1.

Teacher Candidate's Name

Rebecca Gill
2. Internship Start Date

August 26, 2013

3. Internship End Date

October 18, 2013

4. School

Alanton Elementary
5. District

Virginia Beach
6. State

VA
7. Evaluator's Name

Dr, Judith Ink

8. Evaluator's Position

Director of Student Teaching Regent University

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

No Above Needs Outstandin Satisfactor Unsatisfactor Opportunit Averag Improvemen g (5) y (3) y (1) y to e (4) t (2) Observe (0) Students are actively engaged in learning. Students are successful in learning. Students behaviors indicate learning is at a high cognitive level. Students are selfdirected/selfinitiated as appropriate to X

lesson objectives. Students are connecting learning to work and life applications, both within the discipline and with other disciplines. Appropriate pace, sequencing, and variety of activities. Value and importance of content is emphasized. Appropriate questioning and inquiry techniques are used. Available technology is used appropriately and effectively. Instruction has been designed to be responsive to learner needs (differentiate d readiness, interest, learner modality) if

appropriate. Lesson activities have been designed to promote retention and transfer. Comments:
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1. Using the following scale, please rate the teacher candidate's performance in each of the areas below.

No Above Needs Outstandin Satisfactor Unsatisfactor Opportunit Averag Improvemen g (5) y (3) y (1) y to e (4) t (2) Observe (0) Instruction is based on objectives and core curriculum demands. Content is learner-centered. Strategies promote critical thinking/proble m-solving. Strategies include motivational techniques. Strategies are aligned. Comments:
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1. Using the following scale, please rate the teacher candidate's performance in each of the areas below.

No Above Needs Outstandin Satisfactor Unsatisfactor Opportunit Averag Improvemen g (5) y (3) y (1) y to e (4) t (2) Observe (0) Academic progress is X

monitored and assessed using formal and informal assessments. Assessment and feedback are aligned with goals, objectives, and strategies. Assessment strategies are appropriate. Student learning is reinforced. Students receive constructive feedback. Teacher provides opportunitie s for relearning and reevaluation. Comments:
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1. Using the following scale, please rate the teacher candidate's performance in each of the areas below.

No Above Needs Outstandin Satisfactor Unsatisfactor Opportunit Averag Improvemen g (5) y (3) y (1) y to e (4) t (2) Observe (0) Teacher effectively implements discipline management

. Teacher establishes climate that promotes selfdiscipline and selfdirection. Teacher interacts with students equitably. Teacher specifies expectations for behavior. Teacher intervenes and redirects behavior. Teacher reinforces desired behavior. Teacher uses equitable instructional materials. Teacher effectively manages materials, time, and transitions during lesson. Comments:
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1. Using the following scale, please rate the teacher candidate's performance in each of the areas below.

Outstandin Above Satisfactor

Needs

Unsatisfacto

No

g (5)

Averag e (4)

y (3)

Improveme nt (2)

ry (1)

Opportunit y to Observe (0) X

Appropriate/accura te written communication with students. Appropriate/accura te verbal and nonverbal communication with students. Encourages reluctant students; plans for special needs. Comments:

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

No Above Needs Outstandin Satisfactor Unsatisfactor Opportunit Averag Improvemen g (5) y (3) y (1) y to e (4) t (2) Observe (0) Plans and directs activities of classroom assistants including paraprofessional s, volunteers, and tutor. Modifies performance based on personal and professional critiques. Demonstrates flexibility. Demonstrates initiative in X X

planning, management, and professional interactions. Maintains confidentiality. Demonstrates effective collaboration in one-to-one and small group interactions. Fosters trust in relationships with students, families, and colleagues. Receives and responds to constructive feedback. Comments:
2. 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:

This was a lesson introducing non-fiction. The lesson started by going over the homework. Students were asked to make connections to the real world. The students did an excellent job with this. The students were shown a non-fiction book and asked to imagine what it was about from its cover. The difference between the cover of a fiction and a non-fiction cover was discussed. Students were given books and asked to look at the Table of Contents and speculate what would be in the book. They also looked at text features such as captions, photos and diagrams and were asked to make some guesses about the book without reading it using only these things. A timer was used to limit discussion time. Ms. Gill walked around to ensure everyone was on task. Chart paper was distributed and students were asked to make predictions about the book they reviewed. This lesson was fast-paced and never boring. I reminded Ms. Gill to visually scan the class continually. One of their discipline problem students was out of his seat and not on task, but, not disruptive.