Initial Report Last Modified: 04/28/2017

1. Please write the name of the VT Teacher Candidate here:

Text Response

Laura Jarrett

2. Please write your name here:

Text Response

Mae Hey

3. Please choose your role

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1 University Supervisor 1 100%

2 Cooperating Teacher 0 0%

3 Teacher Candidate 0 0%

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4. Standard 1: Learner Development The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.

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Unsatisfactory Regular behaviors and observed teaching practices indicate choices are made without regard for discipline specific learner development. No evidence that the
1 0 0%
teacher candidate attmepts to structure learning that helps students progressively build knowledge.
Approach Regular behaviors and observed teaching practices indicate that choices are made, but only weakly justified within the framework of leaner development appropriate to
2 0 0%
the discipline. Little evidence that the teacher candidate attempts to structure learning that helps students progressively build knowledge.
Meet Regular behaviors and observed teaching practices indicate that choices are made and justified within the framework of learner progression appropriate to the discipline.
3 1 100%
Use of scaffolding to structure learning that helps students progressively build knowledge is not always effective although it is attempted.

Exceed Regular behaviors and observed teaching practices indicate that choices are made and justified within the framework of learner progression appropriate to the discipline.
4 0 0%
Effectively employs scaffoling to structure learning that helps students progressively build knowledg that is integrated into greater frameworks of ideas and understanding.

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5. Comments:

Text Response

Ms. Jarrett explored the use of relevant manipulatives to simulate student access to prior knowledge as well as construction of deeper understanding.

6. Standard 2: Learning Differences The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.

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Unsatisfactory Regular behaviors and observed teaching practices offer no evidence that the teacher candidate is learning about or incorporating knowledge of student's
1 0 0%
individual learning needs, prior knowledge, personal perspectives, community, and culture. No focus on equity.
Approach Regular behaviors and observed teaching practices provide little evidence that the teacher candidate is learning about individual student's learning needs, prior
2 knowledge, personal perspectives, community, and culture, but does not show evidence of incorporating these into teaching. Limited focus on equity exhibited by a weak 0 0%
knowledge of students' community and culture with no clear evidence of the knowledge being incorporated into teaching.

Meet Regular behaviors and observed teaching practices provide evidence that the teacher candidate is learning about and incorporating individual student's learning needs,
prior knowledge, and personal perspectives. Explains how choices and actions facilitate learning by all students and occasionally addresses content from multiple perspectives.
3 1 100%
Demonstrates a superficial focus on equity exhibited by a general knowledge of students' culture and community, which is incorporated into teaching, but may not be consistent
and/or effective.

Exceed Regular behaviors and observed practices provide evidence that the teacher candidate is learning about and incorporating individual student's learning needs, personal
perspectives, prior knowledge, experiences, and culture. Explains how choices and actions in the classroom facilitate learning by all students, and addresses content from
4 0 0%
multiple perspectives. Demonstrates a strong focus on equity exhibited by deep knowledge of students' culture and community, which is incorporated into teaching in meaningful
and effective ways.

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7. Comments:

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Ms. Jarrett worked with an after school tutoring program to gain understanding of her students and their unique community so that she could enhance relevancy of the learning experiences she orchestrated.
 8. Standard 3: Learning Environments The teacher candidate works with others to create environments that support individual and collaborative learning,
and that encourage positive social interaction, active engagement in learning, and self-motivation.

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Unsatisfactory Regular behaviors and observed teaching practices provide evidence that the teacher candidate does not establish classroom routines for common tasks.
1 0 0%
Evidence of inappropriate interpersonal communication by teacher. No evidence of student collaboration or interactions in classroom.

Approach Regular behaviors and observed teaching practices provide evidence that the teacher candidate establishes classroom routines for common tasks, but they are
2 inefficient or not routinely followed or required. Models respectful interpersonal communication, but does not routinely require it of students. Does not redirect students when 0 0%
inappropriate communication occurs. Students sometimes work collaboratively but with little structure and/or reflection.

