t

Collqge

of Ffiucation, Universityof Utah

Fhal Studmt Teaching Er.*tuationn Elem.rtxrf Education

Teacher

Nicolc Larsen Mdissa Truiillo Site Teacher Educetor{s}: School: MonroeElemmtarv ContentArea: Elentenlarv Grade{s): Sf XTf UniversitySupervisor: DeeCaldvql! This form was filled out by: flaqri []*Spain
Please rate erch 1-2 3 4
5

Candiddc:

Date: 3ll0l20l4 District: Grenite

# Lessons

Observed: I

re

below usingtte following

ecril*i(s

md 5 pointrating scale:

- Unsatisfactory:

Practicing: Effective:
Highly Effective:

Teacher Candidate lacks basic knowledge md m ability to meet performance stadardsTeacher Cffididate posessss developing competencies in his/her knowledge and ability to meet performance stmdards. Teacher Candidate displays a gereral rmdestmding of linkages berween tuowledge md eontent execes Mlessms m a consistent basis. Teacher Cmdidate exeibits exe,mplary perfumurce, beyond that of a

Distinguished:

novice teacher.

.Ansvahratielevelintcfffortasewieteacks.

SECTION 1: LEARIIER DEVELOPIIilENT

3 3
3

based o indivi&ral sfifub' ffiges, fuiere$q d ds. 2. Tk Teachcr Cadidatc collabsdes wi& fmilies, collcagues, and other professionals

1.

The Teacher Cudidate creates devetropmentaLly appropriate and chall,enging learning

to

promote sfirdent growth and developmenl

SECTION 2: LEAR]TIING I}IFFEBENCES

3. 5. 6.
7

The Teacher Cmdidate understmds individuat leaner difErences md holds high

expstatioNls sf srudents-

4. Tb Teacher Cmdiddr desigus, d4ts, and delivers iatructim

lerning sfrengths
and needs.

to address strdents' diverse

3 4 3

The Teacher Cmdidate albws stu&Ets difrerent ways to fuonstrate hrning sensitive to flreir multiph eryeriences and diversityThe Teacher Cmdidate creates a lerning culerre tft* encouragps individual learners to
porseYerc

md advance.

Cedidss incqor*m tools of lmguags development futo plamiag and instuction for English lmguage lerners, md supports development of English proficiency.
The Teachsr

SECTION 3 : LEARNING ENVIRONMENTS

4
3
4

8. 9.
10.

selfdiroc&d

The Teacher Candidate develops tearning experiences that engage and support strdents as procedures. wk internalize chsrom {outinq expoctdiffi,

kms,

The Tercher Cmdidate collaboates widr studs,nts to establish a positive learning climate
openness, respectfrrl interactions, support, and inquiry.

of

The Teacher Cmdidateuses a vaiety cf

classom mmagsrent

sEategies to effectively

maintain

positive harning envirmment.

cquitabily trrg4gos

3 4

11. Tb Teachercadid,* 12.

The

stu&m in leuning by crg@izing allocating,

and

mmaging &e resarces of time, spaoe, and attention-

TeacherCendirldee*ndstblerningeirviromentusingk;hmlqgr,media,

and local

4 4
4

13.

md global resourcesThe Teacher Cmdidate encourages sar&nts to use qeaking,lisbning, reading, writing, malysq sJmftssq d eisim-making *ills in vaious real-wsH crn$eds.

SECTION 4: CONTENT KNOWLEDGE 14. The Tercher Cmdidde hrys th oontent of discidine md cmveys rr,wnk information and
concepts.

15.
16.

3
3

17.
18.

The Teacbr Candidare demonsates rru aw&eness of the Utah Common Core/Core curic{rftrm md rsfrnces it in Sdt ed log term flming" Tb Teackr Cadidate engagos su*nts in rylying methods of inquiry and standards of eyidence of the discipline. The Teacher Cmdidde uses mu&iph rereesfdims d eryta*funs of cwepts that capturo key ideas" The Teacher Cadidate supports surdents in learning and using academic language accurately md neingftUy.

SECTION 5: ASSESSMENT

4
3

19. 20.

The Teacher Cmdidatc &signs, md/s selects pre-esessmefis, fomative, and summative assessmetrts ia variety of formats th* mdch lerring objectives md engages the leuner in

denrsrseding

hwlsdge d

s&ill*.

The Tercher Cmdidat engages shrdents in unfusmding md identi$ing the elements of quatity work and provides them with timely md descripive feedback to guide their progress

in prodrring t&atwort.

3 3 3 3

21. The Tercher Cmdidate 22. 23.

adjusts assessmentmethods *nd makes appnopriate accommodations for English Language lrarnerq students with disabilities, advanced students, and students who re u mmtfug baming goals, The Teacher Candidate uses data to assess the effectiveness of insffuction and to make adjushents in ptanning and instructim. The Teacher Cmdidde doctrcms shded prrogress, aod Foyi&s descriptive feedback to students, parents, and other stakeholders in a variety ofways.

