NICHOLLS STATE UNIVERSITY
Student Teacher Evaluation
Student Teacher
Supervising Teacher(s)
University Coordinator
School
Grade/Subject
Evaluation Dates:
First
Second
INSTRUCTIONS FOR USING THIS EVALUATION: Please circle the appropriate description for each domain component for midsemester and at the end of the semester.
The rating used in this instrument is based on a three point scale. It will provide opportunities for further in-depth studies of student
teacher performance. A major reason is that the criteria used herein now directly conforms to the LOUISIANA ASSESSMENT FOR
FIRST YEAR TEACHERS.
Items marked “Unacceptable” should be qualified under the remarks section. Strengths and areas for improvement should also
be identified under the remarks section. PLEASE DO NOT LEAVE THE REMARKS SECTION BLANK. Please attach additional
sheets if needed or use the back of the form.
SPACES ARE PROVIDED FOR SIGNATURES BY THE STUDENT TEACHER, SUPERVISING TEACHER, SUPERVISING
PRINCIPAL, UNIVERSITY COORDINATOR AND COORDINATOR OF STUDENT TEACHING. Signatures must be provided at
mid-semester and at the end of the semester.
“Responsible Leaders Engaging in Professional Practice”
RESPONSIBLE LEADERS:
Take responsibility for their own professional development;
Engage in reflective inquiry and use data to adjust instruction;
Engage in leadership in both the school and the community;
Inquire into and serve the profession;
Inquire into and contribute to current research and scholarship;
Engage in ethical behaviors.
RESPONSIBLE LEADERS:
Teach from the local ecology
(culture, community, & environment);
Demonstrate responsibility for inquiring into the local ecology;
Use local knowledge to transform the learning of all students;
Demonstrate responsibility for serving the needs of
students and the community.
RESPONSIBLE LEADERS:
Transform the lives of all students by creating positive
learning environments;
Use the curriculum to advocate for social change;
Use technology to improve the lives of all students;
Advocate for students in both the school and the community;
Teach for the success of all students.
RESPONSIBLE LEADERS:
Demonstrate an openness to change;
Inquire into the relationship between cultural differences and
learning;
Inquire into the learning needs of students;
Inquire into innovative teaching practices that meet the needs of all
students;
Collaborate with all parties who have an interest in
student success;
Teach students how to use technology to improve their learning.
1
MID-SEMESTER AND FINAL EVALUATION
The Student Teacher Final Evaluation Form follows the Louisiana Components of Effective Teaching (LCET) document, and includes
the same components identified by the State Department of Education for Level 1 certification during the first year teaching
evaluation. The components of LCET include planning, management, instruction, professionalism, and school improvement. The
evaluation is completed for each candidate by the university coordinator at mid-term and at the end of the semester. Data collected at
mid-term is used only for candidate feedback.
Directions: Circle the description which best evaluates the extent to which competency is attained.
Domain 1 - Planning - The teacher candidate plans accurate and developmentally appropriate lessons in accordance with the
Nicholls State University Conceptual Framework
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently The candidate specifies
The candidate infrequently
1. The candidate specifies learner
specifies learner outcomes learner outcomes in clear, specifies learner outcomes in
outcomes in clear, concise objectives
ACEI-2007.3.1 LA-NISU-PLO.2 NAEYCin clear, concise objectives concise objectives
clear, concise objectives
INI-2010.5 NAEYC-INI-2010.5.c NASPEINI-2008.3.2 NCTM-2003.SEC.8.4
The candidate consistently The candidate includes
The candidate infrequently
2. The candidate includes activities that
develop and assess the objectives A
includes activities that
activities that develop
includes activities that
CEI-2007.3.3 LA-NISU-PLO.2 NAEYCdevelop and assess the
and assess the objectives develop and assess the
INI-2010.4 NAEYC-INI-2010.4.c NASPEobjectives
objectives
INI-2008.3.3 NCTE-2012.3.1 NCTE2012.4.1 NCTM-2003.SEC.8.2 NCTM2012.SEC.5b
The candidate consistently The candidate identifies The candidate infrequently
3. The candidate identifies and plans for
identifies and plans for
and plans for individual identifies and plans for
individual differences
ACEI-2007.3.2 LA-NISU-PLO.2 LA-NISUindividual differences
differences
individual differences
PLO.4 LA-NISU-PLO.6 NAEYC-INI2010.3 NAEYC-INI-2010.3.c NASPE-INI2008.3.6 NCTE-2012.3.1 NCTE-2012.3.4
NCTE-2012.4.4 NCTE-2012.5.1 NCTE2012.5.2 NCTE-2012.5.3 NCTE-2012.6.2
