Regent University CAS Student Teacher Evaluation SurveyMonkey

#983
COMPLETE
Collector: Web Link 1 (Web Link)
Started: Saturday, October 19, 2019 3:32:38 PM
Last Modified: Saturday, October 19, 2019 4:27:22 PM
Time Spent: 00:54:43
IP Address: 24.253.144.49

Page 1: Placement Information

Q1 Student Teacher's Name

Olivia Shedd

Q2 Student Teacher's Endorsement Area Elementary Education, PreK-

6

Q3 Grade Taught Third Grade

Q4 Internship Start Date (MM/DD/YYYY)

08/26/2019

Q5 Internship End Date (MM/DD/YYYY)

10/18/2019

Q6 School of Student Teaching Placement

Tallwood Elementary

Q7 School Division Virginia Beach City Public Schools

Q8 Evaluator's Name (First Last)

Anne Mannarino

Q9 Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: amannarino@regent.edu

1/5
 Regent University CAS Student Teacher Evaluation SurveyMonkey

Q10 Evaluator's Position/Role University Supervisor

Q11 What time period is this evaluation for? Final

Page 2: Standard One: Professional Knowledge

Q12 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Demonstrates accurate knowledge and skills of the subject area(s) Superior

taught.
Demonstrates an understanding of the development of the age Proficient
group.
Integrates key content elements and facilitates students’ use of Proficient
higher level thinking skills.
Links content with other subject areas and real world applications. Superior

Q13 Please comment on the teacher candidate's overall performance in the area of professional knowledge.

Olivia has a well-rounded foundation of knowledge and content matter. When she teaches, she includes real-world examples in her
classroom instruction.

Page 3: Standard Two: Instructional Planning

Q14 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Aligns lesson objectives to the school’s curriculum and student Superior

learning needs.
Develops appropriate plans designed to meet all learner needs; Proficient
adapts plans as needed.
Plans time realistically for pacing, content mastery, and Superior
transitions.
Plans for differentiated instruction. Superior

Q15 Please comment on the teacher candidate's overall effectiveness of instructional planning.

Olivia creates detailed lesson plans for her instruction. They are aligned to state and local standards. She includes ways to differentiate
instruction, based on student progress.

Page 4: Standard Three: Instructional Delivery

2/5
 Regent University CAS Student Teacher Evaluation SurveyMonkey

Q16 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Engages and maintains students in active learning. Superior

Differentiates instruction to meet the students’ needs. Superior
Reinforces learning goals consistently throughout lessons. Superior
Uses a variety of effective instructional strategies and resources. Superior
Uses instructional technology to enhance student learning. Exemplary

Q17 Please comment on the teacher candidate's overall effectiveness of instructional delivery.

Olivia uses technology very effectively in the lessons. She uses Schoology, instructional apps, and other digital media to present her
instruction. She is an engaging teacher, who keeps the attention of her students, by varying her instructional strategies.

Page 5: Standard Four: Assessment of and for Student Learning

Q18 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses student learning data to make instructional decisions. Superior

Uses a variety of appropriate assessment strategies and Superior
instruments
Uses assessment tools for both formative and summative Superior
purposes.
Gives constructive and frequent student feedback. Superior

Q19 Please comment on the teacher candidate's performance in the area of assessment of and for student learning.

Olivia has documented several ways she is using student data, in whole group and small group instruction. Data she has found helpful,
is the collection of data from student morning work. When her students arrive every morning, they are given a morning math problem
that is usually similar to the objective they learned the day before. After assessment days, the morning work is the first introduction to a
new objective. The students complete their math problem on an index card, then come to Olivia to have it checked . She records this on
a morning work graph whether they correctly answered the question, used preferred strategies, understood the concept yet missed the
final answer, or completely missed the enter objective. This collection of data is recorded on a graph that spans the whole week,
allowing her to see the students’ progress over the whole week. This quickly collected data is used daily to help guide her instruction
during whole group math. Olivia has also documented other examples of data usage.

Page 6: Standard Five: Learning Environment

3/5
 Regent University CAS Student Teacher Evaluation SurveyMonkey

Q20 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Establishes clear expectations for classroom rules and Superior

procedures; enforces them consistently and fairly.
Uses available resources and knowledge of students to prevent, Proficient
redirect, or reinforce behaviors.
Respects students’ diversity, including language, culture, race, Superior
gender, and special needs.
Actively listens and pays attention to students’ needs and Superior
responses.

Q21 Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to
learning.

Olivia prides herself on being a positive educator who treats all students with respect. It is clear in her teaching experience that she has
an excellent rapport with the students, and has high expectations of them.

Page 7: Standard Six: Professionalism

Q22 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Modifies performance based on personal and professional Superior

critiques.
Demonstrates initiative in planning, management, and Superior
professional interactions.
Demonstrates effective communication and collaboration with Superior
teachers and other school personnel.
Fosters trust in all school relationships through fair and ethical Superior
interactions.

Q23 Please comment on the teacher candidate's professionalism throughout the period of observation.

Olivia is on her way to becoming a professional educator. She has a pleasant disposition and uses her skill as a communicator to
improve her teaching. She is always willing to listen to professional critiques and to collaborate with other educators.

Page 8: Standard Seven: Student Academic Progress

Q24 Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Documents the progress of each student throughout the Superior

placement.
Provides evidence that achievement goals have been met. Superior
Uses available data to document/communicate student progress Superior
and develop learning targets.

4/5
 Regent University CAS Student Teacher Evaluation SurveyMonkey

Q25 Please comment on the students academic progress throughout the period of observation.

Olivia uses a wide variety of ways to chart student progress and student goal achievement. She uses both observational data, formative
and summative assessments, along with exit tickets to assess students. She analyzes these progress charts, so she can ascertain
how to make all students successful.

5/5