Iowa Department of Education Student Teacher Evaluation
College : Wartburg College
Grade Level:       Endorsement Area(s):
Standards
1. Content Knowledge
Elementary/ Early Childhood
K-6 Special Education
INTASC Principle 1:
Knowledge of Subject Matter
Candidate:
 Understands subject
matter.
 Creates learning
experiences that make subject
matter meaningful to students.
Iowa Teaching Standard #2:
Demonstrates competence in content
knowledge appropriate to the teaching
position.
Possible Sources of Evidence:
Lesson plans
Lessons observed
Revised lesson plans
Artifacts of student work
Teacher materials
(handouts, tests, etc.)
Conferences with candidate
Informal observations
Comments
Student Teacher:       Placement Dates:     
      Cooperating Teacher:      
Rate the candidate on each of the Not met/Unacceptable Met/Acceptable Met with Strength/Exemplary Not
10 standards by marking the appropriate box Observed
on the 1-5 scale. 1 2 3 4 5 N
Indicators for Consideration Reading/Literacy/Language Reading/Literacy/Language Reading/Literacy/Language
Arts Arts Arts
Reading/Literacy/Language Arts
The candidate knows, understands, and uses concepts from
reading, language, and child development to teach reading,
writing, speaking, viewing, listening, thinking skills, and to help Math Math Math
students successfully apply their developing skills to many
different situations, materials, and ideas.
Math Science Science Science
The candidate knows, understands, and uses the major
concepts, procedures, and reasoning processes of
mathematics in the areas of operations and number sense,
geometry, measurement, data analysis and probability, and Social Studies Social Studies Social Studies
algebra. Candidate fosters conceptual understanding and use
of patterns, quantities, spatial relationships, and problem-
solving. Rubric for all Subjects Rubric for all Subjects Rubric for all Subjects
 Exhibits  Is able to discuss and  Consistently discusses and
Science misunderstanding or lack of present instructional content presents instructional content
The candidate knows, understands, and uses fundamental knowledge of instructional accurately and with evidence of accurately and with evidence of solid
concepts in the areas of physical, life, and/or earth and space content. solid understanding. understanding. Is able to elaborate
sciences, as determined by the building science curricula. and include pertinent
Candidate engages students in the science inquiry process,  Prepares  Typically creates information/examples in addition to
introduces them to understandings about science and instructional plans that lack instructional plans that what is in the lesson plans and/or
technology, and helps students understand the natural world. effective steps for incorporate effective steps for teachers’ manuals.
promoting meaningful promoting meaningful learning of  Creates instructional plans
Social Studies learning of the subject the subject matter by students. that consistently incorporate
The candidate knows, understands, and uses the major matter by students. effective steps for promoting
concepts and processes of inquiry from the social studies. The meaningful learning of the subject
candidate integrates age-appropriate studies of history,
geography, the social sciences and other related areas to  Shows willingness to matter by students.
promote the development of students’ abilities to make  Shows minimal update or extend personal  Shows initiative in updating
informed decisions as future citizens of a culturally diverse interest in updating or subject matter knowledge for or extending personal subject matter
democratic society and interdependent world. extending personal subject specific aspects of the teaching knowledge for specific aspects of
matter knowledge for assignment, as needed. the teaching assignment.
specific aspects of the  Is able to elicit student
teaching assignment.  Models interest in the interest in the subject matter,
subject matter and commitment exhibits enthusiasm in teaching the
 Exhibits minimal to teaching the assigned subject. assigned subject, and contributes to
interest in the subject discussions and work with
matter or in teaching the colleagues.
assigned subject
1
2
2. Student Learner Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration
INTASC Principle 2: 1 2 3 4 5
Human Development and Learning Candidate:
 Creates appropriate, supportive classroom culture.
Iowa Teaching Standard #1: Demonstrates  Supports the learning of every student. Has difficulty using teaching Generally demonstrates the ability to Regularly uses teaching practices that
ability to enhance academic performance  Provides age/ability-appropriate learning experiences. practices that are consistent use teaching practices that are are consistent with recommended
and support for implementation of the  Provides opportunities for active learning. with recommended learning consistent with recommended learning principles.
school district’s student achievement goals.  Encourages students to assume responsibility for learning. principles. learning principles.
 Uses student performance as guide for decision making.
Possible Sources of Evidence: Does not appropriately use Displays ability to use students’ ages Regularly uses students’ ages,
 Helps students link new information to prior knowledge.
Lessons plans students’ ages and and developmental levels in making developmental levels, needs, and
 Seeks to discover students’ thinking through discussion and
Lessons observed developmental levels in valid instructional decisions. interests as guides in making valid
active listening.
Revised lesson plans making valid instructional instructional decisions.
Artifacts of student  Uses students’ strengths for growth and errors as decisions.
Teacher materials opportunities.
Conference with candidate  Engages students in varied experiences that promote social Does not demonstrate the Promotes growth and achievement of Promotes growth and achievement of
Observation of interaction and emotional as well as academic growth. ability to promote the growth students. entire class with attention to special
with students and achievement of students needs of individual students.
at this age/level of
development.
Comments
     

