Student Teacher Evaluation Form

Developing competent, engaging, and relational educators.

Cooperating teachers may submit evaluations of their student teaching assistants by utilizing the form below.

Student Teacher's Name *
School *
Grade/Subject *
Evaluation Term *
Evaluator's Name *
Evaluator's Electronic Signature
Understanding of the Supervisory Structure | The intern understands the supervisory structure, respects the structure, and operates within it in a positive manner.
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Using Appropriate Channels in the Supervisory Structure | When concerns arise, the intern works to solve the issue, by contacting and working with the appropriate persons.
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Creating Trust | The intern communicates openly and intentionally works to avoid misunderstanding and miscommunications.
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Understanding Professional Communication | The intern works intentionally to avoid miscommunication and never shares information in an inappropriate manner.
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Commitment to Lifelong Learning | The intern approaches the profession with enthusiasm, looking for opportunities to grow, learn, and mature.
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Professional Attitudes | The intern always acts in a mature, adult, professional manner, which leads to respect by all colleagues and associates.
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Commitment to the Profession | The intern demonstrates through time commitment, commitment to quality, and concern for students, that they are ready to meet the demands of the teaching profession.
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Attention to Detail | The intern accepts the need to complete the various duties of the internship such as completing lesson plans in
a timely fashion, turning in reflective journals by the due date, and making regular progess towards fulfilling the requirements of the portfolio.
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Finding Support in the Profession | The intern actively looks for help and support from colleagues and supervisors, and accepts the help with grace and thankfulness.
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Conflict Resolution | The intern engages in health conflict resolution practices by neither creating unnecessary conflict or avoiding conflict when it inevitably arises.
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Flexibility | The intern is always ready to help in any way possible and is ready to adapt and change when necessary.
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Acceptance of Feedback | The intern actively solicits feedback and accepts it with grace and a willingness to change and try new approaches.
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Accepting Responsibility | When difficulties arise, the intern does not attempt to avoid taking responsibility for his or her actions, but
immediately accepts responsibility and makes positive suggestions on how to move forward.
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Finding Solutions | When faced with problems, the intern actively looks for solutions on their own and does not depend on others to find solutions for them.
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Knowledge of Content | Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.
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Knowledge of Content-Related Pedagogy | Teacher displays continuing search for best practices and anticipates student misconceptions.
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Knowledge of Students' Varied Approaches to Learning | Teacher uses, where appropriate, knowledge of students' varied approaches to learning in instructional planning.
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Knowledge of Students' Interests and Cultural Heritage | Teacher displays knowledge of the interests or cultural heritage of each student.
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Clarity | All the goals are clear, written in the form of student learning, and permit viable methods of assessment.
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Suitability for Diverse Students | Goals take into account the varying learning needs of individual students or groups.
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Resources for Teaching | In addition to being aware of school and district resources, teacher actively seeks other materials to
enhance instruction, for example, from professional organizations or through the community.
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Lesson Planning and Unit Structure | The lesson's or unit's structure is clear and allows for different pathways according to student needs.
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Criteria and Standards | Assessment criteria and standards are clear and have been clearly communicated to students. There is
evidence that students contributed to the development of the criteria and standards.
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Teacher Interaction with Students | Teacher demonstrated genuine care and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.
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Management of Instructional Groups | Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.
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Management of Transitions | Transitions are seamless, with students assuming some responsibility for efficient operation.
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Management of Materials and Supplies | Routines for handling materials and supplies are seamless, with students assuming some responsibility for efficient operation.
Performance of Non-Instructional Duties | Systems for performing non-instructional duties are well established, with students assuming considerable responsibility for efficient operation.
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Expectations | Standards of conduct are clear to all students and appear to have been developed with student participation.
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Monitoring of Student Behavior | Monitoring by teacher is subtle and preventative. Students monitor their own behavior, correcting one another respectfully.
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Response to Student Misbehavior | Teacher response to misbehavior is highly effective and sensitive to students' individual needs, or student behavior is entirely appropriate.
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Safety and Arrangement of Furniture | The classroom is safe, and students adjust the furniture to advance their own purposes in learning.
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Accessibility to Learning and Use of Physical Resources | Both teacher and students use physical resources optimally, and students ensure that all learning is equally accessible to all students.
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Directions and Procedures | Teacher directions and procedures are clear to student and anticipate possible student misunderstanding.
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Oral and Written Language | Teacher's spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson.
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Quality of Questions | Teacher's questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.
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Student Participation | Students themselves ensure that all voices are heard in the discussion.
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Representation of Content | Representation of content is appropriate and links well with students' knowledge and experience. Students contribute to representation of content.
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Activities and Assignments: All students are cognitively engaged in the activities and assignments in their exploration of the content.
Students initiate or adapt activities and projects to enhance understanding.
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Grouping of Students | Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take
the initiative to influence instructional groups to advance their understanding.
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Instructional Materials and Resources | Instructional materials and resources are suitable to the instructional goals and engages
students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their own purposes.
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Structure and Pacing | The lesson's structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students.
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Timeliness | Feedback is consistently provided in a timely manner. Students make prompt use of the feedback in their learning.
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Lesson Adjustment | Teacher successfully makes a major adjustment to a lesson.
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Accuracy | Teacher makes a thoughtful and accurate assessment of a lesson's effectiveness and the extent to which it achieved its
goals, citing many specific examples from the lesson, and weighing the relative strength of each.
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Use in Future Teaching | Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches.
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Student Progress in Learning | Teacher's system for maintaining information on student progress in learning is fully effective. Students contribute information and interpretation of the records.
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Engagement of Families in the Instructional Program | Teacher's efforts to engage families in the instructional program are frequent
and successful. Students contribute ideas for projects that will be enhanced by family participation.
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Relationships with Colleagues | Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.
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Service to the School | Teacher Volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school life.
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Enhancement of Content Knowledge and Pedagogical Skill: Teacher seeks out opportunities for professional development and
makes a systematic attempt to conduct action research in the teacher's classroom.
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Advocacy | Teacher makes a particular effort to challenge negative attitudes and helps ensure that all students, particularly those traditionally underserved, are honored in the school.
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