Student:

GTEP: Student Teaching Final Evaluation

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Subject(s): (choose all thatapply) *

ArtBusinessBiologyChemistryDramaEnglish/Language ArtsESLFrenchIntegrated ScienceGermanHealthJapaneseLibrary/MediaMathematicsMusicMultiple Subjects (ECE or Elementary)Physical EducationPhysicsSocial StudiesSpanishSpeech Teacher

Authorization Level: * Early childhood (preK-4)Elementary (3-8)Middle Level (5-9)High School (7-12)

This form was completed by(check all that apply): *

SupervisorCooperating Teacher

This mid-term evaluation is for:*

Student Teaching IStudent Teaching II

Summary of Evaluation

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The candidate is makingsatisfactory progress toward

YesNo

meeting all objectives of thefield experience. *

The results of this evaluationhave been shared in anevaluation conference with thecandidate. *

YesNo

Attending the conference(check all that apply): *

SupervisorCooperating TeacherCandidate

Date of conference: *

Evaluation of Field Experience

1. The Learner and LearningCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

a) LearnerDevelopment:NA

1

Learning goalsand content areunclear or areinconsistentwith learnerdevelopmentand varyingabilities

2

Learning goalsand content areconsistent withschool'scurriculumgoals but donot reflectlearnerdevelopmentand/or varyingabilities

3

Learning goalsand content areconsistent withthe school'scurriculum goalsand reflectlearnerdevelopmentand varyingstudentperformancelevels

4

Learning goalsare consistentwith the school'scurriculum goals,state and districtstandards. Thelinks betweenlesson goals,learnerdevelopment andvarying studentperformancelevels are clear

(b) (i)LearningDifferences:NA

1

Contentobjectives,activities andassessmentsare notdifferentiatedfor individuallearners

2

Content is wellchosen, butactivities orassessmentsmay notdemonstratestudentdifferentiation

3

Contentobjectives,activities andassessmentsshow sensitivityto individualdifferences andto some types ofdifferentiation.

4

Contentobjectives,activities andassessmentsinclude creativelydesignedactivities forstudents ofdifferent ability,showing multipleways todifferentiate.

(b) (ii)LearningDifferences:NA

1

Content doesnot speak tolearningdifferences andactivities do nothold studentinterest

2

Content is wellchosen,activities holdstudent interestsome of thetime or may notlead to desiredoutcomes

3

Contentobjectives,activities andassessmentsconsistently holdstudent interestand lead todesiredoutcomes

4

Contentobjectives,activities andassessmentshold studentinterest, lead todesired outcomesand areappropriate todifferentiatedstudentperformancelevels

(c) (i)LearningEnvironments:NA

1

Activities,materials, andspaces forlearning are notwell selected toaddressindividual andcollectivestudent needs

2

Activities,materials andspaces forlearning reflectsomeawareness ofindividual andcollectivestudent needs

3

Activities,materials andspaces forlearning areappropriatelyselected andorganized, andplanning reflectsan awareness ofdiverseindividual andcollectivestudent needs.

4

Activities,materials andspaces forlearning are wellselected andconsistentlyaddress varyingcultural andsocialperspectives forindividual andcollective studentneeds.

(c) (ii)LearningEnvironments:NA

1

The learningenvironment isnot designed topromotepositive socialinteraction,activeengagement, orself motivation

2

The learningenvironmentattempts toencouragepositive socialinteraction,activeengagement inlearning andself motivation.

3

The learningenvironmentencouragespositive socialinteraction,activeengagement inlearning and selfmotivation.

4

The candidatedemonstrates theresearch basis forlearning activities,materials andspaces inlessons/plansand designs thelearningenvironment toencouragepositive socialinteraction, activeengagement inlearning, and selfmotivation.

Total Score:

Comments:

2. ContentCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

(a) ContentKnowledge:NA

1

Does notunderstand orteach thecentralconcepts, toolsof inquiry, andstructures ofthediscipline(s)

2

Attempts tounderstandand teachparts of thecentralconcepts,tools ofinquiry,and/orstructures ofthediscipline(s)

3

Understandsand teachesthe centralconcepts,tools ofinquiry, andstructures ofthediscipline(s).Createslearningexperiences tosupportmastery ofcontent

4

Demonstratesadvanced/sophisticatedunderstanding of andteaches the centralconcepts, tools of inquiry,and structures of thediscipline(s)Creates learningexperiences to assuremastery of the contentfor every learner

(b)Applicationof Content:NA

1

Does notattempt toconnectconcepts orengagelearners incritical thinking,creativity, orcollaborativeproblemsolving

2

Attempts toconnectconcepts andengagelearners incriticalthinking,creativity, andcollaborativeproblemsolving

