25 Apr 2016

Page 1 of 7

Intern Name: Matay, Ayse

Internship: Spring 2016: EDU 577-J Student Teaching
Submitted: Apr 6, 2016

Assessed: Goulden, Gary (Supervisor)

Course/Term: EDU577-J - 48 : Student Teach. Junior ( Spring 2016 )

Site: Rotherglen School, 2050 Neyagawa Blvd.,

Oakville ON L6H 6R2, Canada

Comments: Ayse demonstrates an enthusiasm and positivity that quickly establishes a classroom environment Subject(s): Junior
where the students are happily and productively involved in their learning
Grade(s): 5th

Superior (5.000 pts)

The Teacher
Candidate has
planned, prepared,
Delivery of the and has materials
Lesson: DL1. ready for the lesson.
The planning and
Planning &
preparation was
Preparation
1/27 (3%)
clearly exceptional
and exceeds
expectations for a
beginning teacher.
Comments:

DL2. Time
Management
1/27 (3%)

Highly Effective
(4.000 pts)

Effective (3.000 pts)

Developing (2.000
pts)

The Teacher
Candidate has
planned, prepared,
and has materials
ready for the lesson.
The planning and
preparation meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate has
planned, prepared,
and has materials
ready for the lesson.
The planning and
preparation is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate has
planned, prepared,
and has materials
ready for the lesson.
The planning and
preparation is below
the acceptable level
for a beginning
teacher.

Ineffective (1.000 pts)

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

-put significant effort into planning an effective lesson particularly in developing the graphic organizer for the video display and ultimately
student use
The Teacher
Candidate uses
instructional time in a
focused, purposeful
way (pacing & timing
are effective). The
time management is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate uses
instructional time in a
focused, purposeful
way (pacing & timing
are effective). The
time management
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate uses
instructional time in a
focused, purposeful
way (pacing & timing
are effective). The
time management is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate uses
instructional time in a
focused, purposeful
way (pacing & timing
are effective). The
time management is
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate achieves
objectives outlined for
the lesson. The
instructional objectives
are clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate achieves
objectives outlined for
the lesson. The
instructional objectives
meet and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate achieves
objectives outlined for
the lesson. The
instructional objectives
are competent and
meets expectations for
a beginning teacher.

The Teacher
Candidate achieves
objectives outlined for
the lesson. The
instructional objectives
are below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate presents
an anticipatory
set/activates prior
knowledge. The
anticipatory set is
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate presents
an anticipatory
set/activates prior
knowledge. The
anticipatory set meets
and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate presents
an anticipatory
set/activates prior
knowledge. The
anticipatory set is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate presents
an anticipatory
set/activates prior
knowledge. The
anticipatory set is
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments:

DL3a.
Instruction
Objectives
1/27 (3%)

Comments:

DL3b.
Instruction
Anticipatory
Set
1/27 (3%)

Comments: - showing your favourite book and picking one which the students knew clearly identified your intent of the lesson

DL3c.
Instruction
Sequencing
1/27 (3%)

N/A

The Teacher
Candidate
demonstrates the
ability to logically
sequence lesson
(introduction, activities,
discussions, etc.). The
instructional
sequencing is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate
demonstrates the
ability to logically
sequence lesson
(introduction, activities,
discussions, etc.). The
instructional
sequencing meets
and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate
demonstrates the
ability to logically
sequence lesson
(introduction, activities,
discussions, etc.). The
instructional
sequencing is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate
demonstrates the
ability to logically
sequence lesson
(introduction, activities,
discussions, etc.). The
instructional
sequencing is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

25 Apr 2016

Page 2 of 7

Comments: -clear expectations and modelling were delivered initially to ensure that the subsequent activity would be performed properly and productively

DL3d.
Differentiated
Instruction
1/27 (3%)

