EVALUATION OF TEACHING

PRESENTER: _...:....t<'..:....i_~---'---6----~~c:fi_re.~5-- -~~~'c.......---~,---------.-------

PRESENT ATION TOPIC/TITLE: -~'~><-~o~f___;vl
___d_i_JQoSe
_ _5_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
AUDIENCE/COURSE: vkwrv-U\~"~ ?;i,&.A\-J / r+--AAJ
DATE OF ACTIVITY: 10 ( \,! ,, TIME: __i_o_•._,:i_..c
_ _ _,,_
/ EV ALU ATOR: N i ck 6

TEACHING MODALITY: QLecture ~ I Group Presentation Qsmall Group Facilitation

Competency Outstanding Performance
5 4
I 3
Objectives
All objectives ~lear and use
measurable defined terms (e.g., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
objectives for length otoresentation.
Content
Level appropriate~rporates clinical
or other applications . Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
I information.
Organization
Organized , lo~flow. Concise
discussion. All statements
interconnected. Major points
highlighted co,letely.
Delivery
Audible, good e~ation, rate, and
tone. Proper pronunciation and use of
terms. Poised , polished. Presentation
appears extemporaneous. Starts and
end on time.
Koehler & Sprunger
Lasr Updated July, 20 10
Meets Expectations Needs Some
Improvement
Most objeQ are clear Most oOves not
and measurable. Little measurable and clear.
overlap in objective action Objectives overlap in action
verbs. Number of verbs. Number of objectives
objectives reasonable for somewhat inappropriate given
lenqth of presentation . length of presentation.
PresentatiQostly level Some contQs not level
appropriate. Many appropriate. Applications not
applications highlighted. consistently demonstrated or
Most information is highlighted Questions not
accurate and reliable. answered completely or
Questions answered well. accurately.
.. of .
Ma1onty o presentation 0
D1'ff'1cult to follow all thoughts.
flows logically. Most major Some ideas not well
points highlighted. interconnected. Major points
sparsely highlighted .
0
Consistently audible, rate
0
Some words lost to mumbling.
and tone are appropriate. Rate and tone sometimes
Few distractions. Handout slow/fast. Somewhat
used as reference only. rehearsed.
l of 2
Needs Significant
Improvement
2 1
Majority ofQctives not
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.
Majority of c Q t is not level
specific. Applications not
demonstrated or highlighted .
Questions not answered
completely or accurately
Majority of coQt is difficult to
follow. Facts presented with
little connections to topic or
objectives. Major points not
hiqhliqhted.
. 0
Difficult to hear and pace.
Words mispronounced. Pace
difficult to follow. Presentation
sounds rehearsed . Starts
and/or ends more than 3-5
minutes late.
Unsatisfactory Not
Performance Observed
0
No objectives defined
0
0
Content 1s not level
0
appropriate. Applications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
DisorganizeQontent does
0
not flow in any logical manner.
Major points are not evident in
any way.
0
Unable to hear or keep pace
0
with presentation. Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-10
minutes late.
 Teaching Skills

Able to consistently and clearly

communicate teaching points and instill
critical thinking in learners . Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
0
Effectively communicates
almost all material being
taught. Usually e icits
critical thinking. arks to
improve teachi skills. engages in teaching activities.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Consistently avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to im rove skills.

May serve as a role model for
students. No deficiencies in
attendance, punct ality, or
de enda it
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors.
Audiovisuals
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences. Blatant disregard
for rofessional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .

AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors.
AV's somewhat augment AV's sometimes detracts from A V's are difficult to follow and
0
AV's completely detract from
presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation. AV's are laden
mostly clear and without spelling errors exist detected with errors or unable to be
error. read .

COMMENTS:

a.. v,....x:J.

estions for im rovement:

Koehler & Sprunger 2 of2

Last Updated July, 2010
 £SENTER (Ce ~ A-RAl<-R.R[f ALUATION oFTEAcmNG

tESENTATIONCTOJJClfFFI:;F: __ jji
___
P""'-r~
_,_/f-'--'t,..."--e...::...~___;_._~_~-'---------------------------------
UDIEN CE/COURSE:
iATE OF ACTIVITY: TIME: EVALUATOR:

rEACHTNG MODALITY: Qtecture ®small Group Presentation Q Small Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
I ~ 3 2 1
Objectives

All objectives~ear and use

measurable defined terms (e.g. , list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
objectives for lenqtg of presentation.
Content
0
Most objectives are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for somewhat inappropriate given
lenqth of presentation .
Most oQves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
lenqth of presentation .
Majority ofQctives not
0
No objectives defined
0
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.

