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ED 230/ 282 - Teaching in the Secondary School
Updated Fall 2022
30-hours Required
EVALUATION FOR ACADEMIC YEAR 2024 - 2025
Wartburg Student Name
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First
Last
Midterm or Final
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Midterm
Final
Logged hours at time of Midterm Evaluation =
Logged hours at time of Final Evaluation =
Field Experience Evaluation Term
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2024 Fall Term
2025 Winter Term
Supervising Teacher
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First
Last
Supervising Teacher's Class/Grade
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Supervising Teacher's School
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Supervising Teacher's School District
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Students in ED 230 - Teaching in the Secondary School are learning about the responsibilities and roles of a secondary teacher. Usually 2nd-year students in the Wartburg Teacher Education Program, it is expected that they will demonstrate growth throughout the semester. 2’s or 3’s at mid-term will hopefully become 3’s or 4’s by the final evaluation. However, any time supervising teachers indicate a “1,” the Education department will address this concern with the student. Any “1’s” on the final evaluation may result in the student receiving a 'Notice of Concern' in their permanent file and potentially failing the field experience portion of the course.
1. Planning
Planning includes developmentally-appropriate, short- and long-term planning, and differentiating instruction for all learners
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4-Exemplary: Observes, discusses, and demonstrates awareness of planning considerations in the secondary setting
3-Proficient: Observes and discusses the planning considerations unique to the secondary setting
2-Developing: Observes, but shows little understanding of the planning process for secondary teachers
1-Recommend Intervention: Demonstrates little interest or awareness of the planning process
NA: Not applicable at this time
Awareness of instructional opportunities for diverse learners
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4-Exemplary: Observes, discusses, and inquires about instructional planning and considerations for diverse learners in the secondary setting
3-Proficient: Observes and discusses instructional planning and considerations for diverse learners in the secondary setting
2-Developing: Observes, but shows little understanding of differentiated planning or instruction for diverse learners
1-Recommend Intervention: Demonstrates little interest or awareness of the need to differentiate planning or instruction
NA: Not applicable at this time
2. Instruction
Instruction includes content knowledge, content application, and instructional strategies relevant to the content area
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4-Exemplary: Observes, discusses, and inquires about a variety of instructional strategies applicable to the content area
3-Proficient: Observes, discusses, and shows introductory knowledge of a variety of instructional strategies applicable to the content area
2-Developing: Observes, but shows little understanding of instructional strategies applicable to the content area
1-Recommend Intervention: Demonstrates little interest or awareness of instructional strategies
NA: Not applicable at this time
Effective use of technology for instruction, communication, data gathering and record-keeping
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4-Exemplary: Demonstrates comfort and awareness of technology resources available for content area, instruction, and administrative tools used at the secondary level
3-Proficient: Demonstrates awareness of technology resources available for content area, instruction, and administrative tools used at the secondary level
2-Developing: Observes technology resources available for content area, instruction, and administrative tools, but does not appear to understand their use in the educational setting
1-Recommend Intervention: Demonstrates little awareness or interest in the technological resources available for secondary teachers
NA: Not applicable at this time
Classroom Management
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4-Exemplary: Discusses and demonstrates awareness of effective behavior management strategies appropriate to the grade level and content area
3-Proficient: Discusses effective behavior management strategies appropriate to the grade level and content area
2-Developing: With prompting, shows understanding of behavior management strategies appropriate to the grade level and content area
1-Recommend Intervention: Demonstratives minimal awareness of, or need for, behavior management strategies appropriate to the grade level or content area
NA: Not applicable at this time
3. Assessment
Inquires about assessment purposes
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4-Exemplary: Observes, inquires, and shows understanding of assessment issues and considerations in the secondary setting
3-Proficient: Observes, discusses, and shows introductory knowledge of assessment issues and considerations in the secondary setting
