STUDENT TEACHING MIDTERM EVALUATION

Teacher Candidate: / Date:
Cooperating Teacher: / School:
University Supervisor: / Grade/Subject:
Date of Final Conference:
Domain 1: Planning / Unsatisfactory 1 Does not meet expectations / Developing 2 Meets expectations / Proficient 3 Exceeds expectations / Candidate Score / Rationale
APS 1: LONG RANGE PLANNING (NSTA Standards 1a-b, 5e-f, 6a-b, 8a)
1 A. Obtains/analyzes student information and uses this information to determine student learning needs and to guide instructional planning.
CF Capable Practice / Candidate does not analyze data from formal and informal assessment strategies to plan instructional opportunities that are adapted to diverse students. / Candidate is beginning to analyze data from formal and informal assessment strategies to plan instructional opportunities that are adapted to diverse students. / Candidate analyzes data from formal and informal assessment strategies to plan instructional opportunities that are adapted to diverse students.
1 B. Establishes appropriate standards-based long-range learning and developmental goals for all students.
CF Caring Actions, sub-element 2 / Candidate does not establish appropriate standards-based long-range learning and developmental goals that are adapted for diverse students and based on knowledge of students and learning theory. / Candidate is beginning to establish appropriate standards-based long-range learning and developmental goals that are adapted for diverse students and based on knowledge of students and learning theory. / Candidate establishes appropriate standards-based long-range learning and developmental goals that are adapted for diverse students and based on knowledge of students and learning theory.
1 C. Identifies and sequences appropriate instructional units in a manner that facilitates the accomplishment of long-range goals.
CF Capable Knowledge / Candidate does not identify and sequence appropriate instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. / Candidate is beginning to identify and sequence appropriate instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. / Candidate identifies and sequences appropriate instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
1 D. Develops appropriate processes for evaluating and recording students’ progress and achievement.
CF Capable Practice / Candidate does not use formal and informal assessment strategies to promote continuous development of each student. / Candidate is beginning to use formal and informal assessment strategies appropriately to promote continuous development of each student. / Candidate uses formal and informal assessment strategies appropriately to promote continuous development of each student.
1 E. Plans appropriate procedures for managing the classroom. / Candidate does not exhibit knowledge and understanding of motivation and behavior in order to plan appropriate procedures for managing the classroom. / Candidate is beginning to use his/her knowledge and understanding of motivation and behavior to plan appropriate procedures for managing the classroom. / Candidate uses his/her knowledge and understanding of motivation and behavior to plan appropriate procedures for managing the classroom.
APS 2: SHORT-RANGE PLANNING OF INSTRUCTION (NSTA Standards 1a-c, 5a-e, 6a-b, 8b)
2 A. Develops unit & lesson objectives that facilitate student achievement of academic standards and long range learning goals.
CF Capable Knowledge / Candidate does not use the major concepts to develop unit and lesson objectives that facilitate student achievement of academic standards and learning goals. / Candidate is beginning to use the major concepts to develop unit and lesson objectives that facilitate student achievement of academic standards and learning goals. / Candidate appropriately uses the major concepts to develop unit and lesson objectives that facilitate student achievement of academic standards and learning goals.
2 B. Develops unit & lesson plans (content, strategies, materials, resources) that are appropriate for all students.
CF Capable Knowledge / Candidate does not use the major concepts to develop unit and lesson plans that are appropriate for all students. / Candidate is beginning to use the major concepts to develop unit and lesson plans that are appropriate for all students. / Candidate uses the major concepts to develop unit and lesson plans that are appropriate for all students.
2 C. Uses student performance data to guide planning of instruction.
CF Capable Practice / Candidate does not use student performance data to construct learning opportunities that support individual student’s acquisition of knowledge. / Candidate demonstrates a satisfactory attempt to use student performance data to construct learning opportunities that support individual student’s acquisition of knowledge. / Candidate appropriately uses student performance data to construct learning opportunities that support individual student’s acquisition of knowledge.
APS 3: PLANNING ASSESSMENTS AND USING DATA (NSTA Standards 8a-c)
3 A. Develops/selects and administers a variety of appropriate assessments.
CF Capable Practice / Candidate does not develop appropriate informal and formal assessment strategies to promote continuous development of each student. / Candidate is beginning to develop appropriate informal and formal assessment strategies to promote continuous development of each student. / Candidate develops appropriate informal and formal assessment strategies to promote continuous development of each student.
