Performance Assessments

During my teaching experience, I always look to get the most feedback I can get so proper reflection and adjustments can be made in order to improve my teaching. Implementing feedback allows me to become the best teacher I can be. The better I can be as a teacher the more my students will learn. Great teachers should always be learning just like our students. Life long learners always look to improve and that's what I strive to achieve. Along with implementing feedback, having a great attitude and a growth mindset by learning from mistakes will help me reach the goal of becoming the best I can become so my students can learn at the highest level. I have been very fortunate to receive an enormous amount of feedback from professionals that have been in the field for many years. The variety of feedback I receive allows me become that life long learner I strive to be so ALL my students can achieve success. On this page you will see my summative teaching assessments from the elementary and secondary practicum experiences.

Teacher Candidate Assessments Completed by Supervising Practitioner and Program Supervisor (Elementary Level)

"Planned and implemented specific RREs throughout lesson plan, specifically the meeting area for instruction. Understands progressions to make the lesson age appropriate."

Well Structured Lessons (Element 1.A.4)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"Able to recognize when adjustments are needed and understands when to move on. Progressions are correct and starts simple and moves to more complex skills."

Adjustment to Practice (Element 1.B.2)

Quality- Proficient

Scope- Proficient

Consistency- Exemplary

"Works well with all students (ELA, SPED, ASD) and incorporates a variety of instructional strategies. Specifically, the Teacher Candidate checks for understanding multiple times, uses inclusion style of teaching where students are allowed to make their own choices and decisions, both of which helps foster student achievement."

Meeting Diverse Needs (Element 2.A.3)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"Excellent RREs and reinforcement of safety concerns while incorporating lesson content. Uses meeting area for instruction and demonstrations. Manages equipment and is consistent with signals. Redirects those off-task. Has equipment ready and spread out. Equipment is age appropriate for student safety. Uses age appropriate equipment and uses a clear sign that the students understand. Waits patiently to maintain a positive learning environment."

Safe Learning Environment (Element 2.B.1)

Quality- Exemplary

Scope- Proficient

Consistency- Proficient

"All tasks were "framed" and high expectations were set. Used challenge arousal to promote and encourage student persistence. Holds students accountable for their behavior and work ethic."

High Expectations (Element 2.D.2)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"Does an excellent job reflecting after his lesson and is able to make changes prior to reteaching the lesson. Has an open mind to change."

Reflective Practice (Element 4.A.1)

Quality- Exemplary

Scope- Proficient

Consistency- Proficient

Teacher Candidate Assessments Completed by Supervising Practitioner and Program Supervisor (Secondary Level)

"TC enthusiastically plans and presents his agenda to the class. Clear and measurable objectives."

Well Structured Lessons (Element 1.A.4)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"Great use of questioning to "check for understanding." TC is getting very good at adjusting his plan to meet the needs of all his students."

Adjustment to Practice (Element 1.B.2)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"TC has a very good report with s's of all ethnicity and backgrounds. Tc adjusts his language and delivery to meet the needs of different learners. Nice scaffolding and progression of tasks - incorporated rallying after ample practice time for serving; clarifying questions TC uses white board effectively and has become much more articulate in his presentation. TC enjoys teaching, models good manners, is very professional in his interactions with both staff and students, and likes to pinpoints St's doing well."

Meeting Diverse Needs (Element 2.A.3)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"High number of OTRs; appropriate space, equipment and time (small class size, larger number of tennis courts and more than enough racquets). S's felt comfortable to fail and so have improved dramatically in most instances. Participation rate for the week was 100%, a great sign that the s's felt emotionally safe. TC does a great job of inquiry. He is constantly asking questions of his st's and challenging their thought process."

Safe Learning Environment (Element 2.B.1)

Quality- Proficient

Scope- Exemplary

Consistency- Exemplary

"TC models enthusiasm and demonstrates a high level of skill in activity. TC reinforces a high level of skill and sportsmanship in activity. Tasks provided allowed for all of the expectations to be met; provided extensions for students (high/low) for personalized challenges. All students were engaged at both stations. Formative assessment was used to gather information from the student's perspective. Homework given for cognitive domain. Rules, routines, and expectations stated at start of class - judgement free zone, safety on equipment and weights, proper techniques, and to push oneself (physically).

High Expectations (Element 2.D.2)

Quality- Proficient

Scope- Proficient

Consistency- Proficient

"TC is very receptive to new ideas and constructive criticism. TC is a splendid reflector and incorporates many of the suggestions put forth by SP and PS. TC has a good idea of how a challenging and progressive PE class is suppose to look and challenges himself to get what he wants."

Reflective Practice (Element 4.A.1)

Quality- Proficient

Scope- Exemplary

Consistency- Proficient