Western Illinois University
Student Teaching Clinical Experience
Final Evaluation
Student Teacher: ________________________________ Major: ___________________ Date: _____________
Mentor Teacher: ________________________________ School: ______________________________________
Standard 1: Teaching Diverse Learners – The competent teacher understands the diverse characteristics and
abilities of each student and how individuals develop and learn within the context of their social economic,
cultural, linguistic, and academic experiences. The teacher uses that information to create instructional
opportunities that maximize student learning.
Must earn a minimum five competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When creating instructional opportunities to maximize learning for each student,
evidence indicates that candidate knowledge and/or skills reflecting the standard are entirely lacking
or never exhibited.
Definitions 2 - Emerging: When creating instructional opportunities to maximize learning for each student,
for rating
evidence indicates that candidate knowledge and/or skills reflecting the standard are not fully
scale:
developed and consistently used.
3 - Competent: When creating instructional opportunities to maximize learning for each student,
evidence indicates that candidate knowledge and/or skills reflecting the standard are accurately and
consistently applied.
_____ 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.).
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 1
o Technology use
o Other:
_______________________
Standard 2: Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding
of content area knowledge, which includes central concepts, methods of inquiry, structures of the discipline(s),
and content area literacy. The teacher creates meaningful learning experiences for each student based upon
interactions among content area and pedagogical knowledge, and evidence-based practice.
Must earn a minimum five competent (3) and no unacceptable (1) scores in this standard.
1 – Unacceptable: When engaged in the process of creating meaningful learning experiences for
each student based on content, pedagogical knowledge, and research-based best practice, the
evidence indicates that candidate knowledge and/or skills reflecting the standard are entirely
lacking or never exhibited.
2 - Emerging: When engaged in the process of creating meaningful learning experiences for each
Definitions
student based on content, pedagogical knowledge, and research-based best practice, the evidence
for rating
indicates that candidate knowledge and/or skills reflecting the standard are not fully developed and
scale:
consistently used.
3 - Competent: When engaged in the process of creating meaningful learning experiences for each
student based on content, pedagogical knowledge, and research-based best practice, the evidence
indicates that candidate knowledge and/or skills reflecting the standard are accurately and
consistently applied.
_____ 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]
_____ 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]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 2
o Technology use
o Other:
_______________________
Standard 3: Planning for Differentiated Instruction – The competent teacher plans and designs instruction
based on content area knowledge, diverse student characteristics, student performance data, curriculum goals,
and the community context.
Must earn a minimum six competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When planning and designing differentiated instruction, evidence indicates that
candidate knowledge and/or skills reflecting the standard are entirely lacking or never exhibited.
Definitions 2 - Emerging: When planning and designing differentiated instruction, evidence indicates that
for rating
candidate knowledge and/or skills reflecting the standard are not fully developed and consistently
scale:
used.
3 - Competent: When planning and designing differentiated instruction, evidence indicates that
candidate knowledge and/or skills reflecting the standard are accurately and consistently applied.
_____ 1. Understands the instructional development process, and knows how to incorporate the Illinois
Learning Standards (23 Ill. Adm. Code 1.Appendix D) and knowledge of cultural, linguistic,
cognitive, physical, and social and emotional differences when planning differentiated instruction.
[IPTS 3A, 3C]
_____ 2. 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]
_____ 3. 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]
_____ 4. 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]
_____ 5. 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]
_____ 6. Establishes high expectations for each student’s learning and behavior. [IPTS 3H]
_____ 7. Incorporates experiences into instructional practices that relate to a student’s current life experiences
and to future life experiences. [IPTS 3K]
_____ 8. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
[IPTS 3L]
_____ 9. When planning instruction, addresses goals and objectives contained in plans developed under
Section 504 of the Rehabilitation Act of 1973 (29 USC 794), individualized education programs
(IEP) (see 23 Ill. Adm. Code 226 (Special Education)) or individual family service plans (IFSP) (see
23 Ill. Adm. Code 226 and 34 CFR 300.24; 2006). [IPTS 3O]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 3
o Technology use
o Other:
_______________________
Standard 4: Learning Environment – The competent teacher structures a safe and healthy learning
environment that facilitates cultural and linguistic responsiveness, emotional wellbeing, self-efficacy, positive
social interaction, mutual respect, active engagement, academic risk taking, self-motivation, and personal goal
setting.
