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Assessment of Intern Progress: A Tool for Discussion Secondary Social Studies Team Intern: Corey Stawicki Evaluators: intern mentor field instructor Semester and Year: Spring, 20 ! Persons present at conference: Corey Stawicki Todd "a#ias$ %eat&er Simon

Instructions for Using this Form: Prior to the conference, the intern, mentor and field instructor should fill out separate copies of this evaluation form. he! should each "ring their form to the evaluation conference. #ased upon that conference, and the feed"ac$ given "! each part!, the field instructor %ill fill out one consensus form to "e su"mitted, through the electronic lin$ provided to !ou, to &SU. 'll parties should roughl! agree upon the field instructor(s final ratings )understanding that there ma! "e areas of minor disagreement*. For each of the five standards, each part! should provide a rating of +ualit! )ho% %ell,* for specific performances, and give an overall rating at the end of the document )strengths, future goals, and areas for immediate improvement*. Please include, at the end of each standard, comments. hese comments are ver! important in helping the intern $eep trac$ of their gro%th. his tool %ill provide input for discussion and a cumulative record of the intern(s gro%th over time. It is e-pected that interns %ill have specific areas that re+uire further gro%th and development, since this is a !ear for the intern to learn to teach. ' score of 1 indicates the intern needs to target this area for immediate improvement, and should call upon the field instructor and mentor for specific strategies for ma$ing such improvements. ' score of . indicates the intern is performing as e-pected for a "eginning teacher. For most interns, on most standards, a score of . is e-pected. ' score of 5 indicates that the intern is performing at an outstanding level, %ell "e!ond the e-pectations for a "eginning teacher. Scores of 5 should "e rare and reflect genuine and verifia"le achievement in terms of student learning and gro%th. his document is for internal purposes onl!. It helps the social studies program $eep trac$ of aggregate trends, and gives the opportunit! for each intern to have a fran$ discussion a"out his or her /ourne! in learning ho% to teach. #ecause this document does not go "efore an! potential future emplo!ers, it is hoped that ever!one feel free to give fran$ and open feed"ac$.

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Teac&ers and Students Co'create t&e Curriculum

1urriculum is that from %hich %e learn and it is never neutral. It em"races the %hat, ho%, and %h! of learning. eachers use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and sociall!2 relevant. T&e intern: Adapts t&e curriculum. 'dapts the curriculum to consider students( maturit!, histor!, interests, achievement, learning st!les3 cultural, racial, social and ethnic affiliations3 and e-ceptional needs and a"ilities. ,ses t&e community in teac&ing. 4uarding against stereot!ping, fle-i"l! and sensitivel! learns a"out the communit!, uses local histor! and current issues in teaching, and uses communit! resources to support student gro%th and achievement. +orges a teac&ing p&ilosop&y. 'rticulates, /ustifies, acts on, and adapts a personal philosoph! of teaching and learning that is consistent %ith current theor! and professional ethical and legal standards. %ow well(

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./idence, +eed#ack, and +uture Areas for Impro/ement: Corey 0Intern1: For adapts the curriculum, I "elieve I have onl! gotten stronger at this as I have gotten to "etter $no% m! students. I have al%a!s plan e-tensivel! "ut no% I have more information to focus and guide m! curriculum. ' recent e-ample of this is students "ecoming tired of a component of m! guiding +uestions, so for their "enefit I focused less on it, to sho% them the! have a sa! in the classroom and to hopefull! have students more engaged. For uses the communit! in teaching, as I have gotten to $no% the school and the communit! of 4rand #lanc I have incorporated them into m! curriculum. I have done this in multiple %a!s one "eing attending communit! events such as sporting events, "eing a part of after school activities and /ust "eing a%are of events happening in the students( life, such as getting their driving license, school dances and more. For forges a teaching philosoph!, I "elieve I have al%a!s strived for this simpl! "! ho% I teach. I enacted m! teaching philosoph! "efore it %as ever trul! %ritten in %ords. I %ill continue to teach "! it as it changes and adapts over time.

