Westminster

Preservice Teacher Evaluation Form

Teacher Candidate: Drew VanAmen
Methods ____ or Student Teaching _____ | Observation _____ Mid-Term _____ Final Evaluation_____ TWS ______ Portfolio
X X X _____
Date/Time: Grade/Subject: School/Mentor: Completer:
02/07/18 10th-12th Mrs. Tester Drew VanAmen

Signature:
Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)
Please see Utah Institutions of Higher Education Preservice Teacher Evaluation Rubric for description of each indicator
Standard 1: Learner Development
Rating
The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
The teacher: Comments and Suggestions:
1.1 Creates developmentally appropriate and
challenging learning experiences based on each
3
learner’s strengths, interests, and needs (1a,
2e).
InTASC 1
CAEP 1.1, 3.5
1.2 Collaborates with families, colleagues, and 1.2:
other professionals to promote student growth There has been multiple opportunities that I have participated in with a other special education
2 teachers, parents, and other professionals. However, I felt that I haven’t contributed as much as I
and development (1b). could-stayed quite. I hope as time goes on I will be able to establish my voice and/or presence
InTASC 1 whenI have something to say.

CAEP 1.1, 3.5

Standard 2: Learning Differences
Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
The teacher: Comments and Suggestions:
2.1 Allows learners multiple ways to
3 demonstrate learning sensitive to diverse Differentiation and addressing the needs of each individual at academic and content level.
experiences, while holding high expectations for
all (2a, 2b, 2c, 2d). InTASC 2 CAEP 1.1, 3.5
Standard 3: Learning Environments
Rating The teacher works with learners to create environments that support individual and collaborative learning, social interactions, active engagement in
learning, and self-motivation.
The teacher: Comments and Suggestions:
3.1 Develops learning experiences that engage and
3
support students as self-directed learners who
internalize classroom routines, expectations, and
procedures (3)InTASC #
3.2 Collaborates with students to establish a positive 3.2:
I have allowed students to participate in decision making choices; mostly for behavior
2 learning climate of openness, respectful interactions,
management. I would like to have the students interactively engaged in respectful
support, and inquiry (3b).InTASC conversations with their peers.

3.3 Utilizes positive classroom management 3.3: Voice-Level Chart

3 strategies, including the resources of time, space, and Seating
attention, effectively (3c, 3d). InTASC 3 Clean-up?
V

Standard 4: Content Knowledge

Rating
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
The teacher: Comments and Suggestions:
4.1 Bases instruction on accurate content 4.1:
3 knowledge using multiple representations of Chose to incorporate some of the resources found in the classroom for instruction, such as; Attainments,
concepts and appropriate academic language PCI course materials, manipulative/games, books, technology, etc.

(4a, 4c, 4d, 4e, 7c).InTASC 4 and 5

Standard 5: Assessment
Rating The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction,
and determine whether the outcomes described in content standards have been met.
The teacher: Comments and Suggestions
5.1 Uses data sources to assess the 5.1:#
3 The effectiveness of activities/lesson has been heavily weighed on the informal and formal assessment
effectiveness of instruction and to make
that took place at that time. Based, on the feedback and data collected determines my next action for
adjustments in planning and instruction (5a, 5c, the students’ learning.
5d, 8a).InTASC 6