Must earn a minimum five competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When structuring a safe and healthy learning environment, evidence indicates
that candidate knowledge and/or skills reflecting the standard are entirely lacking or never
exhibited.
Definitions
2 - Emerging: When structuring a safe and healthy learning environment, evidence indicates that
for rating
candidate knowledge and/or skills reflecting the standard are not fully developed and consistently
scale:
used.
3 - Competent: When structuring a safe and healthy learning environment, evidence indicates that
candidate knowledge and/or skills reflecting the standard are accurately and consistently applied.
_____ 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 community in which students assume
responsibility for themselves and one another, participate in decision-making, work collaboratively
and independently, use appropriate technology, and engage in purposeful learning activities. [IPTS
4B, 4C, 4K]
_____ 4. Engages students in and monitors individual and group-learning activities that help them develop
competence and motivation to learn. [IPTS 4D, 4N]
_____ 5. Analyzes the classroom environment and makes decisions that best meet students’ individual and
social needs. [IPTS 4E, 4L]
_____ 6. 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]
_____ 7. 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]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 4
o Technology use
o Other:
_______________________
Standard 5: Instructional Delivery - The competent teacher differentiates instruction by using a variety of
strategies that support critical and creative thinking, problem-solving, and continuous growth and learning.
This teacher understands that the classroom is a dynamic environment requiring ongoing modification of
instruction to enhance learning for each student.
Must earn a minimum seven competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When attempting to deliver instruction, evidence indicates that candidate
knowledge and/or skills reflecting the standard are entirely lacking or never exhibited.
Definitions
2 - Emerging: When attempting to deliver instruction, evidence indicates that candidate knowledge
for rating
and/or skills reflecting the standard are not fully developed and consistently used.
scale:
3 – Competent: When attempting to deliver instruction, evidence indicates that candidate
knowledge and/or skills reflecting the standard are accurately and consistently applied.
_____ 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]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 5
o Technology use
o Other:
_______________________
Standard 6: Reading, Writing, and Oral Communication – The competent teacher has foundational
knowledge of reading, writing, and oral communication with the content area and recognizes and addresses
student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Must earn a minimum six competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When addressing student reading, writing, and oral communication needs to
facilitate the acquisition of content knowledge, evidence indicates that candidate knowledge and/or
skills reflecting the standard are entirely lacking or never exhibited.
Definitions 2 - Emerging: When addressing student reading, writing, and oral communication needs to
for rating
facilitate the acquisition of content knowledge, evidence indicates that candidate knowledge and/or
scale:
skills reflecting the standard are not fully developed and consistently used.
3 – Competent: When addressing student reading, writing, and oral communication needs to
facilitate the acquisition of content knowledge, evidence indicates that candidate knowledge and/or
skills reflecting the standard are accurately and consistently applied.
_____ 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. Uses modeling, explanation, practice, and feedback to teach 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]
_____ 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]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 6
o Technology use
o Other:
_______________________
Standard 7: Assessment – The competent teacher understands and uses appropriate formative and summative
assessments for determining student needs, monitoring student progress, measuring student growth, and
evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional
effectiveness and adjusts practice to meet the needs of each student.
Must earn a minimum six competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When assessing student learning and making data-driven curricular and
instructional decision, evidence indicates that candidate knowledge and/or skills reflecting the
standard are entirely lacking or never exhibited.
