Wayne State College

School of Education and Counseling
FORM B
Summative Evaluation Form for Student Teachers

(Used at midterm and end of term)

Please note this is not a confidential evaluation. The information will be shared with the candidate and kept on file at Wayne State. Data collected from evaluations is used to improve candidate performance and unit preparation of candidates. We appreciate your candid responses.

1. Date of Evaluation: (mm-dd-yyyy)

2. When?

3. Name of Student Teacher: First Last

4. Evaluator: First Name Last Name E-Mail Address

5. Evaluator's Title?

6. Grade Level: Early Childhood UnifiedElementaryMiddle GradesSecondaryK - 12 (Art, Music, P.E., SPED)

7. Subjects Taught:
     

DIRECTIONS

Directions: The School of Education and Counseling has five expected outcomes (indicated in blue) regarding our teacher preparation programs. For each outcome, there are performance benchmarks (indicated in red) that describe what is expected of the candidate. Please indicate your rating of the student teacher's performance on each benchmark according to the following rubric. There is a text box at the end of the evaluation for you to include comments.

For successful completion of student teaching, the candidate will meet all indicators at one of the following levels: progressing, proficient, or advanced. To aid in the understanding of the rubric, and to create consistency in the interpretation of the assessment scale, please use the following definitions:

1. Professional Dispositions - Candidate demonstrates professional dispositions that pervade every aspect of teaching and are essential to creating caring communities and facilitating learning
Performance Benchmarks Does Not Meet Progressing Proficient Advanced  
1 2 3 4 Your Rating
(8) 1.1 Life-long learning - Inquires and reflects upon personal and professional progress. Does not reflect on effectiveness of teaching and student learning nor inquires to improve. Reflects on effectiveness of teaching and student learning but no inquiry to improve. Inquires and reflects upon personal and professional progress. Inquires and reflects upon personal and professional progress; implements strategies to improve practice.
(9) 1.1 Life-long learning - Participates in available, meaningful professional development opportunities. Does not participate in any required or available professional development. Participates in one professional development opportunity through the college, school, service unit, etc. Participates in available, meaningful professional development opportunities. Participates in available, meaningful professional development opportunities; implements strategies to improve practice.
(10) 1.2 Belief that all children can learn - Communicates appropriate high expectations for learning to all learners. Does not have or communicate expectations to learners. Has expectations for learners but does not communicate them. Communicates appropriate high expectations for learning to all learners. Communicates appropriate high expectations for learning to all learners; includes learners in analysis of how/when these expectations are/are not being met.
(11) 1.3 Caring - Demonstrates respect for others and self. Does not demonstrate empathy or concern; does not demonstrate respect for self or learners. Demonstrates empathy and concern; limited demonstration of respect for self or learners. Demonstrates respect for others and self. Demonstrates respect for others and self; considers ways to develop a classroom of respect to impact the learning environment.
(12) 1.3 Caring - Practices ethical decision-making to create a positive learning environment. Does not demonstrate care when making decisions and no evidence of connection to ethics. Demonstrates care when making decisions but with limited evidence of connection to ethics. Practices ethical decision-making to create a positive learning environment. Practices ethical decision-making to create a positive learning environment; includes learners in the discussion of ethics and how to create a positive learning environment.
(13) 1.4 Fairness - Demonstrates honesty. Evidence of dishonesty. ------------------------ Demonstrates honesty. Demonstrates honesty; assists learners in demonstrating honesty.
(14) 1.4 Fairness - Considers multiple perspectives in making unbiased decisions to equitably meet the needs of all learners. Evidence of unfair practice; makes decisions based only on own perspective. Limited evidence of fairness; makes decisions based on own perspective as well as on perspective of others involved. Considers multiple perspectives in making unbiased decisions to equitably meet the needs of all learners. Considers multiple perspectives in making unbiased decisions to equitably meet the needs of all learners; reflects on how decisions will impact learning.
 