3

Connectsconcepts andincorporatesdiverseperspectivesto engageslearners incriticalthinking,creativity, andcollaborative

4

Connects concepts andincorporates diverseperspectives to engagelearners in criticalthinking, creativity, andcollaborative problemsolving related toauthentic issues

problemsolving

Total Score:

Comments:

3. Instructional PracticeCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

(a)(i)Assessment:NA

1

Does notselectassessmentsthat areappropriate forlearningoutcomes

2

Assessesstudentlearning, butassessmentsmay not alwaysbe thoughtfullydesigned orclearly linked todesiredoutcomes

3

Uses multiplemethods ofassessment thatare linked todesiredoutcomes andthoughtfullydesigned andseeks to engagelearners in theirown growth tomonitor learnerprogress

4

Uses multiplemethods ofassessment thatare linked todesiredoutcomes andthoughtfullydesigned andsuccessfullyengageslearners in theirown growth tomonitor learnerprogress

a(ii)Assessment:NA

1

Does not useassessmentsto guidedecisionmaking

2

Usesassessment toguide theteacher’sdecision-making

3

Usesassessment toguide theteacher’s andlearner’sdecision making

4

Usesassessment toguide teacher’sand learner’sdecision makingand embedsformative,

diagnostic andsummativeassessments inclassroominstruction

(b)(i) Planningfor Instruction:NA

1

Does not planinstruction thatsupports allstudents inmeetinglearning goals

2

Plansinstruction thatdraws onknowledge ofcontent areasand curriculumand supportsmost studentsin masteringestablishedlearning goals

3

Plans instructionthat supportsevery student inmeeting rigorouslearning goals bydrawing uponknowledge ofcontent areas,curriculum,cross-disciplinary skillsand pedagogy

4

Plans relevantand engaginginstruction thatensures everystudent meets orexceedsrigorous learninggoals by usingknowledge ofcontent areas,curriculum,cross-disciplinary skillsand pedagogy tomakeinstructionaldecisions

(b)(ii) Planningfor Instruction:NA

1

Does notconsidercommunityassets ininstructionalplanning

2

Does notexplicitlyincludecommunityassets ininstructionalplanning

3

Explicitlyincludescommunityassets ininstructionalplanning

4

Explicitly drawson communityassets to informinstruction that isalso based onstudents’ needsand interests

(c)(i)InstructionalStrategies:NA

1

Does notselect or useinstructionalstrategies thatareappropriate forthe diverseneeds of alllearners

2

Selects anduses a limitedvariety ofstrategies thatsupports someof the diverseneeds oflearners’understandingof contentknowledgeand/or skilldevelopment

3

Consistentlyuses a variety ofstrategies todifferentiateinstruction for alllearners so thatthey can developa deepunderstanding ofknowledgeacross contentareas and buildskills to applyknowledge inmeaningful ways

4

Constantly usesa wide variety ofresearch-basedpractices tosupportdifferentiatedclassroominstruction for alllearners

(c)(ii)InstructionalStrategies:NA

1

Does notcreateengaging andrelevantlearningexperiences

2

Createsengaging andrelevantlearningexperiences

3

When possible,and withincreasing effortand frequency,creates relevantandinterdisciplinarylearningexperiences thatengage learnersin constructingknowledge

4

Consistentlycreates relevant,innovative, andinterdisciplinarylearningexperiences thatengage learnersin constructingknowledge

(d) ProfessionalDemeanor andActionsNA

1

Does notmodelappropriateprofessionaldemeanor andactions forlearners

2

Modelsappropriateprofessionaldemeanor andactions forlearners

3

Consistentlymodelsappropriatedemeanor andactions forlearners byadhering toclassroomagreements andexhibitingprofessionalism

4

Always modelsappropriate andprofessionaldemeanor andactions forlearners byadhering toclassroomagreements andexhibitingprofessionalismamong peers,colleagues,students,parents, andothers.

(e)CommunicationNA

1

Does notcommunicateclassroomagreements,expectations,routines, orprocedures tostudents

2

Communicatesclassroomagreements,expectations,routines, andprocedures tostudents butmay notconsistentlyhold studentsaccountable

3

Consistentlycommunicatesexpectations andsupport forclassroomagreements,expectations,routines, andprocedures andholds studentsaccountable

4

Provides clearand consistentexpectations,support, andaccountability forclassroomagreements,expectations,routines, andprocedures

