Final Student Teaching Evaluation, Secondary Education

Teacher Candidate:
Chris Reisinger
Site Teacher Educator(s): Abby Barry
School: Northwest Middle School

Date:
District: SLSD
Grade(s)
: 7th and 8th
# Lessons Observed: 6

Content Area: ELA

University Supervisor: Kenna Rodgers
This form was filled out by: Kenna Rodgers

Please rate each are below using the following descriptions and 5 point rating scale:
1-2 Unsatisfactory:
3 Practicing:
4 Effective:
5 Highly Effective:

Teacher Candidate lacks basic knowledge and an ability to meet performance

standards.
Teacher Candidate possesses developing competencies in his/her knowledge
and ability to meet performance standards.
Teacher Candidate displays a general understanding of linkages between
knowledge and content and executes sound lessons on a consistent basis.
Teacher Candidate exhibits exemplary performance, beyond that of a novice
teacher.

SECTION 1: LEARNER DEVELOPMENT

5

1. The Teacher Candidate creates developmentally appropriate and challenging learning

experiences based on individual students strengths, interests, and needs.
4
2. The Teacher Candidate collaborates with families, colleagues, and other professionals to
promote student growth and development.
Comments:
Chris lessons are typically very engaging and students are interested in learning about the topics
Chris chooses to incorporate into his very skill based lessons. It is the norm, rather than the
exception, for Chris to include text on current topics that are engaging and relevant to his students
diverse backgrounds. Chris explains complex concepts in a way that students understand, which is
not always an easy task.
SECTION 2: LEARNING DIFFERENCES
4
4
4
4
4

3. The Teacher Candidate understands individual learner differences and holds high
expectations of students.
4. The Teacher Candidate designs, adapts, and delivers instruction to address students
diverse learning strengths and needs.
5. The Teacher Candidate allows students different ways to demonstrate learning sensitive to
their multiple experiences and diversity.
6. The Teacher Candidate creates a learning culture that encourages individual learners to
persevere and advance.
7. The Teacher Candidate incorporates tools of language development into planning and
instruction for English language learners, and supports development of English
proficiency.

Comments:
During his student teaching, Chris worked with many struggling readers and language learners in a
title I school. In this context it became clear that one of Chris many strengths is scaffolding
instruction for student learning. Chris regularly models difficult skills and tasks for his students,
followed by collaborative tasks to support their understanding, before moving students toward
independent practice of the skill. Chris consistently employs this gradual release model of
instruction, which supports his students learning of content and encourages their independence.
Chris always includes a variety of engaging tasks in his classes and he presents things in various
ways so students have multiple opportunities to understand a concept.

SECTION 3: LEARNING ENVIRONMENTS

3

8. The Teacher Candidate develops learning experiences that engage and support students as
self-directed learners, who internalize classroom routines, expectations, and procedures.
4
9. The Teacher Candidate collaborates with students to establish a positive learning climate
of openness, respectful interactions, support, and inquiry.
3
10. The Teacher Candidate uses a variety of classroom management strategies to effectively
maintain a positive learning environment (e.g., proximity, cuing, desists, routines).
4
11. The Teacher Candidate equitably engages students in learning by organizing, allocating,
and managing the resources of time, space, and attention.
4
12. The Teacher Candidate extends the learning environment using technology, media, and
local and global resources.
4
13. The Teacher Candidate encourages students to use speaking, listening, reading, writing,
analysis, synthesis, and decision-making skills in various real-world contexts.
Comments:
Chris utilizes a number of management strategies, and when something is not working he is willing
to problem solve with new strategies. Chris has good rapport with students, and he recognizes and
honors diverse backgrounds. He maintains a classroom climate that is respectful and supportive of
discussion. Chris showed the ability to analyze management problems and work toward
improvement, and he is currently developing his ability to effectively manage classroom behavior.
SECTION 4: CONTENT KNOWLEDGE
5

