MID-TERM PERFORMANCE ASSESSMENT (TO BE COMPLETED BY THE HOMEROOM TEACHER)

Student Teacher Na.u1 E,~ l"o..odar Ph;,0-- Grade/Subject _2._..,B___ Date_ _ _ __

Assessor's Name &\p~ Le..e.. Assessor's Title G,,-~e i.e. 1\-.me,rT)',() 'f~~
le e l-e-ve,\... \..t.Nt -e....-
Please rate the student teacher's performance for each of the benchmark indicators using the following rating scale.
5 = Excellent
4 = Very Good
3 = Good
2 = Average
1 = Needs Improvement

PERSONAL CHARACTERISTICS
Is motivated: Is the student teacher internally motivated and a self-starter?
Portrats enthusiasm: Does the student teacher relate with students and colleagues in a professional and
ethical manner? 5
Shows genuine interest in students: Does the student teacher project genuine warmth, concern, and
interest toward his/her students? 5
Is gunctual and degendable: Is the student teacher at school on time every day? ij
Works coogerativelr Does the student teacher work cooperatively with students, parents, colleagues,
supeNisors, and community members? 5
Identifies areas where growth is needed: Does the student teacher see his/her own weaknesses and
strengths? I5
Maintains grofessional aggearance and grooming: Does the student teacher come to school dressed and
groomed in a professional manner? 5
Total ( ?> /35)
COMMUNICATION
Uses voice effectivelt: Does the student teacher use his/her voice effectively? s
Communicates well non-verbal!~: Does the student teacher use facial expression, gestures, and body
language effectively?
Seeks helg when necessa~: Has the student teacher learned to ask to for, and accept, support? 5
Accegts counsel: Is the student teacher willing to listen and then apply counsel? 9
Learns bt obseNing the coogerating teacher: Is the student teacher able to perceive and apply the skills
demonstrated by the cooperating teacher? .. __

·---····--- -·
Total ( 1.~ /25)
WORKING WITH STUDENTS FROM DIVERSEBACKGROUNDS
Alternative Examgles & Exglanations: Does the student teacher utilize a variety of examples and
explanations that reflect the varied backgrounds and readiness levels of the students?
Calling on Students: Does the student teacher call on students of different genders, ethnicities, and
abilities with similar frequency and similar kinds of questions? s
Providing Assistance and Attention: Does the assistance and attention enable the student teacher to
accommodate students' varied physical and learning needs?
High Exgectations: Does the student teacher hold the same high expectations for all students?
Learning St~les: Does the student teacher's planning and teaching reflect skillful application of Multiple
s
Intelligences Theory and the research regarding learning modalities and styles? Lt
 Total ( L'-f (25)
PLANNING & PRESENTATION
i;2la1J1)ioo; Does the student teacher consult with the cooperating teacher to make lesson plans
at least a week in advance?
y
Pre12ares adeg!.!ate i;2!ans; Did plans meet minimum standards of format and thoroughness as
determined by the cooperating teacher and college supervisor? (All plans need to be kept in a notebook.) 4
DesiQDS alternative instr!JctiQnal activates: Does the student teacher design alternative instructional
activities to meet individual student's needs? 5
Pmmotes higher level thinking: Does the student teacher employ instructional strategies for developing
critical thinking, problem solving, and performance skills? B
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 sufficient background
s
knowledge upon which to build? 5
Provides 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 5
tools for instruction?
Demonstrates guestioning skills: Are higher-and lower-order questions used effectively? Does the student
teacher use wait time and redirection to encourage involvement and thought by all students? 5
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? 9
Evaluates students: Does the student teacher make accurate assessments of student progress in the
academic disciplines?
-
5
Total ( D~/55)
CLASSROOM MANAGEMENT & SUPERVISION
Positive classroom atmosphere: Does the student teacher practice effective verbal, nonverbal, and media
communication that fosters active inquiry, collaboration, and supportive? 5
Implements a systematic approach: Does the student teacher (~rntik'/ a system of classroom organization
.,,

5
and monitoring, making effective use of rules and routines?
--.... --~·.. -
Effectively handles disciplinary problems: Does the student teacher facilitate individual and group
motivation that encourages positive social interaction, active er:qa9ement 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 or fire drills, going to the library, and starting class? Lt
Cares for room and eguipment: Does the student teacher show the proper concern for materials and
equipment? Does he/she follow correct procedures for use of instructional aids and equipment? !5
Provides out-of-class supervision: Does the student teacher meet his/her obligations in various supervisory
§
roles outside the classroom?
Uses comm unity resources: Does the student teacher design activities that utilize home and community
resources to enhance the school program when appropriate?
Applies knowledge of school law: Does the student teacher properly apply principles of school law, as they
relate to school, home, and community, in management and supervisory decisions?
5
Total ( '1¥,/40)
Overall Total and Percentage ( l-=t~ /180)
Student Teacher's signature Supervising Teacher's signature

University Supervisor's signature