Evaluation of Student Teacher (for College Supervisor)

Question Title

* Evaluation date

Date

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* Enter your name

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* Education Program Student's First Name

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* Education Program Student's Last Name

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* School of Placement

Question Title

* Which evaluation is this for the Education Program Student?

Mid-term

Final

DOMAIN 1 - Planning & Preparation

Question Title

* A. Demonstrating Knowledge of Content and Pedagogy
(Content Knowledge; Prerequisite relationships; Content Pedagogy)

Proficient
The teacher candidate can identify important concepts of the discipline and their relationships to one another. The teacher candidate’s lesson plans demonstrate awareness of possible student misconceptions and how they can be addressed. Instructional strategies in lesson plans are entirely suitable to the content.

Developing
The teacher candidate can identify important concepts of the discipline. The teacher candidate’s knowledge of prerequisite relationships is incomplete. Although suitable for the content, only limited instructional strategies are used in lesson planning.

Emerging
The teacher candidate’s understanding of the discipline is rudimentary. The teacher candidate’s knowledge of prerequisite relationships is inaccurate. The teacher’s lesson plans use instructional strategies that are not suitable to the content.

Unsatisfactory
The teacher candidate makes content errors and does not consider prior student knowledge when planning. The teacher candidate’s lesson plans use inappropriate strategies for the discipline.

N/A

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* B. Demonstrating Knowledge of Students
(Child Development; Learning Process; Special Needs; Student Skills, Knowledge, and Proficiency; Interests and Cultural Heritage)

Proficient
The teacher candidate displays knowledge of how students learn and can apply it both to individual students and the class as a whole. The teacher candidate is well informed about students’ cultural heritages and interests and incorporates this knowledge in lesson planning. The teacher candidate incorporates medical and/or learning needs into lesson plans.

Developing
The teacher candidate displays generally accurate knowledge of how students learn and is able to apply it to the classroom as a whole, but not to individual students. The teacher candidate is informed about students’ cultural heritages and interests and occasionally incorporates this knowledge in lesson planning. The teacher candidate is aware of the special needs represented by students in the class.

Emerging
The teacher candidate displays the importance of understanding how students learn, but is not able to apply that knowledge to the classroom. The teacher candidate recognizes that students have different interests and cultural heritages but rarely draws on their contributions or differentiates materials to accommodate those differences. The teacher candidate is aware of medical issues and learning disabilities with some students but does not seek to understand the implications of that knowledge.

Unsatisfactory
The teacher candidate displays minimal understanding of how students learn and does not indicate that such knowledge is valuable. The teacher candidate is not aware of students ’cultural heritages and interests. The teacher is not aware of students’ medical or learning disabilities.

N/A

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* C. Setting Instructional Outcomes
(Value, Sequence, and Alignment; Clarity; Balance; Suitability for Diverse Learners)

Proficient
Outcomes and learning activities represent high expectations and rigor. Outcomes are written in terms of what students will learn rather than do and are aligned with the learning activities. Outcomes are differentiated where necessary, are suitable to groups of students in the class.

Developing
Outcomes and learning activities represent a mixture of moderately high expectations and rigor. Outcomes and learning activities are both clear but not consistently aligned. Outcomes are suitable for most of the class.

Emerging
Outcomes and learning activities represent a mixture of low expectations and rigor and are not clear. Outcomes are suitable for some students in the class.

Unsatisfactory
Outcomes and learning activities lack rigor and are not clear. Outcomes are not suitable for students in the class.

N/A

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* D. Demonstrating Knowledge of Resources
(For Classroom Use; To Extend Content Knowledge; For Students)

Proficient
The teacher candidate displays awareness of resources beyond those provided by the school, including those on the Internet, for classroom use and for extending one’s professional skill. The teacher candidate seeks out such resources.

Developing
The teacher candidate displays some awareness of resources beyond those provided by the school for classroom use and for extending one’s professional skill. The teacher candidate does not seek to expand this knowledge.

Emerging
The teacher candidate displays some awareness of resources to assist student learning beyond materials provided by the school but is unaware of resources for expanding one’s own professional skill.

Unsatisfactory
The teacher candidate is unaware of resources to assist student learning beyond materials provided by the school.

N/A

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* E. Designing Coherent Instruction
(Learning Activities; Instructional Materials and Resources; Instructional Groups; Lesson and Unit Structure)

Proficient
The learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups. The progression and pace of instruction is appropriate.

Developing
Most of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with minimal differentiation for different students. Instructional groups partially support the activities with some variety. The lesson or unit has a recognizable structure; but the progression of activities is uneven, with only some reasonable time allocations.

Emerging
Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups are not suitable to the activities and offer no variety. The progression of instruction is organized but pace is unreasonable.

Unsatisfactory
Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations.

N/A

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* F. Designing Students Assessments
(Congruence with Outcomes; Criteria and Standards, Formative Assessments; Use for Planning)

Proficient
Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.

Developing
Assessment criteria and standards are available but are not fully developed or aligned with instructional outcomes.

Emerging
The teacher candidate’s approach to using formative assessment is rudimentary and assessments are not aligned with instructional outcomes.

Unsatisfactory
The teacher candidate has no plan to incorporate formative assessment in the lesson or unit.

N/A

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* Comments on Domain 1

DOMAIN 2 - Classroom Environment

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* A. Creating an Environment of Respect and Rapport
(Teacher interaction with students; Student interaction with other students)

Proficient
The teacher candidate demonstrates knowledge and caring about individual students’ lives beyond the class and school. Talk between the teacher candidate and students and among students is uniformly respectful. The teacher candidate successfully responds to disrespectful behavior among students. The teacher candidate respects and encourages students’ efforts.

Developing
The teacher candidate makes general connections with individual students. The teacher candidate attempts to respond to disrespectful behavior among students, with uneven results. The quality of interactions between teacher candidate and students, or among students may occasionally or unintentionally be disrespectful or insensitive.

Emerging
The teacher candidate unsuccessfully addresses disrespectful behavior among students. The teacher candidate attempts to make connections with individual students, but student reactions indicate that these attempts are not entirely successful. The quality of interactions between teacher candidate and students, or among students, is uneven, with disrespect or insensitivity.

Unsatisfactory
The teacher candidate is disrespectful toward students or insensitive to students’ ages, cultural backgrounds, and developmental levels. The teacher candidate displays no familiarity with, or caring about, individual students. The teacher disregards disrespectful interactions among students.

N/A

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* B. Establishing a Culture for Learning
(Important of the content; Expectations for learning and achievement; Student Pride in Work)

Proficient
The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for the students. Classroom interactions support learning, hard work, and the precise use of language.

Developing
The classroom culture is characterized by a commitment to learning by the teacher. Expectation for both learning and hard work are uneven for the students. Support for learning, hard work, and use of precise language may be evident.

Emerging
The classroom culture is characterized by little commitment to learning by the teacher. The teacher appears to be only “going through the motions,” and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

Unsatisfactory
The classroom culture is characterized by a lack of teacher to learning, and/ or little or no investment of energy in the task at hand. Hard work and the precise use of language are not expected or valued. Low expectations for student achievement are the norm.

N/A

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* C. Managing Classroom Procedures
(Instructional groups; Transitions; Materials and supplies; Non-instructional duties; Supervision of volunteers and paraprofessionals)

Proficient
There is little loss of instructional time due to effective classroom routines and procedures. The teacher candidate’s management of instructional groups, transitions, and the handling of materials and supplies are consistently successful. With
minimal guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class.

Developing
Some instructional time is lost due to partially effective classroom routines and procedures. The teacher candidate’s management of instructional groups, transitions, and the handling of materials and supplies are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines, and volunteers and paraprofessionals perform their duties.

Emerging
Much instructional time is lost due to inefficient classroom routines and procedures. There is evidence of the teacher candidate’s attempt towards management of instructional groups, transitions, and/or the handling of materials and supplies effectively. Although there is evidence of the teacher candidate’s attempt at students knowing or following established routines and volunteers and paraprofessionals having clearly defined tasks, these procedures remain ineffective.

Unsatisfactory
Most instructional time is lost due to ineffective classroom routines and procedures. There is little or no evidence of the teacher candidate’s management of instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines, or that volunteers and paraprofessionals have clearly defined tasks.

N/A

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* D. Managing Student Behavior
(Expectations; Monitoring of student behavior; Response to student misbehavior)

Proficient
Teacher candidate monitoring of student behavior is subtle and preventive. The teacher candidate’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

Developing
Student behavior is generally appropriate. The teacher candidate monitors student behavior. The teacher candidate’s response to student misbehavior is consistent, proportionate, respectful to students, and is effective.

Emerging
The teacher candidate attempts to maintain order in the classroom, referring to classroom rules, but with uneven success. The teacher candidate’s response to student misbehavior is inconsistent, sometimes harsh, other times lenient.

Unsatisfactory
The classroom environment is chaotic. There is little or no teacher candidate monitoring of student behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity.

N/A

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* E. Organizing Physical Space
(Safety and accessibility; Arrangement of furniture and use of physical resources)

Proficient
The teacher candidate makes appropriate use of physical resources, including available technology, to enhance the lesson. Students have equal access to learning activities.

Developing
The teacher candidate makes use of physical resources, including available technology, however it does not always enhance the lesson. Essential learning is accessible to most students.

Emerging
The teacher candidate makes modest use of physical resources, including available technology, to enhance the lesson. Learning for most students is accessible but inconsistent.

Unsatisfactory
The teacher candidate does not make use of physical resources, including available technology, to enhance the lesson. Learning is not accessible to many.

N/A

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* Comments on Domain 2

DOMAIN 3 - Instruction

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* A. Communicating with Students
(Expectations for learning; Directions and procedure; Explanations of content; Use of oral and written language)

Proficient
The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher’s explanation of content is scaffolded, clear, and accurate and connects with students’ knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher’s spoken and written language is clear and correct and is suitable to students’ ages and interests. The teacher’s use of academic vocabulary is precise and serves to extend student understanding.

Developing
The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content is accurate, though some portions are clear while others may be difficult to follow. The teacher’s explanation invites students to engage intellectually however does not extending to strategies they might use when working independently. The teacher’s spoken language is correct but uses vocabulary that is limited for the students’ ages or backgrounds. The teacher explains academic vocabulary.

Emerging
The teacher’s attempt to explain the instructional purpose has was unsuccessful, and/or directions and procedures resulted in student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear, others difficult to follow. The teacher’s explanation does not invite students to engage intellectually or to understand strategies they might use when working independently. The teacher’s spoken language is correct but uses vocabulary that is not fully appropriate to the students’ ages or backgrounds. The teacher rarely takes opportunities to explain academic vocabulary.

Unsatisfactory
The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher candidate’s explanation of the content contains major errors and does not include any explanation of strategies students might use. The teacher candidate’s spoken or written language contains errors of grammar or syntax. The teacher candidate’s academic vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

N/A

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* B. Using Questions and Discussion Techniques
(Quality of questions; Discussion techniques; Student participation)

Proficient
The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. The teacher makes effective use of wait time. Discussions enable students to talk to one another without ongoing mediation by teacher. The teacher calls on most students, even those who don’t initially volunteer. Virtually all students are involved in the discussion. The teacher asks students to justify their reasoning, and most attempt to do so.

Developing
The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers. The teacher uses wait time regularly. The teacher calls on many students, and a number of them are actively engage in the discussion. The teacher invites students to respond directly to one another’s ideas.

Emerging
The teacher frames some questions designed to promote student thinking, but many have a single correct answer, and the teacher calls on students quickly. The teacher only calls on certain students. The teacher asks students to explain their reasoning, but only some students attempt to do so.

Unsatisfactory
Questions are rapid-fire and convergent, with a single correct answer. Questions do not invite student thinking. All discussion is between the teacher and students; students are not invited to speak directly to one another. The teacher does not ask students to explain their thinking. Only a few students dominate the discussion.

N/A

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* C. Engaging Students in Learning
(Activities and assignments; Student groups; Instructional materials and resources; Structure and pacing)

Proficient
Virtually all students are intellectually engaged in the lesson. Materials and resources support the learning goals and require intellectual engagement, as appropriate. Lesson activities require high-level student thinking and explanations of their thinking. Lessons are meaningful and relevant to student needs. The teacher uses groupings that are suitable to the lesson activities. Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.

Developing
Most students are intellectually engaged in the lesson. Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking. The pacing of the lesson provides students the time needed to be intellectually engaged. The instructional groupings used are partially appropriate to the activities.

Emerging
Some students are intellectually engaged in the lesson. Learning tasks are a mix of those requiring thinking and those requiring recall. Student engagement with the content is largely passive; the learning consists primarily of facts or procedures. The materials and resources are partially aligned to the lesson objectives. Few of the materials and resources require student thinking or ask students to explain their thinking. The pacing of the lesson is uneven—suitable in parts but rushed or dragging in others. Only one type of instructional group is used when variety would promote more student engagement.

Unsatisfactory
Few students are intellectually engaged in the lesson. Learning tasks/activities and materials require only recall or have a single correct response or method. Instructional materials used are unsuitable to the lesson and/or the students. The lesson drags or is rushed. Instructional grouping (whole group, small groups) is not considered.

N/A

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* D. Using Assessment in Instruction
(Assessment criteria; Monitoring of student Learning; Feedback to students: Student self-assessment and monitoring of progress)

Proficient
Assessment is fully integrated into instruction, through extensive use of formative assessment. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

Developing
Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in self-assessment.

Emerging
Students appear to be only partially aware of the assessment criteria, and the teacher monitors student learning for the class as a whole. Questions and assessments are rarely used to diagnose evidence of learning. Feedback to students is general, and few students assess their own work.

Unsatisfactory
Students do not appear to be aware of the assessment criteria, and there is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in self- or peer assessment.

N/A

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* E. Demonstrating Flexibility and Responsiveness
(Lesson adjustment; Response to students; Persistence)

Proficient
The teacher incorporates students’ interests and questions into the heart of the lesson. The teacher uses a broad range of approaches to help students who are experiencing difficulty. When improvising becomes necessary, the teacher makes adjustments to the lesson.

Developing
The teacher attempts to incorporate students’ questions and interests into the lesson. The teacher conveys to students that she has other approaches to try when the students experience difficulty. The teacher’s attempts to adjust the lesson are partially successful.

Emerging
The teacher unsuccessfully attempts to incorporate students’ questions and interests into the lesson. The teacher conveys to students a level of responsibility for their learning but is uncertain about how to assist them. The teacher indicates the desire to reach all students but does not suggest strategies for doing so. The teacher’s attempts to adjust the lesson are not successful.

Unsatisfactory
The teacher ignores indications of student boredom or lack of understanding. The teacher brushes aside students’ questions. The teacher conveys to students that when they have difficulty learning, it is their fault. The teacher makes no attempt to adjust the lesson in response to student confusion.

N/A

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* Comments on Domain 3

DOMAIN 4 - Professional Responsibilities

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* A. Reflecting on Teaching
(Accuracy; Use in future teaching)

Proficient
The teacher candidate makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. The teacher candidate makes specific suggestions of what could be tried another time the lesson is taught.

Developing
The teacher candidate makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher candidate makes a few specific suggestions of what could be tried another time the lesson is taught.

Emerging
The teacher candidate has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. The teacher candidate makes general suggestions about how a lesson could be improved.

Unsatisfactory
The teacher candidate does not know whether a lesson was effective or achieved its instructional outcomes, or the teacher profoundly misjudges the success of a lesson. The teacher candidate has no suggestions for how a lesson could be improved.

N/A

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* B. Maintaining Accurate Records
(Student completion of assignments; Student progress in learning; Non-instructional records)

Proficient
The teacher candidate has an efficient and effective process for recording student attainment of learning goals; students are able to see how they’re progressing.

Developing
The teacher candidate has a process for recording some but not all of the student attainment of learning goals, and it may contain some errors.

Emerging
The teacher candidate has an ineffective process for recording student attainment of learning goals.

Unsatisfactory
The teacher candidate has no process for recording student attainment of learning goals.

N/A

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* C. Communicating with Families
(Student completion of assignments; Student progress in learning; Non-instructional records)

Proficient
The teacher candidate communicates with families in an accurate and professional manner and at a frequency that is expected in that particular environment.

Developing
The teacher candidate communicates with families in a professional manner, but the information may be incomplete or inaccurate.

Emerging
The teacher candidate communicates with families in an inaccurate or unprofessional manner according to what is expected in that particular environment.

Unsatisfactory
The teacher candidate does not communicate with families, although it is expected. Or the teacher candidate communicates in a disrespectful manner.

N/A

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* D. Participating in the Professional Community
(Relationships with colleagues; Service to the school; Involvement in a culture of professional inquiry)

Proficient
The teacher candidate has supportive and collaborative relationships with colleagues. The teacher candidate frequently volunteers to participate in school events and school district and community projects.

Developing
The teacher candidate has cordial relationships with colleagues. When asked, the teacher candidate participates in school and/or district activities.

Emerging
The teacher candidate is complacent towards relationships with colleagues. When asked, the teacher candidate reluctantly participates in school and/or district activities.

Unsatisfactory
The teacher candidate’s relationships with colleagues are characterized by negativity or combativeness. The teacher candidate avoids involvement in school and/or district activities when invited or encouraged to attend.

N/A

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* E. Growing and Developing Professionally
(Enhancement of content knowledge and pedagogical skills; Receptivity to feedback from colleagues; Service to the profession)

Proficient
The teacher candidate seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher candidate solicits feedback on practice from both supervisors and colleagues.

Developing
The teacher candidate fully participates in professional development activities. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice.

Emerging
The teacher candidate participates to a limited extent in professional activities when they are convenient. The teacher candidate engages in a limited way with colleagues and supervisors in professional conversation about practice, including some feedback on teaching performance.

Unsatisfactory
The teacher candidate engages in no professional development activities to enhance knowledge or skill. The teacher candidate resists feedback on teaching performance from either supervisors or more experienced colleagues.

N/A

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* F. Showing Professionalism
(Integrity and ethical conduct; Service to students: Advocacy; Decision making; Compliance with school and district regulations)

Proficient
The teacher candidate displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. The teacher candidate is active in serving students, working to ensure that all students receive a fair opportunity to succeed. The teacher candidate complies fully with school and district regulations.

Developing
The teacher candidate is honest in interactions with colleagues, students, and the public. The teacher candidate’s attempts to serve students are consistent and accurate for the majority of students. The teacher candidate’s decisions and recommendations are based on limited though genuinely professional considerations. The teacher candidate complies with school and district regulations.

Emerging
The teacher candidate is honest in interactions with colleagues, students, and the public. The teacher candidate’s attempts to serve students are inconsistent, and unknowingly contribute to some students being ill served by the school. The teacher candidate makes decisions and recommendations that only serve few students. The teacher candidate must be reminded by supervisors about complying with school and district regulations.

Unsatisfactory
The teacher candidate displays dishonesty in interactions with colleagues, students, and the public. The teacher candidate is not alert to students’ needs and contributes to school practices that result in some students being ill served by the school. The teacher candidate makes decisions and recommendations that are based on self-serving interests. The teacher candidate does not comply with school and district regulations.

N/A

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* Comments on Domain 4

DOMAIN 5 - Professional Dispositions

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* A. Moral and personal integrity
(Displays ethical behavior, an attitude of service, and respects the rights and feelings of others)

Proficient
The teacher candidate displays a positive and optimistic attitude.

Developing

Emerging

Unsatisfactory

N/A

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* B. Sensitivity to diversity
(Displays fairness, caring, and belief that all students can learn)

Proficient
The teacher candidate celebrates diversity and plans activities to include the diversity in activities.

Developing

Emerging
The teacher candidate attempts to be respectful and inclusive to all individuals however often misses the mark with their bias and assumptions of people.

Unsatisfactory
The teacher candidate’s behavior includes statements or behaviors that can be offensive to groups of individuals. The teacher candidate is not aware of his/her bias and does not take steps to address them.

N/A

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* C. Intellectual curiosity and scholarship
(Shows interest in learning; demonstrates proficiency and understanding of current trends in both content knowledge and professional practice engagement in class and subject matter)

Proficient

Developing

Emerging

Unsatisfactory

N/A

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* D. Professionalism
(Demonstrates a high level of professional judgment; assumes responsibility and accountability for performance; displays self-confidence, initiative, a positive attitude, enthusiasm for teaching; is punctual and dependable; seeks proficiency in spoken and written communication)

Developing
The teacher candidate is honest in interactions with colleagues, students, and the public. The teacher candidate’s attempts to serve students are consistent and accurate for the majority of students. The teacher candidate’s decisions and
recommendations are based on limited though genuinely professional considerations. The teacher candidate complies with school and district regulations.

Unsatisfactory
The teacher candidate fails to be present on time. The teacher candidate's attendance is unreliable. The teacher candidate displays dishonesty in interactions with colleagues, students, and the public. The teacher candidate is not alert to students’ needs and contributes to school practices that result in some students being ill served by the school. The teacher candidate makes decisions and recommendations that are based on self-serving interests. The teacher candidate does not comply with school and district regulations.

N/A

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* E. Cooperation
(Collaborates, builds trust, and respects confidentiality with school and district colleagues, parents/guardians, families, and the community)

Proficient

Developing

Emerging

Unsatisfactory

N/A

Evaluation of Student Teacher (for College Supervisor)

Question Title

* Evaluation date

Question Title

* Enter your name

Question Title

* Education Program Student's First Name

Question Title

* Education Program Student's Last Name

Question Title

* School of Placement

Question Title

* Which evaluation is this for the Education Program Student?

Question Title

* A. Demonstrating Knowledge of Content and Pedagogy(Content Knowledge; Prerequisite relationships; Content Pedagogy)

Question Title

* B. Demonstrating Knowledge of Students(Child Development; Learning Process; Special Needs; Student Skills, Knowledge, and Proficiency; Interests and Cultural Heritage)

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* C. Setting Instructional Outcomes(Value, Sequence, and Alignment; Clarity; Balance; Suitability for Diverse Learners)

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* D. Demonstrating Knowledge of Resources(For Classroom Use; To Extend Content Knowledge; For Students)

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* E. Designing Coherent Instruction(Learning Activities; Instructional Materials and Resources; Instructional Groups; Lesson and Unit Structure)

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* F. Designing Students Assessments(Congruence with Outcomes; Criteria and Standards, Formative Assessments; Use for Planning)

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* Comments on Domain 1

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* A. Creating an Environment of Respect and Rapport(Teacher interaction with students; Student interaction with other students)

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* B. Establishing a Culture for Learning(Important of the content; Expectations for learning and achievement; Student Pride in Work)

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* C. Managing Classroom Procedures(Instructional groups; Transitions; Materials and supplies; Non-instructional duties; Supervision of volunteers and paraprofessionals)

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* D. Managing Student Behavior(Expectations; Monitoring of student behavior; Response to student misbehavior)

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* E. Organizing Physical Space(Safety and accessibility; Arrangement of furniture and use of physical resources)

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* Comments on Domain 2

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* A. Communicating with Students(Expectations for learning; Directions and procedure; Explanations of content; Use of oral and written language)

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* B. Using Questions and Discussion Techniques(Quality of questions; Discussion techniques; Student participation)

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* C. Engaging Students in Learning(Activities and assignments; Student groups; Instructional materials and resources; Structure and pacing)

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* D. Using Assessment in Instruction(Assessment criteria; Monitoring of student Learning; Feedback to students: Student self-assessment and monitoring of progress)

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* E. Demonstrating Flexibility and Responsiveness(Lesson adjustment; Response to students; Persistence)

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* Comments on Domain 3

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* A. Reflecting on Teaching(Accuracy; Use in future teaching)

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* B. Maintaining Accurate Records(Student completion of assignments; Student progress in learning; Non-instructional records)

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* C. Communicating with Families(Student completion of assignments; Student progress in learning; Non-instructional records)

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* D. Participating in the Professional Community(Relationships with colleagues; Service to the school; Involvement in a culture of professional inquiry)

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* E. Growing and Developing Professionally(Enhancement of content knowledge and pedagogical skills; Receptivity to feedback from colleagues; Service to the profession)

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* F. Showing Professionalism(Integrity and ethical conduct; Service to students: Advocacy; Decision making; Compliance with school and district regulations)

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* Comments on Domain 4

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* A. Moral and personal integrity(Displays ethical behavior, an attitude of service, and respects the rights and feelings of others)

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* B. Sensitivity to diversity(Displays fairness, caring, and belief that all students can learn)

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* C. Intellectual curiosity and scholarship(Shows interest in learning; demonstrates proficiency and understanding of current trends in both content knowledge and professional practice engagement in class and subject matter)

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* D. Professionalism(Demonstrates a high level of professional judgment; assumes responsibility and accountability for performance; displays self-confidence, initiative, a positive attitude, enthusiasm for teaching; is punctual and dependable; seeks proficiency in spoken and written communication)

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* E. Cooperation(Collaborates, builds trust, and respects confidentiality with school and district colleagues, parents/guardians, families, and the community)

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* Comments on Domain 5

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* General Comments

* A. Demonstrating Knowledge of Content and Pedagogy
(Content Knowledge; Prerequisite relationships; Content Pedagogy)

* B. Demonstrating Knowledge of Students
(Child Development; Learning Process; Special Needs; Student Skills, Knowledge, and Proficiency; Interests and Cultural Heritage)

* C. Setting Instructional Outcomes
(Value, Sequence, and Alignment; Clarity; Balance; Suitability for Diverse Learners)

* D. Demonstrating Knowledge of Resources
(For Classroom Use; To Extend Content Knowledge; For Students)

* E. Designing Coherent Instruction
(Learning Activities; Instructional Materials and Resources; Instructional Groups; Lesson and Unit Structure)

* F. Designing Students Assessments
(Congruence with Outcomes; Criteria and Standards, Formative Assessments; Use for Planning)

* A. Creating an Environment of Respect and Rapport
(Teacher interaction with students; Student interaction with other students)

* B. Establishing a Culture for Learning
(Important of the content; Expectations for learning and achievement; Student Pride in Work)

* C. Managing Classroom Procedures
(Instructional groups; Transitions; Materials and supplies; Non-instructional duties; Supervision of volunteers and paraprofessionals)

* D. Managing Student Behavior
(Expectations; Monitoring of student behavior; Response to student misbehavior)

* E. Organizing Physical Space
(Safety and accessibility; Arrangement of furniture and use of physical resources)

* A. Communicating with Students
(Expectations for learning; Directions and procedure; Explanations of content; Use of oral and written language)

* B. Using Questions and Discussion Techniques
(Quality of questions; Discussion techniques; Student participation)

* C. Engaging Students in Learning
(Activities and assignments; Student groups; Instructional materials and resources; Structure and pacing)

* D. Using Assessment in Instruction
(Assessment criteria; Monitoring of student Learning; Feedback to students: Student self-assessment and monitoring of progress)

* E. Demonstrating Flexibility and Responsiveness
(Lesson adjustment; Response to students; Persistence)

* A. Reflecting on Teaching
(Accuracy; Use in future teaching)

* B. Maintaining Accurate Records
(Student completion of assignments; Student progress in learning; Non-instructional records)

* C. Communicating with Families
(Student completion of assignments; Student progress in learning; Non-instructional records)

* D. Participating in the Professional Community
(Relationships with colleagues; Service to the school; Involvement in a culture of professional inquiry)

* E. Growing and Developing Professionally
(Enhancement of content knowledge and pedagogical skills; Receptivity to feedback from colleagues; Service to the profession)

* F. Showing Professionalism
(Integrity and ethical conduct; Service to students: Advocacy; Decision making; Compliance with school and district regulations)

* A. Moral and personal integrity
(Displays ethical behavior, an attitude of service, and respects the rights and feelings of others)

* B. Sensitivity to diversity
(Displays fairness, caring, and belief that all students can learn)

* C. Intellectual curiosity and scholarship
(Shows interest in learning; demonstrates proficiency and understanding of current trends in both content knowledge and professional practice engagement in class and subject matter)

* D. Professionalism
(Demonstrates a high level of professional judgment; assumes responsibility and accountability for performance; displays self-confidence, initiative, a positive attitude, enthusiasm for teaching; is punctual and dependable; seeks proficiency in spoken and written communication)

* E. Cooperation
(Collaborates, builds trust, and respects confidentiality with school and district colleagues, parents/guardians, families, and the community)