(f) Pacing andtimingNA

1

Does not useinstructionaltime wellresulting in

2

Inconsistentuses ofinstructionaltime and

3

Consistent usesof instructionaltime anddemonstration of

4

Acute ability touse instructionaltime anddemonstration of

inaccuratelypaced lessons

challenges withpacing

accurate,effective pacing

accurate,effective pacingthat maximizesstudent learning

(g) ResourcingNA

1

Does not useinstructionalresources wellresulting inmisplacementof materials orinaccurate oruntestedmaterials

2

Inconsistentuses ofinstructionalresources thatsometimesderails a lessonor obstructslearning

3

Consistent usesof instructionalresources andwillingness tothoughtfullyselect, test, andpreparematerials well inadvance toenhance studentlearning

4

Acutewillingness andability toconstantly useinstructionalresourcesdemonstratingthoughtfulselection,testing, andpreparation ofmaterials tomaximizestudent learning

(h)Responsivenessto ConflictsNA

1

Does notattempt tohelp studentsresolveconflicts

2

Attempts tohelp studentsresolve conflictsbut sometimeslacksconfidenceand/orapproachesresulting in anineffective orunprofessionalmanner

3

Helps studentsresolvesconflicts in aconfident andeffective manner

4

Consistentlyhelps studentsresolvesconflicts in aconfident andeffective mannerand, whenpossible,empowersstudents toresolve ownconflict

Total Score:

Comments:

4. Professional ResponsibilityCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

(a)ProfessionalLearning andEthicalPractice:NA

1

Does not useevidence froma variety ofsources toevaluate ownpractice orexhibit anawareness ofown choicesand actions onlearners,families, orotherprofessionals

2

Uses someevidence from avariety ofsources toevaluate ownpractice or isnot alwaysaware of theeffects of ownchoices andactions onlearners,families, andotherprofessionals

3

Engages inongoingprofessionallearning anduses a variety ofevidence tocontinuallyevaluate ownpractice,particularly theeffects of ownchoices andactions onothers (learners,families, otherprofessionals,and thecommunity), andadapts practiceto meet theneeds of eachlearner

4

Engages inongoingprofessionallearning and usesa variety ofevidence tocontinuallyevaluate ownpractice,particularly theeffects of ownchoices andactions on others(learners, families,otherprofessionals, andthe community),and adaptspractice to meetthe needs of eachlearner Engagesin ongoingprofessionallearning,continuallyevaluates theeffects of ownchoices andactions onlearners, families,communities, and

otherprofessionals, andadapts practice tomeet the needs ofeach learnerActively seeks outopportunities forfeedback and tocollaborate withothers in supportof learners

(b)LeadershipandCollaboration:NA

1

Does notdemonstrateleadership inthe classroom.Takes limitedresponsibilityby rarelycollaborating toensure learnergrowth,learning, andwell-beingwhen makinginstructionaldecisions

2

Demonstratesemergingleadership inthe classroom.Takesresponsibility forstudent learningby collaboratingwith colleaguesand otherschoolprofessionals toensure learnergrowth,learning, andwell-being, BUTdoes not seekout input fromlearners,families orcommunitymembers whenmakinginstructionaldecisions

3

Demonstratesleadership bytakingresponsibility forstudent learningand bycollaboratingwith learners,families,colleagues, andother schoolprofessionals, toensure learnergrowth anddevelopment,learning, andwell-being

4

Demonstratesleadership bytakingresponsibility forstudent learningand byconsistentlycollaborating withlearners, families,colleagues, otherschoolprofessionals, andcommunitymembers toensure learnergrowth anddevelopment,learning, andwell-beingInvites colleaguesand other schoolprofessionals toobserve theirpractice and usesthis feedback toimprove theirinstruction

Total Score:

Comments:

5. GSE Goal: Demonstrating Dispositions

5a. Knowledge: The candidate demonstrates initial knowledge of the students, school, and curriculumCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

5a-i. School Setting:Observescooperatingteacher’sexpectations forstudents andinstructionalstrategiesNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5a-ii. SchoolSetting: Maintainsfamiliarity with theschool as a wholethrough observationof other classes andmeetingsNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5a-iii. Students:Monitors andassists students asneededNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5a-iv Students:Stays aware ofindividual students

1

The candidate

2

The candidate

3

The

4

The candidate

and their learningneedsNA

displaysbehaviorscontrary to thosedesiredbehaviors.

displays thedesiredbehaviors butnotconsistently.

candidateconsistentlydisplays thedesiredbehaviors.

exceedsexpectationsfor the desiredbehaviors.

