Student Teacher Summative Evaluation & Assessment of ...

Student Teacher Summative Evaluation & Assessment of Professional Dispositions 

Midterm 

Final 

Completed by: Cooperating Teacher University Supervisor Student Teacher 

Student Teacher _________________________________________________________________ Date ______________________________ 

Subject(s) Taught ________________________________________________________________ Grade Level(s) __________________ 

School ____________________________________________________ District ___________________________________________________ 

Cooperating Teacher _______________________________________University Supervisor ________________________________ 

Directions: In order to complete this form, use the rubrics (Detailed rubrics for each domain can be found in the student 

teaching handbook.) and dispositional category to assess the candidate’s development and practice. Please circle the number 

on the rubric. When complete, please give a copy to the student teacher and return a copy to the TEP. 

Please note: For the domains, SAU standards define successful student teacher performance in levels of Satisfactory and Proficient for 

beginning teachers. SAU recognizes, however, that some student teachers may perform at a level of an experienced teacher. As such, the 

TEP cautiously reserves the right to evaluate a student teacher’s performance as Distinguished. Please note, however, that a mark of 

Distinguished is beyond the performance expected of a successful first year teacher. 

Domain 1: Planning and Preparation The components in Domain 1 define how the student teacher designs instruction. As 

such, student teachers who excel in Domain 1 design instruction that reflects an understanding of content and important 

concepts and principles with that content. Their design is coherent in its approach to topics, includes sound assessment 

methods, and is appropriate to the range of students in the class. 

Unsatisfactory Satisfactory Proficient Distinguished 

NA 1 2 3 4 5 6 

Student teacher’s plans Student teacher’s plans, 

Student teacher’s plans 

reflect solid 

based on extensive content 

reflect little 

Student teacher’s plans 

understanding of the 

knowledge and 

understanding of the reflect moderate 

content, the students, 

understanding of students, 

content, the students, understanding of the 

and available resources. are designed to engage 

and available 

content, the students, and Instructional outcomes students in significant 

resources. 

available resources. Some represent important 

learning. All aspects of the 

Instructional outcomes instructional outcomes are learning suitable to 

teacher’s plans – 

are either lacking or suitable to the students as a most students. Most 

instructional outcomes, 

inappropriate; 

group, and the approaches elements of the 

learning activities, materials, 

assessment 

to assessment are partially instructional design, 

resources, and assessments 

methodologies are aligned to the goals. 

including the 

– are in complete alignment 

inadequate. 

assessments, are 

and are adapted as needed 

aligned to the goals. 

for individual students. 

Not Applicable 

or 

Not Observed 

Circle the appropriate number to the right of each component. 

1a. Demonstrating knowledge of content & pedagogy NA 1 2 3 4 5 6 

1b. Demonstrating knowledge of students NA 1 2 3 4 5 6 

1c. Setting instructional outcomes NA 1 2 3 4 5 6 

1d. Demonstrating knowledge of resources NA 1 2 3 4 5 6 

1e. Designing coherent instruction NA 1 2 3 4 5 6 

1f. Assessing student learning NA 1 2 3 4 5 6 

Comments: 

Adapted from Pathwise® of ETS revised 1-11-121

Domain 2: Classroom Environment The components of Domain 2 consist of the interactions that occur in a classroom. As 

such, student teachers who excel in Domain 2 consider their students as real people, with interests, concerns, and intellectual 

potential. In return, the students regard their teachers as concerned and caring adults and entrust them with their futures. 


