Butler University

Student Teacher Evaluation – FINAL

Student Teacher_________________________Date___________________

Cooperating Teacher_____________________School________________________________

Supervisor ________________________1st Placement ________ OR 2nd Placement_______________

Middle/Secondary Only: Teaching Assignment of Student Teacher (Courses, Levels, Grades Taught): __________

____________________________________________________________

Early/Middle Childhood Only: Is this student pursuing a Mild Intervention License? _________________
DIRECTIONS
 This is an evaluation representing a snapshot of the student teacher’s performance at this point in his/her student teaching. This
form will become part of the documentation in the student teaching folder. You should provide the student teacher with a
copy as well.
 The assessment form below focuses on ten main areas of effective teaching as set out in both the INTASC Standards and
standards defined by IPSB for the appropriate developmental level. Each of the ten areas has also been linked to the Core
Values of the Butler University College of Education. It is understood that most student teachers will not have had a chance to
do all of the things described below. Please assess your student teacher’s performance in each area using the scale defined
below:
N/A – This is an area that was not observed, is not applicable or should not be assessed at this time.
(1) Emerging - The student teacher may be showing this skill occasionally but struggles with it or the student teacher should
have demonstrated the skill, but did not. Performance is not at the anticipated level for this point in his/her
development and still needs much improvement. Intervention is needed.
(2) Basic - The student teacher performs this skill at an acceptable or basic level for a teacher at this point in his/her
development but needs to continue to grow in this area.
(3) Competent - The student teacher performs this skill competently at this point in his/her development and continues to
develop in this area.
(4) Proficient - The student teacher is highly proficient with this skill at this point in his/her development and demonstrates
it frequently and with ease.
 The Student Teacher (ST), Cooperating Teacher (CT) and University Supervisor (US) should note their scores under each of the
indicators in the boxes provided. All parties should then sign the document at the end of the conference.

I. CONTENT Proficient - 4 Competent - 3 Basic -2 Emerging - 1 N/A

Core Value of Teaching, Learning and
Mentoring: The student teacher knows
the subject matter and is able to teach it
clearly to others.
Explains skills and concepts Teacher displays extensive Teacher displays solid Teacher displays basic Teacher makes content
clearly and is able to restate content knowledge with content knowledge and content knowledge but errors or does not correct
evidence of continuing makes connections cannot articulate content errors students
concepts in several ways when pursuit of ways to make between the content and connections with other make and is unable to
appropriate/needed. further connections to other other parts of the parts of the curriculum convey the information in
Connections to other parts of the areas of the curriculum curriculum and/ or with and/ or with other more than one way.
curriculum and/or disciplines and/or disciplines. Teaching other disciplines. disciplines. Concepts
of concepts in multiple ways Concepts are regularly are occasionally
are made. is evident in both planning explained in different explained in multiple
ST CT US and instruction. ways, but are not ways.
necessarily planned in
advance.
Connects subject matter to Teacher actively builds on Teacher’s plans and Teacher indicates Teacher displays little
students’ lives/experience and knowledge of prerequisite practices reflect some awareness of understanding of
relationships when understanding of prerequisite learning, prerequisite knowledge
prerequisite knowledge describing instruction or prerequisite although such important for student
seeking causes for student relationships among knowledge may be learning of the content or
ST CT US misunderstanding. There is topics and concepts and incomplete or meaningful connection to
an implicit effort made to makes direct inaccurate and makes the students’
constantly connect to the connections to the minimal connections to lives/experiences.
students’ lives/experiences. students’ the students’
lives/experiences. lives/experiences.

