goEd Form
Person Completing Form: Boyd, Julie Sara
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Evaluation Date:
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Cooperating Teacher (first/last):
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The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) provide the framework for this evaluation instrument. Included under each standard are elements by which students should be assessed. Every element of a standard has five levels of performance ranging from unsatisfactory to proficient. The levels range from student teachers who are still striving to master the rudiments of teaching (unsatisfactory) to accomplished student teachers who demonstrate consistently high teaching skills (proficient).
Please mark the box that best describes the appropriate level of performance for each element. After scoring the ten standards, please complete the written summary and evaluation.
Scoring Rubric:
N/A: Check the N/A button if you are unable to comment on a particular element.

Unsatisfactory (1): The student teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the student teacher to grow and develop in this area.
Needs Improvement (2): The student teacher demonstrates limited understanding of concepts underlying the component.
Basic (3): The student teacher appears to understand the concepts underlying the component and attempts to implement its elements.
Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the student teacher to become proficient in this area.
Developed (4): The student teacher demonstrates solid understanding of the concepts underlying the component and is usually successful at implementing its elements.
Proficient (5): The student teacher clearly understands the concepts underlying the component and implements it consistently in a highly effective manner.
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Knowledge of Characteristics of Age Group
The teacher creates developmentally appropriate instruction.
Suitability for Diverse Students
The teacher differentiates instruction to meet particular learner differences or needs in each area of development (cognitive, linguistic, social, emotional and physical).
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement

Instructional Scaffolding
The teacher scaffolds instruction when necessary.
Oral and Written Vocabulary
Vocabulary is appropriate to students' age and interests.
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Knowledge of Students' Varied Approaches to Learning
Teacher implements a variety of instructional strategies to meet the needs of diverse learners.
Knowledge of Students' Skills
Teacher displays knowledge of students' skills, knowledge for groups of students', and uses the information to inform instruction.
Knowledge of Students' Interests and Cultural Heritage
The teacher brings multiple perspectives to the discussion of content, including attention to the learners' personal, family and community experiences and cultural norms.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self‑motivation.
Management of Instructional Groups
Tasks for group work are organized, and groups are managed so students are engaged
Management of Transitions
Transitions occur smoothly, with minimal loss of instructional time
Management of Materials and Supplies
Routines for handling materials and supplies occur smoothly with minimal loss of instructional time
Expectations
The teacher establishes or maintains classroom rules and procedures.
Monitoring of Student Behavior
The teacher enforces consequences consistently, critiquing the action, not the individual.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A

Teacher Interaction with Students
The teacher establishes and maintains respectful relationships with the students.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Knowledge of Content
The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline.
Knowledge of Prerequisite Relationships
Student's prior knowledge is utilized.
Knowledge of Content‑Related Misconceptions
The teacher recognizes learner misconceptions in the discipline and creates experiences to build accurate conceptual understanding.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Quality of Questions
Teacher's questions are of high quality. Adequate time is available for students to respond.
Discussion Techniques
Classroom interaction represents true discussion, with teacher stepping to the side, when appropriate.
Student Participation
Teacher engages students in the discussion
Interdisciplinary Projects
The teacher develops and implements projects that guide students in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross‑disciplinary skills.
Applying Content to Real World Problems
The teacher engages students in applying content knowledge to real world problems through the lens of interdisciplinary themes.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher and learner's decision‑making.
Alignment with Instructional Goals
Assessment is aligned with the lesson objectives.
Criteria and Standards
Assessment criteria and standards are clear, and have been communicated to students.
Use for Planning
Teacher uses assessment results to plan for individuals, and groups of students and evaluate the lesson's effectiveness.
Student Progress in Learning
The teacher tracks student progress.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory

Quality: Accurate, Substantive, Constructive and Specific
The teacher provides effective descriptive feedback to guide the learner's progress.
Variety
The teacher creates opportunities for students to demonstrate their learning in different ways.
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross‑disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Developmentally Appropriate Planning
The teacher individually and collaboratively selects and creates developmentally appropriate learning experiences that are guided by curriculum goals and content standards.
Clarity
Assignments are clear, purposeful and instructive.
Differentiation
The teacher chooses appropriate strateges, materials and accommodations to differentiate instruction for individuals and groups of learners.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A

Activities and Assignments
Activities and assignments are appropriate for students. Students are cognitively engaged in them.
Instructional Materials and Resources
The teacher organizes the materials and activities in advance.
Structure and Planning
The lesson has a defined structure around which the activities are organized. Pacing of the lesson is appropriate for students.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Direction and Procedures
Teacher directions and procedures are clear to students and contain an appropriate level of detail.
Teacher's Role
The teacher varies his/her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purpose of instruction and the needs of learners.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient

Instructional Materials and Resources
Materials and resources support the instructional goals, and engage students in meaningful learning.
Instructional Groups
The teacher uses the appropriate instructional strategies to meet the needs of individuals and groups of learners.
Communication
The teacher uses a variety of instructional strategies to support and expand learner's communication through speaking, listening, reading and writing.
Lesson Adjustments
Teacher makes minor adjustments to a lesson when necessary and adjustments occur smoothly.
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Accuracy
Teacher assesses a lesson's effectiveness and the extent to which it has achieved its goals.
Teacher can cite general references to support the judgment.
Use in Future Teaching
Teacher makes specific suggestions of what he/she may try another time.
Enhancement of Content Knowledge and Pedagogical Skill
Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Service to the School
Teacher volunteers to participate in school events, making a contribution.
Information about Individual Students
Teacher communicates with parents about students' progress as appropriate and is available as needed to respond to parent concerns.
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient

Engagement of Families in the Instructional Program
Teacher engages families in the instructional program.
Written Summary and Evaluation (Include specific evidence where appropriate)
N/A
Unsatisfactory
Needs Improvement
Basic
Developed
Proficient
N/A
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