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Todd 02entor1: 1ore! is ver! strong in this categor!. I reall! li$e ho% 1ore! is loo$ing at the "ig picture of the curriculum, as %ell as the learner. 1ore! not onl! focuses on "uilding and supporting his dail! lessons %ith his essential +uestions, "ut is also concerned %ith ho% his students are learning the lessons. 5e is ver! conscious of %hether students have read in the past da!, %atched a video or %ere put into groups. 1ore! li$es to $eep his students engaged %ith interesting content, "ut also focuses on var!ing their learning e-periences. For e-ample, a normal %ee$ in 1ore!(s class %ould "e a da! of discussion, %riting and sharing thoughts, then %ould shift to going to the computer la" to research a topic, then students %ould "e as$ed to go into groups to create a product and share it %ith each other and then ma!"e finish %ith a video. 1ore! also does a ver! nice /o" of getting students "alanced information and allo%s them to ma$e decisions on events, people and concepts. 5e does a great /o" of "ringing to mind %hat the current thought ma! "e, "ut then allo%s students to pic$ apart the idea and then form their o%n opinion. I reall! li$ed ho% he did this %ith the atomic "om" and 66II. 5e gave students primar! sources on "oth sides and had then develop their o%n +uestions and lead discussions "ased on them instead of /ust focusing on %hat certain te-t"oo$s or other authors had in mind. 1ore! in m! opinion has a strong idea of %hat his philosoph! is on teaching. 5e ma! have not crafted it out on paper !et, "ut he sho%s it in a dail! manner %ith his students. 5o% he prepares, teachers and interacts %ith his student is a living e-ample of his philosoph!. hat philosoph! appears to loo$ li$e a person %ho is passionate a"out histor!, giving students a great e-periences in class, is focused on developing relationships and %ant students to foster and gro% in the areas of critical thin$ing and communication. +uture Areas of Impro/ement 0from prior e/aluations1: 1ore! %ill start to incorporate the voices of his more introverted students through technolog! in the future. Per each lesson 1ore! tends to have one main activit! and t!picall! 1ore! is the deliverer of the information students are learning. 1ore! %ill %or$ on chun$ing his lessons more so that his lessons have more of a variet! and less of a lecture st!le. he students %ill start to "e more active in ac+uiring the learning and constructing their o%n $no%ledge. 1ore! %ill %or$ on creating a concrete, %ritten teaching philosoph! so that he can "e more confident in articulating it.

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'dapts the curriculum: 1ore! consistentl! adapts his instruction per hour to ma$e the lesson as "est as possi"le as the da! progresses. 5e does this %ith ease and sho%s a mentalit! "e!ond a first !ear teacher. here is no an-iet! a"out ma$ing 8in the moment9 changes. 5e does not "ecome attached to the prior %or$ he put into the lesson or the notion that he thought it %ould %or$ prior to teaching it. 5e is a"le to ma$e the necessar! changes "ecause he puts the students( learning first. 5e is also a"le to adapt to the needs of his students as the %ee$ goes on and %ith long2term planning. Uses the communit! in teaching: 1ore! has "een connecting the local communit! %ith the impact of 66II. 1ore! also uses his student communit! ver! %ell in his teaching. 5e %ill listen to the students to learn a"out their misunderstandings and stereot!pes and then adapts his instruction to %hat the! $no% or thin$. eaching Philosoph!: 1ore! consistentl! demonstrates his philosoph! in his actions. 5e $no%s %ho he is as a teacher. 5e has principles as odd %rote a"out a"ove that he consistentl! sho%s each da!. 1ore! has also drafted his %ritten eaching Philosoph!. 5e has used his Field Instructor as a resource to help revise and edit this %ritten document, and it is in its final stages.

