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Student Teaching Formative / Summative Evaluation
Purpose: An assessment of the student teacher interns of fulfillment of the expected competencies outlined by Hamilton County Department of Education and
approved by the State of Tennessee Department of Education.
Completion: Formative assessments are completed at mid-1st placement, end of 1st placement, and mid-2nd placement; summative assessment is completed
at the conclusion of 2nd placement by the SAU supervisor in collaboration with 2nd placement cooperating teacher.
Instructions: Under each teaching component on the right, fill in the number corresponding to the rating that most closely reflects the student teacher's
demonstrated level of proficiency in that area.
Note: When a student teacher exceed expectations at the end of either placement, a written rationale must be provided.
Indicate which assessment:
Mid-1st Placement
Formative 1
End of 1st Placement
Formative 2
Mid-2nd Placement
Formative 3
End of 2nd Placement
Summative
Name of Student Teacher: ________________________________________________________________________________________
School of Placement: ____________________________________________________________________________________________
Cooperating Teacher: ____________________________________________________________________________________________
Grade Level / Subject: ____________________________________________________________________________________________
SAU Faculty Supervisor: __________________________________________________________________________________________
Date: __________________________________________________________________________________________________________
Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain 1: Planning and Preparation for Learning
In this area, the student
teacher-Knowledge
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Has little familiarity with the
content and few ideas on
how to teach it and how
students learn
Is somewhat familiar with
the content and has a few
ideas of ways students
develop and learn.
Demonstrates adequate
[Please provide rationale in
content knowledge and has box to the right if this rating
a grasp of how students
is used.]
learn.
Assessments
Doesn’t use formative
Occasionally uses formative
assessment; depends solely and summative assessment
on summative assessments. to monitor student learning;
rarely adapts assessments
to meet students’ needs
Plans formative and
[Please provide rationale in
summative assessments to box to the right if this rating
monitor and adjust student is used.]
learning.
Lessons
Plans aimed primarily at
Occasionally designs lessons
occupying students or
based on best practices;
covering textbook material. aligns objectives with state
standards
Consistently designs lessons [Please provide rationale in
based on best practices;
box to the right if this rating
aligns objectives with unit
is used.]
goals and state standards.
Engagement
Plans lessons with little
attention to active
engagement
Designs lessons that provide Designs lessons that are
[Please provide rationale in
limited opportunity for
relevant, motivating, and
box to the right if this rating
active learning
likely to engage students in is used.]
active learning.
Resources
Doesn’t enhance student
learning by utilizing
appropriate resources.
Inconsistently uses
developmentally and
culturally appropriate
resources.
Differentiation
Does not differentiate.
Differentiates instruction to Designs instruction that
[Please provide rationale in
accommodate some
targets diverse learning
box to the right if this rating
students.
needs, styles, and interests. is used.]
Enhances student learning
though the use of
developmentally and
culturally appropriate
resources.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
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Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain II: Classroom Management
In this area, the student
teacher-Expectations
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Is inconsistent in
implementing rules and
consequences.
Generally implements
classroom rules and
consequences.
Clearly communicates and
consistently enforces high
standards for student
behavior.
[Please provide rationale in
box to the right if this rating
is used.]
Social-Emotional
Is sometimes unfair and
disrespectful; plays
favorites.
Encourages a mutually
respectful classroom that
fosters positive interactions
among students and teaches
useful social skills.
Shows caring, respect and
fairness, and successfully
develops positive
interactions and social
emotional skills.
[Please provide rationale in
box to the right if this rating
is used.]
Routines and Strategies
Struggles to maintain
student attention; has few
classroom management
strategies.
Utilizes some routines and
classroom management
strategies.
Evidence of established
[Please provide rationale in
procedures and classroom box to the right if this rating
management strategies are is used.]
in place and maintained.
Responsibility
Is unsuccessful in fostering
self-discipline in students.
Attempts to get students to Provides instruction to help [Please provide rationale in
be responsible for their
students develop selfbox to the right if this rating
actions.
discipline; teaches them to is used.]
take responsibility for their
own actions.
Efficiency
Loses a great deal of
instructional time because
of confusing instruction,
interruptions and ragged
transitions.
Sometimes loses
instructional time due to
lack of clarity, interruptions,
and inefficient transitions.
