Teaching Internship (Student Teaching) Mentor Teacher Midterm Evaluation

3.1 Thompson, Justin

SUBMITTED 2015-10-02 14:50:57

ASSESSED 2015-10-20 15:07:20

ASSESSOR Payne, Rachel (external)

TYPE Manual

Field Placement

ATTACHED FILE(S) None

TOC n/a

INSTRUMENT Teaching Intern Evaluation by Mentor Teacher

Overall Comment: Overall, Mr. Thompson has done well up to this mid-semester
point. He has a strong knowledge of content and is well-prepared. I would like to see
him strengthen his ability to scaffold instruction and sustain student engagement
throughout the lessons. In addition, I think Mr. Thompson should continue to
strengthen his behavior management techniques to meet student challenges. Also, I
feel his lessons would be more successful if he spent more time attending to the
students prior knowledge and building upon what they already know rather than
assuming that they already know.
Assessed Criteria
Criterion
Description
Score (0-4)
Comments
The candidate knows lesson
Mr. Thompson is
PK1
content and procedures prior to
well planned and
4.0
(Professional
lesson implementation and
always has a
Knowledge)
identifies sources for multiple
timeline and frame
and varied perspectives.
set for lessons.
PK2
The candidate connects content
3.5
(Professional
to the real world and to students'
Knowledge)
experiences.
PK3
The candidate identifies
(Professional
essential components of a topic 3.0
Knowledge)
or concept and makes explicit
connections among facts, skills,
and concepts; explicitly

Criterion

PK4
(Professional
Knowledge)

PK5
(Professional
Knowledge)

IP1
(Instructional
Planning)

IP2
(Instructional
Planning)

IP3
(Instructional
Planning)

IP4
(Instructional
Planning)
IP5
(Instructional
Planning)
ID1
(Instructional
Delivery)

Description
Score (0-4)
demonstrates how and when to
use specific knowledge and
skills.
The candidate attends to student
prior knowledge and
2.5
demonstrates and provides
feedback on metacognitive skills.
The candidate effectively
addresses appropriate
curriculum standards.

4.0

Comments

All of Mr.
Thompson's lesson
plans adhere to
state and school
division
expectations.

The candidate identifies prior

knowledge on which learning
2.5
activities build and determines
clear learning targets
The candidate develops lesson
and unit plans that make clear
that students will know what to 3.5
do during the lesson, when tasks
are completed, as well as during
efficient / defined transitions.

The candidate is prepared to

teach lessons, ensuring that
materials are "ready-to-go."

4.0

3.0
The candidate uses student
learning data to guide planning.
The candidate plans for
differentiated instruction.

3.0

The candidate appears

2.5
interested in the content and
clearly presents information in
an effective, engaging manner;
students are actively engaged in

Mr. Thompson
always is well
planned and
follows a strict
time line. In
addition, he
always has
materials readily
available.

Criterion
ID2
(Instructional
Delivery)
ID3
(Instructional
Delivery)

ID4
(Instructional
Delivery)

ID5
(Instructional
Delivery)

ASL1
(Assessment of
and for Student
Learning)

ASL2
(Assessment of
and for Student
Learning)

ASL3
(Assessment of
and for Student
Learning)
ASL4

Description
materials and/or discussions.
The candidate explicitly
integrates new and prior
knowledge and facilitates higher
order thinking.
The candidate demonstrates
effective pacing, clarity of
instructions, learning goals, time
cues, and redirection.
The candidate facilitates and
balances student and teacher
dialogue, including wait-time,
acknowledgement, repetition,
and extension; there is studentinitiated dialogue with peers and
teacher(s).
The candidate differentiates
instruction to meet students'
needs.
The candidate acknowledges
background knowledge (starts
where they are), checks in with
students for content
understanding, notices
difficulties, and flexibly
approaches student learning
challenges.
The candidate asks students to
examine, analyze, and/ or
interpret information, generate
or test hypotheses, and provides
opportunities for student
metacognition, including student
planning, reflection, selfevaluation, and explanation of
their own learning.
The candidate engages in backand-forth exchanges with follow
up questions and builds on
student responses by providing
clarification, expansion, and
specific feedback.
The candidate uses pre-

Score (0-4)

2.5

2.5

3.0

3.0

2.5

3.0

3.0

2.5

Comments

Criterion
(Assessment of
and for Student
Learning)

ASL5
(Assessment of
and for Student
Learning)

LE1 (Learning
Environment)

LE2 (Learning
Environment)

LE3 (Learning
Environment)

LE4 (Learning
Environment)

LE5 (Learning
Environment)

