Westminster Preservice Teacher Evaluation Form

Teacher Candi Anthony Farley

Methods ____ or Student Teaching _____ | Observation _____ Mid-Term _____ Final Evaluation___x__ TWS ______ Portfolio_____
Date/Time: 3/31/20 Grade/Subject: 3 School/Mentor: Carol Jean Bethers Completer:

Signature:
Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)
Please see Utah Institutions of Higher Education Preservice Teacher Evaluation Rubric for description of each indicator
Standard 1: Learner Development
Rating
The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.
The teacher: Comments and Suggestions: Anthony has a good relationship with the students in his
1.1   Creates developmentally appropriate and
classroom which gives him great insight into their needs as learners. He knows which students
challenging learning experiences based on each are likely to understand the math concept for the day, and which students he's going to need
learner’s strengths, interests, and needs (1a, to pull into a small group for a second hit. He has strengthened the rigor through his own
2e). personal growth that allows learners to stretch and grow.
InTASC 1 One of his strengths is collaborating with others, whether it’s families or colleagues, because
he comes from a relationship point of view. His kindness and compassion help in building
3 CAEP 1.1, 3.5 those relationships that have lead to trust from students, parents, and colleagues. Even
1.2   Collaborates with families, colleagues, and though he has only been in the building for a few months other teachers feel comfortable as
other professionals to promote student growth he asks questions, discusses life in the classroom, or what his weekend was like.
and development (1b).

InTASC 1
CAEP 1.1, 3.5
Standard 2: Learning Differences
Rating
The teacher understands individual learner differences and cultural and linguistic diversity.
The teacher: Comments and Suggestions: Something he’s learned is to factor in the needs of his ELL
2.1   Allows learners multiple ways to
students where their learning often can’t keep pace with their language skills. He slows down,
demonstrate learning sensitive to diverse restates it, or allows them to work with others to show what they know. That has made a big
3
experiences, while holding high expectations for difference with many of his students. I’ve often heard him ask a student to do more because
all (2a, 2b, 2c, 2d). InTASC 2 CAEP 1.1, 3.5 they can. Anthony, it’s far too easy for us as teachers to narrow our field of view as we teach.
Keep reminding yourself to check the corners to see which students are learning.
Standard 3: Learning Environments
Rating The teacher works with learners to create environments that support individual and collaborative learning, social interactions, active engagement in
learning, and self-motivation.
The teacher: Comments and Suggestions: Your students are really engaaged during the times they are using
3.1   Develops learning experiences that engage and the response flipcards, white boards, and Nearpods because they can show what they know
support students as self-directed learners who on an individual basis. Even though you discovered that putting student desks in tables so
internalize classroom routines, expectations, and they can work and collaborate did not work at that particular time continue preparing them
procedures (3)InTASC # for when they will be. You've discovered that you can have students collaborate anywhere in
the room, and that's working well for you and them. Putting students of differing interest and
3 3.2   Collaborates with students to establish a abilities together works because you know your students. Thank you for labeling student
positive learning climate of openness, respectful
interactions, support, and inquiry (3b).InTASC conduct as disrespectful and then taking the time to explain the WHY so they understand and
learn. One of your best strategies is the use of proximity when you need to help a student
3.3   Utilizes positive classroom management improve behavior or learning.
strategies, including the resources of time, space,
and attention, effectively (3c, 3d). InTASC 3

Standard 4: Content Knowledge

Rating
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
The teacher: Comments and Suggestions: Probably one of your best Ah Hah! moments was when you
4.1   Bases instruction on accurate content
realized the big picture for Wonders, our distritcts literacy program, and came to share it with
knowledge using multiple representations of me. That's when you turned the corner from being a surface teacher to being able to raise the
3 concepts and appropriate academic language rigor and teach on a deeper level. Just wait until next year when it all becomes even clearer!
(4a, 4c, 4d, 4e, 7c).InTASC 4 and 5

Standard 5: Assessment
Rating The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and
determine whether the outcomes described in content standards have been met.
The teacher: Comments and Suggestions You began the year using just the CFAs and assessments your
5.1   Uses data sources to assess the
grade level was using. It was overwhelming. As the year went on and you discovered you
effectiveness of instruction and to make were doing most and then all of your own planning I saw you developing your own strategies
3 adjustments in planning and instruction (5a, 5c, to use the data to change instruction. That's exactly what I wanted you to do. You caught the
5d, 8a).InTASC 6 excitement of using data to inform instruction. Powerful!