II. DEVELOPMENTALLY Proficient- 4

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APPROPRIATE TEACHING
Core Value of Teaching, Learning and
Mentoring: The student teacher
understands how student this age grow
and develop and uses that knowledge to
support learning.
Gears instruction so that
students are not frustrated by the
level of the content, skills, or
activities by taking into account
the cognitive, social, physical
and emotional needs of this age
group.
ST CT US
Makes an effort to get to know
students personally, cultivates
interactions that are mutually
respectful and takes the students
age and culture into
consideration.
ST CT US
III. LEARNING STYLES
Core Value of Diversity and Similarity:
The student teacher accounts for the
different ways that adolescents learn,
including their cultural differences.
Demonstrates belief that all
children can succeed and
persists in helping all children
achieve success
ST CT US
Differentiates instruction to meet
the needs of students by making
appropriate adaptations and/or
modifications. This includes
seeking collegial support
(special education teacher, social
worker, etc.) for students who
may need remediation,
enrichment or specific goals as
listed in educational plans such
as an IEP.
ST CT US
Uses materials which
incorporate positive images of
many cultures/races and
considers the interests of
students in planning and
instruction.
ST CT US
IV. INSTRUCTIONAL
Teacher’s language, level of
content, and choice of
instructional materials
displays knowledge of
typical developmental
characteristics of age group,
exceptions to the learning
patterns, and the extent to
which each student follows
patterns.
Teacher demonstrates
genuine caring and respect
for individual students.
Students exhibit respect for
teacher as an individual,
beyond that for the role.
Proficient - 4
Teacher persists in seeking
effective approaches for
students who need help,
using an extensive
repertoire of strategies and
soliciting additional school
resources. Appropriate
praise and encouragement
are used.
Teacher uses manipulatives,
visuals, and knowledge of
students’ varied approaches
to learning in instructional
planning for meeting
individual needs. Constant
thought to adaptations
and/or modifications is
evident in both the planning
and instruction. Collegial
support is sought when
appropriate.
Teacher displays knowledge
of the interests or cultural
heritage of each student and
weaves these interests into
lessons.
Proficient - 4
Competent - 3 Basic -2 Emerging - 1 N/A
Teacher’s language, Teacher’s language, Teacher’s language, level
level of content, and level of content, and of content, and choice of
choice of instructional choice of instructional instructional materials
materials displays materials displays displays minimal
thorough understanding generally accurate knowledge of
of typical developmental knowledge of developmental
characteristics of age developmental characteristics of age
group. characteristics of age group
group.
Teacher-student Teacher-student Teacher interaction with
interactions are friendly interactions are at least some students is
and demonstrate generally appropriate negative, demeaning,
general warmth, caring, but may reflect sarcastic, or
and respect. Such occasional inappropriate to the age
interactions are inconsistencies, or culture of the students.
appropriate to favoritism, or disregard Students exhibit
developmental and for students\s’ disrespect to the teacher.
cultural norms. cultures. Students
Students exhibit respect exhibit only minimal
for teacher. respect for teacher.
Competent - 3 Basic -2 Emerging - 1 N/A
Teacher persists in Teacher accepts When a student has
seeking approaches for responsibility for the difficulty learning, the
students who have success of all students teacher either gives up or
difficulty learning, but has only a limited blames the student or the
possessing a moderate repertoire of environment for the
repertoire of strategies. instructional strategies student’s lack of
Teacher uses to use. success.
appropriate praise and
encouragement
Teacher uses language Teacher displays Teacher is unfamiliar with
and materials general understanding the different approaches
appropriate to individual of the different to learning that students
learning styles and approaches to learning exhibit, such as learning
incorporates some that student’s exhibit styles, modalities, and
adaptations and/or and occasionally different “intelligences”
modifications into their makes individual and does not make
curriculum plans. adaptations and/or individual adaptations
modifications in and/or modifications
response to something
that arises during a
lesson.
Teacher displays Teacher recognizes Teacher displays little
knowledge of the the value of knowledge of students’
interests or cultural understanding interests or cultural
heritage of groups of students’ interests or heritage and does not
