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Evaluation Results

Requirement : University Supervisor: Supv-Midterm Evaluation

AUTHOR: Madison Derbyshire

DATE EVALUATED: 11/04/2022 09:07:55 AM (EST)

FINAL SCORE
DRF TEMPLATE: Student Teaching Fall 2022 & Spring 2023
Meets Requirement
PROGRAM: Student Teaching Fall 2022

EVALUATION METHOD : Using Form

Detailed Results ( Form used : Stockton Student Teacher Midterm Evaluation (as of Fall
2020))

Response is required

Midterm Evaluation- Use during the 4th Post Observation Conference

This serves as a summative evaluation of performance midway through the student teaching
experience.

School of Education
The Stockton Student Teacher Handbook and reference materials can be found at:

http://tinyurl.com/TEDUSupervisor

Please direct any questions, concerns, or technical issues to:

Stockton University
101 Vera King Farris Drive, Galloway, NJ 08205
Phone: (609) 652-4688 Fax: (609) 626-5528
E-mail: Jeanne.DelColle@stockton.edu

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 University Supervisor

Enter your name

Doreen Lee

Mentor Teacher

Heidi Derbyshire

Student Teacher information

Name Z number

Madison Derbyshire Z00322831

School information

Name of K-12 School Grade

Seaview Ave. Elementary 1st

Semester

Fall 2022

Experience Level

Elementary

Model of student teaching

Check which format is being followed for the student teaching experience.

Traditional takeover model

Midterm Evaluation

Danielson's Levels of Performance

Refer to the hard copy of the Danielson Framework for Teaching FfT) Evaluation Instrument 2013
Edition by Charlotte Danielson for guidance in determining your ratings. This resource includes critical
attributes and examples beyond the rubrics provided on this form. It is also recommended to review all
previous documentation prior to completion of this form. Ratings should reflect the levels of
performance as described in the Framework and include very few, if any, indicators of NA.

General categories are described below. Scores should be based on what takes place most of the time
versus what may be seen during a specific lesson. At times, a candidate may seem to be "approaching"
a score. In such a case, the lower score should be given with commentary to discuss how a candidate
can work towards the next level of performance.

1=Unsatisfactory—Performance is below the minimal licensing standard and required additional

development

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 2=Basic Level of Performance—Performance is basic competency for teachers early in their careers.
3=Proficient Level of Performance—Performance is consistently of good quality—as expected of a
proficient tenured teacher.
4=Distinguished Level of Performance—Performance is consistently of a very high quality—at levels
seen from a master teacher. (Not for use in Student Teacher assessment)

Alignment to EdTPA & InTASC

The Danielson Framework is aligned to the state mandated performance assessment, EdTPA (effective
9/17) and national model core teaching standards of the Interstate Teacher Assessment and Support
Consortium (InTASC). InTASC is further aligned to the New Jersey Professional Standards for Teachers
(NJPTS). Alignments are provided for each area of evaluation of the Danielson Framework. For more
details on standards refer to the Student Teaching Handbook. Note: The "R" noted for EdTPA refers to
the rubric that corresponds with the content of the Danielson component.

DOMAIN I: Planning and preparation

Refer to the Framework For Teaching Evaluation Instrument, 2013 Edition, for specifics on levels of
performance for each component of domain. Select the level of performance that mostly matches
performance to date.

1a Demonstrating knowledge of content & pedagogy

Alignment:
EdTPA
Planning for content understandings- R1
Planning to support varied student needs- R2
InTASC 1& 4

1- In planning and practice, the teacher makes content errors or does not correct errors made by
students. The teacher displays little understanding of prerequisite knowledge important to
student learning of the content. The teacher displays little or no understanding of the range of
pedagogical approaches suitable to student learning of the content.
2- The teacher is familiar with the important concepts in the discipline but displays a lack of
awareness of how these concepts relate to one another. The teacher indicates some
awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The
teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or
to the students.
3- The teacher displays solid knowledge of the important concepts in the discipline and how these
relate to one another. The teacher demonstrates accurate understanding of prerequisite
relationships among topics. The teacher’s plans and practice reflect familiarity with a wide
range of effective pedagogical approaches in the subject.

