Dates of Student Teaching Placement
Please choose your CURRENT Program Option
The Pre-Service Teacher's performance consistently meets and exceeds expectations for a Pre-Service Teacher.
The Pre-Service Teacher's performance meets and exceeds expectations for a Pre-Service Teacher.
The Pre-Service Teacher's performance is competent and meets expectations.
The Pre-Service Teacher's performance clearly does not meet performance expectations. The Pre-Service Teacher may require extra direction by a supervisor, and there is a need for immediate improvement in performance.
Pre-Service Teachers should be given a score of "1", as a place holder, when the criterion measured by the rubric have not been observed at the time of assessment.
Directions: Hover your mouse over the scoring drop down box to access the rubric associated with that section. Mouse click directly on the hover text (rubric) to be able to scroll down through the criterion.
Assess each component and the group of skills listed holistically. Score the Pre-Service Teacher based on their performance skills that one would expect from a beginning teacher. Not all examples must be met.
A "1" will be used for Not Observed criterion when scoring. This "1" is not included in the calculation of the total score, but is used as a place holder.
Score using the following guide:
4 = Distinguised
3 = Proficient
2 = Basic
1 = Unsatisfactory
1 = Not Observed
A score of "2" (Basic Rating Level), for each key indicator, shows that the candidate's performance is indicative of skills one would expect from a Pre-Service Teacher.
Please choose the number from the drop down list associated with your score to assess the Pre-Service Teacher.
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1a) Demonstrating Knowledge of Content and Pedagogy
~ Content and the structure of the discipline
~ Prerequisite relationships
~ Content-related pedagogy
1b) Demonstrating Knowledge of Students
~ Child and adolescent development
~ Learning process
~ Special needs
~ Students' skills, knowledge, and language proficiency
~ Students' interests and cultural heritage
1c) Setting Instructional Outcomes
~ Value,sequence, and alignment
~ Suitability for diverse learners eg. adaptations and modifications
1d) Demonstrating Knowledge of Resources
~ For classroom use
~ To extend content knowledge and pedagogy
~ Resources for students
1e) Designing Coherent Instruction
~ Learning activities
~ Instructional materials and resources
~ Instructional groups
~ Lesson and unit structure
1f) Designing Student Assessments
~ Congruence with instructional outcomes
~ Criteria and standards
~ Design of formative assessments
~ Use for planning
2a) Creating an Environment of Respect and Rapport
~ Pre-service teacher interaction with students, including both
words and actions
~ Student interaction with students, including both words and
~ Relationships: physical proximity, shared activities, peer assistance, matched affect,
~ Positive affect: smiling, laughter, enthusiasm
~ Positive communication: verbal affection, physical affection,
2b) Establishing a Culture for Learning
~ Importance of content and of learning
~ Expectations for learning and achievement
~ Student pride in work
~ Student comfort: seeks support and guidance, freely participates, takes risks
~ Student expression: encourages student talk;elicits ideas and/or prespectives
2c) Managing Classroom Procedures
~ Materials and supplies
~ Performance of classroom routines
~ Supervision of volunteers and paraprofessionals
2d) Managing Student Behavior
~ Monitoring student behavior
~ Response to student misbehavior
~ Responsiveness: acknowledges emotions; provides comfort and assistance;
~ Proactive: anticipates problem behavior of escalation;low reactivity;monitors
~ Awareness: anticipates problems and plans appropriatley; notices lack of
understanding and difficulties
2e) Organizing Physical Space
~ Safety and accessibility
~ Arrangement of furniture and use of physical resources
~ Restriction of movement: allows reasonable freedom of movement; is not rigid
3a) Communicating with Students
~ Expectations for learning
~ Directions for activities
~ Explanations of content
~ Use of oral and written language
~ Clarity of learning objectives: advance organizers,summaries,reorientation statements
3b) Using Questioning and Discussion Techniques
~ Quality of questions/prompts eg. open ended
~ Discussion techniques eg. self and parallel talk, peer conversations, contingent
~ Student participation
~ Effective facilitation of children's involvement
~ Connections to the real world: real world applications;related to students' lives
~ Support for autonomy and leadership: allows choice; allows students to lead
lessons; gives students' responsibility
3c) Engaging Students in Learning
~ Activities and assignments eg. range of auditory, visual, and movement opportunities
~ Grouping of students
~ Structure and pacing
~ Student engagement: active participation, listening, focused attention
~ Flexibility and student focus: shows flexibility, incorporates students' ideas; follow
3d) Using Assessment in Instruction
~ Assessment criteria
~ Monitoring of student learning
~ Feedback to students
~ Student self-assessment and monitoring progress
3e) Demonstrating Flexibility and Responsiveness
~ Lesson adjustment
~ Response to students
4a) Reflection on Teaching
~ Use in future teaching
4b) Maintaining Accurate Records
~ Student completion of assignments
~ Student progress in learning
~ Non-instructional records
4c) Communicating with Families
~ Information about the instructional program
~ Information about individual students
~ Engagement of families in the instructional program
4d) Participating in a Professional Community
~ Relationships with colleagues
~ Participation in school and district projects
~ Involvement in culture of professional inquiry
~ Service to the school
4e) Growing and Developing Professionally
~ Enhancement of content knowledge and pedagogical skills
~ Receptivity to feedback from colleagues
~ Service to the profession
4f) Showing Professionalism
~ Integrity/ethical conduct
~ Service to students
~ Compliance with school and district regulation
Please type your observations regarding the following, into the text areas below:
~ Teaching Strengths
~ Areas in Need of Further Development
~ Strategies for Improvement
Please note: A Pre-Service Teacher must score at the Basic Level or higher to be considered well prepared and pass student teaching. An Unsatisfactory level or below may require the Pre-Service Teacher to repeat student teaching.
In order for the calculations to work on this form, a "1" will be used for Not Observed criterion when scoring. This "1" is not used in the calculation of the total score, but was needed to count the Not Observed rubric criterion.
Please ensure you have scored all 22 components. If you have inadvertantly skipped a component, your Pre-Service Teacher will be penalized in the final calculation.
The total number of Not Observed indicators will be subtracted from the total number of key indicators scored.
Eg. 22 (total indicators) - 2 (Not Observed indicators) = 20 key indicators scored
Please enter the rating level below, using the key above, based on the pre-service teacher's total score.
By typing my name in this box I warrant the truthfulness of the information provided in this form.
By typing my name in this box, I am confirming that I have reviewed this form with the Daemen College Teacher Candidate whom I have mentored.
When you have completed the evaluation, click on the Submit button below to send your assessment to the Daemen College Teacher Preparation Program. By clicking on the Submit button, you will also be sending a copy of the assessment to the Student Teacher whom you have mentored, for review.