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Ued495 Ued496 Payne Emily CT Final Eval p2
Ued495 Ued496 Payne Emily CT Final Eval p2
Ued495 Ued496 Payne Emily CT Final Eval p2
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Collector: Web Link 3 (Web Link)
Started: Friday, December 08, 2023 11:41:43 PM
Last Modified: Friday, December 08, 2023 11:58:48 PM
Time Spent: 00:17:04
IP Address: 172.58.240.123
Q1
Student Teacher's Name
Emily Payne
Q2 White or Caucasian
Q4 Kindergarten
Q5
Internship Start Date (MM/DD/YYYY)
10/16/2023
Q6
Internship End Date (MM/DD/YYYY)
12/08/2023
Q7
School of Student Teaching Placement
1/8
Initial Licensure Field Evaluation 1.0
School Division
Q9
Evaluator's Name (First Last)
Candace Evans
Q10
Evaluator's Email. We will return a PDF copy of your report to this address.
Evaluator's Position/Role
2/8
Initial Licensure Field Evaluation 1.0
Q13
Using the following scale, please rate the teacher candidate's performance in each of the areas below.
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.
Bases instruction on goals that reflect high expectations for all Highly Effective
students commensurate with their developmental levels.
Q14
Please comment on the teacher candidate's overall performance in the area of professional knowledge.
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.
Aligns lesson objectives to the school’s curriculum and student Highly Effective
learning needs.
3/8
Initial Licensure Field Evaluation 1.0
Q16
Please comment on the teacher candidate's overall effectiveness of instructional planning.
Emily planned and taught lessons that aligned with the pacing and curriculum guide.
Q17
Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Q18
Please comment on the teacher candidate's overall effectiveness of instructional delivery.
During a science lesson Emily asked students questions that made them think about what was actually happening and what could
possibly happen.
4/8
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 assessment tools for both formative and summative Highly Effective
purposes to inform, guide, and adjust students’ learning and
supports.
Q20
Please comment on the teacher candidate's performance in the area of assessment of and for student learning.
Emily used a pre-assessment to test students knowledge on Ordering sets, more, fewer, and the same. She used the same pre-
assessment to see who showed growth, who stayed the same, and who still needs remediation.
5/8
Initial Licensure Field Evaluation 1.0
Q21
Using the following scale, please rate the teacher candidate's performance in each of the areas below.
Actively listens and makes accommodations for all students’ Highly Effective
needs, including social, emotional, behavioral, and intellectual.
Q22
Please comment on the teacher candidate's overall effectiveness in creating an environment conducive to learning.
Emily taught students her expectations in the beginning and the students quickly adapted. One that stood out the most was students
giving her 5 on the carpet. 1 mouth closed, 2 ears listening, and 2 eyes on the speaker.
6/8
Initial Licensure Field Evaluation 1.0
Q23
Using the following scale, please rate the teacher candidate's performance in each of the areas below.
7/8
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.
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.
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.
Q28
Please comment on the students academic progress throughout the period of observation.
8/8