Level of Performance:

1b Demonstrating knowledge of students

Alignment:
EdTPA
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 Planning to support varied student needs R2,
Using knowledge of students to inform teaching and learning R3,
identifying & supporting language demands R4
InTASC 1, 2 & 7

1- The teacher displays minimal understanding of how students learn—and little knowledge of
their varied approaches to learning, knowledge and skills, special needs, and interests and cultural
heritages—and does not indicate that such knowledge is valuable.
2- The teacher displays generally accurate knowledge of how students learn and of their varied
approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet
may apply this knowledge not to individual students but to the class as a whole.
3- The teacher understands the active nature of student learning and attains information about
levels of development for groups of students. The teacher also purposefully acquires knowledge
from several sources about groups of students’ varied approaches to learning, knowledge and skills,
special needs, and interests and cultural heritages.

Level of Performance:

1c- Setting instructional outcomes

Alignment:
EdTPA
Planning for content understanding- R1
Planning assessments to monitor & support student learning- R5
InTASC 1

1- The outcomes represent low expectations for students and lack of rigor, and not all of these
outcomes reflect important learning in the discipline. They are stated as student activities, rather
than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or
strand and are suitable for only some students.
2- Outcomes represent moderately high expectations and rigor. Some reflect important learning
in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several
types of learning, but the teacher has made no effort at coordination or integration. Outcomes,
based on global assessments of student learning, are suitable for most of the students in the class.
3- Most outcomes represent rigorous and important learning in the discipline and are clear, are
written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect
several different types of learning and opportunities for coordination, and they are differentiated, in
whatever way is needed, for different groups of students.

Level of Performance:

1d- Demonstrating knowledge of resources

Alignment:
EdTPA
Planning to support varied student needs- R2
Using knowledge of students to inform teaching & learning- R3
Identify and supporting language demands- R4
Planning assessments to monitor & support student learning- R5
InTASC (n/a)

1- The teacher is unaware of resources to assist student learning beyond materials provided by the
school or district, nor is the teacher aware of resources for expanding one’s own professional skill.
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 2- The teacher displays some awareness of resources beyond those provided by the school or
district for classroom use and for extending one’s professional skill but does not seek to expand this
knowledge.
3- The teacher displays awareness of resources beyond those provided by the school or
district, including those on the Internet, for classroom use and for extending one’s professional skill,
and seeks out such resources.

Level of performance:

1e Designing coherent instruction

Alignment
EdTPA
Planning for content learning- R1
Planning to support varied student needs- R2
Using knowledge of students to inform teaching and learning- R3
InTASC 1, 4 & 7

1- Learning activities are poorly aligned with the instructional outcomes, do not follow an
organized progression, are not designed to engage students in active intellectual activity, and
have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no
variety.
2- Some of the learning activities and materials are aligned with the instructional outcomes and
represent moderate cognitive challenge, but with no differentiation for different students.
Instructional groups partially support the activities, with some variety. The lesson or unit has a
recognizable structure; but the progression of activities is uneven, with only some reasonable
time allocations.
3- Most of the learning activities are aligned with the instructional outcomes and follow an organized
progression suitable to groups of students. The learning activities have reasonable time
allocations; they represent significant cognitive challenge, with some differentiation for
different groups of students and varied use of instructional groups.

