Evaluation of Student Teaching

College of Education & Human Development

University of Minnesota-Twin Cities

Taylor

Mantz

Candidates First Name________________ Last Name _________________________Candidates UMN ID ___________

At which point (and for what purpose) is this evaluation documented? (Check one)
Mid-placement/Formative (Required at mid-point during final Student teaching placement(s)/Alt. Path Clinical)
Additional (not required, programs may elect to complete more evaluations if desired)

Final/Summative (Required near the end of the final Student teaching placement/Alt. Path Clinical)

Max DeRaad

05/05/2016

Evaluation completed by __________________________________________ on ______________________________

(Print Name Clearly)

Status (Check one):

In progress

(MM/DD/YYYY)

Ready for submission to TK20

How and when are the Evaluations of Student Teaching used to document evidence?
University Clinical Supervisors, in consultation with the cooperating teacher and/or school-based mentors, gather evidence from
observations and complete the rubric to document evidence and assess the candidates current performance based on the Minnesota
Standards of Effective Practice (SEP) 1. The rubric is required a minimum of two times- at a mid-point and again near the end - during the
final student teaching placement. The rubric is used to document evidence of standards met and/or provide feedback on SEPs needing
further development. The rubric scores and evidence gathered at mid-placement and end of placement are entered into Universitys
Data system- TK20 and shared with the candidate. All data related to the Evaluations of Student Teaching must be submitted prior to the
end of the student teaching placement/alternative pathway clinical experience.
How are the Evaluations of Student Teaching used as part of the review process of the candidates readiness for recommendation for
licensure?
As noted in the CEHD handbook, teacher candidates participate in a series of assessments and evaluation activities that create an overall
assessment system for the UMN-TC teacher licensure programs. Cooperating teachers and University supervisors participate in some,
but not all, aspects of this assessment and evaluation process. Candidates meeting any of the following criteria may need additional
support during student teaching and review prior to recommendation for licensure:
1. Candidate scored at Unsatisfactory or Developing on one or more items on the standards-based rubric
2. Candidate received an NA (Not Observed) on one or more items on the standards-based rubric
3. Candidates performance indicates that new concerns have arisen, as documented by t he university supervisor
1 https://www.revisor.mn.gov/rules/?id=8710.2000

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities

1. Subject matter
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
can create learning experiences that make these aspects of subject matter meaningful for students.
1A

Unsatisfactory (1pt)

Teacher makes numerous

content errors or does not
correct content errors
students make.

Developing (2pt)

Teacher displays basic

content knowledge but
cannot articulate
connections with other
parts of the discipline or
with other disciplines.

Proficient (3pt)

Teacher displays solid

content knowledge and
makes connections between
the content and other parts
of the discipline and other
disciplines.

Exemplary (4pt)

Teacher uses the central

concepts, structure, and
tools of inquiry of the
discipline to create
meaningful learning
experiences for students.

NA

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Relates material to real world
Includes goals that are clearly written and shared by all
Has worked hard on using Academic Language
Writes common misconceptions that students have into the lesson plan

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
2. Student learning
The teacher understands how students learn and develop, and can provide learning opportunities that support their
intellectual, social and personal development.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Teacher displays minimal
Teacher displays
Teacher displays
Teacher displays knowledge
NA
2A

knowledge of how students

learn, and/or of the
developmental
characteristics of children
and adolescents.

generally accurate
knowledge of how students
learn, and of the
developmental
characteristics of children
and adolescents.

thorough understanding
of how students learn,
of the typical
developmental
characteristics of
children and
adolescents as well as
exceptions to general
patterns. Understanding
is somewhat evident in
teachers' planning and
implementing of
instruction.

of how students learn, and the

typical developmental
characteristics of children and
adolescents, exceptions to the
patterns, and the extent to
which each student follows
patterns. Teacher integrates
such knowledge when planning
and implementing instruction.

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Provides multiple ways to learn - visual, audio, kinesthetic
Allows no put downs (Social)
differentiates for students in the classroom
Makes adaptations on assignments
Allows students to talk through different approaches to problem solving

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
3. Diverse learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that
are adapted to learners from diverse cultural backgrounds and with exceptionalities.
3A

Unsatisfactory (1pt)

Teacher displays limited

familiarity with the different
approaches to learning that
students exhibit.

Developing (2pt)

Teacher displays
general understanding of
the different approaches
to learning that students
exhibit.

Proficient (3pt)

Teacher displays solid

understanding of the
different approaches to
learning that different
students exhibit.

Evidence (required if marked above as either unsatisfactory or developing):

Exemplary (4pt)

Teacher uses, where

appropriate, knowledge of
students' varied approaches to
learning in planning and
implementing instruction.

NA

Teacher uses, where

appropriate, knowledge of
students' exceptionalities in
planning and implementing
instruction.

NA

Strengths:
Gives directions in manageable steps (includes visuals)
Includes a variety of activities and experiences
Provides follow-up activities to meet varied ability levels
Provides time to practice A.L. and content objectives
Accommodated for religious cultures within classroom

3B

Teacher displays limited

familiarity with areas of
exceptionality in learning.

Teacher displays
general
understanding of the
areas of
exceptionality in
learning.

Teacher displays solid

understanding of the
areas of exceptionality
in learning.

Evidence (required if marked above as either unsatisfactory or developing):

Strengths;
Moves around room during individual practice to challenge or provide help
Is aware of IEP's, free and reduced lunch, G and T, 504 plans
Worked closely with Spec. Ed. to gain resources for EBD student

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
3. Diverse learners (continued)

3C

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that
are adapted to learners from diverse cultural backgrounds and with exceptionalities.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Teacher has limited
familiarity with the
process of second
language acquisition,
and strategies to
support the learning of
English Language
Learners.

Teacher displays
general understanding
of the process of second
language acquisition,
and strategies to
support the learning of
English Language
Learners.

Teacher displays solid

understanding of the
process of second
language acquisition,
and strategies to
support the learning of
English Language
Learners.

Teacher uses, where appropriate,

knowledge of second language
acquisition when planning and
implementing instruction. Teacher
integrates strategies to support the
learning of English Language Learners
in planning and implementing
instruction.

NA

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Demonstrates an awareness to call on all students equitably
Practices an effective method to allow students to experience cooperative learning
Is deliberate about choosing partners (Turn and Talk) and invites pairs to explain
Uses specific essential vocabulary

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
3. Diverse learners (continued)

3D

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that
are adapted to learners from diverse cultural backgrounds and with exceptionalities.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Teacher displays only
vague awareness of
instances of
institutional, cultural,
and personal
discrimination,
prejudice, racism and
sexism.

Teacher recognizes
instances of
institutional, cultural,
and personal
discrimination,
prejudice, racism and
sexism, but has very
limited strategies for
responding to them.

Teacher identifies
instances of institutional,
cultural, and personal
discrimination, prejudice,
racism and sexism.
Teacher has a repertoire
of strategies for
addressing situations.

Teacher actively identifies instances

of institutional, cultural, and personal
discrimination, prejudice, racism, and
sexism; if/when appropriate, the
teacher integrates these themes into
planning and implementing instruction.
Teacher reflects on his/her own
prejudices, and takes steps to address
them.

NA

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Plans activities to create a classroom where everyone belongs
Encourages students to try new ideas
Furthers classroom discussions through questioning
Accommodates special needs for individual students

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
4. Instructional strategies
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical
thinking, problem solving, and performance skills.
Unsatisfactory (1pt) Developing (2pt) Proficient (3pt)
Exemplary (4pt)
Teacher
Teacher
Teacher demonstrates a
Teacher skillfully demonstrates the use of
NA
4A

demonstrates
familiarity and
understanding of a
very limited repertoire
of instructional
strategies.

demonstrates
familiarity and
understanding of
a range of
instructional
strategies.

solid understanding of a
range of instructional
strategies, including the
strengths, limitations, and
appropriate uses of each
strategy.

a range of instructional strategies in

planning and implementing instruction;
many of the strategies encourage students'
development of critical thinking, problem
solving, and performance skills.

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Uses a variety of strategies - inquiry, partner work, turn and talk, discussion, hands-on
Encourages students to create questions/wonderings
Uses high level cognitive activities (student choice, variety of resources, experiences connect to other disciplines)
Changes groups on a rotating basis so learners hear other voices

4B

Teacher is familiar
with a very limited
number of
instructional
resources.

Teacher is
familiar with a
range of
instructional
resources.

Teacher demonstrates
familiarity with a range of
instructional resources, and
uses these in planning and
implementing instruction.

