SUMMATIVE EVALUATION
Southeast Missouri State University
Student Name:______________________________ Date: _______
Grade
Initials (Supr & Coop Tchr)
School: ____________________________________
Evaluator:___________________________________
Element: CONTEXTUAL FACTORS
Standard: The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan
instruction and assessment.
MoSTEP Standards: 1.2.1; 1.2.2; 1.2.3; 1.2.4; 1.2.5; 1.2.6; 1.2.7; 1.2.8; 1.2.9; 1.2.11
The Student Teacher . . .
Criteria
Indicator not Met
0
L E V E L OF P E R F O R M A N C E
Emerging
Indicator Partially Met
1
2
Knowledge of
students’ varied
approaches to
learning (pre-post
conference)
fails to demonstrate
understanding of a variety of
approaches to learning among
students, i.e. multiple
intelligence and/or learning
modalities.
demonstrates general
understanding of varied
approaches to learning. The
student teacher may know
one or two modalities but not
a variety.
demonstrates understanding of
varied approaches of learning.
The student teacher can
articulate numerous modalities
and articulate multiple
intelligences.
Knowledge of
students’ skills
and prior learning
(collected by prepost conference
and observation)
displays little if any knowledge of
students’ skills and previous
learning and does not indicate
either is important.
identifies the value of
understanding students’ skills
and previous knowledge but
demonstrates its importance
for the whole class only.
identifies the value of
understanding students’ skills
and previous learning for the
group and individuals.
Arrangement of
the classroom
(collected by prepost conference
and observation)
makes no attempt to arrange
the classroom appropriately
for the planned activities or
instructional delivery.
adjusts the classroom for the
activities or instructional
delivery or the activities and
instructional delivery are
adjusted for the classroom
arrangement.
creates a classroom that
serves as a resource for the
activities and instructional
delivery.
Met
3
articulates an
understanding of varied
learning modalities and
multiple intelligences;
evidence is shown
through planning and
teaching.
displays knowledge of
students’ skills and
previous learning,
including special needs
student; teaching and
planning demonstrates
knowledge.
creates a classroom that
serves as a resource for
activities and instructional
delivery and allows
students to adjust for their
own learning.
COMMENTS: _______________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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1
Score
Point
Earned
Element: LEARNING GOALS AND LESSON OBJECTIVES
Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
MoSTEP Standards: 1.2.1; 1.2.2; 1.2.3; 1.2.4; 1.2.5; 1.2.7; 1.2.8
The student teacher . . . .
Criteria
Indicator not Met
0
Significance,
challenging, and a
variety of learning
goals (collected
by pre-post
conference)
Appropriateness
for all students
(collected by prepost conference
and observation)
Alignment with
national, state
and/or local goals:
Including GLEs if
developed for
content (collected
by pre-post
conference)
L E V E L OF P E R F O R M A N C E
Emerging
Indicator Partially Met
1
2
fails to demonstrate evidence
of objectives for the lesson.
demonstrates lesson objective
reflecting a few types of
learning.
demonstrates that the lesson
objectives reflect several types
of learning but lacks a
significant challenge of thought
and expectations.
presents goals that are
inappropriate for the class.
presents goals that are
appropriate but fails to meet
the needs of the majority of
students.
fails to develop goals that are
aligned with national, state
and/or local standards.
develops few goals that are
aligned with national, state
and/or local standards.
demonstrates that all of the
goals are appropriate for a
majority of students but fails to
meet learning needs of
individual students.
develops several goals that
are aligned with national, state
or local standards and GLEs if
developed for the content
area.
Met
3
demonstrates lesson
objectives reveal several
types of learning which
are significant and
challenge thought and
expectations.
demonstrates that goals
take into account the
varying learning needs of
individuals and groups of
students.
assures that all goals are
aligned with national,
state, local standards,
and/or GLEs if developed
for the content and are
articulated through the
lesson presentation.
COMMENTS: _______________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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2
Score
Point
Earned
Element: ASSESSMENT
Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and
after instruction.
MoSTEP Standards: 1.2.3; 1.2.4; 1.2.5; 1.2.7; 1.2.8
The student teacher(s) . . .
Criteria
Indicator not Met
0
L E V E L OF P E R F O R M A N C E
Emerging
Indicator Partially Met
1
2
Directions and
procedures
(collected by
observation)
gives directions and procedures
which are confusing to students.
gives directions and
procedures which are clarified
after initial confusion, or they
are excessively detailed.
gives directions and
procedures which are clear to
students and contain an
appropriate level of detail.
