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Cover Sheet
This report should be turned in to your student teaching supervisor by the due date listed on the
seminar schedule. For split placements, use this form at the beginning of each placement.
Student Teacher:
Mentor Teacher:
School(s):
Subject/Grade(s):
_____
1) Observe your mentor teacher and complete the Classroom Observation Checklist and
Reflection.
_____
_____
3) Complete the information sheet for your student teaching supervisor and include a
copy of your mentor teachers class schedule.
_____
4) Review the Student Teaching Handbook materials with your mentor teacher.
_____
5) Locate and review a copy of the standards/benchmarks utilized for your subject
and/or grade level. Discuss these with your mentor teacher.
Supervisor Comments:
____________________________
(Signature, Student Teacher)
________________
(Date)
____________________________
(Signature, Supervisor)
________________
(Date)
Revised 3/2014
Phone #/s:
College Supervisor:
Phone #/s:
Phone #/s:
School Principal:
Asst. Principal:
Guidance Counselor(s):
Office Personnel:
Absenteeism: If absent, call your mentor teacher by:
Phone #/s:
(time)
Also notify your college supervisor.
Building and/or classroom policies for assessing and reporting students progress:
Building and/or classroom policies for handling student tardiness and absenteeism:
Mentor teachers routines/procedures (ex. collecting assignments, student permission to leave the
room, etc.):
Procedures for the removal of a student from the classroom:
Grade Level:
Dates of Observations:
Subjects Observed:
Instructions: Listed below are characteristics of effective classroom instruction. As you observe your
mentor teacher, pay close attention to what he/she does to facilitate effective teaching and learning. Look
for evidence of the following characteristics. Record notes about the evidence in the space provided.
(Please note: You should observe several lessons over several days in order to see the range of
characteristics listed below.) Use the Comment section to record routines/procedures connected to these
topics that are repeated on a regular/daily basis.
Organization
A. Shows evidence of planning/
preparation for the lesson.
B. Reviews prior class material to
prepare the students for the
content to be covered in the
lesson.
C. Clearly states goals/ objectives
for the lesson.
D. Summarizes the lessons main
points at the close of the lesson.
E. Directs student preparation for
the next class session.
Comments:
Comments:
Teacher-Student Interaction
A Communicates clear
expectations for classroom
behaviors.
B Responds appropriately to
student questions and
comments.
C Treats all students in a fair
and equitable manner.
D Demonstrates awareness of
individual student learning
needs.
E Monitors progress of
individual/group work and
behaviors.
Comments:
Based on your reflections, what are two elements of effective teaching in which you feel confident about
your own skills? Why did you select these two?
What are two elements of effective teaching that you need to develop at a higher level? Why did you
select these two?
Attach a copy of the mentor teachers class schedule. Highlight the planning times and list other
times that you and the mentor would be available for conferencing.
Revised 3/2014