FINAL EVALUATION
Teacher Candidate’s Name: ___________________________ID#____________Date_________
Certification area:
Math_____________________________________
Cooperating Teacher: _______________________________________
Field Supervisor: __________________________________________
School: _____________________________District:______________________ Grade: ___________
Please indicate the level for each element.
For example:
Level 1 –
EMERGING
ELEMENTS
1. OBJECTIVE
Candidate develops
rudimentary knowledge
in an attempt to address
some of the components
(conditions,
performances, product,
and criterion) of the
Molloy Lesson Plan
Objective.
Level 2 –
DEVELOPING
Level 3 –
MEETING
EXPECTATIONS
Level 4 –
EXCEEDING
EXPECTATIONS
Candidate shows
growing confidence
but does not yet
demonstrate the ability
to address all four
components
(conditions,
performances, product,
and criterion) of the
Molloy Lesson Plan
Objective.
Candidate consistently
and independently
demonstrates the ability
to address all four
components
(conditions,
performances, product,
and criterion) of the
Molloy Lesson Plan
Objective and the
lesson is designed to
engage learners in the
activities.
Candidate consistently
exceeds expectations
when addressing all
four components
(conditions,
performances, product,
and criterion) of the
Molloy Lesson Plan
Objective and the
lesson is designed to
engage learners in the
activities.

N/A
Performance Scale:
Level 1 – Emerging: Candidate meets minimum program criteria
Level 2 – Developing: Candidate meets some program criteria
Level 3 – Meeting Expectations: Candidate meets program criteria with competency
Level 4 – Exceeding Expectations: Candidate meets program criteria with a high level of competency or exceeds
expectations
N/A: Candidate did not address the element at the time of assessment
1
STUDENT TEACHING FINAL EVALUATION
ELEMENTS
Level 1 –
EMERGING
INSTRUCTIONAL PLANNING
1. OBJECTIVE
Candidate develops
rudimentary knowledge in an
attempt to address some of the
components (conditions,
performances, product, and
criterion) of the Molloy Lesson
Plan Objective.
2. STANDARDS AND
INDICATORS
Candidate demonstrates
rudimentary knowledge of the
NY State and Common Core
Standards and appropriate
indicators.
3. INSTRUCTIONAL
RESOURCES
Candidate demonstrates
rudimentary planning for use
of instructional resources with
heavy reliance on textbook.
Technology is used
inappropriately or not at all.
4. INSTRUCTIONAL
STRATEGIES
Candidate demonstrates
rudimentary planning of
instructional strategies that are
evidenced in the
developmental procedures of
the lesson. Candidate plans for
strategies that do not promote
students’ development of
critical thinking, problem,
solving, and performance
skills.
Level 2 –
DEVELOPING
Candidate shows growing
confidence but does not yet
demonstrate the ability to
address all four components
(conditions, performances,
product, and criterion) of the
Molloy Lesson Plan Objective.
Candidate shows growing
confidence and in-depth
understanding but does not yet
demonstrate the ability to
address the NY State &
Common Core Standards and
appropriate indicators.
Candidate demonstrates basic
plans for use of resources to
support learning. Technology
is used but makes little
contribution to learning.
Candidate demonstrates a basic
understanding of instructional
strategies that are evidenced in
the developmental procedures
of the lesson. Candidate plans
for some instructional
strategies to promote students’
development of critical
thinking, problem, solving, and
performance skills.
Level 3 –
MEETING
EXPECTATIONS
Level 4 –
EXCEEDING EXPECTATIONS
Candidate consistently and
independently demonstrates the
ability to address all four
components (conditions,
performances, product, and
criterion) of the Molloy Lesson
Plan Objective and the lesson is
designed to engage learners in
the activities.
Candidate consistently and
independently demonstrates the
ability to address the NY State
and Common Core Standards
and appropriate indicators.
Candidate consistently exceeds
expectations when addressing all
four components (conditions,
performances, product, and
criterion) of the Molloy Lesson
Plan Objective and the lesson is
designed to engage learners in
the activities.
Candidate consistently plans to
use appropriate resources to
implement instruction and
support student learning.
Technology is used
appropriately to enhance
learning. Most resources are
aligned with learning goals.
Candidate consistently exceeds
expectations in using a variety
of appropriate resources to
implement instruction and
support student learning.
Technology is used
appropriately to enhance
learning. Resources are aligned
with learning goals and
contribute to active inquiry and
collaboration.
Candidate consistently exceeds
expectations in planning
instructional strategies that are
evidenced in the developmental
procedures of the lesson.
