environments

Standard 6: Instructional Planning

Standard 7: Instructional Strategies

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