Description
Score (0-4)
assessment data to develop
expectations, differentiate
instruction, and document
learning.
The candidate uses a variety of
assessment strategies/ tools
appropriate and valid for the
3.0
content and student population,
aligned with established
curriculum standards and
benchmarks.
Adults and students: use
respectful language, including
each others names, in a warm,
calm voice, listen to, cooperate
3.0
with, and interact with one
another, share positive affect
(smiling, laughing, enthusiasm)
and social conversations build
productive relationships.
The candidate provides clear,
explicit, and consistent
expectations so students know
what to do, anticipates and
2.5
monitors student behavior using
proximity, and effectively/
efficiently redirects misbehavior
so little time is lost.
Student behavior is compliant/
non-disruptive and non2.5
aggressive and students feel
comfortable taking risks and
seeking guidance and support.
The candidate responds to
academic and social/ emotional
needs and cues, including
2.5
responding to student challenges
by using subtle cues, peer
redirection, and proximity; low
reactivity.
The candidate provides a high
3.0
quality of feedback, as
evidenced by scaffolding

Comments

Criterion

Description
Score (0-4)
techniques such as hints, timely
assistance, and encouraging
persistence, as well as
recognition and affirmation of
students efforts.
The candidate demonstrates
cultural competency and
LE6 (Learning
3.0
responsiveness to diverse
Environment)
student and family funds of
knowledge.
The candidate collaborates and
PR1
communicates effectively within
3.5
(Professionalism the school community to
)
promote students well-being
and success.

The candidate adheres to federal

PR2
and state laws, school and
4.0
(Professionalism
division policies, and ethical
)
guidelines.

Comments

Mr. Thompson
adheres to all
county and state
policies. He
maintains a
professional
demeanor at all
times.

The candidate sets goals for

PR3
improving knowledge and skills 3.5
(Professionalism
and seeks out resources to
)
achieve those goals.
The candidate works in a
PR4
collegial and collaborative
3.5
(Professionalism manner with administrators,
)
school and university personnel,
and the community.
PR5
The candidate demonstrates
3.5
(Professionalism consistent mastery of academic
)
English in all communication.
Close
Teaching Internship (Student Teaching) University Supervisor Midterm Evaluation
3.1 Thompson, Justin

SUBMITTED 2015-09-04 06:41:05

ASSESSED 2015-11-08 08:51:51

ASSESSOR Wright, Rob

TYPE Manual

Field Placement

ATTACHED FILE(S) None

TOC n/a

INSTRUMENT Teaching Intern Evaluation by US

Overall Comment: Teaching candidate has made excellent progress at this point in
the internship.
Assessed Criteria
Criterion
Description
Score (0-4)
Comments
The candidate knows lesson
PK1
content and procedures prior
3.0
(Professional
to lesson implementation and
Knowledge)
identifies sources for multiple
and varied perspectives.
PK2
The candidate connects
3.0
(Professional
content to the real world and
Knowledge)
to students' experiences.
The candidate identifies
essential components of a
topic or concept and makes
PK3
explicit connections among
3.0
(Professional
facts, skills, and concepts;
Knowledge)
explicitly demonstrates how
and when to use specific
knowledge and skills.
The candidate attends to
PK4
student prior knowledge and
3.0
(Professional
demonstrates and provides
Knowledge)
feedback on metacognitive
skills.
PK5
The candidate effectively
3.0
(Professional
addresses appropriate
Knowledge)
curriculum standards.
IP1
The candidate identifies prior 3.0
(Instructional
knowledge on which learning
Planning)
activities build and determines

Criterion

IP2
(Instructional
Planning)

IP3
(Instructional
Planning)
IP4
(Instructional
Planning)
IP5
(Instructional
Planning)

ID1
(Instructional
Delivery)

ID2
(Instructional
Delivery)
ID3
(Instructional
Delivery)

ID4
(Instructional
Delivery)

ID5
(Instructional
Delivery)

Description
Score (0-4)
Comments
clear learning targets
The candidate develops lesson
and unit plans that make clear
that students will know what
Lesson plans are very
3.5
to do during the lesson, when
detailed and clear to
tasks are completed, as well
follow.
as during efficient / defined
transitions.
The candidate is prepared to
3.5
teach lessons, ensuring that
materials are "ready-to-go."
Evidence of using
The candidate uses student
3.0
pre-assessments to
learning data to guide
group students into
planning.
small groups.
The candidate plans for
differentiated instruction.
The candidate appears
interested in the content and
clearly presents information in
an effective, engaging
manner; students are actively
engaged in materials and/or
discussions.
The candidate explicitly
integrates new and prior
knowledge and facilitates
higher order thinking.
The candidate demonstrates
effective pacing, clarity of
instructions, learning goals,
time cues, and redirection.
The candidate facilitates and
balances student and teacher
dialogue, including wait-time,
acknowledgement, repetition,
and extension; there is
student-initiated dialogue with
peers and teacher(s).
The candidate differentiates
instruction to meet students'
needs.

