Mid-term Student Teaching Evaluation, Secondary Education

Teacher Candidate: Tiffany Sonnborn-Durham Date:

Site Teacher Educator(s): Julie Adams
School: West High School District: Salt Lake School District
Grade(s)
Content Area: English Language Arts : 10, 11, 12 # Lessons Observed: 40
University Supervisor: Udita Gupta
This form was filled out by: Tiffany Sonnborn-Durham

Please rate each are below using the following descriptions and 5 point rating scale:

1-2 Unsatisfactory: Teacher Candidate lacks basic knowledge and an ability to meet performance
standards.
3 Practicing: Teacher Candidate possesses developing competencies in his/her knowledge
and ability to meet performance standards.
4 Effective: Teacher Candidate displays a general understanding of linkages between
knowledge and content and executes sound lessons on a consistent basis.
5 Highly Effective: Teacher Candidate exhibits exemplary performance, beyond that of a novice
teacher.

SECTION 1: LEARNER DEVELOPMENT

3 1. The Teacher Candidate creates developmentally appropriate and challenging learning

experiences based on individual students strengths, interests, and needs.
3 2. The Teacher Candidate collaborates with families, colleagues, and other professionals to
promote student growth and development.
Comments:
I have been attempting to reach all my students and their families. I have sent home forms to
inform parents of my status as a student teacher, offering my contact information for them. I have
also been open to collaborating with other teachers, even passing along my personal lesson plans to
those who need them.

SECTION 2: LEARNING DIFFERENCES

3 3. The Teacher Candidate understands individual learner differences and holds high
expectations of students.
2 4. The Teacher Candidate designs, adapts, and delivers instruction to address students
diverse learning strengths and needs.
4 5. The Teacher Candidate allows students different ways to demonstrate learning sensitive to
their multiple experiences and diversity.
3 6. The Teacher Candidate creates a learning culture that encourages individual learners to
persevere and advance.
2 7. The Teacher Candidate incorporates tools of language development into planning and
instruction for English language learners, and supports development of English
proficiency.
Comments:
I feel like this is one of the things that I struggle with; differentiating the lessons for people. I am
trying to adapt and design lesson plans to better reach students though I work hard at making sure
there are multiple ways for students to display their understanding.

SECTION 3: LEARNING ENVIRONMENTS

4 8. The Teacher Candidate develops learning experiences that engage and support students as
self-directed learners, who internalize classroom routines, expectations, and procedures.
3 9. The Teacher Candidate collaborates with students to establish a positive learning climate
of openness, respectful interactions, support, and inquiry.
3 10. The Teacher Candidate uses a variety of classroom management strategies to effectively
maintain a positive learning environment (e.g., proximity, cuing, desists, routines).
3 11. The Teacher Candidate equitably engages students in learning by organizing, allocating,
and managing the resources of time, space, and attention.
3 12. The Teacher Candidate extends the learning environment using technology, media, and
local and global resources.
4 13. The Teacher Candidate encourages students to use speaking, listening, reading, writing,
analysis, synthesis, and decision-making skills in various real-world contexts.
Comments:
This is one area I am much more comfortable in. I feel that I work hard to establish a strong
environment where students are held to high expectations. I have clear routines and expectations. I
need to work more on classroom management, I try to maintain proximity and use a countdown to
get there attention. However, some students dont respond as well to it and there is often at least
one student who mockingly counts down with me, but the class as a whole is quite by the time I
reach 1 so that is nice. I challenge my students to be as involved in their learning as possible, each
chapter we have had as a class with our current text studetns are incharge of reading, analyzing and
presenting information to their peers.

SECTION 4: CONTENT KNOWLEDGE

3 14. The Teacher Candidate knows the content of discipline and conveys accurate information
and concepts.
4 15. The Teacher Candidate demonstrates an awareness of the Utah Common Core/Core
curriculum and references it in short and long term planning.
3 16. The Teacher Candidate engages students in applying methods of inquiry and standards of
evidence of the discipline.
3 17. The Teacher Candidate uses multiple representations and explanations of concepts that
capture key ideas.
4 18. The Teacher Candidate supports students in learning and using academic language
accurately and meaningfully.
Comments:
I struggle a little with using multiple interpretations and explanations for students to gauge the
concepts differently. I need to diversify better.