The candidate consistently The candidate identifies The candidate infrequently
4. The candidate identifies materials that
identifies materials that are materials that are
identifies materials that are
are developed from the local ecology, other
developed from the local
developed from the local developed from the local
than standard classroom material, as
ecology, other than
ecology, other than
ecology, other than standard
needed for the lesson
LA-NISU-PLO.2 LA-NISU-PLO.6 NAEYCstandard classroom
standard classroom
classroom material, as
INI-2010.5 NAEYC-INI-2010.5.a NASPEmaterial, as needed for the material, as needed for the needed for the lesson
INI-2008.3.4 NCTM-2003.SEC.8.1 NCTMlesson
lesson
2003.SEC.8.2 NCTM-2003.SEC.8.3
The candidate consistently The candidate plans for
The candidate infrequently
5. The candidate plans for method (s) of
plans for method (s) of
method (s) of evaluation plans for method (s) of
evaluation to measure learner outcomes
ACEI-2007.4 LA-NISU-PLO.2 NAEYCevaluation to measure
to measure learner
evaluation to measure
INI-2010.3 NAEYC-INI-2010.3.b NASPElearner outcomes
outcomes
learner outcomes
INI-2008.5.2 NCTE-2012.3.2 NCTE2012.3.4 NCTE-2012.4.2
The candidate consistently The candidate assists in
The candidate infrequently
6. The candidate assists in IEP, ITP and/or
assists in IEP, ITP and/or IEP, ITP and/or IFSP
assists in IEP, ITP and/or
IFSP development (for special education
IFSP development (for
development (for special IFSP development (for
teachers only)
ACEI-2007.5.2 LA-NISU-PLO.2 LA-NISUspecial education teachers education teachers only) special education teachers
PLO.3 LA-NISU-PLO.4 NASPE-INIonly)
only)
2008.3.5
2
Remarks:
Mid-Semester:
Final:
Domain II - Management -- Component A - The teacher candidate maintains an environment conducive to learning.
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently The candidate organizes
The candidate infrequently
1.The candidate organizes space,
organizes space, materials, space, materials, and/or
organizes space, materials,
materials, and/or equipment to facilitate
and/or equipment to
equipment to facilitate
and/or equipment to
learning
LA-NISU-PLO.2 NAEYC-INI-2010.1
facilitate learning
learning
facilitate learning
NAEYC-INI-2010.1.c NASPE-INI-2008.3.4
The candidate consistently The candidate promotes a The candidate infrequently
2. The candidate promotes a positive
promotes a positive
positive learning climate promotes a positive learning
learning climate
ACEI-2007.3.4 LA-NISU-PLO.1 LA-NISUlearning climate
climate
PLO.2 LA-NISU-PLO.3 LA-NISU-PLO.4
NAEYC-INI-2010.4 NAEYC-INI-2010.4.d
NASPE-INI-2008.6.1
Remarks:
Mid-Semester:
Final:
Domain II - Management -- Component B: The teacher candidate maximizes the amount of time available for instruction
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently The candidate manages
The candidate infrequently
1. The candidate manages routines and
manages routines and
routines and transitions in manages routines and
transitions in a timely manner
LA-NISU-PLO.2 NAEYC-INI-2010.4
transitions in a timely
a timely manner
transitions in a timely
NAEYC-INI-2010.4.c NASPE-INI-2008.4.5
manner
manner
The candidate consistently The candidate manages
The candidate infrequently
2. The candidate manages and/or adjusts
manages and/or adjusts
and/or adjusts allotted time manages and/or adjusts
allotted time for activities planned
ACEI-2007.3.5 LA-NISU-PLO.2 NAEYCallotted time for activities for activities planned
allotted time for activities
INI-2010.4 NAEYC-INI-2010.4.c NASPEplanned
planned
INI-2008.4.5
Remarks:
Mid-Semester:
Final:
3
Domain II - Management -- Component C: The teacher candidate manages learner behavior to provide productive learning
opportunities
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate
The candidate establishes The candidate infrequently
1. The candidate establishes expectations
consistently establishes expectations for learner
establishes expectations for
for learner behavior
LA-NISU-PLO.2 NAEYC-INI-2010.3
expectations for learner behavior
learner behavior
NAEYC-INI-2010.3.a NASPE-INI-2008.4.5
behavior
The candidate
The candidate uses
The candidate infrequently
2. The candidate uses monitoring
consistently uses
monitoring techniques to uses monitoring techniques
techniques to facilitate learning
ACEI-2007.4 LA-NISU-PLO.2 NAEYCmonitoring techniques to facilitate learning
to facilitate learning
INI-2010.3 NAEYC-INI-2010.3.a NASPEfacilitate learning
INI-2008.4.4
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component A: The teacher candidate delivers instruction effectively
Target (3 pts)
Acceptable (2 pts)
The candidate
The candidate uses
1. The candidate uses technique(s) which
consistently uses
