ALL Fields marked with an asterisk * are required and must be filled out to submit this form. ALL Fields marked with an asterisk ** must have one item checked in that area in order to submit this form. Type of Evaluation:* Mid-Term Final Due Date:* The Teacher as Decision Maker STUDENT TEACHING MID-TERM/FINAL EVALUATION FORM Student Teacher:* Supervising Teacher:* School:* Principal Grade Level or Subject:* Date of Evaluation:* Inclusive dates of Student Teaching:* to Using the Domain Indicators, representative of the eight domains encompassing the Indiana Wesleyan University conceptual framework, The Teacher as Decision Maker, the IPSB Content/Developmental Standards, and the prescribed Rating Scale, check each indicator observed and select the overall level of performance in each domain in the provided rating box. Comments, per Domain, are encouraged. Lastly, complete the Summative Performance Evaluation Rubric. If possible, please share the summative evaluation with the student teacher. Rating Scale, the pre-service teacher is: Outstanding - if all indicators met Competent - if most indicators met Emerging Competency - if few indicators met Needs Improvement - if no indicators met N/A = Not Observed or Not Applicable I. Content/Subject Matter** The candidate understands and demonstrates knowledge of content areas and instructional strategies. Demonstrates knowledge of content being taught Demonstrates knowledge of lesson plan design Plan establishes clear objectives at correct level of difficulty Plan includes:** Anticipatory Set Purpose Statement Questions at varying levels Variety of activities/strategies which enhance objective Participation of all students Closure activities Formative and summative evaluation Management activities (including transition) Cross-curriculum integration Implementation of technology Plans are linked and adapted to the needs and performance of all children in the group Plans reflect knowledge of learning theory, pedagogy, information technology, subject matter, curriculum development, student development, and the community Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement II. Personal Development** The candidate demonstrates attitudes that are consistent with caring and moral and ethical behaviors. Practices social amenities in an educational community Respects the dignity of others Demonstrates enthusiasm/energy/vitality/stamina Demonstrates warmth and caring to all children (equity) Demonstrates integrity in all situations Projects a professional image in dress and manner Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement III. Professional Development** The candidate is accountable for his or her own life- long learning. The candidate demonstrates effective decision-making skills in the classroom. Modifies teaching based on previous feedback Maintains cooperative and effective relationships with cooperating teacher(s) and University supervisor(s) Demonstrates participation in professional organizations and associations, and school related activities through reflective analysis journal Remains current in the field of education; discusses and shares with colleagues information about current theories and philosophies and their practical applications Accepts constructive criticism professionally Self-evaluates teaching performance Models the legal and ethical principles of the profession Plans for continuing professional development using research and resources; keeps records of achievements Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement IV. Rights and Responsibilities** The candidate understands legal rights and responsibilities; demonstrates understanding professional, contractual, societal and administrative expectations. Demonstrates punctuality and dependability in the professional community (i.e., pre-planned lesson/unit preparation, materials, attendance) Demonstrates organizational skills Demonstrates enthusiasm and initiative Demonstrates confidentiality Completes assigned duties in a professional manner Solicits and uses information about children from appropriate individuals Uses knowledge of laws and policies to advocate for children Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement V. Methodology** Implementation of lesson plan: The candidate demonstrates the ability to use a wide-range of instructional techniques and technology. Instructs to specific objective(s) Focuses students to task (anticipatory set) Establishes and states purpose Provides adequate, appropriate examples (modeling) which clarify text content Demonstrates use of questions at varying levels; dignifies/clarifies student responses Uses closure; provides summary at the end of lesson Selects model of instruction appropriate to objectives being taught Creates and modifies formative, summative, and performance-based assessments; establishes cycles of review, feedback and testing; uses assessment data to design and modify instruction Uses self-assessment activities to help children become aware of their strengths and to encourage them to set personal goals for learning Provides opportunities for feedback in a non-evaluative atmosphere Incorporates core knowledge into classroom experiences and activities; utilizes activities which support the objective(s) Involves all students in active learning Clarifies directions; checks for understanding (monitor and adjust) Uses practice appropriately Paces and balances lesson effectively; makes maximum use of time Implements activities which demonstrate cross-curricular integration Uses knowledge of how young children differ to create and modify environments and experiences to meet the individual needs of all children Sets goals and establishes assessments that support each child’s development and motivates each student to achieve Recognizes that life events have a differential impact on the developmental levels of children; involves other professionals and takes appropriate action when necessary Evaluates the curriculum and the learning environments to ensure quality experiences for all children Modifies instructional practices based on classroom research and observations, and information solicited from appropriate persons Supplements and enriches learning through sources outside the field of education Applies historical, theoretical, and philosophical background knowledge, as well as contemporary research, to practice Comments:* Overall rating: Outstanding Competent Emerging Competency Needs Improvement VI. Management