Maximizes instructional
time through the use of
clarity, lesson pacing, and
seamless transitions.
Prevention
Is unsuccessful at
identifying and
preventing discipline
problems that frequently
escalate.
Tries to prevent discipline
problems but sometimes
allows little things to
escalate into big
problems.
Is a confident, dynamic [Please provide rationale
presence and deals with in box to the right if this
most discipline problems rating is used.]
immediately.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
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Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain III: Delivery of Instruction
In this area, the student
teacher-Expectations
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Minimizes the importance
of subject matter; fails to
support students so they
learn from their mistakes.
Conveys the importance of
subject matter without
encouraging students to
learn from their mistakes
Conveys the importance of [Please provide rationale in
subject matter; emphasizes box to the right if this rating
the value of effort while
is used.]
encouraging students to
take risks and learn from
their mistakes.
Goals/Objectives
Initiates lessons without
States the intended learning Provides students with a
giving students a sense of
objective for most lessons. clear sense of purpose for
where instruction is headed.
each lesson.
Connections
Begins lessons without
Attempts to make the
engaging students’ interest subject interesting and
or making connections to
relevant to students.
their lives.
Activates students’ prior
[Please provide rationale in
knowledge and engages
box to the right if this rating
their interest in each lesson. is used.]
Clarity
Presents material that uses
language and explanations
that are incorrect,
confusing, or inappropriate.
Consistently uses effective
questions, clear
explanations, appropriate
language, and relevant
examples to present
material.
[Please provide rationale in
box to the right if this rating
is used.]
Repertoire
Relies on only one or two
Uses a limited range of
pedagogical strategies; fails pedagogical strategies,
to reach most students
materials, and practices
with mixed success.
Utilizes effective
pedagogical strategies,
materials, and classroom
practices to facilitate
student learning.
[Please provide rationale in
box to the right if this rating
is used.]
Engagement
Relies on lectures and
worksheets; does not
recognize or respond when
students are disengaged.
Involves students in
[Please provide rationale in
exploration, discussion, and box to the right if this rating
application of ideas and
is used.]
skills being taught.
Sometimes uses effective
questions, clear
explanations, appropriate
language, and relevant
examples to present
material.
Attempts to get students
actively involved; has a
limited repertoire for
involving students who are
disengaged.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
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Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain III: Delivery of Instruction (continued)
In this area, the student
teacher-Differentiation
Flexibility/Pacing
Application
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Does not provide
differentiated instruction
and assignments for
students.
Rarely takes advantage of
teachable moments; fails to
pace the lesson
appropriately.
Attempts to differentiate
instruction for some
students with mixed
success.
Focused on implementing
lesson plans and sometimes
misses teachable moments;
usually paces lessons
appropriately.
Differentiates and scaffolds
instruction to accommodate
most students’ learning
needs.
Modifies lessons to
maximize teachable
moments; paces lesson
appropriately.
[Please provide rationale in
box to the right if this rating
is used.]
Provides no opportunity to
apply learning to real-life
situations.
Tells students how this
learning connects to real
life.
Asks students to think about [Please provide rationale in
real-life applications that
box to the right if this rating
connect to what they are
is used.]
learning.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
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Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain IV: Monitoring, Assessment, and Follow-up
In this area, the student
teacher-Criteria
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Expects students to know
(or figure out) how to
complete assignments
satisfactorily.
Tells students some of the
qualities that their finished
work should exhibit.
Provides clear criteria for
expectations of student
work, i.e. rubrics and
examples of student work.
[Please provide rationale in
box to the right if this rating
is used.]
Formative Assessment
Rarely checks for
Analyzes assessments to see Uses ongoing assessments [Please provide rationale in
understanding and provides if there is anything that
to adjust teaching, re-teach, box to the right if this rating
minimum feedback.
needs to be re-taught and and follow up with students is used.]
follows up with students.
Self-Assessment
Allows students to move on
without assessing and
improving problems in their
work.
Urges students to look over
their work, see where they
had trouble, and aim to
improve those areas
Recognition
Posts some selected
samples of student work.
Occasionally shares
Frequently shares students’ [Please provide rationale in
students’ work/thinking and work/thinking to motivate, box to the right if this rating
celebrates their progress.
direct effort, and celebrate is used.]
their progress.
Student Expectations
Offers minimum
opportunities for student
improvement
Offers students some
Takes responsibility for the [Please provide rationale in
opportunities for success i.e. performance of all students box to the right if this rating
re-taking test, redoing
and provides help.
is used.]
projects.
Helps students set specific
learning goals; provides
opportunity for selfassessment.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
Page 6 of 9 v 20120901
Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain IV: Monitoring, Assessment, and Follow-up (continued)
In this area, the student
teacher--
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Rationale for Exceeds
Expectation
Analysis
Records students’
performance levels, but
seldom analyzes student
data.
Records students’
Analyzes assessment data
performance levels and
and draws conclusions to
notes some general
adjust instruction.
patterns; may make some
modifications to instruction.
[Please provide rationale in
box to the right if this rating
is used.]
Reflection
Minimum reflection on
past performance to
adjust instructional
practice.
Notes some general
Continuously reflects on
patterns relating to what effectiveness of lessons
might have been taught to improve instruction.
better.
[Please provide rationale
in box to the right if this
rating is used.]
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Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain V: Family and Community Outreach
In this area, the student
teacher-Respect
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Shows insensitivity to
culture and beliefs of
students’ families, peers,
and/or colleagues.
Attempts to show respect
for all students’ families,
peers, and/or colleagues
regardless of different
culture and values.
Assigns homework, keeps
track of compliance, but
rarely provides feedback in
collaboration with the
cooperating teacher.
Shows respect for all
students’ families, peers,
and/or colleagues regardless
of different culture and
values.
Assigns appropriate
homework, holds students
accountable for submitting
it, and gives prompt and
meaningful feedback in
collaboration with the
cooperating teacher.
[Please provide rationale in
box to the right if this rating
is used.]
[Please provide rationale in
box to the right if this rating
is used.]
Homework (when
applicable)
Relies on the cooperating
teacher for making
homework assignments;
fails to follow up on
assigned homework.
Responsiveness
Fails to recognize the
Relies on the cooperating
importance of responding to teacher for dealing with
parental concerns.
parental concerns;
contributes somewhat to
response to parents.
Responds to parental
concerns in a professional
and supportive manner In
collaboration with the
cooperating teacher.
Outreach (community)
Does not reach beyond the Relies on the cooperating
classroom for resources that teacher to plan for utilizing
support the curriculum.
volunteers or other
community resources.
Collaborates with
[Please provide rationale in
cooperating teacher to plan box to the right if this rating
for utilizing volunteers and is used.]
other community resources.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
Page 8 of 9 v 20120901
Southern Adventist University—School of Education and Psychology
Student Teaching Formative and Summative Evaluation
Domain VI: Professional Responsibilities
In this area, the student
teacher-Communication
1 Undeveloped
2 Developing
3 Expectation Met
4 Exceeds Expectation
Frequently uses incorrect
grammar, spelling and
inappropriate language.
Inconsistently uses
appropriate written and
verbal communication.
Consistently uses
appropriate written and
verbal communication.
[Please provide rationale in
box to the right if this rating
is used.]
Openness to feedback
Is defensive about criticism Listens to feedback and
and resistant to suggestions responds constructively to
for change
suggestions.
Actively seeks feedback and [Please provide rationale in
responds constructively to box to the right if this rating
suggestions; listens
is used.]
thoughtfully to other
viewpoints.
Self-Improvement
Rarely uses ideas for
improving teaching and
learning.
Seeks out and applies best
practices from colleagues,
professional literature, and
other sources.
Total Score:
Occasionally seeks out new
ideas for improving teaching
and learning, but
implements on a limited
basis.
Rationale for Exceeds
Expectation
[Please provide rationale in
box to the right if this rating
is used.]
(All proficient = 105)
Any additional comments:
Evaluator (one or both if collaborative):
Cooperating Teacher:
Signature: _________________________________________
Date: _____________________
School of Placement: ____________________________________________________________
SAU Faculty Supervisor:
Signature: _________________________________________
Date: _____________________
Return completed form to the School of Education and Psychology, Office of Unit Assessment System
Southern Adventist University, P.O. Box 370, Collegedale, TN 37315. Fax 423.236.1765. Email: [email protected]
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