students and cultural heritage but indicate that such
recognizes the value of displays this knowledge is valuable.
this knowledge and knowledge for the
incorporates these class only as a whole.
interests into lessons.
Competent - 3 Basic -2 Emerging - 1 N/A
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STRATEGIES
Core Value of Theory Practice
and Collaboration: The student
teacher uses a wide array of
teaching techniques.
Utilizes a variety of instructional
techniques in which both the
learning activity and
materials/resources are
appropriate for both the
instructional goal and effective
student learning.
ST CT US
Demonstrates appropriate use of
media/technology to enhance
instruction and incorporates
students use of technology into
learning activities
ST CT US
V. COMMUNICATION
Core Value of Teaching, Learning and
Mentoring: The student teacher fosters
positive communication and supportive
interaction among students and models
good communication skills.
Models clear oral and written
communication and reflects
responsiveness to students
and/or their families’
questions/concerns.
ST CT US
Thoughtful questions and higher
level thinking are a part of
instruction and discussion
ST CT US
Facilitates instruction so that it
results in positive social
interaction between students and
meaningful learning
opportunities
ST CT US
VI. CREATION OF
POSITIVE LEARNING
ENVIRONMENT
Core Values of Integrity&
Responsibility; Teaching Learning &
Mentoring; Theory, Practice &
Collaboration: Student teacher
proactively manages the classroom
environment through efficient time
management, clear expectations and
appropriate response to behaviors.
Learning activities and
materials/resources support
the instructional goals, are
adapted to individual student
needs, and engage students
in meaningful learning.
Technology is available and
is used effectively to
enhance both instruction
and learning activities.
Proficient - 4
Teacher uses effective oral
and written communications
with parents and students
through phone calls, notes,
newsletters, etc.
Responses to questions
and/or concerns are
addressed in a timely and
appropriate manner.
Teacher’s questions are of
uniformly high quality, with
adequate time for students
to respond thoughtfully.
Students formulate many of
their own questions.
Groups working
independently are
productively engaged at all
times, with students
assuming responsibility for
productivity. Group
members display respectful
regard for their peers.
Proficient - 4
All learning activities Some of the learning Learning activities and
and materials/resources activities and/or the materials/resources are
support the instructional materials/resources not suitable to students or
goals, and most engage support the instructional goals. They
students in meaningful instructional goals, and do not follow an
learning. some engage students organized progression
in meaningful learning. and do not reflect recent
professional research.
Technology is available Technology is Technology is available
and is used effectively to available, but is used but not utilized
enhance instruction or rarely for instruction or
learning activities learning activities
Competent - 3 Basic -2 Emerging - 1 N/A
Teacher uses effective Teacher’s oral and Teacher’s oral and written
oral and written written communication contains
communications with communications are some errors.
families and students. generally free of errors.
Questions and/or
concerns are generally
heard and responded to
appropriately
Most of teacher’s Teacher’s questions Teacher’s questions are
questions are of high are a combination of all at a lower level and
quality. Adequate time is low and high level require only minimal
available for students to thinking. Only some response or not response
respond in a thoughtful invite more than a at all
way. minimal response.
Tasks for group work Tasks for group work Students working with
are organized and are partially organized, peers are not productively
groups are managed so resulting in some off- engaged in learning and
most students are task behavior and informal interactions
engaged at all times. student interactions between students are
Student interactions are are sometimes often negative in tone.
generally positive in negative in tone.
tone.
Competent - 3 Basic -2 Emerging - 1 N/A
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Sets a positive classroom tone by Teacher models Teacher freely yet Teacher offers some Teacher does not offer
offering encouragement to all encouragement and appropriately offers encouragement. encouragement.
encourages students to do encouragement. Students are Students are not
students. Refers to students with the same. A climate of Students are respected respected. respected or seen in a
respect and positive regard mutual respect and positive and viewed with positive positive regard.
ST CT US regard is evident. regard.