08/16/2017Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)
 5.2 Documents student progress and provides
5.2:
descriptive feedback to student,
33 parent/guardian, and other stakeholders in a
Ongoing formative and informal assessments for the history unit I created. Data has been recorded on
the pre-assessment test, and will be recorded for the post-assessment test.
variety of ways (5b, 5e).InTASC 6
5.3 Designs or selects pre-assessments,
formative, and summative assessments in a
3
variety of formats that align to learning
objectives and engage the learner in
demonstrating knowledge and skills (5a).InTASC
6
Standard 6: Instructional Planning
Rating The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core
Standards, instructional best practices, and the community context.
The teacher: Comments and Suggestions
6.1 Demonstrates knowledge of the Utah Core 5.2:
3 Standards and references them in short- and I have documented lesson plans, assessments, students’ work sample (feedback), and self-reflected in
journal entries.
long-term planning (4b, 6a).nTASC 7
6.2 Integrates cross-disciplinary skills into
3 instruction to purposefully engage learners in
applying content knowledge (6b, 6e). InTASC 7
Standard 7: Instructional Strategies
Rating The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and
build skills to apply and extend knowledge in meaningful ways.
The teacher: Comments and Suggestions
7.1 Practices a range of developmentally,
3 culturally, and linguistically appropriate
instructional strategies to meet the needs of
individuals and groups of learners (2b, 2e, 6c,
7a, 7b).InTASC 8CAEP 1.1, 1.2, 1.4, 3.5
7.2 Provides multiple opportunities for
7.2:
2
students to develop higher-order and meta- I have students reflect on their learning and behaviors when asked to do so. I would like the students to
cognitive skills (3f, 6d, 7e).InTASC 8 CAEP 1.1, be able self-reflect on their own.
1.2, 1.4, 3.4, 3.5
7.3 Supports and expands each learner’s
3
communication skills through reading, writing,
listening, and speaking (3f, 7d).InTASC 8CAEP
1.1, 1.4, 3.4, 3.5
7.4 Uses a variety of available and 7.4:
appropriate technology and resources to 1. ipad
3
support learning (3e, 7f, 7g).InTASC 8CAEP 1.1, 2. projector
3. computer
1.3, 1.5, 3.4, 3.5
7.5 Develops learners’ abilities to find and use 7.5:
3 information to solve real-world problems (7g, Transition activities/skills academic based: reading and math. As well as current events in the news.
7f).InTASC 8
Standard 8: Reflection and Continuous Growth
Rating
The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
The teacher: Comments and Suggestions
3 8.1 Adapts and improves practice based on 8.1:
reflection and new learning (8b, 8c, 8d, 8e). This occurs during instruction, period-to-period, and day-by-day.
InTASC 9
Standard 9: Leadership and Collaboration
Rating
The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive profession
The teacher: Comments and Suggestions
9.1 Participates actively in decision-making
3 processes, while building a shared culture that
affects the school and larger educational
community (9a, 9b, 9d, 9e).InTASC 10 CAEP 1.1,
3.3, 3.5
9.2 Advocates for the learners, the school, the 9.2:
I have the expectations for students to be able to participate in the same activities as peers without
3 community, and the profession (9c). InTASC 9 disabilities have. I hold each student to try their hardest in each class and encourage them to show their
CAEP 1.1, 3.3, 3.5 other teachers the same respect that I receive.

08/16/2017Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)
 Standard 10: Professional and Ethical Behavior
Rating
The teacher demonstrates the highest standard of legal, moral, and ethical conduct in compliance with federal and state rules and laws.
The teacher: Comments and Suggestions
10.1 Is responsible for compliance with
3 university policies, federal and state laws, State
Board of Education administrative rules, state
assessment policies, local board policies, and
supervisory directives (10a, 5f). InTASC 9 CAEP
1.1, 1.4, 3.3, 3.5, 3.6
10.2 Is responsible for compliance with all
requirements of State Board of Education Rule
3
R277-530 at all levels of teacher development
(10b). InTASC 9 CAEP 1.1, 1.4, 3.3, 3.5, 3.6

GOALS:

1.

Be able to adapt each instructional lesson to best fit the needs of the individual. Different materials may need to be provided during each session.

2.

Select age appropriate materials, and use age appropriate cues/classroom directions.

3.

Classroom Management: Be aware of student seating. Prepare student seating for the lesson beforehand.

4.

Have fluid transitions between technologies used during instruction.

5.

Teach transitional/academic skills that can be generalized in different environments.

GENERAL COMMENTS:

08/16/2017Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)