14. The Teacher Candidate knows the content of discipline and conveys accurate information
and concepts.
5
15. The Teacher Candidate demonstrates an awareness of the Utah Common Core/Core
curriculum and references it in short and long term planning.
4
16. The Teacher Candidate engages students in applying methods of inquiry and standards of
evidence of the discipline.
5
17. The Teacher Candidate uses multiple representations and explanations of concepts that
capture key ideas.
4
18. The Teacher Candidate supports students in learning and using academic language
accurately and meaningfully.
Comments:
Chris knows the Common Core State Standards, and his lessons are based on meaningful objectives
that are critical for student success. During his student teaching Chris taught some of the most
significant Common Core State Standards, including argument writing and understanding text

structure. Chris presentation of content is interesting, innovative, and student friendly. This,
coupled with the fact that he artfully balances direct instruction with student learning tasks, helps
his students better understand complex concepts.
SECTION 5: ASSESSMENT
4

19. The Teacher Candidate designs, and/or selects pre-assessments, formative, and summative
assessments in variety of formats that match learning objectives and engages the learner in
demonstrating knowledge and skills.
4
20. The Teacher Candidate engages students in understanding and identifying the elements of
quality work and provides them with timely and descriptive feedback to guide their
progress in producing that work.
4
21. The Teacher Candidate adjusts assessment methods and makes appropriate
accommodations for English Language Learners, students with disabilities, advanced
students, and students who are not meeting learning goals.
4
22. The Teacher Candidate uses data to assess the effectiveness of instruction and to make
adjustments in planning and instruction.
4
23. The Teacher Candidate documents student progress, and provides descriptive feedback to
students, parents, and other stakeholders in a variety of ways.
4
24. The Teacher Candidate provides opportunities for students to understand, question, and
analyze information from multiple and diverse sources and perspectives to answer
questions and solve real-world problems.
Comments:
Chris consistently assesses student learning in a variety of ways. During class he informally
monitors understanding based on the students responses and questions, and continues instruction
on a concept or skill until his formative assessment techniques indicate that his students have an
adequate understanding. For more formal summative assessments, Chriss students do a variety of
extended writing tasks based on clear criteria from the Common Core State Standards. Chris uses
models of writing and builds feedback into his classes.
SECTION 6: INSTRUCTIONAL PLANNING
5
5

25. The Teacher Candidate plans instruction based on the approved state curriculum.
26. The Teacher Candidate individually and collaboratively selects and creates learning
experiences that are appropriate for reaching content standards, relevant to learners, based
on principles of effective instruction.
4
27. The Teacher Candidate differentiates instruction for individuals and groups of students by
choosing appropriate strategies and accommodations, resources, materials, sequencing,
technical tools, and demonstrations of learning.
4
28. The Teacher Candidate creates opportunities for students to generate and evaluate new
ideas, seek inventive solutions to problems, and create original work.
4
29. The Teacher Candidate integrates cross-disciplinary skills into instruction to purposefully
engage learners in applying content knowledge.
Comments:
Instructional planning is a strength of Chris. His lessons are always organized, thorough, and
based on Common Core State Standards. It is regular practice for Chris to share the daily
objectives with students at the beginning of class and assess those objectives at the end of class. The

lessons Chris plans are well scaffolded and typically include a bell-ringer reviewing the previous
days lesson to start class, followed by a short segment of direct instruction, then a brief teacher
model or example and guided practice with the support of peers and/or the teacher, concluding with
more independent practice and/or reflection. This concrete planning structure provides consistency
for Chris students without being formulaic.
SECTION 7: INSTRUCTIONAL STRATEGIES
4

30. The Teacher Candidate understands and practices a range of developmentally, culturally,
and linguistically appropriate instructional strategies.
4
31. The Teacher Candidate uses appropriate strategies and resources to adapt instruction and
vary his or her role to meet the needs of individual and group learners.
5
32. The Teacher Candidate analyzes student errors and misconceptions in order to redirect,
focus, and deepen learning.
3
33. The Teacher Candidate uses a variety of instructional strategies to support and expand
learners communication skills.
4
34. The Teacher Candidate provides multiple opportunities for students to develop higher
order and meta-cognitive skills.
4
35. The Teacher Candidate provides opportunities for students to understand, question, and
analyze information from multiple and diverse sources and perspectives to answer
questions and solve real-world problems.
4
36. The Teacher Candidate supports content and skill development by using multiple media
and technology resources and knows how to evaluate these resources for quality, accuracy,
and effectiveness.
4
37. The Teacher Candidate uses a variety of questioning strategies to promote engagement and
learning.
Comments:
Chrisdevelopscreativeandengaginglessonsthatutilizevariousmethodologies.Thereareafew
instructionalstrategiesthatChrisusesconsistentlytocreateroutineforhisstudents.For example,
Chris uses a quick practice task for the starter at the beginning of class, he almost always includes
discussion, and he almost always has students working together in some way. These are good
routines that provide a consistent framework for student learning. Hislessonsaregearedtoward
studentlearningandhisteachingmethodsalwaysmatchthecurriculumgoals.Chrisdoesagood
jobofselectingmaterialsandutilizingtoolsthathelpstudentsconnectwiththetopicortextina
personalway.Chrisattentiontohisstudentsuniqueexperienceshelpsthemmakemeaningful
connectionsandsupportsstudentlearning.