Level of performance:
2

1f Designing student assessments

Alignment:
EdTPA
Planning assessment to monitor and support student learning- R5
Student use of feedback- R13
Using assessment to inform instruction- R15
InTASC 6

1- Assessment procedures are not congruent with instructional outcomes and lack criteria by
which student performance will be assessed. The teacher has no plan to incorporate formative
assessment in the lesson or unit.
2- Assessment procedures are partially congruent with instructional outcomes. Assessment criteria
and standards have been developed, but they are not clear. The teacher’s approach to using
formative assessment is rudimentary, including only some of the instructional outcomes.
3- All the instructional outcomes may be assessed by the proposed assessment plan; assessment
methodologies may have been adapted for groups of students. Assessment criteria and standards

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 are clear. The teacher has a well-developed strategy for using formative assessment and has
designed particular approaches to be used.

Level of performance:

Domain I: Planning and Preparation comments

Strengths, Areas for Improvement, and Goals for Future

Ms. Derbyshire uses the Standards and Curriculum to plan her lessons for first grade. At this point
instruction tends to be direct instruction. Ms. Derbyshire is working on developing lessons that are more
Project or Inquiry Based.
Accommodations are preplanned for students with special needs. Ms. Derbyshire has a strong
understanding of the age group and develops lessons that will interest the students. She plans for
games and hands on activities to engage them.
As Ms. Derbyshire continues to differentiate her lesson, instructional outcomes will vary and help guide
her to develop future lessons that provide high expectations for all students.
School materials are enhanced with videos to provide students with visuals.
Lessons are direct instruction and provide little higher-level thinking skills. Once Ms. Derbyshire begins
to plan for a more indirect instruction, students will naturally be guided to higher-level skills.
Lessons are all assessed through teacher observation, completed work and formal tests.

DOMAIN II: Classroom Environment

Refer to the Framework For Teaching Evaluation Instrument, 2013 Edition, for specifics on levels of
performance for each component of domain.

2a Creating an environment of respect and rapport

Alignment:
EdTPA
Learning environment- R6
InTASC 3

1- Patterns of classroom interactions, both between teacher and students and among students, are
mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and
developmental levels. Student interactions are characterized by sarcasm, put-downs, or conflict. The
teacher does not deal with disrespectful behavior.
2- Patterns of classroom interactions, both between teacher and students and among students, are
generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for
students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one
another. The teacher attempts to respond to disrespectful behavior, with uneven results. The
net result of the interactions is neutral, conveying neither warmth nor conflict.
3- Teacher-student interactions are friendly and demonstrate general caring and respect. Such
interactions are appropriate to the ages, cultures, and developmental levels of the students.
Interactions among students are generally polite and respectful, and students exhibit respect for the
teacher. The teacher responds successfully to disrespectful behavior among students. The net
result of the interactions is polite, respectful, and business-like, though students may be somewhat
cautious about taking intellectual risks.

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 Level of performance:

2b Establishing a culture for learning

Alignment:
EdTPA
Learning environment- R6
InTASC (n/a)

1- The classroom culture is characterized by a lack of teacher or student commitment to learning,

and/ or little or no investment of student energy in the task at hand. Hard work and the precise use
of language are not expected or valued. Medium to low expectations for student achievement
are the norm, with high expectations for learning reserved for only one or two students.
2- The classroom culture is characterized by little commitment to learning by the teacher or
students. The teacher appears to be only “going through the motions,” and students indicate
that they are interested in the completion of a task rather than the quality of the work. The
teacher conveys that student success is the result of natural ability rather than hard work, and
refers only in passing to the precise use of language. High expectations for learning are reserved
for those students thought to have a natural aptitude for the subject.
3- The classroom culture is a place where learning is valued by all; high expectations for both
learning and hard work are the norm for most students. Students understand their role as
learners and consistently expend effort to learn. Classroom interactions support learning, hard
work, and the precise use of language.

