Semester:

Student Name:

Course Name:

Evaluator’s Name:

Evaluator’s Signature:

Date:

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Knowledge of Content

Teacher makes content errors or does not correct content errors students make.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Knowledge of Prerequisite Relationships

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts.

Knowledge of Content-Related Pedagogy

Teacher displays little understanding of pedagogical issues involved in student learning of the content.

Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions.

Pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Knowledge of Characteristics of Age Group

Teacher displays minimal knowledge of developmental characteristics of age group.

Teacher displays generally accurate knowledge of developmental characteristics of age group.

Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions of general patterns.

Knowledge of Students’ Varied Approaches to Learning

Teacher is unfamiliar with the different approaches to learning that students exhibit, such as learning styles, modalities, and different “intelligences.”

Teacher displays general understanding of the different approaches to learning that students exhibit.

Teacher displays solid understanding of the different approaches to learning that different students exhibit.

Knowledge of Students’ Skills and Knowledge

Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

Knowledge of Students’ Interests and Cultural Heritage

Teacher displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Value

Goals are not valuable and represent low expectations or no conceptual understanding for students.  Goals do not reflect important learning.

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

Goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

Clarity

Goals are either not clear or are stated as student activities.  Goals do not permit viable methods of assessment.

Goals are only moderately clear or include a combination of goals and activities.  Some goals do not permit viable methods of assessment.

Most of the goals are clear but may include a few activities.  Most permit viable methods of assessment.

Suitability for Diverse Students

Goals are not suitable for the class.

Most of the goals are suitable for most students in the class.

All the goals are suitable for most students in the class.

Balance

Goals reflect only one type of learning and one discipline or strand.

Goals reflect several types of learning but no effort at coordination or integration.

Goals reflect several different types of learning and opportunities for integration.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Resources for Teaching

Teacher is unaware of resources available through the school or district.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of all resources available through the school or district.

Resources for Students

Teacher is unaware of resources available to assist students who need them.

Teacher displays limited awareness of resources available through the school or district.

Teacher is fully aware of all resources available through the school or district and knows how to gain access for students.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Learning Activities

Not suitable to students or instructional goals.  Do not follow an organized progression.  Do not reflect recent professional research.

Only some learning activities suitable to students or instructional goals.  Progression of activities is uneven.  Only some reflect recent professional research.

Most of the learning activities are suitable to students and instructional goals.  Progression of activities in the unit is fairly even, and most activities reflect recent professional research.

Instructional Materials and Resources

Do not support instructional goals.  Do not engage students in meaningful learning.

Some support instructional goals.  Some engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning.

Instructional Groups

Do not support instructional goals and offer no variety.

Groups are inconsistent in suitability to the instructional goals and offer minimal variety.

Instructional groups are varied, as appropriate to the different instructional goals.

Lesson and Unit Structure

No clearly defined structure, or the structure is chaotic.  Time allocations are unrealistic.

Recognizable structure, but structure is not uniformly maintained throughout.  Most time allocations are reasonable.

The lesson or unit has a clearly defined structure that activities are organized around.  Time allocations are reasonable.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Congruence with Instructional Goals

Content and methods of assessment (the proposed approach) lack congruence with instructional goals.

Some instructional goals assessed through the proposed approach, but may are not.

All the instructional goals are nominally assessed through  the proposed plan, but the approach is more suitable to some goals than to others.

Criteria and Standards

The proposed approach contains no clear criteria or standards.

Assessment criteria and standards are developed, but are not clear or not clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students.

Use of Planning

Students not aware of how they are meeting established standards and do not participate.  Assessment results affect planning for students only minimally.

Teacher uses assessment results to plan for the class as a whole.

Teacher uses assessment results to plan for individuals and groups of students.

I have reviewed and understand the completed evaluation. 

Student’s Signature

Date

Student Comments (optional):

Semester:

Student Name:

Course Name:

Evaluator’s Name:

Evaluator’s Signature:

Date:

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Teacher Interaction with Students

Teacher’s interaction with some students is negative, demeaning, sarcastic, or inappropriate to age or culture of students.  Students exhibit disrespect for teacher.

Teacher’s interaction is generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for student’s cultures.  Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect.  Such interactions are appropriate to developmental and cultural norms.  Students exhibit respect for teacher.

Student Interaction

Student interactions characterized by conflict, sarcasm, or put-down.

Students do not demonstrate negative behavior toward one another.

Student interactions are generally polite and respectful.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Importance of the Content

Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the subject, and students demonstrate consistent commitment to its value.

Student Pride in Work

Students demonstrate little or no pride in work.  Seem to be motivated by the desire to complete task rather than do high-quality work.

Students minimally accept responsibility to “do good work” but invest little of their energy in the quality of the work.

Students accept teacher insistence on work or high quality and demonstrate pride in that work.

Expectations for Learning and Achievement

Instructional goals, activities, interactions, and classroom environment convey only modest expectations for student achievement.

