Student Teacher Summative Evaluation & Assessment of ...

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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
Circle the appropriate number to the right of each component. 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. Not Applicable or Not Observed Desired behaviors are consistently displayed, and inappropriate behaviors do not exist. Adapted from Pathwise® of ETS revised 1-11-123
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Page 5 and 6: ask questions. They do not accept t

Student Teacher Summative Evaluation & Assessment of ...

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