Level appropriate~orporates clinical
or other applications . Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
I information.
Organization
PresentatiQostly level
appropriate. Many
applications highlighted.
Most information is
accurate and reliable.
Questions answered well.
Some conQs not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
Majority of c Q t is not level
specific. Applications not
demonstrated or highlighted .
Questions not answered
completely or accurately
0
Content 1s not level
0
appropriate. Applications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect

Organized, lo~flow. Concise

d iscussion . All statements
interconnected . Major points
highlighted completely.
Del ivery
. . o f' .
MaJonty o presentation 0
D1·tt·1cult to fallow all thoughts. Majority of coQt is difficult to DisorganizeQontent does
0
flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
points highlighted. interconnected . Major points little connections to topic or Major points are not evident in
sparsely highlighted . objectives. Major points not any way.
highlighted.

Aud ible, good e~iation, rate , and

tone. Proper pronunciation and use of
terms. Poised , polished . Presentation
appears extemporaneous. Starts and
end on time.
Kochler & Sprunger
Last U pdated July, 20 10
0
Consistently audible, rate
Some words lost to mumbling .
and tone are appropriate .
Few distractions. Handout
used as reference only.
0
. . 0
Difficult to hear and pace.
Rate and tone sometimes Words mispronounced. Pace
slow/fast. Somewhat difficult to follow. Presentation
rehearsed . sounds rehearsed. Starts
and/or ends more than 3-5
minutes late.
I of2
0
Unable to hear or keep pace
0
with presentation. Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-10
minutes late.
T.iaching Skills
Able to con~ y and clearly
communicate teaching points and instill
critical thinking in learners . Actively
works to improv e skills by engaging in
various tea chi ng activities.
Professionalism
0
Effectively commun icates
almost all material being
taught. Usually elicits
critical thinking. Works to
improve teaching skills . engages in teaching activities.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
0
Frequently unable to effectively
teach . Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Consistentl y avoids teaching.
C
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
o portunities to im rove skills.

May serve as role model for

students. No deficiencies in
attendance, punctuality, or
de n bilit
Handout {Please
attach handout)
Handout is u d to augment
presentation. Handout is clear and
without typographical or spelling errors.
Aud iovisuals
0
Generally seen as an
0
Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for cons istent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences. Blatant disregard
for rofessional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .

AV's are used hich augment
presentation. AV's are clear and
without typographical or spelling errors.
AV's somewhat augment
presentation. AV's are
mostly cl ear and without
error.
AV's sometimes detracts from
presentation. Some typos or
spelling errors exist
AV's are difficult to follow and
distracts listener. Many errors
detected
0
AV's completely detract from
presentation. AV's are laden
with errors or unable to be
read .

COMMENTS:
Stren . -(c,-'
1p~Wt\\-- 51: dit s\..vi.v
---e --c==-:::

estions for im

,hler & Sprunger 2 of2

t Updated July, 20 10
 EVALUATION OF TEACHING
RESENTER:

RESENTA TION TOPIC/TITLE·

,UDIENCE/C 5
OURSE: p• --'--~-"=-"'~~::..:..tv\::..:..!::.c.<.:....- = - - - -- - - - - - - - - - - -- - - - - - - - - - - - - - - - - - -- - - - - - -
)ATE OF ACTIVITY· - - - ---c__.:....::..:...::....::,'---------------
h(;.rMo..C
- - - - - - - -- - - - - - - - - - - - - - - - -
• ~ TIME: 1~·-\S
fEACHING MODALITY· 0 Lecture '¢ EVALUATOR: C

Small Group Presentation Qsmall Group Facilitation

·~ceoo;;m;;:p;;e:.:te~n::c=-y=--r---=o--
utstanding Performance Meets Expect at·ions Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
Objectives 3 2 1

All 0bj ecti

measurabJ ves are clear and use
~ 0
Most objectives are clear
n Most o~ves not
Q Majority of o Jectives not
0
No objectives defined
0
identifye defi ned terms (e.g. , list, and measurable . Little measurable and clear. measurable or ill-defined. Little
Objectiv • contrast, compare). overlap in objective action Objectives overlap in action difference in objective action
action ve~s encompass a variety of verbs. Number of verbs. Number of objectives verbs. Number of objectives
- -Ccmii;;;.--i~~o~b~·e~c:!_!ti~v~e s :- Appropriate number of objectives reasonable for somewhat inappropriate given inappropriate given length of
Content or-~L.;_..::.:_i::..:..::=:.:.:.==:.::_-+_.:=:.,,.:.:.:....::.:...r::..:~.::c..:c=-::.::.:..:;_+-_
len th of resentation. len th of presentation . len th of resentation . resentation.
_;_:c.:..s,.:.:.:...::..:....r:..:...::.::..::..:..:.=.::..::..:....:..__+------"'-=-=-.=.:..c==----1--------------l-------4