Instructional goals, activities, interactions, and classroom environment convey inconsistent expectations for student achievement.

Instructional goals and activities, interactions, and classroom environment convey high expectations for student achievement.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Management of Instructional Groups

Students not working with the teacher are not productively engaged in learning.

Tasks for group work are partially organized, resulting in some off-task behavior when teacher involved with one group.

Tasks for group work are organized, and groups are managed so most students are engaged at all times.

Management of Transitions

Much time lost during transitions.

Transitions sporadically efficient, resulting in some loss of instructional time.

Transitions occur smoothly, with little loss of instructional time.

Management of Materials and Supplies

Materials handled inefficiently, resulting in loss of instructional time.

Routines for handling materials and supplies function moderately well.

Routines for handling materials and supplies occur smoothly, with little loss of instructional time.

Performance of Non-instructional Duties

Considerable instructional time lost in performing non-instructional duties.

Systems for performing non-instructional duties fairly efficient, resulting in little loss of instructional time.

Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of instructional time.

Supervision of Volunteers and Paraprofessionals

Volunteers and paraprofessionals have no clearly defined duties or do nothing most of time.

Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision.

Volunteers and paraprofessionals are productively and independently engaged during the entire class.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Expectations

No standards of conduct established, or students are confused about what standards are.

Standards of conduct established for most situations, and most students seem to understand them.

Standards of conduct are clear to all students.

Monitoring of Student Behavior

Student behavior is not monitored, and teacher is unaware of what students are doing.

Teacher is generally aware of student behavior but may miss activities of some students.

Teacher is alert to student behavior at all times.

Response to Student Misbehavior

Teacher does not respond to misbehavior, or response is inconsistent, overly repressive, or does not respect student’s dignity.

Teacher attempts to respond to misbehavior but with uneven results.  No serious disruptive behavior occurs.

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Safety and Arrangement of Furniture

Educational setting is unsafe, or arrangement not suited to lesson activities, or both.

Educational setting is adjusted for a lesson, or, if necessary, lesson is adjusted to the setting, but with limited effectiveness.

The classroom is safe, and the furniture arrangement is a resource for learning activities.

Accessibility to Learning and Use of Physical Resources

Teacher uses physical resources poorly.  Learning not accessible to some students.

Teacher uses physical resources adequately.  Essential learning accessible to all students.

Teacher uses physical resources skillfully, and all learning is equally accessible to all students.

I have reviewed and understand the completed evaluation. 

Student’s Signature

Date

Student Comments (optional):

Semester:

Student Name:

Course Name:

Evaluator’s Name:

Evaluator’s Signature:

Date:

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Directions and Procedures

Teacher’s directions and procedures are confusing to students.

Teacher’s directions and procedures are clarified after initial student confusion or are excessively detailed.

Teacher directions and procedures are clear to students and contain an appropriate level of detail.

Oral and Written Language

Teacher’s spoken language is inaudible and written language is illegible.  Spoken or written language contains many grammar and syntax errors.  Vocabulary inappropriate, vague, or used incorrectly, leaving students  confused.

Teacher’s spoken language is audible.  Written language is legible.  Both used correctly.  Vocabulary correct but limited or not appropriate to students’ ages or backgrounds.

Teacher’s spoken and written language is clear and correct.  Vocabulary is appropriate to students’ age and interests.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Quality of Questions

Teacher’s questions are virtually all of poor quality.

Teacher’s questions are a combination of low and high quality.  Only some invite a response.

Most of teacher’s questions are of high quality.  Adequate time is available for students to respond.

Discussion Techniques

Interaction between teacher and students predominantly recitation style, with teacher mediating all questions and answers.

Teacher makes some attempt to engage students in a true discussion, with uneven results.

Classroom interaction represents true discussion, with teacher stepping, when appropriate, to the side.

Student Participation

Only a few students participate in the discussion.

Teacher attempts to engage all students in the discussion, but with only limited success.

Teacher successfully engages all students in the discussion.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Representation of Content

Representation of content is inappropriate and unclear or uses poor examples and analogies.

Representation of content is Inconsistent in quality:  Some done skillfully, with good examples; other portions difficult to follow.

Representation of content is appropriate and links well with students’ knowledge and experience.

Activities and Assignments

Activities and assignments are inappropriate in terms of students’ age or background.  Students not engaged mentally.

Some activities and assignments are appropriate to students and engage them mentally, but others do not.

Most activities and assignments are appropriate to students.  Almost all students are cognitively engaged in them.

Grouping of Students

Instructional groups are inappropriate to the students or to instructional goals.

Instructional groups are only partially appropriate to the students or only moderately successful in advancing instructional goals of lesson.

Instructional groups are productive and fully appropriate to the students or to the instructional goals of a lesson.

Instructional Materials and Resources

Instructional materials and resources are unsuitable to instructional goals or do not engage students mentally.

Instructional materials and resources are partially suitable to instructional goals, or students’ level of mental engagement moderate.