Clearly communicates standards Standards of conduct are Standards of conduct Standards of conduct No standards of conduct
of conduct for the classroom clear to all students, posted are clear to all students appear to have been appear to have been
in the classroom and appear and are posted in the established for most established, or students
community to have been developed with classroom. situations, and most are confused as to what
ST CT US student participation. students seem to the standards are
understand them.

Anticipates, stays aware of, and
defuses inappropriate student
behavior with minimal
interruption to learning
ST CT US
Teacher response to
inappropriate behavior is
highly effective and sensitive
to student’s individual needs
and rarely results in the loss
of significant instructional
time. The teacher generally
acts in a proactive member
to prevent inappropriate
behaviors.
Teacher response to Teacher attempts to Teacher does not
inappropriate behavior is respond to student’s respond to inappropriate
responsive, successful inappropriate behavior behavior, or the response
and respects student’s with uneven results is inconsistent, overly
dignity, and minimal and/or loss of repressive, significantly
instruction time is significant instructional takes away from
generally lost. The time. The teacher is instructional time or does
teacher is aware when generally aware of not respect the student’s
inappropriate behaviors inappropriate behavior dignity. Or, the teacher is
occur and addresses but misses some unaware of inappropriate
them when needed. situations that should behavior.
be addressed.

VII. PLANNING Proficient - 4 Competent - 3 Basic -2 Emerging - 1 N/A

Core Values of Teaching, Learning &
Mentoring and Theory, Practice and
Collaboration: The student teacher
organizes instruction to support the
students and curricular goals.
Effectively manages
instructional time by giving
clear directions, minimizing
transitions and having materials
prepared.
ST CT US
Teacher directions and
procedures are clear and
can anticipate
misunderstandings.
Transitions are kept to a
minimum and are well
planned. Materials are
always prepared, including
efficient plans for
distribution.
Teacher directions and Teacher directions and Teacher directions and
procedures are clear to procedures are procedures are confusing
students and contain an clarified after initial to students. Transitions
appropriate level of confusion or are are lengthy and disruptive
detail. Transitions are excessively detailed. Materials are not
handled effectively. Transitions are too organized for lessons
Materials are organized long. Some materials ahead of time.
well in advance of the are not prepared
lesson. and/or are not
efficiently distributed.

Constructs and conducts lessons The lesson’s structure is The lesson has a The lesson has The lesson has no clearly
according to a plan (both long clear, includes a clear defined structure. recognizable structure, defined structure, or the
introduction and closure, Lesson includes but it is not uniformly structure is chaotic. Time
and short term) with clear and and allows for different introduction and maintained throughout. allocations are unrealistic
appropriate objectives pathways according to closure. Time Most time allocations and it does not fit as part
student needs. The lesson allocations are are reasonable and it of a broader objective.
ST CT US enhances the on-going reasonable and the connects to other parts
educational objectives and lesson supports other of the unit or
curricular plan. parts of the unit or curriculum.
curricular plan.
Adjusts lesson in progress when Teacher successfully makes Teacher makes minor Teacher attempts to Teacher adheres rigidly to
necessary to accommodate major adjustments to adjustments to lessons. adjust a lesson, with an instructional plan,
lessons that are in response The adjustments mixed results. even when a change will
student needs to student needs. support student clearly improve a lesson.
ST CT US learning.

VIII. ASSESSMENT Proficient - 4 Competent - 3 Basic -2 Emerging - 1 N/A

Core Values of Teaching, Learning &
Mentoring and Theory, Practice and
Collaboration: The student teacher uses
a variety of assessments (quantitative,
qualitative, formative, and summative).

Creates assessment that is tied to Assessment criteria and Assessment criteria and Assessment criteria The proposed
clear criteria or standards standards are clear and standards are clear and and standards have assessment approach
have been clearly have been clearly been developed, but contains no clear criteria
communicated to students. communicated to the they are either not or standards.
There is evidence that students.
ST CT US

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 students contributed to the
development of the criteria
and standards.
Designs and uses a variety of Teacher uses multiple forms
assessments of assessment; students are
aware of assessment
ST CT US criteria. Students also
participate in self-
assessment.
Teacher uses multiple
forms of assessment
and students are aware
of assessment criteria.
clear or have not been
clearly communicated.
Teacher uses one or Teacher uses one form of
two types of assessment.
assessment.