NA 1 2 3 4 5 6 

Classroom environment 

Students themselves make a 

Classroom 

Classroom environment 

functions smoothly, with 

substantive contribution to 

environment is 

functions somewhat 

little or no loss of 

the smooth functioning of the 

characterized by chaos effectively, with modest 

instructional time. 

classroom, with highly 

and conflict, with low expectations for student 

Expectations for student 

positive personal 

expectations for learning and conduct, and learning are high, and 

interactions, high 

learning, no clear classroom routines and 

interactions among 

expectations and student 

standards of student use of space that partially individuals are 

pride in work, seamless 

conduct, poor use of support student learning. respectful. Standards 

routines, clear standards of 

physical space, and Students and the student for student conduct are 

conduct, and a physical 

negative interactions teacher rarely treat one 

clear, and the physical 

environment conducive to 

between individuals. another with disrespect. 

environment supports 

high-level learning. 

learning. 


or 

Not Observed 


2a. Creating an environment of respect and rapport NA 1 2 3 4 5 6 

2b. Establishing a culture for learning NA 1 2 3 4 5 6 

2c. Managing classroom procedures NA 1 2 3 4 5 6 

2d. Managing student behavior NA 1 2 3 4 5 6 

2e. Organizing physical space NA 1 2 3 4 5 6 

Comments: 

Domain 3: Instruction The components of Domain 3 consist of components that are at the heart of teaching – the actual 

engagement of students in content. As such, student teachers who excel in Domain 3 use their knowledge of content and 

pedagogy, and their instructional plans, to engage students in learning. Through the presentation of content, use of 

questioning and discussion strategies, and methods of providing feedback to students, student teachers successfully 

implement the plans they created in Domain 1. 


NA 1 2 3 4 5 6 

All students are highly 

Only some students are 

Most students are engaged 

Instruction is 

engaged in learning and 

engaged in learning because in learning as a result of 

characterized by poor 

make material 

of only partially clear 

clear communication and 

communication, lowlevel 

questions, little 

success of the class 

contributions to the 

communication, uneven use successful use of 

of discussion strategies, and questioning and discussion 

student engagement 

through their 

only some suitable 

techniques. Activities and 

or participation in 

participation in 

Not 

instructional activities and 

assignments are of high 

discussion, little or no 

discussions, active 

Applicable or 

materials. The student 

quality, and student teacher 

use of assessment in 

involvement in learning 

Not Observed 

teacher displays some use of and students make 

learning, and rigid 

activities, and use of 

assessment in instruction and productive use of 

adherence to an 

assessment information 

is moderately flexible in 

assessment. The student 

instructional plan 

in their learning. The 

adjusting the instructional 

teacher demonstrates 

despite evidence that 

student teacher persists 

plan in response to students’ flexibility in contribution to 

it should be revised 

in the search for 

interests and their success in the success of the lesson and 

and modified. 

approaches to meet the 

learning. 

of each student. 

needs of every student. 

(Domain 3 continued on next page.) 

(Domain 3 continued) 



3a. Communicating with students NA 1 2 3 4 5 6 

3b. Using questioning & discussion techniques NA 1 2 3 4 5 6 

3c. Engaging students in learning NA 1 2 3 4 5 6 

3d. Using assessment in instruction NA 1 2 3 4 5 6 

3e. Demonstrating flexibility and responsiveness NA 1 2 3 4 5 6 

Comments: 

Assessment of Professional Dispositions 

Adapted from the Iowa TQE Dispositions Team 

Caring: Candidates with this set of dispositions value and appreciate all aspects of other persons’ well being– 

cognitive, emotional, physical and spiritual–thereby enhancing opportunities for learning needs of other education 

students and in working with professionals. The following list comprises many, but not all, of the qualities, 

tendencies, and/or behaviors which characterize a set of caring dispositions: 

Empathy: Inclination to identify with, and see things from the perspective of others. 

Compassion: Sympathy, often with a desire to help relieve the suffering of others. 

Rapport: Ability to develop appropriate relationships with peers and other stakeholders. 

Respect: Shows appropriate regard for the needs, ideas, and experiences of others. 

Passion: Demonstrates interest, enthusiasm and optimism for the people, content, and context of the 

teaching/learning process. 

Cultural Competence: appreciates and capitalizes upon diversity; is aware of and acts to reduce one’s own biases; 

employs culturally sensitive pedagogy. 

Comments: 

Unsatisfactory Basic Proficient 

NA 1 2 3 4 5 

Behavior displayed Behaviors are displayed 

is contrary to those inconsistently, but there is 

expected for this evidence of emerging desired 

disposition. 

behaviors. 


or Not Observed 

Desired behaviors are 

consistently displayed, and 

inappropriate behaviors do not 

exist. 


Communication: Candidates with this set of dispositions are sensitive to and skillful in the various aspects of 

human activity. They have effective interpersonal relationship skills and attitudes that foster collaborative 

enterprises useful in enhancing the teaching-learning process. The following list comprises many, but not all, of the 

qualities, tendencies, and/or behaviors which characterize a set of communication dispositions: 

Presence: keen with-it-ness and engagement in human interactions and other’s needs. 

Responsiveness: Attentive to others’ needs; the ability and inclination to act as best meets the needs, subtle as well as 

obvious, of others and their circumstances. 

Attentiveness: Concentrates on others’ communication; takes others’ communication into account. 

Authenticity: Genuineness that fosters and enhances the teaching and learning process while exercising judgment 

about personal and professional boundaries. 

Collaborative: Seeks means to involve & work with others in planning, problem solving and learning. 

Voice: Speaks out when the need arises. 

Comments: 


NA 1 2 3 4 5 




disposition. 

behaviors. 






exist. 

Creativity: Candidates with this set of dispositions display the capacity to envision and craft things in novel and 

meaningful ways to meet the needs of students. The following list comprises many, but not all, of the qualities, 

tendencies, and/or behaviors which characterize a set of creative dispositions: 

Flexibility: adapts, adjusts, and modifies practices to meet the needs of students and peers; thinks on one’s feet; is 

comfortable with change. 

Inventiveness: uses the needs and interests of students to approach curricular and strategic decisions; visualizes and 

implements novel ideas and practices. 

Resourcefulness: utilizes resources in effective ways; adapts practices to unforeseen challenges. 

Comments: 


NA 1 2 3 4 5 




disposition. 

behaviors. 






exist. 

Critical Thinking: Candidates with this set of dispositions have the ability to examine closely, to critique, and to 


ask questions. They do not accept the status quo at face value but employ higher level thinking skills to evaluate, 

analyze, and synthesize. Self-evaluation and reflection characterize candidates with this set of dispositions. The 

following list comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of 

critical dispositions: 

Reflective: takes time consistently to evaluate effectiveness of instruction & behavior in terms of the larger goals of 

education; nurtures reflectivity in students and peers; reflects on own growth and accountability. 

Initiative: exhibits a willingness to pursue solutions to problems or questions; gathers relevant data and persistently 

seeks to improve situations or areas of need. 

Open-mindedness: exhibits an ability to look at different sides of an issue; recognizes the possibility of error in one’s 

own beliefs and practices; does not display or act upon prejudices against people or ideas. 

Efficacy: nurtures high expectations, demonstrates self direction and confidence, and empower students and peers. 

Humility: Places the needs of the learner and/or learning task above ones own ego; reflects on own growth and 

accountability. 

Comments: 


NA 1 2 3 4 5 




disposition. 

behaviors. 






exist. 

Professional: These are qualities and practices that teacher candidates must exhibit in order to be recommended 

for licensure, some of which are explicit in the Iowa Code of Ethics and Code of Responsibilities. Candidates should 

display all of the following qualities and/or behaviors that characterize this set of professional requirements: 

Professionalism: endeavors to meet the standards expected of a teacher such as appropriateness of dress, grooming, 

demeanor, punctuality, tact, discretion, courtesy, etc. 

Personal and Professional Ethics and Integrity: adheres strongly to high moral principles and ethical standards as 

expressed in the Iowa Code; evidences integrity. 

Work Ethic/Responsibility: attends to school policy for teacher attendance; completes teaching related tasks in a 

thorough and efficient manner. 

Confidentiality: complies with federal, state, and school policies relating to confidentiality. 

Comments: 


NA 1 2 3 4 5 




disposition. 

behaviors. 






exist. 


Area(s) of strength: 

Area(s) or issue(s) of concern: 

Task to resolve area(s) or issue(s) of concern and deadline: 

Signature of candidate 

Date 

Signature of individual completing form 

Date

Student Teacher Summative Evaluation & Assessment of ...

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