Final Evaluation Provided by Mentor Teacher
Score: 3.9 (out of 4)
Overall comment: Overall, Justin has grown dramatically during his student teaching. He is
very well prepared, professional, and has impacted the students in many ways. He has developed
some behavior management strategies and I feel very confident that he will be a successful
classroom teacher.
Description
PK1 (Professional
Knowledge)
PK2 (Professional
Knowledge)
PK3 (Professional
Knowledge)
PK4 (Professional
Knowledge)
PK5 (Professional
Knowledge)
IP1 (Instructional
Planning)
IP2 (Instructional
Planning)
IP3 (Instructional
Planning)
IP4 (Instructional
Planning)
IP5 (Instructional
Planning)
ID1 (Instructional
Delivery)
The candidate knows lesson content and
procedures prior to lesson implementation
4.0
and identifies sources for multiple and varied
perspectives.
The candidate connects content to the real
3.5
world and to students' experiences.
The candidate identifies essential components
of a topic or concept and makes explicit
4.0
connections among facts, skills, and
concepts; explicitly demonstrates how and
when to use specific knowledge and skills.
The candidate attends to student prior
3.5
knowledge and demonstrates and provides
feedback on metacognitive skills.
The candidate effectively addresses
4.0
appropriate curriculum standards.
The candidate identifies prior knowledge on
4.0
which learning activities build and
determines clear learning targets
The candidate develops lesson and unit plans
that make clear that students will know what
4.0
to do during the lesson, when tasks are
completed, as well as during efficient /
defined transitions.
The candidate is prepared to teach lessons, 4.0
ensuring that materials are "ready-to-go."
The candidate uses student learning data to 4.0
guide planning.
The candidate plans for differentiated
4.0
instruction.
The candidate appears interested in the
4.0
content and clearly presents information in an
effective, engaging manner; students are
actively engaged in materials and/or
Score
Comments
Description
ID2 (Instructional
Delivery)
ID3 (Instructional
Delivery)
ID4 (Instructional
Delivery)
ID5 (Instructional
Delivery)
ASL1 (Assessment
of and for Student
Learning)
ASL2 (Assessment
of and for Student
Learning)
ASL3 (Assessment
of and for Student
Learning)
ASL4 (Assessment
of and for Student
Learning)
ASL5 (Assessment
of and for Student
Learning)
LE1 (Learning
Environment)
discussions.
The candidate explicitly integrates new and
prior knowledge and facilitates higher order 4.0
thinking.
The candidate demonstrates effective pacing,
4.0
clarity of instructions, learning goals, time
cues, and redirection.
The candidate facilitates and balances student
and teacher dialogue, including wait-time,
4.0
acknowledgement, repetition, and extension;
there is student-initiated dialogue with peers
and teacher(s).
The candidate differentiates instruction to
4.0
meet students' needs.
The candidate acknowledges background
knowledge (starts where they are), checks in
3.5
with students for content understanding,
notices difficulties, and flexibly approaches
student learning challenges.
The candidate asks students to examine,
analyze, and/ or interpret information,
generate or test hypotheses, and provides
4.0
opportunities for student metacognition,
including student planning, reflection, selfevaluation, and explanation of their own
learning.
The candidate engages in back-and-forth
exchanges with follow up questions and
4.0
builds on student responses by providing
clarification, expansion, and specific
feedback.
The candidate uses pre-assessment data to
4.0
develop expectations, differentiate
instruction, and document learning.
The candidate uses a variety of assessment
strategies/ tools appropriate and valid for the
4.0
content and student population, aligned with
established curriculum standards and
benchmarks.
Adults and students: use respectful language,
including each others names, in a warm,
4.0
calm voice, listen to, cooperate with, and
interact with one another, share positive
Score
Comments
Description
LE2 (Learning
Environment)
LE3 (Learning
Environment)
LE4 (Learning
Environment)
LE5 (Learning
Environment)
LE6 (Learning
Environment)
PR1
(Professionalism)
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5
(Professionalism)
affect (smiling, laughing, enthusiasm) and
social conversations build productive
relationships.
The candidate provides clear, explicit, and
consistent expectations so students know
what to do, anticipates and monitors student
4.0
behavior using proximity, and effectively/
efficiently redirects misbehavior so little time
is lost.