Instructional materials and resources are suitable to the instructional goals and engage students mentally.

Structure and Pacing

Lesson has no clearly defined structure, or pacing is too slow or rushed, or both.

Lesson has recognizable structure, although it is not uniformly maintained throughout lesson.  Pacing is inconsistent.

The lesson has a clearly defined structure around which the activities are organized.  Pacing of the lesson is consistent.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Quality:  Accurate, Substantive, Constructive, and Specific

Feedback is either not provided or is of uniformly poor quality.

Feedback is inconsistent in quality:  Some elements of high quality are present, others are not.

Feedback is consistently high quality.

Timeliness

Feedback is not provided in a timely manner.

Timeliness of feedback is inconsistent.

Feedback is consistently provided in a timely manner.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Lesson Adjustment

Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson.

Teacher attempts to adjust a lesson, with mixed results.

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

Response to Students

Ignores or brushes aside students’ questions or interests.

Attempts to accommodate students’ questions or interests.  Effects on the coherence of lesson are uneven.

Teacher successfully accommodates students’ questions or interests.

Persistence

When student has difficulty, teacher either gives up or blames the student or the environment for student’s lack of success.

Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.

Teacher persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of stratetgies.

I have reviewed and understand the completed evaluation. 

Student’s Signature

Date

Student Comments (optional):

Semester:

Student Name:

Course Name:

Evaluator’s Name:

Evaluator’s Signature:

Date:

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Accuracy

Teacher does not know if lesson was effective or achieved its goals, or profoundly misjudges the success of a lesson.

Teacher has a generally accurate impression of lesson’s effectiveness and the extent to which instructional goals were met.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment.

Use in Future Teaching

Teacher has no suggestions for how a lesson may be improved another time.

Teacher makes general suggestions about how lesson may be improved.

Teacher makes a few specific suggestions of what he may try another time.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Student Completion of Assignments

Teacher’s system for maintaining information on student completion of assignments is in disarray.

Teacher’s system for maintaining information on student completion of assignments is rudimentary and only partially effective.

Teacher‘s system for maintaining information on student completion of assignments is fully effective.

Student Progress in Learning

Teacher has no system for maintaining information on student progress in learning, or system in disarray.

Teacher’s system for maintaining student progress in learning is rudimentary and partially effective.

Teacher’s system for maintaining information on student progress in learning is effective.

Non-instructional Records

Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion.

Teacher’s records for non-instructional activities are adequate, but they require frequent monitoring to avoid error.

Teacher’s system for maintaining information on non-instructional activities is fully effective.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Information About the Instructional Program

Teacher provides little information about instructional program to families.

Teacher participates in the school’s activities for parent communication but offers little additional information.

Teacher provides frequent information to parents, as appropriate, about the instructional program.

Information About Individual Students

Teacher provides minimal information to parents. Does not respond or responds insensitively to parent concerns about students.

Teacher adheres to the school’s required procedures for communicating to parents.  Responses to parent concerns minimal.

Teacher communicates with parents about students’ progress on a regular basis and is available as needed to respond to parent concerns.

Engagement of
Families in the Instructional Program

Teacher makes no attempt to engage families in the instructional program, or such attempts are inappropriate.

Teacher makes modest and inconsistently successful attempts to engage families in the instructional program.

Teacher’s efforts to engage families in the instructional program are frequent and successful.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Relationships with Colleagues

Teacher’s relationships with colleagues are negative or self-serving.

Teacher maintains cordial relationships with colleagues to fulfill the duties that the school or district requires.

Support and cooperation characterize relationships with colleagues.

Service to the School

Teacher avoids becoming involved in school events.

Teacher participates in school events when specifically asked.

Teacher volunteers to participate in school events, making a substantial contribution.

Participation in School and District Projects

Teacher avoids becoming involved in school and district projects.

Teacher participates in school and district projects when specifically asked.

Teacher volunteers to participate in school and district projects, making a substantial contribution.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Enhancement of Content Knowledge and Pedagogical Skill

Teacher engages in no professional development activities to enhance knowledge or skill.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.

Service to the Profession

Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

Teacher finds limited ways to contribute to the profession.

Teacher participates actively in assisting other educators.

Element

LEVEL OF PERFORMANCE

Not Yet Accomplished

Pre-professional

Proficient

Comments

Service to Students

Teacher not alert to students’ needs.

Attempts to serve students are inconsistent.

Teacher is moderately active in serving students

Advocacy

Teacher contributes to school practices that result in some students being ill served by the school.

Teacher does not knowingly contribute to some students being ill served by the school.

Teacher works within the context of a particular team or department to ensure that all students receive a fair opportunity to succeed.

Decision Making

Teacher makes decisions based on self-serving interests.

Teacher’s decisions are based on limited though genuinely professional considerations.

Teacher maintains an open mind and participates in team or departmental decision making.

I have reviewed and understand the completed evaluation. 

Student’s Signature

Date

Student Comments (optional):