Student Teaching Evaluation and Narrative Assessment
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Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment Student teacher’s name: Your name: Your role: Student teaching start date: Classes student teacher is responsible for: Select role: Student teaching end date: 1. 2. 3. (if applicable) Mid-Course Evaluation Conference Date: Final Evaluation Conference Date: The Student Teacher, Cooperating Teacher, and College Supervisor each complete this form at the mid-point and end of the 12-week student teaching practicum, prior to the mid-point and final evaluation conferences. This form is meant to be the basis for the mid-point and final discussions about the student teacher’s performance and progress. Directions: Please select the evaluative term in the table below (Exemplary, Superior, etc.) that best describes the Student Teacher’s performance in each area and also write a brief narrative in the text box. Use the same form for both the mid-course and final evaluations so that you can see how the Student Teacher’s performance has changed over time. When you have completed this form – at the mid-point and again at the end of the practicum - please e-mail it to Heather Curl (hcurl@brynmawr.edu), Instructor of the Practice Teaching Seminar, and Ann Brown (abrown@brynmawr.edu), Education Program Administrator. Refer to the box below for criteria for the rating categories. Category Exemplary Superior Satisfactory Unsatisfactory Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Category I: Planning and Preparation – Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context. Student teacher’s performance demonstrates: I. A. Knowledge of and critical perspective on content At the midpoint of the student teaching experience Exemplary Superior Satisfactory 1 Unsatisfactory At the end of student teaching experience Exemplary Superior Satisfactory Unsatisfactory Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment How does the student teacher show evidence of good working knowledge of (and critical perspective on) subject matter? How does the student teacher communicate passion and respect for the subject matter while also being open to and modeling critical analysis of the subject matter? I. B. Rationale for teaching Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory How does the student teacher demonstrate interest in and investigation of who his/her students are as individuals? How does the student teacher demonstrate growth in his/her ability to design activities to make subject matter accessible, interesting, and relevant to students? I.E. Use of resources, materials, or technology available through the school or district Satisfactory Does the student teacher demonstrate that he or she has integrated Pennsylvania’s K-12 Academic Standards into planning? I.D. Knowledge of students and how to use this knowledge in teaching Superior Is the student teacher able to articulate a strong rationale for teaching his/her subject matter and pedagogical approaches? I. C. Knowledge of Pennsylvania’s K-12 Academic Standards Exemplary Does the student teacher demonstrate knowledge of available resources (books, instructional materials, media, experts, etc.)? Is there evidence of integrating materials and perspectives from a range of sources? What technological resources are drawn on and used in the classroom? I.F. Planning for differentiated instruction and 2 Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment assessment In what ways does the student teacher show that she or he draws on educational /theories in constructing lesson plans and setting instructional goals? Do instructional goals show a recognizable sequence with adaptations for individual student needs? Are assessments aligned with the instructional goals and adapted as required for student needs? Does the student teacher demonstrate knowledge about students’ special education designation/IEPs (if applicable)? Category II: Classroom Environment - Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior. Student teacher’s performance demonstrates: II. A. Expectations for student achievement with value placed on the quality of student work Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory What is the range of learning opportunities that the student teacher provides for students? II. C. Appropriate interactions/rapport between teacher and students and among students At the end of student teaching experience Does the student teacher communicate high expectations for students? How does the student teacher support students to reach high expectations set in the classroom? II. B. Attention to equitable learning opportunities for students At the midpoint of the student teaching experience Does the student teacher establish a positive, supportive, respectful classroom environment, both in terms of teacher respect for students and students’ respect for one 3 Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment another? To what extent is the student teacher aware of social dynamics in the classroom? How does the teacher use this awareness / intervene? II. D. Effective classroom routines and procedures resulting in little or no loss of instructional time Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory What strategies and concrete approaches is the student teacher developing to prevent management problems? What procedures for monitoring and following up on student misbehavior does the student teacher have? II. F. Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher Superior What routines and procedures are used in the classroom? What accounts for loss (or gain) of instructional time? Does student teacher ensure quality transitions between activities? II. E. Clear standards of conduct and effective management of student behavior Exemplary How has the student teacher considered the physical space of the room in terms of safety, productivity, creativity, access to resources, etc.? Category III: Instruction - Student teacher/candidate, thorough knowledge of content, pedagogy and skill in instruction, engages students in learning by using a variety of instructional strategies. Student teacher’s performance demonstrates: III. A. Use of knowledge of content and pedagogical theory through his/her instructional At the midpoint of the student teaching experience Exemplary Superior Satisfactory 4 Unsatisfactory At the end of student teaching experience Exemplary Superior Satisfactory Unsatisfactory Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment delivery Are instructional and assessment decisions congruent with student teacher’s espoused educational philosophy and actual instructional approaches? For example: How does the student teacher facilitate and support problem-solving and critical thinking?In what ways does the student teacher use and make explicit approaches that promote metacognitive awareness of learning? III. B. Communication of procedures and clear explanations of content Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Does the student teacher clearly communicate directions and procedures for classroom activities and assignments? III. C. Thoughtful pedagogy Exemplary Does the student teacher demonstrate a willingness to take appropriate and generative risks (modeling for students, trying new activities, etc.)