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High School Pre-Student Teaching Cooperating Teacher Evaluation

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Pre-Student Teacher Evaluation University of Rhode Island

Based on Rhode Island Beginning Teacher Standards

Directions: During students' pre-student teaching practicum, teacher candidates should be assessed on their readiness to student
teach. Therefore, we ask that you provide an evaluation of their progress toward meeting the 11 Rhode Island Beginning Teacher
Standards. A teacher candidate rated exemplary or standard will be deemed ready to student teach. As you know, for students to
be successful in meeting these standards it is important that they have opportunities to plan lessons, teach, and manage
classrooms. Of course, during student teaching candidates will still have an opportunity to grow and provide ample evidence of
their readiness for licensure.

For each question on the pages that follow, please check one of the following:

Exemplary
Standard
Below Standard

On the final page of the evaluation, please indicate whether you recommend this student for student teaching.

Students should review progress with cooperating teacher at mid-term;Evaluation is due at the end of the semester

Thank you for your time and effort!

Check Performance Levels Type in Points

Element Levels of Performance

Below Meets the

1.
Standard(0-1): Standard(2): Exemplary(3):
During multiple Most content taught, All content
Standard 1 and 2 Content
activities, the modeled, or taught, modeled,
Pedagogy teacher candidate assessed by the or assessed by the
does not teacher candidate is teacher candidate
During your interactions with and accurately teach, accurate and error is accurate and
observations of your teacher model, or assess free, with minor error free.
candidate, do you believe that his the content. revisions.
or her general knowledge is
adequate to begin student
teaching?

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Below Meets the

2.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate On occasion, Teacher
Standard 3 Learner Specific teacher candidate candidate adjusts
frequently is not
able to deliver needs cooperating instructional
During your interactions with teacher support to activities
instructional
and observations of your deliver an appropriate for
teacher candidate, do you activities instructional activity students of
believe that she or he can appropriate for a at the appropriate different
design instruction at a level targeted level. developmental
adequate to begin student developmental levels.
teaching that meets the level (e.g.,
cognitive, social, and personal instructional
needs of students and is activity could be
developmentally appropriate? too challenging or
not challenging
enough).

Below Meets the

3.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate On occasion, Teacher
Standard 3 Cont....
frequently misses teacher candidate candidate
opportunities to misses opportunities consistently
to incorporate incorporates
incorporate
students' interests students' interests
students' interests and backgrounds to and backgrounds
and backgrounds motivate student to motivate
to motivate interest and student interest
student interest learning. and learning.
and learning.

Below Meets the

4.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher candidate is Teacher
Standard 4 Diversity of in the process of
has expressed or candidate
Learners demonstrated low developing high expresses and
expectations for all
expectations for demonstrates
learners and a
or a resistance to willingness to teach high expectations
During your interactions with teach any student all learners for all learners
and observations of your with a learning or including students and a willingness
teacher candidate, do you physical with learning or to teach all
believe that he or she can exceptionality, or physical learners including
from a diverse exceptionalities, and students with
design instruction at a level
those from diverse
adequate to begin student racial, ethnic, learning
racial, ethnic,
teaching that reflects an linguistic, or exceptionalities,
linguistic, and
understanding of the diversity socioeconomic socioeconomic and those from
of learners and how to make background. backgrounds. diverse racial,
appropriate accommodations? ethnic, linguistic,
and
socioeconomic
backgrounds.

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Below Meets the

5.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher candidate Teacher
Standard 5 Critical Thinking demonstrates the candidate
relies heavily on
rote, basic skills, ability to pose consistently
challenging and poses challenging
or factual
critical thinking and critical
During your interactions with information to questions or tasks to thinking
and observations of your conduct students but has questions or tasks
teacher candidate, do you instructional missed one or more to students.
believe that he or she can activities. opportunities to do
create instructional so.
opportunities that encourage
students' development of
critical thinking, problem
solving, and performance
skills at a level adequate to
begin student teaching?

Below Meets the

6.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher
Standard 6 Environment Teacher candidate is candidate is well
is disorganized or
is demonstrating organized and, with organized, has
established a
difficulty guidance from the
relationship of
During your observations of establishing a cooperating teacher, mutual respect
your teacher candidate working relationship of is developing with students,
with students, do you believe mutual respect strategies for and clearly
that she or he has the ability, with students. building a conveys
at a level adequate to begin relationship of
expectations to
student teaching, to manage students.
mutual respect with
the classroom, encourage
students, and
appropriate behavior and
conveying
healthy social interactions, and
create a learning environment expectations to
that engages and motivates students.
students?