2.5

3.5

Teacher is very
engaged with the
material. Students
typically are likewise.

3.0

3.0

3.0

2.5

Candidate has made

progress in
redirecting students.

Criterion

Description

Score (0-4)

The candidate acknowledges

background knowledge (starts
ASL1
where they are), checks in
(Assessment of with students for content
3.5
and for Student understanding, notices
Learning)
difficulties, and flexibly
approaches student learning
challenges.

ASL2
(Assessment of
and for Student
Learning)

ASL3
(Assessment of
and for Student
Learning)

ASL4
(Assessment of
and for Student
Learning)

ASL5
(Assessment of
and for Student
Learning)
LE1 (Learning
Environment)

The candidate asks students

to examine, analyze, and/ or
interpret information,
generate or test hypotheses,
and provides opportunities for 3.0
student metacognition,
including student planning,
reflection, self-evaluation, and
explanation of their own
learning.
The candidate engages in
back-and-forth exchanges with
follow up questions and builds
3.0
on student responses by
providing clarification,
expansion, and specific
feedback.
The candidate uses preassessment data to develop
3.0
expectations, differentiate
instruction, and document
learning.
The candidate uses a variety
of assessment strategies/ tools
appropriate and valid for the
3.0
content and student
population, aligned with
established curriculum
standards and benchmarks.
Adults and students: use
respectful language, including 4.0
each others names, in a
warm, calm voice, listen to,
cooperate with, and interact

Comments
During instruction,
teacher responds
flexibly to students'
academic needs. In
small group practice,
he seeks out
struggling students
to give extra
scaffolding.

Uses pre-assessment
data to group
students for small
group instruction.

Teacher candidate
models excellent
interactions with
students during
class.

Criterion

LE2 (Learning
Environment)

LE3 (Learning
Environment)

LE4 (Learning
Environment)

LE5 (Learning
Environment)

LE6 (Learning
Environment)
PR1
(Professionalis
m)

Description
Score (0-4)
Comments
with one another, share
positive affect (smiling,
laughing, enthusiasm) and
social conversations build
productive relationships.
The candidate provides clear,
explicit, and consistent
Has made great
expectations so students know
progress in
what to do, anticipates and
3.0
communicating
monitors student behavior
expectations, using
using proximity, and
proximity control and
effectively/ efficiently redirects
redirecting.
misbehavior so little time is
lost.
Student behavior is compliant/
non-disruptive and non3.0
aggressive and students feel
comfortable taking risks and
seeking guidance and support.
The candidate responds to
academic and social/
emotional needs and cues,
3.0
including responding to
student challenges by using
subtle cues, peer redirection,
and proximity; low reactivity.
The candidate provides a high
quality of feedback, as
evidenced by scaffolding
Does of great job of
techniques such as hints,
providing scaffolding
3.5
timely assistance, and
to individual
encouraging persistence, as
students; affirms
well as recognition and
students' work.
affirmation of students
efforts.
The candidate demonstrates
cultural competency and
3.0
responsiveness to diverse
student and family funds of
knowledge.
The candidate collaborates
3.5
and communicates effectively
within the school community

Criterion

PR2
(Professionalis
m)
PR3
(Professionalis
m)
PR4
(Professionalis
m)
PR5
(Professionalis
m)

Description
Score (0-4)
to promote students wellbeing and success.
The candidate adheres to
federal and state laws, school 3.0
and division policies, and
ethical guidelines.
The candidate sets goals for
improving knowledge and
3.5
skills and seeks out resources
to achieve those goals.
The candidate works in a
collegial and collaborative
manner with administrators,
3.0
school and university
personnel, and the community.
The candidate demonstrates
consistent mastery of
3.5
academic English in all
communication.

