Cass JAIL / INCOMPLETE : St. Thomas University hs School of Education, Fredericton, NB CANADA E98 $63 CONFIDENTIAL ONCE COMPLETED NOTE TO CO-OPERATING TEACHER: Completed forms will be collected by the University Field Placement Supervisor, Completed copies of this form should not be given to students. However, ploase discuss with interns areas where improvements are indicated as well as areas of proficiency. Also, you may wish to use the content ofthis evaluation to prepare a reference letter for the intern at the end of the ficid placement. Thank you for mentoring our students. B.Ed. FIELD PLACEMENT CO-OPERATING TEACHER'S EVALUATION FORM (Please provide complete written summary for employer and certification requests) Student's Name: Tee Motel ive m Co-operating Teacher; = 2.50 upc} School: Grade/Subject Area(s): Field Placements Dates: This evaluation form is to be used by Co-operating Teachers when assessing the professional practice of the B.Ed. Intern at the end of a field placement. This form may also be used by B.Ed. Interns as a self-evaluation tool. Using the scale below, please rate the B.Ed. Inter in terms of the following domains: Planning and Preparation Classroom Environment + Instruction + Professional Responsibilities and Readiness Please add comments in the various categories, B.Ed. Intern Rating Scale Weak: improvements necessary "Adequate - satisfactory performance; improvements desirable Good - competent performance; only minor recommendations for improvement 1 2 3. 4, Strong - more than competent performance ‘St. Thomas University | B.Ed. Co-operating Teacher Evaluation Form 2014-2015 TEL: (508) 452-0644 FAX: (508) 452-0611PART ONE: PLANNING AND PREPARATION 1. Planning and preparation of lessons: 1 2 3 @ Moots with Co-cperating Teacher prior to planning and instruction. Writen lesson plans are functional are complete, objectives are clear, seletted learning ativtes are coneisent wih objectives: lessons are plans advance and carefully designed to motivate and sustain interest and maximize student involvement an learning: d matenals are obtained and prepared before class time. 2. Demonstrates knowledge of students: 1 2 3 ® Plans lessons that show an understanding that each age group has certain developmental characteristics — intellectual, social and emotional. Displays in lesson plans an understanding of the different learning styles of students, 3. Demonstrates knowledge of content: 4 2 3 @ |s competent te sujet area; denonstates an understanding fhe decrees cosonstessnain sucha © eee develoy in sasents the sas, ought processes, ad atuces associated wth leaning, a8 well a 10 reat ng Sonten’ol te dscplne helps students eee the ceatonships ofthe scpine to oer fields, Planning for differentiated instruction: 4 2 i) 4 Seeks to be aware of student strengths and weaknesses; observes student interests and individual needs; works ftfectively with ability of interest groupings within the classroom; sets objectives and plans lessons and Sgsignments that are appropriate to abilties of students and allow for maximum student participation in learning activities, Selects instructional goals that are suitable for divers students, ede fone VE onset the ceculor Cfettne © Assessing students learning: | oh (0) ‘Assessment is used to plan instruction. Determines where and when re-teaching may be necessary; seeks to fecen about the use of differing evaluation procedures, with awareness of the positive features and the limitations of each method. St. Thomas University | B.Ed. Co-operating Teacher Evaluation Form 2014-2015 TEL; (606) 452-0644 FAX: (506) 452-0611PART TWO: CLASSROOM ENVIRONMENT 1. Interaction with students: 1 2 3 @ Demonstrates caring and respect for individual students. Teacher conveys enthusiasm for the subject lemonstrates respect for students and genuine interest in students’ social and personal development besides they academig progress / L Pee airleliclacl Acbeherrl ae Zotecciocel tulebinsthyse (oe we dead 2 2. Classroom Management: ee @ 4 .void confusion during non-routine disciplinary action is called maintains an atmosphere rin effective ways and is Handles routine procedures smoothly and efficiently; plans carefully so as to a procedures; plans lessons that keep students involved and occupied; recognizes when for and when it is not; utilizes appropriate disciplinary techniques when necessary; ., conducive to learning; is decisive and fair; models self-discipline. Respond to misbehavior *" sensitive to students’ individual needs. , > BL agtivce ais bchonss borer Herbal bdorm.n- G 3. Organization of Physical Spac Uses physical space effectively to create an environment conducive to learning, PART THREE: INSTRUCTION 1 2 @ 4 [Appropriate to level, abilly, and interests of students; utlizes a variety of teaching strategies, techniques, and oerrey aids, is aware when students do not understand and makes appropriate attempts at clarification; carmunicates ideas in a clear and interesting manner; provides clear and accurate instruction and articulates clear expectations. 4. Presentation: 2. Oral and Written language: Quality of spoken/wrtten English Quality of spokenwriten French (FSL classroom only) 1 St Thomas University | B.Ed. Co-operating Teacher Evaluation Form 2014-2015 TEL: (606) 452-0644 FAX: (506) 452-06113. Engaging Students in Learning: 1 2 @Q@ 4 4 nd, Classroom interaction contributions to the learning jon that makes connections knowledge to real world Ask , ASKS igh ually questions and provides adequate tine for students to respo represents true giecussion, Allows students fo nfate topics and make unsoticted Brocess. ‘Successfully engages all students inthe leering process. Provides instruct Prior knowledge and experiences. Engages students in applying content probiems pede Gp oe mal (fe hea [a 4. Activities and assignments: ti uae © Instructional Activities and assignments are appropriate for students and the instructional goals of the lesson. groups are productive. Pacing of the lesson is consistent. Uses a variety of appropriate instructional strategies to meet the needs of all students. Assessment for learning: Provides opportunities for students to monitor their own learning. Provides feedback to students. PART FOUR: PROFESSIONAL RESPONSIBILITIES AND READINESS 1 2 3 @ 4. Commitment to teaching: Interested in the field and in learning new teaching techniques; concerned about students and helping them to earn; wiling to do more than the minimum required of a teacher. 2. Professional attitude and manner: 3. Openness to constructive criticism, new ideas, 1 203 € ‘St. Thomas University | B.Ed. Co-operating Teacher Evaluation Form 2014-2015 TEL: (608) 452-0644 FAX: (606) 452-0611mothods; does self-critique 4, Rolationship with school personnel: fu? Shares in the non-teaching duties/t me a iesitasks required of teachers; is supportive of other teachers; Is a co-operall staff member, uses effectively the support staff of the school. ° wend steed Fae te lent te 5. Dependability/punctuality: i 2 . 6. _Initiative/self-starting: aan 7. Enthusiasm for teaching: eneeeee 8. Professional suitability: ee. 9. Accepts responsibility for own actior 1 a 2 10. Poise/composurelself-assurance: 1 2 8 Comments: ) PROFESSIOI 1. How ready is the inter to take on full teaching responsibilities? kice hee tele ae Gitt fees eepeee Gis red pan cele) ora. SD 2, What areas of strength did you observe during this field placement? Folin fer IS they 2s Gad Comfreteble 4 fie less 3, In what areas the B.Ed. Intern needs additional work? Zein ee | Mf ed eet fe Asgint Number of Days Absent: _2 _ Overall Ratin: ‘St. Thomas University | B.Ed. Co-operating Teacher Evaluation Form 2014-2015 TEL: (606) 452-0644 FAX: (606) 452-0811| commen : i ho Zater bet bn a ened aellaicn te our claccromn, eo aeces = ha oe U —_ ae Lo A) al [iS Cooperating Teacher's Signature Date * A) St Thomas University | B.Ed. Co-operating Teacher Evaluation Form 2014-2018 TEL: (606) 452-0844 FAX: (508) 452-0811