Student behavior is compliant/ non-disruptive
and non- aggressive and students feel
3.5
comfortable taking risks and seeking
guidance and support.
The candidate responds to academic and
social/ emotional needs and cues, including
3.0
responding to student challenges by using
subtle cues, peer redirection, and proximity;
low reactivity.
The candidate provides a high quality of
feedback, as evidenced by scaffolding
techniques such as hints, timely assistance, 4.0
and encouraging persistence, as well as
recognition and affirmation of students
efforts.
The candidate demonstrates cultural
4.0
competency and responsiveness to diverse
student and family funds of knowledge.
The candidate collaborates and
communicates effectively within the school 4.0
community to promote students well-being
and success.
The candidate adheres to federal and state
4.0
laws, school and division policies, and ethical
guidelines.
The candidate sets goals for improving
4.0
knowledge and skills and seeks out resources
to achieve those goals.
The candidate works in a collegial and
collaborative manner with administrators,
4.0
school and university personnel, and the
community.
The candidate demonstrates consistent
4.0
mastery of academic English in all
Score
Comments
Description
Score
Comments
communication.
Final Evaluation by University Supervisor:
Score 3.4 (out of 4)
Overall Comment: Candidate has made excellent progress this semester. Behavioral
management has improved remarkably. Intern is insightful about his own development as a
teacher and is motivated to improve areas of struggle.
Assessed Criteria
Criterion
Description
Score
Comments
The candidate knows lesson
content and procedures prior to
PK1 (Professional
3.5
Excellent content
lesson implementation and
Knowledge)
knowledge.
identifies sources for multiple and
varied perspectives.
When possible,
The candidate connects content to
candidate connects
PK2 (Professional
3.5
the real world and to students'
content to real life in a
Knowledge)
experiences.
way in which students
can relate.
The candidate identifies essential
components of a topic or concept
and makes explicit connections
PK3 (Professional
3.0
among facts, skills, and concepts;
Knowledge)
explicitly demonstrates how and
when to use specific knowledge
and skills.
The candidate attends to student
Candidate regularly
PK4 (Professional prior knowledge and demonstrates 3.5
connects new learning
Knowledge)
and provides feedback on
to prior knowledge.
metacognitive skills.
The candidate effectively
PK5 (Professional
3.5
addresses appropriate curriculum
Knowledge)
standards.
IP1 (Instructional The candidate identifies prior
Planning)
knowledge on which learning
3.5
Criterion
IP2 (Instructional
Planning)
IP3 (Instructional
Planning)
Description
Score
activities build and determines
clear learning targets
The candidate develops lesson and
unit plans that make clear that
students will know what to do
3.5
during the lesson, when tasks are
completed, as well as during
efficient / defined transitions.
The candidate is prepared to teach
3.5
lessons, ensuring that materials are
"ready-to-go."
IP4 (Instructional
Planning)
The candidate uses student
learning data to guide planning.
3.5
IP5 (Instructional
Planning)
The candidate plans for
differentiated instruction.
3.0
The candidate appears interested
in the content and clearly presents
ID1 (Instructional information in an effective,
3.5
Delivery)
engaging manner; students are
actively engaged in materials
and/or discussions.
The candidate explicitly integrates
ID2 (Instructional
3.0
new and prior knowledge and
Delivery)
facilitates higher order thinking.
The candidate demonstrates
ID3 (Instructional effective pacing, clarity of
Delivery)
instructions, learning goals, time
cues, and redirection.
3.5
ID4 (Instructional The candidate facilitates and
3.0
Delivery)
balances student and teacher
dialogue, including wait-time,
acknowledgement, repetition, and
Comments
Candidate has a plan
for efficient transitions;
you can see evidence of
this during transitions
in class and in lesson
plans.
Pre-assessments are
often used to create
small groups.
Assessment is done on
a weekly basis.
Candidate uses preassessments to group
students. Provides
accommodations for
students regularly.
Candidate is typically
very engaged with the
material; this helps
students to engage as
well.
Candidate delivers
detailed instructions to
students with time cues;
manages efficient
redirections of students
as needed.
Criterion
Description
extension; there is student-initiated
dialogue with peers and teacher(s).
Score
Comments
ID5 (Instructional The candidate differentiates
3.0
Delivery)
instruction to meet students' needs.
