Regent University CAS Student Teacher Evaluation by School Administrator SurveyMonkey

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Collector: Web Link 2 (Web Link)
Started: Sunday, March 04, 2018 10:43:30 AM
Last Modified: Sunday, March 04, 2018 11:11:31 AM
Time Spent: 00:28:00
IP Address: 24.254.209.42

Page 1: Placement Information

Q1 Student Teacher's Name

Anne Corbitt

Q2 Student Teacher's Endorsement Area Elementary Education, PreK-

6

Q3 Grade Taught Fifth Grade

Q4 Internship Semester (Fall or Spring, Year)

Spring, 2018

Q5 School of Student Teaching Placement

Centerville ES

Q6 School Division Virginia Beach City Public Schools

Q7 Evaluator's Name (First Last)

Terry Ritzel

Q8 Evaluator's Email. We will return a PDF copy of your report to this address.

Email Address: teresa.ritzel@vbschools.com

Q9 Evaluator's Position/Role School Administrator

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 Regent University CAS Student Teacher Evaluation by School Administrator SurveyMonkey

Q10 Date of Observation (MM/DD/YYYY)

02/27/2018

Page 2: Standards for Student Teacher Evaluation

Q11 Standard 1 - Professional Knowledge. The student teacher demonstrates an understanding of the curriculum,
subject content, and the developmental needs of students by providing relevant learning experiences.

(no label) Proficient

Q12 Standard 2 - Planning for Instruction. The student teacher plans using the Virginia Standards of Learning, the
school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

(no label) Proficient

Q13 Standard 3 - Instructional DeliveryThe student teacher effectively engages students in learning by using a
variety of instructional strategies in order to meet individual learning needs.

(no label) Proficient

Q14 Standard 4 - AssessmentThe student teacher uses student data to guide instructional content and delivery
methods, and provide timely feedback to students. Observed assessment strategies may be formal or informal.

(no label) Proficient

Q15 Standard 5 - Learning EnvironmentThe student teacher uses resources, routines, and procedures to provide a
respectful, positive, safe, student centered environment that is conducive to learning.

(no label) Proficient

Q16 Standard 6 - ProfessionalismThe student teacher maintains a commitment to professional ethics,

communicates effectively, and takes responsibility for and participates in professional growth that results in
enhanced student learning.

(no label) Superior

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 Regent University CAS Student Teacher Evaluation by School Administrator SurveyMonkey

Q17 Please provide comments in regards to the student teacher's strengths and areas for improvement.

During my observation, Ms. Corbitt was working with a small group of students to remediate a skill deficit. It was student-centered; each
student was accountable for asking and writing their own questions and sharing their thinking on post-it notes. The students working
independent from the teacher had Voice and Choice, and Ms. Corbitt periodically walked around to answer questions and prompt them.
She also held student conferences about their writing and provided feedback for revision.

Classroom management was effective. Students were compliant and the ones working on Genius Hour were very excited about their
work.

It was not clear what each student's goal was in writing and there needed to be a structure to record the feedback, aligned to that goal.

The supervising teacher intervened in time when Ms. Corbitt asked the students to set up their papers for two-column note taking and
then to copy down a worksheet posted on the Promethean Board. That would have been a very tedious task with no learning outcome.
Ms. Corbitt then asked them to just copy down two definitions instead of the whole paper.

One teaching strategy Ms. Corbitt used was an effective way to get students up and moving. She posed questions using examples
from a book they read and students had to respond by going to different sides of the room. The problem was that the students just went
to the side of the room that everyone else was on. Only some students were vocal and were doing the thinking. One easy way to fix
that would have been to have each student write a response on slate board on their own, then talk with a partner, and then decide what
side of the room they should go to.

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