Fort Lewis College

Student Teacher Evaluation Form

Secondary and K-12 Education
Christie Groh
Student Name

EMS
School

Connie Piccoli
Evaluator Name

7 - Math
Grade/subject

Evaluation (check one)

X

Midterm
Final

Evaluated by
Self
X Cooperating Teacher
College Supervisor

Directions for Evaluation: Following are student teacher characteristics believed to have an influence on teaching effectiveness. CHECK THE BOX in the
column which best represents the student teacher for each particular characteristic.
The assessments should be realistic descriptions of the student teacher's abilities as a beginning teacher.
As shown below, the rating scale ranges from "Exemplary" to "Not proficient and Unsatisfactory". For College Supervisors, these rankings are correlated
with the KATS system ratings as indicated.
Totals
5
4
3
2
1

- Exemplary (KATS -Exemplary) - Reveals qualities found in the most effective student teachers.
- Real Strength (KATS-Proficient) - Above average. Frequently goes beyond what is required.
- Proficient (KATS-Proficient) - Acceptable or average. Occasionally goes beyond what is required.
- Proficient but Improvement Needed (KATS-Proficient) - Barely acceptable, but is judged able to improve with effort.
- Not Proficient and Unsatisfactory (KATS-NOT-Proficient) - Quality of the characteristic is below minimum standards for licensing.

CONTENT KNOWLEDGE
1. Knowledge of Subject Matter
The secondary student teacher has a strong foundation in the content area being taught.

Score
5

The secondary student integrates literacy into the content area taught.

The secondary student integrates mathematics into the content area taught.

2. Use of content knowledge. Uses content knowledge to enrich and extend student learning and is

27
14
3
0
0

able to explain how this was accomplished. (KATS-Instructional Reflection Project Part IV)
3. Reading development. Plans and organizes reading instruction; develops reading comprehension
and promotes independent reading.
4. Writing development. Develops sound writing practices in students including language usage,

punctuation, sentence structure, and spelling.

5. Oral language development. Develops a relationship between reading, writing and oral language,

as well as vocabulary development.

6. Mathematics. Integrates mathematics into content area instruction.

Area avg
4.428571

PERSONAL QUALITIES
1. Adaptability. Copes well with the unexpected, flexible makes adjustments easily.

2. Positive personality. Cheerful, pleasant and positive with teachers, students and parents.

3. Self-confidence. Secure in abilities, feels confident in teaching and preparation situations.

4. Enthusiasm. Energetic, obvious interest in subject area and teaching.

5. Emotional stability, mature behavior. Poised, controlled, not easily upset.

6. Effective teaching voice. Good volume, enunciation, inflection, speed, pleasant voice quality.

7. Relationship with students. Liked by students, but maintains appropriate "professional distance."

8. Respect. Develops, on the part of the students, positive behavior and respect for rights of others,

and those moral standards necessary for personal, family and community well-being."
Area avg

9. Caring. Demonstrates a sincere level of interest and caring for the students.

4.666667

INSTRUCTIONAL QUALITIES
1. Understands/uses theories relevant to growth/development. Content, activities, procedures
appropriate for age and academic level.
2. Lesson plans based on standards. Lesson plans based on Colorado P-12 Standards and school

district policies and is able to describe this connection (KATS-Instructional Reflection Project Part III)
3. Lesson plans throughly prepared. Plans done in advance, detailed, specific.

4. Lesson plans designed with appropriate objectives, methodology and assessment. The lesson plans

are appropriate for the grade level.

5. Lesson plans implemented smoothly. Daily lessons flow smoothly; with good pacing; varied

activities in a given period; flexible.

6. Lessons implemented with energy. Has initiative; is creative and dynamic.

7. Activities are designed for student learning. Assignments are clear, specific, appropriate, varied.

8. Demonstrates questioning skills. Higher level thinking as well as recall is emphasized; ignores no one;

good reinforcement.
9. Knowledge of learning exceptionalities. Knowledge about learning exceptionalities and conditions

that affect the rate and extent of student learning; able to adapt instruction for all learners.
10. Provides for individual differences. Responsive to the needs and experiences children bring

to the classroom, including those based on culture, community, ethnicity, economics, linguistic,
and innate learning abilities. Aware of need for assistance, and provides special assistance when
needed; provides opportunities for enrichment and remediation.
11. Based on 1-10, overall instructional competence for both lesson and units
(KATS-Instructional Reflection Project Part I and Part II)
12. Knowledge of assessment. Uses a variety of formal and informal evaluation and assessment

techniques. Adequately measures objectives, designs rubrics, grades fairly. Able to describe all aspects
of assessment use and how it informs one's instruction. (KATS-Assessment Reflection Project Part I)
13. Knowledge of student achievement. Uses technology to document student achievement, able to

describe how knowledge of achievement helped increase students' subsequent learning and how
achievement was communicated to parents and others in the community.
KATS-Assessment Reflection Project Part II)
14. Uses appropriate technology. Uses a variety of instructional technology to complement teaching and

learning. Advances students' knowledge of use of media center or other venues. (KATS-Media Center)
15. Maintains appropriate records. Records current, complete, and accurate daily routines

(attendance, etc.); properly handled; reports promptly.

16. Cares for supplies and equipment. Materials appropriately maintained, accounted for; stresses

responsibility in care of classroom equipment, supplies and materials.

17. Maintains discipline. Applies sound disciplinary practices in the classroom without stifling students;

students display respect for teacher and peers. (KATS-School, Parent, Communicty Collaboration Reflection)
18. Holds class attention. Students appear interested, attentive; minimum of inappropriate

student behavior.
19. Accountability. Able to describe contributions to and communication to stakeholders of school
accountability or improvement plans, including standardized test outcomes.
(KATS-School, Parent, Community Collaboration Reflection)
20. Communication to Parents. Maintains log to share with college supervisor that documents all
contacts with parents. (KATS -Parent Contact Log Description)

Area avg
4.416667

PROFESSIONALISM
1. Makes effective judgments and decisions. Uses "common sense", rational, logical, mature thinking.

2. Exhibits professional attitude. Follows policies and rules; ethical behavior.

3. Maintains acceptable personal appearance. Appearance and personal grooming, clean and

appropriate at all times.

4. Cooperates with teachers and administrators. Willingness; performs assigned tasks, shares ideas,

cooperative.
5. Practices punctuality. On time for classes, grades and feedback promptly, acts on requests quickly.

6. Accepts/implements constructive criticism. Not defensive, does not repeat mistakes.

7. Perseveres. Stays with a problem unti solved; not easily discouraged, persistent.

8. Self-evaluates. Can introspectively analyze own strengths and weaknesses objecively and

communicate them to college supervisor. (KATS-Self-Evaluation: Midterm/Final)

9. Participates in activites outside classroom. Seeks involvement in extracurricular
activities, voluntarily attends school events.

10. Achieves acceptance by faculty/staff. Good rapport with others; welcomed as potential colleagues.

11. Uses standard English. Excellent vocabulary; good writing, speaking and spelling skills.

Is exemplary language model for students.

12. Instructional Equality. Works to create and provide an egalitarian and collaborative instructional

environment.
13. Parent relations. Works to positively collaborate with parents; seeks affirmative and constructive

Area avg
4.818182

relationships with parents, guardians, and community.

Total

Prediction of teaching success / General Comments

Christine has a knack for teaching / coaching. She has a vision of her "classroom" and works toward this vision.

Connie Piccoli
Cooperating Teacher Signature

10/16/2014
Date

Student Teacher Signature

Date

College Supervisor Signature

Date