2017-2018 Spring Summative Evaluation - Maddie Gregrich
2017-2018 Spring Summative Evaluation - Maddie Gregrich
Program:
o Elementary
o Secondary
o Special Education Early Childhood Education – Early Intervention
o Special Education Early Childhood Education – Preschool
o Special Education Mild Moderate Disabilities
o Special Education Deaf and Hard of Hearing
o Special Education Visual Impairments
o Special Education Severe Disabilities
o Special Education Deaf Blind
Semester:
Grade: 2nd
Position of Evaluator:
o University Faculty Cohort Leader
o University Supervisor
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o Site Teacher Educator/Cooperating Teacher
Field Experience:
o Elementary and Secondary Pre-Student Teaching Practicum
o Special Education Field Studies
o Student Teaching
o Internship - Fall
o Internship - Spring
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Subject of Observed Lesson: Math, Social Studies, Language Arts, Community Building, ELD
Evidence for Evaluation (Check all that apply for this evaluation):
o Reviewed my formative observations
o Reviewed formative or summative observations from Site Teacher Educator/Cooperating
Teacher
o Conferenced with Candidate, Site Teacher Educator/Cooperating Teacher, and/or other
school personnel
o Reviewed lesson plans/TWS/Candidate portfolio
o Other, please describe:
Standard 2: Learning Differences The teacher understands individual learner differences and
cultural and linguistic diversity. For each question, refer to the following rubric: Standard 2
3 2.1 O - Allows learners multiple ways to demonstrate learning sensitive to diverse
experiences, while holding high expectations for all
Standard 3: Learning Environments The teacher works with learners to create environments
that support individual and collaborative learning, encouraging positive social interaction, active
engagement in learning, and self-motivation. For each question, refer to the following rubric:
Standard 3
3 3.1 O - Develops learning experiences that engage and support students as self-directed
learners who internalize classroom routines, expectations, and procedures
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3 3.2 O - Collaborates with students to establish a positive learning climate of openness,
respectful interactions, support, and inquiry
3 3.3 O - Uses positive classroom management strategies, including the resources of
time, space, and attention, effectively
Comments ____Maddie has been teaching in a push-in model and collaborates with two
other colleagues to meet the instructional needs of all student levels. She provides chants,
manipulatives, visuals, and kinesthetic ways for students remember and engage with new
content. She is very positive about all her student interactions and encourages students to
build community with one another through lessons and modeling of behavior.
Instructional Practice
The minimum score at pre-student teaching practicum/SPED field studies is 18; minimum
score for final student teaching is 26.
Standard 4: Content Knowledge The teacher understands the central concepts, tools of
inquiry, and structures of the discipline. For each question, refer to the following rubric:
Standard 4
2 5.1 O - Uses data sources to assess the effectiveness of instruction and to make
adjustments in planning and instruction
2 5.2 C - Documents student progress and provides descriptive feedback to student,
parent/guardian, and other stakeholders in a variety of ways
3 5.3 C - Designs or selects pre-assessments, formative, and summative assessments in a
variety of formats that align to learning objectives and engage the learner in demonstrating
knowledge and skills
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3 6.1 C - Demonstrates knowledge of the Utah Core Standards and references them in
short- and long-term planning
2 6.2 C - Integrates cross-disciplinary skills into instruction to purposefully engage learners
in applying content knowledge.
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Standard 7: Instructional Strategies 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. For each question, refer to
the following rubric: Standard 7
Comments ___Maddie plans extremely engaging activities that often incorporate at least
writing, speaking and active listening. She often uses formative assessment in the form of
white board or actions so she can gauge student understanding. With all the informal
assessment, Maddie can continue working on modifying her pacing, depth of questioning,
or support based on in the moment student assessment.
Professional Responsibility
For Standards 8 and 9, the minimum score at pre-student teaching practicum/SPED field
studies is 5; minimum score for final student teaching is 7. For Standard 10, the minimum
score at pre-student teaching practicum/SPED field studies is 4 (yes to both questions);
minimum score for final student teaching is 4 (yes to both questions).
Standard 8: Reflection and Continuous Growth The teacher is a reflective practitioner who
uses evidence to continually evaluate and adapt practice to meet the needs of each learner. For
each question, refer to the following rubric: Standard 8
3 8.1 C - Adapts and improves practice based on reflection and new learning
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3 9.2 C - Advocates for the learners, the school, the community, and the profession.
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Standard 10: Professional and Ethical Behavior The teacher demonstrates the highest
standard of legal, moral, and ethical conduct, as specified in Utah State Board Rule R277-515.
For each question, refer to the following rubric: Standard 10
Scal No Yes
e:
YES 10.1 C - Is responsible for compliance with university policies, federal and state laws,
State Board of Education administrative rules, state assessment policies, local board policies,
and supervisory directives
YES 10.2 C - Is responsible for compliance with all requirements of State Board of Education
Rule R277-515 at all levels of teacher development
Comments ___Maddie is very reflective and has been very open to pushing herself to
continue to grow through feedback. She frequently collaborates with her colleagues and is a
strong advocate for all students’ learning.
Additional Comments
For Pre-Student Teaching Practicum/SPED Field Studies, the minimum score is 37. [at
least a "2" for 80% of items in each section; yes to both questions in Standard 10]
For Final Student Teaching, the minimum score is 51. [at least a "3" for 80% of items in
each section; yes to both questions in Standard 10; no "0"s]
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Teacher Candidate By typing your name, you, a Teacher Candidate, are signing this document
electronically and confirming that you understand the content of this form.
Please fill in your email address below. The email you supply will be used to verify that you have
signed this document.
maddiegregrich@gmail.com
Site Teacher Educator / Cooperating Teacher / Supervisor Signature By typing your name,
you, a Site Teacher / Cooperating Teacher and/or Supervisor, are signing this document
electronically and confirming that you understand the content of this form.
Please fill in your email address below. The email you supply will be used to verify that you have
signed this document.
Sandra.Leu@utah.edu
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