Candidate uses a variety of
effective instructional strategies
to promote diverse students’
development of critical thinking,
problem, solving, and
performance skills.
Candidate consistently
demonstrates understanding of
instructional strategies that are
evidenced in the developmental
procedures of the lesson.
Candidate plans to use effective
instructional strategies to
promote students’ development
of critical thinking, problem,
solving, and performance skills.
N/A
Candidate consistently exceeds
expectations when addressing
the NY State and Common Core
Standards and appropriate
indicators.
2
5. ADAPTATIONS
Candidate demonstrates
rudimentary knowledge when
adapting for the specific needs
of unique learners to further
support the understanding the
concept and application of
adaptations.
Candidate shows growing
confidence but does not yet
demonstrate the capability
when adapting for the specific
needs of unique learners to
support further need for
assistance.
6.
DIFFERENTIATION
OF INSTRUCTION
Candidate demonstrates
rudimentary knowledge of
differentiation of instruction
based on individual learners
and their needs. It is
minimally evident and does
not meet the needs of all
learners.
Candidate demonstrates a
basic understanding for
differentiation of instruction
and individual learners and
their needs. Differentiation of
instruction is generally
evident and somewhat meets
the needs of all learners.
7.
DEVELOPMENTAL
PROCEDURES
Candidate demonstrates
rudimentary knowledge in
identifying the appropriate
procedures, structure, scope
and sequence along with key
questions related to this lesson.
Candidate shows growing
confidence but does not yet
demonstrate the capability to
identify the appropriate
procedure, structure, scope and
sequence along with key
questions related to this lesson;
additional work is needed to
design content-appropriate
activities related to the
instructional objective[s].
8. REFLECTIVE
PRACTICE
Candidate demonstrates
rudimentary skills of
developing reflective practice
grounded in theory.
Candidate shows growing
confidence but does not yet
consistently and independently
demonstrates reflective
practice grounded in theory.
Candidate consistently and
independently demonstrates
reflective practice grounded in
theory.
9. MOTIVATION
Candidate demonstrates
rudimentary knowledge of
creating a supportive learning
environment, which establishes
a positive mental set toward
achieving the proposed
objective.
Candidate shows growing
confidence but does not yet
demonstrate the ability to
create a supportive learning
environment, which establishes
a positive mental set toward
achieving the proposed
objective.
Candidate consistently and
independently demonstrates the
ability to create a supportive
learning environment which
establishes a positive mental set
toward achieving the proposed
objective; it is indicative of the
candidate’s in-depth
understanding of the concept.
Candidate consistently and
independently demonstrates
capability when adapting for the
specific needs of unique
learners. Plans are, therefore,
indicative of an in-depth
understanding of the concept
and application of adaptations.
Candidate consistently
provides appropriate
differentiation of instruction
based on knowledge of
individual learners and their
needs. Differentiation
of instruction is realistic and
appropriate and meets the
needs of all learners.
Candidate consistently and
independently demonstrates
capability when identifying the
appropriate procedures,
structure, scope and sequence
along with key questions related
to this lesson. Additionally, they
suggest that the candidate has
learned to apply concepts to
real-life instructional activities
which reinforce student learning
and promote engagement.
The adaptations provided by the
candidate demonstrate mastery
of the concept of adaptations
while concurrently
demonstrating a high level of
ability to analyze, apply, and
assess appropriate adaptations.
Candidate provides thoughtful
and appropriate differentiation
of instruction based on
knowledge of individual
learners and their needs.
Differentiation of instruction is
realistic, appropriate and
effective, and meets the needs
of all learners.
Candidate consistently exceeds
expectations and demonstrates
capability when identifying the
appropriate procedures,
structures, scope and sequence
along with key questions tied to
this lesson. Additionally, they
suggest that the candidate has
mastered the ability to apply
concepts to real-life instructional
activities which reinforce
student learning and promote
engagement.
Candidate consistently exceeds
expectations in demonstrating
reflective practice grounded in
theory.
Candidate’s procedure clearly
and consistently establishes a
positive mental set toward
achieving the proposed
objective, and, in so doing, is
indicative of mastery of the
concept.
3
10. ASSESSMENT
ALIGNED WITH
OBJECTIVES
Candidate demonstrates
rudimentary knowledge of
appropriate assessments that
match the lesson’s objective(s)
and standards.
11. INDEPENDENT
PRACTICE
Candidate demonstrates
rudimentary knowledge when
identifying appropriate
activities for independent
practice.
Candidate demonstrates
rudimentary knowledge by
selecting appropriate strategies
for intervention and
enrichment.