Meet Regular behaviors and observed teaching practices provide evidence that the teacher candidate maintains efficient classroom routines for common tasks, but may not adjust
3 routines when needed. Models and requires students engage in respectful interpersonal communication. Inconsistently redirects students when inappropriate communication 1 100%
occurs. Students are encouraged to develop peer relationships, but no evidence of intentional work in this direction.
Exceed Regular behaviors and observed teaching practices provide evidence that the teacher candidate establishes and maintains efficient classroom routines for common tasks
4 and makes appropriate adjustments as the environment dictates. Models and requires students to engage in respectful interpersonal communication. Effectively and routinely 0 0%
redirects students when inappropriate communication occurs. Classroom expectations allow students to develop peer relationships that establish a climate of learning.

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9. Comments:

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Ms. Jarrett actively divided her students into small groups mentored by an adult. This optimized collaborative learning and the development of student confidence.

10. Standard 4: Content Knowledge The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

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Unsatisfactory Regular behaviors and observed practices demonstrate that the teacher candidate delivers content and information in ways that are disorganized and inaccessible
1 0 0%
to students. Teacher candidate does not model routine use of discipline-specific language. Demonstrates an overall lack of content knowledge.
Approach Regular behaviors and observed teaching practices demonstrate that the teacher candidate delivers mostly accurate content and information in ways that are generally
2 organized and accessible to students, but there is little evidence of planned opportunities for students to produce their own knowledge. Teacher candidate's use of discipline- 0 0%
specific language and organizing ideas may be inconsistent and/or inaccurate, signaling weak content knowledge.
Meet Regular behaviors and observed teaching practices demonstrate that the teacher candidate plans and delivers lesson in which students participate in discipline-specific
inquiry and knowledge construction, but scaffolding of knowledge is not always evident although it is well situated within organizing ideas of the discipline. Teacher candidate's
3 0 0%
use of discipline-specific language is consistent and accurate, showing general content knowledge but may not require students to routinely apply discipline-specific language
and organizing ideas in the production and demonstration of their own content knowledge.

Exceed Regular behaviors and observed teaching practices demonstrate that the teacher candidate plans and delivers lessons in which students participate in progressively
appropriate discipline-specific inquiry and knowledge production that meets disciplinary standards. Teacher candidate's use of discipline-specific language is accurate; places
4 1 100%
discipline-specific knowledge in context of organizing ideas of the discipline; and models and creates opportunities for students to practice correct and routine use of discipline-
specific language.

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11. Comments:

Text Response

Ms. Jarrett possesses enthusiasm and depth of understanding in relation to both content and pedagogy.

12. Standard 5: Application of Content The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, an collaborative problem solving related to authentic local and global issues.

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Unsatisfactory Regular behaviors and observed teaching practices provide limited application of content knowledge in ways that foster learning, engagement, and mastery.
1 Limited organization of domain knowledge within the discipline. Presents content in the absence of context. Does not advance students' abilities to collaborate in ways to foster 0 0%
creative problem solving and/or critical thinking.
Approach Regular behaviors and observed teaching practices provide evidence of content being situated within the organizing ideas of a discipline; however, there is little
emphasis on these ideas or demonstrated ability to show or convey how knowledge can be applied to issues beyond the discipline. Attempts are made to advance students'
2 0 0%
abilities to collaborate in ways that foster creative problem solving and/or critical thinking; however, structures are not clearly defined, which impede student progress and
success.

Meet Regular behaviors and observed teaching practices demonstrate well situated content within both the organizing principles of the discipline and local and/or global issues.
3 Provides opportunities to advance students' abilities for collaboration in ways that foster creative problem solvinng and critical thinking. Allows students to apply knowledge in 1 100%
structured ways.
Exceed Regular behaviors and observed teaching practices demonstrate strong ability to situate content within the organizing principles of the discipline. Engages students in
applying content knowledge to question and challenge assumptions within the discipline as well as with local and global issues. Engages students in approaches to foster
4 0 0%
collaboration and innovation to advance creative problem solving and critical thinking in local and global contexts. Provides opportunities for students to apply knowledge in
structured and unconventional ways.

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13. Comments:

Text Response

Ms. Jarrett incorporated project-based inquiry in relation to genetically modified organisms with her honors student.
 14. Standard 6: Assessment The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress and to guide the teacher's and learner's decision making.

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Unsatisfactory Regular behaviors and observed teaching practices demonstrate that the teacher candidate uses singular assessment forms that lack standards-and/or content-
1 alignment. Unable to analyze data to inform instruction and/or document learning. Does not provide feedback that addresses content, critical thinking and/or problem- 0 0%
solving. Use of data does not allow students to take ownership of their learning.
Approach Regular behaviors and observed teaching practices demonstrate that the teacher candidate uses formative and summative assessments that are generally standards-
and content-aligned. Demonstrates a basic ability to use data to inform instruction and document learning. Attempts to incorporate multiple forms of assessment, but relies on a
2 0 0%
singular type for gaining knowledge about student learning. Provides generic feedback to address content, critical thinking, and problem solving. Attempts to use data to allow
students to take ownership of learning, but does so ineffectively and inconsistently.

Meet Regular behaviors and observed teaching practices demonstrate that the teacher candidate generally uses and/or develops standards- and content-aligned formative and
3 summative assessments to inform instruction and document learning. Incorporates multiple forms of assessments that may or may not be task or assignment appropriate. 1 100%
Provides student feedback and encourages continuous learning in content, critical thinking, and problem-solving. Use of data allows students to take ownership of their learning.

Exceed Regular behaviors and observed teaching practices demonstrate that the teacher candidate uses and develops a variety of standards- and content-aligned formative and
summative assessments to inform instruction and document differentiated learning. Consistently incorporates multiple forms of assessments that are appropriate to assignments
4 0 0%
and tasks, showing careful consideration of content, standards, and student needs. Provides actionable feedback for students to create an environment of continuous learning in
content, critical thinking, and problem-solving. Consistently uses data in ways that allow students to take ownership of their learning.

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15. Comments:

Text Response

Ms. Jarrett provided her students with daily open-ended feedback to encourage critical thinking on the topics studied in her class.

16. Standard 7: Planning Instruction The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing
upon knowledge of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

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Unsatisfactory Regular behaviors and observed teaching practices demonstrate plans with inconsistent standards- and content-alignment. Plans also lack assessment and
1 instructional strategy alignment demonstrating inability to effectively plan for student learning. Plans include no evidence of sequenced learning or appropriate scaffolding to 0 0%
meet the needs of diverse learners. Plans include no attempts at differentiation to meet the academic and cultural needs of students.
Approach Regular behaviors and observed teaching practices demonstrate plans with superficial attempts at standards- and content-alignment with inconsistent alignment
2 between assessments and instructional strategies, which demonstrates a weak ability to plan for student learning. Plans include inconsistent learning sequencing with evidence 0 0%
of inappropriate scaffolding to meet students' needs. Plans include limited superficial attempts at differentiation to meet the academic and cultural needs of students.
Meet Regular behaviors and observed teaching practices demonstrate plans that are consistently standards- and content-aligned with alignment to assessments and instructional
strategies, reflecting a general ability to plan for student learning. Develops appropriately sequenced learning experiences and provides multiple ways for students to
3 0 0%
demonstrate knowledge and skill mastery. Plans include some differentiation to meet the academic and cultural needs of students, but may lack clarity of purpose, process, and
provides little evidence of success. Provides opportunities to interact across cultures.

Exceed Regular behaviors and observed teaching practices demonstrate plans that are consistently standards- and content-aligned with alignment also between assessments
and multiple instructional strategies, which demonstrates strong ability to plan for student learning. Develops appropriate sequencing of learning experiences and provides
4 1 100%
multiple ways to demonstrate knowledge and skill mastery. Plans include thoughtful systematic differentiation to meet the academic and cultural needs of students including
learning experiences designed to provide learners with meaningful interactions across cultures with clear evidence of success.

