WEST CHESTER UNIVERSITY (WCU)

EARLY FIELD EXPERIENCES EVALUATION FORM FOR SCHOOLS AND CLASSROOM ASSIGNMENTS
(Not for Classroom or School Observations)

Candidates Name

Subject Area/Grade

Mentor Teacher
School

Course Abbrev., No., & Section

Course Name/Title
WCU Faculty Member

Dates of Assignments

Directions: The statements on this form are characteristics and qualities that the Candidate is expected to demonstrate and which
indicate the extent of his/her development at this point in the preparation sequence. As you carefully consider each item, please
place an X in the box
next to the level of performance that you think the Candidate demonstrated. Please select only one
option for each section. The mentor teacher, either alone or in conjunction with the University Faculty Member/Course Instructor,
prepares the evaluation of candidates in early field experiences. The University Faculty Member aggregates the results for the class.
An aggregated summary and individual Candidates forms are sent to the Chairperson/Program Coordinator who forwards this Unit
assessment to the Assessment Specialist in Recitation, Room 206C.
Evaluation Scale (please select only one option for each section)
3 - Exemplary:
Candidate performed at a level well beyond that expected of a novice (This rating should
be reserved to highlight exceptional strengths.)
2 - Superior:
Candidate performed commendably; reflective of successful efforts
1 - Acceptable:
Candidate performed adequately with few exceptions; reflective of acceptable efforts
0 - Unacceptable:
Candidate performed at a level less than acceptable; reflective of the need to strengthen and/or
develop
00 - Not Applicable:
Insufficient basis for judgment
1. Interaction with the Site-Based Teacher--Relationship
3 = Exemplary
2 = Superior
1 = Acceptable
Consistently
Consistently
Frequently
demonstrates a
demonstrates a
demonstrates a
professional relationship professional relationship professional relationship
with the site-based
with the site-based
with the site-based
teacher through
teacher through
teacher through
behaviors such as
behaviors such as
behaviors such as
respect, courtesy,
respect, courtesy,
respect, courtesy,
professional
professional
professional
communication, and
communication, and
communication, and
confidentiality--well
confidentiality.
confidentiality.
beyond what would be
expected of a novice
teacher.
2. Interaction with the Site-Based Teacher--Feedback
3 = Exemplary
2 = Superior
1 = Acceptable
Consistently asks
Consistently asks for
Frequently asks for
for and receives
and receives feedback
and receives feedback
feedback appropriately,
appropriately, and acts
appropriately, and acts
and acts on
on suggestions.
on suggestions.
suggestions--well
beyond what would be
expected of a novice
teacher.

0 = Unacceptable
Needs to show
evidence of a
professional relationship
with the site-based
teacher through
behaviors such as
respect, courtesy,
professional
communication, and
confidentiality.

00 = Not Applicable
Insufficient basis
for judgment.

0 = Unacceptable
Needs to
demonstrate openness to
and acceptance of
feedback and/or needs to
show effort in acting on
constructive feedback.

00 = Not Applicable
Insufficient basis
for judgment.

WCU Early Field Experiences Evaluation Form for Schools and Classroom Assignments

WCU Early Field Experiences Evaluation Form for Schools and Classroom Assignments
3. Relationship with the Other Building Staff
3 = Exemplary
2 = Superior
Consistently
Consistently
demonstrates
demonstrates
professional
professional
relationships with the
relationships with the
other building staff
other building staff
through behaviors such
through behaviors such
as respect, courtesy,
as respect, courtesy,
professional
professional
communication, and
communication, and
confidentiality--well
confidentiality.
beyond what would be
expected of a novice
teacher.
4. Interaction with the Students--Relationship
3 = Exemplary
2 = Superior
Consistently
Consistently
maintains professional
maintains professional
relationships with the
relationships with the
students by
students by
demonstrating behaviors demonstrating behaviors
such as professional
such as professional
boundaries, acceptance
boundaries, acceptance
of individual
of individual
differences, and respect
differences, and respect
for all students--well
for all students.
beyond what would be
expected of a novice
teacher.
5. Interaction with the Students--Learning
3 = Exemplary
2 = Superior
Consistently shows
Consistently shows
respect for all students
respect for all students
as learners by
as learners by
demonstrating behaviors demonstrating behaviors
such as: communicating such as: communicating
appropriate high
appropriate high
expectations and
expectations and
motivating students to
motivating students to
achieve; holding
achieve; holding
students accountable for students accountable for
their achievements and
their achievements and
behaviors; and
behaviors; and
accommodating learning accommodating learning
by differentiating
by differentiating
practices and
practices and
assessments--well
assessments.
beyond what would be
expected of a novice
teacher.

