Regent University CAS Student Teacher Evaluation SurveyMonkey

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Collector: Web Link 1 (Web Link)
Started: Sunday, September 22, 2019 4:42:45 PM
Last Modified: Sunday, September 22, 2019 5:07:49 PM
Time Spent: 00:25:04
IP Address: 24.253.144.49

Page 1: Placement Information

Q1 Student Teacher's Name

Ashley Speelman

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

Centerville 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

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Q10 Evaluator's Position/Role University Supervisor

Q11 What time period is this evaluation for? Mid-Term

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) Proficient

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

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

Ashley has a strong knowledge of content and subject area. As she teaches her lessons, she includes real world examples so students
can relate.

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 Proficient

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

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

Ashley's lesson plans are detailed and contain all the component parts. They are aligned to state and local standards. She will add plans
for differentiated instruction as she ascertains the instructional needs of her students.

Page 4: Standard Three: Instructional Delivery

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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. Proficient

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

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

Ashley is effective at getting the students engaged in the lesson. Ashley uses a variety of teaching strategies to present her lessons.
Students are encouraged to interact and present their ideas.

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. Developing

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

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

Ashley was good at providing feedback to the students. She allowed the students to discuss concepts and then asked questions to
promote their learning. She guided their understanding by suggesting ways they could improve. Ashley is developing in the area of
assessment.

Page 6: Standard Five: Learning Environment

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 Developing

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

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

Ashley is respectful of her students and uses her skill as an active listener to meet the needs of the students. During the observational
period, she was patient and redirected student thinking to reach the instructional goals. She is quickly learning the skills needed for
classroom management.

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 Proficient

critiques.
Demonstrates initiative in planning, management, and Proficient
professional interactions.
Demonstrates effective communication and collaboration with Proficient
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.

Ashley is very professional in the classroom. She is caring and wants to improve her teaching skills. She is open to suggestions and
immediately adapts her teaching style to get better results. She is a pleasure to work with.

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 Developing

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

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

Ashley is beginning to see that data can be a helpful tool to document student progress and guide instruction. She will work on
developing ways to show this before the next observation.

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