2-Developing: Observes, but shows little understanding of assessment issues for the secondary setting
1-Recommend Intervention: Demonstrates little interest or awareness of the assessment process
NA: Not applicable at this time
4. Professional Responsibilities
Inquires about an effective classroom learning environment
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4-Exemplary: Observes, inquires, and shows exceptional understanding of classroom environment issues in the secondary context
3-Proficient: Observes, discusses, and shows some knowledge of classroom environment issues in the secondary context
2-Developing: Observes, but shows little understanding of classroom environment issues in the secondary context
1-Recommend Intervention: Demonstrates little interest or awareness of classroom environment issues
NA: Not applicable at this time
Takes initiative to interact with diverse students
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4-Exemplary: Enthusiastically interacts with all students
3-Proficient: Appears comfortable interacting with all students
2-Developing: Will interact with diverse students, but appears reluctant when instructed to do so
1-Recommend Intervention: Demonstrates discomfort, or little willingness to interact with diverse students
NA: Not applicable at this time
Demonstrates effective verbal and nonverbal communication
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4-Exemplary: Demonstrates exceptional communication skills for a pre-service secondary teacher
3-Proficient: Communication with field experience teacher and students is timely, consistent, and clear
2-Developing: Communicates inconsistently with the field experience teacher and/ or students
1-Recommend Intervention: Fails to communicate with field experience teacher and/ or students in a timely or effective manner
NA: Not applicable at this time
Develops a professional relationship with students
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4-Exemplary: Consistently demonstrates professional interactions with students
3-Proficient: Recognizes and practices appropriate professional interactions with students
2-Developing: Interacts with students, but needs guidance and monitoring to make sure interaction is professional
1-Recommend Intervention: Consistently crosses professional boundaries when interacting with students
NA: Not applicable at this time
Shows responsibility for being present and ready for assigned tasks
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4-Exemplary: Follows through with all scheduled observations and responsibilities
3-Proficient: Present for most observations as planned, and communicates when schedule requires changes
2-Developing: Misses some scheduled observations with no communication
1-Recommend Intervention: Misses scheduled observations consistently with no communication
NA: Not applicable at this time
Exhibits professional qualities in dress and behavior
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4-Exemplary: Demonstrates exceptional professionalism for dress and behavior
3-Proficient: Demonstrates appropriate dress and behavior for classroom and content area
2-Developing: Demonstrates inappropriate dress and behavior for the classroom and content area
1-Recommend Intervention: Demonstrates extremely inappropriate dress and/ or behavior for the classroom and content area
NA: Not applicable at this time
Elicits a positive response from others
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4-Exemplary: A conscientious classroom contributor with students, teachers, and other building personnel
3-Proficient: Appropriately positive interaction with students, teachers, and other building personnel
2-Developing: Interactions take place, but require guidance and assistance to make them positive
1-Recommend Intervention: Appears consistently reluctant or uncomfortable when interacting with others
NA: Not applicable at this time
Leads and serves within the classroom
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4-Exemplary: Positively and conscientiously engages with students and assists with learning with few prompts
3-Proficient: Ready and willing to interact with students and complete tasks when given the opportunity
2-Developing: Appears capable and willing to interact with students, but requires consistent prompting to do so
1-Recommend Intervention: Consistently disengaged and needs numerous prompts to participate
NA
Shows promise for being an effective teacher and reflective teacher
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4-Exemplary: Demonstrates exceptional knowledge and skills for a pre-service secondary teacher
3-Proficient: Demonstrates appropriate knowledge and skills for a pre-service secondary teacher
2-Developing: Demonstrates a few concerns that will need to be monitored moving forward in the teacher education program
1-Recommend Intervention: Demonstrates numerous concerns related professional and behavioral skills of a teacher
NA: Not applicable at this time
COMMENTS
All comments are helpful but are especially important for 1 or 4 ratings. Students receiving 1 ratings will complete an intervention. Students receiving 4 ratings demonstrate exceptional promise. Thank you.
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