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Indicate the area of Student
Teaching/Internship/Practicum |
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Please type the area bubbled on your form. If
elementary education, type grade level area (PK-3,
1-5, 4-8). If secondary education, type the major
field area. |
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The student teacher is completing the
elementary (grades 1-5) program. |
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1. Planning: Specifies learner outcomes in clear,
concise objectives |
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PLANNING: The student teacher/intern plans
effectively for instruction.
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3
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 4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence. |
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2. Planning: Includes activity/activities that
develop(s) objectives |
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PLANNING: The student teacher/intern plans
effectively for instruction.
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1
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3
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently.
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Uses this skill consistently with a high degree
of competence and confidence. |
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3. Planning: Identifies and plans for individual
differences |
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PLANNING: The student teacher/intern plans
effectively for instruction.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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4. Planning: Identifies materials, other than
standard materials, as needed for lesson
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PLANNING: The student teacher/intern plans
effectively for instruction.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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5. Planning: States method(s) of evaluation to
measure learner outcomes |
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PLANNING: The student teacher/intern plans
effectively for instruction.
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2
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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6. Planning: Develops short term and long term
instructional plans based on state standards,
benchmarks and/or GLE's |
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PLANNING: The student teacher/intern plans
effectively for instruction.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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7. Planning: Plans for the use of technology
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PLANNING: The student teacher/intern plans
effectively for instruction.
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2
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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8. Planning: Develops an Individualized Education
Plan (IEP) and/or Individualized Family Plan (IFSP)
as needed for the lesson. (Special Education
teachers only) |
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PLANNING: The student teacher/intern plans
effectively for instruction.
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1
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2
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4
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5
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
Doesn't Apply |
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1. Management: Organizes available space, materials,
and/or equipment to facilitate learning |
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MANAGEMENT: The student teacher/intern maintains an
environment conducive to learning, maximizes the
amount of time available for instruction, and
manages learner behavior to provide productive
learning opportunities.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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2. Management: Promotes a positive learning climate
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MANAGEMENT: The student teacher/intern maintains an
environment conducive to learning, maximizes the
amount of time available for instruction, and
manages learner behavior to provide productive
learning opportunities.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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3. Management: Manages routines and transitions in a
timely manner |
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MANAGEMENT: The student teacher/intern maintains an
environment conducive to learning, maximizes the
amount of time available for instruction, and
manages learner behavior to provide productive
learning opportunities.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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4. Management: Manages and/or adjusts allotted time
for activities planned |
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MANAGEMENT: The student teacher/intern maintains an
environment conducive to learning, maximizes the
amount of time available for instruction, and
manages learner behavior to provide productive
learning opportunities.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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5. Management: Establishes expectations for learner
behavior |
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MANAGEMENT: The student teacher/intern maintains an
environment conducive to learning, maximizes the
amount of time available for instruction, and
manages learner behavior to provide productive
learning opportunities.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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6. Management: Uses monitoring techniques to
facilitate learning |
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MANAGEMENT: The student teacher/intern maintains an
environment conducive to learning, maximizes the
amount of time available for instruction, and
manages learner behavior to provide productive
learning opportunities.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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1. Instruction: Initiates lesson effectively
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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2. Instruction: Uses technique(s) which develop(s)
lesson objective(s) |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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2
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3
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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3. Instruction: Sequences lesson to promote learning
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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2
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3
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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4. Instruction: Uses available teaching material(s)
to achieve lesson objective(s) |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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5. Instruction: Adjusts lesson when appropriate
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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6. Instruction: Integrates technology into
instruction |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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7. Instruction: Presents content at a
developmentally appropriate level |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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8. Instruction: Presents accurate subject matter
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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9. Instruction: Relates relevant examples,
unexpected situations, or current events to the
content |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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10. Instruction: Integrates content across the
curriculum |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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11. Instruction: Accommodates individual differences
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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12. Instruction: Demonstrates ability to communicate
effectively with students |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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13. Instruction: Stimulates and encourages higher
order thinking at the appropriate developmental
levels |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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14. Instruction: Encourages student participation
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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15. Instruction: Exhibits enthusiasm toward the
subject content |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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16. Instruction: Uses wait time |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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17. Instruction: Uses effective questioning
techniques |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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18. Instruction: Utilizes appropriate motivational
techniques |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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19. Instruction: Utilizes an effective lesson
closure |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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20. Instruction: Provides practice of skills 60% of
class time for team sports, 50% for individual sport
(Physical Education Instruction only) |
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INSTRUCTION: The student teacher/intern delivers
instruction effectively, presents appropriate
content, and provides opportunities for student
involvement in the learning process.
