Student Teaching Evaluation-Art Education
This is the final evaluation form for the student teacher. It is based on Ithaca College’s eight program standards, and aligned with
the New York State teaching standards, and the standards of your discipline. Please review the eight standards with your student
teacher during the first week of student teaching as a means of establishing goals for the placement. At the end of the placement,
the student teacher, college supervisor, and mentor teacher will each complete the evaluation form and then discuss it at a threeway evaluation conference.
You will complete and submit your final evaluation electronically though a link emailed to you at the conclusion of your
student teacher’s placement. Please only use this as a guide.
“Exceeds Expectations” means that the student teacher consistently demonstrates the indicator and does so in a way that is
exemplary and beyond what is typically expected of a student teacher.
“Meets Expectations” means that the student teacher consistently demonstrates the indicator in a way that should be expected for a
competent student teacher.
“Approaching Expectations” means the student teacher occasionally demonstrates the indicator but does so inconsistently.
“Unsatisfactory” means that the student teacher rarely demonstrates the indicator.
“N/A” means that the student teacher did not have the opportunity to demonstrate this indicator in this placement.
N/A
N/A
II.5
Unsatisfactory
II
Unsatisfactory
II.2
Approaching
Expectations
IV
II
Approaching
Expectations
V
Meets
Expectations
II.1
Standard 1. Content Knowledge: This Ithaca College teaching professional demonstrates a
rich, thorough understanding of the content and skill knowledge, theories, and issues that
comprise the discipline.
Meets
Expectations
IV
I
NY State
Teaching
Standards
(by
element)
Exceeds
Expectations
NAEA
Standards
Identifies key art concepts, knowledge and skills for each unit of instruction.
Demonstrates the ability to interpret artworks and to evaluate artwork orally and in
written form.
Demonstrates knowledge of current research in the teaching and learning of art, using
a variety of approaches in the classroom.
Recognizes prerequisite skills for each art lesson; teaches new skills as needed.
Makes meaningful connections across disciplines, topics and issues.
Demonstrates a thorough, thoughtful understanding of historical and contemporary
art, as well as artworks from popular cultures, folk cultures and various cultural
groups
Links art lessons to students’ interests, prior knowledge and real-world concerns.
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 1- Content Knowledge as:
NAEA
NY State
Standards Teaching
Standards
(by element)
Standard 2. Planning and Instruction/Implementation: This Ithaca College teaching
professional is able to plan and implement effective, developmentally appropriate lessons
and curricula based upon sound principles of content knowledge and skill development.
Completes a set of thoughtfully-developed lesson plans for the following week in time for
advance review by the mentor teacher
Maintains a well-organized notebook of instructional plans, handouts, &assessments
II
III.2
Communicates clearly, accurately, and effectively with students
2
Exceeds
Expectations
Comments:
II
I.3
Uses knowledge of students’ strengths, needs, development, and prior knowledge in the
planning process
IV
II.4
Selects instructional goals and objectives based on local, state, and/or national standards in
the visual arts.
Designs and implements lessons that are coherent, well-organized, and carefully paced and
include appropriate introductions, transitions, and closures.
IV
III.3
Designs and implements lessons that are challenging and meaningful
V
II.3; III.4
Uses a variety of instructional models and methods
III
I.4
Acquires knowledge of individual students from students, families, guardians, and/or
caregivers in order to plan for student learning.
IV
II.6
Demonstrates knowledge of the wide variety of available curricula and teaching materials;
selects or develops materials appropriately
III.3
Allows sufficient wait-time after asking questions; responds appropriately to student
questions
III.6
Plans for questions that encourage participation and support creative artistic thinking
IV
Adjusts/adapts instruction mid-lesson, based on observed assessment of learning
V
V
I
I.3
III.5
I.6
Anticipates possible student misunderstandings and/or alternate ways of thinking
Plans lessons that help students develop collaboration and communication skills
Demonstrates an awareness of content/information literacy and uses this awareness to plan
appropriate instruction and assessment
Uses appropriate and authentic materials whenever possible for specific art lessons
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 2- Planning and Instruction as:
Comments:
3
II
Demonstrates the ability to guide students as they solve artistic problems
II
Lead students in developing understandings of the many ways art is used in different
cultures.
Demonstrates knowledge of child and adolescent development and applies this knowledge in
support of student learning
II
I.1
II
IV.3
Provides clear directions for activities and assignments
II
IV.4
Plans for efficient transitions between activities or portions of the lesson
II
II
IV.3
IV.3
II
IV.1
IV.4
Establishes and adheres to clear classroom rules, expectations, and procedures
Responds efficiently and effectively to classroom management problems when they do occur
Knows students’ names, backgrounds, interests, and strengths; makes instructional
connections with learners and their interests
Establishes & maintains firm expectations of appropriate, respectful language
Arranges a physical classroom environment that is conducive to learning and is safe
Uses physical resources (blackboards, bulletin boards, displays, technology, etc.) to support
learning and appreciation of art.
Demonstrates flexibility and responsiveness
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 3- Positive Learning Environment as:
Comments:
4
N/A
Unsatisfactory
Develops and implements research-based instruction that engages, excites, and intellectually
challenges learners about art.
Approaching
Expectations
III.1; IV.2
Meets
Expectations
I
Establishes a classroom atmosphere in which students feel comfortable making contributions
and sharing their creative ideas and artworks.
