UA Teacher Candidate Midterm/Final Evaluation

Teacher Candidate: Supervising Practitioner: Program Supervisor:

Cassandra Valenzuela Adriana Boyd Maura Varley Gutierrez
Site(s): Grade Level(s): Midterm Date: Final Date:
Davis Bilingual 2 3/5/2018

Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident

Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

I. LEARNING ENVIRONMENT Midterm Final

Students Represented: Students are welcomed and represented in the instructional setting in a manner that values their work and 4
presence in the environment (e.g., students are greeted when entered; student contributions are valued; student work displayed when
possible)
Set-Up: Optimizes space in the room and student workstation set-ups to ensure physical safety, classroom management, and appropriate
interactions among students and teacher
3
Procedures: Establishes and follows norms, procedures, and routines 3
Behavior Expectations: Communicates clear expectations of student behavior and supports student self-regulation 3
Manages Behaviors Quickly: Monitors and responds appropriately to student behavior in a timely manner 3
Positive & Respectful: Uses and promotes civil discourse and non-verbal interactions that are positive, supportive, and respectful 3
Respects Backgrounds: Demonstrates and promotes respect and sensitivity for all students’ backgrounds 4

Comments on Learning Environment

Midterm
Summary:
Cassandra is kind and respectful to all of our students. She greets them
warmly every morning and makes it a point to learn more about their lives
and interests. We are working on communicating clear expectations and
being consistent in monitoring student behavior.
Final
Summary:
Cassandra is respectful of the classroom routines and set-up that have already
been established earlier in the year. She continues to create a safe and
welcoming environment for all students. She demonstrates a strong ability to
manage behavior, while maintaining a positive and respectful classroom climate.

Plan of Action: Plan of Action:

Working on re-stating expectations before an activity and incorporating
developmentally-appropriate instructions/expectations.
Cassandra made progress with developmentally appropriate expectations, in
particular with the Exito group (Spanish Language Arts group) because they are
still developing in Spanish but many of them are in upper grades. Cassandra
has worked on re-stating expectations before activities and has shown great
progress.
 Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

II. PLANNING AND PREPARATION Midterm Final

Complete Submitted Plans: Creates complete, appropriately-formatted lesson plans and submits for review in a timely manner 3
Timing: Writes lesson plans and activities appropriate for the amount of time allotted/designated 2
Data & Needs-Driven: Uses assessment data, professional judgment, and learners’ needs to guide planning 2
Standards-based: When writing objectives, uses Arizona standards, district academic standards/performance objectives, and/or any
additional standards as required by the discipline to develop procedural and conceptual knowledge
2
Connects Content: Connects lesson content to: students’ experiences, previous lessons within the content area, other curricular areas, and
real-life situations
3
Active Participation: Plans multiple instructional strategies that ensure active participation 3
Materials/Technology: Chooses varied and appropriate materials and technologies and has them ready to teach the learning objective(s) 3
Higher-Level Thinking: Plans opportunities for higher-level thinking through questioning and student activities 2
Accommodations: Incorporates modifications or accommodations based on learner needs 3
Sequencing: Develops meaningful sequencing of learning experiences 3
Collaborates: Plans collaboratively with mentor teacher and/or other professionals who have specialized expertise 4

Comments on Planning and Preparation

Midterm
Summary:
Cassandra is committed to creating engaging lessons not only for our 2nd
grade class but also for our Exito Bilingue group of 3-5 graders who are new
to the school. We are working together to create more engaging, focused,
and age-appropriate lessons that tie in with the Arizona standards.
Cassandra always has great ideas when she reflects on her lessons, in
terms of timing and active participation. The ability to anticipate these come
with time, so being able to recognize adjustments after she teaches or during
teaching is a great place to be at this point in her teaching experience.
Final
Summary:
Cassandra has grown with the 2nd grade team as we have been continuing to
unwrap standards and create meaningful objectives. She has created varied
lessons that either connects to the student's curriculum or culture. Cassandra
has also planned units involving many moving parts and has integrated them
wonderfully. The students have enjoyed the units she has designed and have
learned tremendously from them!
Cassandra continuously demonstrated her ability to integrate active
participation, higher-level thinking and a variety of materials, including
technology in her planning.

