ASIA-PACIFIC INTERNATIONAL UNIVERSITY

FACULTY OF EDUCATION

FINAL STUDENT-TEACHER EVALUATION (TO BE COMPLETED BY THE HOMEROOM TEACHER)

Student-teacher: Kokoo School: EIS Level/Grade: 5

Homeroom Teacher/Supervisor: Ms. Emilene Cynthia Lazarus Pomicpic Date of Evaluation: April 30, 2021

Please rate the student teacher’s performance for each of the benchmark indicators using the following rating scale. At the end of
each section, please provide comments.

5 = Excellent
4 = Very Good
3 = Good
2 = Average
1 = Needs Improvement

PLANNING AND PREPARATION

Planning and Preparation

1. Demonstrates knowledge and skills in the subject matter of lessons. 4

2. Demonstrates adequate knowledge and skill in his/her subject major. 4

3. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson 3

plans.
4. Translates learning outcome into relevant and appropriate learning objectives for the lessons being 4
taught.
5. Takes into account students’ prior learning, learning needs, interests, and student variables such as age, 4
gender, socio-economic status and cultural/linguistic background.
6. Organizes content into appropriate components and sequences for instruction. 4

7. Plans appropriate content and activities for the time allotted. 3

8. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning 4
objectives(s), an introduction and closure, detailed procedures and instructions, key questions, teaching
strategies, learning activities, and assessment of lesson objectives.
9. Integrates information and communications technology into instruction. 4

10. Obtains and organizes equipment and materials for instruction. 4

Comments:
 Total ( 38 /50)

INSTRUCTION
Communication

1. Uses clear, fluent, and grammatically correct spoken and written language. 3

2. Uses vocabulary appropriate to students’ age, background and interests. 3

3. Modulates his/her voice for audibility and expression. 2

4. Demonstrates cultural sensitivity in communication and instruction. 4

Lesson Introduction

Establishes set reviews prior to learning, identifies lesson objective(s) and expectation(s), uses 4
motivating attention getters, provides overview, and relates the lesson to previous learning as
appropriate.

General Lesson Development

1. Incorporate strategies for motivating students using relevant and interesting subject matter and 4
activities.
2. Presents content in appropriately organized sequences for instruction. 4

3. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. 4

4. Demonstrates subject matter competence during instruction. 4

5. Organizes and directs learning for individuals, small groups, and whole classes. 3

6. Provides clear directions, instructions, and explanations. 3

7. Directs efficient transitions between lessons and from one activity to the next. 3

8. Uses a variety of instructional strategies to address desired outcomes, subject matter varied learning 4
styles and individual needs.
9. Uses a broad range of instructional strategies specific to subject major. 5

10. Uses appropriate materials and resources. 5

11. Demonstrates flexibility and adaptability. 5

Questioning and Discussion

1. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. 4

2. Provides appropriate “wait-time” after posing questions. 4

3. Seeks clarifications and elaboration of student responses, where appropriate. 4

4. Leads and directs student participation in class discussion effectively and distributes questions 3
appropriately.
Focus on Student Learning

1. Circulates in the classroom, intervening when necessary, checking on individual and group 4
understanding of activity/content.
2. Recognizes and responds appropriately to individual differences and group learning needs. 3

3. Reinforces students learning, building on previous learning, reviewing, and re-teaching. 3

Closure

1. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions 3
and applications.
2. Provides homework when appropriate and explains assignments fully.

Comments:

Total ( 97/125)

CLASSROOM LEADERSHIP AND MANAGEMENT

Classroom Leadership

1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, 3
poise, composure, and presence.
2. Creates and maintains an effective learning environment, setting high expectations and standards for 4
student learning, attending to student variables such as age, gender, socio-economic status and
cultural/linguistic background.
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models 4
appropriate behaviors.
4. Establishes positive relationships and a classroom climate based on mutual trust and respect. 5

Classroom Management

1. Clearly defines and reinforces classroom procedures and routines. 3

2. Clearly communicates and reinforces expectations for appropriate student behavior. 2

3. Monitors student behavior and is aware of student behavior at all times. 3

4. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and 4
higher level responses; follows school discipline policies and procedures.
 5. Assesses student learning using a variety of appropriate assessment techniques and instrument (e.g. 3
observations, conferences, questioning, checking daily work performance-based and written
assessments, quizzes, tests).
6. Checks frequently for understanding. 4

7. Provides timely and effective feedback on learning to students. 4

8. Modifies and adapts teaching based on assessment date (e.g. employs alternative teaching strategies 4
to re-teach where required).
9. Analyzes and evaluates measurement data to assess student learning. 3

10. Explains to students how learning will be measured. 4

11. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and 4
communicates results to students, parents and the school effectively).
Comments:

Total ( 54 /75)

PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

Professionalism

1. Presents a professional appearance and manner. 4

2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). 5

3. Demonstrates maturity and professional judgment. 4

4. Uses discretion and confidentiality as required. 5

5. Is knowledgeable about professional issues and demonstrates a commitment to the teaching 4

professions.
Interpersonal Relationships

1. Knows and treats each student as an individual. 4

2. Holds a positive image of his/her own efficacy as a teacher. 4

3. Believes that all students can learn. 5

4. Helps students develop self-esteem and a positive self-concept. 4

5. Establishes professional relationships with other teachers and staff. 5

Professional Growth

1. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses 4
and makes appropriate suggestions for improvements.
2. Uses the results of student assessment and feedback to improve teaching practices and guide 5
professional growth.
3. Responds appropriately to feedback from others by listening, interpreting, and implementing 5
suggestions.
4. Develops and communicates a personal vision of teaching. 4

5. Carries out the roles and responsibilities of a teacher according to relevant legislation and the policies 5
of AIU and the relevant participating schools.
Ethical Conduct

1. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, color, 5
gender, sexual orientation, gender identity, physical characteristics, disability, marital status, age,
ancestry, place of origin, place of residence, socioeconomic background, or linguistic background.
2. Treats students with dignity and respect and is considerate of their circumstances. 4

3. Does not divulge information received in confidence or in the course of professional duties about a 5
student except as required by law or where to do so is in the best interest of the student.
4. Does not undermine the confidence of students in teachers or other student teachers. 5

5. Does not criticize the professional competence or professional reputation of teachers of other student 5
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
6. Acts in a manner that maintains the honor and dignity of the profession. 5

Comments:

Total: ( 96/105)

SUMMARY:

Areas for further growth: Koko’s growth areas would be in the following: building his self- confidence. Projecting his
voice in class. His Classroom management skills can be enhanced when he uses more authority on the students when
disciplining them.
 Overall comments (strongest aspects of student’s performance):

• He is very punctual to class

• His lesson plans are well prepared.

• He has produced very good power points.

• He has also had experience with working with Course Outlines.

• Koko, is willing to learn and develop his himself as an educator. We teachers have seen his growth
from the time he has come to the end of this semester. Keep progressing and find ways to continue
his professional development.

Total: ( 285 /355) Percentage ( %)

Mrs. Emilene Cynthia Lazarus Pomicpic April 30, 2021

Signature of Homeroom/Supervising Teacher Date

Please note that this final/summative evaluation form will be given directly to the University Supervisor.