ESOL FIELD EXPERIENCE EVALUATION FORM
BLOCKS 2, 4 & 5
FOR
ELEMENTARY EDUCATION, EARLY CHILDHOOD EDUCATION
AND SPECIAL EDUCATION
Teacher Candidate:______Date: ______
Major:______Degree:______
Please Note: Teacher candidates must satisfactorily complete a minimum of multiple weeks planning, implementing, and evaluating instruction for one or more ELL pupils, supervised by a cooperating teacher who has obtained the ESOL endorsement. A cooperating teacher who is pursuing the endorsement may supervise an FGCU intern. If the teacher candidate does not demonstrate the required ESOL Performance Standards (ESOL PS) by the completion of Blocks 2 & 4 ESOL Field Experience Internship, then the teacher candidate must repeat the experience during her/his final internship. FGCU internship supervisors who are assigned to teacher candidates who must repeat the field experience during their final internship must complete the ESOL training requirement in order to sign this form, if the cooperating teacher is not ESOL endorsed.
Please INITIAL the appropriate box. Sections of this form may be completed by different teachers as applicable during various field experiences. Some standards will be met more than once over the field experiences and should be noted by all teachers involved. This evaluation process begins in Block 2 and continues in Block 4 and 5. During Block 2, the student submits this form to the TSL instructor. The University Supervisor is responsible for submitting the completed form to the program office during Blocks 4 & 5.
ESOL Teacher Evaluation:5=Exemplary, 4=Proficient, 3=Developing, 2=beginning, 1=Unsuccessful, N/A=Not Applicable Rubric found on page 4 / Eval.
Date / Eval.
(5-1) / Tchr.
Initials
BLOCKS 2 & 4.
The teacher candidate has demonstrated understanding of the district policies and procedures for implementing the various elements of the Consent Decree, including identification, classification, and exit procedures for ELL students and appropriate documentation for comprehensible instruction. ESOL PS 1
BLOCK 4.
The teacher candidate has demonstrated knowledge of various ESOL instructional support services and resources as well as social services for ELL students and their families. ESOL PS 7
ESOL Teacher Evaluation:
5=Exemplary, 4=Proficient, 3=Developing, 2=beginning, 1=Unsuccessful, N/A=Not Applicable Rubric found on page 4 / Eval.
Date / Eval.
(5-1) / Tchr.
Initials
BLOCKS 4 & 5.
The teacher candidate has demonstrated effective strategies for ELL parent communication, including modifying communications sent to the home. ESOL PS 23
BLOCKS 2, 4 & 5.
The teacher candidate has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements. ESOL PS 15, 16, 17, 18, 20, 22
BLOCKS 2, 4 & 5.
The teacher candidate has demonstrated effective strategies for teaching one or more ELL pupils in a mainstreamed instructional setting. ESOL PS 13, 18
BLOCKS 2, 4 & 5.
The teacher candidate has demonstrated appropriate modifications of communication for one or more ELL pupils, in whole class, small group, and one-on-one interchanges, through simplifying language, repetition/paraphrasing, connecting form and meaning, asking questions at students’ level of proficiency, and rephrasing and expanding the ELL pupil’s linguistic output. ESOL PS 5, 6, 8, 11, 13, 21
BLOCKS 4 & 5.
The teacher candidate has demonstrated effective use of ESOL teaching methods such as TPR, the Natural Approach, etc. ESOL PS 5, 6, 11, 12, 17, 18, 24
BLOCKS 2 & 4.
The teacher candidate has demonstrated appropriate modifications of instructional input for one or more ELL pupils, including providing pictures, props, gestures, a high degree of context, and other extralinguistic cues. ESOL PS 6, 17, 18
BLOCK 4.
The teacher candidate has structured appropriate modifications of student-to-student interaction for one or more ELL pupils, including assigning the ELL pupils tasks and roles that are appropriate for their level of proficiency, and creating an environment in which they can negotiate meaning. ESOL PS 5, 13, 16, 24
Blocks 2 & 4.
The teacher candidate has applied knowledge of language structure and the second language acquisition process in planning, implementing, and evaluating Language Arts and Literacy instruction for ELL pupils. ESOL PS 10, 20
ESOL Teacher Evaluation:
5=Exemplary, 4=Proficient, 3=Developing, 2=beginning, 1=Unsuccessful, N/A=Not Applicable Rubric found on page 4 / Eval.
Date / Eval.
(5-1) / Tchr.
Initials
BLOCKS 4 & 5.
The teacher candidate has demonstrated effective use of ESOL resources to teach and assess ELL pupils, such as collaborating with bilingual aides and providing computer-based enhancements. ESOL PS 15, 16, 17, 18, 20, 22
BLOCKS 4 & 5.
The teacher candidate has demonstrated effective lesson planning for ELL pupils, including modifications appropriate to multiple levels of ELL students (if present) evaluated by the instructor of ESOL III as well as the cooperating teacher, and, where necessary, an ESOL resource teacher and/or university supervisor. ESOL PS 6, 8, 16, 24
BLOCKS 2, 4 & 5.
The teacher candidate has demonstrated appropriate modifications of curriculum for one or more ELL students, including simplifying texts, providing support materials (e.g., bilingual and picture dictionaries), analyzing a task for the degree of contextual support and cognitive complexity and making necessary adjustments accordingly. ESOL PS 5, 8, 9, 11, 12, 15
BLOCKS 4 & 5.
The teacher candidate has demonstrated appropriate modification of assessment for one or more ELL students, including developing alternative assessments that assess content rather than linguistic knowledge and has used ELL pupils’ results on standardized English proficiency tests to make instructional decisions. ESOL PS 12, 19, 20, 21
BLOCK 4.
The teacher candidate has demonstrated culturally sensitive classroom management strategies as well as cross-cultural competence in interactions with ELL pupils and their families. ESOL PS 3, 4, 14, 22, 23
BLOCKS 2, 4 & 5.
The teacher candidate has demonstrated reflection on her/his effectiveness teaching ELL pupils and has adjusted lesson plans and instruction accordingly. ESOL PS 14
RUBRIC GUIDELINES (please read carefully)
5=Exemplary The teacher candidate demonstrates this ESOL Performance Standard at a level exceeding that expected of a beginning teacher.
4=Proficient The teacher candidate demonstrates this ESOL Performance Standard at a level expected of a beginning teacher.
3=Developing The teacher candidate demonstrates this ESOL Performance Standard at a level expected of a beginning teacher, although not consistent over time.
2=Beginning The teacher candidate demonstrates this ESOL Performance Standard inconsistently and at a level less than expected of a beginning teacher.
1=Unsuccessful The teacher candidate is unsuccessful in demonstrating this ESOL Performance Standard.
NA= Not applicable
Upon completion of this document, the teacher candidate must show minimum ratings of “Beginning” and or “Developing” in Block 2. In Block 4 and 5, the teacher candidate needs to show a “Proficient” rating in the greater majority of identified ESOL Performance Standards - with no ESOL Standard being evaluated as less than “Developing” - in order to receive a “Satisfactory” rating, pass the internship course, and demonstrate readiness for teaching.
Block 2
______
ESOL Cooperating Teacher’s Signature School Date
Block 4
THE TEACHER CANDIDATE’S OVERALL PERFORMANCE: (Please circle one) Satisfactory Unsatisfactory
______
ESOL Cooperating Teacher’s Signature Block 4 University Supervisor’s Signature School Date
Block 5 (Final Internship)
______
ESOL Cooperating Teacher’s Signature Block 5 University Supervisor’s Signature School Date
DISTRIBUTION:
White: Student’s copy Pink: Submit to Internship Office end of Block 4
Goldenrod: Submit to Internship Office end of Block 2 Yellow: If needed submit to Internship Office end of Block 5
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