REGENT

SCHOOL OF EDUCATION .NTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX M l & M 2

Name of Teacher Candidate Endorsement Area Internship Dales: Began

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S\V*JCS\ge 'Grade IO-||^6 vh Level "2^ . T-OV\ Concluded

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Evaluator'sName

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Evaluator's Position

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Please rate the teacher candidate's performance according to the following rubric:

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I. INSTRUCTIONAL P L A N N I N G AND D E L I V E R Y
1. Uses formal and informal assessment data to make instructional decisions. 2. Plans instruction based on objectives and core curriculum demands J. Designs instruction that academically addresses learning style and motivation, as well as behavioral and academic needs. 4. Plans instruction based on diagnostic teaching 5. Designs instruction that includes review, teacher presentation, guided and independent practice, immediate feedback and delayed testing i). Designs and implements instruction that facilitates retention and transfer. 7. Involves students with daily visual charting of academic and behavioral performance. 8. Demonstrates effective use of instructional time. '>, Uses relevant example and demonstration to illustrate concepts and skills. 10. Makes efficient transitions between instructional activities. 1 1. Summari7.es the main points at the end ot the lesson. 12. Incorporates all language modes in instructional planning ajid delivery. 13. Uses signals, cues, and questioning appropriately. 14. Conducts and uses task analysis. 15 Integrates effective social skills, as well as career and vocational skills with academic curricula 16. Uses computer technology uhen appropriate 17. Uses research-based instructional approaches and techniques
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oniments on effectiveness of overall instruction and use of developmental!} appropriate strategies:

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-MiLUNIVERSIT^
SCHOOL OF EDUCATION INTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX M l & M 2

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11. PART A. MANAGEMENT- BEHAVIOR 1. Utilizes a predetermined set of behavior management rules and procedures. 2. Anticipates behavior problems (signals, behavioral indicators) and responds. 3. Designs and implements appropriate behavior intervention plans. 4. Designs and implements strategies for social skill instruction. 5. Uses knowledge about students to prevent behavior problems.

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Comments on teacher candidate's impact on student discipline:

Comments on teacher candidate's ability to lead the class:

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REGENT UNIVERSITY.
SCHOOL OF EDUCATION .NTERN EVALUATION: MIDTERM(Ml) /FTNAL(M2) COOPERATING TEACHER APPENDIX M1&M2

INTERN EVALUATION: MIDTERM AND FINAL BY CT / US (CONT.)

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o HI. COMMUNICATION __ _ Q < 1 . Uses voice tone and facial expressions tor emphasis, management, and expression.
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2. Actively listens and appropriately responds to students, parents, teachers, administrators, and other school personnel.

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3. Collaborates with parents, classroom teachers, and other school/community personnel. 4. Communicates specillc information on student performance to teachers, administrators, parents, and other school professionals. 5. Chooses language appropriate to learner needs.

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6. Builds an interactive learning community vvith students

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7. Demonstrates ability' to problem solve as well as manage resistance and conflict in interactions with students and professionals. 8. Writes appropriate goals and objectives.

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9. Understands and respects individual differences Comments on teacher candidate's ability to lead the class:

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REGENT UNIVERSITY,
SCHOOL OF EDUCATION INTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX M1&M2

INTERN EVALUATION: MIDTERM AND FINAL BY CT / US (CONT.)

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IV. EVALUATION AND ASSESSMENT 1. Examines student educational files and understands and utilizes assessment data. 5 2. Conducts and analyzes functional assessment of behavior. 3. Uses direct observation techniques to gather data and design behavioral interventions. 4. Conducts diagnostic assessment for instructional purposes.

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5. Monitors daily academic progress.

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6. Provides immediate feedback.

7. Sequences, implements, and evaluates individual learning objectives.

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8. Critiques daily performance.

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9. Keeps anecdotal record of"student behavior.

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REGENT UNIVERSITY,
SCHOOL OF EDUCATION .NTERN EVALUATION: MIDTERM(Ml) /FINAL(M2) COOPERATING TEACHER APPENDIX M1&M2
INTERN EVALUATION: MIDTERM AND FINAL BY CT / US (CONT.)

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V. PROFESSIONAL AND ETHICAL BEHAVIOR 1. Plans and directs activities of classroom assistants including paraprofessionals, volunteers, and tutor. 2. Modifies performance based on personal and professional critiques. 3. Demonstrates flexibility. 4. Demonstrates initiative in planning, management and professional interactions. 5. Maintains confidentiality. 6. Demonstrates effective collaboration in one-to-one and small group interactions. 7. Fosters trust in relationships with students, families and colleagues. 8. Receives and responds to constructive feedback.
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Comments on teacher candidate's professionalism, attitudes, and demeanor tUroughput the period of observation:

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Summary: (Signature of Evaluator)" 'Signature of Teacher Candidate) (Date)

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iBi REGENT
SCHOOL OF EDUCATION COOPERATING TEACIIER COOPERATING TEACHER FEEDBACK FORMAPPENDIX N leacher Candidate
(First and Last Name) (Semester/Year)

Please answer the following questions so that we can assess and improve the teacher preparation program at Regent University. Your input is of great value and we plan to take your recommendations into thoughtful consideration as we seek ways to improve our program. 1. Was our teacher candidate adequately prepared for the placement? jAtflL a. In what areas was the teacher candidate sufficiently prepared?

b. In what areas could he/she have been better prepared?

2. Was the university supervisor sufficiently involved in the internship experience?

3. Would you be willing to serve again as a cooperating teacher?

4. Do vou have anv other comments or recommendations?

Cooperating Teacher

M^TU "RoiA/T>
a d Last Name) i , (Date) Thank you once again for yyyr time and your input

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