1
Student Teaching Evaluation-English Education
This is the final evaluation form for the student teacher. It is based on Ithaca College’s eight program standards, and aligned with the New York
State teaching standards, and the standards of your discipline. Please review the eight standards with your student teacher during the first week of
student teaching as a means of establishing goals for the placement. At the end of the placement, the student teacher, college supervisor, and mentor
teacher will each complete the evaluation form and then discuss it at a three-way evaluation conference.
You will complete and submit your final evaluation electronically though a link emailed to you at the conclusion of your student teacher’s
placement. Please only use this as a guide.
“Exceeds Expectations” means that the student teacher consistently demonstrates the indicator and does so in a way that is exemplary and beyond
what is typically expected of a student teacher.
“Meets Expectations” means that the student teacher consistently demonstrates the indicator in a way that should be expected for a competent
student teacher.
“Approaching Expectations” means the student teacher occasionally demonstrates the indicator but does so inconsistently.
“Unsatisfactory” means that the student teacher rarely demonstrates the indicator.
“N/A” means that the student teacher did not have the opportunity to demonstrate this indicator in this placement.
III.6
V.0
4.3
2.6
II.2
II.2
2.5
II.5
NCTE
Standards
2003
NY State
Teaching
Standards
(by
element)
N/A
I.2
II.1
N/A
3.7
2.5
Unsatisfactory
III.1
VI.2
Unsatisfactory
II.1
Approaching
Expectations
3.1
Approaching
Expectations
I.1
Standard 1. Content Knowledge: This Ithaca College teaching professional
demonstrates a rich, thorough understanding of the content and skill knowledge,
theories, and issues that comprise the discipline.
Meets
Expectations
NY State
Teaching
Standards
(by
element)
Meets
Expectations
NCTE
Standards
2003
Exceeds
Expectations
NCTE
Standards
2012
Exceeds
Expectations
2
Identifies the key concepts, knowledge, and skills for each unit of instruction
Demonstrates a thorough, thoughtful understanding of English language and literature
theories and concepts
Applies knowledge of current research in teaching and learning English for adolescents
Makes connections across various language and literature topics, and cultural products,
practices, and perspectives both specific to and in addition to those constituting the
students’ funds of knowledge
Attempts to make meaningful connections with other disciplines as appropriate
Demonstrates knowledge of and enthusiasm for English language and literature and
seeks to engage and motivate students to participate in their own learning
Examines literature and language in the context of real-world situations beyond the
walls of the classroom and areas of students' personal interests; and
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 1- Content Knowledge as:
Comments:
NCTE
Standards
2012
V.2
3.1
V.1
III.1
III.2
I.3
II.4
3.3
III.3
Standard 2. Planning and Instruction/Implementation: This Ithaca College teaching
professional is able to plan and implement effective, developmentally appropriate
lessons and curricula based upon sound principles of content knowledge and skill
development.
Completes a set of thoughtfully-developed lesson plans for the following week in time
for advance review by the mentor teacher
Maintains a well-organized notebook of instructional plans, handouts, &assessments
Communicates clearly, accurately, and effectively with students
Uses knowledge of students’ strengths, needs, development, and prior knowledge in
planning
Selects instructional goals and objectives based on local, state, and/or national
standards and contextualized by community and student linguistic and cultural
backgrounds
Designs and implements lessons that are coherent, well organized, and carefully paced
and include appropriate introductions, transitions, and closures.
Designs and implements lessons that are challenging and meaningful, and are
3
III.2
2.4
II.3; III.4
III.1
IV.1
3.3
3.4
I.2
III.5
III.2
3.2
III.5
III.2
IV.4
I.2
3.2
4.6
4.8
I.6
I.6
II.3
III.3
4.9
I.2
III.5
IV.3
VI.1
V.2
3.1
I.4
V.2
3.1
III.3
III.6
IV.1
V.4
4.2
3.6
I.3
III.5
II.6
Comments:
accessible and motivating to all students
Uses a wide variety of instructional models and methods for assisting students in
developing:
habits of interpretive, critical and evaluative thinking;
the skills and usage of reading processes;
the skills and usages of composing processes and genres, including analysis of
audience and purpose;
the skills of listening, speaking and presenting, including analysis of audience and
purpose;
the skills of visual literacies;
the skills of media and communications literacies; and
the ability to make meaning of texts through personal response and a variety of media
environments.
Cultivates in students the skills and usage of a wide variety of reading comprehension
strategies for use with print and non-print texts
Plans instruction that incorporates knowledge of language structure, history and
conventions to facilitate students’ comprehension and interpretation of print and non print texts.