Level of performance:
3

2c Managing classroom procedures

Alignment:
EdTPA
Learning environment- R6
InTASC (n/a)

1- Much instructional time is lost due to inefficient classroom routines and procedures. There is
little or no evidence of the teacher’s management of instructional groups and transitions and/or
handling of materials and supplies effectively. There is little evidence that students know or
follow established routines , or that volunteers and paraprofessionals have clearly defined tasks.
2- Some instructional time is lost due to partially effective classroom routines and procedures.
The teacher’s management of instructional groups and transitions, or handling of materials and
supplies, or both, are inconsistent , leading to some disruption of learning. With regular guidance
and prompting , students follow established routines, and volunteers and paraprofessionals perform
their duties.
3- There is little loss of instructional time due to effective classroom routines and procedures. The
teacher’s management of instructional groups and transitions, or handling of materials and supplies,
or both, are consistently successful . With minimal guidance and prompting , students follow
established classroom routines, and volunteers and paraprofessionals contribute to the class.

Level of performance:
3

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 2d Managing student behavior

Alignment:
EdTPA
Learning environment- R6
InTASC (n/a)

1- There appear to be no established standards of conduct, or students challenge them. There is

little or no teacher monitoring of student behavior, and response to students’ misbehavior is
repressive or disrespectful of student dignity.
2- Standards of conduct appear to have been established, but their implementation is
inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to
student misbehavior.
3- Student behavior is generally appropriate. The teacher monitors student behavior against
established standards of conduct. Teacher response to student misbehavior is consistent,
proportionate, and respectful to students and is effective.

Level of performance:

2e Organizing physical space

Alignment:
EdTPA
Learning environment- R6
InTASC (n/a)

1- The classroom environment is unsafe, or learning is not accessible to many. There is poor
alignment between the arrangement of furniture and resources, including computer technology, and
the lesson activities.
2- The classroom is safe, and essential learning is accessible to most students. The teacher
makes modest use of physical resources, including computer technology. The teacher attempts
to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture,
but with limited effectiveness.
3- The classroom is safe, and students have equal access to learning activities; the teacher
ensures that the furniture arrangement is appropriate to the learning activities and uses physical
resources, including computer technology, effectively.

Level of performance:

DOMAIN II: Classroom Environment comments

Strengths, Areas for Improvement, and Goals for Future

Ms. Derbyshire has developed a positive rapport with the students and staff. Her students show her the
same respect as the Mentor Teacher and are comfortable asking questions and challenging information.
The classroom has a child-friendly atmosphere. There is laughter in the room and the students enjoy
the activities planned. Students are continuously encouraged to do their best. Procedures are in place
so students move around the room safely. The room is always neat and organized with materials ready
to go for the lesson. Positive rewards are used to help recognize exemplar behavior. Students are
reminded of rules and follow them when asked.

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 DOMAIN III: Instruction
Refer to the Framework For Teaching Evaluation Instrument, 2013 Edition, for specifics on levels of
performance for each component of domain.

3a Communicating with students

Alignment:
EdTPA
Engaging students in learning- R7
Analyzing students language use and content understanding- R14
InTASC 5

1- The instructional purpose of the lesson is unclear to students, and the directions and
procedures are confusing. The teacher’s explanation of the content contains major errors and
does not include any explanationof strategies students might use. The teacher’s spoken or written
language contains errors of grammar or syntax. The teacher’s academic vocabulary is
inappropriate, vague, or used incorrectly, leaving students confused.
2- The teacher’s attempt to explain the instructional purpose has only limited success, and/or
directions and procedures must be clarified after initial student confusion. The teacher’s
explanation of the content may contain minor errors; some portions are clear, others difficult to
follow. The teacher’s explanation does not invite students to engage intellectually or to
understand strategies they might use when working independently. The teacher’s spoken language is
correct but uses vocabulary that is either limited or not fully appropriate to the students’ ages
or backgrounds. The teacher rarely takes opportunities to explain academic vocabulary.
3- The instructional purpose of the lesson is clearly communicated to students, including where it
is situated within broader learning; directions and procedures are explained clearly and may be
modeled. The teacher’s explanation of content is scaffolded, clear, and accurate and connects
with students’ knowledge and experience. During the explanation of content, the teacher focuses, as
appropriate, on strategies students can use when working independently and invites student
intellectual engagement. The teacher’s spoken and written language is clear and correct and is
suitable to students’ ages and interests. The teacher’s use of academic vocabulary is precise and
serves to extend student understanding.