3 B. Gathers, accurately analyzes, and uses assessment data to guide instructional planning.
CF Capable Practice / Candidate does not use formal and informal assessment data to plan, evaluate and strengthen instruction. / Candidate is beginning to use formal and informal assessment data to plan, evaluate and strengthen instruction. / Candidate uses appropriate formal and informal assessment data to plan, evaluate and strengthen instruction.
3 C. Uses assessment data to assign grades that accurately reflect student progress and achievement.
CF Capable Practice / Candidate does not use formal and informal assessment data accurately to promote continuous development of each student. / Candidate is beginning to use formal and informal assessment data accurately to promote continuous development of each student. / Candidate uses formal and informal assessment data accurately to promote continuous development of each student.
DOMAIN 1: PLANNING SUBTOTAL
Domain 2: Instruction / Unsatisfactory 1 Does not meet expectations / Developing 2 Meets expectations / Proficient 3 Exceeds expectations / Candidate Score / Rationale
APS 4: ESTABLISHING AND MAINTAINING HIGH EXPECTATIONS FOR LEARNERS (NSTA Standard 5f)
4 A. Establishes, communicates, and maintains high expectations for student achievement.
CF Caring Actions / Candidate does not create instructional opportunities that are adapted to diverse students and establish, communicate and maintain high expectations for student achievement. / Candidate is beginning to create instructional opportunities that are adapted to diverse students and establishing, communicating and maintaining high expectations for student achievement. / Candidate creates instructional opportunities that are adapted to diverse students and establishes, communicates and maintains high expectations for student achievement.
4 B. Establishes, communicates, and maintains high expectations for student participation.
/ Candidate does not exhibit knowledge and understanding of motivation and behavior necessary to establish and maintain high expectations for active engagement in learning and self motivation. / Candidate is beginning to use his/her knowledge and understanding of motivation and behavior to establish and maintain high expectations for active engagement in learning and self motivation. / Candidate uses his/her knowledge and understanding of motivation and behavior to establish and maintain high expectations for active engagement in learning and self motivation.
4 C. Helps students assume responsibility for their own participation and learning. / Candidate does not use a variety of teaching strategies to encourage students’ development of critical thinking and problem solving in order to assume responsibility for their own participation and learning. / Candidate is beginning to use a variety of teaching strategies that encourage students’ development of critical thinking and problem solving in order to assume responsibility for their own participation and learning. / Candidate uses a variety of teaching strategies that encourage students’ development of critical thinking and problem solving in order to assume responsibility for their own participation and learning.
APS 5: USING INSTRUCTIONAL STRATEGIES TO FACILITATE LEARNING (NSTA Standards 3b, 5a-d)
5 A. Uses appropriate instructional strategies.
CF Connected Integration / Candidate does not implement appropriate instructional strategies based on knowledge of students, learning and curriculum. / Candidate is beginning to implement appropriate instructional strategies based on knowledge of students, learning and curriculum. / Candidate implements appropriate instructional strategies based on knowledge of students, learning and curriculum.
5 B. Uses a variety of instructional strategies.
CF Connected Integration
EEDA Std. 7 / Candidate does not use a variety of instructional strategies that encourage students’ development of critical thinking and problem solving. / Candidate is beginning to use a variety of instructional strategies that encourage students’ development of critical thinking and problem solving. / Candidate uses a variety of instructional strategies that encourage students’ development of critical thinking and problem solving.
5 C. Uses instructional strategies effectively.
CF Connected Integration
EEDA Std. 6 / Candidate does not use effective instructional strategies based on knowledge of students, learning and curriculum. / Candidate, at times, uses effective instructional strategies based on knowledge of students, learning and curriculum. / Candidate effectively uses appropriate instructional strategies based on knowledge of students, learning and curriculum.
APS 6: PROVIDING CONTENT FOR LEARNERS (NSTA Standards 1a-c)
6 A. Demonstrates a thorough command of the discipline he/she teaches.
CF Capable Knowledge / Candidate does not demonstrate he/she knows, understands and uses the major concepts. / Candidate is beginning to demonstrate he/she knows, understands and uses the major concepts. / Candidate demonstrates he/she knows, understands and uses the major concepts.
