WELL-PREPARED PREPARED SOMEWHAT PREPARED UNPREPARED N/A TOTAL WEIGHTED AVERAGE
1. Understand the diverse needs of students (I-1) 43.75%
28		 43.75%
28		 10.94%
7		 1.56%
1		 0.00%
0		 64 3.30
2. Plan for the diverse needs of students (I-2) 35.94%
23		 35.94%
23		 17.19%
11		 7.81%
5		 3.13%
2		 64 3.03
3. Know the required content (I-4) 39.06%
25		 37.50%
24		 15.63%
10		 4.69%
3		 3.13%
2		 64 3.15
4. Effectively teach the required content (I-5) 31.25%
20		 39.06%
25		 15.63%
10		 4.69%
3		 9.38%
6		 64 3.07
5. Create a respectful environment that supports learning for all students (I-3) 60.94%
39		 26.56%
17		 6.25%
4		 3.13%
2		 3.13%
2		 64 3.50
6. Implement effective instruction that engages students in learning (I-5) 32.81%
21		 40.63%
26		 18.75%
12		 3.13%
2		 4.69%
3		 64 3.08
7. Implement a range of assessments to measure progress of learners (I-6) 21.88%
14		 29.69%
19		 23.44%
15		 10.94%
7		 14.06%
9		 64 2.73
8. Demonstrate professionalism with stakeholders (I-10) 60.94%
39		 25.00%
16		 9.38%
6		 3.13%
2		 1.56%
1		 64 3.46
9. Use technology in ways that improve learning (I-8) 32.81%
21		 37.50%
24		 14.06%
9		 9.38%
6		 6.25%
4		 64 3.00
10. Positively impact student growth (I-7) 39.06%
25		 37.50%
24		 15.63%
10		 3.13%
2		 4.69%
3		 64 3.18
11. Attend to the whole child (I-3) 42.19%
27		 42.19%
27		 9.38%
6		 3.13%
2		 3.13%
2		 64 3.27
12. Vary instructional strategies (I-8) 28.13%
18		 32.81%
21		 23.44%
15		 9.38%
6		 6.25%
4		 64 2.85
13. Demonstrate cross-cultural understanding by reducing biases via materials/strategies (I–5) 33.33%
21		 36.51%
23		 9.52%
6		 3.17%
2		 17.46%
11		 63 3.21
14. Support the development of students' higher order thinking skills (I-5) 24.19%
15		 41.94%
26		 22.58%
14		 6.45%
4		 4.84%
3		 62 2.88
15. Respond appropriately to student behavior (I–3) 32.26%
20		 37.10%
23		 22.58%
14		 6.45%
4		 1.61%
1		 62 2.97
16. Promote class discussion/collaboration (I–3) 36.51%
23		 38.10%
24		 19.05%
12		 4.76%
3		 1.59%
1		 63 3.08
17. Model Spoken language- rarely makes errors (I-9) 64.06%
41		 23.44%
15		 9.38%
6		 1.56%
1		 1.56%
1		 64 3.52
18. Model Spoken language- monitors students' usage (I-6) 45.31%
29		 35.94%
23		 6.25%
4		 6.25%
4		 6.25%
4		 64 3.28
19. Model Writing Skills- rarely makes errors (I-9) 57.81%
37		 28.13%
18		 4.69%
3		 1.56%
1		 7.81%
5		 64 3.54
20. Model Writing Skills – monitors students’ usage (I-6) 40.63%
26		 39.06%
25		 4.69%
3		 3.13%
2		 12.50%
8		 64 3.34
21. Routinely be reflective in his/her practice to accurately judge the effectiveness of instruction (I-9) 50.00%
32		 32.81%
21		 7.81%
5		 6.25%
4		 3.13%
2		 64 3.31
22. Take advantage of school opportunities/resources for professional development (I-9) 56.25%
36		 26.56%
17		 6.25%
4		 4.69%
3		 6.25%
4		 64 3.43
23. Develop a good working relationship with other school personnel (I-10) 67.19%
43		 17.19%
11		 7.81%
5		 6.25%
4		 1.56%
1		 64 3.48
24. Develop a good working relationship with parents/community (I-10) 40.63%
26		 28.13%
18		 14.06%
9		 1.56%
1		 15.63%
10		 64 3.28
25. Demonstrate regular attendance (I-9) 75.00%
48		 21.88%
14		 1.56%
1		 1.56%
1		 0.00%
0		 64 3.70
26. Demonstrate Punctuality (I-9) 71.88%
46		 17.19%
11		 6.25%
4		 4.69%
3		 0.00%
0		 64 3.56
27. Maintain a Professional Appearance (I-9) 70.31%
45		 25.00%
16		 4.69%
3		 0.00%
0		 0.00%
0		 64 3.66
28. Use a voice that is effective (appropriate volume/inflection) (I-9) 50.00%
32		 31.25%
20		 14.06%
9		 4.69%
3		 0.00%
0		 64 3.27
29. Demonstrate Self-Confidence (I-9) 54.69%
35		 29.69%
19		 12.50%
8		 3.13%
2		 0.00%
0		 64 3.36
30. Demonstrate Initiative (I-10) 58.73%
37		 23.81%
15		 9.52%
6		 7.94%
5		 0.00%
0		 63 3.33
31. Use feedback (accepting/responsive) (I-10) 62.50%
40		 21.88%
14		 7.81%
5		 4.69%
3		 3.13%
2		 64 3.47
32. Teach to the Common Core Math Standards (I-4) 29.69%
19		 25.00%
16		 9.38%
6		 3.13%
2		 32.81%
21		 64 3.21
33. Teach to the Common Core Reading Standards (I-4) 29.03%
18		 24.19%
15		 19.35%
12		 1.61%
1		 25.81%
16		 62 3.09
34. Understand the Danielson Framework for teacher effectiveness (I-9) 36.51%
23		 36.51%
23		 15.87%
10		 1.59%
1		 9.52%
6		 63 3.19
35. Understand standardized assessments (I-6) 28.13%
18		 37.50%
24		 14.06%
9		 3.13%
2		 17.19%
11		 64 3.09
36. Employ Student Learning Objectives (I-7) 28.13%
18		 35.94%
23		 17.19%
11		 1.56%
1		 17.19%
11		 64 3.09

When asked to describe the strengths of these teacher candidates, mentor teachers offered comments such as the following:

  • She had great knowledge of the classroom. She was able to help implement a behavior plan for a student and she was able to help students that had difficulty communicating.
  • She is an excellent teacher and very well organized. She is very effective at teaching lessons using the common core curriculum.
  • She fosters positive relationships with students. Is reflective and receptive to feedback. Creative and enthusiastic in trying different types of student incentives.
  • His ability to come into a classroom and allow students to feel welcome and appreciated. He has a special spark that attracts students. They are all asking when is he going to come back? There is just a sense of ease and comfort about him.
  • My intern had experience in a preschool setting as well as substituting in the county which helped to prepare her for her placement.
  • She has a gentle way with the kids and gets on the floor to work with them. She has a keen sense of what they need. She is reflective and eager to learn.
  • From the very day of her arrival, she has demonstrated professionalism in working with both staff and students. So flexibility has been a major strength.
  • She is very engaged in in the process of planning and teaching. She has problem solved with me about a challenging group of newcomers. She then took it upon herself to create visuals to help with student understanding.
  • Her professionalism and desire to learn and receive feedback was stellar. It is clear that she cares about the students and their learning already.
  • My intern was extremely professional and took initiative in all areas. She was eager to learn from me, engage with the students and the school community, and attended several school functions that she did not have to attend. It is clear that wants to do all she can to learn and grow professionally.