EmailMe Form - Cooperating Teacher Evaluation

Wartburg Student Teacher Name *

First Last

Academic Year *

2026 Fall Term

2027 Winter Term

Evaluation timeframe:

Midterm Evaluation

Final Evaluation

Teaching Grade *

School District *

School *

Cooperating Teacher Name *

First Last

Cooperating Teacher Evaluation

Thank you for your feedback on this evaluation. We use your comments here to evaluate the effectiveness of our Wartburg Teacher Education Program (TEP) and to support our individual student teachers. Please note that if a student teacher earns any "1's" on the final evaluation, it will impact their successful completion of student teaching and may result in their need to complete additional course requirements.

Skills: Learner-Centered Pedagogy

Student Teacher will design and deliver developmentally appropriate, differentiated instruction grounded in knowledge of how students grow, learn, and differ from one another, demonstrating the ability to create inclusive learning environments where every student - regardless of background or ability - feels supported and capable of growth.

Standard 1: Learner Development - *

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 - *

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 3: Learning Environment - *

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

Knowledge: Content Mastery & Instructional Practice

Student Teachers will demonstrate deep content knowledge across the curriculum and translate that knowledge into purposeful planning, varied instructional strategies, and meaningful assessment that informs ongoing instruction.

Standard 4: Overall Content Knowledge - *

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 - *

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 6: Assessment - *

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

Standard 7: Planning for Instruction - *

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

Standard 8: Instructional Strategies - *

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

Dispositions: Professional and Ethical Leadership in Community

Student Teachers will engage in reflective practice, collaborate effectively with families, colleagues, and the broader community, and act as ethical, responsible professionals committed to continuous growth.

Standard 9: Professional Learning & Ethical Practice - *

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 10: Leadership & Collaboration - *

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

Believes that all children can learn - *

4-Exemplary: Consistently optimistic while holding high expectations for all learners

3-Proficient: Provides appropriate learning opportunities for all learners

2-Developing: Teaches toward the group, providing guidance for diverse learners with assistance

1-Recommend Intervention: Struggles to recognize the ability and value of all learners

NA-Not applicable at this time

Shows promise for being an effective and reflective teacher - *

4-Exemplary: Demonstrates exceptional knowledge and skills for a student teacher

3-Proficient: Demonstrates appropriate knowledge and skills for a student teacher

2-Developing: Knowledge and skills for a student teacher are growing with guidance and experience

1-Recommend Intervention: Consistently limited when exercising the knowledge and skills required to be an educator

NA-Not applicable at this time

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.

If you have any questions or concerns, please feel free to contact the Faculty Supervisor for your Student Teacher or our School Partnerships Coordinator, Stephanie Moeller. stephanie.moeller@wartburg.edu

The Wartburg Education Department encourages you to share this evaluation with your student teacher for growth and a better understanding of expectations.
I have shared this evaluation with my student teacher. *

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Date *

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