- G ooc) to
;"c I ud c. Mo A
Level appro , Q
or other a Pl11.':lte . ncorporates clinical Presentation
~
stly level
Q
Some conten is not level Majority of con ent is not level
Q Content Is not level
0 0
+or c~ relia b le f?Ph cations. Accurate and appropriate. Many appropriate. Applications not specific. Applications not appropriate. Applications
.., s- or"'.5 ; prese information consistently applications highlighted . consistently demonstrated or demonstrated or highlighted . unclear. Inaccurate
~cc- .o.lly . F co , ted Questions answered Most information is highlighted Questions not Questions not answered information communicated.
M,,c,c c..~ s,.a ~ ~ cl ST. S:l:s: iatil 'ry and appropriately accurate and reliable. answered completely or completely or accurately Questions not addressed or
-.J c ,-~" Questions answered well. accurately. answered with incorrect
Organization P. \ ·s
_ _ _ _ _ _...:.._..,J__......:,__41--_ information.
_ _ _ _ _ _ _ _ _4-_ _ _ _ _ _ _ _ __ _4-_ _ _ _ _ _ _ _ _ _ _-+---------C..:.:.---'--'-------+----

0 -
' ogIca ow. Concise
ion. All statements
ected . Major points
ighted completely.
Delivery
. . oo
MaJonty f .
presentation
0
Difficult to follow all thoughts. Maj orit y of coQt is difficult to DisorganizeQontent does
0
flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
sparsely highlighted . objectives. Major points not any way.
hi hli hted.

0 ..
oo d enuncIat1on , rate , an d
er pronunciation and use of
a ~ ised., polished. P resentation
axtemporaneous . Starts and
end on time,
Koehler & Sprunger
Lasr Updared July, 20 10
Consisten~dible, rate
Some words lost to mumbling.
and tone are appropriate.
Few distractions. Handout
used as reference only.
0
. 0
Difficult to hear and pace.
0
Unable to hear or keep pace
C
Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
slow/fast. Somewhat difficult to follow. Presentation mannerisms. Presentation
rehearsed. sounds rehearsed . Starts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-1 O
minutes late. minutes late.
I of2
 l
Teaching Skills . Iy (JJ
Effective commurnca. tes
almost all material being
taught. Usually elicits
critical thinking . Works to
improve teaching skills.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities .
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Consistently avoids teaching.
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
o ortunities to im rove skills.

Professionalism
odel for
0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
N ot ,e....-c.c'tly May serve cies in appropriate role-model for consistent with expectations . and unprofessional. antagonistic. Unexcused
students. lily, or students. All behaviors are absences. Blatant disregard
attendan for rofessional attributes.
d

Handout (Pie se
. used! to a lllgment Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
attach handout) Hand~ut is a n d'out is clear and augments presentation. from presentation. Some distracts listener. Many errors from presentation. Handout is
presentation. H_ spelling errors. Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
without typograph1ca and without error. to be read .

Audiovisuals AV's somewhat augment
presentation. AV's are
mostly clear and without
error.
AV's sometimes detracts from
presentation. Some typos or
spelling errors exist
A V's are difficult to follow and
distracts listener. Many errors
detected
0
AV's completely detract from
presentation. AV's are laden
with errors or unable to be
read .

coMMENTS:
Stren \../0<..A~
l

estions for im rovement:

2 of2
oehler & Spninger
,st Updated July, 2010

PRESENTER: _ ,-4-=,"--"'\U'-'-4rc---l.l-'A...____~ - - ~ - + - - - - - - - - - -
PRESENTATION TOPIC/TITLE: 8\-zJt.Ll (Yl,L(S
~~~:£~~:~~~~~. &&¼:' ~Lt~.
TEACHING MODALITY: QLecture
Competency Outstanding Performance
5 4
Objectives
All objective re lear and use
measurable defined terms (e.g., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
ob·ectives for len th resentation.
Content
Level appropriat . nc porates clinical
or other applications. Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
Organization
Organized, loQflow. Concise
discussion. All statements
interconnected . Major points
highlighted completely.
Delivery
Audible, good eQation , rate , and
tone. Proper pronunciation and use of
terms. Poised , polished . Presentation
appears extem poraneous . Starts and
end on time .
Kochler & Sprunger
Lasr Updated July, 20!0
EVALUATION OF TEACHING
/Cf ffi11YlDc1\
_ _ ______,_/_
~ . 1 1 Grnup P,esontation
Meets Expectations
.0
Most objectives are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for
len th of resentation .
PresentatiQostly level
appropriate. Many
applications highlighted .
Most information is
accurate and reliable.
Questions answered well.
Majority o r entation
flows logically. Most major
points highlighted.
Consistent a ible, rate
and tone are appropriate .
Few distractions. Handout
used as reference only.
EVALUATOR: _ 6c,4-'rn~tt
-"------\-,,
Needs Some
Improvement
3 2
Most oQves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
somewhat inappropriate given
len th of resentation .
Some conQs not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
0
DI"ff",cult to fallow all thoughts.
Some ideas not well
interconnected . Major points
sparsely highlighted .
0
Some words lost to mumbling .
Rate and tone sometimes
slow/fast. Somewhat
rehearsed .
I of2
Ctiq3£
f-F-1--+,~
rrik
..-+ - = - - - - - - - - -
Q Small Grnup Facilitation
Needs Significant Unsatisfactory Not
Improvement Performance Observed
1
Majority ofQctives not
0
No objectives defined
0
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
resentation.
Majority of c Q I is not level ContenQot level
0
specific. Applications not appropriate. Applications
demonstrated or highlighted. unclear. Inaccurate
Questions not answered information communicated.
completely or accurately Questions not addressed or
answered with incorrect
information.
Majority of coQt is difficult to DisorganizeQontent does
0
follow. Facts presented with not flow in any logical manner.
little connections to topic or Major points are not evident in
objectives. Major points not any way.
hi hli hied.
0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
Words mispronounced . Pace with presentation. Distracting
difficult to follow. Presentation mannerisms . Presentation
sounds rehearsed. Sta rts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
 Teaching Skills

Able to consi tent! and clearly

communicate teaching points and instill
critical thin king in learners. Actively
works to improve skills by engaging in
various teaching ctivities.
Professionalism
0
Effectively communicates
almost all material being
taught. Usually elicits
critical thinking. Works to
improve teaching skills. engages in teaching activities .
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
0
Frequently unable to effectively
teach . Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Consistently avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to im rove skills.

May serve a a role model for

students. No deficiencies in
attendance, punctuality, or
de endabil it
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical o spelling errors.
Audiovisuals
0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences. Blatant disregard
for professional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .

AV's are u h augment AV's somewhat augment AV's sometimes detracts from A V's are difficult to follow and
0
A V's completely detract from
presentation. AV's are clear and presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation. AV's are laden
without typographical or spelling errors. mostly clear and without spelling errors exist detected with errors or unable to be
error. read .

COMMENTS:

~~~ and

Kochler & Sprunger 2 of2

Last Updated July, 20!0
 W'

EVALUATION OF TEACHING

l.ESENTER:__._t\ \ ._._
rJ.,_,6-
.._______________--.��------,---
1
te,·,torc,� A[=z,V1vl�
-----'-+
I
rnsENTATIONTOPIC /TITLE:\)( (;IA.V OA )
.UDIENCE/COU RSE:
)ATEOFACTMTY: 1�/IB/1.,0-q TIME: -'\'-'-o__, nM--'----- EVALUATOR:
· W"---"-

fEACHING MODALITY: Oecture @smallGroupPresentation Q SmallGroupFacilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
3 2 1
Objectives

All objectives�lear and use

measurable defined terms (e.g., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
objectives for length of presentation.
Content
0
Most objectives are clear Most oiOves not Majority ofQtives not No objecQ defined
0
and measurable. Little measurable and clear. measurable or ill-defined. Little
overlap in objective action Objectives overlap in action difference in objective action
verbs. Number of verbs. Number of objectives verbs. Number of objectives
objectives reasonable for somewhat inappropriate given inappropriate given length of
length of presentation. length of presentation. presentation.

Level appropriate�orporates clinical

or other applications. Accurate and
PresentatiQostly level
appropriate. Many
reliable information consistently applications highlighted.
presented. Questions answered Most information is
consistently and appropriately accurate and reliable.
Questions answered well.
Organization
Some conQ not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
Majority of cQt is not level
specific. Applications not
demonstrated or highlighted.
Questions not answered
completely or accurately
ContenQot level
appropriate. Applications
0
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
information.

