ED 101: Mid-term Practicum Student Evaluation
Student: Date:
Mentor Teacher:
Directions: This form will be used for the midterm evaluation only. The mid-term evaluation will not be graded. It is intended to provide the practicum student with accurate information regarding their growth and development in teaching young children. This information is vital to their continued success and learning. Please provide your mentor teacher with the following sheet ‘Strategies for Enhancing Children’s Learning and Development.’ Your mentor teacher will comment on what you are doing well, and will recommendspecific strategy ideas (even if a student is at a 9 or a 10, there are still specific skills they can be practicing). The final evaluation will include the same items and will be graded. Though ungraded, this completed mid-term evaluation is required to pass the course.
1. Greets children by name and initiates interactions with the children.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:2. Demonstrates awareness of children's cues as they communicate needs,
desires, distress, etc., and responds to such cues.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments: 3. Communicates with children in meaningful ways, encouraging curiosity and
reinforcing language development.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:4. Engages children to enhance participation in activities.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:5. Develops or maintains positive relationships with children in care settings.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:6. Uses own physical positioning in classroom to enhance communication with
children, monitor activities, and influence behavior.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:7. Provides positive help when children need additional assistance to follow rules
and routines.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:8. Intervenes when necessary to keep children safe.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:9. Independently supervises a small group of children inside and outside the
classroom, in a safe and appropriate manner.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:10. Uses at least two positive guidance techniques, such as redirecting, offering
choices, and proactively engaging children in activities.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments: 11. Demonstrates knowledge of the daily schedule by helping children and adults
prepare for transitions.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:12. Prepares or assists in preparing the environment for children's activities.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:13. Gets down at child’s level when talking and interacting with them.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:14. Demonstrates reliable attendance. Arrives on time, completes scheduled
hours, calls when absent. Arranges make-up hours in a timely
manner.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:15. Gets learning experience plans approved by mentor teacher in advance.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments: 16. Cooperates with other adults in the classroom. Communicates effectively
with the teaching team.
Never Rarely Occasionally Sometimes Frequently Usually Every time
Comments:17. Shows positive outlook and enthusiasm for children and teaching.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:18. Meets with teacher regularly to check in and ask questions to clarify
responsibilities, understand classroom management strategies, problem-
solve classroom situations, and/or ask for ideas and teaching strategy
suggestions.
Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:19. Asks for feedback from teachers and/or responds to suggestions.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:20. Provides teacher a copy of anecdotal observations.
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Never Rarely Occasionally Sometimes Frequently Usually Regularly
Comments:1