UA Teacher Candidate Midterm/Final Evaluation

Teacher Candidate: Supervising Practitioner: Program Supervisor:

Daniela Molina Darcy Lopez Amaris Vasquez
Site(s): Grade Level(s): Midterm Date: Final Date:
Roskruge Elementary 2nd grade Dual Language 02/28/2020

Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

I. LEARNING ENVIRONMENT Midterm Final

Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and 4
presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when
possible)
Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate
interactions among students and teacher
3
Procedures: Establishes and follows norms, procedures, and routines 3
Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation 3
Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner 3
Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful 4
Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students’ backgrounds 4

Comments on Learning Environment

Midterm Final
Summary: Summary:
Daniela’s interaction with students is very positive and she creates an
engaging environment that supports learning. She is always extremely
respectful towards students, and has a welcoming personality that makes
students feel valued. During the lesson Daniela engaged students and
implemented a new attention grabber technique known as “cascada” to
get students attention. She established safety rules for the science lesson
they were doing.

Plan of Action: Plan of Action:

Remind students of the behavior expectations at the beginning of the lesson.
Keep your eye on behaviors that can be deterred quickly so that you can
redirect them without interfering with the lesson. Daniela stated that next time
she would model to the students how they should handle the materials.
 Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

II. PLANNING AND PREPARATION Midterm Final

Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner 3
Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated 2
Data & Needs-Driven: Uses assessment data, professional judgment, and learners’ needs to guide planning 3
Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any
additional standards as required by the discipline to develop procedural and conceptual knowledge
3
Connects Content: Connects lesson content to: students’ experiences, previous lessons within the content area, other curricular areas, and
real-life situations
4
Active Participation: Plans multiple instructional strategies that ensure active participation 4
Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s) 3
Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities 3
Accommodations: Incorporates modifications or accommodations based on learner needs 3
Sequencing: Develops meaningful sequencing of learning experiences 3
Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise 3

Comments on Planning and Preparation

Midterm Final
Summary: Summary:
Formal lesson plan was complete. It contained all needed elements of
essential instruction. She included higher level thinking questions and during
her instruction offered opportunities for students to make connections to
prior learning. Daniela connects content well. She has connected science,
writing and critical thinking skills as part of her midterm lesson. She
collaborates well with her mentor teacher.

Plan of Action: Plan of Action:

Continue to discuss lessons with mentor teacher and gauge the amount of
time spent on each section of the instruction so that you can incorporate
appropriate time for closure. Also, possibly have all students start on the
same page for independent work so that you can pull a small group for
reteaching if you need to.
 Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

III. INSTRUCTION AND ASSESSMENT Midterm Final

States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout 4
Content Accuracy: Provides clarity and accuracy of content which includes essential information 3
Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic
language
3
Clear Instructions: Provides clear instructions verbally, in writing, and through modeling 3
Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities 4
Varied Materials: Uses varied materials, aids, models, representations (including technology), as appropriate 3
Varied Delivery: Varies instructional strategy and teacher role to address students’ diverse learning styles and needs (e.g., sheltered 3
English instructional strategies, small groups, individual work, student-led learning, cooperative learning, direct instruction, investigation,
facilitator, guide on the side, etc.)
Activities & Applications: Provides activities and choices for learners to demonstrate their knowledge, including creative/original ways
and authentic applications
3
Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time 3
Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse,
helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question)
3
Formative Assessments: Checks for understanding throughout lesson to monitor student learning 3
Modifies Teaching: Adjusts lesson or content delivery based on student needs 3
Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format 2
Promotes Self-Assessment: Effectively implements methods for student self-assessment and self-improvement 3
Feedback: Provides timely, useful, specific, and respectful responses to learners during the lesson and on assessments 3

Comments on Instruction and Assessment

Midterm Final
Summary: Summary:
Lesson started by stating the objective and writing it on the board.
Expectations were discussed and carried out throughout the lesson. Daniela
made the lesson engaging by allowing students to make predictions,
observation and connections during the lesson. The varied delivery allowed
students to work whole group, in small groups collaboratively, and
independently.

Plan of Action: Plan of Action:

Formulate questions that help scaffold learning prior to the lesson. This way
you can increase the level of understanding for students as the lesson
progresses. Also, continue to include new classroom management
techniques so that you can see what works for you.
 Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

IV. PROFESSIONALISM AND GROWTH Midterm Final

On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance 4
Responds Timely: Responds to communications in a timely manner and meets deadlines 4
Communication: Communicates professionally with and about members of the learning community in all forms, including social media 4
Personal Issues: Separates personal and professional issues 4
Professional Conduct: Conducts oneself professionally and ethically as an educator 4
Families: Communicates with families about instruction and individual progress 3
Legal Responsibilities: Describes and abides by laws related to learners’ rights and teacher responsibilities (e.g., equity, appropriate
education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse)
2
Collaborates: Collaborates regularly with colleagues and members of the school community 3
Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators 4
Growth: Participates in professional learning opportunities, as appropriate 4
Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice 4

Comments on Professionalism and Growth

Midterm Final
Summary: Summary:
Daniela is an upmost professional. Her communication is timely and asks
questions, which we all know helps to make us better teachers. She
continues to build confidence during whole group lessons and has had some
opportunities to speak with parents.

Plan of Action: Plan of Action:

Think about ways to connect and include families be it through a newsletter,
email, or family night. Also, continue to collaborate more with colleagues
throughout the school and during professional development opportunities.
 UA Teacher Candidate Midterm/Final Evaluation
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