technique(s) which
develop(s) lesson objective(s)
ACEI-2007.3.3 LA-NISU-PLO.2 NAEYC-INItechnique(s) which
develop(s) lesson
2010.4 NAEYC-INI-2010.4.d NASPE-INIdevelop(s) lesson
objective(s)
2008.3.3 NCTE-2012.3.1 NCTE-2012.3.2
objective(s)
NCTE-2012.3.3 NCTE-2012.3.4 NCTE2012.3.5 NCTE-2012.3.6 NCTE-2012.4.1
NCTE-2012.4.2 NCTE-2012.4.3 NCTE2012.4.4 NCTE-2012.5.4 NCTM-2003.SEC.8.7
NCTM-2012.SEC.5a
The candidate
The candidate sequences
2. The candidate sequences lessons to
consistently sequences
lessons to promote
promote learning
ACEI-2007.1 LA-NISU-PLO.2 NAEYC-INIlessons to promote
learning
2010.4 NASPE-INI-2008.3.6 NCTE-2012.3.1
learning
NCTE-2012.3.2 NCTE-2012.3.3 NCTE2012.3.4 NCTE-2012.3.5 NCTE-2012.3.6
NCTE-2012.4.1 NCTE-2012.4.2 NCTE2012.4.3 NCTE-2012.4.4
The candidate
The candidate uses
3. The candidate uses available teaching
material(s) to achieve lesson objective(s) LAconsistently uses
available teaching
NISU-PLO.2 NAEYC-INI-2010.4 NASPE-INIavailable teaching
material(s) to achieve
2008.3.4 NCTE-2012.5.4 NCTM-2003.SEC.8.1
material(s) to achieve
lesson objective(s)
NCTM-2003.SEC.8.3 NCTM-2003.SEC.8.4
lesson objective(s)
The candidate
The candidate adjusts
4. The candidate adjusts lesson when
appropriate using reflective practice ACEIconsistently adjusts
lesson when appropriate
2007.3.2 LA-NISU-PLO.2 LA-NISU-PLO.5
lesson when appropriate using reflective practice
NAEYC-INI-2010.4 NASPE-INI-2008.4.4
using reflective practice
The candidate
The candidate integrates
5. The candidate integrates technology into
consistently integrates
technology into
instruction
ACEI-2007.3.5 LA-NISU-PLO.2 NAEYC-INItechnology into
instruction
2010.4 NASPE-INI-2008.3.7 NCSS.1.1 NCTEinstruction
2012.1.2 NCTE-2012.2.1 NCTE-2012.5.4
NCTM-2003.SEC.8.9
Unacceptable (1 pt)
The candidate infrequently
uses technique(s) which
develop(s) lesson
objective(s)
The candidate infrequently
sequences lessons to
promote learning
The candidate infrequently
uses available teaching
material(s) to achieve
lesson objective(s)
The candidate infrequently
adjusts lesson when
appropriate using reflective
practice
The candidate infrequently
integrates technology into
instruction
4
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component B: The teacher candidate presents appropriate content
Target (3 pts)
Acceptable (2 pts)
The candidate
The candidate presents
1. The candidate presents content at a
consistently presents
content at a
developmentally appropriate level
ACEI-2007.1 LA-NISU-PLO.2 LA-NISUcontent at a
developmentally
PLO.4 NAEYC-INI-2010.4 NAEYC-INIdevelopmentally
appropriate level
2010.4.b NASPE-INI-2008.4.2 NCTEappropriate level
2012.3.1 NCTE-2012.5.2 NCTM2012.SEC.5b
The candidate
The candidate presents
2. The candidate presents accurate subject
consistently presents
accurate subject matter
matter
ACEI-2007.2.1 ACEI-2007.2.2 ACEIaccurate subject matter
2007.2.3 ACEI-2007.2.4 ACEI-2007.2.5
ACEI-2007.2.6 ACEI-2007.2.7 LA-NISUPLO.2 NAEYC-INI-2010.4 NAEYC-INI2010.4.c NASPE-INI-2008.4.2
The candidate
The candidate relates
3. The candidate relates relevant
consistently relates
relevant examples,
examples, unexpected situations, or
relevant examples,
unexpected situations, or
current events to the content
LA-NISU-PLO.2 LA-NISU-PLO.5 NAEYCunexpected situations, or current events to the
INI-2010.5 NASPE-INI-2008.4.3 NCSS.1.3
current events to the
content
NCTE-2012.6.2
content
Unacceptable (1 pt)
The candidate infrequently
presents content at a
developmentally
appropriate level
The candidate infrequently
presents accurate subject
matter
The candidate infrequently
relates relevant examples,
unexpected situations, or
current events to the
content
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component C: The teacher candidate provides opportunities for student involvement in the
learning process
1. The candidate accommodates individual
differences by demonstrating openness to
diverse academic and socio-cultural
behaviors
ACEI-2007.3.2 LA-NISU-PLO.1 LA-NISUPLO.2 LA-NISU-PLO.4 LA-NISU-PLO.6
NAEYC-INI-2010.4 NASPE-INI-2008.3.5
NCTE-2012.3.1 NCTE-2012.5.1 NCTE2012.5.2 NCTE-2012.5.3 NCTE-2012.6.1
NCTE-2012.6.2
Target (3 pts)
The candidate
consistently
accommodates individual
differences by
demonstrating openness
to diverse academic and
socio-cultural behaviors
Acceptable (2 pts)
The candidate
accommodates individual
differences by
demonstrating openness to
diverse academic and
socio-cultural behaviors
Unacceptable (1 pt)
The candidate infrequently
accommodates individual
differences by
demonstrating openness to
diverse academic and sociocultural behaviors
5
2. The candidate works for the academic
excellence of all students from diverse
cultural, social, and intellectual
backgrounds.
