Regent University CAS Student Teacher Evaluation SurveyMonkey

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Collector: Web Link 1 (Web Link)
Started: Sunday, November 24, 2019 6:59:51 PM
Last Modified: Sunday, November 24, 2019 7:23:22 PM
Time Spent: 00:23:31
IP Address: 24.253.144.49

Page 1: Placement Information

Q1 Student Teacher's Name

Kira Madison

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

6

Q3 Grade Taught First Grade

Q4 Internship Start Date (MM/DD/YYYY)

10/28/2019

Q5 Internship End Date (MM/DD/YYYY)

12/13/2019

Q6 School of Student Teaching Placement

Great Bridge Primary

Q7 School Division Chesapeake 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) 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.

Kira knows her subject matter. She has a strong foundation in her grade level content. She uses real world applications in her lessons
so students can see connections that help them understand.

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. Proficient

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

Kira plans her lessons in detail. She aligns the lessons to state and local standards to meet curricular requirements. The lessons contain
all the major component parts to guide her instruction.

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. Superior

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

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

Kira uses her lessons to engage students. During my observational visit she used a variety of interactive activities to promote student
interest. Students participated and learned as they were having fun.

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. Proficient

Uses a variety of appropriate assessment strategies and Proficient
instruments
Uses assessment tools for both formative and summative Proficient
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.

Kira provides student with feedback throughout the lesson. The students are quick to respond positively to her. She also uses
assessments to define how to remediate students for small group work, called power-up sessions. She will continue to make
instructional decisions based on student data.

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 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.

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

Kira has learned to adapt to teaching the lower grade level. She has strong presentational skills that aid her in her classroom delivery. It
is clear during this observation, that she has the respect of her students and pays attention to their needs.

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.

Kira works with other teachers and collaborates on planning. She meets every Monday with 4 teachers in the grade level and they
review plans for the week. She is not afraid to ask questions and listens well to professional critiques.

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 Proficient

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

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

Kira has begun documenting student performance and has already used data to set up small groups for remediation sessions. She will
continue this throughout this student teaching experience.

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