Final Eval Observer
Final Eval Observer
Collqge
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:
# Lessons
Observed: I
re
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.
3 3
3
based o indivi&ral sfifub' ffiges, fuiere$q d ds. 2. Tk Teachcr Cadidatc collabsdes wi& fmilies, collcagues, and other professionals
1.
to
3. 5. 6.
7
expstatioNls sf srudents-
3 4 3
The Teacher Cmdidate albws stu&Ets difrerent ways to fuonstrate hrning sensitive to flreir multiph eryeriences and diversityThe Teacher Cmdidate creates a lerning culerre tft* encouragps individual learners to
porseYerc
md advance.
Cedidss incqor*m tools of lmguags development futo plamiag and instuction for English lmguage lerners, md supports development of English proficiency.
The Teachsr
4
3
4
8. 9.
10.
selfdiroc&d
The Teacher Candidate develops tearning experiences that engage and support strdents as procedures. wk internalize chsrom {outinq expoctdiffi,
kms,
The Tercher Cmdidate collaboates widr studs,nts to establish a positive learning climate
openness, respectfrrl interactions, support, and inquiry.
of
classom mmagsrent
sEategies to effectively
maintain
3 4
and
TeacherCendirldee*ndstblerningeirviromentusingk;hmlqgr,media,
and local
4 4
4
13.
md global resourcesThe Teacher Cmdidate encourages sar&nts to use qeaking,lisbning, reading, writing, malysq sJmftssq d eisim-making *ills in vaious real-wsH crn$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
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.
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
27.
fa
individuals
'nd
groups of students by
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.
3 3 4
4
30.
a rarge of
&velrye*ally,
culturally, and
meetfu ffids of indivi&ral adgrqry le,srersSdEd er(rs md miscmceptims in sder to redirect, focus,
and expand
3 3 4 4
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-
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.
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
43. Tb
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
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
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