ACEI-2007.3.1 LA-NISU-PLO.2 LA-NISUPLO.3 LA-NISU-PLO.4 LA-NISU-PLO.6
NASPE-INI-2008.4.1 NCSS.1.1 NCTE2012.6.2
3. The candidate demonstrates ability to
communicate effectively with students
ACEI-2007.3.5 LA-NISU-PLO.2 NAEYCINI-2010.4 NASPE-INI-2008.3.6 NCTE2012.2.2
4. The candidate stimulates and
encourages higher order thinking at the
appropriate developmental levels
ACEI-2007.3.3 LA-NISU-PLO.2 LA-NISUPLO.4 NAEYC-INI-2010.4 NASPE-INI2008.4.1 NCTM-2012.SEC.4
5. The candidate encourages student
participation
ACEI-2007.3.4 LA-NISU-PLO.2 NAEYCINI-2010.4 NASPE-INI-2008.4.3 NCTE2012.5.2
Target (3 pts)
The candidate
consistently works for the
academic excellence of
all students from diverse
cultural, social, and
intellectual backgrounds.
Acceptable (2 pts)
The candidate works for
the academic excellence of
all students from diverse
cultural, social, and
intellectual backgrounds.
Unacceptable (1 pt)
The candidate infrequently
works for the academic
excellence of all students
from diverse cultural, social,
and intellectual
backgrounds.
The candidate
consistently demonstrates
ability to communicate
effectively with students
The candidate
demonstrates ability to
communicate effectively
with students
The candidate infrequently
demonstrates ability to
communicate effectively
with students
The candidate
consistently stimulates
and encourages higher
order thinking at the
appropriate
developmental levels
The candidate
consistently encourages
student participation
The candidate stimulates
and encourages higher
order thinking at the
appropriate developmental
levels
The candidate infrequently
stimulates and encourages
higher order thinking at the
appropriate developmental
levels
The candidate encourages The candidate infrequently
student participation
encourages student
participation
Remarks:
Mid-Semester:
Final:
Domain III - Instruction -- Component D: The teacher candidate assesses student progress effectively
1. The candidate monitors ongoing
performance of students
ACEI-2007.4 LA-NISU-PLO.2 NAEYCINI-2010.3 NASPE-INI-2008.5.2 NCTE2012.3.2 NCTE-2012.4.2 NCTM2012.SEC.5c
2. The candidate uses appropriate and
effective technique(s)
ACEI-2007.4 LA-NISU-PLO.2 NAEYCINI-2010.3 NASPE-INI-2008.3.4
3. The candidate provides timely feedback
to students regarding their progress
ACEI-2007.4 LA-NISU-PLO.2 NAEYCINI-2010.4 NASPE-INI-2008.4.3
4. The candidate produces evidence of
student academic growth under his/her
instruction
LA-NISU-PLO.2 NAEYC-INI-2010.3
Target (3 pts)
The candidate
consistently monitors
ongoing performance of
students
Acceptable (2 pts)
The candidate monitors
ongoing performance of
students
Unacceptable (1 pt)
The candidate infrequently
monitors ongoing
performance of students
The candidate
consistently uses
appropriate and effective
technique(s)
The candidate
consistently provides
timely feedback to
students regarding their
progress
The candidate
consistently produces
evidence of student
academic growth under
The candidate uses
appropriate and effective
technique(s)
The candidate infrequently
uses appropriate and
effective technique(s)
The candidate provides
timely feedback to
students regarding their
progress
The candidate infrequently
provides timely feedback to
students regarding their
progress
The candidate produces
evidence of student
academic growth under
his/her instruction
The candidate infrequently
produces evidence of
student academic growth
under his/her instruction
6
NASPE-INI-2008.5.2 NCTM-2012.SEC.5c
Target (3 pts)
his/her instruction
Acceptable (2 pts)
Unacceptable (1 pt)
Remarks:
Mid-Semester:
Final:
Domain IV - Professionalism -- Component A: The teacher candidate plans for professional development.
