UNIVERSITY OF KANSAS Summative Evaluation

DEPARTMENT OF SPECIAL EDUCATION Classroom Model

Early Childhood Unified (ECU) Program Clinical& University Supervisor
Page 1

SUMMATIVE EVALUATION for Classroom Model

To be completed by the Clinical Supervisor and University Supervisor

UEC ECUI ECUII

SPED 439 SPED 739
Name of Person Completing this Evaluation Janice Blair

Student Teacher Amanda Gilbert Date 7/18/17

Program/School/ District Lawrence Montessori School Level/ Toddler
Grade Classroom

Directions
Complete the Summative Evaluation by rating the student teachers performance of the overall improvements of
the teaching competencies measured throughout the student teaching experience. Submit the Summative
Evaluation electronically to the university supervisor at the end of the student teaching experience (Week 14).
If unable to submit electronically, you may print, complete and fax the report with a cover sheet to the attention of your university supervisor.
The fax number is: 785-864-4149.

Assessment
Use the following scale to evaluate the teacher candidate on each item:
1 2 3 4
Exceeds
Developing Expected Meets Expected Skills of Expected Skills
Not observed Needs Guidance
Beginning Skills Beginning Teacher of Beginning
Teacher
Item Score
The student 1 2 3 4
teacher -- Selects developmentally appropriate assessment methods.
Plans/develops assessments that measure childrens
learning.
Clearly states the standards/goals/objectives of the
instructional activity plans
Uses assessments to determine what the childrens current
level of developments
Uses assessment to evaluate the impact of instruction &
the need for instruction modification/differentiation.
Accurately interprets assessment results.
Comments about assessment (You may comment in general or indicate an item number(s) from above and focus
your comments on this/these items specifically.)
Amanda is able to clearly state and connect standards, goals, objects to instructional plans. She has limited exposure
to assessments, however will obtain more in her next practicum. More importantly, she understands the guiding
principals of assessment: conducted as naturally as possible and in an ongoing manner; using multiple assessments
within a formal evaluation; and presenting assessment in the student's native language, securing an interpreter if
necessary.
 UNIVERSITY OF KANSAS Summative Evaluation
DEPARTMENT OF SPECIAL EDUCATION Classroom Model
Early Childhood Unified (ECU) Program Clinical& University Supervisor
Page 2

Instructional Planning
Use the following scale to evaluate the teacher candidate on each item:
1 2 3 4
Developing Exceeds Expected
Meets Expected Skills of
Not observed Needs Guidance Expected Skills of Beginning
Beginning Teacher
Beginning Skills Teacher
Item Score
The student 1 2 3 4
teacher -- Utilizes classroom curriculum materials and equipments to
plan and develop instructional activities.
Sets clearly defined learning objective(s) for instructional
activities.
Includes a clear step by step procedural description of
instructional activities/routines & sequences.
Plan and implements a variety of strategies to meet
developmental levels and individual learners needs across
all developmental domains.
Demonstrate the ability to monitor individuals
performance or progress.
Effectively collaborates with others to create the
instructional activity plan and provide instruction.
Comments about instructional planning (You may comment in general or indicate an item number(s) from
above and focus your comments on this/these items specifically.)
Amanda sets clear, developmentally appropriate learning objectives for individuals and whole groups; and has
increased the ability to effectively monitor progress at both levels. Her lesson plans have evolved into a form that is
user/stranger friendly, concise with the typical information, routines and times, activity descriptions, materials, and also
contains additional vital information as specific instructions/support for particular children

