Q8.

Student Teaching Final Evaluation

Hello. Thank you for your continued support for the Virginia Tech School of Education students (Teacher Candidates). We really
appreciate the opportunities our Candidates have to work with excellent mentor teachers in our schools.

Please do not try to complete this on your phone, as some of the options are quite long. You will have the opportunity to save your
results as a PDF which you can print later. This will allow you to refer to your responses when you meet with your teacher candidate
and their university supervisor to discuss your candidates progress.

As we approach the end of the student teaching experience, we continue to collect realistic assessments about the candidates
performance. To this end, we are asking the Cooperating Teacher, the Teacher Candidate, and the University Supervisor to complete the
accompanying assessment. Please complete this rubric based on your experiences with the candidate and based on what you would
expect to see in a candidate at this stage of development toward becoming a professional educator.

We anticipate that this evaluation will take 15-30 minutes to complete, depending on how many comments you provide. We are asking
you to rate the candidate on 10 standards and 7 dispositions.
Your responses provide evidence of the Candidates ability to connect and apply pedagogical and professional knowledge and skills
gained throughout their teacher education program. The criteria for the candidates performance are derived from the Interstate Teacher
Assessment and Support Consortium (InTASC) standards for beginning teachers and aligned to the Council for the Accreditation of
Educator Preparation (CAEP) standards. In addition to demonstrating proficiency in meeting InTASC and CAEP standards, candidates
may be required to demonstrate proficiency with discipline-specific standards such as those of the National Science Teachers
Association (NSTA), the National Council of Teachers of English (NCTE), the National Council of Teachers of Mathematics (NCTM),
and/or the National Council for the Social Studies (NCSS). You may notice that the rubric is different from the example provided in the
Handbook at the beginning of the semester, even though it covers the same InTASC standards and dispositions. We have been working
to improve our assessments in hopes that this revised version of the rubric will clarify the ratings we ask you to make. You will have an
opportunity to provide feedback on this revised form at the end of the rubric.

Your individual, identifiable responses will be shared with the Virginia Tech faculty involved in the Candidate's licensure area to allow
them to provide ongoing assessment and developmental opportunities. Your responses will also be used in aggregate form (no
identifying information) by the Associate Director and staff in the Office of Academic Programs to complete accreditation reports.

Q5. Please write the name of the VT Teacher Candidate here:

Laura Jarrett

Q7. Please write your name here:

Melanie Kirby

Q9. Please choose your role

University
University Supervisor
Supervisor
Cooperating
Cooperating Teac
Teacher
her
Teac
Teacher
her Candidate
Candidate

Q19. Directions: Please read each standard and consider the criteria for your response. Please provide comments for your rating
choices, particularly where an unsatisfactory rating is given. Although candidates might exhibit attributes from different levels, please
choose the rating based on the preponderance of evidence you have observed.

Q10.
Standard 1: Learner Development

The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary
individually within and across cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.

Unsatisfactory Exceed
Approach Meet
Regular behaviors and observed Regular behaviors and observed
teaching practices indicate Regular behaviors and observed Regular behaviors and observed teaching practices indicate that
choices are made without regard teaching practices indicate that teaching practices indicate that choices are made and justified
for discipline specific learner choices are made, but only choices are made and justified within the framework of learner
development. No evidence that weakly justified within the within the framework of learner progression appropriate to the
the teacher candidate attmepts to framework of leaner development progression appropriate to the discipline. Effectively employs
structure learning that helps appropriate to the discipline. discipline. Use of scaffolding to scaffoling to structure learning
students progressively build Little evidence that the teacher structure learning that helps that helps students progressively
knowledge. candidate attempts to structure students progressively build build knowledg that is integrated
learning that helps students knowledge is not always effective into greater frameworks of ideas
progressively build knowledge. although it is attempted. and understanding.

Q11. Comments:

Q13.
Standard 2: 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 standards.

Unsatisfactory
Regular behaviors and observed
teaching practices offer no
evidence that the teacher
candidate is learning about or
incorporating knowledge of
student's individual learning
needs, prior knowledge, personal needs, prior knowledge, personal
perspectives, community, and
culture. No focus on equity.
being incorporated into teaching. community, which is incorporated knowledge of students' culture
Approach
Regular behaviors and observed
teaching practices provide little
evidence that the teacher
candidate is learning about
individual student's learning
perspectives, community, and
culture, but does not show
evidence of incorporating these
into teaching. Limited focus on addresses content from multiple facilitate learning by all students,
equity exhibited by a weak
knowledge of students'
community and culture with no exhibited by a general knowledge Demonstrates a strong focus on
clear evidence of the knowledge
Meet
Exceed
Regular behaviors and observed
teaching practices provide Regular behaviors and observed
evidence that the teacher practices provide evidence that
candidate is learning about and the teacher candidate is learning
incorporating individual student's about and incorporating individual
learning needs, prior knowledge, student's learning needs,
and personal perspectives. personal perspectives, prior
Explains how choices and knowledge, experiences, and
actions facilitate learning by all culture. Explains how choices
students and occasionally and actions in the classroom
perspectives. Demonstrates a and addresses content from
superficial focus on equity multiple perspectives.
of students' culture and equity exhibited by deep
into teaching, but may not be and community, which is
consistent and/or effective. incorporated into teaching in
meaningful and effective ways.

Q14. Comments:

Laura c reated lessons that met the needs of our diverse learners in all three levels of c lasses she taught (Anatomy, Biology Honors, and Biology General).

Q15.
Standard 3: Learning Environments

The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.

Unsatisfactory Exceed
Meet
Regular behaviors and observed Approach Regular behaviors and observed
teaching practices provide Regular behaviors and observed teaching practices provide
evidence that the teacher Regular behaviors and observed teaching practices provide evidence that the teacher
candidate does not establish teaching practices provide evidence that the teacher candidate establishes and
classroom routines for common evidence that the teacher candidate maintains efficient maintains efficient classroom
tasks. Evidence of inappropriate candidate establishes classroom classroom routines for common routines for common tasks and
interpersonal communication by routines for common tasks, but tasks, but may not adjust makes appropriate adjustments
teacher. No evidence of student they are inefficient or not routinely routines when needed. Models as the environment
collaboration or interactions in followed or required. Models and requires students engage in dictates. Models and requires
classroom. respectful interpersonal respectful interpersonal students to engage in respectful
communication, but does not communication. Inconsistently interpersonal communication.
routinely require it of students. redirects students when Effectively and routinely redirects
Does not redirect students when inappropriate communication students when inappropriate
inappropriate communication occurs. Students are encouraged communication occurs.
occurs. Students sometimes to develop peer relationships, but Classroom expectations allow
work collaboratively but with little no evidence of intentional work in students to develop peer
structure and/or reflection. this direction. relationships that establish a
climate of learning.

Q16.
Comments:

Laura worked well with the spec ial educ ation staff and with our assistant princ ipal to c reate a nurturing environment for our most diffic ult c lass.

Q17.
Standard 4: Content Knowledge

The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
 Exceed
Approach
Unsatisfactory Regular behaviors and observed
Regular behaviors and observed Meet teaching practices demonstrate
Regular behaviors and observed teaching practices demonstrate that the teacher candidate plans
practices demonstrate that the that the teacher candidate Regular behaviors and observed and delivers lessons in which
teacher candidate delivers delivers mostly accurate content teaching practices demonstrate students participate in
content and information in ways and information in ways that are that the teacher candidate plans progressively appropriate
that are disorganized and generally organized and and delivers lesson in which discipline-specific inquiry and
inaccessible to students. Teacher accessible to students, but there students participate in discipline- knowledge production that meets
candidate does not model routine is little evidence of planned specific inquiry and knowledge disciplinary standards. Teacher
use of discipline-specific opportunities for students to construction, but scaffolding of candidate's use of discipline-
language. Demonstrates an produce their own knowledge. knowledge is not always evident specific language is
overall lack of content knowledge. Teacher candidate's use of although it is well situated within accurate; places discipline-
discipline-specific language and organizing ideas of the discipline. specific knowledge in context of
organizing ideas may be Teacher candidate's use of organizing ideas of the discipline;
inconsistent and/or inaccurate, discipline-specific language is and models and creates
signaling weak content consistent and accurate, showing opportunities for students to
knowledge. general content knowledge but practice correct and routine use
may not require students to of discipline-specific language.
routinely apply discipline-specific
language and organizing ideas in
the production and demonstration
of their own content knowledge.

