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National University

School of Education

National University General Education Assessment


and Evaluation of Student Teaching Performance

Second Assessment
Student Teacher: Savage,Erica
University Support Provider: Schmidt,Debra K
Assessment recorded on: 02/05/2019

Domain A: Making Subject Matter Comprehensible to Students

Question Score
Demonstrates knowledge of subject matter content and literacy required
for all students' high achievement of PK-12 academic standards
associated with specific Multiple Subject (history/social science,
1. 4
mathematics, science, health, physical education, and visual and
performing arts) or Single Subject content areas. (TPE 1) (PS-1, 5,
7A/B, 8A/B)
Organizes curriculum to enable all students to learn and use the
knowledge, skills, and abilities identified in specific Multiple Subject
2. (history/social science, mathematics, science, health, physical education, 4
and visual and performing arts) or Single Subject content areas. (TPE
1) (PS-8A/B)
Organizes curriculum, instructional strategies, resources, and
3. technologies to develop deeper student learning of the PK-12 academic 4
standards. (TPE 1) (PS-1, 5, 8A/B)
Uses a variety of effective materials, resources, technologies, and
4. literacies to provide all students equitable access and high achievement 4
of the PK-12 academic standards. (TPE 1) (PS-1, 5, 7A/B, 8A/B)
Demonstrates individual, language, and cultural sensitivities when
5. developing, implementing, and assessing subject matter. (TPE 1) (PS-9, 3
11)

Evidence:
Evidence USP:
Evidence:
Erica highly organized curriculum, instructional strategies, resources, and literacies to
provide all students equitable access and high achievement of the following fifth grade

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English content standards:

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas
and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
CCSS.ELA-LITERACY.L.5.3.B
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.

Erica intentionally used a variety of effective materials, resources, technologies, and


literacies to provide all students equitable access and high achievement of the fifth grade
academic standards. These materials included:

¿Reading notebooks
¿Doc-u-cam
¿Metaphor cutouts
¿I¿m Already There¿ song link on YouTube
¿Mood tabs and practice worksheet
¿Mood YouTube Video:
http://youtube.com/watch?v=C3TZGZn5VwA
¿Glue
¿Pencils
¿Benchmark Magazines
Benchmark Packets

Evidence SSP:
Erica frequently uses district adopted curriculum as well as research based curriculum to
deliver standards based lessons appropriate to student learning needs.

Domain Score: 19

Domain B: Assessing Student Learning

Question Score
1. Uses multiple measures for progress monitoring throughout instruction 4

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to determine whether all students, including English learners and
students with special needs, are understanding content/skills and making
progress toward achievement of state-adopted academic standards.
(TPE 2) (PS-5, 6, 8, 12, 13)
Employs ongoing multiple and, where appropriate, differentiated
assessment options to collect evidence of individual and whole class
2. learning, including performance-based real-world applications, 3
questioning strategies, work samples and products. (TPE2) (PS-6, 8, 12,
13)
Anticipates, checks for, and addresses common misconceptions and
3. 4
identified misunderstandings. (TPE 2)
Uses a variety of informal and formal, as well as formative and
summative assessments, at varying levels of cognitive demand to
4. 4
determine students' progress and plan instruction. (TPE 3) (PS-6, 8, 12,
13)
Uses formal (including language/CELDT, academic, IEP) and
classroom-based assessment results to design and monitor daily
5. 3
instruction required to meet all students' learning needs and ensure high
achievement of PK12 academic standards. (TPE 3) (PS-6, 12)
Teaches students how to use self-assessment strategies and provides
6. 3
time for students to practice these strategies. (TPE 3)
Uses a variety of technologies and sources to analyze data as a tool for
7. assessing student learning, informing instruction, managing records, and 3
providing feedback to students and their parents. (TPE 3) (PS-11)
Explains to students and to their families, student academic and
behavioral strengths, areas for academic growth, promotion and
8. 3
retention policies, and how a grade or progress report is derived and how
to help students achieve the academic curriculum (TPE 3)