12.FOLLOW UP:
ACADEMIC
INTERVENTION &
ACADEMIC
ENRICHMENT
INSTRUCTIONAL DELIVERY
13. KNOWLEDGE OF
Candidate demonstrates
LEARNERS
rudimentary, stereotypical or
14. CONTENT
15.QUESTIONING
irrelevant knowledge of how
learner characteristics (e.g.
developmental level, academic
learning needs and interests,
culture, dis/abilities, prior
experiences) affect learning.
Learner’s prior knowledge is
not considered.
Candidate demonstrates
rudimentary knowledge of the
central concepts, tools, or
inquiry, and/or structure of the
disciplines. Addresses content
inaccurately with limited
information of subject content.
Candidate minimally employs
questioning that fosters learner
participation, varied and higher
order thinking skills, and
thoughtful response with
appropriate wait time.
Candidate shows growing
confidence but does not yet
demonstrate the ability to use
the appropriate assessments
that match the lesson’s
objective(s) and standards.
Candidate shows growing
confidence but does not yet
demonstrate the ability to
identify appropriate activities
for independent practice.
Candidate shows growing
confidence in selecting
appropriate strategies for
intervention and enrichment.
Candidate consistently and
independently demonstrates the
ability to use appropriate
assessments that match the
lesson’s objective(s) and
standards.
Candidate consistently and
independently demonstrates the
ability to identify appropriate
activities for independent
practice.
Candidate consistently and
independently demonstrates the
ability to select appropriate
strategies for intervention and
enrichment.
Candidate consistently exceeds
expectations when using
appropriate assessments that
match the lesson’s objective(s)
and standards.
Candidate demonstrates a basic
knowledge of how learner
characteristics affect learning.
Demonstrates awareness of but
is not able to connect teaching
with learners’ prior knowledge.
Candidate consistently
demonstrates an understanding
of how learner characteristics
affect learning. Connects
teaching to learners’ prior
knowledge and characteristics.
Candidate consistently exceeds
expectations in comprehensive
understanding of how learner
characteristics affect learning.
Connects teaching to specific
and relevant information of
learners’ prior knowledge and
characteristics.
Candidate demonstrates a basic
understanding of the central
concepts, tools, or inquiry, and/or
structure of the disciplines.
Content appears to be mostly
accurate and its focus shows
some awareness of the big ideas
in the discipline.
Candidate consistently
displays adequate
understanding and application
of the central concepts, tools
of inquiry, and structure of
the disciplines. Candidate
addresses content accurately
and reflects big ideas and/or
structure of the discipline.
Candidate employs questioning
that fosters learner
participation, varied and higher
order thinking skills, and
thoughtful response with
appropriate wait time.
Candidate consistently exceeds
expectations in comprehensive
understanding and application
of the central concepts, tools of
inquiry, and structure of the
disciplines. Candidate
addresses content accurately
and reflects big ideas and/or
structure of the discipline.
Candidate exceeds expectations
in employing questioning that
fosters learner participation,
varied and higher order thinking
skills, and thoughtful response
with appropriate wait time.
Candidate occasionally employs
questioning that fosters learner
participation, varied and higher
order thinking skills, and
thoughtful response with
appropriate wait time.
Candidate consistently exceeds
expectations and demonstrates
the ability to identify appropriate
activities for independent
practice.
Candidate consistently exceeds
expectations and demonstrates
the ability to select appropriate
strategies for intervention and
enrichment.
4
16. LESSON
CLOSURE
Candidate provides minimal
evidence of lesson closure.
Candidate provides closing
activities but they are not well
developed. Learners are not
involved in the activities.
Candidate provides closing
activities that are relevant to the
objectives. Provides an
opportunity for a final check for
understanding with most
learners actively involved.
Candidate provides closing
activities that are relevant to the
objectives. Provides a clear
opportunity for a final check for
understanding with all learners
actively involved.
17. ASSESSMENT
DATA
Candidate minimally uses
multiple and appropriate types
of assessment data to identify
students’ learning needs.
Candidate consistently uses
multiple and appropriate types
of assessment data to identify
students’ learning needs.
18. MODIFICATION
OF INSTRUCTION
Candidate minimally assesses
learners’ performance in order
to design and modify
instruction & scaffold learning
to meet their various
developmental needs, e.g.
cognitive, linguistic, social,
emotional, and physical.
Candidate shows limited
consistency in using multiple
and appropriate types of
assessment data to identify
students’ learning needs.