Q18. Comments:

Q19.
Standard 5: Application of Content

The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, an collaborative problem solving related to authentic local and global issues.

Approach Meet
Unsatisfactory Exceed
Regular behaviors and observed Regular behaviors and observed
Regular behaviors and observed teaching practices provide teaching practices demonstrate Regular behaviors and observed
teaching practices provide limited evidence of content being situated well situated content within both teaching practices demonstrate
application of content knowledge within the organizing ideas of a the organizing principles of the strong ability to situate content
in ways that foster learning, discipline; however, there is little discipline and local and/or global within the organizing principles of
engagement, and mastery. emphasis on these ideas or issues. Provides opportunities to the discipline. Engages students
Limited organization of domain demonstrated ability to show or advance students' abilities for in applying content knowledge to
knowledge within the discipline. convey how knowledge can be collaboration in ways that foster question and challenge
Presents content in the absence applied to issues beyond the creative problem solvinng and assumptions within the discipline
of context. Does not advance discipline. Attempts are made to critical thinking. Allows students as well as with local and global
students' abilities to collaborate in advance students' abilities to to apply knowledge in structured issues. Engages students in
ways to foster creative problem collaborate in ways that foster ways. approaches to foster collaboration
solving and/or critical thinking. creative problem solving and/or and innovation to advance creative
critical thinking; however, problem solving and critical
structures are not clearly defined, thinking in local and global
which impede student progress contexts. Provides
and success. opportunities for students to apply
knowledge in structured and
unconventional ways.

Q20. Comments:
 Laura c reated great hands on lessons that worked well for our advanc ed students and as well as our spec ial needs students.

Q21.
Standard 6: Assessment

The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner
progress and to guide the teacher's and learner's decision making.

Meet
Unsatisfactory Approach
Regular behaviors and observed Exceed
Regular behaviors and observed Regular behaviors and observed teaching practices demonstrate
teaching practices demonstrate teaching practices demonstrate that the teacher candidate Regular behaviors and observed
that the teacher candidate uses that the teacher candidate uses generally uses and/or develops teaching practices demonstrate
singular assessment forms that formative and summative standards- and content-aligned that the teacher candidate uses
lack standards-and/or content- assessments that are generally formative and summative and develops a variety of
alignment. Unable to analyze standards- and content-aligned. assessments to inform instruction standards- and content-aligned
data to inform instruction and/or Demonstrates a basic ability to and document learning. formative and summative
document learning. Does not use data to inform instruction and Incorporates multiple forms of assessments to inform instruction
provide feedback that addresses document learning. Attempts to assessments that may or may and document differentiated
content, critical thinking and/or incorporate multiple forms of not be task or assignment learning. Consistently
problem-solving. Use of data does assessment, but relies on a appropriate. Provides student incorporates multiple forms of
not allow students to take singular type for gaining feedback and encourages assessments that are appropriate
ownership of their learning. knowledge about student continuous learning in content, to assignments and tasks,
learning. Provides generic critical thinking, and problem- showing careful consideration of
feedback to address content, solving. Use of data allows content, standards, and student
critical thinking, and problem students to take ownership of needs. Provides actionable
solving. Attempts to use data to their learning. feedback for students to create
allow students to take ownership an environment of continuous
of learning, but does so learning in content, critical
ineffectively and inconsistently. thinking, and problem-solving.
Consistently uses data in ways
that allow students to take
ownership of their learning.

Q22.
Comments:

Laura used exit slips, labs, projec ts, worksheets and tests to assess student knowledge.

