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COOPERATING TEACHER'S STUDENT TEACHER EVALUATION FORM

Student Teacher:

Date:

Student Teacher's Email Address:

Note: if you insert the student's email address here, the evaluation will automatically be emailed to the student.

Teaching Major:

Cooperating Teacher:

Cooperating School:

Cooperating Teacher's Email Address:

Note: if you insert your email address here, the evaluation will automatically be emailed to the you.

University Supervisor's Email Address:

Note: if you insert the assigned university supervisor's email address here, the evaluation will automatically be emailed to the assigned university supervisor.

Evaluation:

Weekly Evaluation

Midterm Evaluation

Final Evaluation

DIRECTIONS: Please evaluate your assigned student teacher's knowledge, performance, and dispositions by rating your assigned student teacher in each of the evaluation areas listed below. If you rate your student teacher as "partially proficient" for any of the evaluation areas, you MUST provide your student teacher with "suggestions for improvement" by placing your suggestions in the text box that follows each evaluation area.

DEVELOPING EDUCATIONAL LEADERS

► Who take responsibility for STUDENT LEARNING by using a variety of student assessment methods

KNOWLEDGE: Selects, constructs, and uses various student assessments and understands the characteristics and limitations of student assessments.

PERFORMANCE: Uses a variety of traditional and alternative assessment techniques to assess student learning.

DISPOSITION: Is committed to using student assessment to improve student learning.

Suggestions for improvement:

► Who take responsibility for STUDENT LEARNING by developing effective earning environments

KNOWLEDGE: Employs effective classroom management strategies and use a variety of strategies to promote positive student relationships.

PERFORMANCE: Creates a smooth functioning classroom environment and engages students in learning activities that focus on the essential knowledge.

DISPOSITION: Takes responsibility for establishing a positive classroom learning environment.

Suggestions for improvement:

► Who take responsibility for STUDENT LEARNING by reflecting on teaching practices

KNOWLEDGE: Uses a variety of problem solving strategies and is aware of the resources available for improving content knowledge and teaching skills.

PERFORMANCE: Draws upon school colleagues to support his/her professional development and uses classroom and student observations as a basis for revising practice.

DISPOSITION: Is committed to reflection as an integral component of the professional development process.

Suggestions for improvement:

► Who demonstrate strong PEDAGOGICAL CONTENT KNOWLEDGE by effectively teaching the content in their discipline

KNOWLEDGE: Understands how learning occurs and uses multiple teaching strategies to promote student learning.

PERFORMANCE: Assesses students' prior content knowledge as a basis for the development of learning activities and uses the school district's curriculum to guide the development of classroom lessons.

DISPOSITION: Demonstrates enthusiasm for the discipline he/she teaches and engages in professional discourse with colleagues on how to improve his/her content knowledge and teaching skills.

Suggestions for improvement:

► Who demonstrate strong PEDAGOGICAL CONTENT KNOWLEDGE by using a variety of instructional strategies

KNOWLEDGE: Employs multiple teaching strategies and enhances learning through the use of a variety of materials and technological resources.

PERFORMANCE: Adjusts lessons in response to student observations and student feedback.

DISPOSITION: Values the use of technology in the classroom and adapts instruction to meet students' needs.

Suggestions for improvement:

► Who demonstrate strong PEDAGOGICAL CONTENT KNOWLEDGE by adapting instruction to meet the individual needs of students

KNOWLEDGE: Understands how students' learning is influenced by individual learning styles, experiences, talents, and prior learning.

PERFORMANCE: Designs effective age-appropriate lessons and makes appropriate accommodations for students with special needs.

DISPOSITION: Believes all children can learn and respects students as individuals regardless of students' backgrounds, skills, talents or interests.

Suggestions for improvement:

► Who display PROFESSIONAL CHARACTERISTICS by displaying strong communication skills

KNOWLEDGE: Demonstrates effective verbal, nonverbal, and technological communication skills.

PERFORMANCE: Models effective communication skills in conveying information to students and when communicating with school colleagues.

DISPOSITION: Recognizes effective communication as a tool for fostering student learning and developing strong professional relationships with school colleagues.

Suggestions for improvement:

► Who display PROFESSIONAL CHARACTERISTICS by displaying strong instructional planning skills

KNOWLEDGE: Uses learning theory and subject matter knowledge to develop effective lesson plans.

PERFORMANCE: Creates lesson plans that meet the developmental and individual needs of students.

DISPOSITION: Values lesson planning as an important professional skill and believe lesson plans must be open to adjustment based on students' needs.

Suggestions for improvement:

► Who display PROFESSIONAL CHARACTERISTICS by fostering relationships with school colleagues, parents, and community agencies to support student learning

KNOWLEDGE: Understands schools as organization within the larger community and that factors outside of school can influence student learning.

PERFORMANCE: Seeks help as needed and participates in faculty, school and/or community activities and professional organizations.

DISPOSITION: Respects students' privacy and confidentiality of information and values the importance of all aspects of a student's experience.

Suggestions for improvement:

► Who display PROFESSIONAL CHARACTERISTICS by engaging in appropriate professional practices

KNOWLEDGE: Finds resources to improve teaching practices and knows how to incorporate students' experiences into instruction.

PERFORMANCE: Is willing to ask school colleagues for new ideas and feedback and uses student observations and assessments to revise lessons and teaching practices.

DISPOSITION: Recognizes his/her professional responsibilities and is committed to developing and continually refining his/her teaching practices.

Suggestions for improvement:

Overall General Comments: