REGENT

UNIVERSITY.
College of Arts and Sciences
WEEKLY EVALUATION OF TEACHER CANDIDATE B Y COOPERATING TEACHER
Teacher Candidate's Name: U^(^|Av|
Cooperating Teacher: k ^ l ^ T l

UtY(Fv|

Date:

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.School:

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This form has been designed to the help cooperating teacher give the teaeher eandidate frequent
specific feedback. After checking the applieable items in each area, continue with the successive
sections and provide specific information regarding strengths and areas for improvement. As you rate
our students, please consider how they rank compared to other teacher candidates that you have
had in your classroom.
Oral Expression
Makes frequent
usage/grammatical errors
Inarticulate
l/^Always on time
iculate
xpressive, animated
4.
Written Expression
5.
Tact/Judgment
6. Reliability/Dependability
Written works demonstrate
Thoughtless: Insensitive to
Sometimes fails to complete
frequent misspelling and/or
others' feelings and opinions
assigned tasks and duties
grammatical errors
Sometimes needs to be
Limited sensitivity and
_Writing is often unclear or
reminded to attend to assigned
diplomacy
'disorganized
tasks or duties
Perceives what to do or say in
.Responsible: Attends to
Organizes and clearly
order to maintain good
expresses ideas
relations with others and
'a ssigned tasks or duties
Self-starter:
Perceives needs
^responds accordingly
Frequently and effectively
S
and attends to them
communicates with parents ^
Highly sensitive to others'
immediately
and/or administrators
feelings and opinions:
Diplomatic
7.
Self-Initiative/Independence 8.
Collegiality
9.
Relating Theory to Practice
Passive: Depends on others
Prefers to work in isolation
No evidence of implementing
for direction, ideas and
Reluctant to share ideas and
pedagogical theories
guidance
materials
Sometimes
relates theory to
bom
Has good ideas, works
actice
Trefers being part of a team
effectively with limited
Freo
tx-^Willinglv shares ideas and
_Frequently
bases practical
supervision
materials
work on sound pedagogical
theory
v / .Creative and resourceful:
Independently implements
plans
10. Response to Feedback
I I . Interaction with Students
12. Interaction with Faculty/
Staff
Unreceptive to feedback
.Sometimes antagonistic
Is sometimes antagonistic
.Receptive - BUT doesn't
towards student
Shy: Hesitant to work with
implement suggestions
.Shy: Hesitant to work with
sjjiool personnel
.Receptive - AND adjusts
easily and positively
students
i x ^Relates
el
rformance accordingly
Outgoing: Actively seeks
.Relates easily and positively
suggestions and
opportunities to work with
V ^ SSolicits
o
with students
feedback from others
school personnel
.Outgoing: Actively seeks
opportunities to work with
students
Accepts responsibility for
student learning
1.

Attendance
Frequently absent
Rarely absent
Exemplary attendance

2.

Punctuality
.Frequently late
Generally punctual

3.

I
J

REGENT
^UNIVERSITY.

College of Arts and Sciences

WEEKLY EVALUATION OF TEACHER CANDIDATE BY COOPERATING TEACHER,

(CONTINUED)
Summarize the proficiency level for each area listed. Identify at least two areas of instructional
strength your teacher candidate demonstrated this week (Indicate with a "+"). Then identify at
least two areas that the teacher candidate needs to focus on for the following week (Indicate
with a "V"). After checking items in each area, please turn the page and provide more specific
information.
1. Teaching Plans and Materials
2. Classroom Management, Interaction and
Feedback
Plan has objectives for current lesson
Plan has objectives related to appropriate T'Provides behavioral expectations at
SOL (if applicable)
beginning of lesson
k^Plan is suitable for diverse learners
\s appropriate student behavior
Plan has procedures for regularly assessing Demonstrates enthusiasm for teaching
student progress and making adjustments l^Provides feedback to students about
T" Plans are given to cooperating teacher in
behavior
advance
Maintains positive classroom behavior
Encourages students when they have
difficulty
3. Classroom Instructional Practice and *4. Impact on Student Learning
Content Knowledge
^/Student learning is evidenced by frequent
T Starts lesson from a point of engagement
work samples
Provides objectives and establishes
T" Student learning is evidenced by active
student's prior knowledge
engagement in class
T Provides opportunities for students to be
Student learning is evidenced by positive
aetively engaged
social interactions with peers and school
personnel
Provides opportunities for students to be
actively engaged
\ Student learning is evidenced by high rate
Collects, reviews, and grades homework, andof correct responses and successful
performance on quizzes and tests
links to classroom instruction
Begins lesson on schedule
Uses student responses and questions in
* Make sure to complete this section each
teaching
week if appropriate.
Uses appropriate wait time for students
after asking questions
V^^ses effective closure or summarization
techniques
Uses instructional time effectively
Content information is accurate and current
Students are asked higher order questions
43

REGENT
UNIVERSITY.
College of Arts and Sciences
WEEKLY EVALUATION OF TEACHER CANDIDATE BY COOPERATING TEACHER,
(CONTINUED)
If there are elements of professional development or instructional development competencies
that need more attention, please provide speeific examples of how the teacher candidate may
strengthen these areas.

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In the space below, pleaseddescribe how the Regent University teacher candidate ranks
compared to other interns that you had observed. You may use the criteria assessed in the
final evaluation to highlight strength or weakness.

Date

Cooperating Teaeher Signature

In the space below, the teacher candidate will briefly outline plans to strengthen or
improve areas noted above by the cooperating teaeher.

AiMr^.

cvf iAV]M -ALL (^A^OAn-y

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C2 . l3-{^
Teacher Candi

ignature

Date

44