Teacher Evaluation Form - Minnesota

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TEACHER EVALUATION FORM
TEACHER
DATE
TOPIC
EVALUATOR
NO
YES
EXPERT
INSTRUCTIONAL SKILLS
COMMENTS
WARM-UP
Teacher begins lesson with an engaging warm-up activity that
relates to what students are about to learn.
APPLICATION OF MATERIAL
Teacher understands students’ needs.
CLASSROOM ATMOSPHERE
Teacher creates a comfortable environment where learners are
willing to take risks.
ASSESSMENT
Teacher provides means for students to assess their learning.
CULTURAL AWARENESS
Teacher demonstrates awareness of, and sensitivity to, cultural
differences and how they inform the multiple roles and
responsibilities of learners.
INSTRUCTIONAL EXAMPLES
Teacher uses adequate instructional examples that are meaningful,
clearly illustrated, and varied.
CLARITY OF VISUALS
Teacher’s visual presentations are clear (boards, charts, overheads,
flip charts, pictures, etc.)
VARIETY OF MODES
Teacher uses a variety of learning modes (e.g. see it, hear it, say it,
touch it, write it and read about it.)
VARIETY OF TECHNIQUES
Teacher uses varied tasks and media .
VOICE, BODY LANGUAGE, CUES
Teacher uses effective voice, body language, gestures and cues.
NO
YES
EXPERT
INSTRUCTIONAL SKILLS cont.
COMMENTS
Adapted from Minnesota ABE file available at
http://mnabe.themlc.org/files.html
Page 1
TEACHER EVALUATION FORM
TEACHER
DATE
TOPIC
EVALUATOR
NO
YES
EXPERT
INSTRUCTIONAL SKILLS
COMMENTS
WARM-UP
Teacher begins lesson with an engaging warm-up activity that
relates to what students are about to learn.
APPLICATION OF MATERIAL
Teacher understands students’ needs.
CLASSROOM ATMOSPHERE
Teacher creates a comfortable environment where learners are
willing to take risks.
ASSESSMENT
Teacher provides means for students to assess their learning.
CULTURAL AWARENESS
Teacher demonstrates awareness of, and sensitivity to, cultural
differences and how they inform the multiple roles and
responsibilities of learners.
INSTRUCTIONAL EXAMPLES
Teacher uses adequate instructional examples that are meaningful,
clearly illustrated, and varied.
CLARITY OF VISUALS
Teacher’s visual presentations are clear (boards, charts, overheads,
flip charts, pictures, etc.)
VARIETY OF MODES
Teacher uses a variety of learning modes (e.g. see it, hear it, say it,
touch it, write it and read about it.)
VARIETY OF TECHNIQUES
Teacher uses varied tasks and media .
VOICE, BODY LANGUAGE, CUES
Teacher uses effective voice, body language, gestures and cues.
NO
YES
EXPERT
INSTRUCTIONAL SKILLS cont.
COMMENTS
Adapted from Minnesota ABE file available at
http://mnabe.themlc.org/files.html
Page 1
TEACHER TALK MINIMUM
Teacher talk is minimized, and students are given ample opportunity
to practice.
CORRECTION AND FEEDBACK
Teacher gives immediate feedback on students’ questions and errors.
Teacher knows what to correct and what to ignore, gives effective
encouragement and promotes self-correction.
EQUAL ATTENTION
Teacher gives attention to learners depending on individual need.
ADEQUATE TIME
Teacher allows appropriate amount of time for each activity.
LEARNER-CENTERED INSTRUCTION
Teacher engages students as a ) learners and b) designers of their
own learning.
CONTENT KNOWLEDGE
Teacher shows an understanding of the subject matter being taught.
NO
YES
EXPERT
ORGANIZATIONAL SKILLS
COMMENTS
PLANNED LESSON
Teacher has a planned, organic lesson which shows evidence of a)
sequence, b) connection to yesterday and tomorrow, c) a focus on
goal and d) task analysis.
INSTRUCTIONAL DESIGN
Teacher has planned a lesson appropriate to the level (SPL) of the
class.
MATERIALS CHOSEN
Teacher has designed and/or adapted materials to address relevant
themes and learner needs.
Adapted from Minnesota ABE file available at
http://mnabe.themlc.org/files.html
Page 2
NO
YES
EXPERT
CLASSROOM MANAGEMENT SKILLS
COMMENTS
PUNCTUALITY
Teacher starts and ends class on time.
CLEAR EXPECTATIONS
Teacher sets clear expectations for classroom interaction.
EVALUATION OF LEARNING
Teacher allows time at the end of class to evaluate the success of the
lesson in terms of comprehension and relevance.
STUDENT ACCOMPLISHMENTS
Teacher helps learners to see and verbalize their own progress.
STUDENT-TO-STUDENT INTERACTION
Teacher provides opportunities for a) peer teaching and b) peer
correction.
FLEXIBILITY
Teacher recognizes “teachable moments” and adapts to new
situations that arise, and accepts correct alternative answers.
CHECKPOINTS FOR STUDENT LEARNING
Teacher stops periodically during lesson to evaluate learning and
adjusts material and pace accordingly.
STAYING ON THE TOPIC
Teacher sticks to the subject at hand and doesn’t wander off topic.
WAIT TIME
Teacher allows several seconds of quiet time for learners to respond.
MULTI-LEVEL CLASSROOMS
Teacher recognizes and manages different levels in the classroom.
OTHER COMMENTS:
Adapted from Minnesota ABE file available at
http://mnabe.themlc.org/files.html
Page 3

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