5.2   Documents student progress and provides It was a good thing that your grade level had many CFAs and assessments that were already in
descriptive feedback to student, place, however, you have been able to design your own to share with the team that have been
parent/guardian, and other stakeholders in a very successful. I especially appreciated your insight as to when assessments and instruction
variety of ways (5b, 5e).InTASC 6 weren't matching so you could adjust things. It took some time for you to have the courage to
branch out on your own to do some of your own CFAs, but I think that's when you became
5.3   Designs or selects pre-assessments, hooked on different ways to assess. You'll never look back now!
formative, and summative assessments in a
variety of formats that align to learning
objectives and engage the learner in
demonstrating knowledge and skills
(5a).InTASC 6

Standard 6: Instructional Planning

Rating The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards,
instructional best practices, and the community context.

The teacher: Comments and Suggestions Remember that sometimes the I CAN statements for math and
6.1   Demonstrates knowledge of the Utah Core
literacy you post on the board for students are really more for you, the teacher. It's your way
Standards and references them in short- and to check that you are sticking to the standards as you teach. Refer to them if you've taken the
long-term planning (4b, 6a).nTASC 7 time to write them up there, if you don't, then don't take the time to write them on the board.
3 You are taking the time to think about ways to bring more to your lesson than just what is in
6.2   Integrates cross-disciplinary skills into the texts, Wonders and Go Math, so more students can deepen their background knowledge.
instruction to purposefully engage learners in That's vital for our population so keep it up.
applying content knowledge (6b, 6e). InTASC 7

Standard 7: Instructional Strategies

Rating The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and
build skills to apply and extend knowledge in meaningful ways.
The teacher: Comments and Suggestions It was about mid-January when you began to see the big picture
with teaching literacy. That's about right for intern teachers so you were right on track. Prior
to that you only have background knowledge and brain power to see the day to day, and
08/16/2017Performance Indicators: 0 – week
perhaps Not Effective 1 – Beginning
to week instruction. 2 got
Your big "I've – Developing 3 – turning
it!" moment was your Preservice Effective
point for (NA – Not Applicable)
literacy instruction in your classroom. I saw a renewed energy for your own learning and that
impacted you students' learning. They began to ask more questions during the lessons, and
you had more enthusiasm in your voice as you taught. You began finding more ways to
 Comments and Suggestions It was about mid-January when you began to see the big picture
7.1   Practices a range of developmentally,
with teaching literacy. That's about right for intern teachers so you were right on track. Prior
culturally, and linguistically appropriate to that you only have background knowledge and brain power to see the day to day, and
instructional strategies to meet the needs of perhaps week to week instruction. Your big "I've got it!" moment was your turning point for
individuals and groups of learners (2b, 2e, 6c, literacy instruction in your classroom. I saw a renewed energy for your own learning and that
7a, 7b).InTASC 8CAEP 1.1, 1.2, 1.4, 3.5 impacted you students' learning. They began to ask more questions during the lessons, and
you had more enthusiasm in your voice as you taught. You began finding more ways to
implement technoloy, more hands on learning, and more opportunites for students to write.
7.2   Provides multiple opportunities for You also began to have students work more and more in partners and teams. Your
students to develop higher-order and meta- enthusiasm sparked theirs. That's what effective teachers do best.
cognitive skills (3f, 6d, 7e).InTASC 8 CAEP 1.1,
1.2, 1.4, 3.4, 3.5

3 7.3   Supports and expands each learner’s

communication skills through reading, writing,
listening, and speaking (3f, 7d).InTASC 8CAEP
1.1, 1.4, 3.4, 3.5

7.4   Uses a variety of available and appropriate

technology and resources to support learning
(3e, 7f, 7g).InTASC 8CAEP 1.1, 1.3, 1.5, 3.4, 3.5

7.5   Develops learners’ abilities to find and use

information to solve real-world problems (7g,
7f).InTASC 8

Standard 8: Reflection and Continuous Growth

Rating
The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
The teacher: Comments and Suggestions This is most certainly your strong point. You have asked me
8.1   Adapts and improves practice based on
questions from the beginning that were focused on how to improve everything. You listened
reflection and new learning (8b, 8c, 8d, 8e). and then immediately implemented. You seek out people who have the knowledge you seek
InTASC 9 to learn.

