Western Illinois University
Student Teaching Clinical Experience
Final Evaluation
Student Teacher: ________________________ Major: ___________ WIU ID: __________________
Mentor Teacher: ________________________ School: _____________________________________
1 - Unsatisfactory: The student teacher performing at the unsatisfactory level does not yet
appear to demonstrate the concepts underlying the indicator.
Definitions
2 – Basic: The student teacher performing at the basic level appears to, sporadically or
for rating
intermittently, demonstrate the concepts underlying the indicator.
scale:
3 – Proficient: The student teacher performing at the proficient level clearly demonstrates
the concepts underlying the indicator and implements it well.
Standard 1: Teaching Diverse Learners
_____ 1. Analyzes and uses student information to design instruction that meets the current needs of
students, including diverse learners* and leads to ongoing growth and achievement. [IPTS 1A,
1H]
_____ 2. Identify individual needs and locates and accesses technology, services, and/or resources to
address those needs. [IPTS 1G]
_____ 3. Creates instructional activities that stimulate prior knowledge and link new ideas to already
familiar ideas and experiences. [IPTS 1I]
_____ 4. Differentiates strategies, materials, pace, levels of complexity, and language to introduce
concepts and principles so that they are meaningful to students at varying levels of development
and to students with diverse learning needs. [IPTS 1J]
_____ 5. Facilitates a learning community in which individual differences are respected. [IPTS 1K]
_____ 6. Uses information about students, individual experiences, families, cultures, and communities to
create meaningful learning opportunities and enrich instruction for all students. [IPTS 1L]
*
diverse learners (e.g., race and ethnicity, socioeconomic status, special education, gifted, English language learners,
sexual orientation, gender, etc.).
Standard 2: Content Area and Pedagogical Knowledge
_____ 1. Uses technology to support instruction and enhance student learning, and develops student skills
in the application of technology appropriate to the disciplines. [IPTS 2F, 2L]
_____ 2. Evaluates teaching resources and materials for appropriateness as related to curricular content
and each student’s needs. [IPTS 2I]
_____ 3. Uses differing viewpoints and the theories, methods and standards of the discipline to engage
students in critical thinking and inquiry. [IPTS 2J, 2K]
_____ 4. Uses a variety of explanations and multiple representations of concepts that capture key ideas to
help each student develop conceptual understanding and address common misunderstandings.
[IPTS 2M]
_____ 5. Facilitates learning experiences that make connections to other content areas and to life
experiences. [IPTS 2N]
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_____ 6. Designs learning experiences and utilizes assistive technology and digital tools to provide
access to general curricular content to individuals with disabilities. [IPTS 2O]
_____ 7. Applies and adapts an array of content area literacy strategies to make all subject matter
accessible to each student. [IPTS 2Q]
Standard 3: Planning for Differentiated Instruction
_____ 1. Understands the instructional development process. Knows how to incorporate the Illinois
Learning Standards.
_____ 2. Uses knowledge of cultural, linguistic, cognitive, physical, and social and emotional
differences when planning differentiated instruction. [IPTS 3A, 3C]
_____ 3. Creates short- and long-range plans, including transition plans, consistent with curriculum
goals, student diversity, and learning theory that meet expectations for student learning. [IPTS
3B, 3I]
_____ 4. Develops and adjusts plans based on outcome data, as well as on student needs, goals, and
responses to allow for variation in individual learning needs. [IPTS 3D, 3G, 3J, 3M]
_____ 5. Accesses and uses a wide range of information and instructional technologies, including
assistive technology, to enhance each student’s ongoing growth and achievement. [IPTS 3E,
3N]
_____ 6. Works with other teachers, parents/guardians, paraprofessionals, school specialists, and
community representatives to design, adjust, modify and/or deliver instruction to meet
students’ reading, writing, and oral communication needs. [IPTS 3F, 3P, 5Q, 6R]
_____ 7. Establishes high expectations for each student’s learning and behavior. [IPTS 3H]
_____ 8. Incorporates experiences into instructional practices that relate to a student’s current life
experiences and to future life experiences. [IPTS 3K]
_____ 9. Creates approaches to learning that are interdisciplinary and that integrate multiple content
areas. [IPTS 3L]
