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Revised - J uly 2012

Assessment #4: Evaluation of Student Teachers
Form to be filled out by University Supervisor or Cooperating Teacher
Name of Student Teacher: ~W~ Major/Minor: ~
Semester of Student Teaching: U ) ; 4 : i, , , , / lO fY schooI lG rade: - : J ) , ; : : . = - - 7 . _ " , ) f- ! . . . _ k . . : . . . = ----r-----:-_
observerN.me:~ , 'Role:~, ~
Classobserved:~ Date: . , t- , 4 ofr
Directions: Each of the university supervisors and cooperating teachers will complete anumber of formal
observations of the student teacher during the student teaching semester. The ulliversity supervisor will complete
six (6) formal observations and the cooperating teacher will complete two (2) formal observations. For each, half
of the observations should take place before the midterm conference and half should take place between the
midterm conference and final conference. A formal observation includes: conferencing with the student teacher
prior to the lesson, observing the lesson, and conferencing with the student teacher after the completion of the
lesson. Any observation notes should beprovided to the student teacher. This Evaluation of Student Teachers
form should also befilled out at the completion of each of those observations.
A midterm conference (MC) and final conference (FC) must be completed during the student teaching semester.
At each of those conferences, the cooperating teacher, university supervisor, and student teacher should discuss
the student teacher's performance and overall rating inthe categories of Knowledge, Designs and Plans
Instruction, Implements Instruction, Assesses and Manages Student Learning, Creates and Maintains anEffective
Learning Environment, and Professionalism.
At the end of those conferences, the university supervisor and cooperating teacher will individually complete this
Evaluation of Student Teachers form. Below is the rubric for assessing the student teacher's performance.
Target (3): estudent teacher exhibits knowledge, skills or dispositions that areproven to be appropriate and
. or PreK -12 student learning. The level of proficiency is that expected of afirst-year beginning
Acceptable (2): estudent teacher is developing the knowledge, skills, or dispositions for effective PreK-12
S'rortre:rrt1:mIi" jjjj1ig~,' but has not yet attained alevel of proficiency appropriate fora first-year beginning teacher.
Unacceptable (1): The student teacher exhibits some knowledge, skills, or dispositions that are inappropriate or
ineffective for PreK -12 student learning. Remediation is necessary if the student teacher isto remain in student
teaching.
eknowledge, skills, or dispositions are not observed. There is no basis for determination.
To successfully complete the student teaching practicum, at the MC the student teacher must not earn
more than two (2) 'Unacceptable' ratings in a specific category. For each unacceptable rating, awritten
plan of improvement must be created, signed by the cooperating teacher, the university supervisor, and the.
student teacher, and approved by the Director of Educational Field Experiences (with copies of the
improvement plans placed in the student teacher's file). During the FC, the student teacher may not earn
any unacceptable ratings -.
Revised - J uly 2012
During each observation and conference, please evaluate the student teacher's performance with a 1
(U bi ) 2 (A hI ) 3(T ) . naccepta e , ccepta e, or arget.
1 0
I. Knowledze 1 2 3 4 5 6 MC Fe
Uses clear oral language to communicate with learners
;
8
Uses clear written language to communicate with learners
3
Demonstrates content knowledge to develop student knowledge
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and understanding
Demonstrates pedagogical knowledge to develop student
3
knowledge' and understanding
Comments:
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IT.Desizns and Plans Instruction 1 2 3 4 5 6 MC Fe
Guides planning using relevant content standards. and district's
3
academic standards/performance objectives.
Identifies the skills, concepts, attributes, and/or thinking
3
processes to be learned
Connects lesson content to real lifesituations or past
a
experiences appropriate at the level of the students being taught
Develops effective tasks for procedural and conceptual
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knowledge
Incorporates diverse strategies, instructional aids, resources and
.3
technology
Specifies strategies for assessing student understanding in
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lesson plans
Provides opportunities fo~~r level thinking (i'M
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questioning, tasks, etc.) 'Au ~1?" ;;; A L) " " AL-
Provides modifications in lesson ~s based onindividual
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student needs
Comments:
1/
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Revised - J uly 2012
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ill.Implements Instruction 1 2 3 4 5 6 MC FC
Uses avariety ofinstru~al aids, resources, te~ogyt.1;c, .
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to enhance instruction , A J ~ -t I'.itAJ.f, ..iA. ~
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ses avanety 0 e ectrve teac . g strategies to engage
students actively in learning.4l1fl; L ~) ~ ~
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Maximizes the amount of ~s time stG.dentsare enga~ in
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learning
Uses effective questioning techniques to engage all learners
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Shows energy and enthusiasm toward teaching and learning to
Demonstrates high instructional expectations for others
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Comments:
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IV. Assesses and Man~es Student Learning 1 2 3 4 5 6 MC FC
Promotes student self-assessment
13
Uses avariety of appropriate formal and informal assessments
3
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-
ab gned With instruction ,I I . - .ok A
1
Uses avariety of approp~te summative a~ formative
11
assessments aligned with instruction
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Monitors individual, group, and class learning and adjusts
.3 instruction based on feedback from students
Adjusts instruction to meet diverse nee~f l~~!s ,,)
3
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Maintains records of student work andVr" iormance, and uses
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them to guide instructional' decisions
Provides students appropriate feedback onprogress on aregular
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basis
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Comments:
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Revised - J uly 2012
fit?
V. Creates and Maintains an Effective Learning 1 2 3 4 5 6 MC
. FC
Environment
Communicates behavioral expectations that are conducive to
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student learning
Displays effective classroom management (e.g., procedures,
routines, etc.) (lAl.JAA /'~ Q~LJ ~~, / lJ 'I y?I ~. )
a
Provides appropriate and immediate1f&dback to students
B
regarding behavior
Provides apositive andmotivating learning environment
tB
Comments:
VI. Professionalism 1
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2 3 4 5
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6 Me FC
Is prepared for class (or appointments)
3 I
Is punctual for class (or appointments)
8
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Collaborates with colleagues (e.g., teachers, staff, student
8 teachers, etc.) to improve learning experiences for students
Actively seeks out new information related to his or her
3
teaching
Seeks help when needed
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Seeks professional growth opportunities (e.g. such as
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professional development, mentoring, etc.)
Accepts and acts upon constructive criticism
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Comments:
Credit to: Willamette University, Graduate School of Education; University of Arizona, Mathematics Department