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate consistently The candidate conducts
The candidate infrequently
1. The candidate conducts themselves in
conducts themselves in an themselves in an ethical, conducts themselves in an
an ethical, just, legal, and professional way
ACEI-2007.5.1 LA-NISU-PLO.2 NAEYCethical, just, legal, and
just, legal, and
ethical, just, legal, and
INI-2010.6 NAEYC-INI-2010.6.b NASPEprofessional way
professional way
professional way
INI-2008.1.4 NCTE-2012.7.1
The candidate consistently The candidate works
The candidate infrequently
2. The candidate works productively
works productively
productively thereby
works productively thereby
thereby serving the community by
thereby serving the
serving the community by serving the community by
promoting social justice
ACEI-2007.5.1 LA-NISU-PLO.2 NASPEcommunity by promoting promoting social justice
promoting social justice
INI-2008.4.6 NCTE-2012.7.1
social justice
The candidate consistently The candidate improves
The candidate infrequently
3. The candidate improves student
improves student behavior student behavior and
improves student behavior
behavior and academic growth by
and academic growth by academic growth by
and academic growth by
becoming cultural-curriculum agents who
becoming culturalbecoming culturalbecoming culturalserve the community
ACEI-2007.5.1 LA-NISU-PLO.2 NASPEcurriculum agents who
curriculum agents who
curriculum agents who serve
INI-2008.6.3 NCTE-2012.7.1 NCTMserve the community
serve the community
the community
2003.SEC.7.2 NCTM-2003.SEC.7.3 NCTM2003.SEC.7.4 NCTM-2003.SEC.7.5 NCTM2003.SEC.7.6
The candidate consistently The candidate seeks
The candidate infrequently
4. The candidate seeks professional
seeks professional
professional improvement seeks professional
improvement
ACEI-2007.5.1 LA-NISU-PLO.2 LA-NISUimprovement
improvement
PLO.5 NASPE-INI-2008.6.2 NCTE-2012.7.2
NCTM-2012.SEC.6a NCTM-2012.SEC.6c
The candidate consistently The candidate works
The candidate infrequently
5. The candidate works cooperatively with
works cooperatively with cooperatively with
works cooperatively with
teachers, administrators, parents, other
teachers, administrators, teachers, administrators,
teachers, administrators,
school personnel, and community
ACEI-2007.5.2 LA-NISU-PLO.1 LA-NISUparents, other school
parents, other school
parents, other school
PLO.2 LA-NISU-PLO.3 NAEYC-INIpersonnel, and community personnel, and community personnel, and community
2010.4 NAEYC-INI-2010.4.a NASPE-INI2008.6.3 NCTE-2012.7.2 NCTM2012.SEC.6a NCTM-2012.SEC.6b
Remarks:
Mid-Semester:
Final:
7
Domain V - School Improvement -- Component A: The teacher creates partnership with parents/caregivers and colleagues.
Target (3 pts)
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate
The candidate provides
The candidate infrequently
1. The candidate provides clear and timely
consistently provides
clear and timely
provides clear and timely
information to parents/caregivers and
clear and timely
information to
information to
colleagues regarding classroom
information to
parents/caregivers and
parents/caregivers and
expectations, student progress, and ways
parents/caregivers and
colleagues regarding
colleagues regarding
they can assist learning
ACEI-2007.5.2 CEC2002.LD.10
colleagues regarding
classroom expectations,
classroom expectations,
CEC2002.LD.9 LA-NISU-PLO.1 LA-NISUclassroom expectations, student progress, and ways student progress, and ways
PLO.2 LA-NISU-PLO.3 LA-NISU-PLO.6
student progress, and
they can assist learning
they can assist learning
NAEYC-INI-2010.4 NAEYC-INI-2010.4.a
ways they can assist
NASPE-INI-2008.4.6 NCTE-2012.7.2
learning
The candidate
The candidate encourages The candidate infrequently
2. The candidate encourages
consistently encourages parents/caregivers to
encourages
parents/caregivers to become active
parents/caregivers to
become active partners in parents/caregivers to become
partners in their children's education and
become active partners in their children's education active partners in their
to become involved in school and
their children's education and to become involved in children's education and to
classroom
ACEI-2007.5.2 CEC2002.LD.10
and to become involved school and classroom
become involved in school
CEC2002.LD.9 LA-NISU-PLO.1 LA-NISUin school and classroom
and classroom
PLO.2 LA-NISU-PLO.3 NAEYC-INI2010.2 NASPE-INI-2008.4.6 NCTE2012.7.2
The candidate
The candidate seeks
