STUDENT TEACHER MIDBLOCK & FINAL EVALUATION FORM FOR HEALTH
Student Teacher:
Evaluator:
Date:
This is an important part of the student teaching evaluation process so please take some time to
study this evaluation form before you evaluate your student teacher. Take some time afterwards to
discuss with the student teacher the elements of their teaching style that need improvement as well as
strong elements that contribute to their teaching effectiveness.
EVALUATION SCALE
Please use this scale in completing your evaluation of the student teacher.
Level 3 – Exceeds Expectations: The student teacher consistently demonstrates the indicator in a
way that is exemplary and beyond what is typically expected of a student teacher.
Level 2 –-Meets Expectations: The student teacher consistently demonstrates the indicators in a
way that should be expected for a competent student teacher.
Level 1 – Approaches Expectations: The student teacher occasionally demonstrates the indicators.
Level 0 – Not Evident or Unsatisfactory: The student teacher rarely demonstrates the indicators.
STANDARDS
IC
NYS
1
2
II.1
1
II.1
II.4
II.6
1
2
II.2
II.5
AAHE
I.A
I.A
II.1
1
1
2
5
1
II.A
I.3
II.1
II.1
II.4
PRE-IMPLEMENTATION PHASE – PLANNING
III.B
III.D
V.A
V.B.
V.C
III.C
V.A
V.B
V.C
RATING
3
Lesson planning - Identifies current critical health issues
and laws and integrates them into lessons; describes
concepts related to health & physical activity
State and national content standards- Demonstrates
knowledge of state and national standards, school’s
program goals
Sequencing - Demonstrates the ability to choose tasks
that logically progress throughout lesson plans and the
unit plan
Health objectives- Demonstrates knowledge of national
health objectives (i.e., Surgeon General’s Reports,
Healthy People 2020)
Teaching styles – Demonstrates knowledge of a variety
of teaching styles and approaches; selects instructional
strategies based on content, student needs, safety;
facilitates learning; infuses technology as appropriate
into teaching, connects assessment plans to teaching
Goals & objectives – Identifies and develops
appropriate program goals and objectives linked to
program goals as well as to students’ needs; connects
assessment to goals and objectives
Comments:
2
1
0
STANDARDS
IC
NYS
3
IV.3
IV.4
IV.C
3
IV.1
IV.3
IV.C
3
IV.3
IV.4
IV.B
3
4
3
IV.1
IV.3
IV.2
III.5
AAHE
IV.B
IV.C
IMPLEMENTATION PHASE
MANAGERIAL SKILLS
Managerial Routines- Uses & creates rules and routines for
positive/ safe (emotionally & physically) learning
environment; requires student attention
Off- task Behavior /Behavioral Management Plan- Uses an
effective approach to deal with off-task behavior; develops
an effective plan to deal with discipline issues
Time Management –Organizes and allocates time and space;
provides active and equitable learning experiences;
multitasking
Behavioral Expectations/Social Responsibility -clearly
explains appropriate class behavior; uses strategies to help
student understanding; displays mutual respect, support for
others, safety, cooperation; provides for diverse learners
Monitor Individual and Group Performance- Designs safe
instruction that meets diverse students’ needs; monitors
student engagement during activity
Comments:
RATING
3
2
1
0
STANDARDS
IC
NYS
AAHE
2
4
I.2
I.3
II.2
II.3
II.6
III.4
III.5
IV.A
IV.C.
2
5
II.5
II.6
IV.A
IV.B
IV.A
IV.B
2
2
4
4
I.4
I.5
I.6
III.2
III.B.
II.3
IV.B
IV.C
IV.1
IV.B
IV.C
III.2
5
6
III.3
V.1
V.4
V.5
IV.D
V.C
V.D
IMPLEMENTATION PHASE
LEARNING OPPORTUNITIES
Introduction- Begins lesson with an appropriate introduction
and overview
Instructional Techniques- Identifies, selects and implements
appropriate instructional strategies sensitive to students’
strengths/weaknesses, multiple needs, learning style, prior
experiences, including diverse learning needs; develops
repertoire of direct & indirect instructional techniques (e.g., ask
questions, pose scenarios, facilitate, promote problem solving,
critical thinking), infuses technology appropriately into teaching
Task Selection- Designs and implements developmentally
appropriate, relevant, and effective tasks to facilitate student
learning; uses effective demonstrations and explanations to link
health concepts to appropriate learning experience that allow
students to integrate knowledge and skills from multiple
subjects areas; incorporates technology as appropriate
Questioning Techniques -Develops and uses effective strategies
of higher-order questioning techniques (open-ended) to engage
students; adequate wait time, equitable for all students
Communication skills- Communicates information in a variety
of ways (e.g., bulletin boards, music, task cards, posters,
internet, video) that are sensitive to all students (e.g., ethnic,
culture, socio-economic, ability, gender)
Motivation-– Presents tasks positively and enthusiasticallyencourages students to persist and emphasizes the importance
of effort; tries new methods and tactics to involve students who
are reluctant to participate in class
Connects with Students- Uses eye contact, positive
reinforcement; listens and connects with students
Checks for Understanding- Uses variety of techniques to ensure
students’ understanding before moving on
Assessment-Uses a variety of appropriate authentic and
traditional assessment techniques (e.g., self, peer, role play) to
assess students’ progress; involves students in the assessment
process; uses technology as appropriate to assess student
learning; provides for students’ different learning styles
Closure- Adequately summarizes the learning experience,
provides key points to review the lesson w/ students
Comments:
RATING
3
2
1
0
STANDARDS
IC
NYS
8
IMPLEMENTATION PHASE
AAHE
VIII.D
PROFESSIONALISM & SELF-REFLECTION
Appearance – Appropriate attire; interacts and behaves
professionally at all times; appears energetic, enthusiastic,
comfortable and confident while teaching
Preparation- Well prepared for instruction, well organized
and punctual
8
V.2
VI.1
VII.1
VI.2
8
IV.D
Reflection- Documents lesson outcomes, reflects, and
analyzes complete lesson plans and activities
Comments:
SUMMARY
Overall Comments:
Student Teacher’s Signature:
Cooperating Teacher’s Signature:
Date:
RATING
3
2
1
0