| Note: All data taken from Mr. Scott Adams Access Database (Table 'Task 3) Under 'Internship'/ Exit Internship / Prot Folio / Portfolio data Spring 2003 | Criteria | ||||||||||||||||||||
| Evaluator's Name |
# of Students | Date | Program | Major | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | Comments | ||
| Timothy Leggett | 1 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | |||
| Byra Ramsey | 2 | 4/27/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | |||
| Sammie Stephenson | 3 | 4/28/2003 | ECED | ECED | 2 | 1 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | |||
| Sammie Stephenson | 4 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | |||
| Gwen Morgan | 5 | 4/28/2003 | ECED | ECED | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | |||
| Sid Womack | 6 | 4/28/2003 | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | Lesson plans could have demonstrated more use of technology and more adaptations for persons with exceptionalities. | ||
| Byra Ramsey | 7 | 4/24/2003 | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | You
only had one objective for the lesson with the Wide-mouth frog. You had to
different subjects. There are lessons where you do not have modifications, etc. All lessons will need modifications, etc, such as children that cannot cut will need spe |
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| Sammie Stephenson | 8 | 4/28/2003 | ECED | ECED | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | |||
| David Bell | 9 | 4/29/2003 | ECED | ECED | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 0 | 2 | 2 | 2 | 2 | 3 | I would have enjoyed watching you teach the unit. | |||
| Sammie Stephenson | 10 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Sammie Stephenson | 11 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Timothy Leggett | 12 | 4/29/2003 | ECED | ECED | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | |||
| Gwen Morgan | 13 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | |||
| Timothy Leggett | 14 | 4/29/2003 | ECED | ECED | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | |||
| David Bell | 15 | 4/23/2003 | ECED | ECED | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | Your reflections are all well written and can be used to improve your teaching. | ||
| Sid Womack | 16 | 4/29/2003 | ECED | ECED | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Very strong unit, one of the strongest student teacher units I have seen. Lesson plans were very complete with ties to standards, integrated technology, and adaptations for exceptionalities. | ||
| Byra Ramsey | 17 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| David Bell | 18 | 4/29/2003 | ECED | ECED | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Effective use of a variety of techniques and contains all of the needed components. | ||
| Sid Womack | 19 | 4/27/2003 | ECED | ECED | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | Very complete unit with no important aspects missing. Student work added to the picture of developmental appropriateness. | ||
| David Bell | 20 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | |||
| David Bell | 21 | 4/29/2003 | ECED | ECED | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | No reflection found. | ||
| Sammie Stephenson | 22 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Byra Ramsey | 23 | 4/26/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | This
is a major part of who you are and what you can do as a teacher. It is not
just putting things down but how they tie together. These elements have
meaning and purpose. You Adaptations/Modifications/Interventions are missing. Each classroom sho |
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| Timothy Leggett | 24 | 4/29/2003 | ECED | ECED | 0 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | |||
| Byra Ramsey | 25 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 3 | |||
| Gwen Morgan | 26 | 4/28/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Byra Ramsey | 27 | 4/27/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Rationale/reflection
similar The reflection was very good. |
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| Sid Womack | 28 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | Very
complete, good integration of technology, good provisions for
exceptionalities. Content appears to
be interesting. |
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| Byra Ramsey | 29 | 4/21/2003 | ECED | ECED | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | |||
| Timothy Leggett | 30 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 1 | |||
| Gwen Morgan | 31 | 5/12/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | |||
| Byra Ramsey | 32 | 4/27/2003 | ECED | ECED | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | |||
| Timothy Leggett | 33 | 4/29/2003 | ECED | ECED | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | |||
| Timothy Leggett | 34 | 4/29/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | |||
| Gwen Morgan | 35 | 4/28/2003 | ECED | ECED | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | |||