Implementation of Instruction
Use the following scale to evaluate the teacher candidate on each item:
1 2 3 4
Developing Exceeds Expected
Meets Expected Skills of
Not observed Needs Guidance Expected Skills of Beginning
Beginning Teacher
Beginning Skills Teacher
Item Score
The student 1 2 3 4
teacher -- Sets clear expectations & ensures that they are
consistently followed.
Manages individuals, small and large groups and solves
behavior concerns and problems as they arise.
Organizes tasks/manages classroom staff and children so
that children are engaged in learning.
Communicates with children in an effective, timely,
positive, and dignifying manner to address childrens needs
 UNIVERSITY OF KANSAS Summative Evaluation
DEPARTMENT OF SPECIAL EDUCATION Classroom Model
Early Childhood Unified (ECU) Program Clinical& University Supervisor
Page 3
and concerns.
Conveys genuine enthusiasm and interest for classroom
activities and/or routines and children respond positively
to this enthusiasm.
Consistently monitors the classroom or learning
environment to prevent behavior problems.
Provides ongoing positive communications among
teachers, staff, parents and children.
Materials are prepared in advance and ready for activity.
Provides consistent and clear explanations of the
instructional activities and materials to the children.
Creates meaningful activity in a way that helps children
understand the connection between the instruction and
the learning objective(s).
Effectively uses strategies for asking questions that extend
childrens responses and advance their use of language.
Finds ways to get children to actively participate in their
own learning.
Embeds a sequence of learning activities that meet diverse
childrens needs and interests.
Uses knowledge of childrens cultures & backgrounds to
help children relate content to their prior experiences.
Follows childrens lead in interest and ideas.
Transitions are quick and efficient.
Uses appropriate accommodations, adaptations and
modifications to address individual learning
objectives/outcomes.
Demonstrates the ability to embed individual learners
objectives into the instructional activities and routines.
Plans, collaborates & shares lesson outcomes & objectives
with other professionals, staff and families.
Manage and makes effective use of paraeducators,
volunteers, etc.
Collects data on curricular objectives and childrens
individual objective(s)/outcomes; recording appropriately
following activity.
Comments about implementation of instruction (You may comment in general or indicate an item
number(s) from above and focus your comments on this/these items specifically.)
Amanda demonstrates the highest level of respect for students and their families. She portrays genuine enthusiasm and
interest in the children. She is continuously looking for ways to positively and purposefully engage students, and makes
that connection between instruction and learning objectives ( including general learning objectives and those specific to
the Montessori method). The embedding of learning objects and concepts was evident and continuous as Amanda
directed specific activities (line time) and as she moved about the classroom.
 UNIVERSITY OF KANSAS Summative Evaluation
DEPARTMENT OF SPECIAL EDUCATION Classroom Model
Early Childhood Unified (ECU) Program Clinical& University Supervisor
Page 4
Professionalism
Use the following scale to evaluate the teacher candidate on each item:
1 2 3 4
Developing Exceeds Expected
Meets Expected Skills of
Not observed Needs Guidance Expected Skills of Beginning
Beginning Teacher
Beginning Skills Teacher
Item Score
The student 1 2 3 4
teacher -- Fulfills assigned duties and responsibilities and is flexible.
Participates in school related activities.
Follows school and site policy.
Demonstrates an understanding and complies with laws &
regulations, such as laws related to the confidentiality of
families and childrens information.
Demonstrates an understanding on how to question authority
in a respectful, constructive manner with families, faculties,
and staffs.
Demonstrates honesty and respect in all
communications/interactions with children, parents, and staff.
Demonstrates respect for cultural differences in the home and
school community.
Is responsive to childrens clues of distress and connects
families to appropriate resources.
Refrains from showing favoritism for any child or family.
Shows enthusiasm for teaching and learning.
Utilizes curriculum, assessment and monitoring tools when
preparing lessons.
Takes the initiative to seek opportunities to become fully
immersed in the role as a teacher.
Seeks, accepts, and acts upon input about his/her teaching.
Tries a variety of teaching ideas/techniques, based on
research, colleague suggestions, and student needs.
Reflects upon the impact of his/her instruction on student
learning.
Sets appropriate learning goals for self, based on reflection.
Comments about professionalism (You may comment in general or indicate an item number(s) from above
and focus your comments on this/these items specifically. Amanda demonstrates a high level of enthusiasm for
teaching and learning and plans for and considers indivdual interests, developmentally abilities, culture, personal
information. She is quite flexible. Throughout the practicum, Amanda was responsible for leading teaching and training
an influx of unfamiliar staff in the classroom.
Areas of Strength Goals for Future
1. Amanda demonstrates high levels of enthusiasm for Amanda will benefit from additional exposures and practice
teaching and learning and for developing positive with regard to progress monitoring and general classroom
relationships with students, families, and colleagues. management skills; although with regard to management
2. Amanda positively accepts and acts upon feedback skills, has really been conscientious of it throughout her
 UNIVERSITY OF KANSAS Summative Evaluation
DEPARTMENT OF SPECIAL EDUCATION Classroom Model
Early Childhood Unified (ECU) Program Clinical& University Supervisor
Page 5
from others and understands the value of the team. practicum experience.
3. Amanda possesses strong written communication
skills.