WORLD LANGUAGES
FINAL EVALUATION OF STUDENT TEACHING
STUDENT: ___________________________________________________________________________
COOPERATING TEACHER: ____________________________________________________________
SCHOOL: ____________________________________________________________________________
SCHOOL DISTRICT: __________________________________________________________________
PLACEMENT DATES: _________________________________________________________________
GRADES AND/OR SUBJECTS TAUGHT: _________________________________________________
_____________________________________________________________________________________
UNIVERSITY SUPERVISOR: ___________________________________________________________
FINAL GRADE: ____________________ CREDIT HOURS: ____________________
(assigned by UK Supervisor)
This evaluation has been shared and discussed with me.
_____________________________________________
Student Teacher
_____________________________________________
Cooperating Teacher
_____________________________________________
University Supervisor
Revised 8/2008
EVALUATION OF STUDENT TEACHING
WORLD LANGUAGES
Instructions:
Use the key at the bottom of the page to mark each sub-category.
Use the same key to mark a holistic judgment of the student teacher’s performance on the standard.
In marking sub-categories and standards, keep in mind that you are judging the performance of a student teacher.
Use the “Comments/Examples” Areas to elaborate on outstanding performance or otherwise explain your judgment.
Standard 1: Knowledge of Content COMMENTS/EXAMPLES
A. Demonstrates command of target language in its
Standard form.
B. Incorporates target culture practices, products, and
perspectives into each lesson to encourage a positive
attitude toward target culture.
C. Provides illustrations and examples from related fields,
such as history, music, art, and plans interdisciplinary
lessons with other teachers when possible.
D. Makes connections between the classroom, the local
community, and the world, including current events, and
uses community resources.
E. Uses research-based strategies for helping students enter,
explore, and extend texts where applicable.
Rating Indicator Demonstrated Indicator Partially Demonstrated Indicator Not Demonstrated
Indicator ↓ 3 2 1
Makes few grammatical, Makes simple errors (such as Does not speak the target
A. Demonstrates command of lexical, or pronunciation errors agreement) or shows evidence of language consistently in class or
target language in its and is able to locate the message abandonment and/or teaches incorrect forms. Unable
Standard form. appropriate form using heavy circumlocution while to add to textbook or find the
resources in class. Can teaching. Able to find and use appropriate forms using
incorporate language that is not appropriate forms using resources in class.
included in the textbook. resources in class.
B. Incorporates target culture Uses products and practices Regularly discusses practices Does not integrate culture in a
practices, products, and from the culture to lead to and products of the culture to meaningful way. Culture is
perspectives into each lesson perspectives on a regular basis encourage a positive attitude treated as a collection of
to encourage a positive to encourage a positive towards the target culture. interesting facts or unrelated
attitude toward target culture. attitude. characteristics of the culture.
C. Provides illustrations and Effectively connects content Connects some content, Rarely or never connects content
examples from related fields, from related fields and procedures, and activities from procedures and activities from
such as history, music, art, interacts with other teachers. related fields but doesn’t plan or related fields and doesn’t
and plans interdisciplinary interact with other teachers. interact with other instructors.
lessons with other teachers
when possible.
Revised 8/2008
D. Makes connections between Effectively connects content, Connects some content, Rarely or never connects
the classroom, the local procedures, and activities with procedures, and activities with content, procedures, and
community, and the world, relevant life experiences of relevant life experiences of activities with relevant life
including current events, and students. students. experiences of students.
uses community resources.
E. Uses research-based Consistently uses research- Sometimes uses research-based No evidence that the instructor
strategies for helping students based strategies to promote strategies to promote student uses research-based strategies.
enter, explore, and extend student appropriation of texts interest and exploration of texts.
texts where applicable. and learning.
2
Standard 2: Designs/Plans Instruction COMMENTS/EXAMPLES
A. Writes worthwhile and clear objectives that are congruent with
standards- Including Kentucky Program of Studies & Core
Content and the ACTFL National standards (5 Cs).
B. Includes formative and summative assessments that target
learning objectives.
C. Incorporates strategies that address diversity and show sensitivity
to individual differences and intelligences.
D. Integrates reading, writing, speaking, listening, viewing, visual
representation, of language and culture.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
A. Writes worthwhile and States learning objectives that States worthwhile learning Uses objects that are not
clear objectives that are reflect Communication, objectives that reflect the 5 clearly stated or are trivial
congruent with Culture, Connections, Cs but are not aligned with and are not aligned with local
standards- Including Comparisons & Communities KY benchmark performance or state standards.
Kentucky Program of and are aligned with indicators or states learning
Studies & Core Content Kentucky benchmark objectives that are not
and the ACTFL National performance standards. aligned with the 5 Cs.
standards (5 Cs).
B. Includes formative and Uses formal and informal Uses some formal formative Uses few assessments that
summative assessments assessments that guide or summative assessments guide instruction.
that target learning instruction, measure, learning that guide instruction, Assessment strategies are
objectives. results, and are aligned with measure learning results, and limited to summative or
learning objectives. are aligned with learning formal assessments.
objects.
C. Incorporates strategies that Consistently shows attention Often shows attention to Seldom shows attention to
address diversity and to classroom diversity and classroom diversity and classroom diversity and
show sensitivity to individual learner needs. individual learner needs. individual learner needs.
individual differences
and intelligences.
D. Integrates reading, writing, Lessons show full integration Generally, plans strategies Plans instructional strategies
speaking, listening, of skills needed for creative that included all creative that do not allow for
viewing, visual communication and aspects of communication but creativity, or consistently
representation, of exploration into the culture as tends to focus on two skills limit student control over
language and culture. well as requiring higher order with minimal higher order mode of expression.
thinking. thinking.
Revised 8/2008
Standard 3: Creates/Maintains Learning Climate COMMENTS/EXAMPLES
A. Communicates high expectations and challenges students in a
positive and supportive manner.
B. Gives clear directions.
C. Establishes a positive learning environment.
D. Handles standard classroom clerical duties efficiently.
E. Focuses on authentic language (both oral & written) and
authentic use of language.
F. Makes connections to the target culture and to other disciplines in
the school.
G. Organizes small group work effectively.
H. Encourages mutually respectful classroom interaction
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Sets significant and Sets significant and Does not set significant and
A. Communicates high challenging objectives for challenging objectives for challenging objectives for
expectations and challenges students AND students BUT does not students AND does not
students in a positive and verbally/nonverbally communicate confidence in communicate confidence in
supportive manner.
communicates confidence in students’ ability to achieve students
students’ ability to achieve these objectives
these objectives.
Consistently provides a Usually provides a model and Often forgets or does not plan
B. Gives clear directions. model and appropriate may sometimes lack to provide a model for
scaffolding for student appropriate scaffolding for activities and does not plan
participation. students. for appropriate scaffolding to
enhance student participation.
Establishes clear standards of Makes efforts to establish Does not establish clear
C. Establishes a positive conduct, shows awareness of standards of conduct, and expectations for student
learning environment. student behavior, AND monitor and respond to conduct, AND does not
responds in ways that are student behavior, BUT effectively monitor behavior,
both appropriate and efforts are ineffective and/or AND does not appropriately
respectful of students. inappropriate respond to behavior.
Has policies and routines and Has identified policies and Has not identified policies or
D. Handles standard classroom uses them for late homework, routines for late homework, routines for late homework,
clerical duties efficiently. grade entry, attendance, grade entry, attendance, grade entry, attendance,
testing, and beginning and testing, but does not testing, and beginning/ending
ending of classes. consistently implement them of classes or rarely/never
during classes. uses them.
Revised 8/2008
Consistently uses authentic Uses authentic texts for Uses translations, excerpts, or
E. Focuses on authentic texts for oral and writing listening and reading but may fake-alia on a regular basis.
language (both oral & exercises. Creates activities require students to perform Uses English translations for
written) and authentic use that encourage students to inauthentic tasks in speaking directions rather than
of language.
perform authentic functions and writing using language authentic language. Asks
using authentic language. that is dictated by the theme students to use language that
rather than the task. is atypical of real target
country experiences.
Regularly encourages Makes explicit links between Makes limited or inconsistent
F. Makes connections to the students and designs L1 and L2 culture on a connections between L1 and
target culture and to other appropriate activities to make surface level. Designs lessons L2 culture and topics or
disciplines in the school. links with the target culture that include other disciplines subjects that relate to other
and other disciplines. but does not enable students disciplines that the students
Designs activities in to make the link themselves. are learning.
conjunction with other
teachers or uses guest
speakers to supplement
course material.
Habitually uses group work Regularly uses groups but Rarely uses group/pair work.
G. Organizes small group work in both short term and long students are not always clear Student groups behave as
effectively. term (i.e. groups/pairs for the on the reason(s) they are in individuals rather than groups
day and groups for the groups. Groups tend to take or pairs. Reasons for group
semester). Student roles are more time planning their work are not clear or
clear. Time for activities is behavior than performing the principled for student
limited. Follow-up is activity. Allotted time may be interaction. Little evidence of
consistent and meaningful. unclear or imprecise and follow-up.
follow-up is frequent but not
necessarily meaningful.
Is confident, respectful and Is generally poised, confident Demonstrates visible
H. Encourages mutually demonstrates excellent and respectful. Interaction frustration, exasperation, and
respectful classroom rapport with students. with students is generally lack of control. There is no
interaction Enforcement of rules of positive with some indication of consistent
interaction is consistent. inconsistencies. enforcement of behavioral
norms.
2
Standard 4: Implements/Manages Instruction COMMENTS/EXAMPLES
A. Uses a variety of research-based instructional strategies to
engage students in active learning, including the
development of literacy, aligned with learning outcomes.
B. Follows lesson plans and yet shows flexibility when needed.
C. Begins and ends classes using appropriate activities to
warm-up and wind-down and assess students’ abilities.
D. Allows students opportunities to use language for their own
purposes. in interpersonal, interpretive, and presentational
modes of communication.
E. Uses class time effectively.
F. Facilitates the engagement of students in a variety of
activities that reflect real-life situations using authentic
language and authentic tasks.
G. Uses the target language at all times in class.
H. Uses feedback to reinforce students’ academic and personal
strengths, to promote student interest, and to address class
achievement gaps.
I. Uses a variety of instructional techniques, such as small
group discussion, simulations, learning centers,
performance, writing activities.
J. Shows good transitions from one activity to the next.
K. Is expressive in voice quality (varies tone and modulation,
gestures, body movement, eye contact).
3
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Uses a variety of Uses a variety of Uses instructional strategies
A. Uses a variety of research- instructional strategies that instructional strategies that that do not engage students
based instructional engage students throughout engage students throughout and do not promote literacy
strategies to engage the lesson on tasks aligned the lesson on tasks BUT are and are not aligned with
students in active learning,
including the development
with learning objectives. not aligned with learning learning objectives.
of literacy, aligned with objectives or tasks are
learning objectives. aligned with learning
objectives but do not engage
students.
Has detailed lesson plans, Has vague lesson plans and Shows no evidence of lesson
B. Follows lesson plans and follows them regularly, does not follow them or does plans.
yet shows flexibility when allows for digression when it follow them but consistently
needed. increases student motivation does not respond to students’
or encourages exploration needs.
with the language.
Begins class with warm- May begin or end class with Begins class with
C. Begins and ends classes exercises and shows clear appropriate activities but not administrative activities or
using appropriate activities progression from mechanical, both. Shows no transitions or activities that incorporate
to warm-up and wind-down to meaningful, to progression from one activity new material. Class ends
and assess students’
abilities.
communicative activities. the next. when it seems that the time
Wind down activity helps has run out rather than with a
build students confidence. planned activity.
Provides ample opportunity Provides some time for Students are limited to
D. Allows students for students to communicate students to communicate in mechanical activities or
opportunities to use in all three modes. Students two of the three modes. limited to written activities.
language for their own have more speaking time Teacher still maintains the
purposes. in interpersonal,
interpretive, and
than the instructor. bulk of the talk that goes on
presentational modes of in the class.
communication.
Establishes EFFICIENT Establish somewhat efficient Fails to establish consistent
E. Uses class time effectively. procedures for performing procedures for performing procedures for performing
non-instructional tasks, non-instructional tasks, non-instructional tasks,
handling materials and handling materials and handling materials and
supplies, managing supplies managing supplies, managing
transitions, and organizing transitions, and organizing an transitions, and organizing
and monitoring group work monitoring group work that and monitoring group work
so that there is MINIMAL vary in their effectiveness so resulting in significant loss of
loss of instructional time. there is SOME instructional time.
UNNECESSARY loss of
instructional time.
Both language and task are Either the language or the Tasks are often contrived and
F. Facilitates the engagement consistently authentic. task is authentic most of the language tends to reflect
of students in a variety of time. English discourse structure
activities that reflect real- and US cultural norms.
life situations using
authentic language and
authentic tasks.
4
Teacher speaks the target Teacher speaks the target Teacher speaks English les
G. Uses the target language at language 99% of the time. language 80% of the time. than 75% of the time. There
all times in class. There are clear boundaries There are clear boundaries are no apparent guiding
that indicate when and why that indicate when and why principles about the use of
English is permitted. English is used. English in the class.
Is alert to student Is generally aware of student Is not aware of common
H. Uses feedback to reinforce performance and behavior. behavior but unclear on behaviors. Monitoring is
students’ academic and Monitoring is subtle and abilities of some individuals. reactive and distractive.
personal strengths, to preventative. Feedback is Monitoring is active. Feedback is impersonal, not
promote student interest,
and to address class
graduated, contingent, and Feedback is personal but can dependent on need and not
achievement gaps. personal. be non-contingent or graduated.
consistently too much.
Is effective at using Is somewhat effective at Fails to provide models,
I. Uses a variety of examples, visual using examples, visual examples, visual
instructional techniques, representations, representations, representations, multiple
such as small group participations structures to participations structures to participations structures to
discussion, simulations,
learning centers,
improve engagement and improve engagement and improve engagement and
performance, writing opportunities for activity. opportunities for activity. opportunities for activity.
activities.
Transitions are consistent and Transitions are regular but There are no clear transitions
J. Shows good transitions smooth. inconsistent or abrupt. from one activity to the next.
from one activity to the
next.
Teacher uses a wide array of Teacher is consistently loud Instructor is monotone,
K. Is expressive in voice loud , soft, high, and low and uses large gestures. lifeless, and makes very little
quality (varies tone and voice registers, large and Moves around the class well. eye contact with students.
modulation, gestures, body small gestures and moves
movement, eye contact).
around the class.
5
Standard 5: Assesses and Communicates COMMENTS/EXAMPLES
Learning Results
A. Uses multiple assessments that are both formative, and
summative.
B. Analyzes assessment data to guide instruction and
learning and to measure learning progress and address
achievement gap issues.
C. Communicates learning results to students and parents.
D. Conducts individual and group analyses of learning.
E. Promotes student self-assessment.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Uses informal and formal, Uses some assessments with does not align assessments
A. Uses multiple assessments summative and formative learning objectives. with learning objectives
that are both formative, and assessments that are aligned
summative. with learning objectives.
B. Analyzes assessment data to Analyzes assessment data to Analyzes assessment data to Does not analyze assessment
guide instruction and guide instruction and learning guide instruction and learning data to guide instruction or
learning and to measure and measure learning OR to measure learning measure learning progress.
learning progress and progress. progress.
address achievement gap
issues.
Communicates learning Communicates learning Does not communicate
C. Communicates learning results to students AND results to students OR parents learning results to students
results to students and parents in a meaningful and in a meaningful and timely AND parents in a meaningful
parents. timely manner. manner. and timely manner.
Maintains regular and Is aware of what the class No indication of assessment
D. Conducts individual and detailed records of students knows or doesn’t know but is or inaccurate or confused
group analyses of learning. and assess the group as a unclear on exact abilities of records of student
whole. students. performance.
Uses standard assessment Students are given Students are given little
E. Promotes student self- procedures to enable students opportunities to see their instruction and few
assessment. to evaluate their own learning strengths and weaknesses but opportunities for self-
and identify their particular are not given appropriate assessment.
weaknesses AND strengths help or instruction on how
as well as methods of make the assessment or use
improving their learning. the information.
6
Standard 6: Implementation of Technology COMMENTS/EXAMPLES
A. Uses multiple applications to support student learning.
B. Integrates student use of technology.
C. Addresses special learning needs through technology.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Regularly uses a variety of Sometimes uses technology Rarely or never uses
A. Uses multiple applications technological applications to or always uses the same technology to design, plan, or
to support student learning. design, plan, and deliver application to design, plan, deliver instruction
instruction. and deliver instruction.
Regularly integrates student Sometimes integrates student Rarely or never integrates
B. Integrates student use of use of technology into use of technology into student use of technology
technology. instruction to enhance instruction to enhance into instruction to enhance
learning outcomes and meet learning outcomes and meet learning outcomes and meet
diverse student needs. diverse student needs. diverse student needs.
Adapts non-technological Integrates technology on a Rarely or never uses
C. Addresses special learning lessons for use of technology regular basis to assist learners technology to assist learners
needs through technology. depending on needs and with special learning needs. with special learning needs.
preferences of students.
7
Standard 7: Reflects on and Evaluates COMMENTS/EXAMPLES
Teaching and Learning
A. Analyzes own performance in teaching and makes
appropriate changes.
B. Seeks and accepts constructive criticism from others.
C. Identifies professional growth needs.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Regularly uses data to reflect Sometimes uses data to Rarely or never uses data to
A. Analyzes own performance on and evaluate student reflect on and evaluate reflect on and evaluates
in teaching and makes learning and instructional student learning and student learning and
appropriate changes. practices. instructional practices. instructional practices.
Regularly asks for and Sometimes asks for and Rarely or never asks for and
B. Seeks and accepts reflects on evaluations for reflects on evaluations for reflects on evaluations for
constructive criticism from colleagues and students. colleagues and students. colleagues and students.
others. Willing to act on suggestions.
Regularly identifies areas for Sometimes identifies areas Rarely or Never identifies
C. Identifies professional professional growth using for professional growth using areas for professional growth
growth needs. appropriate data. appropriate data. using appropriate data.
8
Standard 8: Collaborates with Colleagues/ COMMENTS/EXAMPLES
Parents/Others
A. Works cooperatively and effectively with faculty, staff,
students, and parents.
B. Identifies situations when and where collaboration will
enhance student learning.
C. Analyzes results of collaborative efforts.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Develops effective Maintains cordial Maintains negative or self-
A. Works cooperatively and collaborative relationship relationships with colleagues, serving relationships with
effectively with faculty, with colleagues, staff, staff, students, & parents to colleagues, staff, students, &
staff, students, and parents. students, & parents to meet meet the learning needs of parents to meet the learning
the learning needs of students students needs of students
Identifies TWO or more Identifies ONE or more Does not identify any
B. Identifies situations when students whose learning students whose learning students whose learning
and where collaboration could be enhanced by could be enhanced by could be enhanced by
will enhance student collaboration AND provides collaboration AND provides collaboration or Identifies
learning.
appropriate rationale. appropriate rationale. students but provides no or
an inappropriate rationale.
Analyzes student learning Analyzes student learning Does not evaluate outcomes
C. Analyzes results of data to evaluate the outcomes data to evaluate the outcomes of collaboration OR does not
collaborative efforts. of collaboration AND of collaboration BUT does analyze student learning data
identifies next steps. not identify next steps. to evaluate outcomes of
collaboration.
9
Standard 9: Engages in Professional COMMENTS/EXAMPLES
Development
A. Assesses own performance relative to Kentucky’s
Teacher Standards
B. Identifies priorities for professional development based
on self assessment, student performance, and feedback
from colleagues.
C. Engages in relevant professional development activities.
D. Exhibits dignity, dependability, diplomacy, good health
and professional appearance.
E. Allows for adequate lesson preparation time.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Makes thoughtful and Makes general but accurate does not know if a lesson was
A. Assesses own performance accurate assessment of lesson impression of a lesson’s effective or achieved its goals
relative to Kentucky’s effectiveness and the extent effectiveness and the extent or profoundly misjudged the
Teacher Standards to which it achieved its goals to which goals were met. success or goals of a lesson.
(citing examples).
Makes specific alternative Makes general suggestions Makes no suggestions on
B. Identifies priorities for adjustments as needed on a about how a lesson may be how a lesson may be
professional development continued basis. improved. improved.
based on self assessment,
student performance, and
feedback from colleagues.
Is aware of and participates Is aware of and participates Shows no interest in
C. Engages in relevant in at least one of the in at least one of the professional development
professional development professional development professional development activities.
activities. opportunities at the national opportunities at the national
state, or regional level. regional, state, county,
school, or department level.
Is consistently professional Is usually professional and Is often late, rude, childish,
D. Exhibits dignity, and a model for students. normally serves as a good or maintains a sloppy
dependability, diplomacy, role model for student. appearance.
good health and
professional appearance.
Lesson plans are clearly part Lesson plans are planned at Lesson plans are often
E. Allows for adequate lesson of a unit plan that is adjusted least a week in advance. incomplete or completed in
preparation time. regularly as student needs are the morning or planning
identified. period for that day.
10
Standard 10: Leadership COMMENTS/EXAMPLES
A. Assumes responsibility and takes initiative in
classroom and school settings.
B. Takes on tasks/duties beyond expectations.
C. Demonstrates a commitment to professional ethics
and behavior.
D. Works with extracurricular activities.
Rating Indicator Demonstrated Indicator Partially Indicator Not Demonstrated
Indicator ↓ 3 Demonstrated 1
2
Identifies leadership Identifies leadership Does not seek out
A. Assumes responsibility opportunities in the school opportunities in the school opportunities to spearhead
and takes initiative in and selects one for a and selects one for a projects that have potential
classroom and school leadership project that has leadership project that has for impact on either the
settings. both the potential for positive either the potential for learning or the professional
impact on learning and/or the positive impact on learning environment.
environment of the school and/or the environment of the
AND is realistic in terms of school or is realistic in terms
knowledge, skill, and time of knowledge, skill, and time
requirements. requirements.
Seeks out experiences and Does not seek duties or Shows little desire to
B. Takes on task/duties readily assumes duties. responsibilities but assumes participate in the professional
beyond expectations. Completes tasks in a timely those assigned and completes life of the school. Task
manner and to a high them in a timely manner. completion is often late or of
standard. shoddy quality.
Exhibits behavior that is Exhibits behavior that is Makes questionable choices
C. Demonstrates a honest, consistent, normally honest, consistent, in behavior toward fellow
commitment to professional, and ethical. profession, and ethical. colleagues.
professional ethics and Serves as an exemplary
behavior. model for students and
colleagues.
Implements planned Implements planned Does not implement planned
D. Works with extracurricular activities that enhance activities that enhance activities or planned activities
activities. student learning and student learning and do not enhance student
motivation to learn the target motivation to learn the target learning and motivation to
language and engage all language and engage some learn the target language.
parties. parties. Avoids becoming involved in
school events.
11
GENERAL COMMENTS BY COOPERATING TEACHER
(continue on back if necessary)
GENERAL COMMENTS BY STUDENT TEACHER
(continue on back if necessary)
GENERAL COMMENTS BY UNIVERSITY SUPERVISOR
(continue on back if necessary)
12