REGENT UNIVERSITY

APPENDIX P University Supervisor Evaluation of Teacher Candidate

Teacher Candidate Cooperating Teacher
1

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(First artd Last Name) (Date of Visit) (Time of Visit)

(First and Last Name) (Grade)

(School)

Next Visit (Date) Lesson Plan Comments

Next Visit
(Time)

Aefo i leA
Weekly Journal Review

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*
0/7

Oce<?n[ldQ>
Went Well * \r4Q( Do Differently:

on

"HO

Refinement:

^ an

fa an

Focus for next observation:

Teacher Candidate

30
(Date) (Date

University Supervisor

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REGENT UNIVERSITY,
SCHOOL OF EDUCATION INTERN EVALUATION: MIDTERM(Rl) /FINAL(R2) UNIVERSITY SUPERVISOR APPENDIX Rl & R2
Name of Teacher Candidate Internship Dates: Began L) [\ A School Evaluator's Name

/ 30 \ ) District \lvTQ. \<\\CX 9^0.0^ State

Evaluator's Position LA 1O i iJ'Q N5 j [ ^
Q g./, )i A/0 f

Concluded

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Please rate the teacher candidate's performance according to the following rubric:
5-Outstanding 4-Above Average 3- Satisfactory 2-Needs Improvement 1- Unsatifactory H ^J J^ ^9
v

0-No Opportunity to Observe

I. INSTRUCTIONAL PLANNING AND DELIVERY A. Active, Successful Student Participation I. Students are actively engaged in learning.

6. Appropiate pace, sequencing and variety of activities. 7. Value and importance of content is emphasized. 8. Appropiate questioning and inquiry techniques are used. 9. Available technology used appropiately and effectively. 10. Instruction has been designed to be responsive to learner needs (differentiated readiness, interest, learner modality) if appropiale.

.5 2. Students are successful in learning. C 3. Students behaviors indicate learning is at a high cognitive level.

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*H 4. Students are self-directed/self-intiated as appropiate to lesson objectives. JS 5. Students are connecting learning to work and life applications, both within the discipline and with other disciplines.
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Jl) 11. Lesson aclivites have been designed to promote retention and transfer. C. Evaluation and Feedback on Student Progress O 1. Academic progress is monitored and assessed using formal and informal assessment. 2. Assessment and feedback are aligned with goals, objectives, and strategies. 3. Assessment strategies are appropriate. 4. Student learning is reinforced.

B. Learner-Centered Instruction 1. Instruction based cm objectives and core cirriculum demands.

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2. Content is learner-centered. "

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Jj 3. Strategies promote critical thinking/problem solving.

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4. Strategies include motivational techniques. /") 5. Strategies are aligned. ''> = -.

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J2 5. Students receive constructive feedback. " 6. Teacher provides opporlunites for releaming and re-ewatualion.

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REGENT UNIVERSITY
SCHOOL OF EDUCATION INTERN EVALUATION: MIDTERM(Rl) /FINAL(R2) UNIVERSITY SUPERVISOR APPENDIX Rl &R2
INTERN EVALUATION: MIDTERM AND FINAL BY CT / US (CONT.)
D. Management of Student Discipline. Instructional Strategies. Time & Materials _ *"> I. Effectively implements discipline management. ~& 2. Establishes climate that promotes self-discipline and self-direction. Q 2. Modifies performance based on personal and professional critiques. O 3. Teacher interacts with students equitably. Jrj =, ,J2_ 4. Teacher specifies expectations for behavior. 3 ^ 5. Teacher intervenes and re-directs behavior. O 6. Teacher reinforces desired behavior. C? 1. Teacher uses equitable instructional materials. *j 8. Teacher effectively manages materials, time, and transitions (luring lesson. 0 IL PROFESSIONAL COMMUNICATION Q 8. Receives and responds to constructive feedback O 1. Appropriate/accurate written communication with students. *"\ 2. Appropriate/accurate verbal and non-verbal communication uith students. ' -D 3. Encourages reluctant students; plans for special needs. Comments on teacher candidate's effectiveness of overall instruction, use of developmental!} appropriate strategies, ability to lead the class, w professionalism, attitudes, and demcanotUhrouahout the period ofx)bservation: i\t). 0 ""' ':;.-'. ',* 1 . Fosters trust in relationships with students, families and colleagues. 4. Demonstrates initiative in planning, management and professional interactions. 5. Maintains confidentiality. 6. Demonstrates effective collaboration in one-to-one and small group interactions. 3. Demonstrates flexibility. III. PROFESSIONAL COMMUNICATION Q1 1 . Plans and directs activities of classroom assistants including paraprofessionals. volunteers, and tutor.

ouTyM'^ jpb I 2,0/)clt;C'VO -f^i

(Signptire of Ekluaror) (Srgnature of Teacher Candidate)

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