Q23.
Standard 7: Planning Instruction

The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of
content areas and their connections, and to build skills to apply knowledge in meaningful ways.
 Unsatisfactory
Approach Exceed
Regular behaviors and observed Meet
teaching practices demonstrate Regular behaviors and observed Regular behaviors and observed
plans with inconsistent teaching practices demonstrate Regular behaviors and observed teaching practices demonstrate
standards- and content- plans with superficial attempts at teaching practices demonstrate plans that are consistently
alignment. Plans also lack standards- and content-alignment plans that are consistently standards- and content-aligned
assessment and instructional with inconsistent alignment standards- and content-aligned with alignment also between
strategy alignment demonstrating between assessments and with alignment to assessments assessments and multiple
inability to effectively plan for instructional strategies, which and instructional strategies, instructional strategies, which
student learning. Plans include demonstrates a weak ability to reflecting a general ability to plan demonstrates strong ability to
no evidence of sequenced plan for student learning. Plans for student learning. Develops plan for student learning.
learning or appropriate scaffolding include inconsistent learning appropriately sequenced learning Develops appropriate sequencing
to meet the needs of diverse sequencing with evidence of experiences and provides multiple of learning experiences and
learners. Plans include no inappropriate scaffolding to meet ways for students to demonstrate provides multiple ways to
attempts at differentiation to meet students' needs. Plans include knowledge and skill mastery. demonstrate knowledge and skill
the academic and cultural needs limited superficial attempts at Plans include some differentiation mastery. Plans include
of students. differentiation to meet the to meet the academic and thoughtful systematic
academic and cultural needs of cultural needs of students, but differentiation to meet the
students. may lack clarity of purpose, academic and cultural needs of
process, and provides little students including learning
evidence of success. Provides experiences designed to provide
opportunities to interact across learners with meaningful
cultures. interactions across cultures with
clear evidence of success.

Q24. Comments:

Laura's plans were exc ellent, meeting both Virginia's SOL's and Montgomery County Standards.

Q25.
Standard 8: Instructional Strategies

The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in meaningful ways.
 Approach Meet
Unsatisfactory Exceed
Regular behaviors and observed Regular behaviors and observed
Regular behaviors and observed teaching practices demonstrate teaching practices demonstrate Regular behaviors and observed
teaching practices demonstrate that teacher candidate uses that teacher candidate uses teaching practices demonstrate
that teacher candidate uses strategies that may or may not be research-based strategies in that the teacher candidate
strategies randomly and research based. Use of strategic ways with a purposefully and consistently
repetitively in ways that are strategies demonstrates some consideration for tasks, uses a variety of research-bases
ineffective reflecting limited consideration to tasks, assignments, standards, and strategies with consideration for
understanding of how to assignments, standards, and content showing a general tasks, assignments, standards,
determine and align appropriate content showing a superficial understanding of how to and content showing strong
strategies for instruction. understanding of how to determine and align appropriate understanding of how to
Strategies included are heavily determine and align strategies for instructional strategies for determine and align appropriate
teacher-focused demonstrating an instruction and learning. Teacher instruction and learning. Teacher strategies for instruction and
inability to move students towards candidate uses strategies in an candidate provides instances for learning. Teacher candidate
independence. Use of technology attempt to move students toward students to practice and provides thoughtful and
is rigid, traditional, and lacking independence, but does so encourages learning strategically designed
purposeful consideration for ways inconsistently. Use of independence. Use of technology opportunities for students to
to incorporate technology for technology demonstrates demonstrates purposeful practice and move toward learning
strategically. some consideration, but is consideration, is consistent, and independence. Use of technology
inconsistent and may detract generally enhances instruction is purposeful, innovative, and
from instruction and learning. and learning. enhances student engagement
and learning. Teacher candidate
is able to make adjustments
when necessary.

Q26. Comments:

Laura did an exc ellent job of using a variety of ac tivities in order to engage our students.

