Dates of Student Teaching Placement

Please choose your CURRENT Program Option

Undergraduate

Graduate

 

Directions:  Hover your mouse over the scoring drop down box to access the rubric associated with that section.  Mouse click directly on the hover text (rubric) to be able to scroll down through the criterion.  

Assess each component and the group of skills listed holistically.  Score the Pre-Service Teacher based on their performance skills that one would expect from a beginning teacher.  Not all examples must be met. 

A "1" will be used for Not Observed criterion when scoring. This "1" is not included in the calculation of the total score, but is used as a place holder.

 

Score using the following guide: 

 4 =  Distinguised

 3 =   Proficient

 2 =   Basic

 1 =   Unsatisfactory

 1 =   Not Observed

A score of "2" (Basic Rating Level), for each key indicator, shows that the candidate's performance is indicative of skills one would expect from a Pre-Service Teacher. 

 

  Please choose the number from the drop down list associated with your score to assess the Pre-Service Teacher. 

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1a)    Demonstrating Knowledge of Content and Pedagogy   

For Example:  

               ~ Content and the structure of the discipline

               ~ Prerequisite relationships

               ~ Content-related pedagogy

OR

1b)    Demonstrating Knowledge of Students  

For Example:  

               ~ Child and adolescent development

               ~ Learning process

               ~ Special needs

               ~ Students' skills, knowledge, and language proficiency

               ~ Students' interests and cultural heritage

OR

1c)    Setting Instructional Outcomes 

For Example:  

               ~ Value,sequence, and alignment

               ~ Clarity

               ~ Balance

               ~ Suitability for diverse learners eg. adaptations and modifications            

OR

1d)    Demonstrating Knowledge of Resources

For Example:  

               ~ For classroom use

               ~ To extend content knowledge and pedagogy

               ~ Resources for students

                        

OR

1e)   Designing Coherent Instruction

For Example:  

               ~ Learning activities

               ~ Instructional materials and resources

               ~ Instructional groups

              ~ Lesson and unit structure                     

OR

1f) Designing Student Assessments

For Example:  

               ~ Congruence with instructional outcomes

               ~ Criteria and standards

               ~ Design of formative assessments

               ~ Use for planning                    

OR

2a)  Creating an Environment of Respect and Rapport

For Example:  

               ~ Pre-service teacher interaction with students, including both

                   words and actions                                                                     

               ~ Student interaction with students, including both words and  

                  actions                                                  

               ~ Relationships: physical proximity, shared activities, peer assistance, matched affect,

                  social conversation                  

               ~ Positive affect: smiling, laughter, enthusiasm

               ~ Positive communication: verbal affection, physical affection, 

                  positive expectations

                                            

OR

2b)  Establishing a Culture for Learning

For Example:  

               ~ Importance of content and of learning

               ~ Expectations for learning and achievement

               ~ Student pride in work 

               ~ Student comfort: seeks support and guidance, freely participates, takes risks

               ~ Student expression: encourages student talk;elicits ideas and/or prespectives

                                            

OR

2c)  Managing Classroom Procedures

For Example:  

               ~ Instructional groups

               ~ Transitions

               ~ Materials and supplies

               ~ Performance of classroom routines

               ~ Supervision of volunteers and paraprofessionals

                                            

OR

2d)  Managing Student Behavior

For Example:  

               ~ Expectations

               ~ Monitoring student behavior

               ~ Response to student misbehavior   

               ~ Responsiveness: acknowledges emotions; provides comfort and assistance; 

                  individualizes support

               ~ Proactive: anticipates problem behavior of escalation;low reactivity;monitors

               ~ Awareness: anticipates problems and plans appropriatley; notices lack of

                  understanding and difficulties 

             

                                            

OR

2e)  Organizing Physical Space

For Example:  

               ~ Safety and accessibility

               ~ Arrangement of furniture and use of physical resources

               ~ Restriction of movement: allows reasonable freedom of movement; is not rigid

                    

                                                      

OR

3a)  Communicating with Students

For Example:  