The Teacher
Candidate shapes
instruction to meet the
needs of diverse
learners (differentiated
instruction). The level
of differentiated
instruction is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate shapes
instruction to meet the
needs of diverse
learners (differentiated
instruction). The level
of differentiated
instruction meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate shapes
instruction to meet the
needs of diverse
learners (differentiated
instruction). The level
of differentiated
instruction is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate shapes
instruction to meet the
needs of diverse
learners (differentiated
instruction). The level
of differentiated
instruction is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate provides
instructional directions
to pupils that are clear
and concise. The
clarity of
communication is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate provides
instructional directions
to pupils that are clear
and concise. The
clarity of
communication meets
and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate provides
instructional directions
to pupils that are clear
and concise. The
clarity of
communication is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate provides
instructional directions
to pupils that are clear
and concise. The
clarity of
communication is
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments:

DL3e. Clarity
of Directions
1/27 (3%)

Comments: - articulated explanations were concise and easily understood at the grade level.
The Teacher
Candidate
demonstrates mastery
of subject knowledge
and related skills
(depth and breadth of
content knowledge).
The level of content
knowledge is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate
demonstrates mastery
of subject knowledge
and related skills
(depth and breadth of
content knowledge).
The level of content
knowledge meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate
demonstrates mastery
of subject knowledge
and related skills
(depth and breadth of
content knowledge).
The level of content
knowledge is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate
demonstrates mastery
of subject knowledge
and related skills
(depth and breadth of
content knowledge).
The level of content
knowledge is is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate activates
prior knowledge and/
DL5a. Student or builds background
Engagement: knowledge for lesson.
The activation of prior
Prior
knowledge is clearly
Knowledge
1/27 (3%)
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate activates
prior knowledge and/
or builds background
knowledge for lesson.
The activation of prior
knowledge meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate activates
prior knowledge and/
or builds background
knowledge for lesson.
The activation of prior
knowledge is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate activates
prior knowledge and/
or builds background
knowledge for lesson.
The activation of prior
knowledge is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate provides for
active student
participation using
various teaching
techniques. The level
of student
engagement meets
and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate provides for
active student
participation using
various teaching
techniques. The level
of student
engagement is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate provides for
active student
participation using
various teaching
techniques. The level
of student
engagement is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

DL4: Content
Knowledge
1/27 (3%)

Comments:

Comments:
The Teacher
Candidate provides for
active student
participation using
DL5b. Student
various teaching
Engagement:
techniques. The level
Active
of student
Participation
engagement is clearly
1/27 (3%)
exceptional and
exceeds expectations
for a beginning
teacher.
Comments:

- the lesson predominately required the students to work independently on the assigned task and they remained busy and engaged
throughout the lesson

25 Apr 2016

DL6.
Technology
Integration:
1/27 (3%)

Page 3 of 7

The Teacher
Candidate uses
technology effectively
in delivery of
instruction. The
technology integration
is clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate uses
technology effectively
in delivery of
instruction. The
technology integration
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate uses
technology effectively
in delivery of
instruction. The
technology integration
is competent and
meets expectations for
a beginning teacher.

The Teacher
Candidate uses
technology effectively
in delivery of
instruction. The
technology integration
is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments: -used the smart board to display the anchor charts for student reference while working on their assignment.

DL7.
Assessing
Student
Performance
1/27 (3%)

Comments:

The Teacher
Candidate effectively
uses techniques for
assessment and
evaluation of student
performance/ learning
(formative and/or
summative). The
assessment
application is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate effectively
uses techniques for
assessment and
evaluation of student
performance/ learning
(formative and/or
summative). The
assessment
application meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate effectively
uses techniques for
assessment and
evaluation of student
performance/ learning
(formative and/or
summative). The
assessment
application is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate effectively
uses techniques for
assessment and
evaluation of student
performance/ learning
(formative and/or
summative). The
assessment
application is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

-saving the students' work to google drive is an effective method for reviewing student work
-what was your criteria for assessing their presentations?
The Teacher
Candidate uses
effective questioning
techniques to monitor
student learning and
encourages higher
level thinking skills.
The questioning
techniques used are
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate uses
effective questioning
techniques to monitor
student learning and
encourages higher
level thinking skills.
The questioning
techniques used meet
and frequently exceed
expectations for a
beginning teacher.

The Teacher
Candidate uses
effective questioning
techniques to monitor
student learning and
encourages higher
level thinking skills.
The questioning
techniques used are
competent and meet
expectations for a
beginning teacher.

