Westminster Preservice Teacher Evaluation Form

Teacher Candidate:​ Marley Rodwick

Student Teaching
Date|Time: 11/15/ 2019 Grade|Subject:
School|Mentor: Upland Terrace / Christy Baxter Completer:​ Linda Smith
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Performance Indicators: 0 – No Evidence 1 – Beginning 2 – Developing 3 – Preservice Standard (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.
3- Meets Preservice The teacher: Comments and Suggestions:
Standard (Inservice Creates learning experiences that demonstrate an Marley focused her instruction on her
Emerging) understanding of the developmental levels of learners first graders’ needs, interests and
3- Meets Preservice (i.e., cognitive, linguistic, sociocultural, emotional, and strengths. In order to build their
physical)
Standard (Inservice confidence, Marley provided
Collaborates with colleagues and other professionals to
Emerging) promote student growth and development
experiences for them to be
challenged and foster learning.
Marley collaborated closely with her
mentor, 1st grade team and parents
to promote her students’ growth and
development.
Standard 2: Learning Differences
Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
3- Meets Preservice The teacher: Comments and Suggestions:
Standard (Inservice Applies understanding of learner diversity to encourage Marley understands the need to
Emerging) all learners to reach their full potential have multiple ways of learning for her
Designs, adapts, and delivers instruction to address students. She helped students gain
students’ diverse learning strengths and needs
deeper upstanding of concepts at
Allows multiple ways to demonstrate learning
their own pace by providing
scaffolding and partner collaboration.
Standard 3: Learning Environments
The teacher works with learners to create environments that support individual and
Rating
collaborative learning, social interactions, active engagement in learning, and
self-motivation.
3- Meets Preservice The teacher: Comments and Suggestions:
Standard (Inservice Uses a variety of classroom management strategies to Marley provided a nurturing
Emerging) proactively gain and maintain student attention, environment where her students felt
3- Meets Preservice facilitate smooth transitions, and to support a positive safe, respected and willing to take a
and respectful learning environment
Standard (Inservice risk.She used positive student
Consistently identifies potentially disruptive situations
Emerging) and intervenes in an appropriate and timely manner to
feedback to encourage each learner
3- Meets Preservice maintain a positive learning environment to succeed in mastery of the lesson
Standard (Inservice Encourages students to use speaking, listening, reading, objectives. She established a positive
Emerging) writing, analysis, synthesis, and decision-making skills in relationship with each student that
collaborative learning contexts encouraged them to be engaged
through active participation.

Standard 4: Content Knowledge

Rating The teacher understands the central concepts, tools of inquiry, and structures of the
discipline.
3- Meets Preservice The teacher: Comments and Suggestions:
Standard (Inservice Understands and conveys accurate content and process
Emerging) knowledge of the discipline
Connects content to Utah State Core Standards, personal
schemas, and real world contexts
Supports students in learning and using academic
language accurately and meaningfully
Uses multiple representations of concepts that capture
key ideas and makes content comprehensible
Engages students in methods of inquiry and standards of
evidence used in a specific discipline
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth,
Rating
monitor learner progress, guide planning and instruction, and determine whether the
outcomes described in content standards have been met.
3- Meets Preservice The teacher: Comments and Suggestions
Standard (Inservice Uses multiple methods of formal and informal
Emerging) assessments to guide planning and adapt instruction
3- Meets Preservice Designs or selects appropriate assessments in a variety of
formats to determine whether learning objectives
Standard (Inservice
described in state standards have been met
Emerging) Provides ways for learners to monitor and reflect upon
3- Meets Preservice their own progress
Standard (Inservice Identifies the elements of quality work and provides
Emerging) timely feedback
Documents student progress and provides descriptive
feedback to students and other stakeholders
Adjusts assessment methods and makes appropriate
accommodations for students with special learning needs
Standard 6: Instructional Planning
The teacher plans instruction to support students in meeting rigorous learning goals by
Rating
drawing upon knowledge of content areas, Utah Core Standards, instructional best
practices, and the community context.
3- Meets Preservice The teacher: Comments and Suggestions
Standard (Inservice Prepares workable, meaningful and developmentally Marley used Utah Core Standards for
Emerging) appropriate written lesson plans aligned to state her long-term planning in her math
3- Meets Preservice standards unit. She used a variety of
Applies learners’ sociocultural backgrounds in the design
Standard (Inservice assessments to make adjustments in
of instruction to encourage all learners to reach their full
Emerging) potential
her instruction. She integrated
Adapts pre-determined plans, materials, and time frames cross-disciplinary skills and authentic
to create learning experiences that are relevant to learning to engage her students in
learners and based on effective instruction applying content knowledge.
Differentiates, as needed, to meet individual learner
needs
Plans authentic learning experiences for students to use
thinking skills and create original work
Plans varied group configurations that support objectives
and provide opportunities for learners to develop
communication skills
Standard 7: Instructional Strategies
The teacher uses various instructional strategies to ensure that all learners develop a deep
Rating
understanding of content areas and their connections, and build skills to apply and extend
knowledge in meaningful ways.
3- Meets Preservice The teacher: Comments and Suggestions
Standard (Inservice Practices a range of developmentally, culturally, and Marley linked content key ideas and
Emerging) linguistically appropriate instructional strategies to meet objectives to her students’ prior
3- Meets Preservice the needs of students’ diverse cognitive levels and knowledge and understandings. She
Standard (Inservice learning styles (i.e, differentiation) incorporated real-world problems in
Emerging) Provides multiple opportunities for students to develop her math instruction that gave
higher order and metacognitive skills (e. g., problem
3- Meets Preservice students a deeper meaning for
solving, predicting, organizing, summarizing​,
Standard (Inservice categorizing, evaluating, questioning, self-monitoring).
content.
Emerging) Supports and expands learners’ communication skills
3- Meets Preservice Uses a variety of effective technology and resources to
Standard (Inservice support learning
Emerging) Develops learners’ abilities to find and use information to
3- Meets Preservice solve real world problems
Standard (Inservice Uses a variety of questioning strategies to promote
engagement and learning
Emerging)
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.
3- Meets Preservice The teacher: Comments and Suggestions
Standard (Inservice Participates in a meaningful lesson reflection with
Emerging) supervisor
Accepts suggestions and constructive criticism to adapt
and improve practice over time
Identifies own background and experiences that have an
impact on teaching and learning relationships
Standard 9: Leadership and Collaboration
The teacher is a leader who engages collaboratively with learners, families, colleagues, and
Rating
community members to build a shared vision and supportive professional culture focused
on student growth and success.
The teacher: Comments and Suggestions
3- Meets Preservice Collaborates to develop cordial professional and family Marley is a positive advocate for her
Standard (Inservice relationships to fulfill required duties and promote students and the teaching profession.
Emerging) student learning She participates in collaboration with
3- Meets Preservice parents and colleagues to build a
Standard (Inservice supportive environment that focuses
Emerging) on student growth and development.
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.
Yes The teacher: Comments and Suggestions
Yes Demonstrates professionalism including: professional
appearance, punctuality, attendance, flexibility,
compliance with federal and state rules and laws
Goals:

General Comments:
Marley was very professional in all her educational duties as she collaborated with her mentor and other
professionals. I was impressed with her dependability and preparedness. She provided instruction that was engaging
and relevant to her young students. She used differentiation of instruction to maximize each student’s growth and
success. Her classroom was a place of patience, caring and positive interaction which allowed her students to have a
safe, student friendly environment in which to learn. She will be an outstanding teacher.