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Cooperating Teacher Final Evaluation - Secondary
Student Teaching Progress Report For:
Wartburg Student Teacher Name
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First
Last
Academic Year
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2023 Fall Term
2024 Winter Term
Teaching Area
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Grades 7-8
Grades 9-12
K-12
Subject
School District
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School
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Cooperating Teacher
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First
Last
Week Number
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Cooperating Teacher Final Evaluation
Student teaching is the capstone exercise for the Wartburg Teacher Education Program. As such, the Education Department uses the student teaching experience to gather data about the effectiveness of the program, as well as the performance of individual students within the program. Your assistance providing feedback of student success related to our program learning outcomes is very important. Should student teachers receive any “1’s” on their final evaluation, they may need to complete additional course requirements and may impact their completion of student teaching.
1. Planning: This category addresses student teacher effectiveness in planning that includes awareness of individual learner, contextual, and developmental differences.
Standard 1: Learner Development -
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4-Exemplary: Mindful of grade-level, and individual cognitive abilities within the classroom; Modifies instruction to address learners’ developmental and social-emotional needs
3-Proficient: Mindful of grade-level, and most individual cognitive abilities within the classroom; With guidance modifies instruction to address learners’ developmental and social-emotional needs
2-Developing: While aware of the need to modify instruction, needs assistance to address learners’ developmental and social-emotional needs
1-Recommend Intervention: Shows little awareness or ability to modify instruction to address learners’ developmental and social-emotional needs
NA: Not applicable at this time
Standard 2: Learner Differences -
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4-Exemplary: Builds on students' prior knowledge to enable them to meet high expectations; Modifies instruction to address learners’ academic, language, and contextual factors
3-Proficient: Mindful of prior knowledge to enable students to meet high expectations; With guidance modifies instruction to address learners’ academic, language, and contextual factors
2-Developing: While aware of the need to modify instruction, needs assistance to address learners’ academic, language, and contextual factors
1-Recommend Intervention: Shows little awareness or ability to modify instruction to address learners’ academic, language, or other contextual factors
NA: Not applicable at this time
Standard 7: Planning for Instruction
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4-Exemplary: Capably works with standards and/ or curriculum for short-, and long-term planning being mindful of classroom and contextual factors
3-Proficient: With minimal guidance, works with standards and/ or curriculum for short-, and long-term planning
2-Developing: With assistance from cooperating teacher, manages instructional planning
1-Recommend Intervention: Shows little awareness or ability in aspects of instructional planning
NA: Not applicable at this time
2. Instruction: This category includes understanding of content, strategies and application of principles within content areas, managing the classroom during instruction, and the use of technology for instruction
Standard 3: Learning Environment - uses management, motivation, and discipline techniques in the learning environment
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4-Exemplary: Interacts, collaborates, and communicates in an enthusiastic and positive manner to engage and challenge learners while managing behaviors appropriate to the classroom setting
3-Proficient: Interacts and communicates in a positive manner to engage and challenge most learners while managing the majority of behaviors appropriate to the classroom setting
2-Developing: Interaction and communication needs guidance to keep learners engaged and behaviors appropriate during instruction
1-Recommend Intervention: Interaction and communication needs constant supervision to keep learners engaged and behaviors appropriate during instruction
NA: Not applicable at this time
Standard 4: Overall Content Knowledge - exhibits knowledge of important concepts and principles within the subject matter
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4-Exemplary: Demonstrates understanding of central concepts and components of the discipline while structuring experiences to help learners master content
3-Proficient: Demonstrates understanding of most central concepts and components of the discipline while structuring experiences to help learners master content
2-Developing: Needs assistance with central concepts and components of the discipline in order to structure learning experiences for students
1-Recommend Intervention: Shows little knowledge of central concepts and components of the discipline
NA: Not applicable at this time
Standard 5: Application of Content -
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4-Exemplary: Consistently encourages understanding of central concepts through collaborative, creative thinking in cross-curricular, real-world settings
