~ Division of Education ‘Teacher Candidate e S Weekly Observation/Evaluation Checklist rece ate ‘Week of Observation: ‘The teacher candidate tumed in less jlans for next week by end of day Thursday (Circle =e) The teacher candidate was present each day this week. (Cirle om 12) Ne Date of absences): ‘Checklist Rubris This evaluation form is o be filled out by the mentor teacher, submitted electronically each Friday. Please remember that this isa learning experience: we hope to see professional growth throughout the semester. While many student teacher candidates are very good teachers even inthe beginning oftheir classroom experiences, there is always room for improvement. The mentor teacher and the student teacher should discuss this evaluation @ clearly identify areas of strength and weakness. Please use the rating scale below to document your observations of the teacher candidate's skills: THIS IS ONLY THE RUBRIC SCORING SCALE: Please score each item on reverse side separately, and with 8 specific mumber from rubric below. 4 Superior work: advanced beyond what is expected of teacher candidates 3° Very good work: advancing nicely toward acquisition of teaching competencies; much evidence of attention to suggestions of cooperating teacher and/or University supervisor; ‘Rood progress noted 2 Improvement suggested; read comments noted here and in conferences, and make changes accordingly; teaching skills are progressing, yet corrections have been suggested 1 Weakness in teaching performance noted, previous suggestions of cooperating teacher/University supervisor should be practiced to allow for skill acquisition 0 Significant weakness exists relative to teaching skills anor professional disposition; conference with student teacher, cooperating teacher, and University supervisor is requested N/A Not applicable; student teacher is not required to have demonstrated this skill at this timePulao Carat: The sleet | q |: Dresses an cond se profesional Cent Oe ® ‘Pole eto! polis 5. Interacts professionally and respectfully with students, parents, teachers, and other pellicles dns eel oy Na 6, Respects confidentiality of students, demonstrates knowledge of state/federal regulations (such as transition IEPs, procedural saleguards) 7. Demonstrates ethical condu 8, Accepts and acts on suggestions of eooporating teacher 9. Motivates students and demonstrates enthusiasm for teaching and learning B10. Identities and solves problems (i. using reflection, collegial conversation, maintains a high level of integrity Comments JA Delos cay exns and eesvely implements hsm manager pln daily DB _2. Appropriately responds to student behaviors using a variety of strategies consistently ‘and ethically 3 Reinforces students who exhibit appropriate classroom behavior/socal skill; @ ‘encourages increased independence, self-control, and self-reliance 4, Contributes to a positive, nurturing learning environment and educational community Comments ching Performance; The student teacher candidate [A-1. ui 1s appropriate for students; effectively uses individualized instruction based on student need N/A 2. Uses a variety of teaching methods; attends tothe diverse leaming styles of students 3, Demonstrates competency during instructional delivery ¥-+. Clearly explains task directions o students /4_5, Maintains the attention of students during lessons, eff when necessary 6. Effectively corrects or reinforces students 7. Collects data and evaluates student performance effectively; makes instructional decisions based on student responses 8, Uses IEP information to guide instructional decisions, as appropriate 9. Communicates effectively with students, parents, teachers, and other professio -@sienaheights.edu m ely redirects student attention Is “Fan you Yor scanning /eallig We obapleed Worm a