Below Meets the

7.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher candidate Teacher
Standard 7 Collaborative
is resistant to collaborates well candidate
Relationships with the cooperating maximizes the
collaborative
teacher, but may not opportunities to
efforts with
initiate collaborate with
cooperating opportunities. the cooperating
teacher. teacher by
engaging in
During observations of your professional
teacher candidate's discussions,
interactions with colleagues requesting
and parents, do you believe feedback, and
offering
that he or she is an effective
suggestions.
collaborator at a level
adequate to begin student
teaching?

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Below Meets the

8.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher candidate Teacher
Standard 7 Collaborative
misses conducts him or candidate shows
Relationships (cont.) initiative in
opportunities to herself in a
establishing
establish collaborative
collaborative
collaborative manner when relationships with
relationships with interacting with school personnel
school personnel other school or parents in
or parents in personnel or parents addition to the
addition to the in addition to the cooperating
cooperating cooperating teacher. teacher.
teacher.

Below Meets the

9.
Standard(0-1): Standard(2): Exemplary(3):
Standard 8 Communication Teacher candidate Teacher candidate Teacher
Strategies does not use uses appropriate candidate uses
appropriate language and tone, appropriate
language and and is developing language and
tone, and is not strategies to manage tone, and is also
developing student discourse able to elicit and
During your interactions with and strategies to using appropriate manage student
observations of your teacher manage student questions and discourse using
candidate, do you believe that she discourse using counter examples. appropriate
or he communicates effectively in appropriate questions and
the classroom using a variety of questions and counter
strategies at a level adequate to counter examples. examples.
begin student teaching?

Below Meets the

10.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher candidate Teacher
Standard 8 Communication
has no knowledge shows a developing candidate
Strategies (cont.) demonstrates the
of technological ability or
ability to use
tools that foster willingness to learn
technological
communication. about technological tools to foster
tools to foster communication.
communication.

Below Meets the

11.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher candidate Teacher
Standard 9 Assessment
has difficulty accurately assesses candidate
Strategies student work, but accurately
accurately
needs direction from assesses student
assessing student
the cooperating work and shows
work. teacher to use the ability to use
assessment to assessment to
During your interactions with
further student further student
and observations of your learning. learning.
teacher candidate, do you
believe that he or she has
demonstrated the ability to
accurately assess student
learning at a level adequate to
begin student teaching?

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Below Meets the

12.
Standard(0-1): Standard(2): Exemplary(3):
Teacher candidate Teacher
Standard 10 Professional Teacher candidate
has not met all candidate seeks
Standards professional meets all
opportunities to
responsibilities professional
responsibilities (e.g., extend
(e.g., arriving on
time, meeting all arriving on time, professional
deadlines, meeting all responsibilities
In observing your teacher deadlines, (e.g., arriving
respecting
candidate, does he or she maintain confidentiality, respecting early, initiating
professional standards in maintaining confidentiality, student clubs,
interactions with students, professional maintaining
providing after
colleagues, and parents at a level appearance, professional
appearance, school tutoring,
adequate to begin student teaching? showing concern
showing concern for volunteering for a
for the emotional,
physical, and the emotional, school function)
cognitive well physical, and
being of students cognitive well being
and school of students and
personnel). school personnel).

Below Meets the

13.
Standard(0-1): Standard(2): Exemplary(3): N/A
Middle Level Competency 2

Work effectively on an
interdisciplinary team

Below Meets the

14.
Standard(0-1): Standard(2): Exemplary(3): N/A
Middle Level Competency 4

Work collaboratively with

colleagues, parents, and
administrators.

Below Meets the

15.
Standard(0-1): Standard(2): Exemplary(3): N/A
Middle Level Competency 5

Facilitate student learning within and

across disciplines through the
integration of curriculum.

Below Meets the

16.
Standard(0-1): Standard(2): Exemplary(3): N/A
Middle Level Competency 6

Utilize organizational and grouping

strategies to provide for the needs of
the middle level student.

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No(0-1): Yes With Yes(3):

17.
Reservations(2):
Do you recommend this
candidate for student
teaching?

Please leave detailed

comments on teacher
candidate if recommending "yes
with reservations" or "no"

18.

Cooperating Teacher Signature:

19. Student Teacher Signature:

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