24. Tk ToeherCadiddeprovi<ksoeefrenidosfsstudentsbunfum4grestion,
allrfyn informdioo from multiple addivese sorrces
and solve real-world problems.

and aad pempoctives to answer questions

SECTION 6: INSTRUCTIONAL PLAI\I}\IING

4 3 4

25. The Teachr Cmdidae flans insfrrrctim based m tbe qryxoved sfate curriculum. 26. The Teacher Cdidde irdivi&ally ad collfuratively selects and creates leaming
experiences that are rypropriate for reaching content standrds, relevant to leamers, based on

principles of effective instruction

27.

The Teacher Cmdid*e ditrerentiates instnrction

fa

individuals

'nd

groups of students by

choosing appropriaf,e strategi&s md accommodmions, resorrces' m*erials, sequencing,

4 3

28. 29.

Echnical tools, md demonsilrdius of leaningThe Teacher Cmdidate creates opportunities fo,r students to generate md evaluate new ideas, seek inventive solutions to problems, and create original worlc Tb Te*hr Cdidde intsgrates cross{iscrplimry *ills ids instruction to purposefully engage lerners in applying content knowledge.

SECTION 7: INSTBUCTIONAL STRATEGIES

3 3 4
4

30.

Cadidde urderstaills mdpractices tinguisicatly ryropiate insrwtimal ffiegies.

Tbs Teachsr his orher rol's to

a rarge of

&velrye*ally,

culturally, and

31. The Teacher Candidxe 32.

and deepen learning.

uses appropriate strategies and resoruces to adapt instruction and vary

The Teacher Candid*e anahzes

meetfu ffids of indivi&ral adgrqry le,srersSdEd er(rs md miscmceptims in sder to redirect, focus,
and expand

33. The Tcachcr Cadid*e

oss a vaic*y of insilructimal smegics to $pport leamrs' cmmunicaim skills.

3 3 4 4

34. The Teacher Cmdidate provides

md meta-cogaitive skills.

multiple opporhmities for studsn* to dwelop higher order

35. TheTeachercmdidateprovfoIesrycmftiesfustu&rBtorffiand,
ad
solvo

question,and analyze infonnation from multiple and diverse sources and perspctives to answer questions

rsl-wqH prohkms.

36. The Teachsr Candidate zupporb content md skill developrnent 37. The Teacher Cmdidate
learning.
uses a

by using multiple media and technolory resources and knows how to evaluate them resources for quality, accuracy, and effeetivwss-

vaiety of questioning strategies to prromote engagement and

SECTION 8: REFLECTION AIID CONTIITUOUS GROWTH

38.

The Teacher Cedidde fu&perfuIy ir collabrdim with colbqgues, usss a variety of data to evaluate ffre outcomes of teaching md Ierning md to rcflest m md adapt planning and practice. experiences within md outside the school as stryports for reflection and problem-solving.

nla 39. The Teachsrcmdid# actively see*spo&ssional commurity, mdtchological learning 3 3

3
40. 41.
The Teacher Cdiddc r@ognizes reflects on personal ad profsskmal biases and accesses resources to deepen Enderstediry ofdiffere,nces to hfld stroager relationships and creato more relevant lerning experiences. The Teehsr
and learning and draws on currretr

Cadidae accively invdigabs d cmiderc rerr lkas tha improve teaching eihrcdim policy ad research as sourges of reflection.

42.

The Teacher Candidate develops a professional learning plan based on individual needs and
the

nee&of learmc s&ools, dedrrcafi&al mmrmities-

SECTION 9: LEADERSIilP AND COLLABORATION

43. Tb

Teacher Cffidiild prrytrcs for

pulicipates ac{ively as il tenm member in decision-

making process and building a Sared cularc that affects the school and larger educational

commmity. nla
44. The Teacher Cmdidate participates actively as pet of {re lerning commrmity, sharing respoosibility for decisbn-making ad accountability for each shrdent's learning and grving mdreceiving feedback The Teacher Candidate advocates for fte lerners, the school, fhe community, and the

nla

45.

professim46.
47. Teacher Cdidde worts with dbr schml 1rofessi@ak to tearning to meet divers reeds of learners.

Tb

plm

jointly facilitate

Ter,h Cadidde engnges in poli:ssimd kaming o enhancc lmowlodge and d<ill, to coatribute to tb hvledge ed *ill of others and to wut collaboratively to advance
The professional practice.
1O:

SECTION

PROFESSICNAL AI\[D ETEICAL BEHAYIOR,

48.
49.
Comments:

Cadidae is rym$lc frr cmf,iace $,i6 f#dl d $de *aws, State Board eiaimive nrlcq stane awatpolicieq d supaviso,ry directives. The Teacher Cmdid*e is responsible for compliace with all reqriremmts of State Board of E&rcdim Rules R277-53O at all levels oftm.hcrdevehpenf"
The Teacher

of Edrrcatim

has been a pleesure to gtt to lmor ad rort If*oh nGG& to cortinuc to meke sure lessons are prepalred end readyto itr amanrcr -'at rcechrs end h$s sh&nts understand the skills being taught She needs to make the learning process exciting md meaningful for all

It

prmt

ritt ltfid.

will continue to improve her teeching skilb by putting fub prectice mggestions and adhering to best teaching practiees. By doingtLrs, her confidene lesel wi[ increase and her teachingwill become much more effective.
students. Nicole

2>

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/14

Date

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on all qatuatiott

Faaiatm

and

c*sotis"

stadc* taehing. Tercher Ca*d&a ilw* rwive

a 3 or

hishq