ST_13

Mid-term/Final Professional Semester Evaluation
ConcordiaUniversityChicago
In the box corresponding to your role, please identify this evaluation by checking the appropriate space and writing the date. Please type.
Cooperating Teacher: / Midterm / Student Teacher: / Midterm / University Supervisor: / Midterm
Final / Final / Final
Date: (mm/dd/yy) / Date: (mm/dd/yy) / Date: (mm/dd/yy)

Student Teacher

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Grade Level (s)

Cooperating Teacher

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School

University Supervisor

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Location

To the Evaluator:
Evaluation of student teaching performance involves a number of categories, each linked to a national standard, a state standard, and Concordia’s Conceptual Framework (CF). We ask that you formally evaluate your student teacher twice during the term, discuss the evaluation with the student teacher, and submit the assessment to the Office of Field Experience.
Explanation: consider the teacher candidate’s characteristics or behaviors as compared with other persons of similar educational experience. Rate using the following scale:
1 - Borderline skills, often inadequate
2 - Inconsistent, occasionally competent, sometimes average
3 - Average, competent, developing satisfactorily
4 - Above average, developing quite satisfactorily
5 – Outstanding, consistently proficient, demonstrating the transfer of superior and qualities to a
variety of situations.

An Average rating of “1” or “2” in any standard may result in an unsatisfactory grade in student teaching (“U” for undergraduate candidates or “D” or “F” for graduate candidates).

Please put an “x” in the appropriate box that corresponds to the rating that you believe most appropriately reflects the typical range of his or her performance. Calculate the average of the subsets and enter average score in the ‘Average Rating” box for each standard. In the comment section, note areas of strength and areas that need attention. Please attach a separate sheet if necessary.
Standards referenced in this evaluation:
Interstate New Teacher Assessment and Support Consortium (INTASC)
Illinois Professional Teaching Standards (ILPTS)
Conceptual Framework (CF)
INTASC 1: Knowledge of Subject Matter (ILPTS 1) (CF 1A, 2A, 2B, 2C, 3A, 3B) / 1 / 2 / 3 / 4 / 5
1.1 Connects content to students’ life experiences.
1.2 Exhibits thorough understanding of content.
1.3 Evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy,
and usefulness.
1.4 Makes choices that reflect diverse perspectives in content areas.
Average Rating
Comments:
INTASC 2: Knowledge of Human Development and Learning(ILPTS 2)
(CF 1A, 1B, 2A, 2C, 2D, 3A) / 1 / 2 / 3 / 4 / 5
2.1 Respects individual variations in human development.
2.2 Designs instruction that meets learners’ intellectual, social, personal and developmental needs.
2.3 Provides varied levels of tasks and assignments that recognize the individuality of students and
their developmental and/or special needs.
2.4 Makes instructional decisions based on knowledge of human development.
2.5 Is concerned about all aspects of a student’s well being and is alert to signs of difficulties.
Average Rating
Comments:
INTASC 3: Adapting Instruction for Diverse Learners(ILPTS 3) (CF 1A, 1B, 2A, 2C, 2D, 3A) / 1 / 2 / 3 / 4 / 5
3.1 Makes appropriate provision for individual students who have particular learning differences or
needs.
3.2 Uses cultural diversity and individual student experiences to enrich teaching.
3.3 Creates a learning community in which race, ethnicity, gender, economic status, and
differences in ability are respected.
3.4 Identifies and designs instruction that recognizes student differences in learning styles, multiple
intelligences, and developmental needs.
Average Rating
Comments:
INTASC 4: Multiple Instructional Strategies (ILPTS 6) (CF 1A, 2A, 2C, 2D, 2E, 3A) / 1 / 2 / 3 / 4 / 5
4.1 Values flexibility in adapting instruction to student responses and needs.
4.2 Promotes students’ critical thinking, problem solving, and performance capabilities.
4.3 Evaluates and uses alternative teaching strategies and materials to achieve different
instructional purposes to meet students’ needs.
4.4 Encourages student interaction with subject matter in a variety of ways.
4.5 Monitors and adjusts strategies in response to learner feedback.
4.6 Utilizes creative strategies to strengthen student learning
Average Rating
Comments:
INTASC 5: Classroom Motivation and Management Skills (ILPTS 5)
(CF 1A, 1B, 2A, 2C, 3B) / 1 / 2 / 3 / 4 / 5
5.1 Fosters a learning community that encourages democratic ideals in a climate of openness,
mutual respect, support, and inquiry.
5.2Organizes, allocates, and manages resources of time, space, and materials to constructively
engage students.
5.3 Manages the classroom environment and makes decisions that enhance social relationships,
student motivation, and engagement in productive work.
5.4 Manages transitions effectively.
5.5 Successfully manages classroom behavior.
5.6 Responds to unanticipated sources of input and adjusts plans to meet student needs.
Average Rating
Comments:
INTASC 6: Communication Skills (ILPTS 7) (CF 1A, 2A, 2C, 2D) / 1 / 2 / 3 / 4 / 5
6.1 Values and encourages many modes of communication in the classroom.
6.2 Uses oral communication skills effectively.
6.3 Uses written communication skills effectively.
6.4 Uses technology appropriately to enhance student learning.
6.5 Asks questions at different cognitive levels to stimulate varying responses.
6.6 Exhibits and responds to non-verbal communication.
6.7 Uses clear, accurate presentations and alternative explanations.
Average Rating
Comments:
INTASC 7: Instructional Planning Skills (ILPTS 4) (CF 1A, 2A, 2C, 2E, 3A) / 1 / 2 / 3 / 4 / 5
7.1 Values and creates successful long and short-term plans.
7.2 Selects and creates learning experiences that are appropriate for curriculum goals, relevant to
learners, and based upon principles of effective instruction.
7.3 Develops creative lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners, including learning styles and performance modes.
7.4 Plans interdisciplinary learning experiences.
7.5 Creates long-term plans that are linked to student needs and performance.
7.6 Reflects effectively to improve teaching methods.
Average Rating
Comments:
INTASC 8: Assessment of Student Learning (ILPTS 8) (CF 2A, 2C, 2D, 2E) / 1 / 2 / 3 / 4 / 5
8.1 Values ongoing assessment as essential to the educational process and recognizes that many
different assessment strategies are necessary for promoting student learning.
8.2Uses a variety of formal and informal assessment techniques to enhance learners’ knowledge
and evaluatetheir progress.
8.3 Monitors and adapts teaching strategies and behavior in relation to student success.
8.4 Uses assessment strategies to involve learners in self-assessment activities.
8.5 Maintains useful records of student work and can communicate progress to students, parents,
and other colleagues.