Q27.
Standard 9: Professional Learning and Ethical Practices

The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly
the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to
meet the needs of each learner.
 Unsatisfactory Meet
Approach
Regular behaviors and observed Regular behaviors and observed
teaching practices demonstrate Regular behaviors and observed teaching practices demonstrate Exceed
that the teacher candidate does teaching practices demonstrate that the teacher candidate takes
not take advantage of program that the teacher candidate relies advantage of program-provided Regular behaviors and observed
provided and/or other on program-provided learning opportunities to increase teaching practices demonstrates
opportunities to increase experiences to increase professional knowledge and that teacher candidate
professional knowledge or professional knowledge and improve technical skills. Teacher consistently takes advantage of
improve technical skills. No improve technical skills. Teacher candidate takes responsibility for program-provided opportunities to
evidence that the teacher candidate shows limited ability to student learning and reflects on increase professional knowledge
candidate takes responsibility for take responsibility for student feedback received to improve and improve technical skills
student learning through reflectionlearning through reflective practice practice. Consistently uses legal including personal reflection.
of feedback received. Does not to respond to feedback received. and ethical practices and Teacher candidate has created
conduct themselves ethically and Conducts themselves ethically demonstrates general and/or taken advantage of
shows no appreciation for the but may not fully understand the understanding of the need to opportunities beyond their
need to maintain appropriate need to act professionally and maintain appropriate program to increase knowledge
professionalism and maintain appropriate confidentiality. and improve technical skills.
confidentiality. confidentiality. Consistently takes responsibility
for student learning through the
on-going analysis and reflection of
feedback received to improve
practice. Conducts themselves
ethically, uses legal and ethical
practices in creating and
referencing material, and
demonstrates a strong
understanding of the need to
maintain appropriate
confidentiality.

Q28.
Comments:

Q29.
Standard 10: Leadership and Collaboration

The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with
learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the
profession.
 Approach Exceed
Unsatisfactory Meet
Regular behaviors and observed Regular behaviors and observed
Regular behaviors and observed teaching practices demonstrate Regular behaviors and observed teaching practices demonstrate
teaching practices demonstrate that the teacher candidate relies teaching practices demonstrate that the teacher candidate takes
that the teacher candidate does solely on program-provided that the teacher candidate advantage of and creates
not take advantage of program- opportunities to collaborate to regularly takes advantage of opportunities to collaborate with
provided and/or other plan learning exercises to meet program-provided and in-school school colleagues to plan and
opportunities to collaborate, plan the diverse needs of students to opportunities (e.g. IEP meetings, jointly facilitate learning on how to
learning, or build connections withbuild connections with community staff meetings, club mentoring, meet the diverse needs of
community resources that resources that enhance student etc.) to collaborate with school students and builds ongoing and
enhance student learning and learning and well-being. Given colleagues to plan learning consistent connections with
well-being exercises. Given the the teacher candidate's exercises to meet the diverse community resources to enhance
teacher candidate's experience experience level, inconsistent needs of students and build student learning and well-being.
level, no attempts are evident to attempts are made to collaborate connections with community Given the candidates' experience
collaborate with learners and their with learners and their families to resources that enhance student level, the teacher candidate took
families to establish establish communication and learning and well-being. Given the initiative to seek out
communication and systems of systems of learner support and the candidate's experience level, opportunities to work
learner support and development. development. evidence demonstrates that the collaboratively with learners and
candidate takes advantage of their families to establish mutual
opportunities to work expectations and ongoing
collaboratively with learners and communication to support learner
their families to establish development.
communication and support
learner development.

Q30. Comments:

Laura was an ac tive partic ipant at every PD, teac her c onferenc e, and parent meeting.

Q45. Directions: This section addresses the Dispositions we want you to consider regarding our candidates. Please read each
disposition and consider the criteria for your response. Please provide comments for your rating choices, particularly where an
unsatisfactory rating is given.

Q32. Disposition #1: The teacher candidate demonstrates commitment to the welfare and continuous development of
others.

Approaching
Unsatisfactory Meets Exceeds
Communicates general care for
No communication that indicates students. Does not seek Communicates care for students Communicates care and personal
awareness of personal care for information about students' lives individually and generally. concern for students. Seeks
others. May express pity for and experiences outside of Accepts information about information about the contexts of
some contexts classroom. contexts of their lives. Expresses students' lives. Initiates avenues
suggestions for students to for students to continue their
continue their development. development.