Organized, lo�flow. Concise

.. .
MaJonty oof presentation Difficult to foQII thoughts. Majority of coQt is difficult to DisorganizedQntent does
0
discussion.All statements flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
interconnected. Major points points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
highlighted completely. sparsely highlighted. objectives. Major points not any way.
I highlighted.
Delivery

Audible, good e�iation, rate, and
tone. Proper pronunciation and use of
terms. Poised, polished. Presentation
appears ex temporaneous. Starts and
end on time.
Kochler & Sprunger
Last Updated July. 2010
ConsistenQdible, rate
and tone are appropriate.
Few distractions. Handout
used as reference only.
Some words Qo mumbling.
Rate and tone sometimes
slow/fast. Somewhat
rehearsed.
I of2
. 0
Difficult to hear and pace.
Words mispronounced. Pace
difficult to follow. Presentation
sounds rehearsed. Starts
and/or ends more than 3-5
minutes late.
0
Unable to hear or keep pace
0
with presentation. Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-10
minutes late.

Teaching Skills
{t)
Able to consistently and clearly
communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
0
Effectively communicates
almost all material being
taught. Usually elicits
critical thinking. Works to
improve teaching skills . engages in teaching activities .
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding. Does not seek
out teach ing opportunities.
-
0
Consistently avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
th inking skills. Does not seek
0 ortunities to improve skills.

May serve as a role model for

0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropri ate Behavior is disruptive or
0
students. No deficiencies in appropriate role-model for consistent with expectations . and unprofessional. antagonistic. Unexcused
attendance, punctuality, or students. All behaviors are absences. Blatant disregard
de end bilit for rofessional attributes.
Handout (Please
attach handout) VV\fl~ f
Handout is used to augment Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
presentation. Handout is clear and augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
without typographical or spelling errors. Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .
Audiovisuals

AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors.
A V's somewhat augment AV's sometimes detracts from A V's are difficult to follow and
0
AV's completely detract from
presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation. AV's are laden
mostly clear and without spelling errors exist detected with errors or unable to be
error. read .

COMMENTS:

J\
~.;;.;;.;=_,;;;;;Qgestions m rovement
s-0.:1, (d ~ e.~-er', e, (\,tt~>. V\ld
xxxxxxxxx

ehler & Sprunger 2 of2

r Updated July, 2010
 EVALUATION OF TEACHING

a"'-""�-U_v_vY�il�S�alV�
�ESENTER: _____...�,.._.;��(1.,__,( �C,,_l_CA�,___
lESENTATION TOPIC/TITLE: _ft
_._V'---'e
......
a± m
"-<-'--'--'-".....
et1_.__fi----'----><----'-.\-----=--
u -""<-Sl.a���CdA=--=-�......
r OO "->----'-A:---'--'t:l-...........C.L....>h........
eA ......rn e.,<.:..
-'----'-"- ,,V'_'--= D
cs'--__t_&.--=---� e---­
----=---

.UDIENCE/COURSE:
>ATE OF ACTMTY: lD I I g It.� TIME: ________ EVALUATOR:

fEACHING MODALITY: Oecture Omall Group Presentation Q Small Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
I " 3 2 1
Objectives
All objectives�ear and use
measurable defined terms (e.g., list,
Most objecQ are clear
and measurable. Little
Most oOves not
measurable and clear.
Majority ofQctives not
measurable or ill-defined. Little
No objecQ defined
0
identify, contrast, compare). overlap in objective action Objectives overlap in action difference in objective action
Objectives encompass a variety of verbs. Number of verbs. Number of objectives verbs. Number of objectives
action verbs. Appropriate number of objectives reasonable for somewhat inappropriate given inappropriate given length of
obiectives for lenot� of presentation. lenoth of presentation. lenoth of presentation. presentation.

Content
Level appropria�orporates clinical
or other applications. Accurate and
reliable information consistently
presented. Questions answered
consistently and appropriately
I\
Organization
Organized, lo�ow. Concise
discussion. All statements
interconnected. Major points
highlighted completely.
PresentatiQostly level
appropriate. Many
applications highlighted.
Most information is
accurate and reliable.
Questions answered well.
Majority oQsentation
flows logically. Most major
points highlighted.
Some conQs not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
Difficult to foQall thoughts.
Some ideas not well
interconnected. Major points
sparsely highlighted.
Majority of cQt is not level
specific. Applications not
demonstrated or highlighted.
Questions not answered
completely or accurately
Majority of coQt is difficult to
follow. Facts presented with
little connections to topic or
objectives. Major points not
hiahliahted.
0
ContenQot level
appropriate. Applications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
information.
DisorganizedQontent does
0
not flow in any logical manner.
Major points are not evident in
any way.