? Is the student teacher developing a strong teacher presence? How does the student teacher take into consideration the range of abilities of students in their teaching? What kinds of instructional materials are used? Is there variety in these materials? In what ways does the student teacher consider, develop, and modify materials, pedagogical approaches, and activities to meet students' diverse needs, interests, and goals? III. D. Use of various strategies that encourage many students to participate 5 Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment Does the student teacher employ a variety of pedagogical approaches (lectures, whole class discussions, small-group work, simulations, etc.)? Does the student teacher ask questions at varying levels of abstraction that elicit experience-based responses as well as facts and inferences? III. E. Engagement of students in learning and adequate pacing of instruction Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory How does the student teacher use assessments (both formative and summative) and evaluations for further learning and teaching? Does the student teacher respond promptly and constructively to student work? III. G. Use of informal and formal assessments to meet learning goals and to monitor student learning Superior Does the student teacher incorporate cooperative learning activities into instruction? Does the student teacher maintain momentum in a lesson and/or revise a lesson if it is not working? What input do students have into the design and content of lessons and assessment? III. F. Feedback to students on their learning Exemplary Does the student teacher assess student work and progress and check for student understanding often and through various traditional as well as alternative approaches (i.e., through oral questioning, short written activities, pairing/sharing, quizzes, games, etc.)? 6 Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment III. H. Flexibility and responsiveness in meeting the learning needs of students Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Is the student teacher flexible in changing plans in response to student needs or other relevant input? In what ways does the student teacher consider, develop, and modify materials, pedagogical approaches, and activities to meet students' diverse needs, interests, and goals? III. I. Integration of disciplines within the educational curriculum Exemplary Does the student teacher design activities and assignments that are interdisciplinary? Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building. Student teacher’s performance demonstrates: IV. A. Knowledge of school and district procedures and regulations related to attendance, punctuality and the like At the end of student teaching experience Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Does the student teacher demonstrate organization and responsibility (e.g., by being on time for all commitments, getting all logistical and paper work done on time and correctly, having lesson plans completed before class, etc.)? IV. B. Knowledge of school or district requirements for maintaining accurate records and communicating with families At the midpoint of the student teaching experience Does the student teacher maintain accurate records (of student assignments, student 7 Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment progress, parent conferences, etc.)? IV. C. Knowledge of school and/or district events Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory What opportunities and approaches does the student teacher take to reflect on his/her own teaching beliefs and practices? Does the student teacher actively read, reflect on, and integrate into their teaching knowledge from professional books, journals, and other sources of information? Does the student teacher accurately appraise his/her effectiveness as a teacher, identify areas for growth, and demonstrate a commitment to continued professional development? Does the student teacher seek and make constructive use of criticism from students, colleagues, supervisors, etc.? IV. E. Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations Superior Does the student teacher participate in departmental and faculty meetings and other school/district events (i.e., board meetings)? IV. D. Knowledge of district or college’s professional growth and development opportunities Exemplary Does the student teacher show equitable treatment of students, colleagues, and parents regardless of their race, nationality, ethnicity, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disability, etc.? Does the student teacher value diversity in educational practice, having a range of methodologies and tools for effective 8 Bryn Mawr/Haverford Student Teaching Evaluation and Narrative Assessment teaching and learning? Are student teacher’s oral and written communications with parents, students, and staff professional, respectful, and discreet? IV. F. Effective communication, both oral and written, with students, colleagues, paraprofessionals, related service personnel, and administrators Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Exemplary Superior Satisfactory Unsatisfactory Does the student teacher demonstrate an awareness of (and interest in collaborating with) the range of professionals and aids working in a school? In what ways does the student teacher contribute as a colleague to ongoing school improvement, including the development and/or maintenance of a school ethos that values learning, equity, respect for diversity, and personal integrity? IV. H. Knowledge of Commonwealth requirements for continuing professional development and licensure Superior In what ways does the student teacher communicate effectively to students, parents, and administrators about student progress? IV. G. Ability to cultivate professional relationships with school colleagues Exemplary What understanding of the PA requirements for continuing professional development and licensure does the student teacher demonstrate? 9
