Intern Final Checklist
(Updated March 2012)
Intern:
School:
Date:
Assignment:
Evaluator:
On this form we have listed what we consider to be some of the major components of successful teaching. Please
indicate your assessment of the intern’s performance by making a check at the appropriate place along the following
continuum:
1. Superior (SUP)
2. Very Good (VG)
3. Satisfactory (SAT)
4. Needs Work (NW)
Expectations for interns are not the same as for experienced teachers. It is possible for an intern to receive a Very
Good or Superior rating on this checklist. If one or more of the statements does not apply to your situation, or if you
don't feel that you have adequate information upon which to make a judgment, write "NA" in the Comments column.
We realize that an evaluation form such as this is incomplete at best. Please feel free to write additional comments
about the intern's performance on a separate sheet of paper.
Planning and Preparation
SUP
VG
SAT
A. Demonstrating Knowledge of
Content and Pedagogy
1. Teacher displays content
knowledge, with evidence of
continued pursuit of such knowledge.
2. Teacher assesses and builds on
students’ background knowledge.
3. Pedagogical practices reflect
knowledge of research within the
discipline.
B. Demonstrating Knowledge of
Students
1. Teacher displays knowledge of
typical developmental characteristics
of the age of group taught.
2. Teacher uses knowledge of students’
varied approaches to learning in
planning.
3. Teacher displays knowledge of
students’ skills and knowledge,
including those with special needs.
4. Teacher displays knowledge of the
interests and/or cultural heritage of
students.
1
NW
Comments
Planning and Preparation
SUP
VG
SAT
NW
Comments
SUP
VG
SAT
NW
Comments
C. Selecting Instructional Goals
1. Goals establish high expectations
and relate to curriculum standards.
2. Goals are clear, written in the form
of student learning, and permit viable
methods of assessment.
3. Goals take into account the learning
needs of diverse students.
D. Demonstrating Knowledge of
Resources
1. Teacher seeks materials to enhance
instruction, in addition to being aware
of school and district resources.
2. Teacher uses technology in ways
that make students productive and meet
the instructional goals of the lesson.
E. Designing Coherent
Instruction
1. Learning activities are relevant to
students and instructional goals.
2. Materials and resources support
instructional goals and engage students
in meaningful learning.
3. Instructional groups are varied as
appropriate to instructional goals.
4. Lessons and units are clear and
allow for differentiated learning.
F. Assessing Student Learning
1. Assessments match instructional
goals.
2. Assessment criteria are clear and
communicated to students.
The Classroom Environment
A. Creating an Environment of
Respect and Rapport
1. Teacher demonstrates genuine
caring and respect for individual
students. Students respect teacher.
2
The Classroom Environment, cont.
SUP
VG
SAT
NW
Comments
SUP
VG
SAT
NW
Comments
B. Establishing a Culture for
Learning
1. Teacher conveys enthusiasm for the
subject and students value content.
2. Students take pride in their work.
3. Both teacher and students hold high
expectations for student achievement.
C. Managing Classroom
Procedures
1. Groups work independently and
productively.
2. Transitions occur smoothly with
little loss of instructional time.
3. Routines for handling materials are
smooth, with students assuming some
responsibility.
4. Systems for performing noninstructional duties are well
established.
D. Managing Student Behavior
1. Expectations for conduct are clear.
2. Monitoring by teacher is
proactive.
3. Teacher response to misbehavior is
effective and sensitive to students’
individual needs.
E. Organizing Physical Space
1. Classroom is safe and physical
resources are used optimally.
Instruction
A. Communicating Clearly and
Accurately
1. Teacher’s directions and
procedures are clear to students and
anticipate possible student
misunderstanding.
2. Teacher’s spoken and written
language is correct and expressive,
with appropriate vocabulary.
3
Instruction, cont.
SUP
VG
SAT
B. Using Questioning and
Discussion Techniques
1. Teacher’s questions are of high
quality and wait time is adequate.
2. Students assume considerable
responsibility for the success of
discussion.
3. Teacher successfully engages all
students in the discussion.
C. Engaging Students in
Learning
1. Content is appropriate and links
with students’ knowledge and
experience.
2. Students are cognitively engaged
with content activities and
assignments.
3. Instructional groups are productive
and appropriate to the instructional
goals of the lesson.
4. Instructional materials and
resources are suitable to the
instructional goals and engage
students.
5. Lesson structure is coherent;
pacing is appropriate.
D. Providing Feedback to
Students
1. Feedback is accurate, timely,
substantive, constructive and specific.
E. Demonstrating Flexibility
and Responsiveness
1. Teacher successfully adjusts
lessons as necessary.
2. Teacher accommodates students’
questions or interests.
3. Teacher persists in seeking
effective approaches for students who
need help, soliciting additional
resources from the school.
4
NW
Comments
Professional Responsibility
SUP
VG
SAT
A. Reflecting on Teaching
1. Teacher makes an accurate
assessment of a lesson’s effectiveness.
B. Maintaining Accurate
Records
1. Teacher’s system for maintaining
information on student assignments,
progress, and attendance is effective.
C. Communicating with Families
1. Teacher provides frequent
information to families about the
instructional program and student
progress.
D. Contributing to the School
and District
1. Teacher collaborates effectively
with colleagues.
2. Teacher volunteers to participate in
school events.
3. Teacher volunteers to participate in
school and district projects.
E. Growing and Developing
Professionally
1. Teacher seeks opportunities for
professional development.
5
NW
Comments