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Evaluation Results
Detailed Results ( Form used : 2184-S SSCP Student Teaching Evaluation SOCIAL
SCIENCES)
Response is required
Evaluator
Please choose one title and write your name in the appropriate box below:
University Supervisor
Linda Mehlbrech
Final
Year
2019
Term
Spring
Placement
District School
Area of Instruction
NC - NOT CONSISTENT with Standard Expectations for Beginning Practice: The student teacher provides LITTLE OR NO
EVIDENCE of effective teaching practice in this category.
D - DEVELOPING Beginning Practice: The student teacher provides SOME EVIDENCE of effective teaching practice in this category.
P - PROFICIENT Beginning Practice: The student teacher provides SUBSTANTIAL EVIDENCE of effective teaching practice in this
category.
E - EXCEPTIONAL Beginning Practice: The student teacher provides CONSISTENT, EXTENSIVE, HIGH QUALITY EVIDENCE of
effective teaching practice in this category.
N / O - N O T O B S E R V E D A T T H I S T I M E . Evidence is not observed or unavailable and should not be construed as a negative score.
Important Notes:
1. Evidence of student teaching performance comes in three forms: observation, conferencing, and documents. Observation can yield
evidence of classroom management, lesson delivery, and interactions with students, colleagues and parents. Conference discussions
can yield evidence of attitudes and dispositions, planning processes, professional activities, and teacher thinking. Document analysis
can yield evidence of unit and lesson plans, responses to student work, assignment and assessment development, and written
communication with parents. Evidence of student teaching performance is not limited to the above, which are examples of evidence but
do not exhaust the possibilities.
2. N/A, NOT AVAILABLE at this time, may appear more frequently on the Mid-Term Evaluation. It should appear only rarely on the
Final Evaluation.
3. T h e M I D - T E R M E V A L U A T I O N i s f o r f o r m a t i v e a s s e s s m e n t o n l y . A r a t i n g o f " N O T C O N S I S T E N T W I T H S T A N D A R D
EXPECTATIONS (NC)" for an indicator in any area denotes a critical need for remediation.
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
C-1. UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (TPE-3)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D. Planning Instruction and Designing Learning Experiences for All Students (TPE-4)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
This rating is a holistic assessment of the student teacher’s performance. It is not an average score of categories A-F. A rating of
“not consistent with standard expectations for beginning practice (NC)” in Category “G” on the Final Evaluation will result in no
credit received for student teaching. The candidate will not be recommended for the credential.
D - P - E -
NC - Not Developing Proficient Exceptional
Consistent Beginning Beginning Beginning
Practice Practice Practice
Printed on: 06/14/2019 02:35:43 PM (EST)
This rating is a holistic assessment of the student teacher’s
performance. It is not an average score of categories A-F. A rating
of “not consistent with standard expectations for beginning practice
(NC)” in Category “G” on the Final Evaluation will result in no credit
received for student teaching. The candidate will not be
recommended for the credential.
H. Comments
Indicate three areas of strength:
Jazmin's content is excellent and her ability to teach the historical thinking skills is exceptional. Her
students understand them and are able to use them in their writing and presentations.
Jazmin used a variety of strategies during our observations. The students participated in debates, used
primary and secondary sources, utilized technology consistently and wrote a variety of historical papers.
Classroom management is excellent. Jazmin has established a positive, student friendly classroom
where rules and procedures are in place and followed.
Continue to work on using strategies to differentiate instruction for all students. It is important that all
students get what they need to be successful.
Continue to work on your self confidence and I know you have what it takes to be a very successful and
effective teacher.
Jazmin had an excellent semester. Her lesson and unit designs are engaging and rigorous and she has
learned how to keep her students on task. Her use of the instructional minutes is exceptional and the
fact that she is bilingual gives her even more resources to help her students. She is ready for her own
classroom and will be an very effective teacher.