The candidate infrequently
3. The candidate seeks community
consistently seeks
community involvement seeks community
involvement in instructional program
ACEI-2007.5.2 LA-NISU-PLO.1 LA-NISUcommunity involvement in instructional program involvement in instructional
PLO.2 LA-NISU-PLO.3 NAEYC-INIin instructional program
program
2010.2 NASPE-INI-2008.4.6 NCTE2012.7.2
Remarks:
Mid-Semester:
Final:
Domain VI - Dispositions
1. The candidate demonstrates enthusiasm
for teaching and learning
LA-NISU-PLO.2 NAEYC-INI-2010.6
NASPE-INI-2008.6.1 NCTE-2012.7.2
2. The candidate demonstrates initiative
LA-NISU-PLO.2 NAEYC-INI-2010.6
NASPE-INI-2008.6.3 NCTE-2012.7.2
3. The candidate conveys confidence and
professionalism when interacting with
students, peers, and/or professionals in
small and large group situations
ACEI-2007.5.1 LA-NISU-PLO.1 LA-NISUPLO.2 LA-NISU-PLO.3 NAEYC-INI2010.6 NASPE-INI-2008.6.4 NCTE2012.7.2
4. The candidate meets assignment due
dates
LA-NISU-PLO.2 NAEYC-INI-2010.6
Target (3 pts)
The candidate
consistently demonstrates
enthusiasm for teaching
and learning
The candidate
consistently demonstrates
initiative
The candidate
consistently conveys
confidence and
professionalism when
interacting with students,
peers, and/or
professionals in small and
large group situations
The candidate
consistently meets
assignment due dates
Acceptable (2 pts)
The candidate
demonstrates enthusiasm
for teaching and learning
Unacceptable (1 pt)
The candidate infrequently
demonstrates enthusiasm for
teaching and learning
The candidate
demonstrates initiative
The candidate infrequently
demonstrates initiative
The candidate conveys
confidence and
professionalism when
interacting with students,
peers, and/or professionals
in small and large group
situations
The candidate infrequently
conveys confidence and
professionalism when
interacting with students,
peers, and/or professionals
in small and large group
situations
The candidate meets
assignment due dates
The candidate infrequently
meets assignment due dates
8
Target (3 pts)
NASPE-INI-2008.6.3 NCTE-2012.7.2
5. The candidate's dress and grooming are
appropriate
LA-NISU-PLO.2 NAEYC-INI-2010.6
NASPE-INI-2008.6.3 NCTE-2012.7.2
6. The candidate is punctual and attends
regularly
LA-NISU-PLO.2 NAEYC-INI-2010.6
NASPE-INI-2008.6.3 NCTE-2012.7.2
7. The candidate demonstrates good
judgment and discretion when interacting
with peers and professionals
ACEI-2007.5.1 LA-NISU-PLO.1 LA-NISUPLO.2 NAEYC-INI-2010.6 NASPE-INI2008.6.2 NCTE-2012.7.2
8. The candidate interacts positively with
learners, including those from diverse
backgrounds
ACEI-2007.3.2 LA-NISU-PLO.2 LA-NISUPLO.4 LA-NISU-PLO.6 NAEYC-INI2010.6 NASPE-INI-2008.6.1 NCTE2012.7.2
Acceptable (2 pts)
Unacceptable (1 pt)
The candidate's dress and The candidate's dress and
grooming are consistently grooming are appropriate
appropriate
The candidate's dress and
grooming are infrequently
appropriate
The candidate is
The candidate is punctual
consistently punctual and and attends regularly
attends regularly
The candidate is
infrequently punctual or
does not attend regularly
The candidate
consistently demonstrates
good judgment and
discretion when
interacting with peers and
professionals
The candidate
consistently interacts
positively with learners,
including those from
diverse backgrounds
The candidate
demonstrates good
judgment and discretion
when interacting with
peers and professionals
The candidate infrequently
demonstrates good judgment
and discretion when
interacting with peers and
professionals
The candidate interacts
positively with learners,
including those from
diverse backgrounds
The candidate infrequently
interacts positively with
learners, including those
from diverse backgrounds
Remarks:
Mid-Semester:
Final:
ACEI (15ED) Final Student Teaching Evaluation Addendum
by NSU College of Education Administration
Assessment
Description
The Final Student Teaching Evaluation Addendum is completed by the university coordinator at the end of the semester.
This evaluation is also completed at mid-term but only the final evaluation is used for the purposes of this report. The
results are shared with the candidate at mid-term with the intention of improving the results of the final evaluation. The
addendum includes 13 attributes that elementary education candidates must show proficiency in to be considered a
competent teacher. The attributes are directly aligned to the ACEI teacher standards.
