Madonna University EDU 3120 Evaluation Form
Academic Year 2015-2016
Intern Name:
Date of Evaluation:
Cooperating Teacher Name:
Grade Level:
Subject:
District/School Name:
Semester (check one)
□ Fall
□ Winter
□ Spring/Summer
Year:
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The Intern Evaluation Assignment
Another part of the field experience is providing the Madonna University student intern an
opportunity to engage in a P-12 environment. During the 30 hour field placement, the
cooperating teacher should be able to evaluate and provide feedback to the strengths and areas
for growth using six specific modified components of the 2013 Danielson Framework for
Teaching. It is not expected that the intern understand all of these areas, but demonstrate by the
end of the experience a general awareness and ability related to the desired components for this
clinical experience. The College of Education requests that each intern have the opportunity to
demonstrate their knowledge, skills, attributes, and dispositions as it relates to the following
objectives:
1.
The intern should have an opportunity to demonstrate content knowledge and a general
awareness of pedagogical approaches to the content.
2.
The intern should have the opportunity to demonstrate basic knowledge of child/student
development and knowledge of the learning process.
3.
The intern should have an opportunity to design small instructional activities (tutoring or
work with the cooperating teacher in lesson design/modification) and demonstrate
knowledge and understanding of how to connect instructional outcomes to various
learning experiences.
4.
The intern should demonstrate a caring disposition and the ability to relate to others
during the field experience.
5.
The intern should be given the opportunity to demonstrate how they value learning, and
exhibit high expectations for learning in their work with students.
6.
The intern should have the opportunity to demonstrate the ability to engage students in
the learning process.
Each of these objectives will be assessed using the rubric below. The ratings are as follows:
4=Distinguished/Highly Effective,
3= Proficient/Effective,
2= Basic/Minimally Effective, and
1=Unsatisfactory/Ineffective.
Each component has specific descriptors for each rating. The cooperating teacher must provide a
whole number rating (meaning a 1, 2, 3, or 4, a rating of 2.5 or 3.5 or 3.75 is not allowed).
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EDU 3120 Clinical Observation Rubric
Scoring Document
Component
Distinguished/Highly
Effective
Proficient/Effective
Component 1a:
Demonstrating
Knowledge of
Content and
Pedagogy
(IntASC 4)
The teacher displays
extensive knowledge of
the important concepts
in the discipline and
how these relate both to
one another and to
other disciplines. The
teacher demonstrates
understanding of
prerequisite
relationships among
topics and concepts and
understands the link to
necessary cognitive
structures that ensure
student understanding.
The teacher
displays solid
knowledge of the
important concepts
in the discipline and
how these relate to
one another. The
teacher
demonstrates
accurate
understanding of
prerequisite
relationships among
topics.
Basic/ Minimally
Effective
The teacher is familiar
with the important
concepts in the
discipline but displays
a lack of awareness of
how these concepts
relate to one another.
The teacher indicates
some awareness of
prerequisite learning,
although such
knowledge may be
inaccurate or
incomplete.
Unsatisfactory/Ineffective
NA/NO
In planning and practice,
the teacher makes
content errors or does not
correct errors made by
students. The teacher
displays little
understanding of
prerequisite
knowledge important to
student learning of the
content.
Not Applicable
or
Not Observed
Comments and Feedback:
Component Score: _____________
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Component
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
Component 1b:
Demonstrating
Knowledge of
Students
(InTASC 1 and 2)
The teacher
understands the active
nature of student
learning and acquires
information about
levels of development
as well as interests and
cultural heritages for
individual students.
The teacher
understands the
active nature of
student learning
and attains
information about
levels of
development as
well as interests and
cultural heritages
for groups of
students.
The teacher displays
generally accurate
knowledge of how
students learn and of
their varied approaches
to learning, knowledge
and skills, special
needs, and interests and
cultural heritages, yet
may apply this
knowledge not to
individual students but
to the class as a whole.
The teacher displays
minimal understanding of
how students learn—and
little knowledge of their
varied approaches to
learning, knowledge and
skills, special needs, and
interests and cultural
heritages—and does not
indicate that such
knowledge is valuable.
Not Applicable
or
Not Observed
Comments and Feedback:
Component Score: _____________
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Component
Component 1e:
Designing
coherent
instruction
(InTASC 1, 4, 7)
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
The teacher when
teaching demonstrates
they understand the
importance and ability
of how sequencing of
learning activities
follows a coherent
sequence, is aligned to
instructional goals, and
is designed to engage
students in high-level
cognitive activity.