ASL1 (Assessment
of and for Student
Learning)
ASL2 (Assessment
of and for Student
Learning)
ASL3 (Assessment
of and for Student
Learning)
ASL4 (Assessment
of and for Student
Learning)
ASL5 (Assessment
of and for Student
Learning)
LE1 (Learning
Environment)
The candidate acknowledges
background knowledge (starts
where they are), checks in with
3.5
students for content understanding,
notices difficulties, and flexibly
approaches student learning
challenges.
The candidate asks students to
examine, analyze, and/ or interpret
information, generate or test
hypotheses, and provides
3.0
opportunities for student
metacognition, including student
planning, reflection, selfevaluation, and explanation of
their own learning.
The candidate engages in backand-forth exchanges with follow
up questions and builds on student 3.5
responses by providing
clarification, expansion, and
specific feedback.
The candidate uses pre-assessment
data to develop expectations,
3.0
differentiate instruction, and
document learning.
The candidate uses a variety of
assessment strategies/ tools
appropriate and valid for the
3.0
content and student population,
aligned with established
curriculum standards and
benchmarks.
Adults and students: use respectful 4.0
language, including each others
Numerous back-andforth exchanges in the
classroom;
clarification, expansion,
and feedback are
frequent.
Language usage is
focused on the positive
Criterion
LE2 (Learning
Environment)
LE3 (Learning
Environment)
LE4 (Learning
Environment)
LE5 (Learning
Environment)
LE6 (Learning
Environment)
PR1
(Professionalism)
Description
Score
names, in a warm, calm voice,
listen to, cooperate with, and
interact with one another, share
positive affect (smiling, laughing,
enthusiasm) and social
conversations build productive
relationships.
The candidate provides clear,
explicit, and consistent
expectations so students know
what to do, anticipates and
3.5
monitors student behavior using
proximity, and effectively/
efficiently redirects misbehavior
so little time is lost.
Student behavior is compliant/
non-disruptive and non3.0
aggressive and students feel
comfortable taking risks and
seeking guidance and support.
The candidate responds to
academic and social/ emotional
needs and cues, including
3.5
responding to student challenges
by using subtle cues, peer
redirection, and proximity; low
reactivity.
The candidate provides a high
quality of feedback, as evidenced
by scaffolding techniques such as
3.5
hints, timely assistance, and
encouraging persistence, as well as
recognition and affirmation of
students efforts.
The candidate demonstrates
cultural competency and
3.0
responsiveness to diverse student
and family funds of knowledge.
The candidate collaborates and
3.0
communicates effectively within
Comments
and is warm and calm.
Students know
expectations and are
quickly redirected as
needed.
Candidate has learned a
variety of techniques
for redirecting students.
Feedback, scaffolding,
and encouragement are
frequently seen in
candidate's teaching.
Criterion
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5
(Professionalism)
Description
Score
the school community to promote
students well-being and success.
The candidate adheres to federal
3.0
and state laws, school and division
policies, and ethical guidelines.
Comments
Candidate identifies
areas of struggle and
seeks out ways of
remediating those
struggles.
Candidate has been
completely collegial
and professional with
school and university
personnel.
Candidate maintains
excellent
communication.
The candidate sets goals for
improving knowledge and skills 3.5
and seeks out resources to achieve
those goals.
The candidate works in a collegial
and collaborative manner with
4.0
administrators, school and
university personnel, and the
community.
The candidate demonstrates
consistent mastery of academic
4.0.0
English in all communication.
Final Self Evaluation
Score: 3.7 (out of 4)
Criterion
PK1 (Professional
Description
The candidate knows lesson content and
Score
4.0
Comments
Criterion
IP3 (Instructional
Planning)
Description
Score
procedures prior to lesson implementation
and identifies sources for multiple and varied
perspectives.
The candidate connects content to the real
4.0
world and to students' experiences.
The candidate identifies essential components
of a topic or concept and makes explicit
4.0
connections among facts, skills, and
concepts; explicitly demonstrates how and
when to use specific knowledge and skills.
The candidate attends to student prior
4.0
knowledge and demonstrates and provides
feedback on metacognitive skills.
The candidate effectively addresses
4.0
appropriate curriculum standards.
The candidate identifies prior knowledge on
4.0
which learning activities build and
determines clear learning targets
The candidate develops lesson and unit plans
that make clear that students will know what
3.5
to do during the lesson, when tasks are
completed, as well as during efficient /
defined transitions.
The candidate is prepared to teach lessons, 3.5
ensuring that materials are "ready-to-go."
IP4 (Instructional
Planning)
The candidate uses student learning data to
guide planning.
IP5 (Instructional
Planning)
The candidate plans for differentiated
3.5
instruction.
The candidate appears interested in the
content and clearly presents information in an
4.0
effective, engaging manner; students are
actively engaged in materials and/or
discussions.
The candidate explicitly integrates new and
4.0
prior knowledge and facilitates higher order
thinking.
The candidate demonstrates effective pacing,
3.5
clarity of instructions, learning goals, time
cues, and redirection.
The candidate facilitates and balances student 3.5
and teacher dialogue, including wait-time,
acknowledgement, repetition, and extension;
Knowledge)
PK2 (Professional
Knowledge)
PK3 (Professional
Knowledge)
PK4 (Professional
Knowledge)
PK5 (Professional
Knowledge)
IP1 (Instructional
Planning)
IP2 (Instructional
Planning)
ID1 (Instructional
Delivery)
ID2 (Instructional
Delivery)
ID3 (Instructional
Delivery)
ID4 (Instructional
Delivery)
3.5
Comments
Criterion
ID5 (Instructional
Delivery)
ASL1 (Assessment
of and for Student
Learning)
ASL2 (Assessment
of and for Student
Learning)
ASL3 (Assessment
of and for Student
Learning)
ASL4 (Assessment
of and for Student
Learning)
ASL5 (Assessment
of and for Student
Learning)
LE1 (Learning
Environment)
LE2 (Learning
Environment)
LE3 (Learning
Environment)
Description
Score
there is student-initiated dialogue with peers
and teacher(s).
The candidate differentiates instruction to
3.5
meet students' needs.
The candidate acknowledges background
knowledge (starts where they are), checks in
3.5
with students for content understanding,
notices difficulties, and flexibly approaches
student learning challenges.
The candidate asks students to examine,
analyze, and/ or interpret information,
generate or test hypotheses, and provides
4.0
opportunities for student metacognition,
including student planning, reflection, selfevaluation, and explanation of their own
learning.
The candidate engages in back-and-forth
exchanges with follow up questions and
3.5
builds on student responses by providing
clarification, expansion, and specific
feedback.
The candidate uses pre-assessment data to
4.0
develop expectations, differentiate
instruction, and document learning.
The candidate uses a variety of assessment
strategies/ tools appropriate and valid for the
3.5
content and student population, aligned with
established curriculum standards and
benchmarks.
Adults and students: use respectful language,
including each others names, in a warm,
calm voice, listen to, cooperate with, and
3.5
interact with one another, share positive
affect (smiling, laughing, enthusiasm) and
social conversations build productive
relationships.
The candidate provides clear, explicit, and
consistent expectations so students know
what to do, anticipates and monitors student 3.0
behavior using proximity, and effectively/
efficiently redirects misbehavior so little time
is lost.
Student behavior is compliant/ non-disruptive 3.0
and non- aggressive and students feel
Comments
Criterion
LE4 (Learning
Environment)
LE5 (Learning
Environment)
LE6 (Learning
Environment)
PR1
(Professionalism)
PR2
(Professionalism)
PR3
(Professionalism)
PR4
(Professionalism)
PR5
(Professionalism)
Description
Score
comfortable taking risks and seeking
guidance and support.
The candidate responds to academic and
social/ emotional needs and cues, including
3.5
responding to student challenges by using
subtle cues, peer redirection, and proximity;
low reactivity.
The candidate provides a high quality of
feedback, as evidenced by scaffolding
techniques such as hints, timely assistance, 4.0
and encouraging persistence, as well as
recognition and affirmation of students
efforts.
The candidate demonstrates cultural
4.0
competency and responsiveness to diverse
student and family funds of knowledge.
The candidate collaborates and
communicates effectively within the school 3.5
community to promote students well-being
and success.
The candidate adheres to federal and state
4.0
laws, school and division policies, and ethical
guidelines.
The candidate sets goals for improving
4.0
knowledge and skills and seeks out resources
to achieve those goals.
The candidate works in a collegial and
collaborative manner with administrators,
4.0
school and university personnel, and the
community.
The candidate demonstrates consistent
4.0
mastery of academic English in all
communication.
Comments
