Ued 20495-496 Hadley Jaimee DST 20mid-Term 20evaluation Gould

Regent University CAS Student Teacher Evaluation
#75
SurveyMonkey
COMPLETE
Collector: Web Link 1 (Web Link)
Started: Friday, November 27, 2015 9:40:10 AM
Last Modified: Friday, November 27, 2015 10:18:52 AM
Time Spent: 00:38:42
IP Address: 216.54.92.22
PAGE 1: Placement Information
Q1: Student Teacher's Name
Jaimee Hadley
Q2: Student Teacher's Endorsement Area
Secondary Education, English
Q3: Grade Taught
Kindergarten
Q4: Internship Start Date (MM/DD/YYYY)
10/26/2015
Q5: Internship End Date (MM/DD/YYYY)
12/11/15
Q6: School of Student Teaching Placement
Thurgood Marshall Elementary
Q7: School Division
Chesapeake Public Schools
Q8: Evaluator's Name (First Last)
Cheryl Gould
Q9: Evaluator's Email. We will return a PDF copy of your report to this address.
Email Address:
chergou@regent.edu
Q10: Evaluator's Position/Role
University Supervisor
Q11: What time period is this evaluation for?
Mid-Term
PAGE 2: Standard One: Professional Knowledge
Q12: Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Demonstrates accurate knowledge and skills of the subject
area(s) taught.
Proficient
Demonstrates an understanding of the development of the

age group.
Superior
Integrates key content elements and facilitates students

use of higher level thinking skills.
Proficient
Links content with other subject areas and real world

applications.
Superior
Q13: Please comment on the teacher candidate's overall performance in the area of professional knowledge.
Jaimee a good grasp of professional knowledge and instructional pedagogy related to the primary grade level.
1/4
SurveyMonkey
PAGE 3: Standard Two: Instructional Planning
Aligns lesson objectives to the schools curriculum and
student learning needs.
Superior
Develops appropriate plans designed to meet all learner

needs; adapts plans as needed.
Superior
Plans time realistically for pacing, content mastery, and

transitions.
Superior
Plans for differentiated instruction.
Superior
Q15: Please comment on the teacher candidate's overall effectiveness of instructional planning.
Jaimee consistently developed high-quality lessons in her second student teaching placement. Her lessons are creative
and thoughtful. She made the extra effort to provide "real-world" learning tools (i.e. students learned about fractions by
dividing oranges) to enhance learning. During my last observation, her instructional delivery demonstrated that she is
ready for her own classroom.
PAGE 4: Standard Three: Instructional Delivery
Engages and maintains students in active learning.
Superior
Differentiates instruction to meet the students needs.
Superior
Reinforces learning goals consistently throughout lessons.
Superior
Uses a variety of effective instructional strategies and

resources.
Exemplary
Uses instructional technology to enhance student learning.
Superior
Q17: Please comment on the teacher candidate's overall effectiveness of instructional delivery.
Jaimee has shown dramatic improvement in this area during her second student teaching placement. She has
flourished in the primary classroom under the supervision of her cooperating teacher. She has learned and
implemented best practices in this area.
PAGE 5: Standard Four: Assessment of and for Student Learning
Uses student learning data to make instructional decisions.
Proficient
Uses a variety of appropriate assessment strategies and

instruments
Proficient
Uses assessment tools for both formative and summative

purposes.
Proficient
Gives constructive and frequent student feedback.
Superior
2/4
SurveyMonkey
Q19: Please comment on the teacher candidate's performance in the area of assessment of and for student
learning.
Jaimee is learning to articulate ways that she is assessing student performance. There is evidence of informal
assessment during my classroom observations but Jaimee also needs to record in lesson plans (check for
understanding) how she assesses students. She also needs to be able to articulate orally assessment strategies she is
implementing.
PAGE 6: Standard Five: Learning Environment
Establishes clear expectations for classroom rules and
procedures; enforces them consistently and fairly.
Superior
Uses available resources and knowledge of students to

prevent, redirect, or reinforce behaviors.
Superior
Respects students diversity, including language, culture,

race, gender, and special needs.
Superior
Actively listens and pays attention to students needs and

responses.
Superior
Q21: Please comment on the teacher candidate's overall effectiveness in creating an environment conducive
to learning.
Jaimee is doing a fine job in this area. She fosters a positive learning environment by consistently reinforcing
established behavioral expectations. She redirect students as needed with ease. Students respond well to her
leadership.
PAGE 7: Standard Six: Professionalism
Modifies performance based on personal and professional
critiques.
Superior
Demonstrates initiative in planning, management, and

professional interactions.
Superior
Demonstrates effective communication and collaboration

with teachers and other school personnel.
Superior
Fosters trust in all school relationships through fair and

ethical interactions.
Superior
Q23: Please comment on the teacher candidate's professionalism throughout the period of observation.
Jaimee has demonstrated appropriate professional interactions on a consistent basis during her second placement. She
has interacted well with her cooperating teacher and other professionals at Thurgood Marshall Elementary School. She
has built positive relationships. Her professional demeanor suggests that she feels respected and empowered in this
placement to share ideas and try out teaching strategies and methodologies.
PAGE 8: Standard Seven: Student Academic Progress
3/4
SurveyMonkey
Documents the progress of each student throughout the
placement.
Superior
Provides evidence that achievement goals have been met.
Superior
Uses available data to document/communicate student

progress and develop learning targets.
Superior
Q25: Please comment on the students academic progress throughout the period of observation.
Jaimee uses student learning data on an ongoing basis to drive instructional decision making and to adjust instruction.
There was evidence during observations that students are grasping new concepts.
4/4

Ued 20495-496 Hadley Jaimee DST 20mid-Term 20evaluation Gould

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Regent University CAS Student Teacher Evaluation

PAGE 1: Placement Information

Q1: Student Teacher's Name

Q2: Student Teacher's Endorsement Area

Secondary Education, English

Q3: Grade Taught

Q4: Internship Start Date (MM/DD/YYYY)

Q5: Internship End Date (MM/DD/YYYY)

Q6: School of Student Teaching Placement

Thurgood Marshall Elementary

Q7: School Division

Chesapeake Public Schools

Q8: Evaluator's Name (First Last)

Q11: What time period is this evaluation for?

PAGE 2: Standard One: Professional Knowledge

Demonstrates an understanding of the development of the

Integrates key content elements and facilitates students

Links content with other subject areas and real world

Regent University CAS Student Teacher Evaluation

PAGE 3: Standard Two: Instructional Planning

Develops appropriate plans designed to meet all learner

Plans time realistically for pacing, content mastery, and

Plans for differentiated instruction.

PAGE 4: Standard Three: Instructional Delivery

Differentiates instruction to meet the students needs.

Reinforces learning goals consistently throughout lessons.

Uses a variety of effective instructional strategies and

Uses instructional technology to enhance student learning.

PAGE 5: Standard Four: Assessment of and for Student Learning

Uses a variety of appropriate assessment strategies and

Uses assessment tools for both formative and summative

Gives constructive and frequent student feedback.

Regent University CAS Student Teacher Evaluation

PAGE 6: Standard Five: Learning Environment

Uses available resources and knowledge of students to

Respects students diversity, including language, culture,

Actively listens and pays attention to students needs and

PAGE 7: Standard Six: Professionalism

Demonstrates initiative in planning, management, and

Demonstrates effective communication and collaboration

Fosters trust in all school relationships through fair and

PAGE 8: Standard Seven: Student Academic Progress

Regent University CAS Student Teacher Evaluation

Provides evidence that achievement goals have been met.

Uses available data to document/communicate student

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