Level of performance:

3b Using questioning and discussion techniques

Alignment:
EdTPA
Engaging students in learning- R7
Deepening student learning- R8
InTASC 8

1- The teacher’s questions are of low cognitive challenge, with single correct responses, and are
asked in rapid succession. Interaction between the teacher and students is predominantly recitation
style, with the teacher mediating all questions and answers; the teacher accepts all contributions
without asking students to explain their reasoning. Only a few students participate in the
discussion.
2- The teacher’s questions lead students through a single path of inquiry, with answers

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 seemingly determined in advance. Alternatively, the teacher attempts to ask some questions
designed to engage students in thinking, but only a few students are involved. The teacher
attempts to engage all students in the discussion, to encourage them to respond to one another,
and to explain their thinking, with uneven results.
3- While the teacher may use some low-level questions, he/she poses questions designed to
promote student thinking and understanding. The teacher creates a genuine discussion among
students, providing adequate time for students to respond and stepping aside when doing so is
appropriate. The teacher challenges students to justify their thinking and successfully engages
most students in the discussion, employing a range of strategies to ensure that most students are
heard.

Level of performance:

3c Engaging student in learning

Alignment:
EdTPA
Engaging students in learning- R7
InTASC 1,3,4,5 & 8

1- The learning tasks/activities, materials, and resources are poorly aligned with the instructional
outcomes, or require only rote responses, with only one approach possible. The groupings of
students are unsuitable to the activities. The lesson has no clearly defined structure, or the pace
of the lesson is too slow or rushed.
2- The learning tasks and activities are partially aligned with the instructional outcomes but
require only minimal thinking by students and little opportunity for them to explain their thinking,
allowing most students to be passive or merely compliant. The groupings of students are
moderately suitable to the activities. The lesson has a recognizable structure; however, the
pacing of the lesson may not provide students the time needed to be intellectually engaged or
may be so slow that many students have a considerable amount of “downtime.”
3- The learning tasks and activities are fully aligned with the instructional outcomes and are
designed to challenge student thinking, inviting students to make their thinking visible. This
technique results in active intellectual engagement by most students with important and
challenging content and with teacher scaffolding to support that engagement. The groupings of
students are suitable to the activities. The lesson has a clearly defined structure, and the
pacing of the lesson is appropriate, providing most students the time needed to be intellectually
engaged.

Level of performance:

3d Using assessment in instruction

Alignment:
EdTPA
Analysis of student learning- R11
Providing feedback to guide learning- R12
Student use of feedback- R13
Using assessment to inform instruction- R15
InTASC 6

1- Students do not appear to be aware of the assessment criteria, and there is little or no
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 monitoring of student learning; feedback is absent or of poor quality. Students do not engage in
self- or peer assessment.
2- Students appear to be only partially aware of the assessment criteria, and the teacher monitors
student learning for the class as a whole. Questions and assessments are rarely used to diagnose
evidence of learning. Feedback to students is general, and few students assess their own work.
3- Students appear to be aware of the assessment criteria, and the teacher monitors student
learning for groups of students. Questions and assessments are regularly used to diagnose
evidence of learning. Teacher feedback to groups of students is accurate and specific; some
students engage in self-assessment.

Level of performance:

3e Demonstrating flexibility and responsiveness

Alignment:
EdTPA
Analyzing teacher effectiveness- R10
InTASC (n/a)

1- The teacher ignores students’ questions; when students have difficulty learning, the teacher
blames them or their home environment for their lack of success. The teacher makes no attempt to
adjust the lesson even when students don’t understand the content.
2- The teacher accepts responsibility for the success of all students but has only a limited
repertoire of strategies to use. Adjustment of the lesson in response to assessment is minimal or
ineffective.
3- The teacher successfully accommodates students’ questions and interests. Drawing on a broad
repertoire of strategies, the teacher persists in seeking approaches for students who have
difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment t o
the lesson and does so smoothly.