Evidence:
Evidence USP:
Evidence:
Erica highly creatively prepared multiple assessment strategies in the same lesson. These
included asking questions during the lesson to guide instruction, observing and asking
guiding questions during the group and independent work, evaluating the English
Language Arts trifold, and having students answer give total physical responses to the
Quizlet.
For example, as a pre-assessment activity, she asked:
¿What are open syllables?¿

Erica also effectively integrated both formative and summative assessments into the
lesson. These included:

Oral pre-assessment of the class by asking them if they are familiar with what an open
syllable.
Informally assessment of students while they work to make sure they are understanding

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the concepts.
Total physical response Quizlet activity to assess their concept comprehension
Formal assessment of the students¿ trifolds.

Evidence SSP:
Erica differentiates instruction based on evidence deemed from checking for
understanding while teaching. She has pulled small groups several times to reinforce
concepts not concrete in some students.

Domain Score: 27

Domain C: Engaging and Supporting Students in Learning

Question Score
Connects students' prior knowledge, life experiences, interests, and
1. cultural factors with learning goals, curricular and instructional 4
strategies, and methods of assessing student learning. (TPE 4) (PS-5)
Uses community resources, student experiences, questions, and applied
learning activities to make instruction relevant, challenge students' ideas,
2. 3
share their viewpoints, work collaboratively and achieve PK12 academic
standards. (TPE 4) (PS-6, 8A/B)
Uses a variety of instructional strategies, technologies, and resources to
model, guide, support and promote all students in problem solving,
3. 4
critical thinking, and self-directed, reflective learning making subject
matter meaningful. (TPE 4) (PS-6, 8A/B)
Teaches students literacy skills needed to comprehend and use a variety
4. of texts and information sources, in the subject(s) taught. (TPE 4) (PS- 3
7A/B)
Uses a variety of instructional strategies, technologies (including
assistive), and resources to respond to students' diverse learning needs
5. (including full range of language and special populations) and promote 4
high achievement of PK12 academic standards by all students. (TPE 5)
(PS-12, 13)
Provides developmentally appropriate practices supporting all students'
6. 3
emotional, social, physical, and intellectual needs. (TPE 6) (PS-12)
Uses a variety of strategies, technologies, materials, and resources to
differentiate instruction based upon students' culture, level of
7. acculturation, primary language and proficiency levels (CELDT) in 4
English and non-dominant varieties of English, and advanced learners.
(TPE 7) (PS-11)
Applies pedagogical theories, principles, and instructional practices for
designing and implementing comprehensive instruction for English
learners, including non-dominant varieties of English and advanced
8. learners and for students with multiple socio-uctional practices for 4
designing and implementing comprehensive instruction for English
learners, including non-dominant varieties of English and advanced
learners and for students with multiple socio-cultural backgrounds. (TPE

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7) (PS-11)

Evidence:
Evidence USP:
Erica purposefully began the fifth grade lesson by connecting students¿ prior
knowledge, life experiences, interests and cultural factors with learning goals by bridging
what students learned last week about closed syllables to the new concept of open
syllables.
Erica used a variety of instructional strategies, technologies, and resources to model,
guide, and support and promote all students in problem solving, critical thinking, and
self-directed reflective learning making subject matter meaningful using a mixture of
explicit, interactive, and implicit instruction.

For example, first she pre-assessed students by asking ¿What is an open syllable?¿ After
students shared their ideas, she showed the students a youtube video on open syllables.
Then she led the whole class in a teacher directed lesson using the benchmark magazines.
For example, she asked student to read the ¿Tom¿s Secret¿ in their benchmark magazines
and underline the words ¿going¿ and ¿eager¿ which are open syllables .
She modeled breaking the words into syllables: e/ager

Next Erica ask students to open up to the three column syllable chart in their benchmark
packets. She modeled breaking up the first two words into syllables helped students
identify the open and closed syllable. Once students understood the procedure, she
directed them to work in partners to complete the list and to also look for additional open
syllable words in the title and introductory paragraph of ¿Tom¿s Secret.¿
Examples:
Open/Closed syllables
fa/vor
stu/ dent
After sharing the students answers, Erica asked students to identify open syllables in
paragraph 7. She also led the class in a discussion by asking ¿How do open syllables help
us?¿ Answers: They help us pronounce new words and identify words we don¿t know.

