Student Teacher Evaluation Form - Marquette University, College of Education

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Marquette University – College of Education
Student Teacher Evaluation Form
ITL/P KEY Summative Performance Assessment #8
Marquette University
College of Education
Candidate ___________________________________________________________________
Name
Student I.D. Number
School ______________________________________________________________________
Grade/Subject ________________________________________________________________
University Supervisor __________________________________________________________
Cooperating Teacher __________________________________________________________
Please Circle:
Midterm Evaluation
Final Evaluation
Date of Observation ___________________________________________________________
Directions:
1. Complete the evaluation form, sign, and date.
2. Review the evaluation form with the candidate.
3. Ask candidate to sign and date form to indicate that the evaluation has been reviewed.
4. The descriptor indicates what is expected for a satisfactory rating.
Marquette University – College of Education
Student Teacher Evaluation Form
ITL/P KEY Summative Performance Assessment #8
Marquette University
College of Education
Candidate ___________________________________________________________________
Name
Student I.D. Number
School ______________________________________________________________________
Grade/Subject ________________________________________________________________
University Supervisor __________________________________________________________
Cooperating Teacher __________________________________________________________
Please Circle:
Midterm Evaluation
Final Evaluation
Date of Observation ___________________________________________________________
Directions:
1. Complete the evaluation form, sign, and date.
2. Review the evaluation form with the candidate.
3. Ask candidate to sign and date form to indicate that the evaluation has been reviewed.
4. The descriptor indicates what is expected for a satisfactory rating.
Marquette University – College of Education
Student Teacher Evaluation Form
Directions:
Please evaluate the candidate on the following standards and indicators using this scoring rubric.
Scoring Rubric:
Rating Scale for Rubric:
Exceeds Expectations = Pre-service candidate has mastered the main concepts and principles
for this performance assessment, shows the ability to consistently use this knowledge or the skills
in a teaching capacity, and makes appropriate adjustments based on the needs of students. The
candidate is functioning at the level of an in-service classroom teacher and demonstrates the
ability to perform this performance assessment independent of a cooperating teacher.
Meets Expectations = At Midterm Evaluation: Pre-service candidate understands the main
concepts and principles for this performance assessment, but shows some inconsistency in the
use of this knowledge in a teaching capacity. As such, the student needs time and experience
practicing the task and should continue to perform this performance assessment while monitored
by a cooperating teacher.
At Final Evaluation: Pre-service candidate understands the main
concepts and principles for this performance assessment, but shows some relatively minor
inconsistency in the use of this knowledge. As such, the candidate is functioning at the level of a
novice classroom teacher and is ready to assume responsibility for this aspect of teaching
independent of a cooperating teacher.
Does Not Meet Expectations = Pre-service candidate does not fully understand the main
concepts and principles for this performance assessment, and as such, he/she is unable to use
this knowledge appropriately in a teaching capacity. The candidate needs additional classroom
instruction to understand the task and should not practice in a classroom setting unless closely
monitored by a cooperating teacher.
.
1 – Does Not Meet Expectations
2 – Meets Expectations
3 – Exceeds Expectations
Standard 1: The candidate understands the central concepts, tools of inquiry, ways of reasoning, uncertainties,
and controversies in the disciplines he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for students.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
1.6
Demonstrates enthusiasm for subject matter and makes connections to the everyday life of all
students in the classroom.
1.8
Uses multiple representations and explanations of concepts to link concepts to students’ prior
learning.
1.12
Presents curricula that encourage students to view, question, and interpret ideas from diverse
perspectives.
1.13
Creates interdisciplinary experiences that encourage students to integrate knowledge, skills and
methods of inquiry.
Standard 2: The candidate understands how children learn and develop and can provide learning opportunities
that support their intellectual, social, and personal development.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
2.4
Appreciates individual variations within each area of development and respects diverse talents.
2.6
Assesses individual and group performance to design instruction to meet learner needs and guide
learners to the next developmental level.
2.7
Stimulates student reflection on prior knowledge, makes connections, and provides opportunities for
active engagement.
2.8
Accesses students’ thinking processes and experiences as a basis for instructional activities.
Standard 3: The candidate understands how pupils differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
3.6
Believes that all children can learn and persists in helping all students experience success.
3.11
Designs instruction appropriate to students’ development, learning styles, strengths, and needs.
3.13
Makes provisions for students with particular learning differences or needs.
Standard 4: The candidate understands and uses a variety of instructional strategies, to encourage students’
development of critical thinking, problem solving, and performance skills.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
4.4
Values the development of all students’ critical thinking, independent problem solving, and
performance capabilities.
4.6
Chooses alternative strategies and materials to achieve different purposes and to meet student
needs.
4.7
Uses multiple strategies to engage students in active learning opportunities.
4.10
Develops clear, accurate presentations, and uses alternative explanations and diverse perspectives
to encourage students’ critical thinking.
Standard 5: The candidate uses an understanding of individual and group motivation and behavior to create a
learning environment that encourages positive social interaction, active engagement in learning, and self-
motivation.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
5.6
Takes responsibility for establishing a positive learning climate for all students in the classroom.
5.11
Creates a smoothly functioning learning community.
5.12
Engages students in individual and cooperative learning activities to help them develop the motivation
to achieve.
5.16
Analyzes the classroom environment and makes adjustments to enhance social relationships, student
motivation and engagement, and productive work.
Standard 6: The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques
to foster active inquiry, collaboration, and supportive interaction in the classroom.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
6.7
Listens respectfully and responds thoughtfully to all students.
6.9
Models effective communication strategies, including integration of media, in conveying ideas and
information and in asking questions.
6.11
Asks questions and stimulates discussion in different ways to achieve particular purposes.
6.12
Demonstrates sensitivity to cultural and gender differences.
Standard 7: The candidate plans instruction based upon knowledge of subject matter, students, the community,
and curriculum goals.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
7.5
Believes that plans must be open to adjustment and revision.
7.7
Creates learning experiences that are appropriate for curriculum goals, culturally relevant to learners,
and based upon principles of effective instruction.
7.8
Plans learning opportunities that recognize and address variations in learning styles and learning
differences.
7.10
Creates short term and long range plans.
Standard 8: The candidate understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the learner.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
8.4
Values ongoing assessments as essential to the instructional process.
8.6
Uses a variety of formal and informal assessment techniques.
8.10
Monitors his/her own teaching strategies and behaviors in relation to student success, modifying
plans and instructional approaches accordingly.
Standard 9: The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and
actions on others (students, parents, and other professionals in the learning community) and who actively seeks
out opportunities to grow professionally.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
9.5
Is committed to reflection, assessment, and learning as an ongoing process.
9.9
Articulates and defends a philosophy of education to guide his/her practice and contributes to the
stated philosophy of the school building/district.
9.10
Evaluates outcomes of teaching and learning to reflect upon and revise practice.
9.11
Seeks out professional literature, colleagues, and other resources to support his/her development as
a learner and a teacher.
Standard 10: The candidate fosters relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well being.
Criterion for a “meets expectations” rating: The candidate…
1
2
3
10.4
Values and appreciates the importance of all aspects of a student’s experience.
10.9
Participates in collegial activities to support a productive school learning environment.
10.11
Uses community resources to foster student learning.
10.12
Establishes respectful and productive relationships with parents and guardians from diverse home
and community situations.
Evidence for Ratings: In your narrative, please do not hesitate to address concerns that may not be reflected in other
areas of the evaluation form. For example, issues related to professionalism, attendance, compliance with school
guidelines and expectations, etc.
Evaluator’s signature _______________________________________________ Date ____________________________
Candidate’s signature ______________________________________________ Date ____________________________

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