The Teacher
Candidate uses
effective questioning
techniques to monitor
student learning and
encourages higher
level thinking skills.
The questioning
techniques used are
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate models
Standard English
and/or French; avoids
DL9a. Spoken
slang and trite
Language:
expressions. The
Modeling
spoken language is
1/27 (3%)
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate models
Standard English
and/or French; avoids
slang and trite
expressions. The
spoken language
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate models
Standard English
and/or French; avoids
slang and trite
expressions. The
spoken language is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate models
Standard English
and/or French; avoids
slang and trite
expressions. The
spoken language is
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate's spoken
language is able to be
heard and
understood. The tone
of voice is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

DL8.
Questioning
Techniques
1/27 (3%)

Comments:

Comments: -readily adapted to using age appropriate language

The Teacher
Candidate's spoken
language is able to be
DL9b. Spoken heard and
understood. The tone
Language:
Tone of Voice of voice is clearly
1/27 (3%)
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate's spoken
language is able to be
heard and
understood. The tone
of voice meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate's spoken
language is able to be
heard and
understood. The tone
of voice is competent
and meets
expectations for a
beginning teacher.

Comments: -continues to be expressive when talking to the children or delivering information and presents coherent instruction

25 Apr 2016

DL10.
Culturally
Responsive
Teaching
(CRT)**
1/27 (3%)

Page 4 of 7

The Teacher
Candidate applies
Culturally Responsive
Teaching (CRT)**
strategies and
respects the cultures
of various groups in
the class while
appreciating the
existing strengths and
accomplishments of all
students. The level of
CRT** instruction is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate applies
Culturally Responsive
Teaching (CRT)**
strategies and
respects the cultures
of various groups in
the class while
appreciating the
existing strengths and
accomplishments of all
students. The level of
CRT** instruction
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate applies
Culturally Responsive
Teaching (CRT)**
strategies and
respects the cultures
of various groups in
the class while
appreciating the
existing strengths and
accomplishments of all
students. The level of
CRT** is competent
and meets
expectations for a
beginning teacher.

The Teacher
Candidate applies
Culturally Responsive
Teaching (CRT)**
strategies and
respects the cultures
of various groups in
the class while
appreciating the
existing strengths and
accomplishments of all
students. The level of
CRT** is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate
encourages and
promotes a respectful
classroom
environment. There is
a respectful classroom
environment that is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate
encourages and
promotes a respectful
classroom
environment. There is
a respectful classroom
environment that
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate
encourages and
promotes a respectful
classroom
environment. There is
a respectful classroom
environment that is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate
encourages and
promotes a respectful
classroom
environment. The level
of respect in the
classroom
environment is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate dresses in
a professional manner
appropriate for the
teaching
placement/activity.
Professional dress is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate dresses in
a professional manner
appropriate for the
teaching
placement/activity.
Professional dress
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate dresses in
a professional manner
appropriate for the
teaching
placement/activity.
Professional dress is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate does not
dress in a professional
manner appropriate
for the teaching
placement/activity.
Professional dress is
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate respects all
learners (ethnicity,
gender, SES, ability/
special needs,
religion, sexuality etc.).
Respect for all
learners is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate respects all
learners (ethnicity,
gender, SES, ability/
special needs,
religion, sexuality etc.).
Respect for all
learners meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate respects all
learners (ethnicity,
gender, SES, ability/
special needs,
religion, sexuality etc.).
Respect for all
learners is competent
and meets
expectations for a
beginning teacher.

The Teacher
Candidate lacks
respect for all learners
(ethnicity, gender,
SES, ability/ special
needs, religion,
sexuality etc.).
Respect for all
learners is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments:

DL11a.
Professional
Dispositions
Respect
1/27 (3%)

Comments:

DL11b.
Professional
Dispositions:
Proffessional
Dress
1/27 (3%)

Comments:

Student
Interactions &
Classroom
Management:
ICM1.
Respects
Learners
1/27 (3%)

Comments: -has developed a positive classroom atmosphere where the students respond respectfully and courteously
The Teacher
Candidate addresses
the individuality of
ICM2.
learners in a way that
Addresses
Individuality of is clearly exceptional
and exceeds
Learners
1/27 (3%)
expectations for a
beginning teacher.
Comments:

The Teacher
Candidate addresses
the individuality of
learners in a way that
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate addresses
the individuality of
learners in a way that
is competent and
meets expectations for
a beginning teacher.