Plan of Action: Plan of Action:

Unwrapping standards and writing objectives based on this- will be what they
work on for next semester.
Incorporating Higher Level Thinking activitie.s
Cassandra showed growth with incorporating higher level questioning (for
example, science rocket lesson and Celia Cruz). She had more practice with
planning from standards and really was able to see this come to life with the
math unit and some literacy planning.
Cassandra was able to grade sets of assignments and determine areas for
re-teaching and then planned for that re-teaching, experiencing all aspects of
 Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

III. INSTRUCTION AND ASSESSMENT Midterm Final

States Expectations: Communicates expectations for learning at the beginning of the lesson and throughout 2
Content Accuracy: Provides clarity and accuracy of content which includes essential information 3
Academic Language: Uses academic language of the discipline accurately and creates opportunities for students to use the academic
language
2
Clear Instructions: Provides clear instructions verbally, in writing, and through modeling 3
Flexibility: Demonstrates flexibility and sufficient content knowledge to allow for exploration of learner curiosities 4
Varied Materials: Uses varied materials, aids, models, representations (including technology), as appropriate 3
Varied Delivery: Varies instructional strategy and teacher role to address students’ diverse learning styles and needs (e.g., sheltered 3
English instructional strategies, small groups, individual work, student-led learning, cooperative learning, direct instruction, investigation,
facilitator, guide on the side, etc.)
Activities & Applications: Provides activities and choices for learners to demonstrate their knowledge, including creative/original ways
and authentic applications
3
Student Engagement: Maximizes active participation and paces the lesson to optimize instructional time 3
Questioning: Effectively asks questions to serve different purposes (e.g., probing for learner understanding, promoting student discourse,
helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question)
2
Formative Assessments: Checks for understanding throughout lesson to monitor student learning 3
Modifies Teaching: Adjusts lesson or content delivery based on student needs 3
Summative Assessments: Designs summative assessments that match instruction in content, rigor, and format 2
Promotes Self-Assessment: Effectively implements methods for student self-assessment and self-improvement 3
Feedback: Provides timely, useful, specific, and respectful responses to learners during the lesson and on assessments 3

Comments on Instruction and Assessment

Midterm
Summary:
Cassandra is is excellent at monitoring student progress and being flexible in
allowing for student exploration. She adjusts her lesson delivery based on
student needs. We are continuing to work together to create age-appropriate
lessons and expectations for students.
She is very strong with promoting self-assessment amongst students. Really
growing with incorporating different activities.
Plan of Action:
They are currently working on incorporating varied delivery (different group
configurations, etc..) and will continue to collaborate to practice this aspect of
instruction.
Questioning- work on planning for different types of questions- incorporate
Final
Summary:
Cassandra has taken great risks this semester and gone outside of her comfort
zone to learn different styles of teaching as well as topics! She has grown in
using different materials as well as found creative ways to apply the content.
Cassandra has also taken time to grade assessments in a timely manner and
has revisited topics students have not fully grasped. Cassandra always has an
engaging manner with her students, making them excited about learning. She
integrates a variety of activities and integrates assessment and appropriate
adjustments in her teaching.
Plan of Action:
Cassandra was able to integrate higher level thinking naturally in her lessons
with this group of students. Ex- Math, Science, Literacy. Cassandra showed
growth with stating expectations, academic language (will still need to fully
prepare for lessons by practicing this), formative and summative assessments.
 Rating 4 – Accomplished 3 – Proficient 2 – Emergent 1 – Not Evident
Scale: (consistent, exemplary evidence) (consistent, proficient evidence) (developing, limited evidence) (no evidence)

IV. PROFESSIONALISM AND GROWTH Midterm Final

On Time & Professional: Attends field experiences on time, prepared, and with a professional appearance 4
Responds Timely: Responds to communications in a timely manner and meets deadlines 4
Communication: Communicates professionally with and about members of the learning community in all forms, including social media 3
Personal Issues: Separates personal and professional issues 4
Professional Conduct: Conducts oneself professionally and ethically as an educator 4
Families: Communicates with families about instruction and individual progress 3
Legal Responsibilities: Describes and abides by laws related to learners’ rights and teacher responsibilities (e.g., equity, appropriate
education for learners with disabilities, confidentiality, privacy, reporting in situations related to possible child abuse)
4
Collaborates: Collaborates regularly with colleagues and members of the school community 3
Receptive to Feedback: Accepts and acts upon constructive feedback from mentors, supervisors, and administrators 3
Growth: Participates in professional learning opportunities, as appropriate 4
Self-Reflect: Demonstrates ability to self-reflect in a meaningful manner to improve teaching practice 4

Comments on Professionalism and Growth

Midterm Final
Summary: Summary:
Cassandra is quick to respond to communication and works well with others
in the professional setting. She has had opportunities to work with our school
counselor, the gardener, and our 2nd grade team including a student mentor
for one of our students. Cassandra has also had the opportunity to attend our
staff professional developments on Wednesdays as well as a writing
workshop for dual language teachers.
Cassandra has had experience with gender identity training and
communication with families and students, and demonstrates sensitivity and
professionalism. In addition, she has had experience with reporting. She
always seeks advice with parent communication, as needed.

Plan of Action: Plan of Action:

Continue to practice communicating with families- great job so far! Cassandra has had multiple opportunities to communicate with parents and
they see her as a teacher.
 UA Teacher Candidate Midterm/Final Evaluation
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