Initial Licensure Field 

Evaluation 1.0

#139
COMPLETE
Collector:
Web Link 3
(Web Link)
Started:
Thursday, March 02, 2023 3:04:52 PM
Last Modified:
Thursday, March 02, 2023 3:45:54 PM
Time Spent:
00:41:01
IP Address:
34.235.150.52

Page 1: Placement Information

Q1
Student Teacher's Name

Madelyn Watkins

Q2 White or Caucasian

Student Teacher's Race

Q3 Elementary Education, PreK-6

Student Teacher's Endorsement Area

Q4 Fourth Grade

Placement Grade Taught

Q5
Internship Start Date (MM/DD/YYYY)

01/09/2023

Q6
Internship End Date (MM/DD/YYYY)

03/03/2023

Q7
School of Student Teaching Placement

Salem Elementary

1/9
 Initial Licensure Field Evaluation 1.0

Q8 Virginia Beach City Public Schools

School Division

Q9
Evaluator's Name (First Last)

Lisa Elliott

Q10
Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: lisa.elliott@vbschools.com

Q11 Classroom Teacher

Evaluator's Position/Role

Q12 Final Week of Placement

What time period is this evaluation for?

Page 2: Standard One: Professional Knowledge

2/9
 Initial Licensure Field Evaluation 1.0

Q13
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Addresses relevant curriculum standards. Highly Effective

Integrates key content elements and facilitates students’ use of Highly Effective
higher-level thinking skills in instruction.

Demonstrates an ability to link present content with past and Highly Effective
future learning experiences, other subject areas, and real-world
experiences and applications.

Demonstrates an accurate, current, and specific knowledge of Highly Effective

the subject matter and a working knowledge of relevant
technology.

Bases instruction on goals that reflect high expectations for all Highly Effective
students commensurate with their developmental levels.

Demonstrates an understanding of appropriate accommodations Highly Effective

for diverse learners and students learning in unique contexts
(e.g., English learners, gifted learners, students with special
needs, etc.).

Uses content-specific language, correct vocabulary and Highly Effective

grammar, and acceptable forms of communication as they relate
to a specific discipline and/or grade level.

Q14
Please comment on the teacher candidate's overall performance in the area of professional knowledge.

Ms. Watkins demonstrated a strong ability to meet curriculum standards by incorporating higher level thinking skills into instructional
activities. Additionally, she was able to link present content with past and future learning experiences, providing real world applications.
Ms. Watkins had a specific knowledge of the subject matter and used an array of instructional strategies. Ms. Watkins presented her
lessons using correct grammar and content specific vocabulary while using communication appropriate for the grade level.

Page 3: Standard Two: Instructional Planning

Q15
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Analyzes and uses multiple sources of student learning data to Highly Effective
guide planning.

Plans accordingly for pacing, sequencing, content mastery, Highly Effective

transitions, and application of knowledge.

Consistently plans for differentiated instruction. Highly Effective

Aligns lesson objectives to the school’s curriculum and student Highly Effective
learning needs.

3/9
 Initial Licensure Field Evaluation 1.0

Q16
Please comment on the teacher candidate's overall effectiveness of instructional planning.

Ms. Watkins used the curriculum pacing but also recognized the need to use multiple sources of student learning data to inform her
planning and instruction. By analyzing pre assessment data she created a pacing guide that accurately reflects student progress and
allowed for differentiated instruction. Additionally, by aligning her lesson objectives to the curriculum standards, she was able to ensure
that her instruction was relevant and met the needs of her students. Analyzing multiple sources of student learning data, utilizing
pacing guides, and aligning lesson objectives to the curriculum standards allowed Ms. Watkins to facilitate learning in a highly
effective manner.

Page 4: Standard Three: Instructional Delivery

Q17
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Builds upon students’ existing knowledge and skills. Highly Effective

Differentiates the instructional content, process, product, and Highly Effective

learning environment to meet individual developmental needs.

Motivates students for learning, reinforces learning goals Highly Effective

consistently throughout the lesson, and provides appropriate
closure.

Develops higher-order thinking through questioning and problem- Highly Effective

solving activities.

Uses a variety of appropriate instructional strategies and Highly Effective

resources to encourage active student engagement.

Uses appropriate instructional technology to enhance student Highly Effective

learning in the classroom or in a virtual setting.