Level of performance:
3

DOMAIN III: Instruction comments

Strengths, Areas for Improvement, and Goals for Future

Ms. Derbyshire should continue to work on introducing the lesson's objective so that the students have
a good understanding of what is expected of them in the lesson and what they will take away from the
lesson. Questions are used to help students recall information. More higher level questioning should be
incorporated into lessons so the students create, summarize and analyze the information being taught.
This creates deeper learning and will help students make more connections in the future.
Students are engaged throughout the lesson with activities that interest them. Students have the
opportunity to share ideas and thoughts. Each student is assessed through observations and written
work. The teacher reflects deeply on each lesson to help her develop future lessons. Ms. Derbyshire
uses movement breaks when needed. Her pacing has improved and she is now able to be more flexible
and using "on the spot" teaching.

DOMAIN IV: Professionalism

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 Refer to the Framework For Teaching Evaluation Instrument, 2013 Edition, for specifics on levels of
performance for each component of domain.

4a Reflecting on teaching

Alignment:
EdTPA
Analyzing teacher effectiveness- R10
Using assessment to inform instruction- R15
InTASC 9

1- The teacher does not know whether a lesson was effective or achieved its instructional
outcomes, or the teacher profoundly misjudges the success of a lesson. The teacher has no
suggestions for how a lesson could be improved.
2- The teacher has a generally accurate impression of a lesson’s effectiveness and the extent to
which instructional outcomes were met. The teacher makes general suggestions about how a
lesson could be improved.
3- The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which
it achieved its instructional outcomes and can cite general references to support the judgment.
The teacher makes a few specific suggestions of what could be tried another time the lesson is
taught.

Level of performance:

4b Maintaining accurate records

Alignment
EdTPA (n/a)
InTASC (n/a)

1- The teacher’s system for maintaining information on student completion of assignments and
student progress in learning is nonexistent or in disarray. The teacher’s records for
noninstructional activities are in disarray, the result being errors and confusion.
2- The teacher’s system for maintaining information on student completion of assignments and
student progress in learning is rudimentary and only partially effective. The teacher’s records for
noninstructional activities are adequate but inefficient and, unless given frequent oversight by the
teacher, prone to errors.
3- The teacher’s system for maintaining information on student completion of assignments, student
progress in learning, and noninstructional records is fully effective

Level of performance:
2

4c Communicating with families

Alignment
EdTPA (n/a)
InTASC 10

1- The teacher provides little information about the instructional program to families; the teacher’s
communication about students’ progress is minimal. The teacher does not respond, or responds
insensitively, to parental concerns.
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 2- The teacher makes sporadic attempts to communicate with families about the instructional
program and about the progress of individual students but does not attempt to engage families in
the instructional program. Moreover, the communication that does take place may not be culturally
sensitive to those families.
3- The teacher provides frequent and appropriate information to families about the instructional
program and conveys information about individual student progress in a culturally sensitive
manner. The teacher makes some attempts to engage families in the instructional program.

Level of performance:

4d Participating in the professional community

Alignment
EdTPA (n/a)
InTASC 10

1- The teacher’s relationships with colleagues are negative or self-serving. The teacher avoids
participation in a professional culture of inquiry, resisting opportunities to become involved. The
teacher avoids becoming involved in school events or school and district projects.
2- The teacher maintains cordial relationships with colleagues to fulfill duties that the school or
district requires. The teacher participates in the school’s culture of professional inquiry when invited
to do so. The teacher participates in school events and school and district projects when
specifically asked.
3- The teacher’s relationships with colleagues are characterized by mutual support and
cooperation; the teacher actively participates in a culture of professional inquiry. The teacher
volunteers to participate in school events and in school and district projects, making a
substantial contribution.