5a-v Curriculum:Demonstratesgeneral knowledgeof the content areaof authorizationand/orendorsement, whichthe student isseekingNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

Total Score:

5b. Communication and Collaboration: The candidate works with others to achieve a common goal.Criterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

5b-i Demonstrates theability to interacteffectively withstudentsNA

1

The candidatedisplaysbehaviorscontrary tothose desiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5b-ii Interactsconstructively withpeers/colleagues,administrators,supervisors, staff,mentor teachers, andparents asappropriateNA

1

The candidatedisplaysbehaviorscontrary tothose desiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5b-iii Uses oral,written, and nonverbalcommunicationeffectivelyNA

1

The candidatedisplaysbehaviorscontrary tothose desiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

Total Score:

5c. Honesty and Integrity: The candidate demonstrates truthfulness and trustworthinessCriterion Performance Rating

NeedsImprovement Emerging Exemplary Proficient Score

5c-i Displayshonesty andintegrityNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnot consistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectations forthe desiredbehaviors.

5c-ii Maintainsconfidentialitywith schoolinformationNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnot consistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectations forthe desiredbehaviors.

Total Score:

5d. Respect for Diversity: The candidate honors, values, and demonstrates consideration and regard for oneselfand othersCriterion Performance Rating

NeedsImprovement Emerging Exemplary Proficient Score

5d-i Honors, values,and demonstratesconsideration forcultural patterns andexpectationsNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5d-ii Demonstrates acommitment to workfor equity, and socialjustice across race,class, ethnicity,language, sexualorientation, religion,and handicappingconditionsNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

Thecandidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

Total Score:

5e. Commitment to Learning: The candidate values learning for self and studentsCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

5e-i Exhibitsenergy, drive, anddetermination forteaching andlearningNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5e-iiDemonstratesinitiative,motivation, andcommitment tobecome aprofessionaleducatorNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5e-iii Respondswell to andintegratesfeedback frommentor teacherand other schoolofficialsNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5e-iv Reflects onown practices toguide professionalgrowthNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

Total Score:

5f. ProfessionalismCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

5f-i Followscodes ofprofessionalethical conduct

1

The candidatedisplays

2

The candidatedisplays the

3

The candidateconsistently

4

The candidateexceeds

and schoolpoliciesNA

behaviorscontrary to thosedesiredbehaviors.

desiredbehaviors butnotconsistently.

displays thedesiredbehaviors.

expectationsfor the desiredbehaviors.

5f-ii Isdependable,conscientious,and punctualNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5f-iii Adheres tocodes ofprofessionalappearance anddemeanorNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

5f-ivDemonstratestolerance forambiguityNA

1

The candidatedisplaysbehaviorscontrary to thosedesiredbehaviors.

2

The candidatedisplays thedesiredbehaviors butnotconsistently.

3

The candidateconsistentlydisplays thedesiredbehaviors.

4

The candidateexceedsexpectationsfor the desiredbehaviors.

Total Score:

Comments:

6. GSE Goal: Using technology to enhance learningCriterion Performance Rating

NeedsImprovement Emerging Proficient Exemplary Score

DesignLearningExperiencesNA

1

Rarely usesdigital tools andresources indesigninglearningexperiences

2

Designs learningexperiencesusing digitaltools andresources, butmay not take thediverse needs ofstudent intoaccount or thelearningexperiences donot promotecreativity

3

Designs relevantlearningexperiences thatincorporatedigital tools andresources thataddressstudents’ diverseneeds andlearning stylesand promotescreativity

4

Meets all criteriafor proficientand: Uses avariety offormative andsummativeassessmentsaligned withcontent andtechnologystandards anduses resultingdata to informlearning andteaching

Model DigitalAge Work andLearningNA

1

Does notregularly usedigital tools andresources tocommunicateinformation andideas tostudents,parents, peers,and communitymembers

2

Communicatesinformation andideas to studentsand peers usingdigital tools andresources

3

Communicatesinformation andideas effectivelyto students,parents, peers,and communitymembers usingdigital tools andresources tosupport studentsuccess andinnovation

4

Meets all criteriafor proficientand: Modelseffective use ofdigital tools toanalyze,evaluate, anduse informationresources tosupport researchand learning

PromoteDigitalCitizenshipandResponsibilityNA

1

Does notmodelappropriatedigital etiquetteandresponsiblesocialinteractionsrelated to theuse oftechnology

2

Models digitaletiquette andresponsiblesocialinteractionsrelated to theuse oftechnology, butmay not promoterespect forcopyright,intellectualproperty orappropriate

3

Promotes andmodels digitaletiquette andresponsiblesocialinteractionsrelated to the useof technologyand information,including respectfor copyright,intellectualproperty, and theappropriate

4

Meets all criteriafor proficientand: Developsand modelsculturalunderstandingby engaging withcolleagues andstudents of othercultures usingdigital agecommunicationand collaborationtools

documentationof sources

documentation ofsources

Total Score:

Comments:

Grade

Grade

Total Score