Q42.

2017-2018 Teacher Candidate Evaluation Form

Name. Teacher Candidate Name:

Holly Reynolds

Program. Program (check all that apply):

Elementary
Secondary

Special
Spec ial Education Early
Early Childhood
Childhood Educ ation - Early Intervention
Intervention
Special
Spec ial Education Early
Early Childhood
Childhood Educ ation - Presc hool
Special
Spec ial Education Mild
Mild Moderate
Moderate Disabilities
Special
Spec ial Education Deaf
Deaf and Hard of Hearing
Special
Spec ial Education Visual Impairment
Impairment
Special
Spec ial Education Severe
Severe Disabilities
Disabilities
Special
Spec ial Education DeafBlind
DeafBlind

Semester. Semester:

Fall 2017

School. School:

East High Sc hool

District. District:

Salt Lake City

STE/CT. Site Teacher Educator/Cooperating Teacher:

Matthew Dimick

Grade. Grade:

High School

Evaluator. Evaluator:
 Mary D. Burbank

Position. Position of Evaluator:

University Faculty Cohort Leader

FieldExp. Field Experience:

Pre-Student Teaching Practicum Internship - Fall Special Education Field Studies

Student Teaching Internship - Spring

Subject. Subject of Observed Lesson:

Multiple reviewed over time. Five total.

Evidence. Evidence for Evaluation (Check all that apply for this evaluation):

Reviewed my formative observations

Reviewed formative observations or summative evaluations from
from Site
Site Teac
Teacher
her Educ
Educator/Cooperating
ator/Cooperating Teac
Teacher
her
Conferenced
Conferenced with
with candidate,
candidate, Site
Site Teac her Educ ator/Cooperating
ator/Cooperating Teac
Teacher,
her, and/or
and/or other
other sc
school
hool personnel
personnel
Reviewed lesson
lesson plans/TWS/candidate
plans/TWS/c andidate portfolio
Other, please desc ribe:
ribe:

TXT1. When
When rating,
rating, items
items with
with aa "O"
"O" are
are evaluated
evaluated through
through observation;
observation; items
items with
with aa "C"
"C" are
are evaluated
evaluated through
through consultation
consultation with
with the
the teacher
teacher candidate
candidate

The Learner and Learning:

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand
that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the
learning process, and that learners need supportive and safe learning environments to thrive.

The minimum score at pre-student teaching practicum/SPED field studies is 10; minimum score for final student teaching is 14.

ST1. Standard 1: Learner Development

The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.

For each question, refer to the following rubric: Standard 1

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
1.1 O - Creates developmentally
appropriate and challenging
learning experiences based on
each learner's strengths,
interests, and needs
1.2 C - Collaborates with
families, colleagues, and other
professionals to promote student
growth and development

ST2. Standard 2: Learning Differences

The teacher understands individual learner differences and cultural and linguistic diversity.
For each question, refer to the following rubric: Standard 2

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
2.1 O - Allows learners multiple
ways to demonstrate learning
sensitive to diverse experiences,
while holding high expectations
for all

ST3. Standard 3: Learning Environments

The teacher work s with learners to create environments that support individual and collaborative learning, encouraging positive social
interaction, active engagement in learning, and self-motivation.

For each question, refer to the following rubric: Standard 3

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
3.1 O - Develops learning
experiences that engage and
support students as self-directed
learners who internalize
classroom routines,
expectations, and procedures
3.2 O - Collaborates with
students to establish a positive
learning climate of openness,
respectful interactions, support,
and inquiry
3.3 O - Uses positive classroom
management strategies,
including the resources of time,
space, and attention, effectively

Q49. Comments on the Learner and Learning

Ms. Reynolds demonstrated c onsistenc y in her ability to effec tively provide learners with a range of experienc es in ways designed to meet
the unique and varied needs of a diverse student population. She is well aware of the range of learner needs inc luding ability, language,
and emotional maturity.

