| Exit Portfolio Task #3 Fall 2002 | ||||||||||||||||||||
| Criteria | ||||||||||||||||||||
| Evaluator | ID# | Date | Program | Major | Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | Q6 | Q7 | Q8 | Q9 | Q10 | Q11 | Q12 | Q13 | Q14 | Comments |
| Helen Holland | 1 | 11/21/02 | ECED | ECED | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | Because of the diversity in this class, this unit was very appropriate for the students. |
| Helen Holland | 2 | 11/21/02 | ECED | ECED | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | Because of the diversity in this class, this unit was very appropriate for the students. |
| Timothy W. Leggett | 3 | 11/23/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Sid Womack | 4 | 11/25/02 | ECED | ECED | 1 | 1 | 1 | The rationale and concept map were not found in any email attachments, Taskstream materials, or hard copy. The intern is counseled to (1) look carefully at the portfolio rubric to see what evidence is expected, and when in the outline (2) submit materials through Taskstream to facilitate organization of those materials. | ||||||||||||
| Sid Womack | 5 | 11/26/02 | ECED | ECED | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | The amended rationale lent coherency to what the unit was supposed to be about. Lesson plans were rich with carefully planned, developmentally appropriate activities for children. As the unit continued, the objectives improved from being most activities in disguise to real behavioral objectives. Technology was not a major them in the planning but provision for diversity was. Unit showed good pre-assessment in learning what students knew and what they were ready to learn. |
| Sid Womack | 6 | 11/25/02 | ECED | ECED | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | did a better than average job of locating what students already knew and working from there. Her work on assessment was also very good. The student work was located on hard copy. |
| Helen Holland | 7 | 11/20/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | This was wonderful and helpful unit for third graders. Amy did a great job presenting her materials. Students enjoyed and learned. |
| Patricia B. Roach | 8 | 11/22/02 | ECED | ECED | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | Balanced unit with interesting learning activities |
| Helen Holland | 9 | 11/25/02 | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 1 | The unit was appropriate for the school setting because of the large number of students of Hispanic/Latino backgrounds. |
| Linch | 10 | 11/26/02 | ECED | ECED | 1 | 1 | 2 | 1 | 1 | 2 | 3 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | Rationale "I want students to realize that when they sit down to Thanksgiving dinner that they are eating a bird." Objectives are "process" oriented. Pre/Post assessment in content based. |
| Linch | 11 | 12/05/02 | ECED | ECED | 2 | 1 | 2 | 1 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | Although enough pieces were present to fulfill rubric requirements, this unit still needs a lot of work. There is not one objective that addresses the rationale statement or the concept map. This student does not understand that rationale, concept map, goals, and objectives all need to fit together. The rationale and goals are content driven while the objectives are process oriented. Yet there are assessments that address the content. I also know from the supervising teacher that the bird she brought in "freaked out" and had to be taken out immediately so I question the reflection. |
| Helen Holland | 12 | 11/19/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | This unit included meaningful activities and learning experiences for the students. Brenda's ability to plan and produce is obvious throughout the unit. |
| Helen Holland | 13 | 11/19/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | This unit included meaningful activities and learning experiences for the students. Brenda's ability to plan and produce is obvious throughout the unit. |
| Helen Holland | 14 | 11/20/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | knows how to plan a unit. This was an interesting, fun, and informational unit. Fun for the students! |
| Timothy W. Leggett | 15 | 11/23/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | Typing Errors |
| Byra Ramsey | 16 | 01/21/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | Carol, you have two copies of your work on this link. Also, rationale needs an "e". It is easy to leave off. 1. (goal or goals) "cycle [of (or)] a pumpkin." 2. (objectives for goals)"by [an (and)] adult 3. "The students will order the different steps of a pumpkins life cycle with 100% accuracy." *The students will demonstrate the correct order of a pumpkin's life cycle with 100% accuracy. 4. *The students will connect [the ideas] that a pumpkin can be used for eating, decorating purposes and for selling for a profit. 5. (Task 3, second full paragraph (not indented) says there should be a minimum of two goals and for each goal there should be a minimum of two objectives. 6. Lesson 2 on the link page (liffe) 7. Second objective: pumpkin[']s 8. Matrix[an (and)] adult; pumpkin[']s 9. Day 3 objective: The students will [use their] 10. Day 3 has two Arkansas Standards; two standards, two objectives. 11. Day 5 has three Arkansas Standards; three standards, three objectives. 