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17. Comments:

Text Response

Ms. Jarrett did a lot of differentiation through modified activities and groupings to meet the diverse learning needs of her students.

18. Standard 8: Instructional Strategies The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

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Unsatisfactory Regular behaviors and observed teaching practices demonstrate that teacher candidate uses strategies randomly and repetitively in ways that are ineffective
1 reflecting limited understanding of how to determine and align appropriate strategies for instruction. Strategies included are heavily teacher-focused demonstrating an inability to 0 0%
move students towards independence. Use of technology is rigid, traditional, and lacking purposeful consideration for ways to incorporate technology for strategically.
Approach Regular behaviors and observed teaching practices demonstrate that teacher candidate uses strategies that may or may not be research based. Use of strategies
demonstrates some consideration to tasks, assignments, standards, and content showing a superficial understanding of how to determine and align strategies for instruction and
2 0 0%
learning. Teacher candidate uses strategies in an attempt to move students toward independence, but does so inconsistently. Use of technology demonstrates
some consideration, but is inconsistent and may detract from instruction and learning.
Meet Regular behaviors and observed teaching practices demonstrate that teacher candidate uses research-based strategies in strategic ways with a consideration for tasks,
assignments, standards, and content showing a general understanding of how to determine and align appropriate instructional strategies for instruction and learning. Teacher
3 1 100%
candidate provides instances for students to practice and encourages learning independence. Use of technology demonstrates purposeful consideration, is consistent, and
generally enhances instruction and learning.
Exceed Regular behaviors and observed teaching practices demonstrate that the teacher candidate purposefully and consistently uses a variety of research-bases strategies with
consideration for tasks, assignments, standards, and content showing strong understanding of how to determine and align appropriate strategies for instruction and learning.
4 0 0%
Teacher candidate provides thoughtful and strategically designed opportunities for students to practice and move toward learning independence. Use of technology is
purposeful, innovative, and enhances student engagement and learning. Teacher candidate is able to make adjustments when necessary.

Total 1

19. Comments:

Text Response

Ms. Jarrett explored innovative ways to use Google Classroom for a more responsive approach to individual feedback as well as make use of virtual labs to enhance learning experience when materials were prohibitively expensive.
 20. Standard 9: Professional Learning and Ethical Practices The teacher candidate engages in ongoing professional learning and uses evidence
to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

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Unsatisfactory Regular behaviors and observed teaching practices demonstrate that the teacher candidate does not take advantage of program provided and/or other
1 opportunities to increase professional knowledge or improve technical skills. No evidence that the teacher candidate takes responsibility for student learning through reflection of 0 0%
feedback received. Does not conduct themselves ethically and shows no appreciation for the need to maintain appropriate professionalism and confidentiality.

Approach Regular behaviors and observed teaching practices demonstrate that the teacher candidate relies on program-provided learning experiences to increase professional
2 knowledge and improve technical skills. Teacher candidate shows limited ability to take responsibility for student learning through reflective practice to respond to feedback 0 0%
received. Conducts themselves ethically but may not fully understand the need to act professionally and maintain appropriate confidentiality.

Meet Regular behaviors and observed teaching practices demonstrate that the teacher candidate takes advantage of program-provided opportunities to increase professional
3 knowledge and improve technical skills. Teacher candidate takes responsibility for student learning and reflects on feedback received to improve practice. Consistently uses 1 100%
legal and ethical practices and demonstrates general understanding of the need to maintain appropriate confidentiality.

Exceed Regular behaviors and observed teaching practices demonstrates that teacher candidate consistently takes advantage of program-provided opportunities to increase
professional knowledge and improve technical skills including personal reflection. Teacher candidate has created and/or taken advantage of opportunities beyond their program
4 to increase knowledge and improve technical skills. Consistently takes responsibility for student learning through the on-going analysis and reflection of feedback received to 0 0%
improve practice. Conducts themselves ethically, uses legal and ethical practices in creating and referencing material, and demonstrates a strong understanding of the need to
maintain appropriate confidentiality.

