Cleveland State University
Teacher as a Responsive, Reflective Professional: A Partner in Learning
College of Education and Human Services
Office of Field Services –Foreign Language Intern Field Experience Record and Evaluation Form
Intern:
School:
Experience
(PR/ST):
Grade Level(s)/
Subject:
Semester
and Year:
Completed by (print name and
check role):
Supervisor
/_
Mentor
CTE
*Supervisors Complete:
Date of
Initial Visit
/
/
Date of
Midterm
Triad
/
/
Date of
Final Triad
/
/
*Mentors complete the sections specific to the field; *If you have a split experience, leave the cumulative
column blank; supervisor will complete
Mentors Complete
7 week
15 week
Cumulative
Absences from the field
Tardies in the field
Missed/Late assignments in the field
Weak/Unacceptable assignments in the field
*Supervisors complete the sections specific to the seminar and the cumulative column. If the intern has a
split experience, complete the cumulative columns for both your section and the mentor’s section.
Supervisors Complete
7 week
15 week
Cumulative
Absences from seminar
Tardies in seminar
Missed/Late assignments in seminar
Weak/Unacceptable assignments in seminar
Intern’s Name:
Supervisor’s Name:
Performance Levels: Exemplary (E)
Scores:
4
3.5
Proficient (P)
Emerging (M)
3
2.5
Unsatisfactory (U)
2
Not attempted
1
0
Average Domain Scores
Domain A. Organizing Content Knowledge for Student Learning
Average
7
15
A3.
Use of student background information for planning instruction (ACTFL 3b)
Plans relate to intern’s knowledge of students.
Plans accommodate for needs of English language learners and students with exceptionalities.
Plans vary instruction based on students’ background.
Plans demonstrate cultural competence by incorporating instructional content, resources, and strategies that are responsive to
cultural, linguistic, and gender differences.
Instructional goals and objectives (ACTFL 3a, 4a)
Plans establish clear goals.
Plans establish measurable objectives.
Goals and objectives relate to varied learning styles.
Goals and objectives establish appropriate expectations for all students.
Goals and objectives relate to Ohio Academic Content Standards and are aligned with school curriculum.
Content of instructional plans ( ACTFL 4b)
A4.
Plans demonstrate correct sequencing of subject matter.
Plans demonstrate accurate content knowledge.
Plans demonstrate cross-disciplinary connections where appropriate.
Structure of planned activities and materials ( ACTFL 4c)
A5.
Structure of lesson is developmentally appropriate for students and subject matter.
Activities and materials match with identified instructional goals.
Activities and materials are appropriate for students’ diverse needs and characteristics.
Assessment ( ACTFL 5a)
Average
7
15
A1.
A2.
Plan includes varied assessment strategies to measure the achievement of instructional goals and objectives.
Assessment strategies are appropriate for students.
Licensure Specific Items
A6.
Plans show understanding of language proficiency, linguistics, and language comparisons.(ACTFL 1a,1b,1c)
A7.
Plans show understanding of culture, the concept of culture, and the culture of speakers
of the foreign language. (ACTFL 2a, 2b)
A8.
Plans show understanding of literary and cultural texts and traditions. (ACTFL 2a,2b)
A9.
Plans show understanding of the value of foreign language Learning (ACTFL 6a)
Domain B. Enhancing the Learning Environment
B1.
B2.
Fairness to students (ACTFL 3a)
Intern establishes a climate of courtesy and respect
Intern makes eye contact with students.
Intern shows impartiality by involving all students.
Rapport with students (ACTFL 3a)
Intern expresses interest in students and knows students’ names.
Intern shows enthusiasm and appropriate tone.
Intern establishes positive rapport with students.
2
Average
7
15
Intern’s Name:
B3.
B4.
B5.
Supervisor’s Name:
Challenging expectations for learners (ACTFL 3b)
Intern encourages students to ask questions.
Intern provides students with choices in learning.
Intern encourages students to pursue further
learning.
Classroom management skills (ACTFL 3a, 3b)
Intern states specific, appropriate expectations for classroom behavior and states reasons for expectations.
Intern applies rules consistently and fairly.
Intern maintains students’ attention throughout the lesson.
Intern promotes positive behavior.
Physical environment (ACTFL 3a)
Intern maintains a safe learning environment.
Intern enhances student learning with bulletin boards/displays of student work.
Intern uses space and materials to vary physical environment to meet students’ needs and instructional goals.
Domain C. Teaching for Student Learning
C1.
C2.
C3.
C4.
C5.
C6.
C7.
Average
7
15
Communicating goals and procedures (ACTFL 4a, 4c)
Intern makes goals and objectives clear to students.
Intern makes instructional procedures clear to students.
Communicating content (ACTFL 3a)
Intern conveys content clearly and accurately.
Intern uses correct language, spelling, and syntax in verbal and written explanations of content.
Intern clarifies content for students having difficulty understanding.
Structure and sequence of instructional activities (ACTFL 3b, 4b)
Intern uses lesson structure and sequence that is developmentally appropriate for students and subject matter.
Intern uses a variety of individual and collaborative learning activities to achieve learning goals.
Intern uses appropriate manipulatives and instructional materials to support student learning.
Intern uses appropriate available technology to support student learning.
Intern provides appropriate adaptations for English language learners and students with exceptionalities.
Extending student thinking (ACTFL 3b)
Intern structures specific learning activities that encourage students to extend their thinking.
Intern recognizes and uses opportunities to help students extend their thinking.