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Teac&ers 3alue t&e Cultural, Social and Intellectual +unds t&at Students "ring to Sc&ool
eachers accept and value %hat children "ring to school. eachers scaffold learning "! using students( prior $no%ledge, prior life e-periences, personal life goals, role models, values, and talents. T&e intern: 4espects, cares and communicates wit& all students. :ecogni;ing "oth the challenges the! face and the resources the! offer, holds high e-pectations for all of them and sho%s visi"le care a"out their %ell2"eing, learning and achievement. Assesses and ad5usts. <ffering special learning and testing arrangements to students %ho need them, emplo!s multiple formative and summative assessments and ad/ust instruction in response to students= interests, strengths, "ac$grounds, actions, and learning. .ngages parents and guardians. reats parents and guardians %ith respect, %or$s %ith them to set e-pectations and support their children(s learning, and communicates assessment data to them clearl! and sensitivel!. ./idence, +eed#ack, and +uture Areas for Impro/ement: Corey 0Intern1: For respects, cares and communicates %ith all students, I "elieve I do this "ecause it is part of m! teaching philosoph! to have mutual respect for one another in the classroom and the %orld. 'n e-ample of this is I had to give students ne% seats "ecause the! could not handle the seats the! chose. 'fter, giving them ne% seats the! %ere upset %ith me. I told them to respect m! decision to changes seats and prove !ou can handle these seats, and ne-t month I %ill respect !ou to choose !our seats once again. For assesses and ad/usts, I "elieve I am constantl! doing this ever! da! I teach "e from sno% da!s, students not grasping a concept, or simpl! /ust reali;ing a "etter %a! to teach a topic. 'n e-ample for this is a lesson that had stations, and students %ere supposed to "e at each station for si- minutes. 5o%ever, this %as too much time and lead students to get off topic. So for the rest of the da! I onl! gave students four minutes a station and %e had more time at the end for a larger more inclusive %rap up. For Engages parents and guardians, I "elieve I do this "ut not enough proactivel!. 6hat I mean "! this is I do not do enough chec$2ups %ith parents outside of them contacting me or at parent teacher conferences. 5o%ever, in these situations I feel comforta"le discussing m! class and their child. 'n e-ample of this is providing %or$ for a student that has "een missing or is a"out "e missing class in a timel! manner. %ow well( ! )
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Todd 02entor1: 1ore! does such a nice /o" in regards to respecting his students and setting a high "ar for success. 5e goes out of his %a! each hour to spea$ %ith students a"out their lives, create a sense calm and "uild up their outloo$ on life. <ne %a! in ho% I see this in 1ore! is ho% he plans his lessons. 5e is conscious of %hat assignments he gives, %hen he gives them and dail! feed"ac$ of his students. 1ore! understands that for students to give their all the! not onl! need great instruction, "ut to also have an instructor that cares. If students are feeling over%helmed or confused he alters his assignments or "rings the class together and the! all %or$ through it. 1ore! $eeps the %ell2"eing of his students in mind at the same time of achieving their learning o"/ectives. ?o assessment is ever the same %ith 1ore!. 6hether he is using a cra;! "oard game for assessments li$e &ouse rap or he creates a pro/ect %ith an oral e-am as part of it, he allo%s for ma-imum student achievement. 'nother one of 1ore!(s strengths is his a"ilit! to put in formative assessments in class. 5e understands the importance in "udgeting time for students to thin$ a"out %hat is presented, to %or$ %ith it and most important the a"ilit! for him to get feed"ac$ on student thoughts. It is evident in his lesson planning and time management that assessments and ad/usts are aspects that individual to each hour. 1ore! has "een ver! professional %ith parents and has %or$s %ith them in meeting needs of students. 6hether it is a simple email or getting home%or$ read! for vacation, 1ore! has "een on top of it.

+uture Areas of Impro/ement 0from prior e/aluations1: 1ore! %ill %or$ on "eing consistent in his competenc! %ith his challenging students. 1ore! %ill %or$ on having more formative assessments throughout the lesson and in the %rap2up of the lesson to help him understand %hat the students learned. his %ill also help him ad/ust the ne-t lesson. 5e is %or$ing on consistentl! ad/usting his lessons plans from %hat the students "ring to the class. 1ore! %ill ma$e more phone calls home to engage families. In addition to calling home for disciplinar! reasons, he %ill call to share positives and to deliver important information.

:espects, cares, and communicates %ith all students: 1ore! does this personall! through his connections and relationships %ith students. 'dditionall!, he e-ceeds this standard "! ho% he plans his %or$ and lessons. he thoughtful %a! he plans for his lessons, as %ell as adapts his lessons, sho%s ho% much he cares a"out his students and values their learning.

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'ssesses and 'd/usts: 1ore! does a great /o" %ith his formative assessments and is conscious of %hat his students are interested in so he can "ring that into his lesson. 1ore! %ill deli"eratel! change his lesson %hen it is not %or$ing for the students or if the! are not learning. 1ore! also tries to mi- up his summative assessments and tries to accommodate all of his students( strengths as 8test2ta$ers.9 5e is deli"erate in choosing meaningful summative assessments. 1ore!(s upcoming assessment is integrating "oth a structured %ritten assessment as %ell as an oral assessment, %hich sho%s his intention of differentiating to help all students gro% and "e successful. Engages Parents and 4uardians: 1ore! has not made man! positive phone calls, %hich %as a future area of improvement for him. 5o%ever, he does respond to parents %hen needed, and as soon as possi"le. 1ore! professionall! engages families.

