Evaluation #3 for Eldon Ray

Evaluation Results
Author: Eldon Ray
Date Evaluated: 04/27/2016 06:45:37 PM (PDT)
DRF template: 4 Credit B.S. Elementary Education
Program: Elementary v. 2012 BACHELOR
Evaluation Method: Using Rubric
Evaluation Summary for STUDENT TEACHING: EED 480NA/EED 480NB: Evaluation #3 (Collaborative
Observation from GCU Supervisor)
Final Score: 4.00 (out of 4)
Distinguished
Overall comments: Eldon does a great job in the classroom and will be a valuable member of the
teaching profession...
Detailed Results (Rubric used: 2011_Evaluation #2_#3_ RV Aug)
Standard #1: Learner Development: The teacher candidate creates developmentally appropriate instruction that
takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and
accelerate his/her learning.
(1) Unsatisfactory (2) Basic (3) Proficient (4) Distinguished
Does not meet expectations
for a student teacher.
Occasionally observed;
minimally meets expectations
Frequently observed; meets,
sometimes exceeds,
expectations for a student
teacher.
Consistently observed;
consistently exceeds
teacher.
Criterion Score: 4.00 (Distinguished)
Comments on this criterion (op: Eldon does a really good job in creating developmentally appropriate instruction...
Standard #1: Learner Development: The teacher candidate collaborates with families, communities, colleagues, and
other professionals to promote learner growth and development.
sometimes exceeds,
teacher.
teacher.
Criterion Score: Not Applicable
Standard #2: Learning Differences: The teacher candidate designs, adapts, and delivers instruction to address each
student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning
in different ways.
sometimes exceeds,
teacher.
teacher.

Printed on: 04/27/2016 10:35:26 PM (EST)

Comments on this criterion (op: Eldon is really good at adapting instruction to the different learning modalities of
students...
Standard #2: Learning Differences: The teacher candidate incorporates tools of language development into planning
and instruction, including strategies for making content accessible to English language learners and for evaluating
and supporting their development of English proficiency.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: I observed many different types of learning activities throughout the class...
Standard #2: Learning Differences: The teacher candidate accesses resources, supports, and specialized assistance
and services to meet particular learning differences or needs.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon used a variety of different learning resources during the lesson to help get the
learning material successfully to the student...
Standard #3: Learning Environments: The teacher candidate manages the learning environment to actively and
equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’
attention.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon has excellent classroom management practices as the learners were focused on
the material at hand...
Standard #3: Learning Environments: The teacher candidate communicates verbally and nonverbally in ways that
demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to
the learning environment.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon has excellent verbal and non verbal communication...both are non threatening....
Standard #4: Content Knowledge: The teacher candidate stimulates learner reflection on prior content knowledge,
links new concepts to familiar concepts, and makes connections to learners’ experiences.

Printed on: 04/27/2016 10:35:26 PM (EST)

sometimes exceeds,
teacher.
teacher.
Standard #4: Content Knowledge: The teacher candidate uses supplementary resources and technologies effectively
to ensure accessibility and relevance for all learners.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: all classroom activities had supplemental resources that were available for use...
Standard #4: Content Knowledge: The teacher candidate creates opportunities for students to learn, practice, and
master academic language in their content.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: There were excellent questioning techniques used during the lessons...
Standard #5: Application of Content: The teacher candidate engages learners in applying content knowledge to real
world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
sometimes exceeds,
teacher.
teacher.
Standard #5: Application of Content: The teacher candidate facilitates learners’ ability to develop diverse social and
cultural perspectives that expand their understanding of local and global issues and create novel approaches to
solving problems.
sometimes exceeds,
teacher.
teacher.
Standard #6: Assessment: The teacher candidate designs assessments that match learning objectives with
assessment methods and minimizes sources of bias that can distort assessment results.
sometimes exceeds,

Printed on: 04/27/2016 10:35:26 PM (EST)

for a student teacher. expectations for a student
teacher.
teacher.
Standard #6: Assessment: The teacher candidate works independently and collaboratively to examine test and
other performance data to understand each learner’s progress and to guide planning.
sometimes exceeds,
teacher.
teacher.
Standard #6: Assessment: The teacher candidate prepares all learners for the demands of particular assessment
formats and makes appropriate modifications in assessments or testing conditions especially for learners with
disabilities and language learning needs.
sometimes exceeds,
teacher.
teacher.
Standard #7: Planning for Instruction: The teacher candidate plans how to achieve each student’s learning goals,
choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for
individuals and groups of learners.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: It was observed that different teaching strategies were used for different learning
modalities...
Standard #7: Planning for Instruction: The teacher candidate develops appropriate sequencing of learning
experiences and provides multiple ways to demonstrate knowledge and skill.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon does a great job in learning sequences that ties on learning concept to another
with proper transition...
Standard #7: Planning for Instruction: The teacher candidate plans for instruction based on formative and
summative assessment data, prior learner knowledge, and learner interest.
sometimes exceeds,

Printed on: 04/27/2016 10:35:26 PM (EST)

for a student teacher. minimally meets expectations
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon has really great lesson plans tat are effective during the lesson delivery...
Standard #8: Instructional Strategies: The teacher candidate varies his/her role in the instructional process (e.g.,
instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of
learners.
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon does a great job in moving from teacher, to coach to facilitator especially in a
grouping situation...
Standard #8: Instructional Strategies: The teacher candidate engages learners in using a range of learning skills
and technology tools to access, interpret, evaluate, and apply information.
sometimes exceeds,
teacher.
teacher.
Standard #8: Instructional Strategies: The teacher candidate asks questions to stimulate discussion that serves
different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking
processes, stimulating curiosity, and helping learners to question).
sometimes exceeds,
teacher.
teacher.
Comments on this criterion (op: Eldon is really good at driving appropriate questions to make students think about the
concepts being discussed...
Standard #9: Professional Learning and Ethical Practice: Independently and in collaboration with colleagues, The
teacher candidate uses a variety of data (e.g., systematic observation, information about learners, research) to
evaluate the outcomes of teaching and learning and to adapt planning and practice.
sometimes exceeds,
teacher.
teacher.
Standard #9: Professional Learning and Ethical Practice: The teacher candidate actively seeks professional,
community, and technological resources, within and outside the school, as supports for analysis, reflection, and
problemsolving.

Printed on: 04/27/2016 10:35:26 PM (EST)

for a student teacher..
sometimes exceeds,
teacher.
teacher.
Standard #10: Leadership and Collaboration: The teacher candidate uses technological tools and a variety of
communication strategies to build local and global learning communities that engage learners, families, and
colleagues.
sometimes exceeds,
teacher.
teacher.
Standard #10: Leadership and Collaboration: The teacher candidate advocates to meet the needs of learners, to
strengthen the learning environment, and to enact system change.
sometimes exceeds,
teacher.
teacher.
COLLABORATIVE EVALUATION: This evaluation reflects the results of a collaborative conference including feedback
from the Cooperating Teacher and Teacher Candidate The GCU supervisor and cooperating teacher should
collaboratively review the student teacher’s performance in each category prior to meeting with the student
teacher.
Did not meet collaboratively. Collaborative meeting took
place.
Comments on this criterion (op: It is agreed that Eldon will make a valuable asset to the teaching community....

Printed on: 04/27/2016 10:35:26 PM (EST)

Evaluation #3 for Eldon Ray

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