| Michelle Linch | 36 | 4/30/2003 | MLED | math/ science | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | Very balanced in types of instruction and assessment with strong reflections. | ||
| Michelle Linch | 37 | 4/28/2003 | MLED | math/ science | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | You tackled a tough topic, evolution, with sensitivity,thoughfulness and skill. Student growth was clear Where are objectives to match all rationale statements? | ||
| Michelle Linch | 38 | 4/27/2003 | MLED | math/science | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | Connections
to current issues - smallpox! Good job! Activities are creative and engaging. Great unit |
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| Sid Womack | 39 | 5/6/2003 | SEED | BIOL | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | Lesson plans were completed, taking into account all relevant aspects of planning. There were more than enough examples of student work. Good matching with state standards | ||
| Tim Carter | 40 | 4/27/2003 | SEED | Math | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | Again, it may be somewhat inferred from the daily assignments that learning has occurred over the course of the unit. However, a pretest would have removed any doubt. It is somewhat unclear what the students knew abou this information before the un | ||
| Tim Carter | 41 | 4/29/2003 | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | You included several different units that exhibit your abilities across K-12. Your early childhood unit plans seemed to be your strongest of the variety that you provided. Be sure your closure always relates back to and summarizes what students shou | ||
| Connie Zimmer | 42 | 4/29/2003 | SEED | Spanish | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | Overall, a thorough exhibit. Teaching a foreign language such as Spanish or French is a great equalizer. Most students come in with little or no prior knowledge but you did an excellent job with pointing out there was some prior knowledge. | ||
| Tim Carter | 43 | 5/5/2003 | SEED | Math | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | It is clear that your students learned from your efforts as is evident from the pre and posttests with the progressive examples of work sandwiched in between them. | ||
| Connie Zimmer | 44 | 4/28/2003 | SEED | H/PE
K-12 |
3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | Well developed unit. The issues in this unit seem to have been presented in a very professional manner. | ||
| Scott Adams | 45 | 4/29/2003 | SEED | ENglish | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | Interesting presentation of Shakespeare. | ||
| Scott Adams | 46 | 4/24/2003 | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 0 | 2 | 2 | 3 | 2 | 2 | 2 | 3 | It
is a unit rationale. Not a unit rational. A very good reflection on the
lesson. Good assessment of positives and negatives from the lesson |
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| Tim Carter | 47 | 4/29/2003 | SEED | HPE | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | Not sure where the students started. How much did they know about volleyball before the unit began? There are no pretests to let anyone know if they had actually learned anything in this unit or if it was all review to them. Good mix of lesson pla | ||
| Gwen Morgan | 48 | 4/28/2003 | SEED | English | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | |||
| Sid Womack | 49 | 5/7/2003 | SEED | MUED | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | Some of the understandings of what is going on with these lesson plans and other documents would have to come from someone who has taught woodwinds and has "been there." Teaching the break was never easy for me and crossing the break on clarinet als | ||
| Sid Womack | 50 | 5/5/2003 | SEED | MUED | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 2 | 3 | 3 | Lesson plans within the unit were especially strong. They were very complete with the diversity and technology elements especially thorough. | ||
| Connie Zimmer | 51 | 4/25/2003 | SEED | Business | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | All the required parts of this task were well represented in this online portfolio. | ||
| Patricia B. Roach | 52 | 4/24/2003 | SEED | Major | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | Excellent
unit plan. High interest for students
with lots of activities. |
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| Connie Zimmer | 53 | 4/28/2003 | SEED | H/PE
K-12 |
3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | There is a good alignment to the Curriculum Frameworks and an excellent concept map. | ||
| Connie Zimmer | 54 | 5/7/2003 | SEED | Business | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | There was one lesson plan under the required minimum for the unit. M.R. stated he was judging a speech contest and was not the one who taught the lesson. | |||
| Scott Adams | 55 | 4/24/2003 | SEED | HPE | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| Scott Adams | 56 | 4/29/2003 | SEED | HPE | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | ||||
| Scott Adams | 57 | 4/23/2003 | SEED | Life Science | 2 | 3 | 3 | 3 | 2 | 2 | 2 | ||||||||||