Designs instruction in the strategic use of language conventions (grammar, usage, and
mechanics) in the context of students’ writing for different audiences, purposes, and
modalities.
Integrates English language arts and literacy instruction that promotes social justice and
critical engagement with complex issues related to maintaining a diverse, inclusive,
equitable society.
Acquires knowledge of individual students from students, families, guardians, and/or
caregivers in order to plan for student learning.
Allows sufficient wait-time after asking questions; responds appropriately to needs
Seeks out information about their students’ needs and multiple ways of learning in
order to adapt instruction accordingly.
Adjusts/adapts instruction mid-lesson, based on observed assessment of learning
Anticipates possible student misunderstandings and/or alternate ways of thinking
Plans lessons that help students develop collaboration and communication skills
Demonstrates knowledge of content/information literacy and students’ technological
literacies and applies these in planning appropriate instruction and assessment
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 2- Planning & Instruction/Implementations as:
IV.1
Establishes a classroom atmosphere in which students feel comfortable making
contributions and sharing their language and cultural abilities
Develops and implements relevant, research-based instruction that engages, excites,
and intellectually challenges learners
Gives students feedback that encourages and affirms students’ progress
Demonstrates knowledge of child and adolescent development, especially as it relates
to adolescents as readers
Demonstrates knowledge of child and adolescent development, especially as it relates
to adolescents as learners and users of language
Provides clear directions for activities and assignments
Plans for efficient transitions between activities or portions of the lesson
Establishes and adheres to clear classroom rules, expectations, and procedures
Responds efficiently and effectively to classroom management problems when they do
occur
Knows students’ names, backgrounds, interests, and strengths; makes instructional
connections with learners and their interests
Establishes and maintains firm expectations of appropriate, respectful language to
promote social justice and language awareness inside and outside the classroom
Arranges a physical classroom environment that is safe and conducive to learning
Uses physical resources (blackboards, bulletin boards, displays, technology, etc.) to
support learning
Demonstrates flexibility and responsiveness
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 3- Positive Learning Environment as:
4.4
V.0
III.1; IV.2
IV.2
I.0
III.6
I.1
II.0
IV.3
IV.4
IV.3
IV.3
V.2
VI.1
4.5
IV.1
IV.4
2.1
Comments:
N/A
V.2
Unsatisfactory
Standard 3. Positive Learning Environment: This Ithaca College teaching
professional creates safe and motivational learning environments that encourage all
students to become actively involved.
Approaching
Expectations
NY State
Teaching
Standards
(by element)
Meets
Expectations
NCTE
NCTE
Standards Standards
2012
2003
Exceeds
Expectations
4
I.2
VI.0
VI.2
N/A
3.1
N/A
II.4
I.5
I.3
Unsatisfactory
2.1
4.4
2.2
Establishes a classroom atmosphere of high expectations and worthwhile opportunities
for all
Attempts to differentiate instruction to meet the needs of all students
Demonstrates cultural sensitivity and culturally-responsive pedagogy
Builds on the students’ diverse experiences and perspectives to enrich instruction
Accommodates students with identified special needs
Provides support for English language learners; draws on home and community
languages to build students’ skills; demonstrates knowledge of language acquisition
theories and processes
Demonstrates knowledge of how theories and research about social justice, diversity,
equity, student identities, and schools as institutions can affect student learning in
English Language Arts.
Plans theory and research-based instruction responsive to students’ local, national and
international histories, individual identities (e.g., race, ethnicity, gender expression,
age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and
community environment), and languages/dialects as they affect students’ opportunities
to learn in ELA.
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 4- Diversity as:
Unsatisfactory
III.3
Approaching
Expectations
2.1
Approaching
Expectations
Standard 4. Diversity: This Ithaca College teaching professional respects and
possesses knowledge of diversity in its many forms and knows how to use this
competence to develop relationships, instruction, schools, classrooms, communities
and experiences that help all students achieve to their fullest potential and function
effectively and respectfully in a diverse world.
Meets Expectations
NY State
Teaching
Standards
(by
element)
Meets
Expectations
V.3
V.2
V.2
V.3
IV.4
NCTE
Standards
2003
Exceeds Expectations
NCTE
Standards
2012
Exceeds
Expectations
5
Comments:
NCTE
NCTE
Standards Standards
2012
2003
NY State
Teaching
Standards
(by element)
Standard 5. Technology: This Ithaca College teaching professional is able to
effectively utilize technology to enhance student learning and professional growth and
development.
