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Evaluation Results
Detailed Results ( Form used : 2184-S SSCP Student Teaching Evaluation SOCIAL
SCIENCES)
Response is required
Evaluator
Please choose one title and write your name in the appropriate box below:
Cooperating Teacher
Katrina Freeman
Evaluation
Final
Printed on: 06/19/2019 11:19:12 PM (EST)
Year
2019
Term
Spring
Placement
District School
Area of Instruction
NC - NOT CONSISTENT with Standard Expectations for Beginning Practice: The student teacher provides LITTLE OR NO
EVIDENCE of effective teaching practice in this category.
D - DEVELOPING Beginning Practice: The student teacher provides SOME EVIDENCE of effective teaching practice in this category.
P - PROFICIENT Beginning Practice: The student teacher provides SUBSTANTIAL EVIDENCE of effective teaching practice in this
category.
E - EXCEPTIONAL Beginning Practice: The student teacher provides CONSISTENT, EXTENSIVE, HIGH QUALITY EVIDENCE of
effective teaching practice in this category.
N / O - N O T O B S E R V E D A T T H I S T I M E . Evidence is not observed or unavailable and should not be construed as a negative score.
Important Notes:
1. Evidence of student teaching performance comes in three forms: observation, conferencing, and documents. Observation can yield
evidence of classroom management, lesson delivery, and interactions with students, colleagues and parents. Conference discussions
can yield evidence of attitudes and dispositions, planning processes, professional activities, and teacher thinking. Document analysis
can yield evidence of unit and lesson plans, responses to student work, assignment and assessment development, and written
communication with parents. Evidence of student teaching performance is not limited to the above, which are examples of evidence but
do not exhaust the possibilities.
2. N/A, NOT AVAILABLE at this time, may appear more frequently on the Mid-Term Evaluation. It should appear only rarely on the
Final Evaluation.
3. T h e M I D - T E R M E V A L U A T I O N i s f o r f o r m a t i v e a s s e s s m e n t o n l y . A r a t i n g o f " N O T C O N S I S T E N T W I T H S T A N D A R D
EXPECTATIONS (NC)" for an indicator in any area denotes a critical need for remediation.
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
C-1. UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (TPE-3)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D. Planning Instruction and Designing Learning Experiences for All Students (TPE-4)
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
D - P - E -
NC - Not Developing Proficient Exceptional N/O - Not
Consistent Beginning Beginning Beginning Observed
Practice Practice Practice
This rating is a holistic assessment of the student teacher’s performance. It is not an average score of categories A-F. A rating of
“not consistent with standard expectations for beginning practice (NC)” in Category “G” on the Final Evaluation will result in no
credit received for student teaching. The candidate will not be recommended for the credential.
D - P - E -
NC - Not Developing Proficient Exceptional
Consistent Beginning Beginning Beginning
Practice Practice Practice
H. Comments
Indicate three areas of strength:
During her time at Cabrillo, Jazmin has more than met the expectations and requirements of a
student teacher. She developed rigorous lesson plans, maintained classroom management and
helped develop 21st century learners by utilizing various forms of technology. Jazmin
purposefully challenges her students to think at a higher level by requiring them to grapple with
primary source text, constantly requiring them to think as historians. Her excellent knowledge
base of history is a strength which will drive her teaching.
Additionally, Ms. Angulo built professional relationships with students by greeting them at the
door, engaging in conversations about their interests outside of the classroom and connecting
their personal experiences to history. She ef iciently maintained an inclusive environment while
challenging her students to strive for higher goals. Ms. Angulo effectively held her students
accountable for their actions while encouraging them to be and do better
With additional professional development, I strongly believe that Ms. Angulo will master any areas that
need improvement. The first would be differentiation. When faced with students of varying learning
abilities, languages and inerpersonal skills Ms. Angulo did her best to meet their needs however had a
few struggles that can easily be addressed with PD.
Having said all of that, Jazmin Angulo is by far one of the best student teachers that I have had the
pleasure of observing. Her use of historical thinking skills and rigorous lessons often exceed that
of current teachers. Simply put, Jazmin Angulo is an exceptional teacher.