Location of school, description of classroom and community and specific information about students in the classroom and the class size.

Organizational pattern of school in which teacher intern worked: self-contained, team teaching, open space, departmentalized.

The type of curricula experiences the teacher intern engaged in:  Social Studies (American History), Math (Algebra), Science (Biology/Chemistry).

Specific types of learning situations or unique characteristics of this placement.

Number of times you observed the student teacher and under what circumstances.

2.  Planning Instruction

States clearly both long and short term objectives.

Develops long range goals and specific objectives for  ALL students.

Selects appropriate and realistic objectives.

Modifies instruction to meet learner needs

Utilizes curriculum guides.

Is original and creative in developing materials.

Uses various resource materials.

Develops independent learning centers.

Analyzes commercial learning materials critically.

Utilizes media center facilities.

Designs teaching and learning activities that support the lesson objective.

Uses a high standard of written English in lesson plans and units of instruction; constructs and states ideas in writing clearly and correctly.

Adapts strategy and technique to the needs of a culturally and academically diverse classroom.

Plans worthwhile activities.

Establishes objectives for affective as well as cognitive outcomes.

Involves  students in the planning and evaluation phases of instruction.

Analyzes instructional plans for possible side effects.

Organizes lessons and units around principles of learning and group dynamics.

Rehearses sufficiently to head off potential difficulties.

3. Delivery of Instruction

Varies and paces learning activities, alternating different types of activities:  student directed, teacher-student, student-student, large group and small group.

Is enthusiastic.

Actively participates in the learning activity.

Uses situations and activities which are relevant to the students.

Uses various levels of questioning.

Observes student reactions.

Has a repertoire of teaching strategies and techniques.

Makes sound decisions about when to use a certain strategy or technique.

Adjusts teaching method and curriculum to the varied learning styles, academic levels, handicapping conditions, and cultural backgrounds of the students.

Applies technology to teaching.

Facilitates cooperative learning.

Facilitates student originality.

Reinforces student behavior verbally and nonverbally.

Stimulates the studentsí curiosity.

Uses specific praise.

Allows maximum pupil response in conducting classroom discussion.

Facilitates the response of all students, before one is called on to recite or respond.

Uses the chalk board, bulletin boards, and displays effectively.

Experiments, or tries new ways to solve instructional problems.

Provides drill and review when necessary.

Allows for student practice.

Utilizes classroom space effectively.

Builds independence in students.

Provides clear explanations and meaningful examples.

Keeps classroom discussion on topic.

Teaches learning strategies to students.

Uses audiovisual aids effectively.

Teaches concepts and skills through several modalities.

Demonstrates or models skills when appropriate.

4.  Assessment of Student Learning

Uses different types of formal and informal reference instruments, traditional standardized and performance-based tests, portfolios, observation systems and assessments of student work.

Uses assessment procedures that are sensitive to cultural and linguistic variations.

Diagnoses student abilities and difficulties.

Develops teacher made tests.

Diagnoses and assesses student learning on an ongoing basis

Uses results of  assessments to plan instruction for individuals and groups.

Maintains useful records of student work and performance and can communicate student progress knowledgeably.

Utilizes grading system consistent with school philosophy.

Diagnoses pupil needs and interests.

Participates in parent conferences to understand how to communicate student progress to the student's family.

5. Classroom Management Skills

• Manages conflict effectively.
• Uses voice as a means for achieving class control.
• Uses visual and verbal cues as means of achieving class control.
• Assists administration in clerical tasks efficiently.
• Engages all students.
• Uses class time fully and meaningfully.
• Understands the principles underlying effective management.
• Uses a variety of discipline techniques.
• Understands the variety of ingredients of good classroom management.
• Keeps students productively on-task during independent work.
• Remains calm under pressure.
• Delegates routine tasks to students.
• Adapts the environment of the classroom to the needs of a wide variety of students.
• Creates a lively classroom atmosphere.
• Is familiar with and can apply research on classroom management.
• Stops misbehavior before it starts.
• Returns quizzes and other class work promptly.
• Can prepare and implement a behavior management plan.
• Has a variety of techniques for effecting smooth transitions.
• Is consistent.
• Is clear about expectations for task and behavior.
• Gives effective directions.
• Builds rapport with students.
• Motivates students.
• Encourages self-monitoring by students.
• Does not overreact.

6.  Knowledge of Content and Educational Theory

Understands the subject matter and is able to communicate it to the students.

Can represent and use different viewpoints.

Engages students in generating knowledge.

Creates interdisciplinary learning experiences.

Adapts material to the level of the learner.

Can articulate an educational philosophy.

Reteaches needed lessons in another way.

Can cite principles of learning and apply them to teaching.

Analyzes teaching/learning activities for their value to students.

Can delineate educational issues.

Can derive principles and concepts from teaching/learning events.

Analyzes events for cause and effect.

Anticipates questions and appropriately answers them.

Understands how to inquire into practice through the action research method.

Makes few errors in content area.

Can cite the multiple differences among learners and describe educational implications of each.

Knows and uses educational research.

Infuses multicultural concepts.

Understands how to teach skills in context.

Understands and is proficient in methods of teaching concepts.

Understands and applies principles of character, or moral development.

Can apply theories of child development to classroom problems.

7.  Interpersonal Relationships

Establishes respectful and productive relationships with  total educational community; the students, mentor teacher, all  school faculty and support staff, parents and university personnel.

Teams effectively with mentor teacher.

Works effectively with specialists.

Works successfully with different teachers in a departmental situation.

Is sensitive to the interests and concerns of parents.

Works with teachers across subject areas.

Recognizes the value of work performed by every member of the school staff.

Is sensitive to the attitudes and concerns of children and adults.

Is willing to assist others with a variety of school duties.

Builds self-concept in students and colleagues.

Works effectively with and communicates with parents.

Praises others.

Practices good listening skills

Creates a classroom climate conducive to the students' acceptance and support of one another.

8.  Professional Qualities

Understands the value of coaching to improve instruction

Exhibits a fair and friendly attitude.

Shows appropriate emotions such as humor, sympathy, empathy, enthusiasm:  has an even disposition.

Shows patience and interest when working with students.

Utilizes student feedback to improve instruction.

Reacts positively to suggestions and seeks help.

Admits mistakes.

Shows initiative.

Has personal interests and developed abilities.

Is mature, flexible and responsible

Is sensitive to how students perceive each other.

Shares teaching ideas.

Tries materials or procedures suggested by another.

Observes other teachers.

Seeks to become acquainted with other staff members.

Spends time in preparation for classes.

Participates actively in seminars.

Has a good attendance record.

Completes assignments.

Is intellectually curious.

Demonstrates a sense of service.

Is reflective in general.

Engages in self-evaluation of teaching performance.

Engages in self-evaluation of attitudes toward different types of learners.

9.  Overall Reaction to this performance - Special Strengths

      Questions for Evaluation:

• Was this student a successful student teacher?  Did he/she make sufficient gain for you to feel he/she will be a successful teacher?

• Does this person seem thoroughly prepared each day to do a good job of teaching?

• Does his/her background (cultural and intellectual as well as a sense of teaching methods) seem sufficient for starting a professional career?

• Do you feel this person will continue to grow and develop?

• What would be your reaction be to having your child in this teacher's class knowing that teachers influence students in matters of attitudes and values as well as in concepts and skills?

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Last updated on November 18, 2002