Candidate shows limited
consistency in assessing
learners’ performance in order
to design and modify instruction
& scaffold learning to meet their
various developmental needs,
e.g. cognitive, linguistic, social,
emotional, and physical.
Candidate consistently assesses
learners’ performance in order
to design and modify
instruction & scaffold learning
to meet their various
developmental needs, e.g.
cognitive, linguistic, social,
emotional, and physical.
Candidate consistently and
independently uses multiple and
appropriate types of assessment
data to identify students’
learning needs.
Candidate consistently and
independently assesses learners’
performance in order to design
and modify instruction &
scaffold learning to meet their
various developmental needs,
e.g. cognitive, linguistic, social,
emotional, and physical.
19. FEEDBACK
Candidate minimally provides
learners with effective
descriptive feedback to guide
their progress toward quality
work.
Candidate consistently
provides learners with effective
descriptive feedback to guide
their progress toward quality
work.
Candidate consistently and
independently provides learners
with effective descriptive
feedback to guide their progress
toward quality work.
20. MONITORING
PROGRESS
Candidate minimally monitors
student learning, and engages
learners in examining their
own thinking and learning as
well as the performance of
others.
Candidate shows limited
consistency in providing
learners with effective
descriptive feedback to guide
their progress toward quality
work.
Candidate shows limited
consistency in monitoring
student learning, and engages
learners examining their own
thinking and learning as well as
the performance of others.
Candidate consistently
monitors student learning, and
engages learners in examining
their own thinking and
learning as well as the
performance of others.
Candidate consistently and
independently monitors student
learning, and engages learners in
examining their own thinking
and learning as well as the
performance of others.
USE OF ASSESSMENT
TEACHING STYLE
5
21.
COMMUNICATION
Candidate demonstrates
rudimentary use of effective
verbal, nonverbal, and media
communication techniques to
foster active inquiry,
collaboration, and supportive
interaction. Delivers
instruction that is NOT clear
and understandable. Uses
numerous verbal distractors.
22. PACING
Candidate minimally paces
instruction to assure desired
learning outcomes and adjusts
pace to meet learner needs.
Candidate demonstrates some
evidence of using effective
verbal, nonverbal, and media
communication techniques to
foster active inquiry,
collaboration, and supportive
interaction. Candidate
inconsistently delivers speech
that is loud, clear, and
understandable. Uses occasional
verbal distractors.
Candidate inconsistently paces
instruction to assure desired
learning outcomes and adjusts
pace to meet learner needs.
Candidate demonstrates
sufficient evidence of using
effective verbal, nonverbal, and
media communication
techniques to foster active
inquiry, collaboration, and
supportive interaction.
Candidate delivers speech that
is loud, clear, and
understandable. Avoids verbal
distractors.
Candidate consistently paces
instruction to assure desired
learning outcomes and adjusts
pace to meet learner needs.
23. MONITORING
Candidate does not or rarely
moves about room to address
the needs of learners.
Candidate moves about the
room to generally address the
needs of learners.
Candidate consistently moves
about room to clearly address
the needs of learners.
24. CLASSROOM
MANAGEMENT
Candidate uses limited or
ineffective classroom
management strategies, with
inappropriate setting for a
particular learning activity,
weak time management, etc.
Candidate is minimally aware
of learners’ behaviors and
activities, and minimally
responds to them.
Candidate minimally shows
poise and confidence.
Elements of enthusiasm are
minimally evident.
Candidate uses some classroom
management strategies to
promote learning and learner
interactions. Candidate is
partially aware of learners’
behaviors and activities, and
partially responds to them.
Candidate uses effective
classroom management
strategies to promote learning
and learner interactions.
Candidate is aware of learners’
behaviors and activities, and
responds to them appropriately.
Candidate generally shows
poise and confidence. Elements
of enthusiasm are generally
evident.
Candidate clearly shows
poise and confidence.
Elements of enthusiasm are
evident.
25. TEACHER
ENGAGEMENT &
ENTHUSIASM
Candidate excels in using
effective verbal, nonverbal, and
media communication
techniques, sensitive to cultural
and gender differences, to foster
active inquiry, collaboration, and
supportive interaction.
Candidate’s speech delivery is
loud, clear, and understandable.
Avoids verbal distractors.
Candidate exceeds expectations
for pacing instruction to assure
desired learning outcomes and
for adjusting pace to meet
learner needs.
Candidate consistently exceeds
expectations in moving about
room to clearly address the
needs of learners.
Candidate consistently uses a
range of effective classroom
management strategies to
promote positive relationships,
cooperation, and purposeful
learning in the classroom.