0 0 0 0
,
Delivery
Audible, good �ion, rate, and Consistently audible, rate Some words lost to mumbling. Difficult to gand pace. Unable to hear or keep pace
tone. Prop er pronunciation and use of and tone are appropriate. Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
terms. Poised, pol ished. Presentation Few distractions. Handout slow/fast. Somewhat difficult to follow. Presentation mannerisms. Presentation
app ears extemporaneous. Starts and used as reference only. rehearsed. sounds rehearsed. Starts read from handout. Starts
end on time. and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
Koehler 8l Sprunger l ofZ
Last Updated July, ZOIO
Teaching Skills

Able to cons tly and clearly

communicate teaching points and instill
critical th inking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
0
Effectively communicates
almost all material being
taught. Usually elicits
critical thinking . Works to
improve teaching skills.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities.
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Consistentl y avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to im rove skills.

May serve a a role model for

0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
students. No deficiencies in appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
attendance, punctuality, or students. All behaviors are absences. Blatant disregard
de endabilit for rofessional attributes.
Handout (Please
attach handout)
to augment Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
presentation. Handout is clear and augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
without typographical or spelling errors. Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .
Audiovisuals

AV's are use hich augment
presentation. AV's are clear and
without typographical or spelling errors.
A V's somewhat augment
presentation. AV's are
mostly clear and without
error.
AV's sometimes detracts from
presentation. Some typos or
spelling errors exist
A V's are difficult to follow and
distracts listener. Many errors
detected
0
AV's completely detract from
presentation. AV's are laden
with errors or unable to be
read .

COMMENTS:

~ 01M ~
estions for im rovement

ehlcr & Spnmger 2 of2

t Updated July, 2010
 EVALUATION OF TEACHING
- ✓
:.r:sENTER: _k_,~u.~'-°'-__{\)_r_r_~ _~ _-_b_a._rc_,_(f\_________
tESENTATION TOPIC/TITLE: ~A~\~7,-~-~-~~_Q_r'_
s- ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
UDIENCE/COURSE: P~o.trl-qc'l, ~ ,~ Q. r-,/ '- S
>ATE OF ACTIVITY: /6 /I ( / J.) TIME: EVALUATOR:
fl\ u.d,l V)
rEACHING MODALITY: @Lecture Qsmall Group Presentation Qsmall Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
l 3 2 1
Objectives
All objectives ~lear and use
0
Most objectives are clear Most oQves not Majority ofQctives not
0
No objectives defined
0
measurable defined terms (e.g ., list, and measurable. Little measurable and clear. measurable or ill-defined. Little
identify, contrast, compare). overlap in objective action Objectives overlap in action difference in objective action
Objectives encompass a variety of verbs. Number of verbs. Number of objectives verbs. Number of objectives
action verbs. Appropriate number of objectives reasonable for somewhat inappropriate given inappropriate given length of
objectives for lenqth of presentation. lenqth of presentation. lenqth of presentation. presentation.
Content

Level appropriateQorporates clinical
or other applications. Accurate and
reliable information consistently
presented. Questions answered
consistently and appropriately
Organization
Presentati~ostly level
appropriate. Many
applications highlighted .
Most information is
accurate and reliable.
Questions answered well.
Some conQs not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
Majority of c Q t is not level
specific. Applications not
demonstrated or highlighted .
Questions not answered
completely or accurately
0
Content Is not level
0
appropriate. Appl ications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
information.

Organized , loiflow. Concise - - oo

discussion. All statements
interconnected. Major points
highlighted completely.
, highlighted.
Delivery
Audible, good e~ation, rate , and
tone. Proper pronunciation and use of
terms. Poised , polished . Presentation
appears extemporaneous. Starts and
end on time.
Koehler & Sprunger
Last Updated July, 20!0
MaJonty f -
presentation 0
D1"ffiIcult to follow all thoughts . Majority of coQt is difficult to DisorganizeQontent does
0
flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
sparsely highlighted . objectives. Major points not any way.
0
Consistently audible, rate
0
Some words lost to mumbling.
. . 0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
and tone are appropriate. Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
Few distractions. Handout slow/fast. Somewhat difficult to follow. Presentation mannerisms . Presentation
used as reference only. rehearsed. sounds rehearsed. Starts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
I of2
Teaching Skills

Able to consiQy and clearly Effectively@municates

communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
almost all material being
taught. Usually elicits
critical thinking. Works to
improve teaching skills. engages in teaching activities.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learn er than
understanding. Does not seek
out teaching opportunities.
0
Consistently avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
th inking skills. Does not seek
0 ortunities to im rove skills.

