FORM 107 - TEACHER CANDIDATE EVALUATION OF COOPERATING TEACHER by fqg15399

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									FORM 107 - TEACHER CANDIDATE EVALUATION OF COOPERATING
TEACHER

Teacher Candidate________________________________________________________

Cooperating Teacher ________________________________ Term_________________

Please rate your cooperating teacher on each of the following items; use the following scale.
                                         4 - Exceptional
                                         3 - Proficient
                                         2 - Minimal
                                         1- Unacceptable
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A. PREPARATION FOR THE TEACHER CANDIDATE
  1. Worked with the principal and other faculty and staff to make the           4 3 2 1
     teacher candidate feel welcome and accepted.
  2. Prepared the class (or classes) for the arrival of the teacher candidate.   4 3 2 1
  3. Make tentative arrangements for teacher candidate to visit various          4 3 2 1
     service components of the school, such as administrative, guidance,
     library instructional materials, health, etc.
  4. Made available to the teacher candidate pertinent information abut the      4 3 2 1
     school: school handbook district policy book, school-wide forms and
     procedures, manuals, etc.

B. OBSERVATIONS
  1. Made arrangements for teacher candidate’s observation of other              4 3 2 1
     teachers.
  2. Observed the teacher candidate very closely during his/her first            4 3 2 1
     teaching experiences to identify and communicate any difficulties.
  3. Observed teacher candidate consistently throughout the entire               4 3 2 1
     experience to provide continuing, specific feedback and evaluation.

C. PLANNING FOR TEACHING
  1. Openly communicated expectations to the teacher candidate.                  4 3 2 1
  2. Examined teacher candidate’s lesson plans, daily throughout the             4 3 2 1
     program, and gave teacher candidate constructive feedback about them
     both before and after implementing the plans.
  3. Encouraged the teacher candidate to evaluate his/her own plans              4 3 2 1
     immediately after using them.

D. CONFERENCES
  1. Set aside time regularly to confer with the teacher candidate.              4 3 2 1
  2. Provide constructive criticism and suggestions to the teacher candidate.    4 3 2 1
  3. Encouraged the teacher candidate to ask questions and to discuss all        4 3 2 1
     lessons taught.
  4. Conferred with both the teacher candidate and university supervisor         4 3 2 1
     during the program.
  5. Engaged in an exit conference with the teacher candidate.                 4 3 2 1

E. TEACHING
  1. Provided for a gradual increase of teaching responsibilities.             4 3 2 1
  2. Encouraged the teacher candidate to choose his/her own teaching           4 3 2 1
     methods, as long a those methods did not impede student learning.
  3. Encouraged initiative and creativity on the part of the teacher           4 3 2 1
     candidate.
  4. Encouraged and supported the teacher candidate in developing his/her      4 3 2 1
     own teaching style.
  5. Modeled a variety of teaching and assessment strategies for the teacher   4 3 2 1
     candidate to observe.

F. EVALUATION
  1. Provided for ongoing evaluation, making sure the teacher candidate        4 3 2 1
     knew exactly where he/she stood in relation to strengths and
     weaknesses at every stage of the program.
  2. Provided the teacher candidate both specific suggestions for              4 3 2 1
     improvement and specific praise for his/her successes.
  3. Encouraged the teacher candidate to evaluate and reflect on his/her       4 3 2 1
     own teaching.
  4. Provided a fair and objective midterm and final evaluation of the         4 3 2 1
     teacher candidate’s attitudes, performance, and general attributes.

G. CLASSROOM MANAGEMENT AND DISCIPLINE
  1. Modeled and instructed the teacher candidate in various strategies of     4 3 2 1
     classroom management.
  2. Gave the teacher candidate full support when it was necessary for         4 3 2 1
     him/her to take disciplinary action.
  3. Encouraged the teacher candidate to try his/her own ideas for             4 3 2 1
     classroom management.

H. PERSONAL AND PROFESSIONAL RELATIONS WITH TEACHER CANDIDATE
  1. Respected the personal integrity and feelings of the teacher candidate. 4 3 2 1
  2. Accepted the teacher candidate as both a student and fellow             4 3 2 1
     professional.
  3. Assisted the teacher candidate in developing suitable professional      4 3 2 1
     attitudes and relationships.
  4. Included the teacher candidate in professional meetings, student-       4 3 2 1
     teacher-parent conferences, and faculty meetings.


I. OTHER CONSIDERATIONS
   1. Encouraged the teacher candidate to observe and participate in           4 3 2 1
      extracurricular activities.
  2. Helped the teacher candidate to manage the routine tasks of a teacher:    4 3 2 1
     keeping records, recording grades, securing audio-visual materials, bus
     duty, etc.
  3. Arranged a meeting with the principal, so the teacher candidate could     4 3 2 1
     learn about the school’s philosophy and the administrator’s
     expectations for teachers.
  4. Helped the teacher candidate become familiar with the characteristics,    4 3 2 1
     resources, and services of the school and of the community from which
     the school is drawn.
  5. Helped the teacher candidate learn about the school’s curriculum and      4 3 2 1
     how it is organized for instruction.

COMMENTS_________________________________________________________________
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Teacher Candidate signature: __________________________________________




**DEPARTMENT OF EDUCATION, THE UNIVERSITY OF ALABAMA IN HUNTSVILLE, 2006


								
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