Level of performance:
3

4e- Growing professionally

Alignment:
EdTPA (n/a)
InTASC 9

1- The teacher engages in no professional development activities to enhance knowledge or skill.

The teacher resists feedback on teaching performance from either supervisors or more experienced
colleagues. The teacher makes no effort to share knowledge with others or to assume professional
responsibilities.
2- The teacher participates to a limited extent in professional activities when they are
convenient. The teacher engages in a limited way with colleagues and supervisors in professional
conversation about practice, including some feedback on teaching performance. The teacher finds
limited ways to assist other teachers and contribute to the profession.
3- The teacher seeks out opportunities for professional development to enhance content
knowledge and pedagogical skill. The teacher actively engages with colleagues and supervisors in
professional conversation about practice, including feedback about practice. The teacher
participates actively in assisting other educators and looks for ways to contribute to the
profession.
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 Level of performance:

4f Showing professionalism

Alignment
EdTPA (n/a)
InTASC 9&10

1- The teacher displays dishonesty in interactions with colleagues, students, and the public. The
teacher is not alert to students’ needs and contributes to school practices that result in some
students being ill served by the school. The teacher makes decisions and recommendations that
are based on self-serving interests. The teacher does not comply with school and district
regulations.
2- The teacher is honest in interactions with colleagues, students, and the public. The teacher’s
attempts to serve students are inconsistent, and unknowingly contribute to some students being
ill served by the school. The teacher’s decisions and recommendations are based on limited though
genuinely professional considerations. The teacher must be reminded by supervisors about
complying with school and district regulations.
3- The teacher displays high standards of honesty, integrity, and confidentiality in interactions with
colleagues, students, and the public. The teacher is active in serving students, working to ensure
that all students receive a fair opportunity to succeed. The teacher maintains an open mind in
team or departmental decision making. The teacher complies fully with school and district
regulations.

Level of performance:
3

DOMAIN IV: Professionalism comments

Strengths, Areas for Improvement, and Goals for Future

Ms. Derbyshire reflects deeply after her lessons and is able to point out areas that she would change in
the future to improve the lesson. She is open to suggestions and is willing to take calculated risks.
Records are maintained on non-instructional areas. Formal grades should be recorded to track student
progress. Families were met at back to school night and the student teacher also had the opportunity
to interact with parents at the book fair and Halloween events. Ms. Derbyshire attends all professional
meetings as well as her Stockton Classes. She has completed the EdTPA and is working on the SGO.
We have also discussed inviting the principal in to do an observation. A resume with letters of
recommendation will be the next area to work on.

Other Competencies-*New as of Fall 2020*

The following areas are in addition to Danielson Framework for Teachers. These are specific to New
Jersey Professional Standards for Teachers (NJPST) & national InTASC model core teaching standards.
Judge these areas based on overall performance including during planning, instruction, reflection,
mentor feedback, and conferences held with the candidate. For additional information go to:
https://ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf

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 InTASC 4- Content Knowledge

Alignment:
InTASC 4
NJSLS (https://www.nj.gov/education/cccs/)

1- The teacher has minimal command of subject matter with major gaps in knowledge. NSLS are
not considered in lesson planning and/or do not align with instruction planned. Teacher has little to
no understanding of teaching strategies to foster student understanding in the discipline.
2- The teacher demonstrates a limited command of subject matter with gaps in knowledge.
NJSLS are selected for lessons but may be misaligned or not prevalent in instruction planned.
Teacher has a limited range of teaching strategies to foster student understanding of key
disciplinary concepts.
3- The teacher demonstrates a solid command of subject matter. Appropriate NJSLS standards
are incorporated into lessons including relevant content, consideration for prior student knowledge,
planning multiple teaching strategies that foster the understanding of key disciplinary concepts.

