Eastern
Student Teaching Evaluation
Caring professional educators for
a diverse and democratic society.
Evaluation of growth in student teaching is a continuing process shared by the student teacher, the cooperating teacher and the university supervisor. The formal written assessments of student teaching are the mid-semester evaluation and the final evaluation. The mid-semester evaluation provides valuable feedback to the student teacher regarding professional growth and is submitted as an interim assessment. Both the mid-term and the final assessment should assess the instructional effectiveness and professional competence of the teacher. These include feedback on Content and Pedagogy, Professional Dispositions, and Communication Skills.
Directions: Select the appropriate description from choices 1-5. Darken one choice for each item.
1.
Very Limited Demonstrates behaviors unacceptable for a
beginning teacher
2.
Somewhat Limited Demonstrates behaviors likely to limit
success as a beginning teacher
3.
Satisfactory Meets basic expectations for
a beginning teacher
4.
Very Good Exceeds basic expectations
for a beginning teacher
5.
Exceptional Behavior is outstanding for
a beginning teacher
I.
Caring
educators are committed to all students' learning within supportive learning
communities. They are student-focused and persistent in pursing high and
appropriate expectations for all students.
1. Sets high realistic expectations for all students
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
2. Listens to students thoughtfully and responds appropriately
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
3. Interacts positively with students to promote cooperation, positive interpersonal skills and self-esteem
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
4. Demonstrates willingness to participate in school-based and community activities
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
5. Focuses professional decision-making on student needs rather than personal preferences
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
II.
Professional
educators are knowledgeable regarding content, pedagogy, and educational
technologies.
6. Demonstrates master of subject matter.
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
7. Organizes content around key ideas
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
8. Establishes intermediate and long-range objectives based on state standards
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
9. Assesses students' prior knowledge
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
10. Plans lessons based on current instructional level of students
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
11. Develops clear and comprehensive daily lesson plans
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
12. Implements objectives as described in lesson plans
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
13. Uses a variety of appropriate instructional strategies
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
14. Uses developmentally appropriate materials and strategies
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
15. Provides for active student involvement with key ideas of content
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
16. Gives clear and appropriate directions
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
17. Demonstrates effective questioning skills
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
18. Encourages higher level thinking (e.g. critical and creative thinking, problem solving)
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
19. Provides students with useful feedback
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
20. Utilizes spontaneous learning situations
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
21. Defines and communicates expected student behavior
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
22. Manages student behavior in small-group activities
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
23. Manages student behavior in large-group activities
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
24. Manages transitions effectively
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
25. Maximizes use of class time
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |
|
1 |
2 |
3 |
4 |
5 |
|
26. Checks for understanding frequently during instruction
|
Very Limited |
Somewhat
Limited |
Satisfactory |
Very Good |
Exceptional |
Not
Observed |