Texas Woman's University
Professional Intern Teacher Performance Evaluation Report
PASS / FAIL

I have reviewed available evidence of this student teacher's growth and development according to the standards articulated by the State Board for Educator Certification and I have assessed the student teacher's progress on the attached form. Based on a consideration of the available evidence, in my professional judgment, the teaching performance of the student teacher  IS / IS NOT sufficient to recommend for a Teaching Credential.

Pre-Conference Notes
The following intern teachers evaluation form is divided into four domains as adopted by the Texas Education Agency’s State Board of Education. These domains are Planning, Instruction, Learning Environment, and Professional Practice and Responsibilities. The Dimensions within each domain ensure intern teachers have the knowledge and skills to teach in Texas public schools. Please complete the form by checking the appropriate box. Use Not Applicable (NA) when the element is not observed or is irrelevant to the particular setting/observation/evaluation.
  SCALE: **1=Needs Improvement  2=Developing  *3=Proficient  O=N/A

**TEA requires appraisers anchor ratings in Proficient until the evidence pulls the rating to another level. Unlike PDAS, the Proficient performance level in T-TESS contains strong teaching practices; a campus filled with Proficient teachers is indicative of a high-functioning campus. The teacher steering committee that developed the T-TESS rubric wanted to ensure that this rubric was a growth tool. In order for that to occur, the ceiling (Distinguished) had to be a very lofty measure that captured what all teachers strive toward but very few teachers consistently attain. One way to conceive of the T-TESS rubric is that the practices categorized as Exceeds Expectations in PDAS are now represented in the Proficient level in T-TESS with two higher performance levels, Accomplished and Distinguished, added for growth and aspiration. Conceptually, the Accomplished and Distinguished performance levels in T-TESS capture levels of practice not formerly covered in PDAS” (National Council on Teacher Quality, 2015)
*Proficient is the goal for intern teachers.
DOMAIN 1: Planning - Evidence is apparent in the lesson plan.
1.1 Standards & Alignment: The intern teacher designs, organizes and implements clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.
1.1.1 All goals and lesson objectives aligned to TEKS
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1.1.2 Integrated technology as applicable and appropriate




1.1.3 All materials and assessments sequenced and relevant to students




1.1.4 All materials provide appropriate lesson time and closure




1.1.5 All materials fit into broader unit and course objectives




1.2 Data & Assessment: The intern teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.
1.2.1 Formal and informal assessments monitor progress of all students.




1.2.2 Substantive and specific timely feedback given to students, families and other school personnel while maintaining confidentiality




1.2.3 Analysis of student data connected to specific instructional strategies




1.3 Knowledge of Students: Through knowledge of students and proven practices, the intern teacher ensures high levels of learning, social-emotional development and achievement for all students.
1.3.1 All lessons connect to student prior knowledge and experiences




1.3.2 All lessons adjust for student strength and gaps in background knowledge, life experiences and skills




1.4 Activities: The intern teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.
1.4.1 Questions encourage all students to engage in complex, higher order thinking




1.4.2 Instructional groups based on student needs




1.4.3 All student understand individual roles within instructional groups




1.4.4 Activities, resources, technology, instructional materials aligned to instructional purposes




Comments:

DOMAIN 2: INSTRUCTION - Evidence is apparent in instruction and classroom.
2.1 Achieving Expectations: The intern teacher supports all learners in their pursuit of high levels of academic and social-emotional success.
2.1.1 Sets academic expectations that challenge all students
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2.1.2 Evidence that most students demonstrate mastery of objective




2.1.3 Addresses student mistakes and follows through to ensure student mastery




2.1.4 Provides student opportunity to take initiative of their own learning




2.2 Content Knowledge & Expertise: The intern teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.
2.2.1 Conveys accurate content knowledge




2.2.2 Integrates learning objectives with other disciplines




2.2.3 Anticipates possible student misunderstandings




2.2.4 Accurately reflects how lesson fits within structure of discipline and TEKS




2.2.5 Provides opportunities for students to use different types of thinking (e.g. analytical, practical, creative & research-based)




2.3 Communication: The intern teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.
2.3.1 Uses probing questions to clarify, elaborate learning




2.3.2 Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify concepts




2.3.3 Asks remember, understand and apply level questions focusing on lesson objective and provoking questions




2.3.4 Provides explanations that are clear




2.3.5 Uses verbal and written communication that is clear and correct




2.3.6 Establishes classroom practices that provide for most students to communicate effectively with their teacher and their peers




