Evaluation of Student Teacher's Performance

Name:____________________________________________________________________
(Given Name) (M.I.) (Surname)
Teaching Assignment
Location: ____________________________________________________________
Duration: From ________________________ To ___________________________

Purpose of this Instrument:

This evaluation form is designed for the use of the cooperating teacher to
facilitate the analysis and evaluation of the student teacher's performance
during the period of his/ her student teaching internship.

Aspects to be Evaluated
The performance of the student teacher will be evaluated under Personal
Qualities and Professional Qualities.

Suggestions for Effective Use

In recording rating in this form, indicate the percent equivalent in the column
in the scale to show what the student deserves at the time of the evaluation.
Please consult the Criteria for Evaluation when making assessments.
Space is provided for notes on the student's strengths and weaknesses and
suggestions for improvement.

System of Rating
Descriptive Term Rating Numerical Grade
O-Outstanding 98-100 1.00
95-97 1.25
VS-Very Satisfactory 92-94 1.50
89-91 1.75
S-Satisfactory 86-88 2.00
83-85 2.25
80-82 2.50
FS-Fairly Satisfactory 77-79 2.75
74-76 3.00
U-Unsatisfactory 71-73 4.00
F-Failure 70 and below 5.00
 Rating
Items to be Rated
O VS S FS U F
A. PERSONAL QUALITIES
Personality
Appearance
Voice
Manner
Health & Energy
Interest on Student
Attitude towards teaching
General classroom poise
B. PROFESSIONAL QUALITIES
Preparation
Knowledge of subject matter
Command of language
Knowledge of individual students
Integration
Planning
C. Teaching Skill
Motivation and illustration
Questioning
Communication
Student response
Audio-visual
Evaluation
D. Classroom Management
Housekeeping
Movement & seating of students
Systematic Procedure
Handling of materials & supplies
Making records & reports
E. Ethics
Objectivity in approach
Loyalty
Courtesy in classroom
Relationship between student
teacher & cooperating teacher

Overall Rating: ____________________________________

_________________________________________
Signature Over Printed Name
of Cooperating Teacher

Noted: ____________________________

Date: ___________________________
 Notes on Student’s Strengths and Weaknesses
and Suggestions for Improvement
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Signature of Cooperating Teacher

_________________
Date
Criteria for Evaluation
PERSONALITY
 Appearance: Is the student-teacher appropriately and immaculately groomed,
habitually neat and pleasingly dressed?
 Voice: Is his/her voice full, well-modulated, pleasing to the ear, with words
distinct and well-formed?
 Manner: Are his/her manners pleasant, sympathetic with appropriate
earnestness, dignity and good humor?
 Health & Energy: Is he/she interested in the students as individuals and
therefore, in their activities both in and out of school, participating
generously with them in all activities?
 Attitude Toward Teaching: Is he/she giving it "all he has " evidencing
thorough enjoyment and definite contribution, using initiative and ingenuity
and striving for improvement?
 General Classroom Poise: Is he/she the master of the situation, with
self-confidence, yet with a sense of propriety and willingness to recognize
that he does not know everything?

PREPARATION
 Knowledge of subject matter: Does he/she have a rich, full background not
only of the subject he is teaching but also related subjects, providing a
thoroughly interesting basis for discussion with accuracy in his information
and conclusion?
 Knowledge of individual students: Does he/she constantly invariably seek
and obtain new information about the students and make appropriate use of
it?
 Command of language: Does he/she use a clear and correct means of
expression apparently understanding his importance as an example in this
respect.
 Integration: Does he/she organize and integrate his teaching units and
following units? With other subjects? With life situation?
 Planning: Does he/she have materials well organized, imaginative, ingenious,
carefully and systematically done?

TEACHING SKILL
 Motivation and illustration: Does he/she create thoroughly interesting
discussion, chiefly through intrinsic appeals with mastery of the art of
illustration?
 Questioning: Does he/she state his questions clearly? Does he/she repeat or
ask questions that can be answered by "yes" or "no" or other stereotyped
responses?
 Communication: Does he/she show organization in explanations, descriptive
work assignments?
  Pupil response: Does he/she make class think of the lesson., as an important
part of their of their lives? Does he motivate them to demonstrate initiative,
enthusiasm, cooperation and willingness to do more that is requested?
 Conclusiveness: Does he/she keep the lesson moving logically, making his
point thoroughly before going ahead to the next point, all the while enriching
the discussion with related materials, meeting as many of the interest of the
class as possible?
 Use Instructional Aids: Does he/she use appropriate aids and prepare the
class carefully before using the such evidences? Does he/she use the aids
with discussion, quiz or other means of insuring their effectiveness? Does he
use blackboard effectively, writing neatly and clearly with good penmanship?
 Evaluation: Does he/she make use of objective evaluation instruments and
interprets results of evaluation correctly and accurately?

CLASSROOM MANAGEMENT
 Housekeeping: Does he/she try to control temperature, ventilation, and light
so as to create a suitable environment for learning? Does he/she attend to
keeping desks and floors clean, blackboard immaculate, bulletin board
attractive and informative? Does he/she make his/her classroom shelves and
bookcases orderly, maps and other equipment well-kept?
 Movement and Seating of Students: does he/she know the names of all the
students? Is he/she in the habit of beginning his/her activities and finishing
them on time?
 Handling of materials and supplies: Does he/she plan carefully the use of
materials and school supplies?
 Making records and reports: Does he/she take the attendance systematically
and orderly?

ETHICS
 Objectivity: Is he/she unbiased in dealing with the students?
 Loyalty: Is he/she loyal 4-1 all of his relationships? Does he/she understand
clearly the distinction between loyalty and the withholding of essential
information?
 Courtesy in the classroom: Does he/she encourage by precept and example a
higher standard and friendly tone of student-to-student and
teacher-to-students relationship?
 Relationship between student-teacher and cooperating teacher: Is he/she
respectful, and helpful with the Cooperating teacher?