Teacher demonstrates familiarity with a

wide range of instructional resources, and
uses a range of instructional resources
when planning and implementing
instruction; many of the resources
encourage students' development of
critical thinking, problem solving, and
performance skills.

NA

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Uses more than the teachers manual in preparing lesson (internet, youtube)
Collaborates with other teachers
Provides extra resources for students

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
5. Learning environment
The teacher 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.
5A

Unsatisfactory (1pt)

Teacher demonstrates
little or no understanding
of the principles of
individual/group
motivation, and how these
principles relate to a
positive learning
environment.

Developing (2pt)

Teacher demonstrates
a general understanding
of the principles of
individual/group
motivation, and how
these principles relate to
a positive learning
environment.

Proficient (3pt)

Teacher demonstrates
a solid understanding of
the principles of
individual/group
motivation, and how
these principles relate
to a positive learning
environment.

Evidence (required if marked above as either unsatisfactory or developing):

Exemplary (4pt)

Teacher demonstrates a solid

understanding of the principles of
individual/group motivation, and
how these principles relate to a
positive learning environment.
Teacher skillfully uses these
principles to create a learning
environment that encourages
positive social interaction, active
engagement in learning, and selfmotivation.

NA

Strengths:
Provides a reason for learning
Allows students to share their ideas
Establishes well defined expectations and routines
Plans for pre-set groups when necessary
Is able to redirect students when necessary
Maintains a calm classroom conducive to learning
Is highly prepared and organized

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
5. Learning environment (continued)

5B

The teacher 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.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Teacher demonstrates
little or no understanding
of effective classroom
management strategies,
and how these strategies
relate to a positive learning
environment.

Teacher demonstrates
a general understanding
of strategies for effective
classroom management,
and how these strategies
relate to a positive
learning environment.

Teacher demonstrates
a solid understanding of
strategies for effective
classroom management,
and how these
strategies relate to a
positive learning
environment.

Teacher uses effective classroom

management strategies to create a
learning environment that
encourages positive social
interaction, active engagement in
learning, and self-motivation.

NA

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Stops and makes sure all are listening before directions are given
Models behaviors and routines
Allows for accountable talk (students rephrase/student summarizes/student teaches)
Captures positive behavior and acknowledges students
Is respectful to all students

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
5. Learning environment (continued)
The teacher 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.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Teacher
interaction
with
Teacher-student
Teacher-student
interactions
Teacher demonstrates
NA
5C

some students is negative,

demeaning, sarcastic, or
inappropriate to the age or
culture of the students. Some
students exhibit disrespect for
the teacher and/or studentstudent interactions are
characterized by conflict,
sarcasm, or put-downs.

interactions are
generally appropriate
but may reflect
occasional
inconsistencies,
favoritism, or disregard
for students' cultures.
Students exhibit only
minimal respect for
teacher, and/or for one
another.

are friendly and demonstrate

general warmth, caring, and
respect. Such interactions are
appropriate to developmental
and cultural norms. Students
exhibit respect for teacher, and
student-student interactions
are generally polite and
respectful.

genuine caring and respect

for individual students.
Students exhibit respect for
teacher as an individual,
beyond that for the role.
Students demonstrate
genuine caring for one
another as individuals and
as students.

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Models good manners consistently
Encourages students to follow/accept teacher expectations
Allows for students to ask their peers questions or comment on their ideas
Makes reference to student interests

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

10

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
6. Communication
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
6A

Unsatisfactory (1pt)

Teacher demonstrates very weak

communication skills. Teachers'
spoken language may be inaudible,
and/or written language is illegible.
Spoken or written language may
contain many grammar and syntax
errors. Vocabulary may be
inappropriate to students' age and
diverse backgrounds, vague, or
used incorrectly, leaving students
confused.

Developing (2pt)

Teacher demonstrates
communication skills that need
significant improvement.
Teachers' spoken language may
be audible, and/or written
language may be legible. Both
are used correctly. Vocabulary
is correct but limited or is not
appropriate to students' ages
and/or diverse backgrounds.

Proficient (3pt)

Teacher
demonstrates solid
communication skills.
Teachers' spoken and
written language is
clear and correct.
Vocabulary is
appropriate to
students' age and
interests.

Evidence (required if marked above as either unsatisfactory or developing):

Exemplary (4pt)

Teacher
demonstrates excellent
communication skills.
Teachers' spoken and
written language is
correct and expressive,
with well-chosen
vocabulary that
enriches lessons, as
well as personal
interactions with
students.

