if] R E G E N T

UNIVERSITY

Teacher Education
1000 Regent Univ
Virginia Beach,

College of Arts
& Sciences

WEEKLY EVALUATION OF STUDENT T E A C H E R BY COOPERATING T E A C H E R

(FORMATIVE ASSESSMENT)
Student teacher's Name:

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Cooperating Teacher: '^VYACCO

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Date:

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School: CTPC^I^C VbUC> ^

This form has been designed to help cooperating teacher give the student teache
feedback. After checking the applicable items in each area, continue with the su
provide specific information regarding strengths and areas for improvement. As
1. Attendance
Frequendy absent
Rarely absent
Exemplary attendance

2. Punctuality

3. Oral Expression

Frequendy late
f Generally punctual
\ Always on time

Makes frequent usage/grammatical

errors
\
Inarticulate
.Articulate
Lx^xpressive, animated
4. Written Expression
5. Tact/Judgment
6. Reliability/Dependability
Written works demonstrate
Thoughtless: Insensitive to others'
Sometimes fails to complete
frequent misspelling and/or feelings and opinions
assigned tasks and duties
grammatical errors
Sometimes needs to be
Limited sensitivity and diplomacy
to attend to
Writing is often unclear or Perceives what to do or say in reminded
order
assigned tasks or duties
disorganized
to maintain good relations with
Responsible: Attends to
Y ' Organizes and clearly expresses
jifthers and responds accordingly
assigned tasks or duties
ideas
\r Highly sensitive to others' feelings
1/ Self-starter: Perceives needs
K Y1 Frequendy and effectively and opinions: Diplomatic
and attends to them
'
commumcates with parents
immediately
and/or administrators
^. Self-Initiative/Independence
8. CoUegiality
9. Relating Theory to Practice
Passive: Depends on others for
Prefers to work in isolation
No evidence of implementing
direction, ideas and guidanceReluctant to share ideas and
pedagogical theories
Has good ideas, works
materials
Sometimes relates theory to
effectively with limited
Prefers being part of a team
practice
supervision
i/Wniingly shares ideas and materials
Frequently bases practical work on
\ Creative and resourceful:
sound pedagogical theory
Independently implements plans
10. Response to Feedback
11. Interaction with Students 12. Interaction with Faculty/Staff
Unreceptive to feedback
Sometimes antagonistic towards Is sometimes antagonistic
Receptive - B U T doesn't
student
Shy: Hesitant to work with school
implement suggestions
Shy: Hesitant to work with students
personnel
Receptive - A N D adjusts
Relates easily and positively with
Relates easily and positively
performance accordingly
smdents
vAflutgoing: .Actively seeks
V
Solicits suggestions and
(lutgoing: Actively seeks
opportunities to work with school
feedback from others
opportunities to work with
personnel
^students
V Accepts responsibility for smdent
learning

REGENT
UNIVERSITY

W E E K L Y EVALUATION

College of Arts
& Sciences

O F STUDENT TEACHERS B Y COOPERATING

Teacher Education
1000 Regent Univ
Virginia Beach,

TEACHER, CONTINUED

Summarize the proficiency level for each area listed. Identify at least two areas of
your smdent teacher demonstrated this week (Indicate with a "+"). Then identify at le
the student teacher needs to focus on for the following week (Indicate with a " v " )
in each area, please m m the page and provide specific information.
1. Teaching Plans and Materials
Plan has objectives for current lesson

"2.

Impact on Smdent Learning

Student learning is evidenced by frequent work sa

Plan has objectives related to appropriate

(if
At" S OL
Student
learning is evidenced by active engageme
applicable)
class
. Plan is suitable for diverse learners
Student learning is evidenced by positive social
interactions with peers and school personnel
. Plan has procedures for regularly assessing smdent
Smdent learnmg is evidenced by high rate of corre
progress and makmg adjustments
responses and successful performance on quizzes
, Plan has remediation procedures for students in need
test
. Plans are given to cooperating teacher in advance
Smdent learning is evidenced by smdent remediatio

3. Classroom Instmctional Practice and Content

*4. Classroom Management, Interaction and Feedback
Knowledge
Starts lesson from a point of engagement
Provides behavioral expectations at beginmng of l

Provides objectives and establishes smdent'sReinforces

prior
appropriate smdent behavior throughout
knowledge
lesson
'A' Provides oppormnities for smdents to be actively
engaged
Quickly establishes classroom routines and proced
Provides oppormnities for smdents to be actively
mitigate behavior issues
engaged
Collects, reviews, and grades homework, and Uses
links
to
instructional
time effectively and efficient
classroom instruction
all smdents on task
Begins lesson on schedule
Number of smdents off task
Uses student responses and questions in teaching
Provides feedback to smdents about behavior
Uses appropriate wait time for smdents after asking
questions
Quick to redirect or stop inappropriate behavior
Uses effective closure or summarization techniques
Constantly moGng around classroom and checking fo
Uses instructional time effectively and transitions
are
smdent understanding
and on task behavior
Deals
calmly
and
effectively
with major classroo
smooth
disruptions
Content information is accurate and current No misbehavior observed, evidence that the smdent
teacher has grasp and knowledge of classroom
Smdents are asked higher order questions
management best practices
Effectively incorporates technology into instmction
' Make, sure to complete this section each week i
Effectively monitors smdents on task and redirects
approjiriate.
smdents off task

REGENT

UNIVERSITY

College of Arts
& Sciences

Teacher Education &

1000 Regent Univer
Virginia Beach, V

Recommendations and Commendations:

Please note any element(s) of instmctional competencies that need corrective action
smdent teacher, provide specific examples of how the student teacher may streng
need. Your recommendations should be shared with the Director of Student Teaching f
assistance in monitoring the area(s) of need.
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If there are elements of instmctional competencies that the smdent teacher is exc
provide specitic examples of how the student teacher positively impacted smdent
commendations should be shared with the Director of Smdent Teaching.

Cooperating Teacher Signamre

Date

In the space below, the student teacher will briefly outline plans to strengthen or
above by the cooperating teacher.

Smdent teacher Signamre

Date