Q1: Teacher Candidate's Name

Haley Howerin
Q2: Internship Start Date
09-02-14
Q3: Internship End Date
10-17-14
Q4: SchooI
Alanton Elementary School
Q5: District
Virginia Beach Public Schools
Q6: State
Virginia
Q7: EvaIuator's Name
Cheryl Gould
Q8: EvaIuator's Position
Director of Student Teaching
COMPLETE COMPLETE
CoIIector: CoIIector: New Link New Link (Web Link) (Web Link)
Started: Started: Sunday, October 05, 2014 5:06:10 PM Sunday, October 05, 2014 5:06:10 PM
Last Modified: Last Modified: Sunday, October 05, 2014 5:28:23 PM Sunday, October 05, 2014 5:28:23 PM
Time Spent: Time Spent: 00:22:13 00:22:13
IP Address: IP Address: 216.54.92.22 216.54.92.22
PAGE 1: PersonaI Information
PAGE 2: InstructionaI PIanning/DeIivery: Active, SuccessfuI Student Participation
#25
1 / 4
Mid-Term Evaluation by University Director oI Student Teaching: Site 1 (rev.
2011)
SurveyMonkey
Q9: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Students are actively engaged in learning. Satisfactory
Students are successful in learning. Satisfactory
Students behaviors indicate learning is at a high
cognitive level.
Above Average
Students are self-directed/self-initiated as appropriate
to lesson objectives.
Satisfactory
Students are connecting learning to work and life
applications, both within the discipline and with other
disciplines.
Satisfactory
Appropriate pace, sequencing, and variety of activities. Above Average
Appropriate questioning and inquiry techniques are
used.
Satisfactory
Available technology is used appropriately and
effectively.
Above Average
nstruction has been designed to be responsive to
learner needs (differentiated readiness, interest,
learner modality) if appropriate.
Above Average
Lesson activities have been designed to promote
retention and transfer.
Above Average
Q10: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
nstruction is based on objectives and core curriculum
demands.
Outstanding
Content is learner-centered. Satisfactory
Strategies promote critical thinking/problem-solving. Above Average
Strategies include motivational techniques. Satisfactory
Strategies are aligned. Above Average
PAGE 3: InstructionaI PIanning/DeIivery: Learner-Centered Instruction
PAGE 4: InstructionaI PIanning/DeIivery: EvaIuation and Feedback on Student Progress
2 / 4
Mid-Term Evaluation by University Director oI Student Teaching: Site 1 (rev.
2011)
SurveyMonkey
Q11: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Academic progress is monitored and assessed using
formal and informal assessments.
Satisfactory
Assessment and feedback are aligned with goals,
objectives, and strategies.
Above Average
Assessment strategies are appropriate. Satisfactory
Student learning is reinforced. Satisfactory
Students receive constructive feedback. Satisfactory
Teacher provides opportunities for relearning and re-
evaluation.
No Opportunity to Observe
Q12: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Teacher effectively implements discipline
management.
Satisfactory
Teacher establishes climate that promotes self-
discipline and self-direction.
Satisfactory
Teacher interacts with students equitably. Satisfactory
Teacher specifies expectations for behavior. Satisfactory
Teacher intervenes and re-directs behavior. Satisfactory
Teacher reinforces desired behavior. Above Average
Teacher uses equitable instructional materials. Satisfactory
Teacher effectively manages materials, time, and
transitions during lesson.
Satisfactory
PAGE 5: InstructionaI PIanning/DeIivery: Mgmt of Student DiscipIine, Instr Strategies, Time & MateriaIs
PAGE 6: ProfessionaI Communication
3 / 4
Mid-Term Evaluation by University Director oI Student Teaching: Site 1 (rev.
2011)
SurveyMonkey
Q13: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Appropriate/accurate written communication with
students.
No Opportunity to Observe
Appropriate/accurate verbal and non-verbal
communication with students.
Satisfactory
Encourages reluctant students; plans for special
needs.
Satisfactory
Q14: Using the foIIowing scaIe, pIease rate the teacher candidate's performance in each of the areas
beIow.
Plans and directs activities of classroom assistants
including paraprofessionals, volunteers, and tutor.
No Opportunity to Observe
Modifies performance based on personal and
professional critiques.
Above Average
Demonstrates flexibility. Satisfactory
Demonstrates initiative in planning, management, and
professional interactions.
Above Average
Maintains confidentiality. No Opportunity to Observe
Demonstrates effective collaboration in one-to-one and
small group interactions.
Satisfactory
Fosters trust in relationships with students, families,
and colleagues.
Above Average
Receives and responds to constructive feedback. Satisfactory
Q15: Comments on teacher candidate's effectiveness of overaII instruction, use of deveIopmentaIIy
appropriate strategies, abiIity to Iead the cIass, professionaIism, attitudes, and demeanor throughout
the period of observation:
Haley shows a desire to do things well. She is learning and growing as an educator. She has taken the
feedback offered by the cooperating teacher and me to make improvements in her instruction and classroom
management techniques.
PAGE 7: ProfessionaI and EthicaI Behavior
4 / 4
Mid-Term Evaluation by University Director oI Student Teaching: Site 1 (rev.
2011)
SurveyMonkey