6 B. Provides appropriate content.
CF Capable Practice / Candidate does not design lessons that provide the appropriate major concepts. / Candidate is beginning to design lessons that provide the appropriate major concepts. / Candidate designs lessons that provide the appropriate major concepts.
6 C. Structures content to promote meaningful learning.
CF Capable Practice EEDA Std. 5 / Candidate does not effectively structure lessons to promote meaningful learning of the major concepts. / Candidate is beginning to effectively structure lessons to promote meaningful learning of the major concepts. / Candidate effectively structures lessons to promote meaningful learning of the major concepts.
APS 7: MONITORING, ASSESSING AND ENHANCING LEARNING (NSTA Standards 8a-c)
7 A. Monitors student learning during instruction by using informal/formal assessments.
CF Capable Practice / Candidate does not use formal and informal assessment strategies to monitor learning in order to strengthen instruction. / Candidate is beginning to use formal and informal assessment strategies to monitor learning in order to strengthen instruction. / Candidate uses formal and informal assessment strategies to monitor learning in order to strengthen instruction.
7 B. Enhances student learning during instruction by using information from informal/formal assessments.
CF Capable Practice / Candidate does not use formal and informal assessment strategies appropriately to promote continuous development of each student during instruction. / Candidate is beginning to use formal and informal assessment strategies appropriately to promote continuous development of each student during instruction. / Candidate uses formal and informal assessment strategies appropriately to promote continuous development of each student during instruction.
7 C. Provides appropriate instructional feedback to all students.
CF Connected Communication / Candidate does not exhibit the knowledge and understanding of effective communication techniques that are necessary to provide supportive interaction to all students. / Candidate is beginning to exhibit the knowledge and understanding of effective communication techniques that are necessary to provide supportive interaction to all students. / Candidate uses his/her knowledge and understanding of effective communication techniques to provide supportive interaction to all students.
DOMAIN 2: INSTRUCTION SUBTOTAL
Domain 3 Environment / Unsatisfactory 1 Does not meet expectations / Developing 2 Meets expectations / Proficient 3 Exceeds expectations / Candidate Score / Rationale
APS 8: MAINTAINING AN ENVIRONMENT THAT PROMOTES LEARNING (NSTA Standards 5f, 9a-d)
8 A. Creates and maintains a safe physical environment that is conducive to learning. / Candidate does not exhibit sufficient knowledge and understanding of motivation and behavior to foster positive social interaction and create a supportive, safe learning environment. / Candidate is beginning to use his/her knowledge and understanding of motivation and behavior to foster positive social interaction and create a supportive, safe learning environment. / Candidate uses his/her knowledge and understanding of motivation and behavior to foster positive social interaction and create a supportive, safe learning environment.
8 B. Creates and maintains a positive affective classroom climate.
CF Connected Communication / Candidate does not exhibit an understanding of effective communication needed to create and maintain a positive affective classroom climate. / Candidate uses his/her knowledge and understanding of effective communication to begin to create and maintain a positive affective classroom climate. / Candidate uses his/her knowledge and understanding of effective communication to create and maintain a positive affective classroom climate.
8 C. Creates and maintains a classroom culture of learning.
CF Connected Integration / Candidate does not create a classroom culture of learning that supports individual student’s acquisition of knowledge. / Candidate creates a classroom culture of learning that supports individual student’s acquisition of knowledge. / Candidate creates and maintains a classroom culture of learning that supports individual student’s acquisition of knowledge.
APS 9: MANAGING THE CLASSROOM (NSTA Standard 5f)
9 A. Manages student behavior appropriately. / Candidate does not exhibit the knowledge and understanding of motivation and behavior necessary to create a supportive learning environment and manage student behavior appropriately. / Candidate is beginning to use his/her knowledge and understanding of motivation and behavior to create a supportive learning environment and manage student behavior appropriately. / Candidate uses his/her knowledge and understanding of motivation and behavior to create a supportive learning environment and manage student behavior appropriately.
9 B. Makes maximum use of instructional time. / Candidate does not exhibit knowledge and understanding of individual and group motivation and behavior necessary to foster active engagement in learning in order to maximize use of instructional time. / Candidate is beginning to use his/her knowledge and understanding of individual and group motivation and behavior to foster active engagement in learning in order to maximize use of instructional time. / Candidate uses his/her knowledge and understanding of individual and group motivation and behavior to foster active engagement in learning in order to maximize use of instructional time.