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
Doesn't Apply |
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1. Assessment: Consistently monitors ongoing
performance of students |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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2. Assessment: Uses appropriate and effective
assessment techniques |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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3. Assessment: Provides timely feedback to students
regarding their progress |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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4. Assessment: Produces evidence of student academic
growth under his/her insrtuction |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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5. Assessment: Develops well constructed assessment
instruments/procedures/performances |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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1
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2
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3
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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6. Assessment: Utilizes a variety of formal and
informal assessment techniques to monitor student
learning |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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1
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2
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3
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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7. Assessment: Interprets and utilizes
standardized/non-standardized test results
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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1
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2
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3
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4
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Has not developed or used this skill
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Is beginning to incorporate this skill
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Uses this skill appropriately and competently
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Uses this skill consistently with a high degree
of competence and confidence |
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1. Other: Participates in grade level and subject
area curriculum planning and evaluation |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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2. Other: Establishes cooperative relationships with
the supervising teacher, paraprofessionals, parents,
students, and other school personnel |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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3. Other: Provides clear and timely information to
parents/caregivers and colleagues regarding
classroom expectations, student progress, and ways
they can assist learning |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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4. Other: Has read the School Improvement Plan for
the school and discussed it with the
supervising/mentor teacher |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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5. Other: Has planned lessons to address the School
Improvement Plan |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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Has not developed or used this skill
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Is beginning to incorporate this skill
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6. Other: Exhibits sensitivity to diverse community
and cultural norms |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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7. Other: Shows awareness of the purpose of
professional organizations |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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8. Other: Observes and/or participates in team
evaluations (IEP's, etc.) |
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ASSESSMENT: The student teacher/intern demonstrates
ability to assess and facilitate student academic
growth |
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1. Professional Attributes and Characteristics
Scale: Attendance |
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Frequently absent |
Rarely absent |
Exemplary attendance |
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2. Professional Attributes and Characteristics
Scale: Punctuality |
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Frequently late |
Generally Punctual |
Always on time |
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3. Professional Attributes and Characteristics
Scale: Professional Appearance |
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Occassionally appears
inappropriately/unprofessionally dressed
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Is usually dressed appropriately
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Always dressed/appears in a professional manner
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4. Professional Attributes and Characteristics
Scale: Oral Expression |
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Makes frequent usage and/or grammatical errors
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Inarticulate |
Articulate |
Expressive, animated |
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5. Professional Attributes and Characteristics
Scale: Written Expression |
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Written work contains misspellings and /or
grammatical errors |
Written work is often unclear and disorganized
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Written work is organized and clearly expresses
ideas |
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6. Professional Attributes and Characteristics
Scale: Tact/Judgment |
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Thoughtless: Highly insensitive to others'
feelings and opinions |
Somewhat or sometimes insensitive and
undiplomatic |
Perceives what to do or say in order to maintain
good relations with others and responds
accordingly |
Diplomatic: Highly sensitive to others' feelings
and opinions |
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7. Professional Attributes and Characteristics
Scale: Reliability/Dependability |
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Reliability/Dependability |
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Sometimes fails to complete assigned tasks and
duties |
Sometimes needs to be reminded to attend to
assigned tasks/duties |
Responsible: Attends to assigned tasks/duties on
schedule without prompting |
Self-starter: Perceives needs and attends to
them immediately |
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8. Professional Attributes and Characteristics
Scale: Self-Initiative/Independence |
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Self-Initiative Independence |
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Passive: Depends on others for direction, ideas