Candidate exceeds expectations
in awareness of learners’
behaviors and activities, and
responds to them appropriately.
Candidate consistently exceeds
expectations and clearly shows
poise and confidence. Elements
of enthusiasm are clearly
evident.
6
STUDENT TEACHING FINAL EVALUATION SPA COMPETENCIES – ADOLESCENT MATHEMATICS EDUCATION
ELEMENTS
Level 1 –
EMERGING
Level 2 –
DEVELOPING
Level 3 –
MEETING
EXPECTATIONS
Level 4 –
EXCEEDING
EXPECTATIONS
26.
MATHEMATICAL
CONNECTIONS
Candidate provides learners
with minimal opportunities to
communicate about
mathematics and make
connections across disciplines.
Candidate consistently and
independently provides learners
with opportunities to communicate
about mathematics and make
connections across disciplines.
27. POSITIVE
DISPOSITION
Candidate demonstrates
rudimentary levels of
positive disposition toward
mathematical processes and
learning.
Candidate provides learners
with some opportunities to
communicate about
mathematics and make
connections across
disciplines.
Candidate is developing a
positive disposition toward
mathematical processes and
learning, but requires more
focus and attention.
28. ETHICAL
TREATMENT
Candidate demonstrates
rudimentary levels of
equitable and ethical treatment
of and holds high expectations
of all learners.
Candidate demonstrates
rudimentary levels of
application of mathematics in
a variety of contexts within
major mathematical domains.
Candidate demonstrates
rudimentary levels of
engagement of learners in
developmentally appropriate
mathematical activities and
investigations, including
mathematics-specific
technology.
Candidate demonstrates
rudimentary ability to
increase learners’ knowledge
of mathematics.
Candidate takes a limited role
in his/her professional growth
by participating in professional
development experiences.
Candidate demonstrates
basic equitable and ethical
treatment of and holds high
expectations of all learners.
Candidate consistently and
independently demonstrates
equitable and ethical treatment of
and holds high expectations of all
learners.
Candidate consistently and
independently applies
mathematics in a variety of
contexts within major
mathematical domains.
Candidate consistently and
actively engages learners in
developmentally appropriate
mathematical activities and
investigations, including
mathematics-specific technology.
Candidate consistently exceeds
expectations in providing learners
with opportunities to
communicate about mathematics
and make connections across
disciplines.
Candidate consistently and
effectively exceeds expectations
in demonstrating a positive
disposition toward mathematical
processes and learning at a level
expected of professional
educators.
Candidate consistently exceeds
expectations in demonstrating
equitable and ethical treatment of
and holds high expectations of all
learners.
Candidate consistently exceeds
expectations in applying
mathematics in a variety of
contexts within major
mathematical domains.
Candidate consistently exceeds
expectations in actively engaging
learners in developmentally
appropriate mathematical
activities and investigations,
including mathematics-specific
technology.
29.
MATHEMATICAL
APPLICATIONS
30.
MATHEMATICAL
ACTIVITIES
31. FIELD-BASED
EXPERIENCES
32.
PROFESSIONAL
DEVELOPMENT
Candidate demonstrates
basic application of
mathematics in a variety of
contexts within major
mathematical domains.
Candidate demonstrates
basic engagement of learners
in developmentally
appropriate mathematical
activities and investigations,
including mathematicsspecific technology.
Candidate demonstrates a
basic ability to increase
learners’ knowledge of
mathematics
Candidate takes a somewhat
active role in his/her
professional growth by
participating in professional
development experiences.
Candidate consistently and
effectively demonstrates a positive
disposition toward mathematical
processes and learning.
Candidate consistently and
independently demonstrates
ability to increase learners’
knowledge of mathematics.
Candidate consistently takes an
active role in his/her professional
growth by participating in
professional development
experiences.
N/A
Candidate consistently exceeds
expectations in demonstrating
ability to increase learners’
knowledge of mathematics
Candidate consistently exceeds
expectations in taking an active
role in his/her professional growth
by participating in professional
development experiences.
7
As a Cooperating Teacher working with this teacher candidate, I believe that:
_____ 1. The teacher candidate shows evidence of possessing those qualifications and characteristics to become a certified teacher for the
above-cited reasons and for these additional reasons: [please be as specific as possible]
_____ 2. The teacher candidate is not ready to receive the endorsement of the College to become a certified teacher for the following
reasons: [please be as specific as possible]
Evaluator’s signature: ___________________________________ Date: _____________
Address where to send credit(s) voucher:
(please print)
___________________________________
___________________________________
___________________________________
___________________________________
8