SECTION 5: ASSESSMENT
3 19. 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.
4 20. The Teacher Candidate engages students in understanding and identifying the elements of
quality work and provides them with timely and descriptive feedback to guide their
progress in producing that work.
3 21. The Teacher Candidate adjusts assessment methods and makes appropriate
accommodations for English Language Learners, students with disabilities, advanced
students, and students who are not meeting learning goals.
4 22. The Teacher Candidate uses data to assess the effectiveness of instruction and to make
adjustments in planning and instruction.
4 23. The Teacher Candidate documents student progress, and provides descriptive feedback to
students, parents, and other stakeholders in a variety of ways.
4 24. 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.
Comments:
I feel that I ground information well and that I make opportunities for students to demonstrate
their understanding and provide different formats for it (verbal, written, group work, etc.). I adjust
my methods (scoring) when I realize students all misunderstood something or if I myself have made
a mistake. I also adjust what I am doing next if students require more instruction on something and
it is clear from what I have used to assess them.

SECTION 6: INSTRUCTIONAL PLANNING

4 25. The Teacher Candidate plans instruction based on the approved state curriculum.
3 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.
3 27. 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.
4 28. The Teacher Candidate creates opportunities for students to generate and evaluate new
ideas, seek inventive solutions to problems, and create original work.
3 29. The Teacher Candidate integrates cross-disciplinary skills into instruction to purposefully
engage learners in applying content knowledge.
Comments:
I always attempt to mix up the individual versus group work as I teach. I also attempt to vary
instruction as much as possible so we arent always doing the same thing.

SECTION 7: INSTRUCTIONAL STRATEGIES

3 30. The Teacher Candidate understands and practices a range of developmentally, culturally,
and linguistically appropriate instructional strategies.
3 31. 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.
3 32. The Teacher Candidate analyzes student errors and misconceptions in order to redirect,
focus, and deepen learning.
3 33. The Teacher Candidate uses a variety of instructional strategies to support and expand
learners communication skills.
3 34. The Teacher Candidate provides multiple opportunities for students to develop higher
order and meta-cognitive skills.
3 35. 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.
3 36. 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.
3 37. The Teacher Candidate uses a variety of questioning strategies to promote engagement and
learning.
Comments:
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SECTION 8: REFLECTION AND CONTINUOUS GROWTH

4 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.
3 39. The Teacher Candidate actively seeks professional, community, and technological learning
experiences within and outside the school, as supports for reflection and problem-solving.
4 40. The Teacher Candidate recognizes and reflects on personal and professional biases and
accesses resources to deepen understanding of differences to build stronger relationships
and create more relevant learning experiences.
3 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.
3 42. The Teacher Candidate develops a professional learning plan based on individual needs
and the needs of learners, schools, and educational communities.
Comments:
I could definitatley benefit from adjusting my teaching to better instruct students on a wider scale.

SECTION 9: LEADERSHIP AND COLLABORATION

3 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.
3 44. The Teacher Candidate participates actively as part of the learning community, sharing
responsibility for decision-making and accountability for each students learning and
giving and receiving feedback.
3 45. The Teacher Candidate advocates for the learners, the school, the community, and the
profession.
4 46. The Teacher Candidate works with other school professionals to plan and jointly facilitate
learning to meet diverse needs of learners.
3 47. 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.
Comments:
I try to connect and discuss lessons with other teachers and develop lessons using their imput.

SECTION 10: PROFESSIONAL AND ETHICAL BEHAVIOR

4 48. The Teacher Candidate is responsible for compliance with federal and state laws, State
Board of Education administrative rules, state assessment policies, and supervisory
directives.
4 49. The Teacher Candidate is responsible for compliance with all requirements of State Board
of Education Rules R277-530 at all levels of teacher development.
Comments:
I feel like I am. I am not always 100% on what I am doing but I do check in with my site teacher on
policies and laws.

Signatures Date

By typing your name, you, a Teacher Candidate, are signing this document
electronically and confirming that you understand the content of this form.

Tiffany Sonnborn-Durham
Teacher Candidate
Please fill in your email address below. The email you supply will be used to
verify that you have signed this document.

Tiffanydurham93@gmail.com

By typing your name, you, a Site Teacher and/or Supervisor, are signing this
document electronically and confirming that you understand the content of
this form.
Site Teacher
Julie Adams
Educator/Supervisor
Signature
Please fill in your email address below. The email you supply will be used to
verify that you have signed this document.

Julie.adams@slcschools.org