KUTZTOWN UNIVERSITY
SECONDARY EDUCATION EVALUATION OF TEACHER CANDIDATE FIELD EXPERIENCE
BY COOPERATING TEACHER
Candidate's Name:
______________________________
Date
School: ________________________________________
Date(s) of Experience
Teacher’s Name: ________________________________
Discipline:
While field experiences are designed to give teaching candidates the opportunity to learn from working
with K-12 learners, it also gives K-12 learners the opportunity to learn from teaching candidates.
Teaching candidates contribute to classroom life in a variety of ways. Please indicate how the teaching
candidate contributed to the classroom.
Check the ways that indicate how the teaching candidate contributed to the classroom.
I. Planning and Preparation

Plan a lesson/activity
II. Environment

Create bulletin board

Perform routine classroom duties
Supervise candidates:

Study hall

Cafeteria

Homeroom

Classroom

Field Trip
III. Instruction

Teach lesson(s)

Help administer test

Review homework

Correct papers

Assist in the classroom

Tutor

Demonstrate technology
IV. Professionalism

Take attendance

Collect money/tickets

Participate in team meeting

Assist with technology
Cite any specific ways the Kutztown teaching candidate had an effect on student learning:
_____________________________________________________________________________________
_____________________________________________________________________________________
Please evaluate the Kutztown University teaching candidate in each of these categories.
Exemplary
Superior
Satisfactory
Unacceptable
Punctuality
Professional Appearance
Communication Skills
Ability to Work with Others
Thank you for taking the time to provide us with the above information. If you have any
additional comments, please feel free to add an additional page. It would be greatly appreciated
if you would email this evaluation back to the university at secondaryeducation@kutztown.edu
as soon as possible.
KUTZTOWN UNIVERSITY
SECONDARY EDUCATION TEACHER CANDIDATE
REFLECTION ON FIELD EXPERIENCE
Candidate's Name:
______________________________
Date
School: ________________________________________
Date(s) of Experience
Teacher’s Name: ________________________________
Discipline:
Check the ways in which you, as a teacher candidate, contributed to the classroom.
I. Planning and Preparation

Plan a lesson/activity
II. Environment

Create bulletin board

Perform routine classroom
duties
Supervise candidates:

Study hall

Cafeteria

Homeroom

Classroom

Field Trip
III. Instruction

Teach lesson(s)

Help administer test

Review homework

Correct papers

Assist in the classroom

Tutor

Demonstrate technology
IV. Professionalism

Take attendance

Collect money/tickets

Participate in team meeting

Assist with technology
STUDENT REFLECTION
Based upon your own reflection and the evaluation of your cooperating teacher and
university supervisor, please respond to the following question:
Describe an incident
where you feel you contributed to student learning. What was the incident and how did you
contribute to student learning?
Assessment #8 - Alignment of NCTE Standards to Kutztown University Secondary Education Teacher Evaluation of Teacher Candidate
Field Experience by Cooperating Teacher/Evaluation of Teacher Candidate Reflection on Field Experience
NCTE Standard
3.1 (3.1.1)
Category
Impact on Student
Learning - Planning
and Preparation
2.1
Impact on Student
Learning –
Environment
2.6
Impact on Student
Learning – Instruction
2.3
Professionalism –
Ability to Work with
Others
Exemplary (3)
Student
teacher/candidate
consistently and
thoroughly designs
appropriate learning
activities that promote
student learning
Student
teacher/candidate
consistently and
thoroughly creates an
inclusive and
supportive learning
environment for all
candidates
Student teacher
candidate
consistently and
thoroughly engages
candidates in
activities that
demonstrate the role
of arts and humanities
in learning
Student
teacher/candidate
consistently and
thoroughly
demonstrates ability
to communicate and
collaborate with
faculty
Superior (2)
Student
teacher/candidate
usually and
extensively designs
appropriate learning
activities that promote
student learning
Student
teacher/candidate
usually and
extensively creates an
inclusive and
supportive learning
environment for all
candidates
Student teacher
candidate usually
and extensively
engages candidates in
activities that
demonstrate the role
of arts and humanities
in learning
Satisfactory (1)
Student
teacher/candidate
sometimes and
adequately designs
appropriate learning
activities that promote
student learning
Student
teacher/candidate
sometimes and
adequately creates an
inclusive and
supportive learning
environment for all
candidates
Student teacher
candidate sometimes
and adequately
engages candidates in
activities that
demonstrate the role
of arts and humanities
in learning
Student
teacher/candidate
usually and
extensively
demonstrates ability
to communicate and
collaborate with
faculty
Student
teacher/candidate
sometimes and
adequately
demonstrates ability
to communicate and
collaborate with
faculty
Unsatisfactory (0)
Student
teacher/candidate
inappropriately and
superficially designs
appropriate learning
activities that promote
student learning
Student
teacher/candidate
inappropriately and
superficially creates
an inclusive and
supportive learning
environment for all
candidates
Student teacher
candidate
inappropriately and
superficially engages
candidates in
activities that
demonstrate the role
of arts and humanities
in learning
Student
teacher/candidate
inappropriately and
superficially
demonstrates ability
to communicate and
collaborate with
faculty
3.7 (3.7.2)
Student
Teacher/Candidate
Reflection Essay
Student
teacher/candidate
consistently and
thoroughly reflects
on his/her impact on
candidates informing
his/her teaching
Student
teacher/candidate
usually and
extensively reflects
on his/her impact on
candidates informing
his/her teaching
Student
teacher/candidate
sometimes and
adequately reflects
on his/her impact on
candidates informing
his/her teaching
Student
teacher/candidate
inappropriately and
superficially reflects
on his/her impact on
candidates informing
his/her teaching