Student Teaching Transition Check List: Week 1
(This form is to be completed by the Cooperating teacher and emailed to the student teacher’s field supervisorand Lauren Hibbs () at the end of student teacher’s first week teaching. Note that the student teacher should have had instructional responsibility for one class during this time)
Scale:
E = Excellent
S = Satisfactory
U = Unsatisfactory
N = Not observed or not applicable
Mark an X in the appropriate column:
Criteria / E / S / U / N1 / Student teacher is professional in terms of timeliness, technology usage, dress, relationship with you and other school staff.
2 / Student teacher is prepared in terms of planning, lab/materials set up, copying, etc.
3 / Student teacher is prepared in terms of well-designed lesson plans focused on clear learning goals and standards.
4 / Student teacher has positive classroom management and handles disruptions and problems appropriately.
5 / Student teacher has positive, learning oriented relationship with students, including the monitoring of student work and understanding.
6 / Student teacher has created a safe laboratory environment including clear lab rules, consequences. Student teacher has followed up on problems and appropriately monitors student safety concerns (science interns only).
7 / Student teacher is able to introduce content to students in an effective way. Student teacher monitors student understanding of content.
8 / Student teacher handles required paper work including attendance.
9 / Student teacher effectively facilitates science/mathematics discourse in small groups or whole class discussions.
10 / Student teacher effectively supports student development of academic language in science/mathematics lesson.
11 / Student teacher effectively uses formative and summative methods to assess student understanding and adjusts instruction accordingly.
12 / Student teacher is able to target instruction to student needs including students with IEP and 504 plans, ELL students, as well as students grasping the key concepts at different paces.
Do you feel the student teacher is prepared to take on additional teaching responsibilities? Explain.
Student Teaching Transition Check List: Week 2
(This form is to be completed by the Cooperating teacher and emailed to the student teacher’s field supervisor and Lauren Hibbs () at the end of student teacher’s second week teaching. Note that the student teacher should have had instructional responsibility for 2-3 classes during this time)
Scale:
E = Excellent
S = Satisfactory
U = Unsatisfactory
N = Not observed or not applicable
Mark an X in the appropriate column:
Criteria / E / S / U / N1 / Student teacher is professional in terms of timeliness, technology usage, dress, relationship with you and other school staff.
2 / Student teacher is prepared in terms of planning, lab/materials set up, copying, etc.
3 / Student teacher is prepared in terms of well-designed lesson plans focused on clear learning goals and standards.
4 / Student teacher has positive classroom management and handles disruptions and problems appropriately
5 / Student teacher has positive, learning oriented relationship with students, including the monitoring of student work and understanding
6 / Student teacher has created a safe laboratory environment including clear lab rules, consequences. Student teacher has followed up on problems and appropriately monitors student safety concerns (science interns only)
7 / Student teacher is able to introduce content to students in an effective way. Student teacher monitors student understanding of content.
8 / Student teacher handles required paper work including attendance.
9 / Student teacher effectively facilitates science/mathematics discourse in small groups or whole class discussions
10 / Student teacher effectively supports student development of academic language in science/mathematics lesson
11 / Student teacher effectively uses formative and summative methods to assess student understanding and adjusts instruction accordingly
12 / Student teacher is able to target instruction to student needs including students with IEP and 504 plans, ELL students, as well as students grasping the key concepts at different paces.
Do you feel the student teacher is prepared to take on additional teaching responsibilities? Explain.