Communicates clearly, checks for understanding using multiple Highly Effective

levels of questioning, and adjusts instruction accordingly.

Q18
Please comment on the teacher candidate's overall effectiveness of instructional delivery.

Ms. Watkins was highly effective in her instructional delivery by using a variety of instructional strategies that encourage student
engagement and cooperation and meet individual learning needs. She activated prior knowledge using activities that would grab the
student’s attention. She incorporated activities that involved real-world application of skills and activities that required students to work
cooperatively. Each lesson provided many opportunities for students to discuss and share their ideas with each other. She recognized
the individual needs of certain students and adapted her teaching methods accordingly by providing additional support for students who
were struggling, or by challenging more advanced students with more complex tasks. She provided different types of learning
materials, such as visuals and hands-on activities, and incorporated technology to enhance student learning. Ms. Watkins was flexible
when it came to pacing and adapting the lesson plan based on her students’ levels of understanding.

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

4/9
 Initial Licensure Field Evaluation 1.0

Q19
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses pre-assessment data to develop expectations for Highly Effective

students, to differentiate instruction, and to document learning.

Uses a variety of formal and informal assessment strategies Highly Effective

and instruments that are valid and appropriate for the content,
for the student population, and for the setting (e.g., in-person or
virtual).

Aligns student assessment with established curriculum Highly Effective

standards and benchmarks.

Uses assessment tools for both formative and summative Highly Effective
purposes to inform, guide, and adjust students’ learning and
supports.

Collects and maintains a record of sufficient assessment data to Highly Effective

support accurate reporting of student progress

Communicates constructive and frequent feedback on student Highly Effective

learning to students, parents/caregivers, and other educators, as
appropriate.

Q20
Please comment on the teacher candidate's performance in the area of assessment of and for student learning.

Ms. Watkins was highly effective in using pre assessment data to differentiate instruction and identify a student’s prior knowledge and
skills. Mrs. Watkins would use the pre assessment data to inform her of any gaps in knowledge and skills, as well as any areas of
strength or areas in need of further development. Ms. Watkins used both informal and formal assessments to evaluate student
learning. After analyzing student data Ms. Watkins would adjust her lesson plans and provide additional support to struggling students
or provide opportunities for more challenging work for the students who have met their learning target. Ms. Watkins would often ask the
students to reflect on their level of understanding throughout her lessons. She would use student data to reflect on her own teaching
practices and adjust her lesson plans based on student need.

Page 6: Standard Five: Learning Environment

5/9
 Initial Licensure Field Evaluation 1.0

Q21
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Establishes clear expectations, with student input, for Highly Effective

classroom rules and procedures early in the school year and
enforces them consistently and fairly.

Maximizes instructional time and minimizes disruptions. Highly Effective

Establishes a climate of trust and teamwork by being fair, Highly Effective

caring, respectful, and enthusiastic.

Encourages student engagement, inquiry, and intellectual risk- Highly Effective

taking.

Promotes respectful interactions and an understanding of Highly Effective

students’ diversity, such as language, culture, race, gender, and
special needs.

Actively listens and makes accommodations for all students’ Highly Effective
needs, including social, emotional, behavioral, and intellectual.

Addresses student needs by working with students individually Highly Effective

as well as in small groups or whole groups.

Promotes an environment − whether in person or virtual − that is Highly Effective

academically appropriate, stimulating, and challenging.

Q22
Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to learning.

Ms.Watkins is passionate about teaching and about her students and their success. She provided a safe and secure learning
environment where all students could learn and thrive. She welcomed the students every morning with a warm smile and greeting. She
spent time developing a relationship with her students by taking the time to get to know each of her students and understand their
individual needs. She created an environment where each student felt valued and respected and one where students were willing to
take risks and share their thoughts and ask questions. Ms. Watkins made the learning environment fun and engaging. She included
activities that kept students interested and motivated. By using a cooperative seating arrangement students of various learning styles
and levels were able to work together and learn from one another in a meaningful way. The environment encouraged student
engagement, cooperation, and teamwork. She established procedures and set clear expectations for students to maximize
instructional time and minimize disruptions. Ms. Watkins used different types of positive reinforcement to reward good behavior and
engage students in learning, such as verbal praise, encouragement, and rewards.

