**ONLY FOR COOPERATING TEACHERS**
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Directions: Rate the teacher candidate’s performance based on the Standards of Effective Practice for Beginning Teachers listed below. If criteria does not apply to any observations circle not observed. Rate the teacher candidate as a student of teaching not an experienced teacher.
4 - Exceeds Expectation
3 - Meets Expectations
2 - Approaches Expectations
1 - Does Not Meet Expectations
0 - Not Observed
Standard 1: Subject Matter
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Select One:
For example, does the Teacher Candidate...
• Know the subject matter well
• Engage students in generating knowledge according to the methods of inquiry and standards of evidence used in this discipline
• Develop and use curricula that encourages students to understand, analyze and apply varied perspectives
Comments:
Standard 2: Student Learning
The teacher candidate understands how children and youth learn and develop and can provide learning opportunities that support their intellectual, social and personal development.
Select One:
For example, does the Teacher Candidate...
• Use students’ strengths as a basis for growth and errors as opportunities for learning
• Link new ideas to familiar ideas and makes connections to students’ experiences
• Encourage students to assume responsibility for shaping their learning tasks
• Encourage discussion and elicits oral, written and other student thinking samples
Comments:
Standard 3: Diverse Learners
The teacher candidate understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.
Select One:
For example, does the Teacher Candidate...
• Persist in helping all students achieve success
• Accommodate students’ learning differences via tasks assigned and communication
• Weave students’ backgrounds into the learning via materials, examples used, speakers, strategies
• Consciously develop a learning community in which individual differences are respected
Comments:
Standard 4: Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performance skills.
Select One:
For example, does the Teacher Candidate...
• Use multiple teaching and learning strategies
• Engage students in active learning and testing of ideas
• Demonstrate flexibility in the teaching process
• Nurture students’ critical thinking and independent problem solving
• Monitor and adjust strategies in response to students’ ideas, needs and interests
• Use technology as a tool to enhance learning
Comments:
Standard 5: Learning Environment
The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Select One:
For example, does the Teacher Candidate...
• Establish a positive climate in the classroom
• Organize and manage the resources of time, space, activities and attention to provide active engagement of all students in productive tasks
• Maximize the amount of class time spent in learning by creating expectations for communication & behavior
• Show consistency with behavior expectations
• Establish peer relationships to promote learning
• Use different motivational strategies likely to encourage abilities
• Design and manage learning communities in which students assume responsibility for themselves and others, participate in decision-making, and engage in purposeful learning activities
• Monitor independent and group work to allow for full, varied and effective participation of all individuals
Comments:
Standard 6: Communication
The teacher candidate uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Select One:
For example, does the Teacher Candidate...
• Use effective listening techniques
• Use effective communication strategies to convey ideas and ask questions
• Foster sensitive communication by and among all students
• Effectively communicate classroom management expectations when needed
Comments:
Standard 7: Planning Instruction
The teacher candidate plans and manages instruction based upon knowledge of subject matter, students, and the community and curriculum goals.
Select One:
For example, does the Teacher Candidate...
• Successfully align the instruction and assessments with outcomes desired
• Plan instruction that connects curriculum to student experiences
• Design developmentally appropriate instructions for cognitive, social, and physical domains
• Plan for a variety of learning styles
• Plan to activate prior knowledge, encourage exploration and problem-solving and build new skills on those previously acquired
• Evaluate plans in relation to short-range and long-range goals
• Adjust plans to meet students’ needs and enhance learning
Comments:
Standard 8: Assessment
The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of her/his learners.
Select One:
For example, does the Teacher Candidate...
• Assess student performance toward achievement of Minnesota graduation standards
• Select, construct and use assessments that match with learning outcomes being evaluated
• Use varied formal and informal assessment techniques
• Use assessment to identify student strengths and promote student growth
• Use assessments to modify teaching and learning strategies as needed
• Implement student self-assessment activities to help them identify their own strengths and needs
• Establish and maintain student records of work and performance
• Responsibly communicate student progress to students, parent/guardians and other colleagues
Comments:
Standard 9: Reflection and Professional Development
The teacher candidate is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents and other professionals) and who actively seeks out opportunities to grow professionally.
Select One:
For example, does the Teacher Candidate...
• Reflect on and revise practice based on student assessments and colleague observations
• Use colleagues within the school and other professionals arenas as support for reflection, problem-solving and new ideas
• Understand the Code of Ethics for Minnesota Teachers and the responsibility for maintaining licensure
Comments:
STandard 10: Collaboration, Ethics and Relationships
The teacher candidate communicates and interacts with parents/guardians, families, school colleagues, and the community to support the students’ learning and well-being.
Select One:
For example, does the Teacher Candidate...
• Understand students’ rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, and reporting situations of known or suspected abuse or neglect
• Collaborate with other professionals to improve the overall learning environment for students.
• Consult with parents, counselors, other teachers and community agencies to link to student environments
• Establish productive relationships with parents/guardians in support of student learning and well-being
Comments:
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Date:
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