of Time, Classroom and Behavior** The candidate utilizes classroom organizational strategies and management techniques. Organizes materials: legible, accurate, neatly constructed, readily available Utilizes management plan effectively, consistently Sets and reinforces expectations; incorporates activities that help children develop the motivation to achieve Maintains awareness of total class at all times Keeps students on task and actively involved; implements effective classroom routines Creates a safe and effective classroom learning environment that meets the needs of all children; reports suspected abuse of children Inspires the excitement of learning; fosters risk-taking and collaboration Recognizes and rewards appropriate behavior; deals with misbehavior appropriately Organizes room for lesson effectiveness Groups students to meet lesson objective; manages small and large groups effectively Manages transitions effectively; maintains flexibility Models self-control and positive social interaction and is proactive in promoting the same in the learning environment Promotes strategies of conflict resolution Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement VII. Communications** The candidate uses appropriate oral and written communication. Communicates well orally and in written form. Demonstrates clarity, neatness, legibility and accuracy in all written work (i.e., University, administration, colleagues, parents, children) Uses developmentally appropriate vocabulary Provides and models clear directions Presents ideas and concepts in a variety of ways Demonstrates effective verbal communication with cooperating teacher and University supervisor Uses standard grammar Speaks effectively (i.e., tone and volume) Shows enthusiasm Uses student ideas Handles administrative and clerical interruption efficiently Uses non-verbal rapport skills Listens attentively Maintains useful records of children’s work; communicates effectively with parents and other professionals; maintains confidentialities Advocates for appropriate, safe, healthy environments for all children and their families Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement VIII. Global/Multicultural Perspectives** Diversity: The candidate appreciates diversity in terms of exceptionalities, global, and ethnic differences. Demonstrates use of multicultural concepts/materials in lesson design Demonstrates awareness of race and ethnic issues affecting instruction Demonstrates understanding of gender issues Plans for students with diverse needs; modifies classroom experiences to meet the needs of all children; incorporates instructional and assistive technologies to meet the needs of all children Accommodates family work schedules and other unique characteristics Links families to community resources Demonstrates the ability to involve families in a number of family education experiences (e.g. classes, workshops, conferences, etc.); involves families in assessing and planning for their children Communicates meaningful purposes for the curriculum Comments:* Overall rating:* Outstanding Competent Emerging Competency Needs Improvement Culminating Comments:* STATEMENT OF RECOMMENDATION Note: Although evaluation is a necessary responsibility shared by the supervising teacher(s) and the University supervisor(s), the supervising teacher will not be asked to assign the final grade. That responsibility resides with the University supervisor(s). Please Select One of the Following:* OUTSTANDING: The outstanding student teacher consistently demonstrates creative, effective, efficient and reflective practices in lesson preparation and presentation. He/she exceeds the expectations of the cooperating teacher and the University supervisor. All written/oral work is of superb quality. The ability to relate to the entire teaching/learning community is excellent. The outstanding student teacher consistently makes effective teaching decisions. He/she demonstrates professional maturity in all areas of the teaching profession. The outstanding student teacher is highly recommended for state licensure. COMPETENT: The competent student teacher demonstrates effective, efficient and reflective practices in lesson preparation and presentation. He/she consistently meets the expectations of the cooperating teacher and the University supervisor. All written/oral work meets University and cooperating school standards. The competent student teacher relates well to all members of the teaching/learning community. The competent student teacher demonstrates professional maturity and good decision-making skills. The competent student teacher is recommended for state licensure. EMERGING COMPETENCY: The student teacher demonstrating emerging competency exhibits promise of becoming an effective, efficient and reflective teacher if provided regular and systematic supervision during the first year(s) of teaching. The student teacher, with consistent assistance provided by the cooperating teacher and University supervisor, demonstrates professional growth. The student teacher desires to improve in all areas of the teaching profession. The student teacher continues to improve in making effective instructional decisions. Most oral/written work is acceptable. The student teacher demonstrating emerging competency is recommended, with reservation, for state licensure. NEEDS IMPROVEMENT: The student teacher needing improvement demonstrates a limited attainment of the skills necessary to become an effective, efficient and reflective teacher. Decisions regarding the teaching process are weak. He/She demonstrates marginal and/or no improvement in areas targeted by the cooperating teacher and University supervisor. All written/oral work is haphazardly completed. The student teacher needing improvement does not demonstrate the effort/skills required to become an effective teacher. *The student teacher needing improvement is not recommended for state certification; however, the student teacher may request to repeat the student teaching experiences. UNSATISFACTORY: The student teacher demonstrating unsatisfactory progress in the student teaching experience exhibits no significant evidence of becoming an effective, efficient and reflective teacher. Indiana Wesleyan University and state standards were not attained. The student teacher demonstrating unsatisfactory progress in the student teaching experience is not recommended for state licensure and may not repeat the student teaching experience.