3. Diverse Learners Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

Indicators for Consideration
INTASC Principle 3: Diversity in Learning 1 2 3 4 5
Candidate:
Iowa Teaching Standard #4: Uses strategies  Provides for the instructional needs of all students, including
to deliver remedial and enrichment/extension activities as needed.
instruction that  Selects materials and media that match learning styles of Lacks an awareness of the Recognizes and appreciates the Demonstrates a keen awareness of and
meets the multiple individual students. various forms of diversity various forms of diversity among appreciation for the various forms of
learning needs of  Collaborates with resource teachers for students with among students and students’ students and students’ needs. diversity among students and students’
students. exceptional learning needs, including gifted. needs. needs.
 Paces instruction appropriately for varied needs of students.
Possible Sources of Evidence:  Utilizes flexible grouping practices to respond to diverse Regularly anticipates instructional needs
Lessons plans learning needs. Pays minimal attention to Pays attention to instructional needs of individual students, as well as the
Lessons observed  Demonstrates respect for individual, cultural, religious, and instructional needs of of individual students as well as the class in general, and plans learning
Revised lesson plans racial differences. individual students or specific class in general and plans learning experiences accordingly.
Artifacts of student needs of the class in general. experiences accordingly.
 Believes that all students can learn and persists in helping all
Teacher materials
achieve success.
(handouts, tests, etc.)
Conference with candidate
Observation of interaction
with students
Comments
     

3
4
 4. Classroom Environment &
Management
INTASC Principle 5:
Motivation and Management
Iowa Teaching Standard #6: Demonstrates
competence in classroom management.
Possible Sources of Evidence:
Lessons plans
Lessons observed
General classroom observations
Revised lesson plans
Artifacts of student
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Interviews with students
Comments
5. Communication
INTASC Principle 6:
Communication Skills
Iowa Teaching Standard #1g:
Communicates with students, families,
colleagues, and communities effectively and
accurately.
Possible Sources of Evidence:
Lessons observed
General classroom observations
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Interviews with students
Observation of parent/parent-student
conferences
Artifacts of communication
(newsletters, e-mails, notes,
etc.)
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
 Creates a safe and purposeful learning community.
 Encourages students to respect themselves and others. Does not adequately set a Sets a positive classroom tone that Sets a positive classroom tone that
 Empowers students to take responsibility for their own positive classroom tone that makes students feel welcome, makes students feel welcome,
behavior and learning. makes students feel welcome, encourages appropriate interaction, encourages appropriate interaction, and
 Communicates, models, and maintains clear expectations for encourages appropriate and facilitates student involvement in facilitates student involvement in
appropriate student behavior. interaction, and facilitates learning, learning, Anticipates potential problems
 Implements classroom procedures and routines that support student involvement in and plans accordingly.
high expectations for learning. learning,
 Engages all students in productive learning tasks.
Consistently appears comfortable in
 Uses time well in maximizing student learning.
Is unsuccessful in setting setting appropriate expectations for
 Analyzes classroom environment/student interactions,
expectations for student Sets appropriate expectations for student behavior, monitoring, and
addresses behavioral issues, and adjusts classroom organization and
behavior, monitoring, and/or student behavior. Monitors, and addressing issues as they may arise.
expectations as needed.
addressing issues as they addresses issues as they may arise.
may arise.
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
 Models effective verbal and non-verbal communication Communication does not Communication displays adequate Communication displays excellent
strategies. display adequate clarity, clarity, accuracy, and fluency across clarity, accuracy, and fluency across
 Uses precise language, correct vocabulary and grammar, and accuracy, and fluency across modes (e.g., oral, written, nonverbal). modes (e.g., oral, written, nonverbal).
acceptable forms of oral and written expression. modes (e.g., oral, written,
 Solicits comments, questions, examples, and other nonverbal.)
contributions from students throughout lessons.
 Responds positively to student questions and encourages Usually demonstrates successful use Regularly demonstrates successful
active engagement. Does not adequately of communication media to support use of a variety of communication
 Uses questioning strategies effectively. demonstrate successful use of student learning as appropriate to the media to support student learning as
 Utilizes technological resources effectively to engage students communication media to setting. appropriate to the setting.
in varied learning experiences. support student learning as
appropriate to the setting.
 Gives clear, reasonable directions that contain an appropriate
Displays exceptional communication in
level of detail.
Displays positive communication in working with colleagues, families, and
 Provides support for student expression in speaking, writing,
Does not adequately display working with colleagues, families, and others.
and other media.
positive communication in others.
 Communicates with families, colleagues, and community working with colleagues,
effectively and accurately. families, and others.
5
Comments
     