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21. Comments:

Text Response

Ms. Jarrett used feedback from parents and her cooperating teacher to enhance the learning experiences she designed and facilitated.

22. Standard 10: Leadership and Collaboration The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.

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Unsatisfactory Regular behaviors and observed teaching practices demonstrate that the teacher candidate does not take advantage of program-provided and/or other
1 opportunities to collaborate, plan learning, or build connections with community resources that enhance student learning and well-being exercises. Given the teacher candidate's 0 0%
experience level, no attempts are evident to collaborate with learners and their families to establish communication and systems of learner support and development.
Approach Regular behaviors and observed teaching practices demonstrate that the teacher candidate relies solely on program-provided opportunities to collaborate to plan
learning exercises to meet the diverse needs of students to build connections with community resources that enhance student learning and well-being. Given the teacher
2 0 0%
candidate's experience level, inconsistent attempts are made to collaborate with learners and their families to establish communication and systems of learner support and
development.

Meet Regular behaviors and observed teaching practices demonstrate that the teacher candidate regularly takes advantage of program-provided and in-school opportunities (e.g.
IEP meetings, staff meetings, club mentoring, etc.) to collaborate with school colleagues to plan learning exercises to meet the diverse needs of students and build connections
3 1 100%
with community resources that enhance student learning and well-being. Given the candidate's experience level, evidence demonstrates that the candidate takes advantage of
opportunities to work collaboratively with learners and their families to establish communication and support learner development.

Exceed Regular behaviors and observed teaching practices demonstrate that the teacher candidate takes advantage of and creates opportunities to collaborate with school
colleagues to plan and jointly facilitate learning on how to meet the diverse needs of students and builds ongoing and consistent connections with community resources to
4 0 0%
enhance student learning and well-being. Given the candidates' experience level, the teacher candidate took the initiative to seek out opportunities to work collaboratively with
learners and their families to establish mutual expectations and ongoing communication to support learner development.

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23. Comments:

Text Response

Ms. Jarrett participated in parent-teacher conferences, staff development, as well as a professional development opportunity through which she learned about how 3-D printing can be woven into STEM lessons.

24. Disposition #1: The teacher candidate demonstrates commitment to the welfare and continuous development of others.

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1 Unsatisfactory No communication that indicates awareness of personal care for others. May express pity for some contexts 0 0%

2 Approaching Communicates general care for students. Does not seek information about students' lives and experiences outside of classroom. 0 0%
Meets Communicates care for students individually and generally. Accepts information about contexts of their lives. Expresses suggestions for students to continue their
3 0 0%
development.
Exceeds Communicates care and personal concern for students. Seeks information about the contexts of students' lives. Initiates avenues for students to continue their
4 1 100%
development.

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25. Comments:

Text Response

Ms. Jarrett was so committed to the successful learning of her students that she voluntarily stayed an extra week in her placement as well as work with after school tutoring to assist students with content mastery.
 26. Disposition #2: The teacher candidate communicates and acts professionally.

# Answer Bar Response %

1 Unsatisfactory Does not consider others in communication or actions. Does not meet commitments. 0 0%
Approaching Usually meets commitments but does not let others know if commitment cannot be kept. Sometimes behaves or communicates in an unprofessional manner but
2 0 0%
corrects behavior and communication when requested.

Meets Usually meets commitments or lets others know in a timely manner if commitment cannot be kept. Maintains professional relationships with students and peers. Presents
3 0 0%
self professionally.

Exceeds Meets commitments. Always lets others know in a timely manner if commitment cannot be kept. Maintains professional relationships with students and peers. Presents
4 1 100%
self professionally. Considers implications to the profession when making decisions.

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27. Comments:

Text Response

Ms. Jarrett is timely and eloquent with professional correspondence.

28. Disposition #3: The teacher candidate demonstrates respect for people who are different in how they might think, learn, or communicate.