May serve as a role model for

students. No deficiencies in
attendance, punctuality, or
de endabilit
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors.
Audiovisuals
0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences. Blatant disregard
for rofessional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .

AV's are used hich augment
presentation. AV's are clear and
without typogra phical or spelling errors.
AV's somewhat augment A V's sometimes detracts from AV's are difficult to follow and
0
AV's completely detract from
presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation. AV's are laden
mostly clear and without spell ing errors exist detected with errors or unable to be
error. read.

COMMENTS:

) ~<;) q~d
w Qf\ck. \j { r-o ~J't.., .

fu <.( (t

ehler & Spnmger 2 of 2

t Updated July, 2010
 EVALUATION OF TEACHING

msENTER: 6, O.r<A \Qfa,

...-r-
()a.rti (}... I Ph6.rroo
tlESENTATION TOPIC/TITLE: 1 f""l,M'.'VYllnn (lrc,\ e'Qcarub o ,..-, 00
.UDIENCE/COURSE: re Sj cl,u:\:r) / 0,,C,U \ Ill
)ATE OF ACTIVITY: \D./1 i i 2 s TIME: Io - 1:5 EVALUATOR:

fEACHING MODALITY: QLecture Qsmall Group Presentation Qsmall Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
l 3 2 1
Objectives

All objectives Qlear and use
measurable defined terms (e.g., list,
identify, contrast, compare ).
Objectives encompass a variety of
action verbs. Appropriate number of
objectives for length of presentation.
Content
Most obje~ are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for
length of presentation .
Most oOves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
somewhat inappropriate given
length of presentation .
Majority ofQ.ctives not
0
No objectives defined
0
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.

Level appropriateQorporates clinical

or other applications . Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
Organization
.
0 rganized 0fl
, logical ow. ConcIse
• . of
discussion. All statements
interconnected . Major points
highlighted completely.
Delivery
0 ·
Aud ible, good enunc1atIon, rate , an d
tone. Proper pronunciation and use of
terms. Poised , polished . Presentation
appears extemporaneous. Starts and
end on time.
Koehler & Sprunger
Last Updated July, 2010
0
Presentation mostly level Some contQs not level
appropriate. Many appropriate. Applications not
applications highlighted. consistently demonstrated or
Most information is highlighted Questions not
accurate and reliable. answered completely or
Questions answered wel l. accurately.
.
MaJonty o presentation 0
DI.ff.Icult to fallow all thoughts.
flows logically. Most major Some ideas not well
points highlighted. interconnected. Major points
sparsely highlighted .
0
Consistently audible, rate
0
Some words lost to mumbling.
and tone are appropriate . Rate and tone sometimes
Few distractions . Handout slow/fast. Somewhat
used as reference only. rehearsed.
I of2
Majority of c Q t is not level
specific. Applications not
demonstrated or highlighted .
Questions not answered
completely or accurately
Majority of coQt is difficult to
follow. Facts presented with
little connections to topic or
objectives. Major points not
hiqhliqhted.
0
Difficult to hear and pace.
Words mispronounced. Pace
difficult to follow. Presentation
sounds rehearsed . Starts
and/or ends more than 3-5
minutes late.
0
Content Is not level
0
appropriate. Applications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
information.
DisorganizeQontent does
0
not flow in any logical manner.
Major points are not evident in
anyway.
0
Unable to hear or keep pace
0
with presentation. Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-10
minutes late.
 Teaching Skills
Able to consiQy and clearly
communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
May serve as a role model for
students. No deficiencies in
attendance, punctuality, or
de endabilit
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors .
Audiovisuals
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors.
COMMENTS:
Stren
Of Cf SSO La4 C\ t Q\(j 1
estions for im rovement
ehler & Sprunger
:t Updated July, 2010
Effectively ~municates
almost all material being
taught. Usually elicits
critical thinking . Works to
improve teaching skills.
0
Generally seen as an
appropriate role-model for
students. All behaviors are
Handout somewhat
augments presentation .
Handout is mostly clear
and without error.
AV's somewhat augment
presentation. AV's are
mostly clear and without
error.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities .
Occasional behaviors not
consistent with expectations.
Handout sometimes detracts
from presentation. Some
typos or spelling errors exist.
A V's sometimes detracts from
presentation. Some typos or
spelling errors exist
2 of 2
0
Frequently unable to effectively
teach . Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Behavior is often inappropriate
and unprofessional.
0
Handout is difficult to follow and
distracts listener. Many errors
detected.
A V's are difficult to follow and
distracts listener. Many errors
detected
0
Consistently avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to improve skills.
Behavior is disruptive or
0
antagonistic. Unexcused
absences. Blatant disregard
for professional attributes.
0
Handout completely detracts
from presentation. Handout is
laden with errors or is unable
to be read.
0
AV's completely detract from
presentation. AV's are laden
with errors or unable to be
read .
 EVALUATION OF TEACHING
rnsENTER: t:co.V1,l '1 (;\,¼I;. Go.vr, °'
RESENT ATION TOPIC/TITLE: /'fl~~~~ lXye.c...cx...,
.UDIENCE/COURSE: e~~'i ~cv\t-,' ~s, ctJ'f'--R, ~d2,f\.~