2. Nature of Individual Learners - Candidate demonstrates understanding of the nature of each individual learner (cognitive, linguistic, social, emotional, and physical) within the context of our diverse society, and embraces the responsibility for supporting the development of all learners within caring learning communities.
Performance Benchmarks Does Not Meet Progressing Proficient Advanced  
1 2 3 4 Your Rating
(15) 2.1 Demonstrates knowledge of how children learn by designing and implementing developmentally appropriate, challenging, and engaging learning experiences. Does not develop and implement learning experiences that are developmentally appropriate, challenging, and engaging. Designs and implements learning experiences which are developmentally appropriate. Designs and implements learning experiences which are developmentally appropriate, challenging, and engaging. Designs and implements differentiated learning experiences at different developmental levels to challenge and engage learners individually.
(16) 2.2 Recognizes that learners differ across cognitive, linguistic, social, emotional, and physical areas of development and differentiates instruction accordingly. Planning and instruction does not demonstrate understanding of learner differences (cognitive, linguistic, social, emotional, physical). Planning and instruction demonstrates limited understanding of learner differences (cognitive, linguistic, social, emotional, physical). Planning and instruction demonstrates understanding of learner differences (cognitive, linguistic, social, emotional, physical). Differentiated planning and instruction demonstrates understanding of individual learner differences (cognitive, linguistic, social, emotional, physical).
(17) 2.3 Develops cultural proficiency necessary to create inclusive learning environments and creates equitable instructional opportunities for all. Does not demonstrate cultural proficiency necessary to create inclusive learning environment and equitable instructional opportunities for all learners. Demonstrates cultural awareness and is developing the ability to create inclusive learning environment and equitable instructional opportunities for all learners. Demonstrates cultural proficiency necessary to create inclusive learning environment and equitable instructional opportunities for all learners. Demonstrates cultural proficiency necessary to create inclusive learning environment and equitable instructional opportunities for all learners and seeks opportunities to reflect diverse cultures within the classroom.
 
3. Content - Candidate demonstrates understanding of the central concepts he/she teaches.
Performance Benchmarks Does Not Meet Progressing Proficient Advanced  
1 2 3 4 Your Rating
(18) 3.1 Utilizes central concepts, tools and practices of inquiry in chosen content area(s). Does not utilize central concepts, tools and practices of inquiry in chosen content area(s). Utilizes central concepts but some errors in accuracy and/or limited utilization of tools and practices of inquiry in chosen content area(s). Utilizes central concepts, tools and practices of inquiry in chosen content area(s). Facilitates learners. recognition and use of multiple central concepts, tools and practices of inquiry in chosen content area(s).
(19) 3.2 Utilizes understanding of content area(s), standards and curriculum to create accessible and meaningful learning opportunities. Does not demonstrate understanding of content areas(s), standards and curriculum. Demonstrates understanding of content area(s), standards and curriculum. Utilizes understanding of content area(s), standards and curriculum to create accessible and meaningful learning opportunities. Utilizes understanding of content area(s), standards and curriculum to create accessible, meaningful and challenging learning opportunities for all learners.
(20) 3.3 Connects concepts to prior knowledge and uses multiple representations, explanations and generalizations within and between subject areas. Does not connect concepts to prior knowledge. Connects concepts to prior knowledge but unable to use multiple representations, explanations, or generalizations within or between subject areas. Connects concepts to prior knowledge and uses multiple representations, explanations and generalizations within and between subject areas. Connects concepts to prior knowledge and uses multiple representations, explanations and generalizations within and between subject areas to connect content to each learner's life and the real world (past, present & future).
(21) 3.4 Utilizes different perspectives to engage learners in rigorous learning through critical and creative thinking and collaborative problem solving. Does not utilize different perspectives to engage learners in rigorous learning. Mentions different perspectives to engage learners in learning but rarely engages learners in creative thinking and collaborative problem solving. Utilizes different perspectives to engage learners in rigorous learning through critical and creative thinking and collaborative problem solving. Utilizes different perspectives to engage learners in rigorous learning through critical and creative thinking and collaborative problem solving for challenging real world problems.
 