NA

Strengths:
Allows students to explain their learning
Shows interest in words - highlights words in read alouds
Explanations are thorough and clear
Finds opportunities to extend students' vocabularies within discipline and more general use

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

11

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
6. Communication (continued)

6B

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Teacher directions and
procedures are often
confusing to students.

Teacher directions and

procedures are readily
clarified after initial
student confusion.

Teacher directions and

procedures are clear to
students and contain an
appropriate level of detail.

Evidence (required if marked above as either unsatisfactory or developing):

Teacher directions and

procedures are clear to
students and anticipate
possible student
misunderstanding.

NA

Strengths:
Gives directions both verbally and written
Identifies possible areas for confusion- in other words the teacher has completed the assignment themselves and knows what to expect
Uses groupings appropriate for learning
Uses partner talk

6C

Many of the teachers'

questions are of poor
quality. For example,
questions are poorly
worded, OR almost all
questions are recitationstyle, OR almost all
questions are beyond
students' level of
understanding.

Teachers' questions are

a combination of low and
high quality. Only some
invite more than a
recitation-type level of
response.

Teachers' questions are well

sequenced and of high quality.
Teacher asks questions and
stimulates discussion in
different ways for particular
purposes, such as probing for
learner understanding, helping
students articulate their ideas
and thinking processes, etc.

Teachers' questions set

the stage for a high level of
meaningful student-tostudent discussion, with
students assuming primary
responsibility for the success
of the discussion.

NA

Evidence (required if marked above as either unsatisfactory or developing)

Strengths:
Plans for student to student discussion
Asks different levels of questions: Simple yes/no, recall/knowledge/application, analysis
Utilizes phrases such as: "Tell me more" "What makes you think that?"

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

Teacher asks ..."Tell

12

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
7. Planning instruction
The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
Most of the teachers'
Instructional goals
Instructional goals are
NA
Instructional goals are
7A
instructional goals are not
appropriate. They are either
unclear, lack viable measurement,
inappropriate for students' age or
background, or are not considered
significant to the discipline.

are generally
appropriate, but
some are either
unclear, lack viable
measurement,
inappropriate for
students' age or
background, or are
not considered
significant to the
discipline.

appropriate for most, if not

all, students. Goals are
clear; can be assessed;
reflect significant
disciplinary content and
skills; and reflect attention
to students' age, learning
approaches, background,
and prior experiences.

Evidence (required if marked above as either unsatisfactory or developing):

appropriate for students.

Goals are clear; can be
assessed; reflect significant
disciplinary content and
skills; and reflect attention
to students' age, learning
approaches, background,
and prior experiences.
Goals are clearly and
consistently communicated
to each student.

Strengths:
Writes a lesson that includes introduction/motivation/ objectives, guided practice, independent practice, assessment, and closure
Writes a lesson that flows in logical sequence
Connects lessons to unit rather than isolated event
Includes possible answers and/or misconceptions in lesson plans
Establishes routines for student assurance
Is flexible in her teaching

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

13

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
8A

Unsatisfactory (1pt)

The teacher demonstrates

little familiarity with the
basic concepts and issues
related to assessment, such
as different types of
assessment and their uses.
The teacher rarely uses
assessment data to increase
knowledge of learners, to
evaluate students' progress
and performances, or to
modify teaching and
learning strategies.

Developing (2pt)

The teacher demonstrates

a general understanding of
basic concepts and issues
related to assessment, such
as different types of
assessment and their uses.
The teacher occasionally
uses assessment data to
increase knowledge of
learners, OR to evaluate
students' progress and
performances, OR to modify
teaching and learning
strategies.

Proficient (3pt)

The teacher demonstrates

a solid understanding of
basic concepts and issues
related to assessment,
different types of
assessment and their uses.
The teacher frequently uses
assessment data to increase
knowledge of learners, OR
to evaluate students'
progress and performances,
OR to modify teaching and
learning strategies.

Evidence (required if marked above as either unsatisfactory or developing):

Exemplary (4pt)

The teacher
demonstrates a solid
understanding of basic
concepts and issues related
to assessment uses, and
skillfully uses a variety of
formal and informal
assessment techniques.
The teacher frequently uses
assessment data to
increase knowledge of
learners, evaluate students'
progress and
performances, and modify
teaching and learning
strategies.

