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College of Education, University of Utah

Final Student Teaching Evaluation, Elementary Education

Teacher Candidate: Satlrina Watterson Site Teacher Educator(s): Granger Elementary School: GranserElementarv Content Area: A^ll Swb*e*t* Grade(s): Darlene University Supervisor: Caldwell This form was filled out by: l\*Ns*'ri l*txstb.

Date:

312612014

2rz&

District: Granite
# Lessons

Observed: 36*

Please rate each are below using the following descriptions and 5 point rating scale: 1-2
3

- Unsatisfactory:

Teacher Candidate lacks basic knowledge and an ability to meet performance

standards.

- Practicing:
-

4
5

Effective:
Highly

Effective:

Teacher Candidate possesses developing competencies in hisiher knowledge and ability to meet performance standards. Teacher Candidate displays a general understanding of linkages between knowledge and content and executes sound lessons on a consistent basis. Teacher Candidate exhibits exemplary performance, beyond that of a novice
teacher.

Distinguished:

An evaluation level intended for inservice teachers.

SECTION 1: LEARNER DEYELOPMENT

5
5

1.
2.

The Teacher Candidate creates developmentally appropriate and challenging learning experiences based on individual students' strengths, interests, and needs. The Teacher Candidate collaborates with families, colleagues, and other professionals to promote student growth and development.

SECTION 2: LEARNING DIFFERENCES

5 5 5 5
4

3. 4. 5. 6.
7.

The Teacher Candidate understands individual learner differences and holds high expectations of sfudents. The Teacher Candidate designs, adapts, and delivers instruction to address students' diverse learning strengths and needs. The Teacher Candidate allows students different ways to demonstrate learning sensitive to their multiple experiences and diversity. The Teacher Candidate creates a learning culture that encourages individual learners to persevere and advance. The Teacher Candidate incorporates tools of language development into planning and instruction for English language learners, and supports development of English

proficiency.

SECTION 3: LEARITIING ENVIRONMENTS

8.

The Teacher Candidate develops learning experiences that engage and support students as self-directed learners, who internalize classroom routines, expectations, and procedures.

9.
10.

The Teacher Candidate collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry. The Teacher Candidate uses a variety of classroom management strategies to effectively maintain a positive learning environment. The Teacher Candidate equitably engages students in learning by organizing, allocating, and managing the resources of time, space, and attention. The Teacher Candidate extends the learning environment using technology, media, and

11.

12.
13.

local and global resources.

The Teacher Candidate encourages students to use speaking, listening, reading, writing, analysis, synthesis, and decision-making skills in various real-world contexts.

SECTION 4: CONTENT KNOWLEDGB

t4.
15.

The Teacher Candidate knows the content of discipline and conveys accurate

information and concepts.

The Teacher Candidate demonstrates an awareness of the Utah Common Core/Core curriculum and references it in short and long term planning. The Teacher Candidate engages students in applying methods of inquiry and standards of evidence of the discipline. The Teacher Candidate uses multiple representations and explanations of concepts that capture key ideas. The Teacher Candidate supports students in learning and using academic language accurately and meaningfully.

16.

t7.

18.

SECTION 5: ASSESSMENT

t9.

The Teacher Candidate designs, and/or selects pre-assessments, formative, and summative assessments in variety of formats that match learning objectives and engages the learner in demonstrating knowledge and skills. The Teacher Candidate engages students in understanding and identifuing the elements of quality work and provides them with timely and descriptive feedback to guide their progress in producing that work. The Teacher Candidate adjusts assessment methods and makes appropriate accommodations for English Language Learners, students with disabilities, advanced students, and sfudents who are not meeting learning goals. The Teacher Candidate uses data to assess the effectiveness of instruction and to make adjustments in planning and instruction. The Teacher Candidate documents student progress, and provides descriptive feedback to students, parents, and other stakeholders in a variety of ways. The Teacher Candidate provides opporhrnities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

20.

21.

22. 23. 24.

SECTION 6: INSTRUCTIONAL PLANNING

25. The Teacher Candidate plans instruction based on the approved state curriculum. 26. The Teacher Candidate individually and collaboratively selects and creates learning

experiences that are appropriate for reaching content standards, relevant to learners, based on principles of effective instruction. The Teacher Candidate differentiates instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.