3-Proficient: Encourages understanding of central concepts in some cross-curricular or real-world settings
2-Developing: Needs assistance applying central concepts to cross-curricular or real-world settings
1-Recommend Intervention: Shows little awareness or ability to apply central concepts in real-world settings
NA: Not applicable at this time
Standard 8: Instructional Strategies - uses varied teaching techniques and strategies for the development of academic skills
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4-Exemplary: Capably uses a variety of content-specific instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills
3-Proficient: Uses some variety of content-specific instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills
2-Developing: With assistance from the cooperating teacher, implements some content-specific instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills
1-Recommend Intervention: Shows minimal awareness or ability to use a variety of instructional strategies to adapt to individual and group needs, engage learners, and promote higher order thinking skills
NA: Not applicable at this time
Standard 9: Technology - uses the tools of technology for teaching and professional practice
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4-Exemplary: Integrates technology to stimulate, facilitate, support, and manage learning while encouraging digital citizenship
3-Proficient: Integrates technology in some lessons to stimulate, facilitate, and support learning; Use of learning management tools with assistance from cooperating teacher
2-Developing: Occasional integration of technology to stimulate, facilitate, and support learning; Some exposure to learning management tools
1-Recommend Intervention: Little use of technology when relevant to facilitate or monitor learning
NA: Not applicable at this time
3. Assessment: This category includes consistent use of a variety of evaluative measures to provide meaningful information about student learning
Standard 6: Assessment - uses a variety of purposes, evaluations, and procedures for assessment
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4-Exemplary: Capably uses formal, and informal, evaluative methods to identify student growth related to standards and/ or objectives; provides descriptive feedback to guide learners
3-Proficient: Capably uses a variety of appropriate methods to identify student growth
2-Developing: Uses a variety of evaluative methods, though not always connected to learning targets
1-Recommend Intervention: Struggles to use a variety of methods to identify student learning
NA: Not applicable at this time
4. Professional Responsibilities: This category includes the many professional expectations required by building, district, community, and state standards
Communication - uses appropriate verbal, nonverbal, and written communication
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4-Exemplary: Written, spoken, and non-verbal communcation is exceptionally professional, timely, and positive
3-Proficient: Written, spoken, and non-verbal communcation is appropriately professional
2-Developing: Most communication is appropriate, though timeliness and follow-though was a concern
1-Recommend Intervention: Several communication gaps, mistakes, or unprofessional interactions occurred
NA: Not applicable at this time
Standard 10: Professional Learning & Ethical Practice - engages in reflection and professional development as a foundation for positive dispositions
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4-Exemplary: Reflection on instructional effectiveness is consistently apparent and used to guide evidence-based decisions
3-Proficient: Reflection on instructional effectiveness is apparent, though sometimes initiated by cooperating teacher
2-Developing: Reflection on instructional effectiveness occurs, but only when prompted by cooperating teacher
1-Recommend Intervention: Even with prompting, the student teacher appears to make little adjustment to instructional practice.
NA: Not applicable at this time
Standard 11: Leadership & Collaboration - engages in collaboration, ethical behavior, and professional relationships
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4-Exemplary: Interaction with teachers, students, parents, and administrators is professional and positive; Goes above and beyond responsibilities and expectations of the district
3-Proficient: Interaction with teachers and students is appropriate and professional; Fulfills responsibilities of the district
2-Developing: Beginning to establish appropriate professional interactions with students and teachers; Fulfills responsibilities of the district
1-Recommend Intervention: Some interactions with students or teachers inappropriate; struggles to meet responsibilities of the district
NA: Not applicable at this time
COMMENTS
All comments are helpful and appreciated. Please cite supporting examples and comments during the evaluation period for strengths, area(s) of focus for growth, and steps for a collaborative action plan if needed.
STRENGTHS:
If you have any questions or concerns, please feel free to contact the faculty supervisor.
AREA(S) OF FOCUS FOR GROWTH:
If you have any questions or concerns, please feel free to contact the faculty supervisor.
COLLABORATIVE ACTION PLAN:
If you have any questions or concerns, please feel free to contact the faculty supervisor.
Date
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The Wartburg Education Department encourages you to share this evaluation with your student teacher for growth and a better understanding of expectations.
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