Q46. Comments:

Q34. Disposition #2: The teacher candidate communicates and acts professionally.
 Unsatisfactory
Approaching
Does not consider others in
communication or actions. Does Usually meets commitments but
not meet commitments. does not let others know if
commitment cannot be kept.
Sometimes behaves or
communicates in an
unprofessional manner but
corrects behavior and
communication when requested.
Meets
Exceeds
Usually meets commitments or
lets others know in a timely Meets commitments. Always lets
manner if commitment cannot be others know in a timely manner if
kept. Maintains professional commitment cannot be kept.
relationships with students and Maintains professional
peers. Presents self relationships with students and
professionally. peers. Presents self
professionally. Considers
implications to the profession
when making decisions.

Q47. Comments:

Q36. Disposition #3: The teacher candidate demonstrates respect for people who are different in how they might think,
learn, or communicate.

Unsatisfactory
Approaching Meets Exceeds
Does not recognize any value in
diversity or differences. Limited experience with diverse Uses language that expresses Communicates genuinely with all
learners. Recognizes that understanding of how individual students and peers regarding
diversity and differences can differences and aspects of individual differences, aspects of
impact lives and learning, but diversity influence students' and diversity, and influences on
does not include in planning. peers' lives and learning. Makes students' and peers' lives and
instructional decisions that build learning. Utilizes diversity in
on learners' strengths. classroom lessons to promote
appreciation.

Q48. Comments:

Q38. Disposition #4: The teacher candidate is a contributing member who demonstrates compassion and empathy.

Unsatisfactory
Approaching Meets Exceeds
Does not participate as a team
member or see value in Occasionally interacts with peers Regularly interacts with peers on Frequently interacts with peers on
teamwork. on tasks. Accepts roles as tasks. Takes either the lead or tasks. Takes lead or follower role
assigned by others. Limited follower role. Establishes equally well. Exhibits compassion
relationships with peers. relationships with peers. and empathy for team members.

Q49. Comments:

Q40. Disposition #5: The teacher candidate models fair and ethical behavior.
 Unsatisfactory
Rigidly sets guidelines with no
consideration of context or
principles. Does not recognize
unethical behavior.
Approaching Meets Exceeds
Behaves ethically. Sets Behaves ethically. Explores Intentionally models ethical
guidelines and equates fairness nuances of fairness. Recognizes behavior. Directly expresses
with equality, believing that the students may need different concerns if others suggest
"playing field" is level. Allows supports at different times. unethical ideas. Teaches
unethical behavior of others to Communicates an expectation students the value of ethics and
continue unquestioned. that students will behave integrity. Fair behaviors are based
ethically. on ethical principles.

Q50. Comments:

Q42. Disposition #6: The teacher candidate accepts responsibility for and reflects on actions.

Meets Exceeds
Unsatisfactory Approaching
Recognizes personal impact on Recognizes personal impact on
Does not recognize personal Minimal recognition of personal student performances and student performances and
impact on student performance or impact on student performance behaviors. Reacts to feedback behaviors. Actively seeks
behaviors, indicating that and behaviors. Does not seek or and adjusts behaviors in feedback and adjusts behavior in
others/students are solely respond to feedback unless response. response.
responsible. Fails to respond to specifically directed.
feedback.

Q52. Comments:

Q44. Disposition #7: The teacher candidate models enthusiasm for and engagement in learning.

Unsatisfactory Approaching Meets Exceeds

No evidence of curiosity, positive Limited evidence of curiosity, Exhibits curiosity, positive affect, Clearly curious and passionate
affect, or energy. positive affect, or energy. and energy. about learning. Positive affect is
contagious.

Q51. Comments:

Laura was an absolute delight to work with this semester. She will be an amazing teac her no matter where she is at!

Q47. We have changed our assessment form this year, and would appreciate your feedback about this process. Please share your
feedback in the box below.

Needs to be a plac e for a final c omment about our experienc e.

Q49. Once you leave the survey, you will be shown a summary of your survey responses. There will be a link to download this summary
as a PDF file. Please click on the Download PDF link (the small red button in the upper right-hand corner of the screen) and either
save or print the resulting file. You will refer to your survey responses during your summative evaluation meeting.

Location Data
Location: (37.319702148438, -79.890502929688)
Source: GeoIP Estimation