Ued 496 Mania Barbara Midterm Evaluation Site 2 DST

Mid-Term Evaluation by University Director of Student Teaching: Site 2 (rev.
2011)
#28
COMPLETE
Collector: New Link (Web Link)
Started: Monday, November 17, 2014 12:32:40 PM
Last Modified: Monday, November 17, 2014 1:04:43 PM
Time Spent: 00:32:02
IP Address: 216.54.92.22
PAGE 1: Personal Information
Q1: Teacher Candidate's Name
Barbara Mania
Q2: Internship Start Date
October 20, 2014
Q3: Internship End Date
December 12, 2014
Q4: School
Butts Road Elementary
Q5: District
Chesapeake Public Schools
Q6: State
Virginia
Q7: Evaluator's Name
Cheryl Gould
Q8: Evaluator's Position
Director of Student Teaching
PAGE 2: Instructional Planning/Delivery: Active, Successful Student Participation
1/4
SurveyMonkey

2011)
SurveyMonkey
Q9: Using the following scale, please rate the teacher candidate's performance in each of the areas
below.
Students are actively engaged in learning.
Outstanding
Students are successful in learning.
Above Average
Students behaviors indicate learning is at a high

cognitive level.
Above Average
Students are self-directed/self-initiated as appropriate

to lesson objectives.
Outstanding
Students are connecting learning to work and life

applications, both within the discipline and with other
disciplines.
Outstanding
Appropriate pace, sequencing, and variety of activities.
Above Average
Value and importance of content is emphasized.
Outstanding
Appropriate questioning and inquiry techniques are

used.
Above Average
Available technology is used appropriately and

effectively.
Above Average
Instruction has been designed to be responsive to

learner needs (differentiated readiness, interest,
learner modality) if appropriate.
Above Average
Lesson activities have been designed to promote

retention and transfer.
Outstanding
PAGE 3: Instructional Planning/Delivery: Learner-Centered Instruction
below.
Instruction is based on objectives and core curriculum
demands.
Above Average
Content is learner-centered.
Outstanding
Strategies promote critical thinking/problem-solving.
Above Average
Strategies include motivational techniques.
Above Average
Strategies are aligned.
Above Average
PAGE 4: Instructional Planning/Delivery: Evaluation and Feedback on Student Progress
2/4

2011)
SurveyMonkey
below.
Academic progress is monitored and assessed using
formal and informal assessments.
Outstanding
Assessment and feedback are aligned with goals,

objectives, and strategies.
Outstanding
Assessment strategies are appropriate.
Outstanding
Student learning is reinforced.
Outstanding
Students receive constructive feedback.
Outstanding
Teacher provides opportunities for relearning and reevaluation.
Above Average
PAGE 5: Instructional Planning/Delivery: Mgmt of Student Discipline, Instr Strategies, Time & Materials
below.
Teacher effectively implements discipline
management.
Outstanding
Teacher establishes climate that promotes selfdiscipline and self-direction.
Outstanding
Teacher interacts with students equitably.
Outstanding
Teacher specifies expectations for behavior.
Above Average
Teacher intervenes and re-directs behavior.
Outstanding
Teacher reinforces desired behavior.
Outstanding
Teacher uses equitable instructional materials.
Outstanding
Teacher effectively manages materials, time, and

transitions during lesson.
Above Average
PAGE 6: Professional Communication
3/4

2011)
SurveyMonkey
below.
Appropriate/accurate written communication with
students.
No Opportunity to Observe
Appropriate/accurate verbal and non-verbal

communication with students.
Outstanding
Encourages reluctant students; plans for special

needs.
Above Average
PAGE 7: Professional and Ethical Behavior
below.
Plans and directs activities of classroom assistants
including paraprofessionals, volunteers, and tutor.
Above Average
Modifies performance based on personal and

professional critiques.
Outstanding
Demonstrates flexibility.
Outstanding
Demonstrates initiative in planning, management, and

professional interactions.
Outstanding
Maintains confidentiality.
Outstanding
Demonstrates effective collaboration in one-to-one and

small group interactions.
Above Average
Fosters trust in relationships with students, families,

and colleagues.
Outstanding
Receives and responds to constructive feedback.
Outstanding
Q15: Comments on teacher candidate's effectiveness of overall instruction, use of developmentally

appropriate strategies, ability to lead the class, professionalism, attitudes, and demeanor throughout
the period of observation:
Barbara is a highly-effective student teacher. She is ready for a classroom of her own. She continues to
develop professionally while under the supervision of a master teacher. Her lesson plans are aligned to
standards and are well-constructed. Her lessons are effective. She builds positive relationships with students,
teachers, and other stakeholders. She is a consummate professional.
4/4

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Mid-Term Evaluation by University Director of Student Teaching: Site 2 (rev.

PAGE 1: Personal Information

Q1: Teacher Candidate's Name

Q2: Internship Start Date

October 20, 2014

Q3: Internship End Date

December 12, 2014

Butts Road Elementary

Chesapeake Public Schools

Q7: Evaluator's Name

Q8: Evaluator's Position

Director of Student Teaching

PAGE 2: Instructional Planning/Delivery: Active, Successful Student Participation

Mid-Term Evaluation by University Director of Student Teaching: Site 2 (rev.

Students are successful in learning.

Students behaviors indicate learning is at a high

Students are self-directed/self-initiated as appropriate

Students are connecting learning to work and life

Appropriate pace, sequencing, and variety of activities.

Value and importance of content is emphasized.

Appropriate questioning and inquiry techniques are

Available technology is used appropriately and

Instruction has been designed to be responsive to

Lesson activities have been designed to promote

PAGE 3: Instructional Planning/Delivery: Learner-Centered Instruction

Strategies promote critical thinking/problem-solving.

Strategies include motivational techniques.

Strategies are aligned.

PAGE 4: Instructional Planning/Delivery: Evaluation and Feedback on Student Progress

Mid-Term Evaluation by University Director of Student Teaching: Site 2 (rev.

Assessment and feedback are aligned with goals,

Assessment strategies are appropriate.

Student learning is reinforced.

Students receive constructive feedback.

Teacher provides opportunities for relearning and reevaluation.

Teacher establishes climate that promotes selfdiscipline and self-direction.

Teacher interacts with students equitably.

Teacher specifies expectations for behavior.

Teacher intervenes and re-directs behavior.

Teacher reinforces desired behavior.

Teacher uses equitable instructional materials.

Teacher effectively manages materials, time, and

PAGE 6: Professional Communication

Mid-Term Evaluation by University Director of Student Teaching: Site 2 (rev.

Appropriate/accurate verbal and non-verbal

Encourages reluctant students; plans for special

PAGE 7: Professional and Ethical Behavior

Modifies performance based on personal and

Demonstrates initiative in planning, management, and

Demonstrates effective collaboration in one-to-one and

Fosters trust in relationships with students, families,

Receives and responds to constructive feedback.

Q15: Comments on teacher candidate's effectiveness of overall instruction, use of developmentally

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