_____ 10. When planning instruction, addresses goals and objectives contained in individualized
education plans and/or individual family service plans. [IPTS 3O]
Standard 4: Learning Environment
_____ 1. Creates a safe and healthy environment that maximizes student learning. [IPTS 4I]
_____ 2. Creates clear expectations and procedures for communication and behavior, and establishes a
physical setting conducive to achieving classroom goals. [IPTS 4A, 4J]
_____ 3. Uses strategies to create a smoothly functioning learning environment in which students
assume responsibility for themselves and one another, participate in decision-making and work
collaboratively/ independently. [IPTS 4B, 4C, 4K]
_____ 4. Uses technology appropriately to engage students in purposeful learning activities. [IPTS 4B,
4C, 4K]
_____ 5. Engages students in and monitors individual and group-learning activities that help them
develop competence and motivation to learn. [IPTS 4D, 4N]
_____ 6. Analyzes the classroom environment and makes decisions that best meet students’ individual
and social needs. [IPTS 4E, 4L]
_____ 7. Uses a variety of effective behavioral management techniques appropriate to the needs of all
students that include positive behavior intervention supports consistent with laws, rules, and
ethical restrictions. [IPTS 4F, 4G, 4O]
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_____ 8. Organizes, allocates, and manages time, materials, technology, and physical space to provide
an active and equitable learning environment that engages each student. [IPTS 4M, 4P]
Standard 5: Instructional Delivery
_____ 1. Uses technology and a variety of materials and resources to accomplish differentiated
instructional objectives that enhance learning for each student. [IPTS 5C, 5N]
_____ 2. Adapts instructional methods, materials, and the environment to facilitate meaningful inclusion
of individuals with a range of abilities and experiences. [IPTS 5E, 5M]
_____ 3. Uses a variety of clear, accurate presentations and representations of concepts, using alternative
explanations to assist students’ understanding, and presents diverse perspectives to encourage
critical and creative thinking. [IPTS 5L]
_____ 4. Uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage
students in active learning opportunities that promote the development of critical and creative
thinking, problem-solving, and performance capabilities. [IPTS 5F, 5I]
_____ 5. Evaluates and uses student performance data to adjust and modify instruction during and after
delivery of a lesson. [IPTS 5G, 5H, 5J]
_____ 6. Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in
relation to the content and purposes of instruction and the needs of students. [IPTS 5K]
_____ 7. Models and facilitates effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning. [IPTS 5O]
_____ 8. Maximizes instructional time (e.g., minimizes transitional time). [IPTS 5R]
_____ 9. Implements appropriate evidence-based instructional strategies for differentiating instruction.
[IPTS 3Q, 5S]
Standard 6: Reading, Writing, and Oral Communication
_____ 1. Knows and models standard conventions of written and oral communications. [IPTS 6E]
_____ 2. Integrates reading, writing, and oral communication to engage students in content learning as
appropriate for content area and grade level. [IPTS 6Q]
_____ 3. Designs, selects, modifies, evaluates and uses a wide range of printed, visual, or auditory
materials, and online resources appropriate to the content areas and the reading needs and
levels of each student (including ELLs, and struggling and advanced readers). [IPTS 6G, 6J]
_____ 4. Uses assessment data, student work samples, and observations from continuous monitoring of
student progress to plan and evaluate effective content area reading, writing, and oral
communication instruction. [IPTS 6K, 6H]
_____ 5. Teaches and facilitates the use of appropriate word identification, vocabulary, and fluency
strategies to develop each student’s understanding of content. [IPTS 6I, 6L, 6M]
_____ 6. Teaches students to monitor and apply comprehension strategies independently, appropriate to
the content learning and grade level. [IPTS 6N]
_____ 7. Teaches students to analyze, evaluate, synthesize, and summarize information in single texts
and across multiple texts, including electronic resources as appropriate for content area and
grade level. [IPTS 6O]
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_____ 8. Teaches students to develop written text appropriate to the content areas that utilizes
organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and
standard conventions (e.g., punctuation, grammar). [IPTS 6P]