Definitions 2 - Emerging: When assessing student learning and making data-driven curricular and instructional
for rating
decision, evidence indicates that candidate knowledge and/or skills reflecting the standard are not
scale:
fully developed and consistently used.
3 – Competent: When assessing student learning and making data-driven curricular and
instructional decision, evidence indicates that candidate knowledge and/or skills reflecting the
standard are accurately and consistently applied.
_____ 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,
parents/guardians, colleagues, and the community in a manner that complies with the requirements of
the Illinois School Student Records Act [105 ILCS 10], 23 Ill. Adm. Code 375 (Student Records), the
Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g) and its implementing
regulations (34 CFR 99; December 9, 2008). [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]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 7
o Technology use
o Other:
_______________________
Standard 8: Collaborative Relationships – The competent teacher builds and maintains collaborative
relationships to foster cognitive, linguistic, physical, and social/emotional development. This teacher works as a
team member with professional colleagues, students, parents/guardians, and community members.
Must earn a minimum six competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: When working with others to foster student development, evidence indicates
that candidate knowledge and/or skills reflecting the standard are entirely lacking or never
exhibited.
Definitions
2 - Emerging: When working with others to foster student development, evidence indicates that
for rating
candidate knowledge and/or skills reflecting the standard are not fully developed and consistently
scale:
used.
3 – Competent: When working with others to foster student development, evidence indicates that
candidate knowledge and/or skills reflecting the standard are accurately and consistently applied.
_____ 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 all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning
climates for the school that encourage unity, support a sense of shared purpose, show trust in one
another, and value individuals. [IPTS 8J]
_____ 3. Appropriately uses digital 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]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 8
o Technology use
o Other:
_______________________
Standard 9: Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and
reflective practitioner who exhibits professionalism, provides leadership in the learning community, and
advocates for students, parents/guardians and the profession.
Must earn a minimum five competent (3) and no unacceptable (1) scores in this standard.
1 - Unacceptable: Evidence indicates that candidate understanding of and adherence to ethical
standards, professional conduct and reflective practice as a teaching professional are entirely
lacking or never exhibited.
Definitions 2 - Emerging: Evidence indicates that candidate understanding of and adherence to ethical
for rating
standards, professional conduct and reflective practice as a teaching professional is not fully
scale:
developed and consistently exhibited.
3 – Competent: Evidence indicates that candidate understanding of and adherence to ethical
standards, professional conduct and reflective practice as a teaching professional is fully developed
and consistently exhibited.
_____ 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, proactively serves all students and their families with equity and honor and advocates on
their behalf, ensuring the learning and well-being of each child in the classroom. [IPTS 9L, 9Q]
_____ 4. Communicates relevant information and ideas effectively to students, parents/guardians, and peers,
using a variety of technology and digital-age media and formats. [IPTS 9M]
_____ 5. Collaborates with other teachers, students, parents/guardians, specialists, administrators, and
community partners to enhance students’ learning and school improvement. [IPTS 9N]
_____ 6. Uses leadership skills that contribute to individual and collegial growth and development, school
improvement, and the advancement of knowledge in the teaching profession. [IPTS 9P]
_____ 7. 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]
_____ 8. Models digital etiquette and responsible social actions in the use of digital technology and teaches
safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources. [IPTS 9S, 9T]
Comments:
Sources of evidence: (check all that apply)
o Lesson plans
o Weekly reflections
o Materials (handouts, tests, etc.)
o Student artifacts (evidence of
learning)
o Observed lesson(s)
Page 9
o Technology use
o Other:
_______________________
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:

Competent (3)
(met requirements on
ALL standards)

Emerging (2)
(not passing; did not meet
requirements in one or two
standards)

Unacceptable (1)
(not passing; did not meet
requirements in three or more
standards)
A letter of recommendation MUST accompany this form on your school’s letterhead.
Signature of Mentor Teacher: _________________________________________________________________
Signature of Student Teacher: _________________________________________________________________
10/2012
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