Uses assessment to monitor and
adapt instruction
ST CT US
Maintains useful records of
students’ work, makes
adjustments during lessons in
response to student learning and
can communicate student
progress to parents and others,
including standard test scores
ST CT US
Assessments are carefully
used to differentiate
instruction. Students are
aware of how they are
meeting the established
standards and participate in
planning the next steps
and/or individual goals.
Teacher’s system for
maintaining information on
student progress in learning
is fully effective. Students
contribute information and
interpretation of records.
Teacher uses
assessment results to
plan for individuals and
groups of students.
Teacher’s system for
maintaining information
on student progress in
learning is fully effective.
Teacher uses The assessment results
assessment results to affect planning only
plan for the class as a minimally.
whole.
Teacher’s system for Teacher has no system
maintaining information for maintaining
on student learning information on student
progress is progress in learning or
rudimentary and only the system in disarray.
partially effective.

IX. PROFESSIONAL Proficient - 4 Competent - 3 Basic -2 Emerging - 1 N/A

DEVELOPMENT AND
REFLECTION
Core Value of Integrity &
Responsibility: student teacher engages
in professional development activities
including regular reflection.

Reflects realistically upon Teacher makes a thoughtful
strengths/areas needing and accurate assessment of
a lesson’s effectiveness and
improvement the extent to which it
achieved its goals, citing
ST CT US specific examples from the
lesson.
Teacher makes and
accurate assessment of
a lesson’s effectiveness
and the extent to which
it achieved its goals and
can cite general
references to support
judgment.
Teacher has a Teacher does not know if
generally accurate a lesson was effective or
impression of a achieved its goals, or
lesson’s effectiveness profoundly misjudges the
and the extent to which success of a lesson.
goals were met.

Shows efforts to use feedback Seeks and utilizes feedback Seeks feedback and Listens to suggestions Does not seek feedback
from colleagues and students to and suggestions from a readily tries strategies given by cooperating and does not
variety of sources, including offered by cooperating teacher and university incorporated suggestions
improve; acts upon suggestions students and colleagues. teacher and university supervisor and made by cooperating
ST CT US supervisor. attempts to try some of teacher or university
them. supervisor.

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X. COLLEGIALITY
Core Values of Diversity & Similarity
and Integrity & Responsibility: The
student teacher fosters positive
relationships with all members of the
school community (teachers, parents,
administrators, staff, students, other
professionals, support agencies, etc.).
Works collaboratively with
cooperating teacher and other
teachers and staff in the building
ST CT US
Has made family contacts to
discuss student
needs/concerns/progress and
provide information about
instructional programs
ST CT US
Follows all school polices and
actively works to be a member of
the school community
ST CT US
ADDITIONAL COMMENTS
SIGNATURES:
Student Teacher: ___________________________________________________________________DATE___________________
Cooperating Teacher: _______________________________________________________________DATE___________________
University Supervisor: ______________________________________________________________DATE____________________
Proficient - 4
Teacher has good rapport
with cooperating teacher,
team, and staff. Teacher
takes a leadership role in
team collaboration and
helps ensure that such
decisions are based on the
highest professional
standards.
Teacher provides frequent
information to families, as
appropriate, about the
instructional program their
student’s progress.
Students participate in
preparing materials for their
families.
Teacher always fulfills
required hours of the
teacher contract.
Teacher volunteers to
participate in school events,
making a substantial
contribution.
Competent - 3 Basic -2 Emerging - 1 N/A
Teacher has good Teacher’s decisions Teacher makes decisions
rapport with cooperating are based on limited based on self-serving
teacher, team, and staff. though genuinely interests.
Teacher maintains an professional
open mind and considerations
participates in team or
departmental decision
making and
collaborative planning.
Teacher provided Teacher participates in Teacher provides little
frequent information to the school’s activities information about
families, as appropriate, for parent students or instructional
about the instructional communication but programs to families.
program and their offers little additional
student’s progress. information.
Teacher always fulfills Teacher consistently Teacher does not
required hours of the fulfills required hours consistently fulfill
teacher contract. of teacher contract. required hours of teacher
Teacher volunteers to Teacher participates in contract.
participate in school school events when Teacher avoids becoming
events. specifically asked. involved in school events.