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Graphic Summaries (Initial Level)

Final Student Teaching Evaluation (FSTE)
1.1 Use of Constructivism: Articulate adequate knowledge & understanding of constructivism when discussing student performance.
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s
8 (4%) 63 (38%) 94 (56%)
1.2 Use of Constructivism: Apply student centered strategies when working with students
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s
7 (4%) 52 (31%) 106 (64%)
1.3 Use of Constructivism: Incorporate student ideas to develop new learning opportunities
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s
11 (6%) 68 (41%) 85 (51%)
1.4 Use of Constructivism: Provide opportunities for students to reflect on their learning
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s
1 (0%) 9 (5%) 59 (35%) 95 (57%)
1.5 Use of Constructivism: Demonstrates a positive impact on student learning
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.e, WA-WAC-1.l, WA-WAC-1.o, WA-WAC-1.s
4 (2%) 29 (17%) 132 (80%)
2.1 Use of Foundational Knowledge: Demonstrate knowledge of the state learning goals
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k
4 (2%) 43 (26%) 118 (71%)
2.2 Use of Foundational Knowledge: Align state learning goals and the essential academic learning requirements with subject matter content (GLE)
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k
4 (2%) 38 (23%) 123 (74%)
2.3 Use of Foundational Knowledge: Demonstrate sound knowledge of content areas
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k
11 (6%) 46 (27%) 108 (65%)
2.4 Use of Foundational Knowledge: Demonstrate knowledge of the impact of technology and societal changes on schools
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k
6 (3%) 71 (43%) 85 (52%)
2.5 Use of Foundational Knowledge:Demonstrate knowledge of the moral, social, and political dimensions of classrooms, teaching and schools
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k
10 (6%) 46 (27%) 109 (66%)
2.6 Use of Foundational Knowledge: Demonstrate knowledge of the responsibilities, structure, and activities of the profession
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.c, WA-WAC-1.d, WA-WAC-1.e, WA-WAC-1.f, WA-WAC-1.g, WA-WAC-1.h, WA-WAC-1.i, WA-WAC-1.j, WA-WAC-1.k
5 (3%) 29 (17%) 131 (79%)
3.1 Instructional Planning for Effective Teaching: Use research and experience-based principles of effective practice to encourage the intellectual, social, and personal development of students
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
9 (5%) 76 (46%) 79 (48%)
3.2 Instructional Planning for Effective Teaching: Plan, implement and assess an instructional unit
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
9 (5%) 34 (20%) 122 (73%)
3.3 Instructional Planning for Effective Teaching:Adapt instructional strategies for students of diverse cultural or linguistic backgrounds
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
12 (7%) 59 (35%) 93 (56%)
3.4 Instructional Planning for Effective Teaching: Adapt instructional strategies for exceptional students
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
12 (7%) 92 (56%) 60 (36%)
3.5 Instructional Planning for Effective Teaching: Adapt instructional strategies for students at all levels of academic abilities
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
10 (6%) 71 (43%) 84 (50%)
3.6 Instructional Planning for Effective Teaching: Evaluate effective lessons using the essential elements of lesson plan design
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
7 (4%) 45 (27%) 113 (68%)
3.7 Instructional Planning for Effective Teaching: Align lesson plan to EALRs, WASL, GLE
  WA-WAC-1.a, WA-WAC-1.b, WA-WAC-1.l, WA-WAC-1.m, WA-WAC-1.o, WA-WAC-1.p, WA-WAC-1.q
1 (0%) 5 (3%) 29 (17%) 130 (78%)
4.1 Classroom Management and Discipline: Maintain a positive affective classroom environment
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
7 (4%) 42 (25%) 116 (70%)
4.2 Classroom Management and Discipline: Know and apply appropriate interventions incorporating student involvement
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
15 (9%) 57 (34%) 93 (56%)
4.3 Classroom Management and Discipline: Maintain instructional momentum
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
1 (0%) 15 (9%) 50 (30%) 99 (60%)
4.4 Classroom Management and Discipline: Apply theory of human development to motivate students
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
1 (0%) 14 (8%) 77 (46%) 72 (43%)
4.5 Classroom Management and Discipline: Handle student disruptions quickly and effectively
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
3 (1%) 11 (6%) 60 (36%) 91 (55%)
4.6 Classroom Management and Discipline: Handle transitions effectively
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
3 (1%) 12 (7%) 48 (29%) 102 (61%)
4.7 Classroom Management and Discipline: Monitor the classroom effectively
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
2 (1%) 9 (5%) 51 (30%) 103 (62%)
4.8 Classroom Management and Discipline: Use effective verbal and nonverbal communication to foster active inquiry and behavior in students
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
1 (0%) 12 (7%) 52 (31%) 100 (60%)
4.9 Classroom Management and Discipline: Manage the physical environment of the classroom to meet instructional, social and physical needs of students