ACEI (15ED) Final Student Teaching Evaluation Addendum
9
Target (3.000 pts)
The candidate plans objective(s)
and activities in lessons that are
developmentally appropriate for
the intended students and include
specific connections to learning
theories and/or research.
Acceptable (2.000 pts)
The candidate plans objective(s)
Development,
and/or activities in lessons that
Learning and
are developmentally appropriate
Motivation
for the intended students;
(1.000, 7%)
however, no specific connections
ACEI-2007.1
are made to learning theories
and/or research.e.
Integrating and The candidate plans lessons that The candidate plans lessons that
have specific curricular goals
have specific curricular goals
Applying
identified with several
identified with limited
Knowledge
connections made to other
connections made to other
(1.000, 7%)
ACEI-2007.3.1 curricular areas as well as to the curricular areas and/or to the
community.
community.
Adaptation to The candidate consistently offers The candidate offers some
Diverse Students several instructional opportunities instructional opportunities during
during lessons that are adapted to lessons that are adapted to the
(1.000, 7%)
ACEI-2007.3.2 the diverse nature of the students diverse nature of the students in
in the class.
the class.
Critical Thinking The candidate leads the students The candidate leads the students
in several learning opportunities in a few learning opportunities
(1.000, 7%)
ACEI-2007.3.3 that encourage critical thinking that encourage critical thinking
and problem solving skills. Many and problem solving skills.
questions asked during all lessons Questions asked during most
encourage higher order thinking lessons encourage higher order
skills.
thinking skills.
The
candidate
teaches
lessons
The candidate teaches lessons
Active
Engagement that include both individual and that include either individual or
group activities that foster active group activities that foster active
(1.000, 7%)
engagement, positive social
ACEI-2007.3.4 engagement, positive social
interaction amongst students and interaction amongst students and
are conducive to a positive
are conducive to a positive
learning environment.
learning environment.
Communication The candidate utilizes a variety of The candidate utilizes
communication methods (verbal, communication methods (verbal,
(1.000, 7%)
ACEI-2007.3.5 nonverbal and/or media) during nonverbal or media) during
lessons. The techniques used
lessons. The techniques used
foster active inquiry and
foster active inquiry and
collaboration amongst all
collaboration amongst most
students.
students.
The
candidate
conducts
informal
The candidate conducts informal
Assessment
(spot checking) assessments
(spot checking) assessments
(1.000, 7%)
during lessons to monitor student
ACEI-2007.4 frequently during lessons to
monitor student understanding
understanding and adjusts the
and adjusts the lesson when
lesson when necessary. An
necessary. An appropriate
appropriate summative
summative assessment is used in assessment is used in most
all lessons.
lessons.
Reading, Writing The candidate demonstrates a
high level of competence in use
and Oral
Unacceptable (1.000 pt)
The candidate’s planned
objective(s) and/or activities in
lessons are not developmentally
appropriate for the intended
students.
The candidate’s lesson plans do
not identify specific curricular
goals.
The candidate does not offer
differentiated instructional
opportunities during lessons.
The learning opportunities
offered and the questions asked in
lessons focus on lower levels of
thinking and do not encourage
critical thinking and problem
solving skills.
The student activities conducted
by the candidate in lessons do not
foster active engagement or
positive social interaction
amongst students The activities
are not conducive to a positive
learning environment.
The candidate does not use
effective communication methods
(verbal, nonverbal and/or media)
during lessons to foster active
inquiry and collaboration
amongst the students.
The candidate does not conduct
informal (spot checking)
assessments during lessons to
monitor student understanding
which may be needed to
appropriately adjust the lesson.
Summative assessments are often
missing or are not appropriate to
the learning tasks.
The candidate is competent in the The candidate displays a level of
use of English language arts.
incompetence in one or more of
10
While the candidate appears to the following areas: use of
Language (1.000, of English language arts. The
candidate knows, understands and know, understand and use
English language arts; knowledge
7%)
concepts from reading, language and understanding of the concepts
ACEI-2007.2.1 uses concepts from reading,
language and children
and children development to
of reading, language and children
development to teach reading,
teach reading, writing, speaking, development; teaching of reading,
writing, speaking, viewing,
viewing, listening and thinking writing, speaking, viewing,
listening and thinking skills and skills, there are some
listening and thinking skills;
to help the students successfully inconsistencies noted in the
helping students apply their
apply their developing skills to approach taken. The candidate
developing skills to different
many different situations,
helps the students apply their
situations, materials and ideas.
materials and ideas.
developing skills to limited
situations, materials and ideas.