Erica created a Quizlet and assessed students understanding of open syllables by having
students give a physical response to open or closed syllables.

Evidence SSP:
Erica scaffolds academic material appropriately to meet the individual needs of students.
She is helping student meet high 5th grade standards. She is rising to every occasion in
the classroom. Erica has been successful teaching math, science and language arts.

Domain Score: 29

Domain D: Planning Instruction and Designing Learning Experiences for


Students

Question Score
Uses students' academic, social, emotional, cognitive, cultural, and
pedagogical factors in designing a comprehensive program of rigorous
1. 4
instruction, including Reading, Writing, Speaking and Listening, and
Language within discipline-specific standards to support all students in

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achieving the PK12 academic standards. (TPE 8/4) (PS-5, 6)
Modifies instructional plans based on a full-range of students' academic
knowledge/skills, students' special learning needs, and English learners
2. 3
as well as speakers of non-standard English language abilities (TPE 8)
(SP-9, 12, 13)
Designs and articulates short and long-term learning goals to foster
3. student learning based on PK12 academic standards and alignment of 3
the curriculum. (TPE 9) (PS-1, 3, 5, 8A/B)
Develops/adapts and sequences subject matter, instructional activities,
assessment strategies, resources, and materials for achieving high
4. 4
achievement of PK12 academic standards by all students. (TPE 9) (PS-
5)
Develops relevant, differentiated instructional plans by connecting the
content to be learned with students' linguistic and cultural backgrounds,
5. 3
experiences, interests, and developmental learning needs. (TPE 9) (PS-
5)

Evidence:
Evidence USP:
Erica adequately modifies instructional plans based on a full-range of students¿ academic
knowledge/skills, students¿ special learning needs, and English learners as well as
speakers of non-standard English language abilities. These modifications included:

ELLs:
For ELLs, I will use a variety of strategies that will ensure that they have en equitable
opportunity to meet the learning goals of the lesson. These strategies include:
¿ Bridging
¿ Modeling
¿ Using visual aids
¿ Peer partnering with upper 1/3
¿ Working 1-on-1 or in a small group setting with these students

Students with Special Needs:


I will also make several adaptations that allow students will ensure success throughout
the lesson for students with special needs. These strategies include:
¿ Working 1-on-1 or in a small group setting with these students
¿ Seated close to teacher
¿ Allow more time to complete work

High Achieving Students:


¿ High achieving students will be placed together during partner work so that they are
able to work at a quicker pace and have higher level discussions
¿ If there are students who noticeably catch on to the concept of metaphors quicker than
others, I will challenge them to write their own metaphors while I am teaching to the
whole class.

Low Achieving Students:


I will check in with low achieving students throughout the lesson and target them during
discussions to ensure that they are understanding the concepts being taught in the lesson.

Evidence SSP:
Erica has been successful teaching math, science and language arts. She interacts well
with all the staff and attends weekly collaboration sessions with the 5th grade team. She

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also initiated collaboration with the other student teacher at this school. They have
planned science lessons together.

