Q1: Teacher Candidate's Name

Haley Howerin
Q2: Endorsement Area
Elementary Education
Q3: Age/Grade
Respondent slipped this
question
Q4: Internship Start Date
September 2, 2014
Q5: Internship End Date
October 17, 2014
Q6: SchooI
Alanton Elementary
Q7: District
Virginia Beach City Public Schools
Q8: EvaIuator's Name
Amy Paulson
Q9: EvaIuator's Position
Grade 3 Teacher
COMPLETE COMPLETE
CoIIector: CoIIector: New Link New Link (Web Link) (Web Link)
Started: Started: Thursday, September 25, 2014 5:41:48 PM Thursday, September 25, 2014 5:41:48 PM
Last Modified: Last Modified: Thursday, September 25, 2014 7:08:03 PM Thursday, September 25, 2014 7:08:03 PM
Time Spent: Time Spent: 01:26:15 01:26:15
IP Address: IP Address: 68.10.115.66 68.10.115.66
PAGE 1: PersonaI Information
PAGE 2: InstructionaI PIanning and DeIivery
#26
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Cooperating Teacher Mid-Term Evaluation: Site 1 SurveyMonkey
Q10: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Uses formal and informal assessment data to make
instructional decisions.
Above Average
Plans instruction based on objectives and core
curriculum demands.
Outstanding
Designs instruction that academically addresses
learning style and motivation, as well as behavioral
and academic needs.
Above Average
Plans instruction based on diagnostic teaching. Above Average
Designs instruction that includes review, teacher
presentation, guided and independent practice,
immediate feedback, and delayed testing.
Above Average
Designs and implements instruction that facilitates
retention and transfer.
Above Average
nvolves students with daily visual charting of
academic and behavioral performance.
Above Average
Demonstrates effective use of instructional time. Above Average
Uses relevant example and demonstration to illustrate
concepts and skills.
Above Average
Makes efficient transitions between instructional
activities.
Above Average
Summarizes the main points at the end of the lesson. Above Average
ncorporates all language modes in instructional
planning and delivery.
Above Average
Uses signals, cues, and questioning appropriately. Above Average
Conducts and uses task analysis. Above Average
ntegrates effective social skills, as well as career and
vocational skills with academic curricula.
Above Average
Uses computer technology when appropriate. Above Average
Uses research-based instructional approaches and
techniques.
Above Average
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Cooperating Teacher Mid-Term Evaluation: Site 1 SurveyMonkey
Q11: PIease comment on the teacher candidate's overaII effectiveness of instruction and the use of
deveIopmentaIIy appropriate strategies.
Haley is very hard-working and prepares extensively for her lessons. Her preparedness is readily apparent in
her teaching, and helps things to flow smoothly for her in the classroom. She is extremely conscious of
instructional objectives and the importance of relevant instruction in the planning of her lessons. Haley
regularly incorporates developmentally appropriate strategies, such as cooperative learning tasks, into her
lessons. When planning her lessons, Haley is always willing to consider a variety of strategies to maximize
student learning. Haley has also become very adept at the use of classroom technology (such as the
Promethean board and document camera) as a means to enhance her instruction.
Q12: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Utilizes a predetermined set of behavior management
rules and procedures.
Above Average
Anticipates behavior problems (signals, behavioral
indicators) and responds accordingly.
Above Average
Designs and implements appropriate behavior
intervention plans.
Satisfactory
Designs and implements strategies for social skills
instruction.
Satisfactory
Uses knowledge about students to prevent behavior
problems.
Satisfactory
Q13: PIease comment on the teacher candidate's impact on student discipIine.
As Haley has assumed almost full responsibility in the classroom over the past few weeks, she has grown
increasingly comfortable with classroom procedures and developmentally appropriate management strategies
that have directly resulted in an increase in student engagement.
Q14: PIease comment on the teacher candidate's abiIity to Iead the cIass.
Haley's calm demeanor is an asset in the classroom and contributes to her ability to lead the class effectively.
PAGE 3: Behavior Management
PAGE 4: Communication
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Cooperating Teacher Mid-Term Evaluation: Site 1 SurveyMonkey
Q15: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Uses voice tone and facial expressions for emphasis,
management, and expression.
Above Average
Actively listens and appropriately responds to
students, parents, teachers, administrators, and other
school personnel.
Outstanding
Collaborates with parents, classroom teachers, and
other school/community personnel.
Outstanding
Communicates specific information on student
performance to teachers, administrators, parents, and
other school personnel.
Above Average
Chooses language appropriate to learner needs. Outstanding
Builds an interactive learning community with
students.
Outstanding
Demonstrates ability to problem solve as well as
manage resistance and conflict in interactions with
students and professionals.
Outstanding
Writes appropriate goals and objectives. Outstanding
Understands and respects individual differences. Outstanding
PAGE 5: EvaIuation and Assessment
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Cooperating Teacher Mid-Term Evaluation: Site 1 SurveyMonkey
Q16: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Examines student educational files and understands
and utilizes assessment data.
Above Average
Conducts and analyzes functional assessment of
behavior.
Above Average
Uses direct observation techniques to gather data and
design behavioral interventions.
Above Average
Conducts diagnostic assessment for instructional
purposes.
Outstanding
Monitors daily academic progress. Outstanding
Provides immediate feedback. Outstanding
Sequences, implements, and evaluates individual
learning objectives.
Outstanding
Critiques daily performance. Outstanding
Keeps anecdotal record of student behavior. Outstanding
Q17: PIease comment on the teacher candidate's deveIopment and impIementation of student
assessments and evaIuations.
Haley has developed a keen awareness of the importance of using a variety of assessments to drive her
instruction. As a result of these assessments, she has developed plans for meeting individual student needs
and has implemented them in several subject areas.
PAGE 6: ProfessionaI and EthicaI Behavior
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Cooperating Teacher Mid-Term Evaluation: Site 1 SurveyMonkey
Q18: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
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.
Outstanding
Fosters trust in relationships with students, families,
and colleagues.
Outstanding
Receives and responds to constructive feedback. Outstanding
Q19: PIease comment on the teacher candidate's professionaIism, atttitudes, and demeanor
throughout the period of observation.
Haley is a "self-starter" and always takes the initiative to ask about and help with any needed tasks in the
classroom. She is extremely receptive to constructive feedback and is always seeking to improve in her
teaching. Haley's calm and pleasant demeanor, as well as her flexible and collaborative nature, are a
tremendous asset in her interactions with both students and staff members.
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Cooperating Teacher Mid-Term Evaluation: Site 1 SurveyMonkey