Intern uses questioning and other interaction strategies to foster students’ understanding and to stimulate creative and critical
thinking.
Intern allows sufficient wait-time for student response to questions.
Assessing student understanding (ACTFL 5a, 5c)
Intern uses questioning and a variety of other appropriate assessment strategies to gauge student learning.
Intern correctly interprets students’ verbal and non-verbal cues for levels of understanding.
Plan includes varied assessment strategies to measure the achievement of instructional goals and objectives.
Assessment strategies are appropriate for students.
Use of assessment (ACTFL 5b, 5c)
Intern keeps written documentation of assessments to track student learning over time.
Intern adjusts instruction/activities based on formative assessment and uses teachable moments to meet students’ needs.
Intern monitors students and gives them substantive feedback.
Intern uses evaluation results in planning future instruction.
Use of time (ACTFL 3a, 3b)
Instructional materials are ready prior to the lesson.
Intern uses routines and procedures to maximize instructional time.
Intern paces the lesson appropriately for the students and content.
Intern makes smooth transitions between instructional activities to maximize instructional time.
Licensure Specific Items
3
Average
7
15
Intern’s Name:
Supervisor’s Name:
C8.
Intern guides in acquiring understanding of language proficiency, linguistics and language comparisons.
(ACTFL4b)
C9.
Intern guides learners in acquiring understanding of culture, the concept of culture, and the culture(s) of
peakers ofofthe
Speakers
theforeign
foreignlanguage.
language. ( (ACTFL
ACTFL4b)
4b)
C10.
Intern guides learners in acquiring understanding of literary and cultural texts and traditions.
ACTFL 4b)
C11.
Intern guides learner in acquiring the value of foreign language learning (ACTFL 6b)
Domain D.
Professionalism
D1.
D2.
D3.
D4.
D5.
Average
7
15
Reflection and professional development (ACTFL 6a)
Intern uses self-reflection to recognize and correct weaknesses.
Intern reflects on student achievement of the learning goals.
Intern uses feedback from prior observations to improve instruction.
Completion of work in the field (ACTFL 6a)
Intern follows school policies to maintain accurate student records and grades.
Intern performs assigned professional duties in the classroom.
Intern demonstrates initiative in getting involved in the classroom and working with the mentor.
Collaboration (ACTFL 6a)
Intern requests professional assistance from appropriate sources.
Intern establishes professional rapport with mentor and supervisor.
Intern maintains appropriate oral and written communication with families.
Professional habits in the field (ACTFL 6a)
Intern follows school policies.
Intern displays dispositions listed on the CSU List of Student Dispositions (including punctuality, attendance, and appropriate
appearance) in the field.
Intern participates in additional contractual teacher obligations as required by the experience (planning meetings, faculty
meetings, parent-teacher conferences, professional development activities, school functions).
Intern uses appropriate vocabulary and correct grammar/punctuation in verbal and written communication.
Professional habits in seminar (ACTFL 6a)
Intern displays dispositions listed on the CSU List of Student Dispositions (including punctuality, attendance, and active
participation) in the seminar and with the supervisor.
Intern completes all assignments and submits written work, including portfolio artifacts, in a timely fashion as assigned by
supervisor, seminar leader, or mentor teacher.
Intern uses appropriate vocabulary and correct grammar/punctuation in verbal and written communication.
4
Intern’s Name:
Supervisor’s Name:
Mentor teachers completing this form: Please note that all interns will receive two mentor observations unless
the mentor teacher is a CTE.
Please record the averages of each domain in the boxes below.
The third box requires an average of domains A-C.
Observations
Date
Domain
A
Domain
B
Observations
Domain
C
A-C
Average
The intern and observer initial to
indicate receipt of observation
write-up
Domain
D
#3*
CTE’s
only
#4*
CTE’s only
#1
#2
Intern:
Observer:
Intern:
Observer:
Intern:
Observer:
Intern:
Observer:
This section is to be completed for the 7-week Triad Conference only.
Midterm Evaluation (student teaching and practicum interns get a numeric grade at midterm):
Grade (circle one): A (4.0)
A- (3.7)
B+ (3.3)
B (3.0)
B -(2.7)
Strengths
C+ (2.3)
C (2.0)
D(1.0)
Goals for Second Half of Semester
F(0.0)
Signatures for Midterm Evaluation (7-week)
Supervisor
Date
Mentor Teacher
Date
Intern
Date
5
Intern’s Name:
Supervisor’s Name:
This section is to be completed for the 15-week Triad Conference only
Final Evaluation (practicum interns receive a grade; student teaching interns are satisfactory or unsatisfactory):
Practicum (circle one): A (4.0)
Student Teaching (circle one):
A- (3.7)
B+ (3.3)
B (3.0)
B- (2.7)
C+ (2.3)
Satisfactory
C (2.0)
D (1.0)
F (0.0)
Unsatisfactory
Supervisor (or CTE) will assign final grade based on mentor teacher and supervisor observations, seminar assignments, portfolio
artifacts, and professionalism.
Strengths
Areas for Continued Professional Growth
Signatures for Final Evaluation (15-week triad)
Supervisor
Date
Mentor Teacher
Date
Intern
Date
------------------------------------------------------------------------------------------------------------------- -----------------------------------------------
Honors and Recognition
****Promising Practicum Intern****
**Initial Check here if nominated for Promising Practicum Intern:
Mentor Teacher
_
Supervisor
****Outstanding Student Teacher****
**Initial here if nominated for Outstanding Student Teacher (top 20%): Mentor Teacher
Supervisor
6
_