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 teaching internship.

Aspects to be Evaluated

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

Suggestion 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 assessment.

Space is provided for notes on the student’s strengths and weaknesses and
suggestions for improvement.

DESCRIPTIVE TERM PERCENTAGE 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 de 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
Conducting virtual class/es
Groupings during activity time
Systematic procedure
Presentation graphics
Making records & reports
E. ETHICS
Objectivity in approach
Loyalty
Courtesy in the virtual classroom
Relationship between student teacher &
cooperating teacher

OVERALL RATING: ______________

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Signature over Printed Name of Cooperating Teacher

Noted: _____________________________

Date: _________________________
 Notes on the Student’s Strengths and Weaknesses
and Suggestions for improvement

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Signature over Printed Name of Cooperating Teacher Date

Noted:

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Signature over Printed Name of Practice Teaching Adviser 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 t “all he has” evidencing through
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 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 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 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 class as
possible?
• Use of 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/she use
presentation graphics, video-clips etc. effectively?
• Evaluation: Does he/she make use of objective evaluation instruments and
interprets results of evaluation correctly and accurately?

CLASSROOM MANAGEMENT
• Conducting of virtual class/es: Does he/she begin and ends the class on time?
• Groupings during activity time: Does he/she handles the breakout sessions
properly? Does he/she know the names of all the students?
• Presentation graphics and other visual aids: Does he/she plan carefully the use of
presentation graphics and other visual materials? Does he/she use appropriate
materials for the class?
• 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 virtual classroom: Does he/she encourage by precept and example
a higher standard and friendly tome of student-to-student and teacher-to-teacher
relationship?
• Relationship between student-teacher and cooperating teacher: Is he/she
respectful, and helpful with the Cooperating teacher?