FOREIGN LANGUAGE EDUCATION
FINAL EVALUATION
H/S/U
Teaching candidate’s Name:___________________________________________Semester______________
School:_____________________________________Courses Taught:_____________________
Supervisor:________________________ Mentor Teacher(s):________________________________
Honors
Satisfactory
Rating Code Continuum
Needs Improvement
At-risk
Unsatisfactory
4
3.50
3
2.50
2
1.50
1
50
0
|____________|____________|__________|__________|_________|___________|___________|___________|
NOTE: A 2, 1, or 0 rating requires explanation and specific recommendations for improvement by the
Supervisor/cooperating/mentor teacher. NA rating requires explanation.
A. Ability in the Target Language
______1. Pronunciation
______2. Accuracy
______3. Vocabulary
______4. Fluency
______5. Comprehensibility of target language through simplification, when needed
______6. Amount of target language use:
a. 90 – 100% - 3.7 – 4.0
b. 80 – 89% - 3.4 – 3.6
c. 70 – 79% - 2.6 – 3.3
d. 60 – 69% - 1.5 – 2.5
e. 50 – 59% - 0.0 – 1.4
Average ________ x .10 = Score ________
COMMENTS:
B. Skill with Lesson Organization
______1. Begins lesson with a warm-up
______2. Uses activities that are of appropriate length and fit the time frame of class period
______3. Organizes appropriate sequencing and logical progression of instruction
______4. Includes a variety of interaction patterns (e.g., small group, individual, pair work, large group)
______5. Provides appropriate closure to the lesson
______6. Assigns homework that is relevant and meaningful
______7. Provides coherent learning tasks with clear transitions between activities and direction to objective
Average ________ x .2 = Score _________
COMMENTS:
C. Skill with Specific Language Teaching Practices
_____1. Addresses the interpersonal mode of communication; direct oral/written communication between
individuals
_____2. Addresses the interpretive mode; receptive communication of oral/written messages
_____3. Addresses the presentational mode; spoken/written communication between an individual and an
audience
_____4. Develops lesson plans that reflect the goal areas of the ACTFL National Standards
_____5. Explains grammar effectively and focuses on form when appropriate
_____6. Uses authentic material, media resources, and realia to present relationships between cultural
products, practices, and perspectives.
_____7. Creates relevant activities to address all three modes of communication and culture
_____8. Elicits a variety of student response types (e.g., word-level, sentence-level, dialogue level)
_____9. Introduces language in a cultural context
_____10. Paces the class to meets the needs of students
_____11. Provides clear instructions and directions (e.g., models pair work tasks)
_____12. Uses a variety of approaches to meet different learning styles and multiple intelligences
_____13. Spirals and re-enters previously learned material into new lessons and contexts
_____14. Incorporates the use of technology that provides opportunities for the student to use the target
language
_____ 15. Addresses the communities standard at some point in the unit of study
_____16. Uses appropriate teacher talk for the age level of students and maintains student interest
Average ________ x .2 = Score ________
COMMENTS:
D. Evaluation and Assessment
_____1. Creates contextualized assessments of all 3 modes of communication
_____2. Assesses all three modes of communication
_____3. Responds to student written work with narrative comments on content.
_____4. Provides alternative assessments (projects, portfolios, daily observation) that meet the needs of
individual learning styles
_____5. Creates paper-and-pencil assessment that require more than word-level answers
_____6. Creates and uses rubrics to communicate expectations to students and to evaluate various types of
student-generated oral presentations, projects, and written work
Average ________ x .15 = Score ________
COMMENTS:
E. Professionalism
_____1. Demonstrates a professional attitude with mentor, school personnel, parents and students
_____2. Demonstrates professionalism in personal characteristics such as dress, manner and speech
_____3. Keeps accurate records in the areas of attendance, grades and participation
_____4. Demonstrates an acceptable level of organizational skills in preparation and record-keeping
_____5. Demonstrates dependability, punctuality and regular attendance
_____6. Reflects and modifies own teaching to generate and evaluate solutions to problems
_____7. Accepts constructive criticism from and works well with cooperating teachers/mentor, supervisors,
other teachers, and school administrators
_____8. Supports students of diverse background and individual characteristics through differentiated instruction
_____9. Shows sensitivity to the concerns and resources of the school district and community
_____10. Lesson plans are prepared in accordance with mentor’s recommendations
_____11. Returns student work promptly
Average ________ x .15 = Score ________
F. Classroom Management
_____1. Encourages active participation by all students
_____2. Designs lessons to avoid discipline problems by engaging students
_____3. Handles discipline problems with fairness, consistency, and patience
_____4. Responds to discipline problems appropriately in terms of the student and the school procedures
_____5. Initiates parent contact when appropriate
_____6. Balances attention to individual students and the whole group
_____7. Communicates clear expectations repeatedly in regards to rules and procedures
Average ________ x .2 = Score _________
COMMENTS:
Add the scores from sections A, B, C, D, E and F to calculate the teaching candidate’s total score:
Score for section A ________
Score for section B ________
Score for section C ________
Score for section D ________
Score for section E ________
Score for section F ________
TOTAL SCORE __________
FINAL GRADE
H – HONORS (3.60 – 4.00)
S – SATISFACTORY (2.50 – 3.59)
Total score__________
U – UNSATISFACTORY (2.49 and below)
Final grade ___________
Signatures
_____________________________________________________________________________________
Mentor Teacher 1
Date
________________________________________________________________________________________________________
Mentor Teacher 2
Date
________________________________________________________________________________________________________
Teaching Candidate
Date
________________________________________________________________________________________________________
University Supervisor
Date
Foreign Language Education H/S/U Rubric
Honors: Teaching candidate CONSISTENTLY exhibit all of the following:




Exceed the expected performance in the context of the student teaching situation, in all six sections of
the evaluation
Consistently show autonomy in successfully planning, carrying out and evaluating lessons
Exceed the expected ability to reflect upon their performance, collaborate with colleagues, articulate strengths and
weaknesses and respond to evaluative feedback
Become involved in concerns and activities of the school and community beyond the expected level
Satisfactory: Teaching candidate USUALLY exhibit all of the following:




Meet the expected performance in the context of the student teaching situation, in all six sections of
the evaluation
Show autonomy in successfully planning, carrying out and evaluating lessons
Meet the expected ability to reflect upon their performance, collaborate with colleagues, articulate strengths and
weaknesses and respond to evaluative feedback
Meet the expected involvement in concerns and activities of the school and community beyond the expected level
Needs improvement/At Risk/ Unsatisfactory: Teaching candidate OFTEN exhibit the following:



Fail to meet the expected performance in the context of the student teaching situation, in all six sections of
the evaluation
Consistently fail to show autonomy in successfully planning, carrying out and evaluating lessons
Fail to meet the expected ability to reflect upon their performance, collaborate with colleagues, articulate strengths
and weaknesses and respond to evaluative feedback

Fail to meet the expected involvement in concerns and activities of the school and community beyond the expected
level
Revised 05/2007