Page 7: Standard Six: Culturally Responsive Teaching and Equitable Practices

6/9
 Initial Licensure Field Evaluation 1.0

Q23
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Fosters classroom environments that create opportunities for Highly Effective

access and achievement by acknowledging, valuing,
advocating, and affirming cultural and social diversity in all
aspects of the learning process, including for gender, race,
ethnicity, English Language Learners, and students with
disabilities.

Builds meaningful relationships with all students anchored in Highly Effective

affirmation, mutual respect and validation utilizing culturally
responsive teaching practices, and by modeling high
expectations for all students.

Analyzes, selects, and integrates texts, materials, and Highly Effective

classroom resources that reflect cultural inclusivity and the
needs of all students, including for gender, race, ethnicity,
English Language Learners, and students with disabilities.

Uses communication strategies that are inclusive of the Highly Effective

language, dialects, cultural, social and literacy needs of all
students (including gender, race, ethnicity, English Language
Learners, and students with disabilities).

Q24
Please comment on the teacher candidate's overall effectiveness in culturally responsive teaching and inclusive
practices. 

Ms. Watkins was dedicated to creating a culturally competent and equitable learning environment that appreciates diversity and
respect of all cultures and perspectives. She provided a safe, welcoming, and equitable learning environment for all students where
students feel accepted and supported. She provided equitable opportunities to learn and be successful and created an environment of
respect and understanding by encouraging students to share their cultural experiences and knowledge with the class. Ms. Watkins
integrated literature that reflects cultural inclusivity and incorporated social emotional learning activities into our morning meeting that
promoted compassion, empathy, and respect for student differences.

Page 8: Standard Seven: Professionalism

7/9
 Initial Licensure Field Evaluation 1.0

Q25
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Adheres to federal and state laws, school and division policies, Highly Effective
ethical guidelines, and procedural requirements.

Maintains positive professional behavior (e.g., appearance, Highly Effective

demeanor, punctuality, and attendance).

Works in a collegial and collaborative manner with Highly Effective

administrators, other school personnel, and the community to
promote students’ well-being, progress, and success.

Builds positive and professional relationships with Highly Effective

parents/caregivers through frequent and appropriate
communication concerning students’ progress.

Serves as a contributing member of the school’s professional Highly Effective

learning community through collaboration with teaching
colleagues and staff.

Q26
Please comment on the teacher candidate's professionalism throughout the period of observation.

Ms. Watkins is an exemplary model of professionalism. She adheres to all federal, state, and school policies and guidelines and
procedural requirements. Ms. Watkins maintains appropriate attire and a professional demeanor with both students and staff. She is
passionate about teaching and strives to be a positive role model for her students. She demonstrates an understanding of diversity,
and is committed to providing all her students with high quality instruction. Ms. Watkins is also very collaborative and willing to work
with other educators to develop creative activities to support student learning. She shows a commitment to the school by participating
in professional meetings during and after contract hours. Ms. Watkins is an excellent example of a professional educator and would be
an asset to any school.

Page 9: Standard Eight: Student Academic Progress

8/9
 Initial Licensure Field Evaluation 1.0

Q27
Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Uses precise language, correct vocabulary and grammar, and Highly Effective
acceptable forms of oral and written communication.

Sets acceptable, measurable, and appropriate achievement Highly Effective

goals for student learning progress based on baseline data.

Documents the progress of each student throughout the year. Highly Effective

Provides evidence that achievement goals have been met, Highly Effective
including the state-provided progress data when available as
well as other multiple measures of student academic progress.

Uses available performance outcome data to continually Highly Effective

document and communicate student academic progress and
develop interim learning targets.

Q28
Please comment on the students academic progress throughout the period of observation.

Ms. Watkins sets high expectations for all students, provides meaningful feedback, and strives to create a classroom environment
that is both challenging and supportive. Ms.Watkins understands the importance of setting realistic benchmarks and expectations that
are tailored to the individual needs of each student. She uses a variety of formal and informal assessments to track student progress.
Ms.Watkins analyzes student data to differentiate instruction so that all students can reach their potential. She encourages students to
continue putting in effort towards their learning and gives them timely, specific feedback on what they did well and how they can
improve in relation to the learning target. Ms. Watkins is highly skilled at measuring student academic progress and results.

9/9