Exceeds
Expectations
Standard 3. Positive Learning Environment: This Ithaca College teaching professional
creates safe and motivational learning environments that encourage all students to become
actively involved.
II
NY State
Teaching
Standards
(by
element)
IV.1
NAEA
Standards
N/A
N/A
Accommodates differences to help everyone create meaningful art
II.4
Attempts to differentiate instruction to meet the needs of all students
III
I.5
Demonstrates cultural sensitivity and culturally-responsive pedagogy
V
I.3
Builds on the students’ diverse experiences and perspectives to enrich instruction
V
II
Unsatisfactory
II
Unsatisfactory
Establishes a classroom atmosphere of high expectations and worthwhile opportunities for all
Approaching
Expectations
III.3
Approaching
Expectations
II
Meets
Expectations
Standard 4. Diversity: This Ithaca College teaching professional respects and possesses
knowledge of diversity in its many forms and knows how to use this competence to develop
relationships, instruction, schools, classrooms, communities and experiences that help all
students achieve to their fullest potential and function effectively and respectfully in a diverse
world.
Meets
Expectations
NY State
Teaching
Standards
(by
element)
Exceeds
Expectations
NAEA
Standards
Accommodates students with identified special needs
I.2
Provides support for English language learners; demonstrates knowledge of language
acquisition theories and processes
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 4- Diversity as:
Standard 5. Technology: This Ithaca College teaching professional is able to effectively
utilize technology to enhance student learning and professional growth and development.
VI
NY State
Teaching
Standards
(by
element)
III.5
VI
II.3
Uses technology appropriately to support effective art teaching
NAEA
Standards
Uses technology appropriately to enhance learning in the visual arts
Utilizes technology to maintain accurate records
5
Exceeds
Expectations
Comments:
VI
VII.4
Uses technology to enhance knowledge and professional development
VI
I.6
Demonstrates knowledge of technological literacy and its effect on student learning
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 5-Technology
Standard 6. Assessment: This Ithaca College teaching professional demonstrates the
ability to develop and utilize a variety of assessment tools and techniques designed to
evaluate student learning and performance, provide feedback, and shape future lesson
planning, programs, and curricula.
VII
NY State
Teaching
Standards
(by
element)
V.2
VII
V.4
Uses assessment to enhance students’ learning of art.
VII
V.1
Plans for both formative and summative integrated assessment
VII
V.3
Provides specific, timely, and meaningful feedback to students
VII
V.5
V
V.2
Provides information to help students understand the format of assessments and the criteria
by which they will be evaluated
Uses knowledge of student skills and understanding to develop curriculum and plan
instruction
VIII
V.2
Aligns assessments to objectives to instruction & tasks to performance guidelines
Uses assessment information to self-reflect on teaching effectiveness
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 6-Assessment as:
Comments:
6
N/A
Unsatisfactory
Approaching
Expectations
Meets
Expectations
NAEA
Standards
Exceeds
Expectations
Comments:
Meets
Expectations
Approaching
Expectations
Unsatisfactory
N/A
Meets
Expectations
Approaching
Expectations
Unsatisfactory
N/A
Standard 7. Collaboration and Outreach: This Ithaca College teaching professional fosters
positive relationships with a variety of target groups (students, families, colleagues, local
community members, etc.) in order to promote and enhance the teaching and learning
environment.
Exceeds
Expectations
NY State
Teaching
Standards
(by
element)
Exceeds
Expectations
NAEA
Standards
Establishes a positive relationship with students
X
X
VI.2
VI.2
X
VI.2
XI
XI
VI.4
VI.1
XI
VI.5
XI
VI.4
XI
VI.3
Establishes a positive relationship and collaborates effectively with mentor teacher
Establishes a positive relationship and collaborates effectively with department/team
members
Establishes a positive relationship and collaborates effectively with college
faculty/supervisors
Attends department, team, school, and district meetings
Uphold professional standards of practice and policy as related to students’ rights and
teachers’ responsibilities.
Understands and complies with relevant laws and policies as related to students’ rights and
teachers’ responsibilities
Participates fully in the life of the school; attends and assists with school activities and
events
Communicates and collaborates with students’ families appropriately
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 7-Collaboration and Outreach as:
Comments:
NAEA
Standards
XII
XII
NY State
Teaching
Standards
(by
element)
VII.3
Standard 8. Professional Development: This Ithaca College teaching professional engages
in reflective practice and continually seeks to improve his/her knowledge base and
effectiveness as a teacher, make positive contributions to the culture of his/her field, and
demonstrate the dispositions of an emerging professional.
Actively seeks feedback on and suggestions for teaching effectiveness
Responds openly and positively to feedback and suggestions
7
XII
VII.1
VII
Demonstrates the ability to self-reflect and analyze teaching effectiveness
Completes thoughtful, well-written weekly reflections, as required
XIII
VII.3
Participates in professional organizations and uses their resources
XIII
VII.2
Participates in school, district, state, and/or national professional development activities
XII
VII.4
Continues to develop and deepen knowledge of research in content area(s) and in pedagogy
Demonstrates professionalism (see IC’s list of professional dispositions and behaviors)
XIII
Articulates the multiple benefits of literacy in the visual arts and can communicate these
messages to multiple audiences for advocacy purposes
Overall I would rate this Ithaca College teaching professional’s performance on
Standard 8-Professional Development as:
Comments:
8