Westminster Preservice Teacher Evaluation Form Sabrina Savage - 2

Westminster Preservice Teacher Evaluation Form
Teacher Candidate: Sabrina Savage

Methods or Student Teaching Observation: Mid-Term: Final Evaluation: TWS: «TWS» Portfolio:
Date|Time: Grade|Subject: Severe SPED

School|Mentor: Longview|Sherie Heaton Completer: Sabrina Savage
Signature: Sabrina Savage
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 The teacher: Comments and Suggestions:
• Creates learning experiences I present lessons and material in ways that meet each individual student needs.
that demonstrate an I adapt based on level of understanding throughout each lesson. I collaborate
understanding of the with Sherie and paraprofessionals in regards to lesson success and failures, as
developmental levels of well as brainstorm ideas to further promote individual student success.
learners (i.e., cognitive,
linguistic, sociocultural,
emotional, and physical)
• Collaborates with colleagues
and other professionals to
promote student growth and
development
Standard 2: Learning Differences

Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
• Applies understanding of I hold high expectations for every student. Material is presented, and students
learner diversity to encourage are given multiple opportunities and different ways throughout every lesson to
all learners to reach their full demonstrate understanding.
potential
• Designs, adapts, and delivers
instruction to address
students’ diverse learning
strengths and needs
• Allows multiple ways to
demonstrate learning
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.
• Uses a variety of classroom Classroom management is maintained through picture schedules for students,
management strategies to for smooth transition. A brisk pace as well as multiple opportunities to respond,
proactively gain and maintain have proven to be successors in classroom management
student attention, facilitate
smooth transitions, and to
support a positive and
respectful learning
environment
12/03/2019Performance Indicators: 0 – No Evidence 1 – Not Yet 2 – Emerging 3 – Meets Standard (NA – Not Applicable)
• Consistently identifies
potentially disruptive
situations and intervenes in an
appropriate and timely
manner to maintain a positive
learning environment
• Encourages students to use
speaking, listening, reading,
writing, analysis, synthesis,
and decision-making skills in
collaborative learning
contexts
Standard 4: Content Knowledge
Rating
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
• Understands and conveys
accurate content and process
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, monitor learner
Rating
progress, guide planning and instruction, and determine whether the outcomes described in content standards
have been met.
3 The teacher: Comments and Suggestions
• Uses multiple methods of Formal and informal forms of assessment are taken throughout lessons,
formal and informal whether be a thumbs up, dry erase boards, and presentation.
assessments to guide planning
and adapt instruction
• Designs or selects appropriate
assessments in a variety of
formats to determine whether
learning objectives described
in state standards have been
met
• Provides ways for learners to
monitor and reflect upon their
own progress
• Identifies the elements of
quality work and provides
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

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.
• Prepares workable, I adapt material and lessons to meet each students’ individual needs, to
meaningful and promote success in and out of the classroom.
developmentally appropriate
written lesson plans aligned to
state standards
• Applies learners’ sociocultural
backgrounds in the design of
instruction to encourage all
learners to reach their full
potential
• Adapts pre-determined plans,
materials, and time frames to
create learning experiences
that are relevant to learners
and based on effective
instruction
• 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

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.
• Practices a range of I use a range of instructional strategies, modeling, gradual release, role play,
developmentally, culturally, technological incorporation, manipulatives, enthusiasm, etc. I always take
and linguistically appropriate generalization into account and present students with real world scenarios- to
instructional strategies to promote critical thinking skills and problem solving.
meet the needs of students’
diverse cognitive levels and
learning styles (i.e,
differentiation)
• Provides multiple
opportunities for students to
develop higher order and
metacognitive skills (e. g.,
problem solving, predicting,
organizing, summarizing,
categorizing, evaluating,
questioning, self-monitoring).
• Supports and expands
learners’ communication skills
• Uses a variety of effective
technology and resources to
support learning
• Develops learners’ abilities to
find and use information to
solve real world problems
• Uses a variety of questioning
strategies to promote
engagement and learning
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.
• Participates in a meaningful Sherie and I debrief at the end of each day, she provides constructive feedback
lesson reflection with and suggestion to further guide me in my teachings.
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
Rating The teacher is a leader who engages collaboratively with learners, families, colleagues, and community
members to build a shared vision and supportive professional culture focused on student growth and success.
• Collaborates to develop
cordial professional and
family relationships to fulfill
required duties and promote
student learning
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.
• Demonstrates professionalism
including: professional
appearance, punctuality,
attendance, flexibility,
compliance with federal and
state rules and laws
Goals:
General Comments:

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Westminster Preservice Teacher Evaluation Form

Teacher Candidate: Sabrina Savage

Date|Time: Grade|Subject: Severe SPED

Standard 1: Learner Development

Standard 2: Learning Differences

Standard 3: Learning Environments

Standard 6: Instructional Planning

Standard 7: Instructional Strategies

Standard 10: Professional and Ethical Behavior

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