12. Lesson 1, comma after "First[,]"; weigh[no "t"] 13. Read your "closure" locate mistakes 14. Check out your reflection---commas are needed **************** Carol, Your pictures of the activities are excellent. Lesson 2-Carol the link does not work on the Technology Integration Link. Do the students work the sheet online or is it just a handout? Check out your closure: You need some capital letters and commas. Carol, very good lesson! **************** Lesson 3 (Set), "feel[s] "Learning Activities" [ing] to explain [their (thier)] [final (fianl)][guessed (guesses)] The closure has a lot of good points, some of which are part of the procedure. Assessment: "make watch"??? Reflection: [too (to)] messy Carol, your rubric is very good! Your reflection really shows your ability to look back and see things you would change as well as how fulfilled you felt in teaching a lesson that the students really enjoyed while learning. ************* Lesson 4 What about modifications? Carol, this was another good lesson with a very good reflection. ****************** Lesson 5 Check your commas in the second objective Learning Activities: Different ways they "know", know what?(explain what you mean to complete the sentence) Pumpkins have [names (their name)] on the back What do you mean, "If 'you' run out of time? Closure: [placed (place)] Carol, read through your lessons for words that have been left out, used incorrectly, etc. Your lessons are very good. Please correct your grammatical errors. You know that your lessons will be seen by other eyes!!! Check on your spelling (hat in the last sentence), commas, new paragraphs, etc. I would have like to have seen more depth in your modifications and the use of technology. *********** The reflection mentioned children in your room with AD and AD/HD. You did not mention those students in your demographics. ************** Carol, your reflection pointed to the various ways that you are growing as you become a teacher of excellence. Good Job!!! |
| Byra Ramsey | 17 | 11/23/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | These were good ideas and outcomes: 1. ôI set the stage for this unit on GrandparentÆs Day.ö 2. ôThe most rewarding moment of this unit was at the culmination of the KWL chart. I had a list of my unit goals and I wanted to see how many of these things the students could tell me about. I was so impressed by their ability to explain many of the skills and activities that they participated in over the past two weeks. 3. ôThis was such an enriching and rewarding experience and I feel very capable of managing my own classroom and creating activities for my own students in the near future.ö | |
| Helen Holland | 18 | 11/25/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | This unit included hands-on activities appropriate for the grade and levels of students. |
| Byra Ramsey | 19 | 01/22/02 | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Your lesson are well planned. All parts are well thought out. You were not weak in any of the areas. Very Good!!! It would be good for you to read back through your portfolio before placing it on the web. Below you will find a few things that I want to point out so you will know the types of things to look for:"Piaget taught [that] children" Your lessons are very good. In lesson 11/13/02 your URL needs a "www.: to go with it. It would be a site where they could print their own leaves at school or home. "I have noticed the children's interest in the leaves [is]in really becoming obvious." You left out "ART" as a subject in lesson 10/25/02 The web site in Main is wonderful, it may a little above kindergarterners. |
| Byra Ramsey | 20 | 11/22/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Some of the URLs in your lessons did not open. One URL locked up my computer. When you are getting ready to teach a lesson and you want the class to use an Internet site, be sure and go to the site before starting the lesson. In your reflection where you wrote the following: öSome of the children got bored as the counting was being done. They began to talk to each other rather than listening to the count. I need to figure out how to keep them on track.ö Check to see just how long you had them in a guided activity. When I look at your activity, I do not see where they were counting In lesson 10/25/03 you left "ART" out as one of the subjects in the heading. The web site for this lesson is wonderful, but it may be a little above the kindergarten level. |
| Helen Holland | 21 | 11/21/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | A great unit! lessons covered many areas. She used interesting and fun activities to present her material. |
| Patricia B. Roach | 22 | 11/25/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | Excellent unit! |
| Sammie Stephenson | 23 | 11/26/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Writing of objectives and set need to be revisited. |
| Helen Holland | 24 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 1 | |
| Helen Holland | 25 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 1 | |
| Helen Holland | 26 | 11/19/02 | ECED | ECED | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Erin did a great job making this an exciting, meaningful, and fun activity for the students. |
| Helen Holland | 27 | 11/19/02 | ECED | ECED | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | did a great job making this an exciting, meaningful, and fun activity for the students. |
