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Graphic Summaries (Initial Level)

Final Student Teaching Evaluation (FSTE) Post May 2007

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
29 (3%) 299 (39%) 421 (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
37 (4%) 250 (33%) 462 (61%)
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
57 (7%) 309 (41%) 384 (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
2 (0%) 48 (6%) 274 (36%) 425 (56%)
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
1 (0%) 22 (2%) 156 (20%) 571 (76%)
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
1 (0%) 24 (3%) 189 (25%) 535 (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
1 (0%) 28 (3%) 155 (20%) 565 (75%)
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
1 (0%) 41 (5%) 237 (31%) 470 (62%)
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
40 (5%) 348 (46%) 355 (47%)
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
1 (0%) 39 (5%) 288 (38%) 421 (56%)
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
2 (0%) 34 (4%) 160 (21%) 554 (73%)
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
53 (7%) 352 (47%) 343 (45%)
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
1 (0%) 34 (4%) 170 (22%) 544 (72%)
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
59 (7%) 316 (42%) 372 (49%)
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
1 (0%) 76 (10%) 368 (49%) 301 (40%)
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
2 (0%) 55 (7%) 318 (42%) 372 (49%)
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
39 (5%) 219 (29%) 491 (65%)
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
2 (0%) 27 (3%) 140 (18%) 579 (77%)
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
2 (0%) 41 (5%) 189 (25%) 518 (69%)
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
4 (0%) 67 (8%) 280 (37%) 398 (53%)
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
6 (0%) 67 (8%) 264 (35%) 413 (55%)
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
2 (0%) 67 (8%) 361 (48%) 319 (42%)
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
8 (1%) 70 (9%) 274 (36%) 399 (53%)
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
6 (0%) 56 (7%) 280 (37%) 408 (54%)
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
6 (0%) 55 (7%) 242 (32%) 448 (59%)
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
4 (0%) 72 (9%) 239 (31%) 436 (58%)
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
1 (0%) 39 (5%) 181 (24%) 528 (70%)
5.1 Student Performance Assessment: Assess student basic skill levels in content areas
 WA-WAC-1.t
2 (0%) 38 (5%) 344 (46%) 358 (48%)
5.2 Student Performance Assessment: Assess student reading levels and identifying content area reading requirements
 WA-WAC-1.t
2 (0%) 63 (8%) 368 (52%) 273 (38%)
5.3 Student Performance Assessment: Evaluate an instructional unit’s positive impact on students
 WA-WAC-1.t
2 (0%) 36 (4%) 214 (28%) 497 (66%)
5.4 Student Performance Assessment: Select and administer appropriate measures for summarizing student performance
 WA-WAC-1.t
3 (0%) 45 (6%) 294 (39%) 405 (54%)
5.5 Student Performance Assessment: Report assessment results to students
 WA-WAC-1.t
3 (0%) 55 (7%) 263 (35%) 427 (57%)
5.6 Student Performance Assessment: Report assessment results of positive impact on student learning to parents
 WA-WAC-1.t
4 (0%) 82 (11%) 350 (47%) 302 (40%)
5.7 Student Performance Assessment: Use performance based & authentic assessment of students’ learning
 WA-WAC-1.t
2 (0%) 41 (5%) 270 (36%) 432 (57%)
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%) 1 (0%) 29 (3%) 293 (39%) 424 (56%)
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
18 (2%) 148 (19%) 583 (77%)
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
1 (0%) 59 (8%) 303 (41%) 373 (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%) 41 (5%) 290 (38%) 413 (55%)
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
21 (2%) 182 (24%) 546 (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
35 (4%) 233 (31%) 482 (64%)
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
26 (3%) 195 (26%) 519 (70%)
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
4 (0%) 84 (11%) 347 (47%) 294 (40%)
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%) 96 (13%) 351 (48%) 280 (38%)
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
1 (0%) 74 (9%) 293 (39%) 373 (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
1 (0%) 27 (3%) 141 (18%) 582 (77%)
8.1 Professionalism: Be committed to education as a profession
 WA-WAC-1.k, WA-WAC-1.w
2 (0%) 15 (2%) 79 (10%) 653 (87%)
8.2 Professionalism: Demonstrate an understanding of and commitment to each student
 WA-WAC-1.k, WA-WAC-1.w
19 (2%) 102 (13%) 630 (83%)
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
3 (0%) 28 (3%) 108 (14%) 612 (81%)
8.4 Professionalism: Communicate a caring, patient attitude and personal commitment to educating students
 WA-WAC-1.k, WA-WAC-1.w
16 (2%) 82 (10%) 653 (86%)
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
1 (0%) 29 (3%) 85 (11%) 636 (84%)
8.6 Professionalism: Demonstrate energy and enthusiasm in teaching
 WA-WAC-1.k, WA-WAC-1.w
3 (0%) 25 (3%) 115 (15%) 607 (80%)
8.7 Professionalism: Demonstrate ethical and professional behavior
 WA-WAC-1.k, WA-WAC-1.w
2 (0%) 20 (2%) 65 (8%) 664 (88%)
8.8 Professionalism: Provide holistic evidence of reflection throughout the teaching experience
 WA-WAC-1.k, WA-WAC-1.w
2 (0%) 26 (3%) 147 (19%) 576 (76%)
9.1 Technology: Use technology in preparing material for students
 WA-WAC-1.a, WA-WAC-1.x
22 (2%) 220 (29%) 508 (67%)
9.2 Technology: Integrate technology into instruction to support positive impact on student learning
 WA-WAC-1.a, WA-WAC-1.x
33 (4%) 230 (30%) 488 (64%)
9.3 Technology: Use email and/or software effectively to communicate with students and/or parents
 WA-WAC-1.a, WA-WAC-1.x
43 (5%) 211 (29%) 466 (64%)
10.1 Communication: Share pertinent information on student progress with parents
 WA-WAC-1.e, WA-WAC-1.y
1 (0%) 59 (7%) 315 (42%) 366 (49%)
10.2 Communication: Orally communicate clearly, directly and appropriately
 WA-WAC-1.e, WA-WAC-1.y
1 (0%) 38 (5%) 172 (22%) 539 (71%)
10.3 Communication: Write clearly and in a direct manner
 WA-WAC-1.e, WA-WAC-1.y
2 (0%) 40 (5%) 147 (19%) 560 (74%)
10.4 Communication: Accept differences in philosophy, pedagogy, & learning methods of students, colleagues and parents
 WA-WAC-1.e, WA-WAC-1.y
23 (3%) 117 (15%) 610 (81%)
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