V.4
IV.1
III.5
II.3
Uses technology appropriately to enhance language, literacies and cultural learning
Uses technology appropriately to support effective language, literacies and cultural
teaching
Utilizes technology to maintain accurate records
Uses technology to enhance knowledge and professional development
Demonstrates knowledge of technological literacy;
and its effect on student learning in composition
II.1
V.4
II.3
3.6
3.6
3.6
4.6
VII.4
I.6
6
I.2
and its effect on student learning in reading
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 5- Technology as:
4.10
V.5
III.4
3.1
V.2
V.0
4.10
V.2
NCTE
Standards
2012
NCTE
Standards
2003
NY State
Teaching
Standards
(by element)
Standard 7. Collaboration and Outreach: This Ithaca College teaching professional
fosters positive relationships with a variety of target groups (students, families,
colleagues, local community members, etc.) in order to promote and enhance the
teaching and learning environment.
VII.0
VII.0
2.3
VI.2
Establishes a positive relationship with students
Establishes a positive relationship and collaborates effectively with mentor teacher
V.3
N/A
V.3
N/A
4.10
Unsatisfactory
V.1
V.1
Unsatisfactory
4.10
4.10
Approaching
Expectations
III.2
III.2
IV.2
IV.2
Approaching
Expectations
3.2
Meets
Expectations
III.2
NY State
Teaching
Standards
(by
element)
V.2
V.4
Meets
Expectations
NCTE
Standards
2003
Exceeds
Expectations
Standard 6. Assessment: This Ithaca College teaching professional demonstrates the
ability to develop and utilize a variety of assessment tools and techniques designed to
evaluate student learning and performance, provide feedback, and shape future lesson
planning, programs, and curricula.
NCTE
Standards
2012
Exceeds
Expectations
Comments:
Aligns assessments to objectives to instruction and tasks to performance guidelines
Uses assessment to enhance students’ development of interpretive, critical and
evaluative skills and knowledge in reading, writing, listening, speaking, viewing and
presenting
Plans for both formative and summative integrated assessment
Plans for both formal and informal integrated assessment
Plans assessments of writing that promote students’ development as writers
Provides specific, timely, and meaningful feedback to students to engage and cultivate
them as writers
Communicates with students in ways that actively involve them in their own learning
of ELA
Provides information to help students understand the format of assessments and the
criteria by which they will be evaluated
Uses data and knowledge of student skills and understanding to develop curriculum and
plan instruction
Uses assessment information to self-reflect on teaching effectiveness
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 6- Assessment as:
Comments:
7
VII.0
2.3
VI.2
VII.0
2.3
VI.2
VII.2
VII.1
VI.4
VI.1
VII.1
VI.5
VII.2
VI.4
VII.0
Establishes a positive relationship and collaborates effectively with department/team
members
Establishes a positive relationship and collaborates effectively with college
faculty/supervisors
Attends department, team, school, and district meetings
Upholds professional standards of practice and policy as related to students’ rights and
teachers’ responsibilities.
Understands and complies with relevant laws and policies as related to students’ rights
and teachers’ responsibilities
Participates fully in the life of the school; attends and assists with school activities and
events
Communicates and collaborates with students’ families appropriately
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 7- Collaboration and Outreach as:
4.10
VI.3
NCTE
Standards
2003
NY State
Teaching
Standards
(by element)
Standard 8. Professional Development: This Ithaca College teaching professional
engages in reflective practice and continually seeks to improve his/her knowledge base
and effectiveness as a teacher, make positive contributions to the culture of his/her
field, and demonstrate the dispositions of an emerging professional.
VII.3
Actively seeks feedback on and suggestions for teaching effectiveness
Responds openly and positively to feedback and suggestions
Demonstrates the ability to self-reflect and analyze teaching effectiveness
Completes thoughtful, well-written weekly reflections, as required
Participates in professional organizations and uses their resources
Participates in school, district, state, and/or national professional development
activities
Continues to develop and deepen knowledge of research in content area(s) and in
pedagogy
Demonstrates professionalism (see IC’s list of professional dispositions and behaviors)
Overall I would rate this Ithaca College teacher professional’s performance on
Standard 8- Professional Development as:
VII.2
VII.2
VII.2
VII.2
2.3
2.3
2.3
VII.1
3.7
VII.4
Comments:
VII.3
VII.2
N/A
Unsatisfactory
Approaching
Expectations
Meets
Expectations
NCTE
Standards
2012
Exceeds
Expectations
Comments: