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Intern Midpoint Evaluation

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Performance Based Student Teaching Internship Evaluation
Field Experience, Florida Christian College

Intern Name:

School:

Grade/Subject

Cooperating Teacher

Semester/Year

Date:

Overall - Practice 1: Assessment

For each Educator Accomplished Practice rate the intern’s performance usint the following:
3- exceeds standard 2-meets standard 1-does not meet standard/needs more practice
The number indicated most frequently will represent the overall score; do not average the individual scores.

Performance Indicators: Uses assessment strategies to assist the continuous development of the learner.

Analyzes learning needs and practices methods that address the differences.

Draws from a variety of techniques to accommodate differences in students’ behavior.

Identifies students’ cognitive, social, emotional, and physical needs with the purpose of designing individual and group instruction.

Utilizes traditional/alternative assessment techniques in determining students’ mastery of desired outcomes.

Reviews assessment data and identifies students’ strengths and weaknesses.

Overall - Practice 2: Communication

Performance Indicators: Uses effective communication techniques with all students and all other stakeholders.

Establishes positive interaction in the instructional environment that employs incentives and consequences for students.

Varies communication techniques (verbal/nonverbal) consistent with the needs of the individual students and the situation.

Acquires and adapts interaction routines for individual work, cooperative learning, and whole group activities.

Encourages students with a positive and supportive approach.

Provides opportunities for students to receive constructive feedback on individual work and behavior.

Overall - Practice 3: Continuous Improvement

Performance Indicators: Engages in continuous professional quality improvement for self and school.

Uses data gathered from the learning environment as a basis for reflecting upon and experimenting with personal teaching practices.

Participates in the design of a personal professional development plan to guide improvement, to be written at the midpoint and evaluated at the final meeting.

Communicates student progress with students, families and/or colleagues.

Works to continue the development of background in instructional methodology, learning theories, trends, and subject matter.

Learns from peers and colleagues and develops professional relationships.

Overall - Practice 4: Critical Thinking

Performance Indicators: Uses appropriate techniques and strategies that promote and enhance critical, creative, and evaluative thinking capabilities of students.

Provides opportunities for students to learn higher-order thinking skills.

Identifies strategies, materials, and technologies to use to expand students’ thinking abilities.

Utilizes strategies for facilitating discussions, group interactions, and writing to encourage student problem solving.

Poses problems, dilemmas, and questions in lessons.

Varies role in the instructional process (instructor, demonstrator, model, coach, mentor, facilitator, etc.) in relation to the purposes of instruction and the students’ needs.

Overall - Practice 5: Diversity

Performance Indicators: Uses teaching and learning strategies that reflect student culture, learning styles, special needs, and socioeconomic background.

Accepts and values students from diverse cultures, and treats all students fairly.

Recognizes the cultural and experiential diversity of students.

Fosters a learning environment in which all students are treated fairly.

Recognizes students’ learning styles and provides for a range of activities.

Has a repertoire of teaching techniques and strategies to effectively instruct students.

Ovearll - Practice 6: Ethics

Performance Indicators: Adheres to the Code of Ethics and Principles of Professional Conduct of the Educator Profession in Florida.

Makes a reasonable effort to protect the student from conditions harmful to learning and/or to the students’ mental and/or physical, and/or safety.

Provides for a student’s access to diverse points of view.

Does not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression.

Maintains honesty in all professional dealings.

Dresses in a professional manner, appropriate to the classroom setting.

Ovearll - Practice 7: Human Development and learning

Performance Indicators: Uses an understanding of learning and human development to provide a positive learning environment that supports the intellectual, personal, and social development of all students.

Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas, and is evidenced in lesson plans.

Uses multiple activities that engage and motivate students at appropriate developmental levels, and is evidenced in lesson plans.

Varies activities to accommodate different student learning needs, developmental levels, and experiential backgrounds.

Recognizes the development levels for students and identifies differences in a group of students.

Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods of instruction, beyond the book.

Overall - Practice 8: Knowledge of Subject Matter

Performance Indicators: Demonstrates knowledge and understanding of the subject matter.

Communicates knowledge of subject matter in a manner that enables students to learn.

Uses materials and technologies of the subject field in developing learning activities for students (teaches beyond the book)

Increases subject matter knowledge in order to integrate the learning activities.

Acquires current knowledge in the subject area(s).

Overall - Practice 9: Learning Environments

Performance Indicators: Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

Practices a variety of techniques for establishing smooth and efficient routines.

Uses learning time effectively, maintains instructional momentum, and makes effective use of time for administrative and organizational activities.

Monitors learning activities by providing feedback and reinforcement to students.

Provides clear directions for instructional activities and routines.

Arranges and manages the environment to facilitate student learning outcomes.

Overall - Practice 10: Planning

Performance Indicators: Plans, implements, and evaluates effective instruction in a variety of learning environments.

Identifies student performance outcomes for planned lessons.

Provides instruction in effective learning procedures, study skills, and test-taking strategies.

Plans activities that utilize a variety of support and enrichment activities and materials.

Plans and conducts lessons with appropriate learning objectives.

Plans activities that engage students in learning activities and employs strategies to re-engage students who are off-task.

Overall - Practice 11: Role of the Teacher

Performance Indicators: Works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

Provides meaningful feedback on student progress to students and/or families and seeks assistance for students and/or families.

Works with colleagues to identify students’ educational, social, and emotional needs.

Keeps efficient and organized records, which includes the required lesson plan format.

Works appropriately with school volunteers

Proposes ways in which families can support/reinforce classroom goals, objectives, and standards, such as discussions with cooperating teacher or other professionals

Overall - Practice 12: Technology

Performance Indicators: Uses appropriate technology in teaching and learning processes.

Uses, on a personal basis, learning media, computer applications, and other technology.

Utilizes instructional and other electronic networks to gather information.

Utilizes and/or selects educational software for instruction and management purposes.

Teaches/assists students to use available computers and other forms of technology.

Uses technology to assist with instructional preparation and presentation and/or classroom management. (computer, overhead projector, tape recorder, etc.)

Rate Your Intern

Please rate your intern on the following factors.

Appearance (grooming, mode of dress)

Physical Drive (industry, desire to achieve)

Speech (voice control, inflection, grammar)

Enthusiasm (interest, motivation)

Willingness to accept responsibility (initiative, self-reliance)

Ability to work with others (cooperation, loyalty, helpfulness, human relations)

Leadership (ability to organize, manage others, implement ideas and plans)

Flexibility (adaptability to new ideas)

Originality (creativity, resourcefulness)

Quality, timeliness, accuracy of reports and assignments

Reliability (attendance, punctuality in meeting commitments)

Intellectual Capability (scholarship, comprehension)

Discipline (self-control)

Response to supervision (ability to accept and profit from constructive criticism)

Summary: Provide a brief summary of your intern’s performance. (Interns must also provide a brief summary of their performance/experience for both the midpoint and final evaluations.)

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