Domain Score: 17

Domain E: Creating and Maintaining an Effective Environment for Students'


Learning

Question Score
Manages instructional time within the schedule's confines to maximize
1. 4
student achievement of PK12 academic standards. (TPE 10) (PS-5, 6)
Establishes procedures for routine tasks and manage transitions to
2. 4
maximize instructional time. (TPE 10) (PS-5, 6)
Creates and maintains a learning environment fostering students'
3. 3
physical, cognitive, emotional, and social well-being. (TPE 10) (PS-5, 6)
4. Manages disruptive student behavior effectively. (TPE 11) 3
Establishes rapport with all students and their families needed for
5. supporting academic and personal success through caring, respect, and 4
fairness. (TPE 11)
Promotes sense of community, social development, student
6. 4
collaboration, and group responsibility. (TPE 11)
Establishes, communicates, and maintains clear standards for effective
7. student learning and appropriate classroom behaviors. (TPE 11) (PS- 5, 4
6)
Plans and implements classroom procedures and routines supporting
8. 4
student learning. (TPE 11)
Creates and maintains a physically, socially, and emotionally safe
9. learning environment promoting inclusiveness, respect, and valuing 4
differences. (TPE 11) (PS-6, 13)
Evaluates the classroom social environment and its relationship to
academic achievement for all students, and makes necessary adjustments
10. 4
based on student learning and behavior as well as consultation with
other teachers and students' families. (TPE 11) (PS-5, 6)

Evidence:
Evidence USP:

Erica exceptionally managed instructional time within the schedule¿s confines to


maximize student achievement of fifth grade English Language Arts standards by using
positive statements. For example, she used popsicle sticks to quickly match partners, used
a time to limit partner work to five minutes, and circulated around the room to help
students and answer questions.

She purposefully managed disruptive student behavior by observing when students were
off task and talking by saying, ¿Popsicle-Freeze¿ and ¿I¿ll know you are ready when you
are sitting like (student)¿.

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Erica thoughtfully organized, created and maintained a physically, socially, and
emotionally, safe learning environment promoting inclusiveness, respect and valuing
differences by setting up the Quizlet and organizing materials ahead of time. This also
reduced transition time by having materials ready and easy to distribute.

Evidence SSP:
I was also impressed with Erica's rapport with the students. She demonstrated
outstanding management skills. The students adored her warm and gentle demeanor, and
her expectations and consequences were very clear and consistent. When it came time
for me to hand my class over to Erica, I felt very confident in her ability to manage a
classroom filled with GATE students, as well as RSP, ELL, and ADHD youngsters. Not
only was I sure that she could manage the class, I also knew that she could teach the
class.

Domain Score: 38

Domain F: Developing as a Professional Educator

Question Score
Models ethical commitment, values, and practices dedicated to 'all
1. 4
students can learn at high levels'. (TPE 12) (PS-5)
Acknowledges own personal values and biases, recognizes and resists
2. acts of intolerance, and understands the ways these values and biases 4
affect the teaching and learning of students. (TPE 12) (PS-5, 6)
Works constructively with colleagues, students, their parents, and
3. community members to communicate student progress and promote 4
learning. (TPE 12) (PS-9, 13)
Demonstrates professionalism by portraying professional image, using
effective communication skills, modeling ethical and moral behaviors,
4. welcoming and accepting constructive criticism in positive ways, and 4
implements all district, state and federal laws regarding the education of
PK12 students.
Takes responsibility for student academic learning outcomes and
5. communicates student learning progress consistently and effectively 4
over time. (TPE 12) (PS 3, 5, 6)
Models a variety of communication and collaboration skills needed to
effectively work with colleagues, students, their parents, and community
6. 4
members and promote equitable learning and healthy learning
environments for all students. (TPE 12) (PS-9, 10, 11, 13)
Engages in and promotes appropriate communications with staff,
students, and parents via the Internet, telephone, text messages, and
7. 4
social media networks. (MySpace, Facebook, Twitter etc.) (TPE 12D)
(PS-12)
Uses and reflects on multiple sources of information (including student
learning data, principles of human development and learning, relevant
8. theory, and research) in making instructional decisions to promote all 4
students' learning and for improving pedagogical practices. (TPE 13)
(PS-4, 6)