Quality of
Questions
(collected by
observation)
poses questions that are
poorly stated leading to
confused responses or no
responses from students.
poses questions that are
mostly of high quality and
require higher order thinking;
the questions generate
meaningful responses from the
students and the teacher
provides some response time.
Discussion
Techniques
(collected by
observation)
interacts with students through
predominately recitation;
mediates all questions and
answers.
poses questions that are
generally lower quality,
focusing primarily on
knowledge only with minimal
response from students; no
response time is provided
before moving on to further
questions or to lecture.
attempts to engage students
in a true discussion, but
continues to mediate at times.
Formal and
Informal
Assessment
has little awareness of formal
performance assessment.
is aware of various
performance assessments but
has not used one within the
classroom.
recognizes the importance of
formal and informal
assessment; has developed
tools for assessment.
allows class interactions which
represent true discussion, with
teacher stepping aside when
appropriate.
Met
3
gives directions and
procedures that are clear
to students and
anticipates possible
student
misunderstanding.
poses questions that are
of high quality requiring
higher order thinking; the
student teacher allows
response time which
generates thoughtful
answers.
supervises students as
they assume
responsibility for the
success of any
discussion.
uses formal, informal
assessments and
students’ selfassessments to evaluate
student performance and
program effectiveness.
COMMENTS: ______________________________________________________________________________________________
___________________________________________________________________________________________________________
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3
Score
Point
Earned
___________________________________________________________________________________________________________
Element: DESIGN FOR INSTRUCTION
Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning context.
MoSTEP Standards: 1.2.1; 1.2.2; 1.2.3; 1.2.4; 1.2.5; 1.2.7; 1.2.8; 1.2.11
The student teacher . . .
Criteria
Indicator not Met
0
L E V E L OF P E R F O R M A N C E
Emerging
Indicator Partially Met
1
2
Accurate
representation of
content (collected
by observation)
makes content errors or does
not correct content errors
made by the students.
Knowledge of
content related
pedagogy
(collected by
observation)
displays little understanding
of pedagogical issues
involved in student learning
of the content.
displays basic content
knowledge but cannot
articulate connections with
other parts of the discipline or
with other disciplines.
displays basic pedagogical
knowledge but does not
anticipate student
misconceptions.
Use of a variety of
instructional
activities,
assignments and
resources
develops learning activities
which do not follow an
organized progression and
are not suitable to students or
instructional goals.
develops some learning
activities that are suitable to
students or instructional goals
but progression of activities
in the unit is uneven.
Lesson and unit
structure
(collected by prepost conference
and observation)
does not clearly define the
unit or lesson structure is
chaotic; time allocations are
unrealistic.
provides a lesson or unit that
has a recognizable structure,
although the structure is not
uniformly maintained
throughout; most time
allocations are reasonable.
provides a unit that has a
clearly defined structure
around which activities are
organized; time allocations are
reasonable.
Instructional
material and
technology
resources
includes materials and
technological resources that
do not support the
instructional goals or engage
includes some of the materials
and technology resources that
support the instructional goals,
some engaging students in
includes materials and
technological resources that
support the instructional goals,
most of which engage students
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displays solid content
knowledge and makes
connections between the
content and other parts of the
discipline.
displays pedagogical practices
that reflect current research on
best pedagogical practice with
the discipline but without
anticipating student
misconceptions.
develops many learning
activities that are suitable to
students and instructional
goals; progression of activities
in the unit is fairly even.
Met
3
displays extensive
content knowledge.
Uses suitable
pedagogical practices
anticipating student
misconceptions and
providing necessary
corrections.
develops learning
activities that are highly
relevant to students and
demonstrates organized
progression of activities in
the unit.
provides a lesson or unit
structure which is clear
and allows for different
pathways according to
student needs; time
allocation is well-planned
and implemented.
includes materials and
technological resources
that engage students in
meaningful learning.
4
Score
Point
Earned
(collected by
observation)
students in meaningful
learning.
meaningful learning.
in meaningful learning.
COMMENTS: ______________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Element: CLASSROOM MANAGEMENT
Standard: The student teacher uses an understanding of individual and group motivation and behavior to create a learning environment that
encourages social interaction, active engagement in learning and self-motivation.
MoSTEP Standards: 1.2.5; 1.2.10
The student teacher . . .
Criteria
Indicator not Met
0
L E V E L OF P E R F O R M A N C E
Emerging
Indicator Partially Met
1
2
Importance of
content (collected
by pre-post
conference and
observation)
fails to demonstrate evidence
of students committing to the
values or quality of their work
habits.
demonstrates little
enthusiasm for the quality of
student work.
communicates the importance
of quality work but with
minimal conviction toward
students taking responsibility
for the work.