The Teacher
Candidate addresses
the individuality of
learners in a way that
is below the
acceptable level for a
beginning teacher.

The Teacher
Candidate lacks
addressing the
individuality of learners
and does not meet
expectations for one
or more evaluated
factors for a beginning
teacher.

25 Apr 2016

ICM3.
Maintains
Students
Attention
1/27 (3%)

Page 5 of 7

The Teacher
Candidate maintains
students attention in
a way that is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate maintains
students attention in
a way that meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate maintains
students attention in
a way that is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate maintains
students attention in
a way that is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments: -the students were productively engaged throughout the lesson and thereby well behaved and attentive

ICM4.
Redirects
Students
Leaning and
Behavior
1/27 (3%)

The Teacher
Candidate redirects
students learning and
behavior appropriately
and in a way that is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate redirects
students learning and
behavior appropriately
and in a way that
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate redirects
students learning and
behavior appropriately
and in a way that is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate fails to
redirect students
learning and behavior
appropriately and
responds in a way that
is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments: -as the students remained on task throughout the lesson it wasn't necessary to redirect them
The Teacher
Candidate uses
appropriate behavioral
ICM5. Uses
reinforcement
Appropriate
techniques during the
Behavioral
Reinforcement lesson in a way that is
clearly exceptional
Techniques
1/27 (3%)
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate uses
appropriate behavioral
reinforcement
techniques during the
lesson in a way that
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate uses
appropriate behavioral
reinforcement
techniques during the
lesson in a way that is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate uses
behavioral
reinforcement
techniques during the
lesson in a way that is
below the acceptable
level for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate maintains
appropriate behavior
of individuals in small
and/or large group
lessons in a way that
is clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate maintains
appropriate behavior
of individuals in small
and/or large group
lessons in a way that
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate maintains
appropriate behavior
of individuals in small
and/or large group
lessons in a way that
is competent and
meets expectations for
a beginning teacher.

The Teacher
Candidate maintains
appropriate behavior
of individuals in small
and/or large group
lessons in a way that
is below the
acceptable level for a
beginning teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

The Teacher
Candidate uses praise
appropriately and in a
way that is clearly
exceptional and
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate uses praise
appropriately and in a
way that meets and
frequently exceeds
expectations for a
beginning teacher.

The Teacher
Candidate uses praise
appropriately and in a
way that is competent
and meets
expectations for a
beginning teacher.

The Teacher
Candidate uses praise
in a way that is below
the acceptable level
for a beginning
teacher.

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

Comments:

ICM6.
Maintains
Appropriate
Student
Behavior
1/27 (3%)

Comments:

ICM7. Uses
Praise
Appropriately
1/27 (3%)

Comments: -is constantly offering encouragement and accolades for student behaviour and participation

ICM8.
Responds
Appropriately
to Students
1/27 (3%)

The Teacher
Candidate responds
appropriately to
students questions,
comments, and
concerns during the
lesson in a way that is
clearly exceptional
and exceeds
expectations for a
beginning teacher.

The Teacher
Candidate responds
appropriately to
students questions,
comments, and
concerns during the
lesson in a way that
meets and frequently
exceeds expectations
for a beginning
teacher.

The Teacher
Candidate responds
appropriately to
students questions,
comments, and
concerns during the
lesson in a way that is
competent and meets
expectations for a
beginning teacher.

The Teacher
Candidate responds
to students questions,
comments, and
concerns during the
lesson in a way that is
below the acceptable
level for a beginning
teacher.

Comments: -continuously interacted with the students offering encouragement and guidance

The Teacher
Candidates
performance clearly
does not meet
performance
expectations for one
or more evaluated
factors for a beginning
teacher.

25 Apr 2016

Page 6 of 7

Overall Rating (5): The

Teacher Candidate's
overall performance is
SUPERIOR, clearly
exceptional and
exceeds expectations
for a beginning
teacher. To enter the
overall rating in the
College
comment section, click
Supervisor
Overall Rating on the comment icon
1/27 (3%)
to the left.