2.4 Differentiation: The intern teacher differentiates instruction, aligning methods and techniques to diverse student needs.
2.4.1 Adapts lesson to address individual needs of all students




2.4.2 Regularly monitors quality of student participation and performance




2.4.3 Recognizes when students become confused or disengaged and responds to student learning or socio-emotional needs




2.4.4 Provides differentiated instructional methods and content to ensure students have opportunity to master what is being taught




2.5 Monitor & Adjust: The intern teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.
2.5.1 Utilizes input from student in order to monitor and adjust instruction and activities




2.5.2 Monitors student behavior and responses for engagement and understanding




2.5.3 Adjusts instruction and activities to maintain student engagement




Comments:

DOMAIN 3: LEARNING ENVIRONMENT - Evidence is apparent in the classroom.
3.1 Classroom Environment, Routines & Procedures: The intern teacher organizes a safe, accessible and efficient classroom.
3.1.1 All procedures, routines and transitions are clear and efficient
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3.1.2 Students actively participate in groups, manage supplies and equipment with very limited teacher direction




3.1.3 Classroom is safe and organized to support learning objectives and is accessible to most students




3.2 Managing Student Behavior: The intern teacher establishes, communicates and maintains clear expectations for student behavior.
3.2.1 Consistently implements the campus and/or classroom behavior system proficiently




3.2.2 Most students meet expected classroom behavior standards




3.3 Classroom Culture: The intern teacher leads a mutually respectful and collaborative class of actively engaged learners.
3.3.1 Engages all students in relevant, meaningful learning




3.3.2 Students work respectfully individually and in groups




Comments:

DOMAIN 4: PROFESSIONAL PRACTICE & RESPONSIBILITIES
4.1 Professional Demeanor & Ethics: The intern teacher meets TWU and district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.
4.1.1 Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators
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4.1.2 Meets all professional standards (e.g. attendance, professional appearance and behaviors)




4.1.3 Advocates successfully for the needs of students in the classroom




4.2 Goal Setting: The teacher reflects on his/her practice.
4.2.1 Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback




4.2.2 Meets all professional goals resulting in improvement in practice and student performance




4.3 Professional Development: The teacher enhances the professional community.
4.3.1 Collaboratively practices in all scheduled professional development activities, campus professional learning communities, grade- or subject-level team membership, committee membership or other opportunities




4.4 School Community Involvement: The teacher demonstrates leadership with students, colleagues, ad community members in the school, district and community through effective communication and outreach.
4.4.1 Communicates the mission, vision and goals of the school to students, colleagues, parents and families




4.4.2 Contacts parents/guardians regularly regarding students' academic and social/emotional growth




4.4.3 Actively participates in all school outreach activities




Comments:

REFLECTION:
Intern teacher's greatest strength:
Intern teacher's greatest challenge:
Recommendations/Next Steps/Goals:

Standard 4 - Special Education Council for Exceptional Children (CEC)
Special education candidates progress through a series of developmentally-sequenced field experiences to prepare candidates to work with students across all ages and ability levels.
1. Instructor provided meaningful and challenging learning experiences for individuals with exceptionalities; these experiences incorporate learning differences, cultural differences, and developmental differences (CEC Initial Preparation Standards 1.0, 1.1, 1.2, 7.0)
Evidence:lessons and instructional activities.
CEC Initial Preparation Standard 1: Learner Development and Individual Learning Differences
1.0: Beginning special education professionals understand how exceptionalities may interface with development and learning and use this knowledge to provide meaningful challenging learning experiences for individuals with exceptionalities.
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Key Elements:
1.1: Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities
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1.2: Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities
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CEStandard 7: Collaboration
7.0: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
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2. Instructor creates safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners; the learning environment is collaborative, motivating, and safe (CEC Initial Preparation Standards 2.0, 2.1, 2.2, 2.3)
Evidence:classroom arrangement, transitions, instructional activities.
CEC Initial Preparation Standard 2: Learner Environments
2.0: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
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Key Elements:
2.1: Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
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2.2: Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
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2.3: Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
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3 Instructor uses knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities and multiple data sources to assess that learning. Instructional practices are evidence-based and ethical(CEC Initial Preparation Standards 3.0, 4.0, 5.0)
Evidence:data-based decision-making, ongoing assessment, data sources.
CEC Initial Preparation Standard 3: Curricular Content Knowledge
3.0: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
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CEC Initial Preparation Standard 4: Assessment
4.0: Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.




CEC Initial Preparation Standard 5: Instructional Planning and Strategies
5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.




CEC Initial Preparation Standard 6: Professional Learning and Ethical Practice
6.0:Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.





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