Management of
transitions(collected
by observation)
allows much time lost during
transitions.
allows sporadically efficient
transitions, resulting in some
loss of instructional time.
provides tasks for organized
group work, and groups are
managed so most students
are engaged at all times.
Expectations
(collected by
observation)
has not established standards of
conduct or lacks consistent
standards.
have established standards of
conduct for most situations,
and most student seem to
understand them.
has established standards of
conduct that are clear to all
students.
Monitoring of
student behavior
(collected by
observation)
does not monitor student
behavior; the student teacher
is unaware of students’
behavior.
is generally aware of student
behavior but may miss the
behavior of some students.
monitors and is alert to
student behavior; redirects
misbehavior for productive
learning.
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Met
3
conveys genuine
enthusiasm for the quality
of student work and
demonstrates
enthusiasm through
active participation and
attention to detail of
lessons.
allows groups to work
independently and
productively engaged
with students assuming
responsibility for
productivity.
Establishes standards of
conduct that are clear to
all students, and the
standards are developed
with student participation.
Monitors behavior in
subtle and preventative
manner; encourages
students monitor their
own behavior.
5
Score
Point
Earned
COMMENTS: ______________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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6
Element: REFLECTION AND TEACHING DISPOSITIONS
Standard: The student teacher analyzes the relationship between his or her instruction, disposition, and student learning in order to improve
teaching practice.
MoSTEP Standards: 1.2.2; 1.2.3; 1.2.5; 1.2.8; 1.2.9; 1.2.10
The student teacher . . .
Criteria
Indicator not Met
0
L E V E L OF P E R F O R M A N C E
Emerging
1
Indicator Partially Met
2
Met
3
Oral and written
language
(collected prepost conference
and during
observation)
Lesson
adjustment
(collected prepost conference
and during
observation)
Persistence
(collected prepost conference)
uses spoken language which
is inaudible; written language
which is illegible; spoken or
written language may contain
many grammar and syntax
errors.
adheres rigidly to an
instructional plan, even when
a change will clearly improve
a lesson.
uses spoken language which
is audible; written language
which is legible; both are used
with some errors.
uses spoken and written
language which is clear and
correct.
Uses spoken and written
language which is correct
and expressive, with well
chosen vocabulary that
enriches the lesson.
attempts to adjust a lesson,
with mixed results.
smoothly makes minor
adjustments to a lesson.
Successfully makes and
assures clarity of the
objectives through
adjustments to the
lesson.
either gives up or blames the
student or the environment for
the student’s lack of success.
accepts responsibility for the
success of all students but
has only a limited repertoire of
instructional strategies.
persists in seeking
effective strategies for
students who need help.
Accuracy
(collected prepost conference)
does not know if a lesson was
effective or achieved its goals, or
profoundly misjudges the
success of a lesson.
has a generally accurate
impression of a lesson’s
effectiveness and the extent to
which instructional goals and
objectives were met.
Relationships with
colleagues
(collected prepost conference)
has a negative or non-existent
relationship with colleagues.
demonstrates cordial
relationships with colleagues
to meet the duties that the
teacher preparation program
requires.
persists in seeking approaches
for students who have difficulty
learning, possessing a
moderate repertoire of
strategies.
makes an accurate
assessment of a lesson’s
effectiveness and the extent to
which it achieved its goals and
objective, and can cite general
references to support the
judgment.
Demonstrates support and
cooperation with colleagues.
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makes a thoughtful and
accurate assessment of
each lesson’s
effectiveness and extent
to which it achieved its
goals and objectives.
Demonstrates a
professional and positive
attitude of collegial
support and cooperation.
7
Score
Point
Earned
Use in future
teaching (collect
pre-post
conference)
have no suggestions for how a
lesson may be improved for the
future.
makes general suggestions
about how a lesson may be
improved.
makes a few specific
suggestions for improvement
of lessons in the future.
Family, School
and Community
Involvement
demonstrates little interest in
family, school and/or community
involvement.
is involved when necessary.
seeks opportunities to develop
relationships with family,
school, and/or community.
draws on a repertoire of
skills, offering specific
alternative action,
complete with probable
successes of different
strategies for various
lessons.
demonstrates
professional and positive
attitude when working
with family, school, and
community in support of
student learning and wellbeing.
COMMENTS: ______________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Supervisor: ________________________ Date: _____ Cooperating Teacher: _________________________ Date:_____
Student Teacher: __________________________________ Date: ______ Student Teachers Program (CIRCLE) : Elementary,
Early Childhood, Special Education, Secondary or Middle (Art, English, Math, Music, Science, Social Studies, IT, PE, FACS,
Business & Marketing, Foreign Language, Speech/Theater)
Overall Comments:
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8