The teacher when
teaching is able to
identify and
connect how most
of the learning
activities are
aligned with the
instructional
outcomes and
follow an organized
progression
suitable to groups
of students.
The teacher when
teaching has some of
the learning activities
and materials are
aligned with the
instructional outcomes
and represent moderate
cognitive challenge, but
with no differentiation
for different students.
The teacher when
teaching utilizes learning
activities that are poorly
aligned with the
instructional outcomes,
do not follow an
organized
progression, are not
designed to engage
students in active
intellectual activity
Not Applicable
or
Not Observed
Comments and Feedback:
Component Score: _____________
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Component
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
Component 2a:
Creating an
Environment
of Respect and
Rapport
(InTASC 3)
Classroom interactions
between the teacher
and students and
among students are
highly respectful,
reflecting genuine
warmth, caring, and
sensitivity to students
as individuals. Students
exhibit respect for the
teacher and contribute
to high levels of civility
among all members
of the class.
Teacher-student
interactions are
friendly and
demonstrate general
caring and respect.
Such interactions
are appropriate to
the ages, cultures,
and developmental
levels of the
students.
Patterns of classroom
interactions, both
between teacher and
students and among
students, are
generally appropriate
but may reflect
occasional
inconsistencies,
favoritism, and
disregard for
students’ ages,
cultures, and
developmental levels.
Patterns of classroom
interactions, both
between teacher and
students and among
students, are mostly
negative, inappropriate,
or insensitive to students’
ages, cultural
backgrounds, and
developmental levels.
Not Applicable
or
Not Observed
Comments and Feedback:
Component Score: _____________
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Component
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
Component 2b
Establishing a
Culture for
learning
(InTASC 2)
The teacher conveys
high expectations for
learning for all students
and insists on hard
work; students assume
responsibility for high
quality by initiating
improvements,
making revisions,
adding detail, and/or
assisting peers in
their precise use of
language.
The teacher has
high expectations
for both learning
and hard work
are the norm for
most students.
Students understand
their role as
learners and
consistently expend
effort to learn.
Classroom
interactions support
learning, hard
work, and the
precise use of
language.
The teacher appears
to be only “going
through the motions,”
and students indicate
that they are
interested in the
completion of a task
rather than the quality
of the work. The
teacher conveys that
student success is
the result of natural
ability rather than
hard work, and refers
only in passing to the
precise use of
language. High
expectations for
learning are reserved
for those students
thought to have a
natural aptitude for
the subject.
Hard work and the
precise use of language
are not expected or
valued. Medium to low
expectations for student
achievement are the
norm, with high
expectations for learning
reserved for only one or
two students.
Not Applicable
or
Not Observed
Comments and Feedback:
Component Score: _____________
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Component
Distinguished/Highly
Effective
Proficient/Effective
Basic/ Minimally
Effective
Unsatisfactory/Ineffective
NA/NO
Component 3c
Engaging Students
in Learning
(InTASC 1 and 8)
The teacher
provides suitable
scaffolding and
challenges students to
explain their
thinking. There is
evidence of some
student initiation of
inquiry and student
contributions to the
exploration of
important content;
students may serve as
resources for one
another.
The teachers
utilizes technique
resulting in active
intellectual
engagement by
most students with
important and
challenging
content and with
scaffolding to
support that
engagement.
There is a clearly
defined structure of
the learning
experience,
and the pacing of
the lesson is
appropriate,
providing most
students the time
needed to be
intellectually
engaged.
The teacher utilizes
strategies which
require minimal
thinking by students
and little opportunity
for them to explain
their thinking,
allowing most
students to be passive
or merely compliant.
There seems to be
recognizable
structure; however,
the pacing of the
lesson may not
provide students the
time needed to be
intellectually engaged
or may be so slow
that many students
have a considerable
amount of
“downtime.”
The teacher utilizes
strategies which require
only rote responses, with
only one approach
possible. There is no
clearly defined structure,
or the pace of the lesson
is too slow or rushed.
Not Applicable
or
Not Observed
Comments and Feedback:
Component Score: _____________
Did the intern successfully complete a minimum of 30 clock hours Y/N
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N:EDU/Forms/EDU 3120 FORM ONLY