Average Rating

Comments:
INTASC 9: Professional Commitment and Responsibility (ILPTS 10,11)
(CF 1A, 1B, 2A, 2B, 2E, 3B, 3C) / 1 / 2 / 3 / 4 / 5
9.1 Uses classroom observation, student information, and research as sources for evaluating
outcomes and as a basis for experimenting with, reflecting on, and revising practice.
9.2 Acts professionally and appropriately to unanticipated situations.
9.3 Demonstrates reliability, responsibility, and punctuality.
9.4 Models servant leadership to improve student learning.
9.5 Maintains standards of professional conduct.
Average Rating
Comments:
INTASC 10: Partnerships (ILPTS 9) (CF 2A, 2B, 2C, 3A, 3B, 3C) / 1 / 2 / 3 / 4 / 5
10.1Consults productively with Cooperating Teacher(s) and University Supervisor regarding the
education and well being of students.
10.2 Participates in collegial activities designed to make the school a productive learning
environment.
10.3 Establishes respectful and productive relationships with parents and guardians in support of
student learning and well being.
Average Rating
Comments:
Based on these observations, please comment on this student teacher’s readiness to enter the profession of teaching. At the end of the placement, please put these comments on school letterhead so that it can serve as an official recommendation if you so choose. At midterm, written comments on this sheet will be sufficient.
Signature of Student Teacher / Date / Signature of Cooperating Teacher / Date
Signature of University Supervisor / Date
I have seen this evaluation, and I have received the explanation and clarification that I have requested. However, signing this document does not indicate that I agree with the conclusions of the evaluators.

Revised 03/11

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