REGENT

SCHOOL OF EDUCATION WEEKLY EVALUATION OF INTERN BY COOPERATING TEACHER

APPENDIX L
Teacher Candidate's Name:
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Cooperating Teacher: \iJ\OyMt>

This form has been designed to help cooperating teacher give the teacher candidate frequent specific feedback. After checking the applicable 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 interns that you have had in your classroom.
\. Attendance _ Frequently absent __Xarely absent Exemplary attendance 4. Written Expression _ Written works demonstrate frequent misspelling and/or grammatical errors _ Writing is often unclear or disorganized ^/Organizes and clearly expresses ideas "^Frequently and effectively communicates with parents and/or administrators 7. Self-Initiative/Independence \ Passive: Depends on others for ^".direction, ideas and guidance fT y Has good ideas, works i effectively with limited \ supervision ()^)^\ ' [^/Creative and resourceful: ^ Independently implements plans 10. Response to Feedback _ Unreceptive to feedback _ Receptive - BUT doesn't implement suggestions iXRecxfotive - AND adjusts performance accordingly t/Solicits suggestions and feedback from others 2. Punctuality _ Frequently late Jenerally punctual /Always on time 5. Tact/Judgment _ Thoughtless: Insensitive to others' feelings and opinions United sensitivity and diplomacy iXPerceives what to do or say in order to maintain good relations fth others and responds 'accordingly Highly sensitive to others' feelings and opinions: Diplomatic 8. Collegiality _ Prefers to work in isolation Reluctant to share ideas and
^ _Brefers being part of a team _ Willingly shares ideas and materials

3. Oral Expression _ Makes frequent usage/grammatical errors -Inarticulate \s Articulate 'y/Expressive, animated 6. Reliability/Dependability __ Sometimes fails to complete assigned tasks and duties _ Sometimes needs to be reminded to attend to ssigned tasks or duties R.esponsible: Attends to 'signed tasks or duties Self-starter: Perceives needs and attends to them immediately 9, Relating Theory to Practice _ No evidence of implementing pedagogical theories Sometimes relates theory to / . (ractice Frequently bases practical work on sound pedagogical theory
12. Interaction with Faculty/Staff Is sometimes antagonistic Shy: Hesitant to work with school 'personnel 'ates easily and positively t)utgoing: Actively seeks opportunities to work with school personnel

11. Interaction with Students _ Sometimes antagonistic towards student _ Shy: Hesitant to work with students _ Relates easily and positively with .students ^Outgoing: Actively seeks opportunities to work with students ^Accepts responsibility for student learning

PROFESSIONAL ATTRIBUTE SCALE

REGENT UNIVERSITY.
SCHOOL OF EDUCATION WEEKLY EVALUATION OF INTERN 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 identity 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 _ Plan has objectives for current lesson Plan has objectives related to appropriate SOL (if applicable) _ Plan is suitable for diverse learners _ Plan has procedures for regularly assessing student progress and making adjustments "T~ Plans are given to cooperating teacher in advance 3. Classroom Instructional Practice and Content A Knowledge _\_ Starts lesson from a point o 2. Classroom Management, Interaction and Feedback 7 Provides behavioral expectations at beginning of lesson Reinforces appropriate student behavior Demonstrates enthusiasm for teaching Provides feedback to students about behavior \ Maintains positive classroom behavior Encourages students when they have difficulty *4. Impact on Student Learning >J j_ Student learning is evidenced by frequent work samples

_ Provides objectives and establishes student's prior ~r Student learning is evidenced by active engagement in knowledge -class ^_ Provides opportunities for students to be actively _J^Student learning is evidenced by positive social engaged i interactions with peers and school personnel ~r~ Provides opportunities for students to be actively "jStudent learning is evidenced by high rate of correct engaged responses and successful performance on quizzes and ~-=MTol leers, reviews, and grades homework, and links to tests classroom instruction _ Begins lesson on schedule \-" Uses student responses and questions i,n teaching _ Uses appropriate wait time for students after asking questions _ Uses effective closure or summarization techniques _ Uses instructional time effectively i Content information is accurate and current Students are asked higher order questions Effectively incorporates technology into instruction

* Make sure to complete this section each week if appropriate.

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REGENT UNIVERSITY
SCHOOL OF EDUCATION WEEKLY EVALUATION OF INTERN BY COOPERATING TEACHER, CONTINUED

If there are elements of professional development or instructional development competencies that need more attention, please provide specific examples of how the teacher candidate may strengthen these areas.

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

Cooperating Teacher Signature

Dafc

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

eacher Candidate Signature

ate 49