— MID-TERM PERFORMANCE ASSESSMENT (TO BE COMPLETED BY THE HOMEROOM TEACHER) student Teacher Muetoosay MiAiphukhao Grade/subject S2uai/VAlues 6-2 Date_2i}3 |20>) Assessor's Name Daisy Sane Vowon ‘Assessor's Tile Grade 20-‘tome room Teacher Please rate the student teachers performance for each ofthe benchmark indicators using the following rating scale feeds Improvement PERSONAL CHARACTERISTICS Lil I:mmativated: Is the student teacher internally motwated and a self-starter” 5 ‘Porttays enthusiasm: Does the student teacher relate with students and colleagues in a professional and 5, ethical manner? 5 ‘Shows genuine interest in sludenis: Does the student teacher project genuine warmth, concern and interest toward his/her students? 5 | Ts punctual and dependable: Is the student teacher at school on time every day? | ‘Works cooperatively: Does the student teacher work cooperatively with students, parents, coleagues sSupenisors, and community members? eZ ‘Wentfes areas where growth is needed Does the student teacher see his/her Own weaknesses and strengths? 4 ‘Maintains professional appearance and grooming: Does the student teacher come to school dressed and | {groomed in a professional manner? Total 24 35) COMMUNICATION [Uses voice effectively Does the student teacher use his/her voice effectively? a ‘Communicates wellnon-verbally: Does the student teacher use facial expression, gestures, and body language effectively? = “Seeks help when necessary: Has the student teacher learned to ask to for, and accep, support? q ‘Accepts counsel: Is the student teacher willing to listen and then apply Counsel? a [Teams by observing the cooperating teacher. Is the student teacher able to perceive and apply the skis demonstrated by the cooperating teacher? 4 Total ( 23 725) WORKING WITH STUDENTS FROM DIVERSE BACKGROUNDS ‘Altemative Examples & Explanations; Does the student teacher utilize a variety of examples and explanations that reflect the varied backgrounds and readiness levels of the students? & ‘Galling on Students: Does the student teacher call on students of diferent genders, ethnicities, and ‘abilities with similar frequency and similar kinds of questions? 4 ‘Providing Assistance and Attention. Does the assistance and attention enable the student teacher to accommodate students’ varied physical and learning needs? & ‘High Expectations: Does the student teacher hold the same high expectation for all students? - ‘Learning Styles: Does the student teacher's planning and teaching reflect skilful application of Multiple. ix Inteligences Theory and the research regarding earing madi and styles?_ 5Total( 23 /25)] ‘ PLANNING & PRESENTATION {Long-range planning: Does the student teacher consutt with the cooper at least a week in advance? Prepares adequate lesson plans: Did plans meet minimum standards of format and thoroughness as etermined by the cooperating teacher and college supervisor? (Al plans need to be kept in a notebook) ‘Desions alternative instructional activates: Does the student teacher design alternative instructional ating teacher to make lesson plans activities to meet individual student's needs? s 4 § Promotes higher level thinking: Does the student teacher employ instructional strategies for developing citcal thinking. problem sohing, and performance kil? 4 4 S S ‘Teaches towards objectives; Does the student teacher specify the learning to take place, Key the objectives to the Bloom's Taxonomy, and maintain instructional momentum toward that goal? ‘Motivates Students; "Does the student teacher motivate the students and provide suffident background knowledge upon which to build? Brovides clear, step-by-step development: Does the student teacher present material in a Clear, sequential ‘manner so that students are able to grasp the skills and concepts? {Uses instructional materials and technology: Does the student teacher make effective use of the ‘whiteboard, learning centers, overhead projector, computer, and/or other audio-visual and technological | 100s for instruction? ‘Demonstrates questioning skis; Are higher-and lawer-order questions used effectively? Does the student ‘teacher use walt time and redirection to encourage involvement and thought by all students? ‘Make and monitors assignments: Does the student teacher assign appropriate and relevant seatwork and home work to students? Is the quality and quantity of seatwork and homework effectively monitored? Evaluates students; Does the student teacher make accurate assessments of student progress in the academic disciplines? Total ( ‘CLASSROOM MANAGEMENT & SUPERVISION Positive dassroom atmosphere: Does the student teacher pracice effecive verbal nonverbal, and media communication that fosters active inquiry, collaboration, and supportive? Tmplementsa systematic approach Does the student teacher employ a system of classroom organization ‘and monitoring, making effective use of rues and routines? ifecively handles disciplinary problems: Does the student teacher faciitate individual and group ‘motivation that encourages postive socal interaction, active engagement in learning, and self-motivation? “Handles transitions: Does the student teacher effectively handle the transitions that take place, such as changing classes, preparing students for recess oie dis, oing tothe library, and starting class? ‘Cares for room and equipment: Does the student teacher show the proper concern for materials and equipment? Does he/she follow corect procedures fr use of instructional aids and equipment? ‘rovides oul-of-dass supenision, Does the student teacher meet his/her obligations in various supervisory roles outside the classroom? [ses community sources: Does the student teacher design acivtes that lize home and community priate?