| Sammie Stephenson | 28 | 11/26/02 | ECED | ECED | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | Objectives in lesson plans need to be written to be measureable. Lesson plans need more specificity, particularly with set and procedures. |
| Helen Holland | 29 | 11/20/02 | ECED | ECED | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | The unit was challenging for the students. Hollie monitored and adjusted the material throughout the unit. |
| Sammie Stephenson | 30 | 11/26/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Timothy W. Leggett | 31 | 11/23/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 32 | 11/18/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | The students loved and learned this unit. Many hands-on activities were used to during the unit.Results were positive. |
| Helen Holland | 33 | 11/27/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | It was necessary for Keith to come in and assist with finding all criteria in his unit. |
| Helen Holland | 34 | 11/21/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | This was a great unit. I know the students loved it! |
| Byra Ramsey | 35 | 01/24/02 | ECED | ECED | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Some of your objectives could not be measured. For every objective there should be a means of measuring the student's ability to meet the objective. |
| Sammie Stephenson | 36 | 11/26/02 | ECED | ECED | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 37 | 11/27/02 | ECED | ECED | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Sid Womack | 38 | 11/25/02 | ECED | ECED | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 2 | The lesson plans were especially effective. They were the richest in content of all of the lesson plans I have looked at with this candidate being the last one that I will evaluate this semester. Plans are rich in procedure, in lesson content, and provisions for exceptionalities. Not much high technology is referenced. |
| Patricia B. Roach | 39 | 11/26/02 | ECED | ECED | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 1 | 2 | 2 | 2 | Good, solid unit. Table connecting tasks to state frameworks is missing. |
| Sid Womack | 40 | 11/23/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | |
| Timothy W. Leggett | 41 | 11/24/02 | ECED | ECED | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | |
| Byra Ramsey | 42 | 12/02/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 43 | 11/20/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | What a fun and profitable unit for "city" kindergartners!It was also an interesting unit to review. |
| Helen Holland | 44 | 11/20/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | What a fun and profitable unit for "city" kindergartners!It was also an interesting unit to review. |
| Helen Hollandp | 45 | 11/21/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | unit was appropriate, appealing, and meaningful for her students. Sorry about the lack of technology capabilities. |
| Helen Holland | 46 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | This was a meaningful and fun unit--well planned, prepared, and implemented. |
| Helen Holland | 47 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | This was a wonderful unit! |
| Helen Holland | 48 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | This was a wonderful unit! |
| Helen Holland | 49 | 11/27/02 | ECED | ECED | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | unit had some strong components but was lacking in some areas. |
| Tim Carter | 50 | 11/25/02 | ECED | ECED | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | May want to make explicit why these skills they are learning during the unit are essential in life. Good connections with technology and integration. Rubrics are used in a good way. |
| Helen Holland | 51 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | unit was appropriate for the students. She had material-related activities that were both meaningful and interesting for them. |
| Sammie Stephenson | 52 | 11/26/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Goals and objectives need to be under appropriate headings. |
| Helen Holland | 53 | 11/18/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | grouping of students as a result of the questionnaire proved that she uses results from inventories to determine grouping, teaching, etc. The results benifited the students because they were assigned with students who had same interests/needs. |
| Byra Ramsey | 54 | 11/23/02 | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 3 | Your organizational skills, your understanding of how to plan a lesson, and your reflections on the lessons are all excellent. |
| Helen Holland | 55 | 11/21/02 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | unit was developmentally appropriate. She provided varied activities throughout the unit; consequently, the students and teacher were exposed to interesting ways to learn. |
| Patricia B. Roach | 56 | 12/02/02 | ECED | ECED | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | |
| Timothy W. Leggett | 57 | 11/23/02 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Timothy W. Leggett | 58 | 11/24/02 | ECED | ECED | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Helen Holland | 59 | 11/19/02 | ECED | ECED | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | This was an appropriate and interesting activity-packed unit. The students were exposed to many "fall" learnings. | |
| Helen Holland | 60 | 11/22/02 | ECED | ECED | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | |||||