>ATE OF ACTIVITY: (6/ lK ( 2 3 TIME: EVALUATOR:

rEACHING MODALITY: 01,ecture Qsmall Group Presentation Qsmall Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
l 3 2 1
Objectives

All objectives Qlear and use
measurable defined terms (e .g ., 'list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
objectives for lenqth of presentation.
Content
Most obje~ are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for
lenqth of presentation .
Most oQves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
somewhat inappropriate given
lenqth of presentation.
Majority ofQctives not
0
No objectives defined
0
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.

Level appropriateQorporates clinical
or other applications . Accurate and
reliable information consistently
presented. Questions answered
consistently and appropriately
Organization
Presentati~ostly level Some conQs not level Majority of c Q t is not level
0
Content Is not level
0
appropriate. Many appropriate. Applications not specific. Applications not appropriate. Applications
applications highlighted . consistently demonstrated or demonstrated or highlighted . unclear. Inaccurate
Most information is highlighted Questions not Questions not answered information communicated.
accurate and reliable. answered completely or completely or accurately Questions not addressed or
Questions answered well . accurately. answered with incorrect
information.

Organized, lo~flow. Concise

discussion. All statements
interconnected. Major points
highlighted completely.
Delivery
.. of .
MaJonty o presentation 0
01'ff'1cult to follow all thoughts. Majority of coQt is difficult to DisorganizeQontent does
0
flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
sparsely highlighted . objectives. Major points not anyway.
highlighted.

Audible, good eQation, rate, and

tone. Proper pronunciation and use of
terms. Poised , polished. Presentation
appears extemporaneous . Starts and
end on time.
Koehler & Sprunger
Last Updated July, 2010
0
Consistently audible, rate
Some words lost to mumbling .
and tone are appropriate.
Few distractions. Handout
used as reference only.
0
0
Difficult to hear and pace.
Rate and tone sometimes Words mispronounced. Pace
slow/fast. Somewhat difficult to follow. Presentation
rehearsed. sounds rehearsed. Starts
and/or ends more than 3-5
minutes late.
I of 2
0
Unable to hear or keep pace
0
with presentation. Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-1 0
minutes late.
Teaching Skills
Able to consiQ,y and clearly
communicate teaching points and instill
critical thinking in learners . Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
May serve as a role model for
students. No deficiencies in
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors.
Audiovisuals
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors.
COMMENTS:
4- C..,. ..r \ Ick. {fr\ CM,,("V\~l.l of (lv-~ b'1 d- \'C.S_
estions for im rovement:
of
<1.(-f-f'lvt"'h-,-~~ 'o""""
C\v/\-, ca.l ,Js., S:~)'"~
,ehler & Spnmger
st Updated July, 2010
§9
Effectively communicates
almost all material being
taught. Usually elicits
critical thinking. Works to
improve teaching skills.
0
Generally seen as an
appropriate role-model for
students. All behaviors are
Handout somewhat
augments presentation .
Handout is mostly clear
and without error.
AV's somewhat augment
presentation. AV's are
mostly clear and without
error.
\
vr;. . c~h¼ ~
\f\l'0"-0 e, lc)'rtl.\
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities.
Occasional behaviors not
consistent with expectations.
Handout sometimes detracts
from presentation. Some
typos or spelling errors exist.
A V's sometimes detracts from
presentation. Some typos or
spelling errors exist
Cl~ t'\ ~ ocl\ -<.'S,
2 of2
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Behavior is often inappropriate
and unprofessional.
0
Handout is difficult to follow and
distracts listener. Many errors
detected.
A V's are difficult to follow and
distracts listener. Many errors
detected
oJ
0
Consistently avoids teach ing.
0
Unable to commu nicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to improve skills.
Behavior is disruptive or
antagonistic. Unexcused
absences. Blatant disregard
for rofessional attributes.
0
Handout completely detracts
from presentation. Handout is
laden with errors or is unable
to be read .
0
AV's completely detract from
presentation. AV's are laden
with errors or unable to be
read .