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Teac&ing is a *earning Profession

eachers continue to learn and gro% as the! provide access to learning for self and others. eachers learn as the! use past life e-perience to solve professional pro"lems in the present and to imagine a "etter future. eachers learn in colla"oration %ith others. <utside of the classroom, teachers are al%a!s reading and ever!thing the! read is filtered through their teaching. T&e intern: 4eac&es out. Fosters learning communities %ith colleagues, see$s and uses research, theor!, and other professional and collegial resources to learn a"out students, curriculum, and pedagog!, and to design goals, curriculum, and classroom practice. %ow well(

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./idence, +eed#ack, and +uture Areas for Impro/ement: Corey 0Intern1: For reaches out, I "elieve this is one of m! strongest attri"utes "ecause I al%a!s %ant to "ounce ideas of others "e it colleagues or students. I %ant the students to have the "est education that %e as a school can provide and "! sharing ideas %e can create the "est curriculum for the students. 'n e-ample of this is an! da! of the %ee$, "e it /ust as$ing %hat another teacher is doing that da!, as$ing other teachers thin$ of an idea I might do, providing a lesson that %as highl! effective to another teacher, sharing an activit! or idea %ith another colleague3 all of these are regular aspects of m! da!. Todd 02entor1: I "elieve this is one of 1ore!(s "iggest strengths. 5e is focused on creating the "est learning e-perience for his students possi"le. If a colleague has a great idea or he researched it online or he developed it himself, he does not careB5e simpl! %ants the "est. 1ore! is constantl! reaching out to colleagues for "est practices and lessons, "ut also contri"utes %ith ideas and lessons to supplement others. It is trul! a s!m"iotic relationship he has %ith our department, "oth sides e+uall! "enefitting. I also li$e ho% he reaches out for improvement. 'fter each da! %e ta$e a loo$ at %hat is taught and I open up %ith, 8So, %hat do !ou thin$,( 1ore! immediatel! has thoughts a"out his lesson, suggestions for changes and insights that sho% true reflection and an understanding of %hat +ualit! instruction loo$s li$e. +uture Areas of Impro/ement 0from prior e/aluations1: 1ore! %ill continue to o"serve other Social Studies teachers.

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:eaches out: <ther Social Studies teachers come to 1ore! for his lesson plans and he is respected for his creative thoughts in his lesson planning. 1ore! e-ecutes lesson ideas in detail and %ith care and dignit!. 1ore! puts the hard %or$ into each lesson and in all of his decisions, so odd has given him a lot of room to ta$e ris$s. 'lthough 1ore! does have strong professional relationships %ith his fello% colleagues, he still desires and %ill ma$e time to o"serve other Social Studies teachers in the near future.

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Social Studies Teac&ing is Interdisciplinary and Connects Students to t&e 6orld Around T&em
Social studies teachers creates connections to the %orld through active in+uir! and the use of d!namic teaching strategies. Social studies teachers pull out the 8"ig ideas9 as the! investigate essential +uestions %ith their students. Social studies teachers connect students to the %orld around them through the curriculum and assessments the! have created. Social studies teachers dra% from all areas of $no%ledge )"oth academic and artistic fields* in their lessons and units. T&e intern: Teac&es for understanding. 1reates learning environments that promote critical and higher order thin$ing s$ills, foster the ac+uisition of deep $no%ledge, and allo% for su"stantive conversation a"out su"/ect matter. Seeks rele/ance and aut&enticity. Engages students in practical activities that demonstrate the relevance, purpose, and function of su"/ect matter to ma$e connections to the %orld "e!ond the classroom. ,ses tec&nology for teac&ing and learning. Emplo!s technolog! to enhance learning environments and activel! see$s %a!s to get all students to %or$ %ith availa"le technolog! and other resources to reach learning goals in and out of school. %ow well(

*ast Conference: +inal Score: )

*ast Conference: +inal Score: )