Some concepts of physical, life, Major concepts of science are
Science (1.000, The candidate uses major
concepts of physical, life and or earth and space science are
either inaccurate or not included
7%)
incorporated in lessons; however, in most lessons. The lessons do
ACEI-2007.2.2 earth and space sciences in
lessons. The lessons include age- concepts are not developed
not promote inquiry based
appropriate inquiry and help to thoroughly or using an inquiry
learning and limits student
build the students’ understanding approach. The lessons help to
understanding of the nature of
of the nature of science.
build the students’ understanding science.
of the nature of science.
Major concepts and procedures
Mathematics The candidate effectively uses the The candidate uses the major
major concepts and procedures concepts and procedures that
that define number and
(1.000, 7%)
define number and operations,
operations, algebra, geometry,
ACEI-2007.2.3 that define number and
operations, algebra, geometry,
algebra, geometry, measurement measurement and data analysis or
measurement and data analysis or and data analysis or probability in probability are either inaccurate
probability in math lessons. The most lessons, but some
or not included in most lessons.
candidate displays effective
inconsistencies are noted. The
The candidate displays
communication with the students candidate displays limited
ineffective communication with
in order to promote problem
communication with the students the students that may limit the
solving, reasoning and proof and in order to promote problem
students’ problem solving,
critical mathematical thinking.
solving, reasoning and proof and reasoning and proof and critical
critical mathematical thinking.
mathematical thinking.
Candidates use the major
Major concepts and modes of
Social Studies Candidates use the major
concepts and modes of inquiry
concepts and modes of inquiry
inquiry from the social studies
(1.000, 7%)
from the social studies which
which may include history,
ACEI-2007.2.4 from the social studies which
may include history, geography, may include history, geography, geography, the social sciences or
the social sciences or other
the social sciences or other
other related areas are either
related areas. The candidate
related areas, but some
inaccurate or not included most
promotes the students’ abilities to inconsistencies are noted. The
lessons. The candidate does not
make informed decisions as
candidate does not thoroughly
effectively promote the students’
citizens of a culturally diverse
promote the students’ abilities to abilities to make informed
democratic society and
make informed decisions as
decisions as citizens of a
interdependent world.
citizens of a culturally diverse
culturally diverse democratic
democratic society and
society and interdependent world.
interdependent world.
The Arts (1.000, Candidate includes concepts from Candidate includes concepts from Concepts from one or more of the
one or more of the four arts
one or more of the four arts
four arts disciplines: dance,
7%)
ACEI-2007.2.5 disciplines: dance, music, theater disciplines: dance, music, theater music, theater and the visual arts
and the visual arts. All lessons are and the visual arts, but some
are either inaccurate or not
taught in a logical sequence and inconsistencies are noted. Most included in most lessons. Lessons
promote inquiry and engagement lessons are thoroughly taught in a are not taught in a logical
among the students.
logical sequence in order to
sequence that promotes inquiry
promote inquiry and engagement and engagement among the
among the students.
students.
11
Health Education Major concepts of health
education are incorporated
(1.000, 7%)
ACEI-2007.2.6 effectively all lessons. The
candidate emphasizes student
development and practice of
skills that can contribute to good
health now and in the future.
Human movement and physical
Physical
Education (1.000, activity are effectively
incorporated in all lessons. The
7%)
ACEI-2007.2.7 candidate emphasizes the
importance of both to foster a
healthy and active lifestyle as
well as an enhanced quality of
life for the students.
Major concepts of health
Major concepts of health
education are somewhat
education are either inaccurate or
incorporated in most lessons.
not incorporated in most lessons.
Some lessons lack emphasis on The candidate does not
student development and practice emphasize student development
of skills that can contribute to
and practice of skills that can
good health now and in the
contribute to good health now
future.
and in the future.
Human movement and physical Human movement and physical
activity are incorporated in most activity are not consistently
lessons. The candidate
incorporated in most lessons. The
emphasizes the importance of
candidate does not emphasize the
both to foster a healthy and active importance of both to foster a
lifestyle as well as an enhanced healthy and active lifestyle as
quality of life for the students, but well as an enhanced quality of
some inconsistencies are noted. life for the students.
12
MID-SEMESTER FORMATIVE EVALUATION
Supervising Teachers: Please place your signature either in the “Satisfactory” or “Unsatisfactory” blank in addition to the
Signature section.
_____________________________________________
(SATISFACTORY)
_________________________________________
(UNSATISFACTORY)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
(please attach additional sheets if necessary)
SIGNATURES
___________________________
Student Teacher
Supervising Teacher
University Coordinator
Supervising Principal
Coordinator of Student Teaching
FINAL SUMMATIVE EVALUATION
_____________________________________________
(SATISFACTORY)
_________________________________________
(UNSATISFACTORY)
____________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
(please attach additional sheets if necessary)
SIGNATURES
Student Teacher
University Coordinator
Supervising Teacher
Supervising Principal
Coordinator of Student Teaching
13