               ~ Expectations for learning

               ~ Directions for activities

               ~ Explanations of content

               ~ Use of oral and written language

               ~ Clarity of learning objectives: advance organizers,summaries,reorientation statements

            

                    

                                                      

OR

3b)  Using Questioning and Discussion Techniques

For Example:  

               ~ Quality of questions/prompts eg. open ended

               ~ Discussion techniques eg. self and parallel talk, peer conversations, contingent 

                  responding

               ~ Student participation

               ~ Effective facilitation of children's involvement

               ~ Connections to the real world: real world applications;related to students' lives

               ~ Support for autonomy and leadership: allows choice; allows students to lead 

                  lessons; gives students' responsibility

               

                    

                                                      

OR

3c)  Engaging Students in Learning

For Example:  

               ~ Activities and assignments eg. range of auditory, visual, and movement opportunities

               ~ Grouping of students

               ~ Instructional materials and resources

               ~ Structure and pacing 

               ~ Student engagement: active participation, listening, focused attention

               ~ Flexibility and student focus: shows flexibility, incorporates students' ideas; follow

                  students' leads          

                                                      

OR

3d)  Using Assessment in Instruction

For Example:  

               ~ Assessment criteria

               ~ Monitoring of student learning

               ~ Feedback to students

               ~ Student self-assessment and monitoring progress                  

                                                      

OR

3e)  Demonstrating Flexibility and Responsiveness

For Example:  

               ~ Lesson adjustment

               ~ Response to students

               ~ Persistence

                           

                                                      

OR

4a)  Reflection on Teaching

For Example:  

               ~ Accuracy

               ~ Use in future teaching

                                   

                                                      

OR

4b)  Maintaining Accurate Records

For Example:  

               ~ Student completion of assignments

               ~ Student progress in learning

               ~ Non-instructional records

                                   

                                                      

OR

4c)  Communicating with Families

For Example:  

               ~ Information about the instructional program

               ~ Information about individual students

               ~ Engagement of families in the instructional program

                                   

                                                      

OR

4d)  Participating in a Professional Community

For Example:  

               ~ Relationships with colleagues

               ~ Participation in school and district projects

               ~ Involvement in culture of professional inquiry

               ~ Service to the school

                                   

                                                      

OR

4e)  Growing and Developing Professionally

For Example:  

               ~ Enhancement of content knowledge and pedagogical skills

               ~ Receptivity to feedback from colleagues

               ~ Service to the profession

                                                

                                                      

OR

4f)  Showing Professionalism

For Example:  

               ~ Integrity/ethical conduct

               ~ Service to students

               ~ Advocacy

               ~ Decision-making

               ~ Compliance with school and district regulation

                                                

                                                      

OR

Please type your observations regarding the following, into the text areas below:

~ Teaching Strengths 

~ Areas in Need of Further Development

~ Strategies for Improvement

 

Please note:  A Pre-Service Teacher must score at the Basic Level or higher to be considered well prepared and pass student teaching.  An Unsatisfactory level or below may require the Pre-Service Teacher to repeat student teaching.

In order for the calculations to work on this form, a "1" will be used for Not Observed criterion when scoring.  This "1" is not used in the calculation of the total score, but was needed to count the Not Observed rubric criterion.

Please ensure you have scored all 22 components.  If you have inadvertantly skipped a component, your Pre-Service Teacher will be penalized in the final calculation.

The total number of Not Observed indicators will be subtracted from the total number of key indicators scored.

Eg. 22 (total indicators) - 2 (Not Observed indicators) = 20 key indicators scored

Please enter the rating level below, using the key above, based on the pre-service teacher's total score.

By typing my name in this box I warrant the truthfulness of the information provided in this form.

By typing my name in this box, I am confirming that I have reviewed this form with the Daemen College Teacher Candidate whom I have mentored.  

When you have completed the evaluation, click on the Submit button below to send your assessment to the Daemen College Teacher Preparation Program.  By clicking on the Submit button, you will also be sending a copy of the assessment to the Student Teacher whom you have mentored, for review.