!')(

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./idence, +eed#ack, and +uture Areas for Impro/ement: Corey 0Intern1: For teaches for understanding, ever! lesson and unit has o"/ectives %hich are %hat I set out for students to understand "! the end of the lesson. Eater, I %ill assess m! students "ased on an assessment and if the! reached our o"/ectives. <ne e-ample of this is %hile a lesson is in process for me to /ust as$ +uestion to students and "ased on students response provide more information for that student or the class as a %hole. For see$s relevance and authenticit!, an! high school should stress s$ills students %ill need to succeed in the future. I tr! to stress these s$ills to m! students "! involving them in m! class. Such as reading for comprehension, note ta$ing, summari;ing, and as$ing +uestions. I constantl! tr! to "ring real life e-amples or connections to the class for students( "etter understanding of the material. For uses technolog! for teaching and learning, I attempt to use technolog! in the classroom "ut it is technolog! I am interacting %ith rather than the students. echnolog! is a uncertain varia"le in the classroom for the technolog! provided "! the school %hich

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can ma$e it difficult to plan around and use. I do ho%ever do ma$e attempts to "ring more into the classroom and ta$e students to our la"s. Todd 02entor1: <ne of 1ore!(s main goals as a teacher is to create a thin$ing environment. Each da! he e-amines and as$s himself, 86hat are students thin$ing %ith this lesson,9 and 85o% do I $no% the! are thin$ing,9 hat is %h! 1ore! has "een so successful and li$ed "! his studentsB5e respects them as learners and individuals. 5e crafts lessons so each learner can respond in a creative %a! and in a %a! that is not threatening. 5e consciousl! "udgets time for thin$ing and student dialogue, %hich sometimes ta$es a long time "ut is so fruitful. 1ore!(s assignments have purpose. 5e is constantl! refereeing to assignments and ho% the! can help on the stud! guide or test. Students have "ought into the fact that 1ore! does not assign %or$ for the sa$e of doing %or$, it has a purpose. 5e also does this "! spea$ing of %orld events, as %ell incorporating other areas of curriculum.)i.e. English 1ommon 1ore s$ills* 1ore! has made a strong effort to "ring in more technolog!. I "elieve he is doing ver! good /o" considering the resources and la"s in the "uilding. 5e is open to loo$ing at using technolog! for sa$e of "etter learning, not /ust "ecause it is easier.

+uture Areas of Impro/ement 0from prior e/aluations1: Students need to have more responsi"ilit! for constructing their learning and having opportunities for deeper thin$ing and su"stantive conversation. 1ore! $no%s %here he is going in his teaching, "ut the students do not al%a!s $no% %here the! are going in their learning. 1ore! %ill %or$ on guiding students in a manner that helps them clearl! $no% %here the! are going %ith their learning %hich %ill help him 8teach for an understanding.9 1ore! %ill %or$ on ma$ing more authentic connections to the learning and the %orld "e!ond the classroom. 1ore! %ill %or$ on having students activel! %or$ %ith and learn from the technolog! availa"le.

eaches for Understanding: 1ore! is conscious of tr!ing to cultivate a learning environment that gives time for student 8thin$ing.9 5e also "udgets time for more thought, +uestioning, and thin$ing for students to do %ith one another and individuall!. 5e consistentl! creates learning environments for students to understand using those "est practices.

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See$s :elevance and 'uthenticit!: 1ore! e-presses to students directl! the value of each assignment or tas$. 4iving students this purpose helps motivate the students. 1ore! values the amount of time spent on certain chosen learning content and sho%s he values it "! putting it on the assessment. Uses echnolog!: 1ore! does the "est he can and is conscious of using technolog! given the limited resources and circumstances out of his control. 1ore! uses technolog! %hen it fits the lesson and there is a purpose for it, rather than using it to /ust use it. 6hen given the opportunit! for technolog!, 1ore! %ill e-cel, "ut he does not use it consistentl!.

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Teac&ers and Students are Citi$ens

1iti;ens ma$e informed choices and are a%are of the impact of their choices on others )locall! and glo"all!*. 1iti;ens care "oth a"out the common good and the uni+ue needs of individuals. eachers and students recogni;e and respect each other as citi;ens of the classroom, school, communit!, nation and Earth. T&e intern: Dignity and respect. &odels respect for the role of the individual in a free societ!, including the importance of individual rights and responsi"ilities. Structures participation. Structures a democratic classroom environment that supports and respects in+uir!, curiosit!, and ris$2ta$ing and emplo!s pedagogies that engage students in meaningful learning, decision2ma$ing, pro"lem solving, and conflict resolution. %ow well(

*ast Conference: ! +inal Score: )

*ast Conference: ! +inal Score: )