28. 29.

The Teacher Candidate creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work. The Teacher Candidate integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

SECTION 7: INSTRUCTIONAL STRATEGIES

30.
31. 32. JJ.

The Teacher Candidate understands and practices a range of developmentally, culturally, and linguistically appropriate instructional strategies. The Teacher Candidate uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs of individual and group learners. The Teacher Candidate analyzes student errors and misconceptions in order to redirect, focus, and deepen leaming. The Teacher Candidate uses a variety of instructional strategies to support and expand learners' communication skills. The Teacher Candidate provides multiple opportunities for students to develop higher order and meta-cognitive skills. The Teacher Candidate provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems. The Teacher Candidate supports content and skill development by using multiple media and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness. The Teacher Candidate uses a variety of questioning strategies to promote engagement
and leaming.

34.
35.

36.

37.

SECTION 8: REFLECTION AND CONTIIYUOUS GROWTH

38.

The Teacher Candidate independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice. The Teacher Candidate actively seeks professional, community, and technological learning experiences within and outside the school, as supports for reflection and

39.

problem-solving.
40. The Teacher Candidate recognizes and reflects on personal and professional biases and accesses resources to deepen understanding ofdifferences to build stronger relationships and create more relevant learning experiences.

41. The Teacher Candidate actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection. 42. The Teacher Candidate develops a professional learning plan based on individual needs
and the needs of learners, schools, and educational communities.

SECTION 9: LEADERSHIP AND COLLABORATION

43. The Teacher Candidate prepares for and participates actively as a team member in decision-making process and building a shared culture that affects the school and larger educational community. The Teacher Candidate participates actively as part of the learning community, sharing responsibility for decision-making and accountability for each student's learning and giving and receiving feedback. The Teacher Candidate advocates for the learners, the school, the community, and the profession. The Teacher Candidate works with other school professionals to plan and facilitate learning to meet diverse needs of learners.

44.

45.
46. 47.

jointly

The Teacher Candidate engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.

SECTION 10: PROFESSIONAL AND ETHICAL BEHAVIOR

5

48.
49.

The Teacher Candidate is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, and supervisory directives. The Teacher Candidate is responsible for compliance with all requirements of State Board of Education Rules M77-530 at all levels of teacher development.

Comments:

Salrrina has a passion for learning which is evident in her teaching. She reflects daily on her lessons and is commiited to improving her teaching abilities. She has been joy to have in my classroom.

Teacher

pdidate Signature

t::."'"
Site Teacher

isor Signature

To oass student teaching, Teacher Candidates must receive a 3 or higher on all evaluotion categories.

llrfim 9?nfiWt {or tms{wr Edawfiw

3

Collqge of fiducation, University r;f Utah

FhaI Student Teaching Evaluation, ElememEry Educatiion

Candidate: Sabrina Watterson SiteTeacher Educ*tor{s}: Bobbi Reesch School: Gr*ngerElementary ContentArea: EX*nlecl:l*"t Grade(s): UniversitySupervisor: DeeCaldwetl This form was filled out by: {-,*lrrt {l*Sg:;rirr
Teacher
Please rate each

Date: 3ll0l20l4

$A{'t}il*

District: Granite
# Lessons

Observed: I

ae below usiag the folloricg desoipim

grint rating scale:

l-2 - Unsatisfactory: Teacher Crodidate lacks basic knowledge md an ability to meet stadards. 3 - Practicing: Tercbr Candidcs posesss doveloping comptoncies in his/her lnowledge and ability to meetperformmce standards. 4 - Effective: Teacher Cmdidate displays a gensral rmderstmding of linkages between lmorwtedgo ad omfed d aeces smd tessms oa a ewrsistent basis. 5 - Highly Effective: Teacher Caudidate exhibits exemptary perfornnmce, bgrond that of a

Distinguished:
SECTION

novice teacher.

Anevrluatim bvel ineo&d

fs iflsewice aohffi.

l: LEARIIER

DEYELOPIIENT

3 3

1. 2.

The Teacher Cedidats creates devetopmentatly appropriate and challenging learning eryerincrs bmedm idividual $fuh' trcsg&q intsre$s, adffids. The Tercher Candidat collabsates with farnilies, colleagues, and othsr professionals to promote shrdent growth and development"

SECTION 2: LEARi\ilNG DIFFERENCES

3 3 3 3 3

3.
45-

6. 7.

