School of Education Teacher Evaluation Form

(circle one)
Student Teacher/Intern/Teaching Fellow:Nicholas GiordanoDate of Evaluation:Friday, Nov. 17,2017
Cooperating Teacher: Mrs. Anna Marie Kohlhepp_______ Grade/Subject: 6th grade, Mathematics
University Supervisor: Prof. Doreen R. Dillon School:Totten Intermediate School, 528 Academy Ave. 10307
Evaluation time frame: (circle one) First/[Second]/Third Semester (circle one) [Fall] / Spring
Evaluation Criteria:
Please indicate your evaluation in the “score” column, for each of the 25 performance indicators:

4 – Outstanding 3 – Effective 2 – Developing (meets 1 – Ineffective

(exceeds expectations) (fully meets expectations of minimum expectations) (unsatisfactory performance)
student teaching)

2011 NYS Performance Indicators

Standard
Element The Program Candidate…

I. Content (Subject Matter) Knowledge SCORE

TEAC Quality Principal: 1.1: The program candidates must understand the subject matter they teach (1 – 4)
2.1 1. Demonstrates knowledge of the content (subject matter) they teach. 4

II. Pedagogy and Pedagogical Knowledge

TEAC Quality Principal 1.2: The Program candidates must be able to convert their knowledge of SCORE
subject matter into age appropriate compelling lessons that meet the needs of a wide range of students. (1 –
4)
1.2 2. Demonstrates knowledge of instructional planning. 4

1.3 & 3.4 3. Modifies instruction to meet students’ diverse learning needs. 4

2.3 4. Uses a wide range of strategies to enhance instruction. 4

2.5 5. Instructs in a way that connects students’ prior knowledge and experiences to new 4
knowledge (scaffolding).
2.6 6. Utilizes appropriate resources to promote students’ successful learning. 4

5.1 7. Knows how to use assessment tools and processes to measure and document student 4
learning.
5.2 & 5.4 8. Uses formal and /or informal assessment to plan and revise instruction. 4

5.5 9. Communicates to students the procedures such as criteria, format, directions, and 4
purpose of the assessments by which they are evaluated.

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2011 NYS Performance Indicators
Standard
Element The Program Candidate…
III.Ability to effectively teach in a caring manner.
TEAC Quality Principal 1.3 Caring Teaching Skills – The program candidate must be able to teach SCORE
effectively in a caring way to act as knowledgeable professionals. (1 –
4)
3.3 10. Has high expectations for students. 4

3.3 11. Creates challenging learning experiences. 4

3.6 12. Provides feedback to students after assessment of their learning. 4

4.1 & 4.4 13. Incorporates policies and procedures to insure student safety. 4

4.1 14. Is respectful in their interactions with students. 4

6.1 15. Exhibits professionalism. 4

IV. Life long pursuit of learning

TEAC Statement: Candidates must demonstrate that they have learned how to learn information on their own, that
they can transfer what they have learned to new situations, and that they have acquired the SCORE
dispositions and skills of critical reflection that will support life-long learning in their field. (1 –
4)
6.2 16. Engages with colleagues and/or community to sustain a culture that supports high 4
expectations for student learning.
7.1 17. Reflects upon performance feedback in order to improve instruction. 4
7.3 18. Communicates with others in giving and receiving constructive feedback to improve
professional practice. (For example, with mentors, supervisors, cooperating teacher and 4
peers.)
7.4 19. Explores ways to acquire new knowledge. 4
V. Awareness of multicultural diversity, perspectives and attitudes
TEAC Statement: Candidates must demonstrate that they have learned accurate and SCORE
sound information on matters of race, gender, individual differences, and ethnic and cultural perspectives. (1 –
4)
1.3 20. Is responsive in meeting the diverse learning needs of students. 4

1.4 21. Demonstrates sensitivity to cultural differences. 4

1.5 22. Has an understanding of the environmental factors that influence their students’ 4
learning.