Close

Teaching Internship (Student Teaching) Midterm Self-Evaluation

3.0 Thompson, Justin

SUBMITTED 2015-09-02 16:48:22

ASSESSED 2015-10-30 18:19:46

ASSESSOR Thompson, Justin

TYPE Manual

Field Placement

ATTACHED FILE(S) None

TOC n/a

INSTRUMENT 588 Evaluation

Overall Comment: None

Assessed Criteria

Comments

Criterion

Description

The candidate knows lesson content and

PK1 (Professional procedures prior to lesson
Knowledge)
implementation and identifies sources for
multiple and varied perspectives.
PK2 (Professional The candidate connects content to the
Knowledge)
real world and to students' experiences.
The candidate identifies essential
components of a topic or concept and
PK3 (Professional makes explicit connections among facts,
Knowledge)
skills, and concepts; explicitly
demonstrates how and when to use
specific knowledge and skills.
The candidate attends to student prior
PK4 (Professional knowledge and demonstrates and
Knowledge)
provides feedback on metacognitive
skills.
PK5 (Professional The candidate effectively addresses
Knowledge)
appropriate curriculum standards.
The candidate identifies prior knowledge
IP1 (Instructional
on which learning activities build and
Planning)
determines clear learning targets
The candidate develops lesson and unit
plans that make clear that students will
IP2 (Instructional
know what to do during the lesson, when
Planning)
tasks are completed, as well as during
efficient / defined transitions.
The candidate is prepared to teach
IP3 (Instructional
lessons, ensuring that materials are
Planning)
"ready-to-go."
IP4 (Instructional The candidate uses student learning data
Planning)
to guide planning.
IP5 (Instructional The candidate plans for differentiated
Planning)
instruction.
The candidate appears interested in the
content and clearly presents information
ID1 (Instructional
in an effective, engaging manner;
Delivery)
students are actively engaged in
materials and/or discussions.
The candidate explicitly integrates new
ID2 (Instructional
and prior knowledge and facilitates
Delivery)
higher order thinking.
ID3 (Instructional The candidate demonstrates effective

Score (0-4)
3.0

3.0

3.0

3.0

3.0
3.5

3.5

3.5
3.5
3.5

3.5

3.5
3.0

Comme
nts

Criterion

Description

Score (0-4)

pacing, clarity of instructions, learning

goals, time cues, and redirection.
The candidate facilitates and balances
student and teacher dialogue, including
ID4 (Instructional
3.0
wait-time, acknowledgement, repetition,
Delivery)
and extension; there is student-initiated
dialogue with peers and teacher(s).
ID5 (Instructional The candidate differentiates instruction to 3.0
Delivery)
meet students' needs.
The candidate acknowledges background
ASL1
knowledge (starts where they are),
(Assessment of checks in with students for content
2.5
and for Student understanding, notices difficulties, and
Learning)
flexibly approaches student learning
challenges.
The candidate asks students to examine,
analyze, and/ or interpret information,
ASL2
generate or test hypotheses, and
(Assessment of
2.5
provides opportunities for student
and for Student
metacognition, including student
Learning)
planning, reflection, self-evaluation, and
explanation of their own learning.
The candidate engages in back-and-forth
ASL3
exchanges with follow up questions and
(Assessment of
2.5
builds on student responses by providing
and for Student
clarification, expansion, and specific
Learning)
feedback.
ASL4
The candidate uses pre-assessment data
(Assessment of
2.5
to develop expectations, differentiate
and for Student
instruction, and document learning.
Learning)
The candidate uses a variety of
ASL5
assessment strategies/ tools appropriate
(Assessment of
2.5
and valid for the content and student
and for Student
population, aligned with established
Learning)
curriculum standards and benchmarks.
LE1 (Learning
Adults and students: use respectful
3.0
Environment)
language, including each others names,
in a warm, calm voice, listen to,
cooperate with, and interact with one
another, share positive affect (smiling,
laughing, enthusiasm) and social
Delivery)

Comme
nts

Criterion

LE2 (Learning
Environment)

LE3 (Learning
Environment)

LE4 (Learning
Environment)

LE5 (Learning
Environment)

LE6 (Learning
Environment)

PR1
(Professionalism)
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5

Description

Score (0-4)

conversations build productive

relationships.
The candidate provides clear, explicit,
and consistent expectations so students
know what to do, anticipates and
3.0
monitors student behavior using
proximity, and effectively/ efficiently
redirects misbehavior so little time is lost.
Student behavior is compliant/ nondisruptive and non- aggressive and
3.0
students feel comfortable taking risks and
seeking guidance and support.
The candidate responds to academic and
social/ emotional needs and cues,
2.5
including responding to student
challenges by using subtle cues, peer
redirection, and proximity; low reactivity.
The candidate provides a high quality of
feedback, as evidenced by scaffolding
techniques such as hints, timely
2.5
assistance, and encouraging persistence,
as well as recognition and affirmation of
students efforts.
The candidate demonstrates cultural
competency and responsiveness to
2.5
diverse student and family funds of
knowledge.
The candidate collaborates and
communicates effectively within the
2.5
school community to promote students
well-being and success.
The candidate adheres to federal and
state laws, school and division policies,
3.0
and ethical guidelines.
The candidate sets goals for improving
3.5
knowledge and skills and seeks out
resources to achieve those goals.
The candidate works in a collegial and
collaborative manner with administrators, 3.0
school and university personnel, and the
community.
The candidate demonstrates consistent 2.5

Comme
nts

Criterion
(Professionalism)
Close

Description
mastery of academic English in all
communication.

Score (0-4)

Comme
nts