4. Effective Pedagogy - Candidate utilizes effective pedagogy to foster student engagement and success within caring learning communities.
Performance Benchmarks Does Not Meet Progressing Proficient Advanced  
Instruction 1 2 3 4 Your Rating
(22) 4.1 Plans instruction that supports every learner in meeting rigorous learning goals. Does not plan instruction adequately to meet the learning goals. Plans instruction to meet learning goals. Plans instruction that supports every learner in meeting rigorous learning goals and achieving success. Thoroughly plans and differentiates instruction that supports every learner in exceeding rigorous learning goals and achieving success.
(23) 4.2 Utilizes a variety of methods, strategies and approaches and resources to engage learners in learning. Does not utilize methods, strategies, approaches and resources to engage learners. Utilizes methods, strategies, approaches and resources to engage learners. Utilizes a variety of methods, strategies, approaches and resources to consistently engage all learners in learning. Creatively uses a variety of methods, strategies, approaches and resources to that hold learner interest and maintain learner engagement in learning.
(24) 4.2 Utilizes appropriate media and technology to enhance instruction. Does not utilize appropriate technology and media for instruction. Utilizes technology and media for instruction. Utilizes appropriate technology and media to enhance instruction and maintain learner interest. Creatively uses appropriate technology and media to enhance instruction and learner engagement.
(25) 4.4 Empowers learners to take ownership of their learning through active engagement. Does not empower learners to take ownership of their learning. Encourages learners to take ownership of their learning. Empowers learners to take ownership of their learning through active engagement while fostering individual accountability. Inspires learners to take ownership of their learning through consistent active engagement enhancing individual autonomy and accountability.
Assessment 1 2 3 4 Your Rating
(26) 4.3 Utilizes multiple appropriate methods of assessment to measure and document learner progress. Does not utilize appropriate methods of assessment. Utilizes methods of assessment. Utilizes multiple, appropriate methods of assessment to measure, document, and analyze learner progress. Utilizes multiple, comprehensive and appropriate methods of assessment to measure, document, analyze and report learner progress to appropriate stakeholders.
(27) 4.3 Evaluates assessment results to make data-driven decisions informing the ongoing planning, instruction, and reporting. Does not accurately evaluate assessment results. Evaluates assessment results. Evaluates assessment results to make data-driven decisions that inform ongoing planning, instruction, and reporting, and is beginning to initiate differentiation for exceptional learners. Evaluates assessment results to make data-driven decisions that consistently inform the ongoing planning, instructional choices, and purposeful differentiation for exceptional learners; reports learner progress to appropriate stakeholders.
Management 1 2 3 4 Your Rating
(28) 4.4 Creates a safe and responsive environment in which learners act responsibly, demonstrate caring for self and others. Does not create a safe and responsive environment. Contributes to a safe environment for learners. Creates a safe and responsive environment in which learners self-regulate to act responsibly, demonstrate caring for self and others. Creates a safe and responsive environment in which learners demonstrate autonomy and self-regulations by acting responsibly and by consistently demonstrate caring for self and others.
(29) 4.5 Clarifies and reinforces instructional and behavioral expectations that meet learner needs for order, predictability and safety. Does not clarify and reinforce instructional and behavioral expectations. Generally clarifies and reinforces instructional and behavioral expectations. Systematically teaches, clarifies and reinforces instructional and behavioral expectations that meet learner needs for order, predictability and safety. Systematically clarifies and reinforces instructional and behavioral expectations that meet learner needs for autonomy, self-governance and lead to the desired outcomes of order, predictability and safety.
(30) 4.5 Intervenes as necessary to redirect undesirable learner behavior in a caring and least restrictive manner. Does not intervene when necessary. Generally intervenes to redirect undesired learner behavior. Uses interventions that both teach and promote learner self-regulation and autonomy in a caring and least restrictive manner. Creatively uses interventions based on sound theory and practice. Goes beyond redirection by providing empowering choices that facilitate learner needs for autonomy and success academically and socially.
 
5. Responsibility and Professional Skills - Candidate demonstrates responsibility for personal choices in meeting professional obligations, and communicates in a way that demonstrates he/she values other people.
Performance Benchmarks Does Not Meet Progressing Proficient Advanced  
1 2 3 4 Your Rating
(31) 5.1 Demonstrates responsibility for personal choices in meeting professional obligations, and demonstrates ethical conduct in all relationships. Does not exhibit positive personal choices in meeting professional obligations and does not exhibit ethical conduct. Occasionally exhibits positive personal choices in meeting professional obligations and demonstrates ethical conduct and decision making. Demonstrates responsibility for personal choices in meeting professional obligations, and demonstrates ethical conduct in all relationships. Demonstrates responsibility by volunteering, fulfilling all professional obligations, and accepting additional responsibilities as requested. Makes positive personal choices; establishes positive, appropriate rapport with all learners; reflects on the effect he/she has on others.
(32) 5.2 Collaborates with learners, families, colleagues, other professionals, and community members to share responsibility for learner growth and development, learning, and well-being. Does not collaborate with learners and others. Generally able to get along with learners and others. Willing to work to improve. Collaborates with learners, families, colleagues, other professionals, and community members to share responsibility for learner growth and development, learning, and well-being. Establishes positive relationships with all people. Demonstrates outstanding skills when collaborating with other professionals and families to share responsibility for learner growth, development, and well-being.
(33) 5.3 Communicates through various media (listening, speaking, writing, and reading) with learners, families, colleagues, and all others in respectful, tactful, proper, and culturally responsive ways. Does not demonstrate the ability to communicate properly and professionally. Has exhibited the ability to use various media to communicate professionally in a respectful, tactful, proper, and culturally responsive way. Communicates through various media (listening, speaking, writing, and reading) with learners, families, colleagues, and all others in respectful, tactful, proper, and culturally responsive ways. Demonstrates a valued sense of multiculturalism and positive interactions when communicating through various media with learners, families, colleagues, and community members.

Please provide your final comments on the candidate's performance:

(34) Overall strengths at this point:
     

(35) Things to continue working on:
     

Answer on final evaluation only.
(36) Based on what you have observed, would you recommend this candidate for certification?
      Yes   No