1 = Acceptable
Frequently
demonstrates
professional
relationships with the
other building staff
through behaviors such
as respect, courtesy,
professional
communication, and
confidentiality.

0 = Unacceptable
Needs to show
evidence of professional
relationships with the
other building staff
through behaviors such
as respect, courtesy,
professional
communication, and
confidentiality.

00 = Not Applicable
Insufficient basis
for judgment.

1 = Acceptable
Frequently maintains
professional
relationships with the
students by
demonstrating behaviors
such as professional
boundaries, acceptance
of individual
differences, and respect
for all students.

0 = Unacceptable
Needs to show
evidence of professional
relationships with the
students by
demonstrating behaviors
such as professional
boundaries, acceptance
of individual
differences, and respect
for all students.

00 = Not Applicable
Insufficient basis
for judgment.

1 = Acceptable
Frequently shows
respect for all students
as learners by
demonstrating behaviors
such as: communicating
appropriate high
expectations and
motivating students to
achieve; holding
students accountable for
their achievements and
behaviors; and
accommodating learning
by differentiating
practices and
assessments.

0 = Unacceptable
Needs to show
evidence of respect for
all students as learners
by demonstrating
behaviors such as:
communicating
appropriate high
expectations and
motivating students to
achieve; holding
students accountable for
their achievements and
behaviors; and
accommodating learning
by differentiating
practices and
assessments.

00 = Not Applicable
Insufficient basis
for judgment.

WCU Early Field Experiences Evaluation Form for Schools and Classroom Assignments
6. Professionalism
3 = Exemplary
Consistently
demonstrates
professional attributes
such as appropriate
dress, speech, and
mannerisms--well
beyond what would be
expected of a novice
teacher.

2 = Superior
Consistently
demonstrates
professional attributes
such as appropriate
dress, speech, and
mannerisms.

7. Adherence to Building Policies

3 = Exemplary
2 = Superior
Consistently adheres
Consistently adheres
to building policies and
to building policies and
procedures--well beyond procedures.
what would be expected
of a novice teacher.
8. Adherence to University Policies
3 = Exemplary
2 = Superior
Consistently adheres
Consistently adheres
to University policies
to University policies
and procedures such as
and procedures such as
attendance, punctuality,
attendance, punctuality,
and completion of
and completion of
assignments--well
assignments.
beyond what would be
expected of a novice
teacher.
9. Preparedness
3 = Exemplary
Consistently
prepares for the daily
aspects of curriculum
and instruction--well
beyond what would be
expected of a novice
teacher.

2 = Superior
Consistently
prepares for the daily
aspects of curriculum
and instruction.

10. Please indicate with an X

placement:

1 = Acceptable
Frequently
demonstrates
professional attributes
such as appropriate
dress, speech, and
mannerisms.

0 = Unacceptable
Needs to show
evidence of professional
attributes such as
appropriate dress,
speech, and mannerisms.

00 = Not Applicable
Insufficient basis
for judgment.

1 = Acceptable
Frequently adheres
to building policies and
procedures.

0 = Unacceptable
Needs to show
evidence of adherence to
building policies and
procedures.

00 = Not Applicable
Insufficient basis
for judgment.

1 = Acceptable
Frequently adheres
to University policies
and procedures such as
attendance, punctuality,
and completion of
assignments.

0 = Unacceptable
Needs to show
evidence of adherence to
University policies and
procedures such as
attendance, punctuality,
and completion of
assignments.

00 = Not Applicable
Insufficient basis
for judgment.

1 = Acceptable
Frequently prepares
for the daily aspects of
curriculum and
instruction.

0 = Unacceptable
Needs to show
evidence of preparation
for the daily aspects of
curriculum and
instruction.

what content areas the candidate taught/tutored/experienced during this early field

Art

English/Language Arts/Reading

Foreign Language

Functional/Daily Living Skills

Health/Physical Education

Mathematics

Music

Science

Social Studies

Other (Please specify: )

00 = Not Applicable
Insufficient basis for
judgment.

11. Did the candidate experience an inclusive classroom?

Yes

No

12. Did the candidate work with students from diverse racial/ethnic/cultural groups?

Yes

No

WCU Early Field Experiences Evaluation Form for Schools and Classroom Assignments

13. Briefly summarize the types of projects and activities the candidate accomplished during this experience.

14. Please give an overall rating of the candidate in the completion of the tasks above. Please refer to page 1 of this form for
definitions of the evaluation scale.
Exemplary = 3

Superior = 2

Mentor Teacher Signature/Date

University Faculty Member Signature/Date

Candidate Signature/Date

Acceptable = 1

Unacceptable = 0

Not Applicable = 00

WCU Early Field Experiences Evaluation Form for Schools and Classroom Assignments

6
09/21/2006