The Teacher Cmdidate understmds fudividual lerner differences md holds high expetations of students. Tb Terchsr Cadidate destgns, dryts, ad delivers instructioa to address sfudents' diverse leaning sfengths and needs. The Teacher Candidate allows sdents different ways to demoostrate hrning sensitive to their multiple expsrierlces and diversity. The Teacher Cmdidate creates a Iearning cultre that encouraps individual leamers to persevere md advmce. Th Te*hsr Cedidde iacqor*-s tools of lagpagB &velop,naeat i*o plarming and instruction for English laguage leamers, md supports development of English proficiency.

SECTION 3 : LEARNING ENV{RONI4ENTS

8.

3
3

9.
10.

The Teacher Caadidate develops leaning experiences rhat engage and support students as self{iroetcd leuors, wbo iatemalize classrom rq{ises, and procedures. The Teacher Candid*s collaboraes with students to establish a positive learning climate of openness, respecffirl interactions, support, and inquiry The Teacher Cmdidete uses a vuiety of classro@ samgerneut strategies to effectively

mafutair

II
t2.

positive learning envirmment.

Tke Teacher Cmdidateequitably ffigages *udents in learning by organizing, allocating, and managing the resources oftime, space, and atfe,ntion. Tlre Teacbr Cadidate

el(ds tb

leaming eavirmmmt using tmhnolog5r, medi4 and local

md global rssflrrco*

t3

The Teacher Candidate encourages students to use speaking listening, reading writing, analysis, slnthesis, ed &cisif,e-making skitls in vaious real-rrodd cmtexts.

SECTION 4: CONTENT KNOIYLEIIGE

14.
15.

T}rc

Te*herCdidxehwstkcmtentof

adcuyrys*urats

information and

coacepts.

The Teacher Candrdatsdemonstrates an awaeness of the Utah Common CorelCore

curricult*m adreferences it in shffit md

16.

legfsm plming
aptying

The Teacher Cmdid*te errgages studeats in evidence of the discipline.

metfoods of

iaqriry md

standards

of

t7.

Tb Tsachor Cmdid*e usos multiph represeatdioos md oryl,m*ioos capture key ideas.

The Teacher Candidate supports students in

ofcmepts that

18.

lerning

and using acadrsrriic language accurately

a6{msaningftIlySECTION 5: ASSESSMENT
T9

The Teacher Candidds designs, md/or selects pre-assessments, formative, and summative assssments in variety of formats that match learning objectives and engages the Iearner in

demonshfing knowldge
24.

ed

"skills"

in prodr*iag 21.

The Teacher Candidate engages stude,rts in rmderstanding md identifying the elements of quality work and provides them with timely and descriptive feedback to guide their progress

&atq,o*.

The Teacher Candidde adjusts assessment msthods md makes appropriate accommodations for English Language Learners, students with disabilities, advanced shrdents, and shrdents who rendmeeting Iernirg goals. The Teacher Candidate uses data to assess the effectiveness of instruction and to make

22.

adjuskents in plaoning and insfuction. 23. The Teacher Cmdidde fuumeuts sudeirt prggresq md provides dsscriptive feedback to students, parents, and other stakeholders in a vaiety of ways. 24. Tlp Teacher Cmdidde provides oeecErnit*is fr #nts to mfua4 question, and malyre information from multiple and diverse sorrces md perspectives to answer questions and solve real-world problems. SECTION 6: II{STRUCTIONAL PLAh{NING
25. 26.
The Teacher Cadidate plaas instnrtiot bred o* tk qryroved *ah ctrriculum. The Teacher Cmdidate individually aad collaboratively seleets and creates learning experiences that are appropriate for reaching content standads, relevelt to leamers, based on principles of sffective instructi,on.
The Teacher

27.

Cadidatc di$ersnliates instructioa

fs idividuals

and groups of students by

choosing 4ppropride sateglss od accommodatn:ns rssources, materists, sequencing, technical iools, and demoosrafions of learniag.