Standard 9: Leadership and Collaboration

Rating
The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive
The teacher: Comments and Suggestions Your potential for becoming an educational leader was apparent
9.1   Participates actively in decision-making
early on to me. You are a people person and a relationship builder. All of your students look
processes, while building a shared culture that to you for safety in their school world. They depend on you to show them kindness and
affects the school and larger educational compassion, and believe that you will help them learn and grow. Their parents have also
community (9a, 9b, 9d, 9e).InTASC 10 CAEP 1.1, learned that you are willing to connect with them as vital contributors to their child's
3 3.3, 3.5 education. Your colleagues depend on you for support, new ideas, technology, and the
goodness that is soul deep within you. You are a value member of our school community.
9.2   Advocates for the learners, the school, the
community, and the profession (9c). InTASC 9
CAEP 1.1, 3.3, 3.5

08/16/2017Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)
 Standard 10: Professional and Ethical Behavior
Rating
The teacher demonstrates the highest standard of legal, moral, and ethical conduct in compliance with federal and state rules and laws.
The teacher: Comments and Suggestions All of these listed here are things that are just part of you. You
10.1 Is responsible for compliance with
have high standards for yourself, and will teach your students the same. You are going to be
university policies, federal and state laws, State an asset to any school or district you belong to.
Board of Education administrative rules, state
assessment policies, local board policies, and
supervisory directives (10a, 5f). InTASC 9 CAEP
1.1, 1.4, 3.3, 3.5, 3.6
3
10.2 Is responsible for compliance with all requirements of State Board of Education Rule R277-530 at all levels of teacher development (10b). InTASC 9 CAEP 1.1, 1.4, 3.3, 3.5, 3.6

GOALS: Pre COVID-19 Goals: Further develop use of assessment based instruction by increasing the frequency of exit tickets and formative
assessments to three times per week for both reading and math instruction. Post COVID-19 Goals: Increase student engagement in online
instruction materials through frequent (weekly) contact and creation of easy to access and use material. Increase the rigor of online instruction
through the use of video learning module creation and frequent assessments.

GENERAL COMMENTS: Anthony is an outstanding intern teacher who will quickly become a master teacher. He has dedicated himself to learning
everything he can about how to best educate students through his university studies, working as an intern with a coach, and collaborating with his
colleagues.
He has spent countless hours with learning the basics of classroom management, and then successfully managed the whole classroom including one
student who pushed the boundaries for every single adult in our building. Classroom management has been an area of teaching that Anthony has
worked hard to understand and implement. He has asked questions, asked for help, and celebrated the successes with his students, parents, and
other teachers. He has learned excellent management practices.
Intern teachers are always surprised by the amount of time and effort it takes to learn curriculum and how to plan and prepare. Anthony has been
more than willing to take the necessary time to learn how to plan, prepare and instruct. He has always been willing to ask for help so that he can
learn everything he can that will improve his skills. He has begun to share his ideas with his team, push himself to learn more, and actively
participate in everything our school is doing.
Technology is one of Anthony’s strengths. He is quick to share his knowledge with his students, as well as with other adults in our school. His
students know he is always able to help them navigate the programs they work on and as a result there just seems to be less tension while Chrome
Books are being used. I’ve come to count on him to be my tech guy and sent him to help others. He is always willing and cheerful about it, but
most importantly, he teaches! He doesn’t just do it for you.
Rarely have I seen a teacher as motivated and exceptional as Anthony. He is truly one of a kind. I have been honored to be his coach.

08/16/2017Performance Indicators: 0 – Not Effective 1 – Beginning 2 – Developing 3 – Preservice Effective (NA – Not Applicable)