./idence, +eed#ack, and +uture Areas for Impro/ement: Corey 0Intern1: For dignit! and respect, I tr! to treat all of m! students fairl! and ho% I %ould li$e them to treat other as %ell as m!self. his could "e %hen someone is spea$ing to the class students should have their e!es on them and "e listening no matter if it is me spea$ing or a student. I model this "! having students loo$ at me %hile I am spea$ing and reminding students that ever!one should "e a"le to repeat something a peer has shared. For structures participation, ideall! I %ould li$e all of m! students to participate in class, ho%ever that is not al%a!s the case. In some cases %here a fe% dominate the discussion, I ac$no%ledge their participation and praise it "ut as$ to hear from other students to "e a"le to hear from the ma/orit! of the class. Todd 02entor1: 1ore! respects all students. 5e recogni;es the dignit! of the learner and respects them in ho% he prepares his lessons, teaches %ith a passion, "uilds relationships and ta$es their feed"ac$. Students feel comforta"le going to 1ore! "ecause has "een consistent in %ho he is all !ear and ho% he treats his students. 1ore! creates a classroom of trust and ris$ ta$ing. 5e is +uic$ to correct a comment that he doesn(t li$e and allo%s students to voice their thoughts and feelings in even the touchiest areas li$e race, %ar and politics. +uture Areas of Impro/ement 0from prior e/aluations1: 1ore!(s intention is to have a democratic classroom environment, "ut he %ill %or$ on e-ecuting it more consistentl!.

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Fignit! and :espect: 1ore! allo%s students to "e themselves, and he models individualit! as a teacher. he! can voice their opinion and thoughts %ith a safe and inclusive environment. 1ore! does a great /o" in planning for lessons in %hich there are multiple right ans%ers to allo% for all thoughts to "e accepta"le. 1ore!(s teaching philosoph! is centered on modeling and inviting students to "e themselves and ta$e ris$s. Structures participation: he lessons created and the environment 1ore! esta"lishes inspires the students to "e part of the decision2ma$ing, pro"lem2solving, etc. 1ore! allo%s students to ta$e ris$s regarding challenging topics, such as race, and students feel comforta"le "eing curious and ta$ing those ris$s. 1ore! has also sho%n a lot of gro%th in classroom management, so that the class feels safe to all students. his safet! allo% for greater participation from all t!pes of students.

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<verall rating
Foes not meet e-pectation s &eets e-pectation s E-ceeds e-pectations

!
*ast Conference: ! +inal Score: )

SU&&' IGE 1<&&E? S, ?< ES, '?F :EFEE1 I<?S <? 5E I? E:?(S 6<:H:

Corey 0Intern1: I feel that I continue to gro% as a teacher and %ant to continue this gro%th to "ecome the "est teacher I can possi"le "e. I thin$ this is apparent "ased on m! personal reflections on this !ear, in m! o"servations, as %ell as the %or$ I have put into it. I "elieve one of the largest components of %hat interns should have is the a"ilit! to em"race advice and criti+ues and gro% from them to "e!ond e-pectations. Todd 02entor1: 'll and all 1ore! is doing a great /o". 5e is a part of the team here at in our Social Studies department. 6e all $no% that %e can go to 1ore! to "ounce ideas off him and get some creative instructional strategies. 5e is a tireless %or$er %ho is here ever! morning "efore me and sta!s late ever! da!. I also appreciate his feed"ac$ and give him m! lesson plans to criti+ue %hen I am getting o"served and get his suggestions. 6e as a staff and department are "etter for his e-perience here and I $no% his students feel the same %a!.
Heather (Field Instructor): Corey is an extraordinary teacher intern, and he has continued to demonstrate high standards for himself as a teacher/intern/student. Corey is continually reflecting in his teaching practice and putting forth the hard wor to grow from his reflection. !hile consistently see ing support to "etter his teaching and lesson plans, he also is "ecome #ery independent as an educator. $here are e#en moments of leadership himself amongst his colleagues when they come to him for lesson ideas and to see how he would plan a certain lesson. His relationships with his students parallel his relationships with other professionals. $he foundation is respect, care, and passion for all students to ha#e a successful learning experience. Corey is exceeding the expectations of a "eginning teacher for this point in the school year. His mentor, $odd, continues to hold Corey to e#en higher expectations "ecause he nows he is capa"le of meeting them. I am confident that Corey%s self&moti#ation will push him to continue to grow exponentially the remainder of his lead teaching.