_____ 9. Stimulates discussion in the content areas for varied instructional and conversational purposes.
[IPTS 6S]
Standard 7: Assessment
_____ 1. Makes data-driven decisions using assessment results to adjust practices in order to meet the
needs of each student and enhance learning outcomes. [IPTS 7D, 7G, 7J]
_____ 2. Selects, constructs, and uses a variety of research-based assessment strategies, including formal
and informal assessments, for diagnosis and evaluation of instruction and for measuring the
learning and performance of individual students and the class as a whole. [IPTS 7E, 7F, 7K]
_____ 3. Involves students in self-assessment activities to help them become aware of their strengths
and needs and encourages them to establish goals for learning. [IPTS 7L]
_____ 4. Maintains useful and accurate records of student work, and uses appropriate technologies to
monitor and assess student progress and performance. [IPTS 7I, 7M, 7O]
_____ 5. Accurately interprets and clearly communicates aggregate student performance data to
students. [IPTS 7N]
_____ 6. Collaborates with families and other professionals involved in the assessment of each student.
[IPTS 7P]
_____ 7. Makes nondiscriminatory accommodations to assessments that take into consideration the
impact of disabilities, methods of communication, cultural background, and primary language
on measuring knowledge and performance of students. [IPTS 7Q, 7R]
Standard 8: Collaborative Relationships
_____ 1. Collaborates with others in the use of data to make decisions, solve problems, and design and
implement effective school interventions that lead to the success of all students. [IPTS 8C, 8K,
8L]
_____ 2. Works with school personnel to develop a positive and supportive learning climate. [IPTS 8J]
_____ 3. Appropriately uses technology tools and resources to promote collaborative interactions. [IPTS
8M]
_____ 4. Uses effective co-planning and co-teaching techniques to deliver instruction to each student.
[IPTS 8N]
_____ 5. Collaborates with school personnel in the implementation of appropriate assessment and
instruction for designated students. [IPTS 8O]
_____ 6. Develops respectful, cooperative, and productive professional relationships with
parents/guardians that result in fair and equitable treatment of each student and support student
growth, learning, and well-being. [IPTS 8P, 8Q]
_____ 7. Uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork.
[IPTS 8R]
_____ 8. Participates in the design and implementation of individualized instruction for students with
special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are
gifted. [IPTS 8S]
_____ 9. Identifies and utilizes community resources to enhance student learning and to provide
opportunities for students to explore career opportunities. [IPTS 8T]
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Standard 9: Professionalism, Leadership, and Advocacy
_____ 1. Understands emergency response regulations and procedures as required under the School
Safety Drill Act [105 ILCS 128/1], including school safety and crisis intervention protocol,
initial response actions (e.g., whether to stay in or evacuate a building), and first response to
medical emergencies (e.g., first aid and life-saving techniques). [IPTS 9C]
_____ 2. Reflects on professional practice and resulting outcomes and participates in a variety of
professional development activities that enhance professional growth and improvement. [IPTS
9D, 9K, 9O]
_____ 3. Communicates with families, responds to concerns, and facilitates family participation in
student education. [IPTS 9L]
_____ 4. Communicates relevant information and ideas effectively to students, parents/guardians, and
peers. [IPTS 9M]
_____ 5. Is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused
and Neglected Child Reporting Act [325 ILCS 5/4]. [IPTS 9R]
_____ 6. Models appropriate use of technology and teaches safe, legal, and ethical use of information,
including respect for intellectual property, and the appropriate documentation of sources. [IPTS
9S, 9T]
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Western Illinois University
Student Teaching Clinical Experience
Final Evaluation - SUMMARY
Student Teacher: ________________________ Major: ___________ WIU ID: __________________
Mentor Teacher: ________________________ School: _____________________________________
Classroom Diversity Checklist: Check all that apply.
____ One or more students qualify for free or reduced
lunch
____ One or more students have a disability
____ Students represent at least two ethnic groups,
including Caucasian
____ Students represent both genders
____ One or more students are English Language
Learners
Overall Rating of Performance:

Unsatisfactory
(1.0 – 2.0)


Basic
(2.1 – 2.6)
Proficient
(2.7 – 3.0)
A letter of recommendation MUST accompany this form on your school’s letterhead.
(See sample letter attached.)
Date: __________________________
Signature of Mentor Teacher: ____________________________________________________________
Signature of Student Teacher: ____________________________________________________________
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