SECTION 8: REFLECTION AND CONTINUOUS GROWTH

4

5
4

38. The Teacher Candidate independently and in collaboration with colleagues, uses a variety
of data to evaluate the outcomes of teaching and learning and to reflect on and adapt
planning and practice.
39. The Teacher Candidate actively seeks professional, community, and technological learning
experiences within and outside the school, as supports for reflection and problem-solving.
40. The Teacher Candidate recognizes and reflects on personal and professional biases and

accesses resources to deepen understanding of differences to build stronger relationships

and create more relevant learning experiences.
5
41. The Teacher Candidate actively investigates and considers new ideas that improve
teaching and learning and draws on current education policy and research as sources of
reflection.
4
42. The Teacher Candidate develops a professional learning plan based on individual needs
and the needs of learners, schools, and educational communities.
Comments:
Chris is reflective and dedicated to improvement. He regularly adjusts his teaching based on what
works and what doesnt, and he willingly takes feedback to improve instruction and student
learning. During his student teaching Chris consistently attended team meetings to review student
achievement data and plan instruction accordingly. Chris has been learning the content and best
practices of the field, and this is reflected in his planning and instruction.
SECTION 9: LEADERSHIP AND COLLABORATION
4

43. The Teacher Candidate prepares for and participates actively as a team member in
decision-making process and building a shared culture that affects the school and larger
educational community.
4
44. The Teacher Candidate participates actively as part of the learning community, sharing
responsibility for decision-making and accountability for each students learning and
giving and receiving feedback.
4
45. The Teacher Candidate advocates for the learners, the school, the community, and the
profession.
5
46. The Teacher Candidate works with other school professionals to plan and jointly facilitate
learning to meet diverse needs of learners.
5
47. The Teacher Candidate engages in professional learning to enhance knowledge and skill,
to contribute to the knowledge and skill of others and to work collaboratively to advance
professional practice.
Comments:
Chris regularly collaborates with his site teacher and department to align instruction and
assessment and to share strategies and best practices. He also actively participates in the
collaborative and administrative responsibilities put in place by the school. Chris consistently
brainstormed and shared ideas with his site teacher and supervisor to improve his teaching and his
students learning.
SECTION 10: PROFESSIONAL AND ETHICAL BEHAVIOR
4

48. The Teacher Candidate is responsible for compliance with federal and state laws, State
Board of Education administrative rules, state assessment policies, and supervisory
directives.
4
49. The Teacher Candidate is responsible for compliance with all requirements of State Board
of Education Rules R277-530 at all levels of teacher development.
Comments:
To my knowledge, Chris complies with the state and federal laws, as well as the school and district
policies.

Signatures

Date

By typing your name, you, a Teacher Candidate, are signing this document
electronically and confirming that you understand the content of this form.
Type Name (Signature)
Teacher Candidate
Please fill in your email address below. The email you supply will be used to
verify that you have signed this document.
Type Email Address
By typing your name, you, a Site Teacher and/or Supervisor, are signing this
document electronically and confirming that you understand the content of
this form.
Site Teacher
Educator/Supervisor
Signature

Kenna Rodgers
Please fill in your email address below. The email you supply will be used to
verify that you have signed this document.
Kenna.rodgers@slcschools.org

To pass student teaching, Teacher Candidates must receive 3 or higher on all evaluation categories.

/d/yyyy