ALL Fields marked with an asterisk * are required and must be filled out to submit this form. ALL Fields marked with an asterisk ** must have one item checked in that area in order to submit this form.
Type of Evaluation:* Mid-Term Final Due Date:*
The Teacher as Decision Maker
STUDENT TEACHING MID-TERM/FINAL EVALUATION FORM
Student Teacher:*
Supervising Teacher:*
School:* Principal
Grade Level or Subject:* Date of Evaluation:*
Inclusive dates of Student Teaching:* to
Using the Domain Indicators, representative of the eight domains encompassing the Indiana Wesleyan University conceptual framework, The Teacher as Decision Maker, the IPSB Content/Developmental Standards, and the prescribed Rating Scale, check each indicator observed and select the overall level of performance in each domain in the provided rating box. Comments, per Domain, are encouraged. Lastly, complete the Summative Performance Evaluation Rubric. If possible, please share the summative evaluation with the student teacher.
Rating Scale, the pre-service teacher is: Outstanding - if all indicators met Competent - if most indicators met Emerging Competency - if few indicators met Needs Improvement - if no indicators met N/A = Not Observed or Not Applicable
Comments:*
Overall rating:* Outstanding Competent Emerging Competency Needs Improvement
II. Personal Development** The candidate demonstrates attitudes that are consistent with caring and moral and ethical behaviors.
III. Professional Development** The candidate is accountable for his or her own life- long learning. The candidate demonstrates effective decision-making skills in the classroom.
IV. Rights and Responsibilities** The candidate understands legal rights and responsibilities; demonstrates understanding professional, contractual, societal and administrative expectations.
V. Methodology** Implementation of lesson plan: The candidate demonstrates the ability to use a wide-range of instructional techniques and technology.
Overall rating: Outstanding Competent Emerging Competency Needs Improvement
VI. Management of Time, Classroom and Behavior** The candidate utilizes classroom organizational strategies and management techniques.
VII. Communications** The candidate uses appropriate oral and written communication. Communicates well orally and in written form.
VIII. Global/Multicultural Perspectives** Diversity: The candidate appreciates diversity in terms of exceptionalities, global, and ethnic differences.
Culminating Comments:*
STATEMENT OF RECOMMENDATION
Note: Although evaluation is a necessary responsibility shared by the supervising teacher(s) and the University supervisor(s), the supervising teacher will not be asked to assign the final grade. That responsibility resides with the University supervisor(s).
OUTSTANDING: The outstanding student teacher consistently demonstrates creative, effective, efficient and reflective practices in lesson preparation and presentation. He/she exceeds the expectations of the cooperating teacher and the University supervisor. All written/oral work is of superb quality. The ability to relate to the entire teaching/learning community is excellent. The outstanding student teacher consistently makes effective teaching decisions. He/she demonstrates professional maturity in all areas of the teaching profession. The outstanding student teacher is highly recommended for state licensure.
COMPETENT: The competent student teacher demonstrates effective, efficient and reflective practices in lesson preparation and presentation. He/she consistently meets the expectations of the cooperating teacher and the University supervisor. All written/oral work meets University and cooperating school standards. The competent student teacher relates well to all members of the teaching/learning community. The competent student teacher demonstrates professional maturity and good decision-making skills. The competent student teacher is recommended for state licensure.
EMERGING COMPETENCY: The student teacher demonstrating emerging competency exhibits promise of becoming an effective, efficient and reflective teacher if provided regular and systematic supervision during the first year(s) of teaching. The student teacher, with consistent assistance provided by the cooperating teacher and University supervisor, demonstrates professional growth. The student teacher desires to improve in all areas of the teaching profession. The student teacher continues to improve in making effective instructional decisions. Most oral/written work is acceptable. The student teacher demonstrating emerging competency is recommended, with reservation, for state licensure.
NEEDS IMPROVEMENT: The student teacher needing improvement demonstrates a limited attainment of the skills necessary to become an effective, efficient and reflective teacher. Decisions regarding the teaching process are weak. He/She demonstrates marginal and/or no improvement in areas targeted by the cooperating teacher and University supervisor. All written/oral work is haphazardly completed. The student teacher needing improvement does not demonstrate the effort/skills required to become an effective teacher.
*The student teacher needing improvement is not recommended for state certification; however, the student teacher may request to repeat the student teaching experiences.
UNSATISFACTORY: The student teacher demonstrating unsatisfactory progress in the student teaching experience exhibits no significant evidence of becoming an effective, efficient and reflective teacher. Indiana Wesleyan University and state standards were not attained. The student teacher demonstrating unsatisfactory progress in the student teaching experience is not recommended for state licensure and may not repeat the student teaching experience.