Division of Education Teacher Candidate ee ‘Weekly Observation/Evaluation Checklist Teacher Candidate: Lm DO Souk Me 2 i 7 Week of Observation: tol: (Bi tif Iq _School: Atuxandr Flom. Mentor Teacher: Ai A Ard ve - ‘The teacher candidate turned in lesson plans for next week by end of | day Thursday: (Circle one) /Yes ‘No ‘The teacher candidate was present each day this week. (Circle one) Yes} No { Date of absence(s): Checklist Rubric This evaluation form is to be filled out by the mentor teacher, submitted electronically each Friday. Please remember that this is a leaming experience: we hope to see professional growth throughout the semester. While many student teacher candidates are very good teachers even in thé beginning of their classroom experiences, there is always room for improvement. The mentor teacher and the student teacher should discuss this evaluation to clearly identify areas of strength and weakness. Please use the rating scale below to document your observations of the teacher candidate's skills: THIS IS ONLY THE RUBRIC SCORING SCALE: Please score each item on reverse side separately, and with a specific number from rubric below. 4 Superior work: advanced beyond what is expected of teacher candidates 3 Very good work: advancing nicely toward acquisition of teaching competencies; much evidence of attention to suggestions of cooperating teacher and/or University supervisor; good progress noted 2 Improvement suggested; read comments noted here and in conferences, and make changes accordingly; teaching skills are progressing, yet corrections have been suggested 1 Weakness in teaching performance noted, previous suggestions of cooperating teacher/University supervisor should be practiced to allow for skill acquisition 0 Significant weakness exists relative to teaching skills and/or professional disposition; conference with student teacher, cooperating teacher, and University supervisor is requested NA Not applicable; student teacher is not required to have demonstrated this skill at this timeProfessional Characteristics: The student teacher candidate Y 1. Dresses and conducts self professionally “4” 2. Is dependable, organized, on-time, and prepared daily Y__3. Takes initiative Y_ 4. Follows school policies “4_ 5. Interacts professionally and respectfully with students, parents, teachers, and other "professionals; demonstrates respect for diversity Y 6. Respects confidentiality of students; demonstrates knowledge of state/federal |, Fegulations (such as transition IEPs, procedural safeguards) 4 7.Demonstrates ethical conduct; maintains a high level of integrity UL 8. Accepts and acts on suggestions of cooperating teacher “Y_ 9. Motivates students and demonstrates enthusiasm for teaching and learning “¥_10. Identifies and solves problems (i.e, using reflection, collegial conversation, etc.) Comments: . . Acompanied the es an 4 Held Be 2 Sie E Provided —extallent Supervision aa. dh Sas jassroom/Behavior Management and Learning Environment: The student teacher candidate cl 4 1. Develops, clearly explains, and effectively implements classroom management plan yu daily “\__2. Appropriately responds to student behaviors using a variety of strategies consistently and ethically _{_3. Reinforces students who exhibit appropriate classroom behavior/social skills; encourages increased independence, self-control, and self-reliance 4, Contributes to a positive, nurturing learning environment and educational community Aid student tp utilize tecling idustification cards and Drabse | zap piswriat achvi ty to get back own Track Teaching Performance: The student teacher candidate 41. Uses materials appropriate for students; effectively uses individualized instruction based on student need _4_ 2. Uses a variety of teaching methods; attends to the diverse learning styles of students “U3. Demonstrates competency during instructional delivery “44. Clearly explains task directions to students ZS. Maintains the attention of students during lessons, effectively redirects student attention |, When necessary 4 _6. Effectively corrects or reinforces students “W_ 7. Collects data and evaluates student performance effectively; makes instructional decisions based on student responses \_8. Uses IEP information to guide instructional decisions, as appropriate U_ 9. Communicates effectively with students, parents, teachers, and other professionals in fed with students jn ti ane Scop ae Theeded with an interim _assessmbnT je thath Thank you for scanning/emailing the completed form to: srae@sienaheights.edu