Level of performance:

InTASC 4- Application of Content Knowledge

Alignment:
InTASC 5
NJSLS (https://www.nj.gov/education/cccs/)

1- The teacher does not apply key concepts of the discipline within instruction in alignment to
NJSLS and/or relies heavily on textbook or pre-existing curricular materials. Classroom activities
lack student engagement in problem solving and/or critical thinking.
2- The teacher inconsistently applies key concepts of the
discipline within instruction in alignment to NJSLS. Classroom activities and strategies engage some,
but not all students in problem solving and critical thinking within the content area.
3- The teacher consistently applies key concepts of the discipline within instruction in alignment to
NJSLS. Classroom activities and
strategies engage students in problem solving and critical thinking within the content area.

Level of performance:

Use of Technology

Alignment:
ISTE-T
NJSLS Technology (https://www.nj.gov/education/cccs/)

1- The teacher does not use technology to support presentation and/or student activities in
alignment with NJSLS & ISTE-T standards. Use of technology is mainly teacher-centered and lacks
benefit to the students and/or focus on student engagement.
2- The teacher uses technology inconsistently or misses opportunities to support presentation
and/or student activities through technology in alignment with NJSLS & ISTE-T standards.
Technology is appropriate to the activity benefiting some learners and/or lacking genuine student
engagement

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 3- The teacher regularly uses technology for both presentation and student activities
(collaboration, production, communication) in alignment with NJSLS & ISTE-T standards. Technology
is appropriate to the activity and need of all students and seeks to support higher-level learning
with a focus on genuine student engagement.

Level of performance:

Other competencies... comments to support ratings for 3 areas above (content knowledge,
application of content knowledge & use of technology)

Standards are the guide for all lessons. Each lesson builds upon the last and skills are reviewed
frequently giving students time to practice.
Students are engaged in the lessons but more critical thinking should be implemented into the lessons.
Once the teacher begins to use more indirect instruction, students will have a higher level of
involvement which will lead to more critical thinking. Videos are used to provide visuals for the lesson.
Once the students begin to use the Chromebooks in class, instruction can reflect more regular use of
technology that they manipulate to learn.

Mandatory Midterm Summary Performance Review

Student Teaching Grading Policies

Midway through the semester, the student teacher is evaluated on their overall performance to date.
However, a grade is not assigned until all formal observations have been completed (after the
6th observation).

Assigning the final grade for student teaching is the responsibility of the supervisor. The grade should
reflect the supervisor’s professional judgment of the student teacher’s overall performance during the
semester and include consideration of input from the mentor teacher. To be recommended for
certification, the student teacher must earn a grade of B- or higher based on our grading policy
(revised as of Fall 20). Grading is determined by the average of all Danielson ratings as follows....
A (2.8-3.0 average)
A- (2.6-2.79 average)
B+ (2.4-2.59 average)
B (2.2-2.39 average)
B- (2.0-2.19 average)
C or lower (1.99 or lower)

**If a student is performing at below basic levels of competence at midterm (ie. scores of 1),
the supervisor must notify the School of Education no later than the Mandatory Midterm
Summary Performance Review.

Strengths as of Midterm

Ms. Derbyshire is doing a very good job instructing first graders. She is very organized and prepared
daily. She knows her students well. She using their interests in lessons to keep them motivated and
engaged. Her pacing is good and she is able to be flexible when teaching to accommodate absent
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 students and unplanned incidents. She has created a safe and fun learning environment.

Areas Needing Improvement as of Midterm:

Ms. Derbyshire should continue to explore indirect instruction methods to help differentiate instruction.
A system for recording grades should be put in place to track student progress.

Submission of Form
The mentor teacher and university supervisor should fill out this Midterm Evaluation Form separately.
If a mentor teacher did not receive an email with instructions, please email Jennifer Houser at
Jennifer.Houser@stockton.edu.

Form Information
Danielson, Charlotte (2014). The Framework for Teaching Evaluation Instrument, 2013 Edition. Princeton, NJ: Danielson Group
Updated 8/1/17 (from 2/1/17)

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