# Answer Bar Response %

1 Unsatisfactory Does not recognize any value in diversity or differences. 0 0%

2 Approaching Limited experience with diverse learners. Recognizes that diversity and differences can impact lives and learning, but does not include in planning. 0 0%
Meets Uses language that expresses understanding of how individual differences and aspects of diversity influence students' and peers' lives and learning. Makes instructional
3 1 100%
decisions that build on learners' strengths.
Exceeds Communicates genuinely with all students and peers regarding individual differences, aspects of diversity, and influences on students' and peers' lives and learning.
4 0 0%
Utilizes diversity in classroom lessons to promote appreciation.

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29. Comments:

Text Response

Ms. Jarrett does an especially good job of choosing relevant manipulatives to help student access prior knowledge and develop their strengths.

30. Disposition #4: The teacher candidate is a contributing member who demonstrates compassion and empathy.

# Answer Bar Response %

1 Unsatisfactory Does not participate as a team member or see value in teamwork. 0 0%

2 Approaching Occasionally interacts with peers on tasks. Accepts roles as assigned by others. Limited relationships with peers. 0 0%

3 Meets Regularly interacts with peers on tasks. Takes either the lead or follower role. Establishes relationships with peers. 1 100%
4 Exceeds Frequently interacts with peers on tasks. Takes lead or follower role equally well. Exhibits compassion and empathy for team members. 0 0%

Total 1

31. Comments:

Text Response

Ms. Jarrett works well in collaborative design of learning experiences and is active about making sure everyone's perspectives are included equitably.

32. Disposition #5: The teacher candidate models fair and ethical behavior.

# Answer Bar Response %

1 Unsatisfactory Rigidly sets guidelines with no consideration of context or principles. Does not recognize unethical behavior. 0 0%
Approaching Behaves ethically. Sets guidelines and equates fairness with equality, believing that the "playing field" is level. Allows unethical behavior of others to continue
2 0 0%
unquestioned.
Meets Behaves ethically. Explores nuances of fairness. Recognizes students may need different supports at different times. Communicates an expectation that students will
3 1 100%
behave ethically.
Exceeds Intentionally models ethical behavior. Directly expresses concerns if others suggest unethical ideas. Teaches students the value of ethics and integrity. Fair behaviors
4 0 0%
are based on ethical principles.

Total 1

33. Comments:

Text Response

Ms. Jarrett looked for opportunities to coach students in ethical behavior, e.g. in the integrity of completing original works to insure personal learning development.
 34. Disposition #6: The teacher candidate accepts responsibility for and reflects on actions.

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1 Unsatisfactory Does not recognize personal impact on student performance or behaviors, indicating that others/students are solely responsible. Fails to respond to feedback. 0 0%

2 Approaching Minimal recognition of personal impact on student performance and behaviors. Does not seek or respond to feedback unless specifically directed. 0 0%
3 Meets Recognizes personal impact on student performances and behaviors. Reacts to feedback and adjusts behaviors in response. 0 0%

4 Exceeds Recognizes personal impact on student performances and behaviors. Actively seeks feedback and adjusts behavior in response. 1 100%

Total 1

35. Comments:

Text Response

Ms. Jarrett takes her responsibility for her students' learning seriously and does whatever necessary to help them be successful.

36. Disposition #7: The teacher candidate models enthusiasm for and engagement in learning.

# Answer Bar Response %

1 Unsatisfactory No evidence of curiosity, positive affect, or energy. 0 0%

2 Approaching Limited evidence of curiosity, positive affect, or energy. 0 0%

3 Meets Exhibits curiosity, positive affect, and energy. 1 100%

4 Exceeds Clearly curious and passionate about learning. Positive affect is contagious. 0 0%

Total 1

37. Comments:

Text Response

Ms. Jarrett is enthusiastic and genuinely interested in both her content and her teaching practice.

38. We have changed our assessment form this year, and would appreciate your feedback about this process. Please share your feedback in the box
below.

Text Response