University of Scranton
Final Student Teacher Evaluation
Student Teacher
*
Date
*
-
Month
-
Day
Year
2 digit month, 2 digit day, 4 digit year
Date
School
*
Grade
*
Please Select
Pre-K
1
2
3
4
5
6
7
8
9
10
11
12
Primary K-2
Intermediate 3-5
Middle 6-8
Secondary 9-12
Please enter the emails below to send a PDF copy of the evaluation to the appropriate people.
Student Teacher E-mail
Cooperating Teacher E-mail
University Supervisor E-mail
Evaluation Scale:
1=Unacceptable, 2=Poor, 3=Acceptable, 4=Very Good, 5=Excellent, N/A=Not Applicable
PLANNING & PREPARATION - Student teacher constructs short- and long-term instructional plans aligned with PA PreK-12 academic standards. The student teacher’s performance in planning reflects the following characteristics and components:
*
Rows
1 (Unacceptable)
2 (Poor)
3 (Acceptable)
4 (Very Good)
5 (Excellent)
N/A (Not Applicable)
Content and pedagogical knowledge
Developmentally responsive lesson plans
Incorporation of adaptations addressing individual students’ strengths and needs
Appropriate alignment and sequence of instructional goals,pedagogy, and assessments
Integration of appropriate resources, materials, and technology
Engagement of students in meaningful learning
Attention to transitions between grade levels, schools, and into post- K-12 education, employment, and citizenship
Comments:
*
CLASSROOM ENVIRONMENT : Student teacher creates and maintains a classroom environment that supports optimal learning opportunities for all students. The student teacher’s performance in creating and maintaining a positive learning environment reflects the following characteristics and components:
*
Rows
1 (Unacceptable)
2 (Poor)
3 (Acceptable)
4 (Very Good)
5 (Excellent)
N/A (Not Applicable)
Meaningful and respectful relationships between teacher and students and between students and students
Utilizing classroom resources to support equity and learning for all students
Procedures and routines for instructional and non-instructional responsibilities
Supporting student transitions during class and throughout school day
Effective management of student behavior
Attention to classroom safety
Comments:
*
INSTRUCTIONAL DELIVERY: Student teacher delivers instruction appropriately and effectively, supporting the learning, growth, and development of all students. The student teacher’s performance in instructional delivery reflects the following characteristics and components:
*
Rows
1 (Unacceptable)
2 (Poor)
3 (Acceptable)
4 (Very Good)
5 (Excellent)
N/A (Not Applicable)
Appropriate alignment and sequence of instructional goals, pedagogy, and assessments
Effective verbal and non-verbal communication techniques
Effective questioning and discussion techniques
Effective communication of instructional goals, procedures, and content
A variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies
Incorporation of adaptations addressing individual students’ strengths and needs
Integration of instructional technology to support students’ learning
Attention to active student engagement in learning
Integration of disciplines
Comments:
*
PROFESSIONALISM : Student teacher demonstrates qualities of professionalism throughout the student teaching experience. The student teacher’s performance in professionalism reflects the following characteristics and components:
*
Rows
1 (Unacceptable)
2 (Poor)
3 (Acceptable)
4 (Very Good)
5 (Excellent)
N/A (Not Applicable)
Effective communication with the cooperating teacher and university supervisor regarding professional responsibilities
Compliance with school policies and procedures regarding record keeping, attendance, use of technology, communication with families, etc.
Compliance with expectations regarding ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.
Effective communication with families, caregivers, and community contacts
Cultivation of professional relationships with school colleagues, participating in grade- and building-level collaborative structures,curricular, and co-curricular activities
Reflection on practice based on self-assessment and constructive feedback from the cooperating teacher and university supervisor
Knowledge of and participation in professional growth and development opportunities
Comments:
*
ASSESSMENT AND KNOWLEDGE OF DIVERSE LEARNERS
*
Rows
1 (Unacceptable)
2 (Poor)
3 (Acceptable)
4 (Very Good)
5 (Excellent)
N/A (Not Applicable)
Constructs and uses multiple types of assessments which match curricular goals, effectively interpreting assessments to provide appropriate progress feedback to students and to inform planning and instruction for groups and individual students.
Appropriately responds to the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom, differentiating instruction and utilizing school, district, and community-based resources to support successful educational performance.
Comments:
*
After reviewing the final evaluation, both the student teacher and cooperating teacher can check the box and enter their initials. This represents an electronic signature.
Student Teacher
*
true
Student Teacher"s Initials
*
Cooperating Teacher
*
true
Cooperating Teacher"s Initials
*
Submit
Should be Empty: