Student Teacher Summative Evaluation & Assessment of ...

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.
Unsatisfactory Satisfactory Proficient Distinguished
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.
Not Applicable
or
Not Observed
Circle the appropriate number to the right of each component.
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.
Unsatisfactory Satisfactory Proficient Distinguished
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)
Adapted from Pathwise® of ETS revised 1-11-122