Student Teaching/Candidate Appraisal Instrument

DAEMEN COLLEGE

Education Department

Student Teaching/Candidate Appraisal Instrument

Dual Certification

Childhood Education (1 – 6)

Special Education (1 – 6)

______

Student TeacherDate

______

School

Form completed by (check one)

1.Cooperating Teacher

2.College Supervisor

3.Student Teacher

Placement # (circle one)12

Age Range of Students: ______

Type of Class (check one)Special Education Placements only:

_____Inclusive Educational Program_____Resource Room/Special School

_____Self-Contained/Special Education_____Resource Room/Public School

_____Self-Contained/Special School

_____Other:

Dates of Student Teaching:From to______

Days Absent:Reason:______

Certification (check one)

_____Single (Childhood Education 1 - 6)

_____Dual (Childhood/Inclusive Special Education 1 - 6)

Conferences with Student Teacher:Midterm

Date: ______

Final

Date: ______

______

Cooperating Teacher SignatureStudent Teacher Signature

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PURPOSE

This competency appraisal instrument has been developed to assess and evaluate students completing the terminal component of their elementary education teacher preparation program. The form is designed to evaluate all the major components included in the undergraduate childhood education program at Daemen College. It reflects the skills and competencies which have been taught during their training and which the student is expected to employ while working with this specific population of children. The form is for feedback purposes for the student teacher regarding specified skills and competencies. It is not used in a placement file or seen by prospective employers.

DIRECTIONS

The cooperating teacher is to complete this form twice and discuss it each time with the student teacher. Parts I – IV of the form are to be completed half-way through student teaching and at the end of student teaching. Part V is to be used as a summary statement and should be completed once as part of the final appraisal process.

The college supervisor completes this form and discusses it with the student teacher at the end of the practicum.

This form is to be returned via the college supervisor to the Education Department with a final letter of recommendation on school letterhead appraising the student teacher.

The following rating scale is to be used in rating each section:

1 = Improvement Required – Does not demonstrate skill – Needs improvement

2 = Developing – Demonstrated skill inconsistently – Need for further improvement

3 = Competent – Skills in need of refinement to a higher level of mastery/use

4 = Accomplished – Developing toward a higher level of mastery/use

5 = Exemplary – Excellent competency – Mastery of skill is evident

N = Skill was not necessary/required/demonstrated

If 1, 2 or 5 is given in sections I – V, please comment regarding the rating given in the comment section located at the end of each section.

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PART I - COMMUNICATION IN THE EDUCATIONAL ENVIRONMENT

A.Verbal Communication RatingI RDCAE

Communicates appropriately with Midterm12345 N

students giving accurate feedback

both positive and negative regarding

academic and social behaviors. Final12345 N

B.Nonverbal Communication Rating

Uses appropriate type and frequency Midterm12345 N

of nonverbal communications with

students including facial, gestural,

body and posture, proximity, etc.Final12345 N

C.Staff Communication Rating

Engages in appropriate discussions withMidterm12345 N

school personnel (classroom teachers,

other staff, college supervisor, etc.)

regarding programming and planning

for instruction. Interacts informally in

appropriate form and frequency with

school personnel and college supervisor.Final12345 N

D.Professional/Additional Experiences Rating

Participates appropriately in professional/ Midterm12345 N

additional activities such as faculty meetings,

inservice opportunities, staffings, CSE

meetings, IEP conferences, etc. Please list

other activities below.Final12345 N

COMMENT

PART II - CHILDHOOD EDUCATION TEACHING PERFORMANCE

A.Assessment for PlanningRatingI RDCAE

Selects and uses appropriate formal and Midterm12345 N

informal assessment devices to determine

student learning levels. Maintains complete

and reliable records of ongoing student

performance. Presents assessment data in

an organized written format.Final12345 N

B.PlanningRating

Ability to write lesson plans which contain Midterm12345 N

objectives, teaching activities and materials

appropriate for the instructional needs of

the learners. Written objectives are derived

from diagnostic information and contain

conditions, performance and evaluation

and are targeted o the skill levels of

individual students Final12345 N

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C.Implementation of Planning RatingI RDCAE

Executes lessons in accordance with the Midterm12345 N

classroom schedule using appropriate

activities and reflecting written plans. Final12345 N

D.Preparation and Use of Instructional

Materials Rating

Selects and procures commercial Midterm12345 N

materials appropriate for the

instructional need of the learner.

Prepares teacher-made materials which

are appropriate for the students and

the activity.Final12345 N

E.Evaluation Rating

Evaluates student performance in Midterm12345 N

relation to written objectives. Modifies

activities and lessons, as indicated,

based upon evaluative information. Final12345 N

COMMENT

PART III - TEACHING METHODS IN THE CONTENT AREAS

Determines prerequisite skills for lessons taught in specific content areas. Sequences skills in

specific content areas. Demonstrates knowledge and ability while planning and teaching specific

content areas.

A.Content Area RatingI RDCAE

Midterm12345 N

Final12345 N

B.Content Area Rating

Midterm12345 N

Final12345 N

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C.Content Area Rating

Midterm12345 N

Final12345 N

COMMENT

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PART IV - CLASSROOM MANAGEMENT

A.Observation of Behavior RatingI RDCAE

Identifies appropriate and inappropriateMidterm12345 N

behaviors which occur in the classroom.

Identifies antecedent and consequent

events for appropriate and inappropriate

behaviorsFinal12345 N

B.Environment Arrangement Rating

Groups students and arranges room forMidterm12345 N

optional behavior(s). Arranges

antecedent and consequent events

for optimal behavior(s). Schedules

activities and lessons for optimal

behavior.Final12345 N

C.Strategies for Classroom Instruction Rating

Employs a variety of appropriateMidterm12345 N

classroom instructional strategies to

teach social and preacademic/academic

skills. Selects and uses a variety of

functional reinforcements which are

appropriate to the students(s) and

activities.Final12345 N

D.Implementation of a Specific Behavior

Change Program (If Appropriate) Rating

Selects an appropriate behavior to Midterm12345 N

change, collects baseline data, writes

an appropriate behavior change

program, systematically implements

the program, collects ongoing data,

records results, and proposes program

modifications.Final12345 N

Functional Behavioral Assessment (FBA) if necessary

Target Behavior

COMMENT

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PART V - SUMMARY STATEMENT OF STUDENT TEACHING (final appraisal only)

A.Teaching Strengths

B.Areas in Need of Further Development

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