NA

Strengths:
Gathers information to assess how well students have learned the material - exit ticket, quiz, big 4
Utilizes systematic method to assess lesson objectives
Creates rubrics to evaluate assessment
Shares with students how they will be assessed

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

14

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
9. Reflection and professional development
The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others
(students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow
professionally.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
The
teacher
The
teachers'
The
teacher
reflects
on
The teacher skillfully reflects on
NA
9A

demonstrates difficulty
identifying his/her
instructional strengths
and weaknesses; the
teacher has difficulty
seeing the connections
between his/her
instructional decisions
and student learning. The
teacher frequently reacts
negatively to feedback
from supervisors.

reflections on her/his
teaching focus on
teacher and student
behaviors. The teachers'
identification of his/her
instructional strengths
and weaknesses is
limited, and suggestions
for addressing
weaknesses are very
general. The teacher
sometimes reacts
negatively to feedback
from supervisors.

his/her teaching, student

learning, and the immediate
educational environment.
The teacher can identify the
strengths and weaknesses
of his/her teaching, describe
their consequences for
student learning and
development, and suggest
ways to address
weaknesses. The teacher
accepts and reflects on
feedback from supervisors.

Evidence (required if marked above as either unsatisfactory or developing):

her/his teaching, student learning,

and the immediate and broader
educational environment. The
teacher can identify the strengths
and weaknesses of his/her
teaching, describe their
consequences for student learning
and development, and suggest
ways to address weaknesses.
When appropriate, reflections
include connections to
educational theories and
philosophies; historical and social
contexts. The teacher actively
seeks and reflects on feedback
from supervisors.

Strengths:
Researches suggestions for improvement
Sets short and long term goals continually
Examines, evaluates, and records student work to assess understanding and guide pacing on future lessons

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

15

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
9. Reflection and professional development

9B

The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others
(students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow
professionally.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
The teacher engages in minimal
professional development
activities to enhance knowledge or
skill.

The teacher
engages in
professional
development
activities to a limited
extent when they are
convenient.

The teacher engages in a

range of professional
development activities.

Evidence (required if marked above as either unsatisfactory or developing):

The teacher actively

seeks opportunities for
professional development,
and uses knowledge and
skills gained through
professional development
to enhance instruction and
student learning.

NA

Strengths:
Participates as a contributing member of team meetings
Shares ideas with other members of the teaching team
Applies learning from professional development opportunities

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

16

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
10. Collaboration, ethics, and relationships
The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to
support students' learning and well-being.
Unsatisfactory (1pt)
Developing (2pt)
Proficient (3pt)
Exemplary (4pt)
The teacher demonstrates little
The teacher is
The teacher establishes
The teacher contributes
NA
10A

or no attempt to build
relationships with colleagues, or,
establishes a negative relationship
with colleagues.

cordial with
colleagues.

positive working
relationships with
colleagues.

to a positive and supportive

working environment
among colleagues.

Evidence (required if marked above as either unsatisfactory or developing):

Strengths:
Shows mutual support and cooperation for school community
Complies with school regulations
Works closely with team to differentiate instruction for ability levels

10B

Little effort is made to

communicate, communicates
insensitively, or does not respond
to families.

Interactions with
families focus mainly
on negative student
behavior.

The teacher
communicates as required
with families about
students' progress, and is
available to respond to
parent concerns.

Evidence (required if marked above as either unsatisfactory or developing):

Regularly communicates
with families; gives explicit
feedback about student
progress; works to foster
positive relationships with
families, and is sensitive to
family concerns.

NA

Strengths:
Communicates in a timely manner
Actively seeks feedback from supervisors and colleagues
Made efforts to engage families in the instructional program

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

17

Evaluation of Student Teaching

College of Education & Human Development
University of Minnesota-Twin Cities
Summary of areas for future focus:
Taylor has successfully completed her second semester of her Post Baccalaureate program at Lincoln Elementary in White Bear Lake. She has
worked hard to provide an learning environment that is positive and affective. She worked closely with her grade level team for best instructional
practices for students. She completed all of her assignments including the edTPA. She is well on her way to a successful teaching career.

Other feedback:

Office of Teacher Education, CEHD form: Evaluation of Student Teaching Rubric, updated 9/9/14

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