28. The Teacher Cmdidate creates opportunities for students

seek iaventive solutims toproblems, and

29.

to generate md evaluate new ideas, cre*e miginalwukThe Teacher Cadidde integrats cross{isciplinry skills into instruetioa to purposefully ergage lernere in ap,plying content knowledge.

SECTION 7: INSTRUCTIONAL STRATEGIES

30
31. 32.

The Teacher

linguisticafiy k

Cdidate

utr&rstands mdpractims arelge of develqpmentally, culturally, and

insructimal strategies-

The Teacher Cmdidate uses appropriate strategies and resources to adapt instruction and vary bis ry rcle to meet tb of iodividual aod grary learners.

lre*

The Teacher Cdidd malyzes shrdgot Errors and deepen leaming.

ad

oiscsnceptions in order to redirecf focus,

33-

Tte Teacher C*ndidde uscs a vaiety of insffiionat *raegi6 o ryct ad expand lerners' cmmunic*im skills34. The Tsachsr Cmdidds provides multiple opportrmities for students to develop higher order ad mcta*ogritiYs e&ifk35.

The Teacher Cmdidate govides oppaarnities for studeuts to understand, question, and nalyzn infomration from multiple and diverse sflnces md perspectives to answer questions and sclve real-wsl* probtems-

36.

cofeat md slnllt developmnent by using multiple media and technolory resources and knows how to evaluate these resources for quality, accuracy, and
The Teacher Cmdidate supports effeetiveness. The Teacher Candidate uses a variety of questioning strategies to promote engagement and learning.

37.

SECTION E: REFLECTION AND CONTII\UOUS cROwTH

38.

Tlte Tea';her Cdidde indpeofutly md iu coll&qaion wift colleagues, uss a vriety of data to evaluate fte outcomes of eaching md leaning md to reflect on and adapt planning and practice. experiences

nla

39.

TheTeachercaldidatfirctfuety seekspofessiomal, commtmity, mdtechnological leaming wi&h md outside the school, as supports forreflection and problem-solving. 40. Tlp Teachr Cdida*s rmqgnizes and reflscts on personal d professimal biases and accesses resoursm fo dsepea underSanding of differcnees to build Songer relationships and create more relevat lerning experiences.

41. 42.

Cedidde activety inve$igates idrus rlrd improve lgaching learning md md draws on curred education policy ard reseach as sources of reflection.
The Ter;her The Teacher Candidate develops a professioaal learniag planbased on individual ueeds ard
the

d mikrs *

m&

of

lffiHq schls, ad o&dionat mmtmities.

SECTION 9: LEAI}ERSIilP AND COLLABORATION

43.

The Teacher Cmdidate preptres

fc md pcticipates actively as a t:rm me,mber in decision-

makiag prsess and building a shred culture that affects the school md larger educational

commmity.

nla

44.

respsibility fordecisioa-aaking
adreceiving fsodbrek

The Teacher Candidate paticipates actively as part of the leaming commrmity, sharing and accomtability for erch sardent's leaming and lving

nla

45. 46.
47.

The Teacher Candidate advocates for the letrners, the scbool, the community, and the professionThe Teacher Cmdidate works with othtr shool pofessiorals to plm learning to meet diverse needs of learners.

adjointly

facilitate

Tkredrcrcadidasengagesinprofesimatlsrrringfserrhare

audskill,to

contribute lo the knowledge ard skill ofothers md to work collaboratively toadvance professional practicr..

SECTION 10: PROFESSTONAL AND ETEICAL BEHAYIOR

48- Tk Terhs Cdidde is rryonsiUe fu m$iree wift fsfual

J

49.

anrd r*afe larrq State Board of Educatisn admini*ative nrles, state assessrsnt policies, md supervisory directives. Tlne Teaeher Candidate is responsible for complimce with all requiremeffs of State Board of E&rcatim Rtles R277-530 at all teveh of teac&s &veloponmt-

Comments:

effective organization. This priod of time wiII provide her with more time to observe effective teaching practices and management sldls.

It has been apleaurctoobeerve ad gr*to horsehriae- Shcistudyararingmdpleasant individual. Unfortunately, at flris time I ryould nst be aHe to recommend her for a cLassroom teaching position. I would suggest that Sabrina apply for a paraprofessional position for a year and q that time gain experb*e and ho@e regrr{Eng Aassroom rrmagemc#n }esson planning and

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