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Individually and collaboratively with colleagues, examines and reflects
on their teaching practices and professional behaviors in relation to
9. 4
principles of classroom equity, student learning evidence, laws, and the
professional responsibilities. (TPE 12/13) (PS-5, 6, 13)
Uses site-based and community resources to provide integrated support
10. for the social, emotional, health, educational, and language service needs 4
of each child. (TPE 12) (PS-9, 10)

Evidence:
Evidence USP:
Erica works as a team member and is respected as such. She is always professionally
attired and on time. She models a variety of communication and collaboration skills
needed to effectively work with colleagues, students, their parents, and community
members and promotes equitable learning and a healthy learning environment for all
students. For example, she attended grade level meetings, parent meetings, and district
led in-service meetings.

Erica demonstrates professionalism by portraying a professional image, using effective


communication skills, modeling ethical and moral behaviors, welcoming and accepting
constructive criticism in positive ways.

Her SSP reports that Erica is constantly seeking out as well as creating her own materials
to enhance her lessons. Additionally, Erica initiated a collaborative relationship with
another student teacher and they have been creating science lessons together.

Evidence SSP:
She interacts well with all the staff and attends weekly collaboration sessions with the 5th
grade team. She also initiated collaboration with the other student teacher at this school.
They have planned science lessons together. She has also attended parent teacher
conferences. She has a positive rapport with students, parents, staff and other
professionals. She is always ready to try new things. Additionally she elicits students
ideas rather than only using teacher driven instructions.

Domain Score: 40

Overall assessment and evaluation feedback:


SSP: Erica has exceeded the majority of student teacher performance expectations. Her scores have been
consistently in the applying to integrating level. She has integrated herself into the school community and
built a positive rapport with parents, students, and staff. She continually sought our as well as created her
own engaging materials to meet fifth grade standards. She will be a welcome addition to any school.

USP:
It is my pleasure to work with Erica Savage as a student teacher in my fifth grade class for a nine week
period from October 22nd until January 11th. Erica effectively demonstrated a variety of skills and
knowledge to teach a multiple subject, general education classroom of 33 students. She planned and
implemented curriculum in my classroom for all subject matters. I was particularly impressed with her
enthusiasm to dive into a fairly new Science curriculum that integrated technology and real world
applications. The student enjoyed all lessons that she taught. Throughout the duration of her student

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teaching, Erica collaborated with our grade level informally on a daily basis, and formally on a weekly
basis. She proved to be a true team player, sharing her own ideas, and was also flexible and receptive to
delivering lessons and curriculum that were decided on as a team. I was also impressed with Erica's
rapport with the students. She demonstrated outstanding management skills. The students adored her
warm and gentle demeanor, and her expectations and consequences were very clear and consistent. When
it came time for me to hand my class over to Erica, I felt very confident in her ability to manage a
classroom filled with GATE students, as well as RSP, ELL, and ADHD youngsters. Not only was I sure
that she could manage the class, I also knew that she could teach the class. I am excited for Erica's future
as an elementary school teacher. She will be a great addition to any effective learning community.

Assessment total score: 170 Rubric Level: 4

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ASSESSMENT RUBRIC and SCORE LEVELS

Integrating (4) - The candidate provides clear, consistent, and convincing evidence demonstrating the competency
or competencies. Candidate's practices demonstrate a preponderance of appropriate, relevant, accurate, and clear
or detailed evidence. The evidence is purposefully connected and reinforced across this TPE Domain. (Point
Range: 161-184)

Applying (3) - The candidate provides clear evidence demonstrating the competency or competencies. Candidate's
practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected
across this TPE Domain. (Point Range: 115-160)

Emerging (2) - The candidate provides partial evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of minimal, limited, cursory, inconsistent, and/or ambiguous
evidence. Evidence is weakly connected across this TPE Domain and may be inconsistent. (Point Range: 69-114)

Beginning (1) - The candidate provides little or no evidence demonstrating the competency or competencies.
Candidate's practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate or missing evidence.
Evidence is unconnected across the TPE Domain. (Point Range: 0-68)

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