  WA-WAC-1.r, WA-WAC-1.r.1, WA-WAC-1.r.2, WA-WAC-1.s
10 (6%) 30 (18%) 125 (75%)
5.1 Student Performance Assessment: Assess student basic skill levels in content areas
  WA-WAC-1.t
1 (0%) 6 (3%) 75 (46%) 80 (49%)
5.2 Student Performance Assessment: Assess student reading levels and identifying content area reading requirements
  WA-WAC-1.t
15 (9%) 81 (51%) 60 (38%)
5.3 Student Performance Assessment: Evaluate an instructional unit's positive impact on students
  WA-WAC-1.t
9 (5%) 49 (29%) 107 (64%)
5.4 Student Performance Assessment: Select and administer appropriate measures for summarizing student performance
  WA-WAC-1.t
1 (0%) 7 (4%) 62 (37%) 95 (57%)
5.5 Student Performance Assessment: Report assessment results to students
  WA-WAC-1.t
1 (0%) 11 (6%) 52 (31%) 101 (61%)
5.6 Student Performance Assessment: Report assessment results of positive impact on student learning to parents
  WA-WAC-1.t
14 (8%) 76 (46%) 74 (45%)
5.7 Student Performance Assessment: Use performance based & authentic assessment of students' learning
  WA-WAC-1.t
9 (5%) 54 (32%) 101 (61%)
6.1 Diverse Populations: Demonstrate understanding of the various values, life styles, history, and contributions of various identifiable subgroups of society
  WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
1 (0%) 6 (3%) 59 (35%) 99 (60%)
6.2 Diverse Populations: Work effectively with students from racial and/or ethnic populations
WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
6 (3%) 27 (16%) 132 (80%)
6.3 Diverse Populations: Work with parents of students from racial and ethnic populations
  WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
15 (9%) 66 (40%) 83 (50%)
6.4 Diverse Populations: Prepare culturally responsive lessons for students
  WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
1 (0%) 7 (4%) 59 (36%) 96 (58%)
6.5 Diverse Populations: Demonstrate positive impact on students from diverse racial/ethnic groups
  WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
6 (3%) 39 (23%) 119 (72%)
6.6 Diverse Populations: Demonstrate positive impact on students requiring special instruction
  WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
10 (6%) 53 (32%) 102 (61%)
6.7 Diverse Populations: Deal with dehumanizing biases of racism, sexism, prejudice and discrimination
  WA-WAC-1.a, WA-WAC-1.m, WA-WAC-1.n, WA-WAC-1.o
6 (3%) 44 (27%) 111 (68%)
7.1 School, Home, and Community: Participate in the designing of activities that involve parents in the learning process of their children
  WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v
17 (10%) 77 (47%) 68 (41%)
7.2 School, Home, and Community: Use community resources to enhance school programs
  WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v
1 (0%) 16 (10%) 75 (46%) 68 (42%)
7.3 School, Home, and Community: Work cooperatively with parents to support student success
  WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v
11 (6%) 70 (42%) 84 (50%)
7.4 School, Home, and Community: Work cooperatively with colleagues to support student success
  WA-WAC-1.s, WA-WAC-1.u, WA-WAC-1.v
4 (2%) 28 (16%) 133 (80%)
8.1 Professionalism: Be committed to education as a profession
  WA-WAC-1.k, WA-WAC-1.w
5 (3%) 15 (9%) 145 (87%)
8.2 Professionalism: Demonstrate an understanding of and commitment to each student
  WA-WAC-1.k, WA-WAC-1.w
4 (2%) 21 (12%) 140 (84%)
8.3 Professionalism: Demonstrate an awareness of his or her limitations and strengths, evaluating and implementing steps for continued professional growth
  WA-WAC-1.k, WA-WAC-1.w
7 (4%) 21 (12%) 137 (83%)
8.4 Professionalism: Communicate a caring, patient attitude and personal commitment to educating students
  WA-WAC-1.k, WA-WAC-1.w
3 (1%) 21 (12%) 141 (85%)
8.5 Professionalism: Participate effectively in group decision making, be flexible in personal & professional relationships in daily teaching situations
  WA-WAC-1.k, WA-WAC-1.w
8 (4%) 15 (9%) 142 (86%)
8.6 Professionalism: Demonstrate energy and enthusiasm in teaching
WA-WAC-1.k, WA-WAC-1.w
6 (3%) 25 (15%) 134 (81%)
8.7 Professionalism: Demonstrate ethical and professional behavior
  WA-WAC-1.k, WA-WAC-1.w
4 (2%) 18 (10%) 143 (86%)
8.8 Professionalism: Provide holistic evidence of reflection throughout the teaching experience
  WA-WAC-1.k, WA-WAC-1.w
6 (3%) 31 (18%) 128 (77%)
9.1 Technology: Use technology in preparing material for students
  WA-WAC-1.a, WA-WAC-1.x
3 (1%) 47 (28%) 115 (69%)
9.2 Technology: Integrate technology into instruction to support positive impact on student learning
  WA-WAC-1.a, WA-WAC-1.x
7 (4%) 54 (32%) 104 (63%)
9.3 Technology: Use email and/or software effectively to communicate with students and/or parents
  WA-WAC-1.a, WA-WAC-1.x
8 (5%) 50 (31%) 101 (63%)
10.1 Communication: Share pertinent information on student progress with parents
  WA-WAC-1.e, WA-WAC-1.y
12 (7%) 59 (35%) 93 (56%)
10.2 Communication: Orally communicate clearly, directly and appropriately
  WA-WAC-1.e, WA-WAC-1.y
12 (7%) 36 (21%) 117 (70%)
10.3 Communication: Write clearly and in a direct manner
  WA-WAC-1.e, WA-WAC-1.y
1 (0%) 14 (8%) 31 (18%) 119 (72%)
10.4 Communication: Accept differences in philosophy, pedagogy, & learning methods of students, colleagues and parents
  WA-WAC-1.e, WA-WAC-1.y
6 (3%) 20 (12%) 139 (84%)
 
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