VI. Use of technology in the classroom

TEAC Statement: Candidate must be able to use appropriate technology in carrying out their SCORE
professional responsibilities. (1 – 4)
1.6 23. Uses available technological resources, when appropriate and applicable. 4
3.4 24. Demonstrates effective integration of technological resources to affect student 4
learning.
3.5 25. Engages students in the development of skills such as collaboration, communication, 4
and/or critical thinking, and/or the use of technology.

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 Please use next page for narrative.

This is extremely important part of the rating of the student teacher. This narrative summary should be
detailed, complete, and to the point. Include reference examples of the student teacher’s abilities and readiness
to be a first year teacher. If there are areas for improvement, these should be mentioned. The summary
should include your recommendation of the student teacher’s potential as a member of the profession.

(Circle one)
[Student Teacher]/Intern/Teaching Fellow: Nicholas Giordano ____________________________

Narrative Summary

Mr. Giordano began his mathematics lesson on dividing decimals with a quick
review. The class had a “Do Now” that asked them to solve for the product of 3.62
X 1.8. Mr. G circulated among the tables to provide one on one assistance to any
student who needed help. This was a timed assignment and the students were able
to see the remaining time on the SMARTBoard (SB). One student was selected to
explain how she began to solve. Then other students added the next steps. Mr. G
modeled on the SB how the example should look. At this time, the lesson moved on
to the mini lesson. Mr. G reviewed the terms that the class needed to understand
the lesson’s topic: divisor, dividend, quotient, “the house”. He modeled on the SB
the correct placement for each term as the class solved 9.75 ÷ 5. He reviewed the
terms as the problem was solved. Then the class was given three minutes to solve
6.44 ÷ 7. For those who finished quickly, he had them check their work by using the
inverse operation which was to multiply the quotient by the divisor. After the time
was up, one student began explaining he they solved and other students “added on”
to the previous response. Once Mr. G assessed that the class understood the
process, he moved on to dividing a decimal by a decimal. He posted an anchor
chart in the front of the class for the class to refer to when dividing decimals by
decimals. He reviewed each step: 1) move the decimal in the divisor to the right; 2)
move the decimal in the dividend the same number of places to the right; 3) If there
is no decimal in the dividend…. 4) place the decimal in the quotient 5) divide. Now

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the class worked together on 1676.7 ÷ .81. He reviewed with the students the steps
that they used to solve this problem and he wrote on the SB – Q x divisor =
dividend. Then the class began to independently solve the two guided practice
problems in their packet. Mr. G circulated among the tables to provide assistance
where needed. He provided the class with a strategy: rewrite the problem after
moving the decimal point, then solve. When the class had completed the two
problems, Mr. G modeled solving for the correct answer. To assess how well the
class understood the process of dividing decimals, Mr. G had the class work
cooperatively in a “relay”; a term that he reviewed the meaning of . Before the class
began, he modeled how the groups would work together in this activity. The relay
began with the student sitting in the front left seat and move to the right with the
entire group solving on their own. The next relay began with the student on the
right of the first child. Mr. G had the relay problems differentiated by student ability
level. Once each group had solved the two problems on their sheet and checked
the answer, Mr. G distributed an answer sheet. To assess how well the class
understood this topic, Mr. G closed the lesson with each student completing an exit
ticket: 98.28 ÷ 1.2 = ______.
At our post observation conference, we discussed how your lesson was well
developed, implemented and assessed. You have done an excellent job developing
your skills as a teacher. The students in your class receive instruction from you that
meets their needs at their level of competency. There is mutual respect between
you and your students. They were actively engaged, on task and responded
throughout this mathematics lesson. I look forward to returning to observe
additional interesting and informative, differentiated lessons in your sixth grade
class.

Return completed form to Director of Field Experiences

Queens-Sullivan Hall Room 525; Staten Island – DaSilva Hall 209