and guidance |
Has good ideas, works effectively with limited
supervision |
Creative and resourceful; independently
implements plans |
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9. Professional Attributes and Characteristics
Scale: Self-Confidence |
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Anxious: Often appears self-conscious, nervous
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Arrogant: Has unfounded belief in abilities
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Usually confident - comfortable in classroom
situations |
Realistically self-assured; competently handles
class demands |
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10. Professional Attributes and Characteristics
Scale: Collegiality |
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Often works in isolation |
Reluctant to share ideas and materials
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Willingly shares ideas and materials
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11. Professional Attributes and Characteristics
Scale: Interaction with Students |
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Interaction with Students |
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Can appear threatening or antagonistic towards
students |
Shy: Hesitant to work with students
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Relates easily and positively with students
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Outgoing: Actively seeks opportunities to work
with students |
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12. Professional Attributes and Characteristics
Scale: Response to Students' Needs |
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Response to Students' Needs |
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Does not attempt to accommodate needs of unique
learners |
Makes negative comments about students' ability
to learn |
Usually accepts responsibility for all students'
learning |
Consistently responds to the learning needs of
all students |
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13. Professional Attributes and Characteristics
Scale: Response to Feedback |
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Defensive: Unreceptive to feedback
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Receptive - but does not implement suggestions
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Receptive - and adjusts performance accordingly
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Solicits suggestions and feedback from others
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14. Professional Attributes and Characteristics
Scale: Ability to Reflect and Improve Performance
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Ability to Reflect and Improve Peformance
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Reluctant to analyze performance
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Makes some effort to review skills
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Actively seeks ways to assess abilities
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Consistently deepens knowledge of classroom
practice and student learning |
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior. |
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a. Commitment: Demonstrates genuine concern for
students and is dedicated to the teaching profession
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior |
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b. Creativity: seeks opportunities to develop
imaginative instructional lessons |
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior |
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c. Flexibility: responds to unforseen circumstances
in appropriate manner and modifies actions or plans
when necessary |
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior |
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d. Integrity: maintains high ethical and
professional standards |
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1
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2
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3
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Seldom |
Usually |
Always |
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior |
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e. Organization: is efficient, successfully manages
multiple tasks simultaneously |
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior |
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f. Perseverance: strives to complete tasks and
improve teaching skills |
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15. Professional Characteristics: For each
characteristic, check the frequency indicator that
most accurately reflects the student
teacher's/intern's behavior |
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g. Positive Disposition: possesses pleasant
interpersonal skills; is patient, resilient,
optimistic and approachable |
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16. Potential as a Teacher |
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g. Positive Disposition: possesses pleasant
interpersonal skills; is patient, resilient,
optimistic and approachable |
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Recommend review of career options and
consideration of profession other than teaching
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Recommend continuation in teaching profession
|
Highly recommend continuation in teaching
profession: Strong candidate |
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University Supervisor's Summary Comments
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g. Positive Disposition: possesses pleasant
interpersonal skills; is patient, resilient,
optimistic and approachable |
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The student teacher seeks to improve her
effectiveness as a teacher. She functions at a
high level in all aspects of teaching, but I
believe she will continue to identify
opportunities for professional growth.
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List the strengths of the student teacher/intern
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g. Positive Disposition: possesses pleasant
interpersonal skills; is patient, resilient,
optimistic and approachable |
|
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The student teacher is very creative and
considers her students' interests in the
development of lessons. |
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List the areas needing improvement |
|
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g. Positive Disposition: possesses pleasant
interpersonal skills; is patient, resilient,
optimistic and approachable |
|
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In management, there is a tendency to call on
students to redirect their inappropriate
behavior. Instead, she should focus on calling
a student's name to give positive feedback and
to foster the students' development of
self-direction and self-control. She should
continue to work to incorporate technology in
her lessons. The use of technology, however,
should only be integral to the lesson rather
than an add-on. |
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