Overall Rating (4): The

Teacher Candidate's
overall performance is
HIGHLY EFFECTIVE,
meets and frequently
exceeds expectations
for a beginning
teacher. To enter the
overall rating in the
comment section, click
on the comment icon
to the left.

Overall Rating (3): The

Teacher Candidate's
overall performance is
EFFECTIVE,
competent and meets
expectations for a
beginning teacher. To
enter the overall rating
in the comment
section, click on the
comment icon to the
left.

Overall Rating (2): The

Teacher Candidate's
overall performance is
DEVELOPING, below
the acceptable level
for a beginning
teacher. The Teacher
Candidate may require
extra direction by the
supervisor. To enter
the overall rating in
the comment section,
click on the comment
icon to the left.

Overall Rating (1): The

Teacher Candidate's
overall performance is
INEFFECTIVE, clearly
does not meet
expectations for one
or more evaluated
factors for a beginning
teacher. The Teacher
Candidate requires
significant extra
directions and there is
need for immediate
and significant
improvement in
performance. To enter
the overall rating in
the comment section,
click on the comment
icon to the left.

Comments:
128.000 pts | 98.46 %
College Supervisor Conference Questions, Comments, Lesson
Plan Title, & Electronic Signature
#1: Strength
1/8 (12%)

Comments:

#2: Growth
1/8 (12%)

N/A

Please provide 2-3 examples to help the Teacher Candidate

understand areas in which he or she has demonstrated strength. To
enter the information, click on the comment icon to the left. Be sure to
click on this rubric box as well.
-creates a positive learning environment where the students are respectful and supportive
-works conscientiously at creating lessons that will engage the students and keep them actively involved and focused
-is a good team player who works collaboratively with other teachers to provide a successful learning experience for the students
-has demonstrated flexibility and adaptability during both placements
Please provide 2-3 specific examples to help the teacher candidate
understand areas in which he or she needs to demonstrate growth.
To enter the information, click on the comment icon to the left. Be
sure to click on this rubric box as well.

Comments: -continue to explore opportunities where you can be creative in your lessons given the structured environment in which you are working
#3: Effective
Relationship
with AT
1/8 (12%)

Comments:
#4:
Constructive
Feedback
1/8 (12%)

Please provide at least 2-3 examples that the Teacher Candidate has
established an effective working relationship with Associate Teacher.
To enter the information, click on the comment icon to the left. Be
sure to click on this rubric box as well.
-has become a valued and adaptable member of the grade level team where suggestions are readily accepted, implemented and even
shared
How does the Teacher Candidate respond to constructive feedback
from the Associate Teacher and the College Supervisor? To enter the
information, click on the comment icon to the left. Be sure to click on
this rubric box as well.

Comments: -always open minded and accepting of suggestions that will result in personal and professional growth
#5: Teacher
Candidate
Reflection

How does the Teacher Candidate reflect on the lessons taught and
daily responsibilities and routines? To enter the information, click on
the comment icon to the left. Be sure to click on this rubric box as well.

1/8 (12%)

Comments: -is very astute at determining areas where changes in a lesson, however slight, would enhance learning
#6:
Improvements
1/8 (12%)

Comments:
Additional
Comments for
the Teacher
Candidate

Please provide at least 2-3 specific ways for the Teacher Candidate to
improve before the next observation. To enter the information, click on
the comment icon to the left. Be sure to click on this rubric box as well.
-sometimes it is necessary to advise the students a few days ahead of time if they are to bring in materials that will enhance the lesson, so
those that may be away the day before don't miss out on the information
College Supervisor, please click on this box and then type any
comments you have for the Teacher Candidate under this rating box.
To enter feedback in the comment section, click on the comment icon
to the left.

1/8 (12%)

Comments:

Ayse continues to present as an experienced teacher and has an innate ability to understand what strategies will constitute a successful
lesson where maximum learning will occur.

25 Apr 2016

Lesson Plan
Title, College
Supervisor
Name & Date
1/8 (12%)

Page 7 of 7

College Supervisor, please click on this box and then type the Lesson
Plan Title, your name, and date (month, day & year) in the comment
section underneath this rating box. Typing your name and date will
serve as an electronic signature as well as confirm the authenticity of
this evaluation. To enter the information in the comment section, click
on the comment icon to the left.

Comments: Language Arts - Persuasive Writing

0.000 pts