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Student Teaching Evaluation

Student Teacher First Name*   Last Name*
Supervising Teacher First Name*   Last Name*
Supervising Teacher's Email   Date
School*   Semester/Year*
Grade/Subject*   Code*

NEW TEACHER STANDARD I - DESIGNS/PLANS - INSTRUCTION
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement I:
The teacher designs/plans instruction and learning climates that student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integral knowledge.
1.  Focuses instruction on one (1) or more of Kentucky’s learning goals and outcomes.  VS:  Has no specified focus for instruction or focuses on outcomes not related to Kentucky’s learning goals.
4 3 2 1
2.  Develops the student’s ability to apply knowledge, skills, and thinking processes.  VS:  Focuses on the acquisition of knowledge and skills without regard for application.
4 3 2 1
3.  Integrates skills, thinking processes, and content across disciplines.  VS:  Focuses on discrete skills and knowledge in separate disciplines.
4 3 2 1
4.  Proposes learning experiences that challenge, motivate and actively involve the learner.  VS: Proposes activities that are not likely to challenge each learner and require only passive participation.
4 3 2 1
5.  Proposes learning experiences that are developmentally appropriate for learners.  Describes experiences for multiple levels of complexity to accommodate students at different levels of performance.  VS:  Proposes learning activities that either are too elementary or too advanced for the learner.  Provides the same learning experiences for all students without variation in level of complexity.
4 3 2 1
6.  Incorporates strategies that address physical, social and cultural diversity and shows sensitivity to differences. VS:  Ignores physical, social and cultural diversity as important concepts in the design of instruction.
4 3 2 1
7.  Establishes physical classroom environments to support the type of teaching and learning that is to occur.  VS:  Fails to address the physical environment as a contributing component to instruction.
4 3 2 1
8.  Includes creative and appropriate use of technology as a tool to enhance student learning.  VS:  Fails to make strategic use of technology or proposes the use of technology in an inappropriate manner.
4 3 2 1
9.  Includes appropriate assessment strategies and processes.  VS:  Fails to identify assessment processes or includes inappropriate assessment strategies.
4 3 2 1
10.  Includes comprehensive and appropriate school and community resources that support learning.  VS:  Fails to address resource requirements to include resources that are inadequate and/or inappropriate.
4 3 2 1
11.  Includes learning experiences that encourage students to be adaptable, flexible, resourceful and creative. VS:  Includes learning experiences that only require students to follow prescribed or teacher-directed processes and strategies.
4 3 2 1

*Overall score for Standard I:

4 3 2 1

Comments:

 
NEW TEACHER STANDARD II - CREATES/MAINTAINS - LEARNING CLIMATE
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement II:
The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
1.  Communicates with and challenges students in a positive and supportive manner. VS: Communicates in a negative or unsupportive manner. Fails to challenge students.
4 3 2 1
2.  Establishes and maintains standards of mutually respectful classroom interaction by establishing the importance of shared expectations during individual and group responsibilities. VS: Fails to establish and/or maintain standards to strengthen the learning environment. Fails to promote individual and group responsibilities.
4 3 2 1
3.  Shows consistent sensitivity to individual academic, physical, social, and cultural differences and responds to all students in a caring manner. VS: Is insensitive to differences and allows students to be insensitive to one another.
4 3 2 1
4.  Shows flexibility and modifies classroom processes and instructional procedures as the situation demands. VS: Is inflexible and fails to modify classroom processes based on new information and changing needs in the classroom. 
4 3 2 1
5.  Organizes materials and equipment to create a media-rich environment, including technology. VS: Ignores the potential of media and technology.
4 3 2 1
6.  Motivates, encourages and supports individual and group inquiry. VS: Provides students with detailed instruction for all activities.
4 3 2 1
7.  Uses classroom management techniques that foster self-control and self-discipline. Encourages responsibility to self and others. VS: Uses classroom management techniques that foster student dependency on the teacher to control classroom behavior.
4 3 2 1
8.  Promote student willingness and desire to receive and accept positive and negative feedback. VS: Promotes student dependency on positive feedback and approval.
4 3 2 1

*Overall score for Standard II:

4 3 2 1

Comments:
NEW TEACHER STANDARD III - IMPLEMENTS/MANAGES - INSTRUCTION
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement III:
The teacher introduces, implements, and manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
1.  Communicates specific outcomes and high expectations for learning. VS: Fails to communicate outcome expectations or is vague in communicating expectations.
4 3 2 1
2.  Links learning with students’ prior knowledge, experience, family, and cultural backgrounds. VS: Ignores students’ prior learning or background in the instructional process.
4 3 2 1
3.  Models/demonstrates the skills, attributes, and/or thinking processes to be learned. VS: Fails to model skills, concepts, attributes, or thinking processes that students are required to perform.
4 3 2 1
4.  Uses multiple teaching/learning strategies that are appropriate to student developmental level and actively engages students in individual and cooperative learning experiences. VS: Uses the same strategy for all students or uses strategies that fail to engage students.
4 3 2 1
5.  Makes appropriate provisions for learning to address diversity among learners. VS: Assigns all students the same tasks and expects them to use the same learning processes and products.
4 3 2 1
6.  Elicits sample of student thinking and stimulates student reflection on their own ideas and those of others. VS: Fails to attend to students’ thought processes. Focuses only on the acquisition of knowledge.
4 3 2 1
7.  Uses appropriate questioning strategies to engage students’ cognitive processes and stimulate higher-order thinking. VS: Fails to make strategic use of questions or misuses questioning techniques.
4 3 2 1
8.  Guides students to express, examine, and explain alternative responses and their associated consequences relative to moral, ethical, and social issues. VS: Fails to use or avoids the opportunity to use situations that examine moral, ethical, or social issues.
4 3 2 1
9.  Demonstrates interpersonal/team membership skills and responsible caring behavior with students in facilitating instruction. VS: Insists on directing all learning experiences and remaining in control. Is insensitive to ideas and feelings of students. 
4 3 2 1
10.  Uses multiple perspectives and differing viewpoints to facilitate the integration of knowledge and experiences across disciplines. VS: Develops concepts and processes from a single viewpoint.
4 3 2 1
11.  Makes creative and appropriate use of media and technology. VS: Ignores the potential of media and technology for instruction.
4 3 2 1
12.  Makes efficient use of physical and human resources and time. Facilitates equitable engagement of students on productive tasks. VS: Wastes teacher time, student time, and resources due to lack of organization and planning.
4 3 2 1
13.  Provides opportunities for students to use and practice what is learned. VS: Limits learning to the acquisition of knowledge.
4 3 2 1
14.  Identifies student misconceptions, provides guidance, and offers students continuous feedback on progress toward outcomes and expectations. VS: Fails to provide students guidance or feedback except on summary assessments. Allows misconceptions and misunderstandings to continue.
4 3 2 1
15.  Links learning with student aspirations for future roles. VS: Fails to connect learning and expectations with real-life experiences and future roles of student.
4 3 2 1

*Overall score for Standard III:

4 3 2 1

Comments:
NEW TEACHER STANDARD IV - ASSESSES AND COMMUNICATES LEARNING RESULTS
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement IV:
The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
1.  Uses multiple assessments and sources of data. VS: Fails to assess learning, uses mainly one (1) type of assessment and/or bases evaluation on a single source of data.
4 3 2 1
2.  Makes appropriate provisions for assessment processes that address social, cultural, and physical diversity. VS: Ignores diversity as a factor to be considered in the assessment process.
4 3 2 1
3.  Accurately assesses student performance using the established criteria and scoring guides consistent with Kentucky’s performance assessment program and the KCCT. VS: Uses criteria unrelated to KCCT or makes major errors in interpreting adopted criteria.
4 3 2 1
4.  Promotes student self-assessment using established criteria and focuses student attention on what needs to be done to move to the next performance level. VS: Keeps students entirely dependent on the teacher and/or fails to address next steps for improving each student’s level of performance.
4 3 2 1
5. Systematically collects and analyzes assessment data and maintains up-to-date records of student progress. VS: Evaluates progress subjectively without documentation. Fails to score students work in a timely manner.
4 3 2 1

*Overall score for Standard IV:

4 3 2 1

Comments:
NEW TEACHER STANDARD V - REFLECTS/EVALUATES - TEACHING/LEARNING
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement V:
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
1. Accurately assesses, analyzes, and communicates the effectiveness of instruction and makes appropriate changes to improve student learning. VS: Cannot articulate or analyze teaching and learning processes used. Fails to alter behaviors or processes to improve learning.
4 3 2 1
2. Analyzes and evaluates the effects of learning experiences on individuals and on the class as a whole and makes appropriate changes to improve student learning. VS: Fails to connect learning strategies and experiences with student learning or failure to learn. Cannot articulate and implement changes to improve learning.
4 3 2 1

*Overall score for Standard V:

4 3 2 1

Comments:
NEW TEACHER STANDARD VI - COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement VI:
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop all students' abilities.
1. Identifies or recognizes situations when and where collaboration with others will enhance learning for students (e.g.: thematic units, individual education plan, and school-based decision making). VS: Fails to identify or recognize situations in which collaboration would be a useful process.
4 3 2 1
2. Articulates the purpose and scope of the collaborative effort. VS: Fails to define the purpose or scope of the collaborative effort.
4 3 2 1
3. Articulates outcomes of each collaboration event (e.g.: summary, next steps, responsibilities, time line). VS: Allows collaboration events to end without a mutual understanding of progress.
4 3 2 1
4. Demonstrates productive leadership or team membership skills that facilitate the development of mutually beneficial goals. VS: Exhibits behavior that hinders group process and is counter productive to a collective effort. Fails to understand when to lead, when to follow, and when to get out of the way.
4 3 2 1
5. Demonstrates tolerance to alternative perspectives and options and encourages contributions from school and community resources. VS: Insists on own biases and cannot be persuaded to consider what other persons or agencies have to contribute to learning situations.
4 3 2 1
6. Demonstrates sensitivity to differences in abilities, modes of contribution, social, and cultural backgrounds. VS: Is insensitive to differences and/or presents a prejudiced view of situations and people.
4 3 2 1

*Overall score for Standard VI:

4 3 2 1

Comments:
NEW TEACHER STANDARD VII - ENGAGES IN PROFESSIONAL DEVELOPMENT
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement VII:
The teacher evaluates her overall performance with respect to modeling and teaching Kentucky’s learner goals, refines the skills and processes necessary, and implements a personal development plan.
1. Provides evidence of performance levels and articulates strengths and priorities for growth. VS: Describes own performance in very general terms and/or cannot articulate strengths and weaknesses.
4 3 2 1
2. Articulates a professional plan to improve her own performance and to expand her teaching repertoire to facilitate student achievement of the learning goal. VS: Sees few possibilities for professional development or selects inappropriate activities.
4 3 2 1
3. Engages in relevant professional development activities and follows through with plan. VS: Selects inappropriate activities. Fails to follow plan or meet commitments.
4 3 2 1
4. Shows evidence of improvement in performance and evidence of an increased capacity to facilitate student learning. VS: Cannot provide evidence of growth. Shows little effort or ability to learn independently or engage in meaningful professional development.
4 3 2 1

*Overall score for Standard VII:

4 3 2 1

Comments:
NEW TEACHER STANDARD VIII - KNOWLEDGE OF CONTENT
Exceeds Criteria

4

 Meets Criteria (Mastery)

3

 Making Progress Toward Criteria

2

 Little or No Progress Toward Criteria

1

Standard Statement VIII:
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.
Performance Criteria: The extent to which the teacher:
1. Accurately communicates the skills and core concepts related to certified academic areas.
4 3 2 1
2. Effectively applies the methods of inquiry related to the certified academic areas.
4 3 2 1
3. Incorporates a multi-cultural/global perspective in content presentation.
4 3 2 1