TXT2. Instructional Practice:

Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be
able to draw upon content knowledge as they work with learners to access information, apply knowledge in real-world
settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional
strategies in coordinated and engaging ways to assure learner mastery of the content.

The minimum score at pre-student teaching practicum/SPED field studies is 18; minimum score for final student teaching is 26.

ST4. Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

For each question, refer to the following rubric: Standard 4

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
4.1 O - Bases instruction on
accurate content knowledge
using multiple representations of
concepts and appropriate
academic language
ST5. Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and
instruction, and determine whether the outcomes described in content standards have been met.

For each question, refer to the following rubric: Standard 5

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
5.1 O - Uses data sources to
assess the effectiveness of
instruction and to make
adjustments in planning and
instruction
5.2 C - Documents student
progress and provides
descriptive feedback to student,
parent/guardian, and other
stakeholders in a variety of ways
5.3 C - Designs or selects pre-
assessments, formative, and
summative assessments in a
variety of formats that align to
learning objectives and engage
the learner in demonstrating
knowledge and skills

ST6. Standard 6: Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon k nowledge of content areas, Utah
Core Standards, institutional best practices, and the community context.

For each question, refer to the following rubric: Standard 6

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
6.1 C - Demonstrates knowledge
of the Utah Core Standards and
references them in short- and
long-term planning
6.2 C - Integrates cross-
disciplinary skills into instruction
to purposefully engage learners
in applying content knowledge

ST7. Standard 7: Instructional Strategies

The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their
connections to build sk ills to apply and extend k nowledge in meaningful ways.

For each question, refer to the following rubric: Standard 7

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
7.1 O - Practices a range of
developmentally, culturally, and
linguistically appropriate
instructional strategies to meet
the needs of individuals and
groups of learners
7.2 O - Provides multiple
opportunities for students to
develop higher-order and meta-
cognitive skills
7.3 O - Supports and expands
each learners communication
skills through reading, writing,
listening, and speaking
7.4 O - Uses a variety of
available and appropriate
technology and resources to
support learning
7.5 O - Develops learners
abilities to find and use
information to solve real-world
problems

Q50. Comments on Instructional Practice

A hallmark of Ms. Reynolds' teaching is her attention to learning opportunities that are multifac eted. Students engage in lessons that
consistently incorporate reading, writing, listening, and speaking.

An innovative Action Research project underscores her ability to develop lessons that not only c reate an environment designed to support
student growth, but provide opportunities for c ritic al thinking in ways that allow for both independenc e and interac tive learning
experienc es.

TXT3. Professional Responsibility:

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a
teachers primary responsibility. To do this well, teachers must engage in meaningful, intensive professional learning by
regularly examining practice through ongoing study, self-reflection, and collaboration. They must be aware of legal and
ethical requirements and engage in the highest levels of professional and ethical conduct.

For Standards 8 and 9, the minimum score at pre-student teaching practicum/SPED field studies is 5; minimum score for final student
teaching is 7.

For Standard 10, the minimum score at pre-student teaching practicum/SPED field studies is 4 (yes to both questions); minimum score
for final student teaching is 4 (yes to both questions).

ST8. Standard 8: Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

For each question, refer to the following rubric: Standard 8

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
8.1 C - Adapts and improves
practice based on reflection and
new learning

ST9. Standard 9: Leadership and Collaboration

The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared
vision and supportive professional culture focused on student growth and successer.

For each question, refer to the following rubric: Standard 9

Not Effective (0) Beginning (1) Developing (2) Preservice Effective (3)
9.1 C - Participates actively in
decision-making processes,
while building a shared culture
that affects the school and larger
educational community
9.2 C - Advocates for the
learners, the school, the
community, and the profession

ST10. Standard 10: Professional and Ethical Behavior

The teacher demonstrates the highest standard of legal, moral, and ethical conduct, as specified in Utah State Board Rule R277-515.

For each question, refer to the following rubric: Standard 10

 No (1) Yes (2)
10.1 C - Is responsible for
compliance with university
policies, federal and state laws,
State Board of Education
administrative rules, state
assessment policies, local board
policies, and supervisory
directives
10.2 C - Is responsible for
compliance with all requirements
of State Board of Education Rule
R277-515 at all levels of teacher
development

Q51. Comments on Professional Responsibility

Ms. Reynolds is the consummate professional and works tirelessly to develop lessons that advanc e student learning in ways that serve the
individual as well as her c lassroom c ommunity. Central to her efforts is an approac h designed to support students through educ ational
experienc es that situate them as members of wider educ ational communities. Critic al thinking and informed dec ision making based upon
data from the c urriculum, c urrent events, and historic al doc uments are key elements of Ms. Reynolds' planning and teac hing.

TXT4. The Teacher Candidate scored a 62.

For Pre-Student Teaching Practicum/SPED Field Studies, the minimum score is 37.
[at least a "2"
"2" for
for 80% of
of items
items in
in each
each section; yes to both questions
questions in
in Standard
Standard 10]
10]

For Final Student Teaching, the minimum score is 51.

[at least a "3"
"3" for
for 80% of
of items
items in
in each
each section; yes to both questions
questions in
in Standard
Standard 10;
10; no
no "0"s]
"0"s]

Q52. Additional Comments

Ms. Reynolds completed her student teac hing in an urban high sc hool, teac hing a diverse population of students. For eac h student in her
classes, Ms. Reynolds maintained rigor in her expec tations and goals. While many educ ators espouse these goals, few are able to translate
these goals into distinctive prac tices within the c ontext of daily lessons.

Within the context of her teaching, Ms. Reynolds raises differentiated instruc tion to new heights. That is, she skillfully inc orporated
interactive lessons where students engaged in activities using reading, writing, listening, and speaking. She adeptly managed more
standard lesson delivery formats that are a necessity for all learners with a c lear foc us on rigor and c omplex learning. Ms. Reynolds
regularly challenges students through high level thinking prompts as part of language reviews, hands-on learning, and applic ations of
historical content to contemporary issues. These elements are c ritic al to the c ore and are evident strengths in Ms. Reynolds' teac hing.

Within the area of assessment, Ms. Reynolds shows c onsiderable promise in her ability to dissec t her teac hing in ways that provide
substantive data on student performanc e. Her use of multiple instruc tional ac tivities generates experienc es that c apture profiles of
students' c ompetencies in varied ways.

On every level Holly strives for excellence in all that she does. She embrac es the notion of life-long learning and is c ommitted to
teaching and learning that foster individual growth and critical reflec tion. Without hesitation, I c an report that Holly's c ontributions will be
an asset to any institution fortunate enough to hire her.
TXT5. Teacher Candidate

By typing your name, you, a Teacher Candidate, are signing this document electronically and confirming that you understand the
content of this form.

CanName. Type Name (Signature)

CanEm. Please fill in your email address below. The email you supply will be used to verify that you have signed this document.

CanDate. Please enter today's date (MM/DD/YYYY)

TXT6. Site Teacher Educator / Cooperating Teacher/ Supervisor Signature

By typing your name, you, a Site Teacher/Cooperating Teacher and/or Supervisor, are signing this document electronically and
confirming that you understand the content of this form.

SupName. Type Name (Signature)

Mary D. Burbank

SupEm. Please fill in your email address below. The email you supply will be used to verify that you have signed this document.

mary.burbank@utah.edu

SupDate. Please enter today's date (MM/DD/YYYY)

11/06/2107

Embedded Data

Final score: 62

Scoring Results

Score
Mean Score: 62.00
Weighted Mean of Items: 2.82
Weighted Standard Deviation of Items: 0.39
Items: 22.00

Location Data
Location: (40.785507202148, -111.73670196533)
Source: GeoIP Estimation