Wilkes University

MID-TERM EVALUATION FORM

Student Teaching Evaluation Form – to be completed by Cooperating Teacher AND Supervisor

Student Teacher: ________________________________________________Date: _________________________

Cooperating Teacher or Supervisor: ________________________Class/Subject/Grade: ______________________

0 = Unsatisfactory 3 = Good
1 = Needs Improvement/Growth 4 = Superior
2 = Satisfactory 5 = Exemplary
NA = Not Applicable or not observed yet

A. Instructional Planning / Planning and Preparation:

1. States instructional purpose/goal(s) clearly in written plan

2. References instructional purpose/goal(s) to Pennsylvania Academic Standards or Common Core

Standards
3. Specifies content to be learned in written plan; content is valid for instructional purpose/goal(s)

4. States instructional objective (conditions, performance, quality); objective is valid for instructional
purpose/goal(s)
5. Describes teaching/learning activities in sufficient detail

6. Describes strategies for differentiating instruction and accommodating individual learner needs

Comments/Sources of Evidence:

B. Pre-Instructional Phase (Anticipatory Set):

1. Activates and directs learner attention

2. Establishes learner expectancy; communicates instructional purpose/goal(s) meaningfully to learners

3. Activates learner motivation and interest for learning goals

4. Stimulates recall of relevant prior knowledge

Comments/Sources of Evidence:
C. Instructional Phase/Delivery:
1. Makes learners aware of content to be learned – communication of procedures and clear explanations
of content
2. Helps learners think meaningfully about the content to be learned

3. Provides multiple examples and illustrations that are meaningful to learners

4. Uses instructional supports (audio, visual, technology, etc.) to enhance learner understanding

5. Checks frequently for learner understanding

6. Provides sufficient repetition of major ideas to be learned

7. Provides opportunities for guided practice, consistent with instructional purpose/goal(s)

8. Elicits frequent overt responses from all learners (formative assessment)

9. Monitors guided practice and provides informative feedback

10. Flexibility and responsiveness in meeting the learning needs of students

11. Use of questioning and discussion strategies that encourage students to participate

12. Engagement of students in learning and adequate pacing of instruction

Comments/Sources of Evidence:

D. Post-Instructional Phase:
1. Provides opportunities for independent practice (e.g., homework, seatwork), consistent with
instructional purpose/goal(s)
2. Provides multiple practice opportunities in varied contexts

3. Provides practice opportunities that require learners to retrieve the content to be learned

4. Provides informative feedback to learners

Comments/Sources of Evidence:
E. Assessment:
1. Collects summative assessment data for all individual learners

2. Summative assessment data are valid for instructional purpose/goal(s)

3. Formative assessment data are valid for instructional purpose/goal(s)

4. Progress monitoring and benchmarking of student progress

Comments/Sources of Evidence:

F. Classroom Management/Classroom Environment:

1. Prepares and organizes all supporting materials and equipment in advance

2. Manages transitions efficiently

3. Maintains appropriate sequence, flow, and pace

4. Actively monitors the entire classroom while teaching and during independent seatwork

5. Enforces clear rules and procedures consistently

6. Anticipates potential problem behaviors and attempts to prevent them

7. Reacts to inappropriate behavior swiftly and nondisruptively

8. Gives clear directions to learners

9. Facilitates meaningful and positive learner response to instruction

10. Attention to equitable learning opportunities for all students

11. Ability to establish and maintain rapport with students

Comments/Sources of Evidence:
G. Professionalism:
1. Exhibits professional language, dress, and behavior

2. Interacts appropriately with cooperating teacher and other school personnel

3. Demonstrates high expectations for all learners

4. Demonstrates mastery of content

5. Demonstrates enthusiasm for teaching

6. Knowledge of school and district procedures and regulations related to attendance and punctuality

7. Knowledge of school and district requirements for maintaining accurate records and communicating
with families
8. Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional
Practice and Conduct for Educators: and local, state, and federal laws and regulations
9. Knowledge of Commonwealth requirements for continuing professional development and licensure

Comments/Sources of Evidence:

Please check satisfactory or unsatisfactory to indicate mid-term performance and sign the
bottom of this form. Thank You.

_____________ _______________
(Satisfactory) (Unsatisfactory)

________________________________________________________________________________________
(Cooperating Teacher or Supervisor Signature)
***A mid-term evaluation form must be completed by BOTH the cooperating teacher and
supervisor.