6
6. Planning Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration
INTASC Principle 7: 1 2 3 4 5
Instructional Planning Skills Candidate:
 Bases instruction on goals that reflect conceptual
Iowa Teaching Standard #3: Demonstrates understanding of the subject.
competence in planning and preparing for  Designs appropriate learning activities that are clearly Struggles in designing Usually designs instruction based Consistently designs instruction based
instruction. connected to instructional objectives. instruction based upon solid upon solid knowledge of subject upon solid knowledge of subject
 Utilizes student assessment data, local standards, and district knowledge of subject matter, matter, students, and curricular goals matter, students, and curricular goals
Possible Sources of Evidence: curriculum in planning instruction. students, and curricular goals as appropriate to classroom setting. as appropriate to classroom setting.
Lessons plans  Develops lesson plans that are clear, logical, and sequential. as appropriate to classroom
Revised lesson plans  Uses students’ developmental needs, background, and setting.
Teacher materials interests in planning for instruction. Generally prepares complete lesson Thorough in preparing complete lesson
(handouts, tests, etc.)  Uses available resources, including technology. Fails to prepare lesson plans plans that provide meaningful learning plans that provide meaningful learning
Conferences with candidate and/or prepares lesson plans activities suited to appropriate activities suited to appropriate
 Differentiates lesson plans to provide appropriate learning
Observations of lessons lacking in meaningful learning objectives. objectives.
experiences for all students, especially those with special needs,
activities suited to appropriate
gifted and talented students, and English language learners.
objectives.
 Adjusts plans as necessary in response to student
performance.
Has difficulty in using Is learning to base both short and Bases both short and long term
assessment data in making long term planning decisions on planning decisions on assessment
planning decisions or fails to assessment data. data.
use such data.
Comments
     

7. Teaching Strategies Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 4: Indicators for Consideration 1 2 3 4 5

Variety of Teaching Strategies
Iowa Teaching Standard #4: Uses
strategies to deliver instruction that meets
the multiple learning needs of students.
Possible Sources of Evidence:
Lessons plans
Lessons observed
Revised lesson plans
Artifacts of student
Teacher materials
(handouts, tests, etc.)
Conference with candidate
Comments
Candidate:
 Uses a balanced approach to instruction that includes skills Employs a limited range of Demonstrates effective use of an Consistently, and often independently,
and deep understanding of the concepts and processes. appropriate teaching appropriate range of teaching determines and demonstrates effective
 Uses research-based strategies that address the full range of strategies. strategies. use of a large range of appropriate
cognitive levels. teaching strategies.
 Provides choices in learning activities.
 Engages students in varied experiences that promote social Uses instructional approaches that are
and emotional as well as academic growth. Uses instructional approaches that engaging and well-suited to the
 Demonstrates flexibility and responsiveness in adapting Has difficulty engaging are engaging and appropriate to the learners as well as to curricular goals.
instruction on the spot, as well as in planning. students in learning activities. learners as well as to curricular goals.
 Uses a variety of organization methods as appropriate to Has difficulty Regularly employs strategies that
learning goals (e.g., individual work, partners, cooperative groups, choosing/implementing facilitate higher order/creative thinking.
whole class). strategies appropriate to the Generally employs strategies that
curricular goals. facilitate higher order thinking.
 Integrates creative/critical thinking and problem-solving into
learning activities.
.
Employs strategies focused
solely on retention of
information without attention
to higher order thinking.

7
8
9
8. Assessment of Learning Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary

INTASC Principle 8: Indicators for Consideration 1 2 3 4 5

Assessment
Candidate:
Iowa Teaching Standard # 5: Uses a variety  Utilizes multiple assessment practices congruent with
of methods to monitor student learning. instructional goals, both in content and process. Effectively uses several assessment Consistently demonstrates effective
 Monitors student understanding on an ongoing basis and Has difficulty using tools, including development, use of a variety of assessment tools,
Possible Sources of Evidence: adjusts teaching when necessary. assessment tools, including administration, scoring, and feedback including development, administration,
Lesson plans  Effectively uses both teacher-made and standardized tests as development, administration, as needed. scoring, and feedback as needed.
Revised lesson plans appropriate. scoring, and feedback as
Teacher materials  Uses student products as a source for assessment and needed.
(assignments, tests, etc.) instructional decisions. Organizes and maintains assessment
Student projects  Provides prompt and meaningful feedback to students about Organizes and maintains assessment records to provide clear and useful
Student portfolios performance and progress. records to provide clear and useful information about student progress.
Student self-assessment  Demonstrates competence in the use of acceptable information about student progress.
Peer assessment grading/scoring practices in recording and reporting student Does not organize and
Student interview achievement. maintain adequate Consistently uses results of
Data on student work assessment records. assessment to adapt ongoing
 Maintains and uses organized records of student progress for
Outcomes of instruction Uses results of assessment to adapt instruction to support individual and
instructional decisions.
Standardized tests ongoing instruction to support group needs.
 Communicates clear expectations for learning to students and
individual and group needs.
parents.
 Uses pre-assessment data in developing expectations for Does not adequately use
students and as a basis for documenting learning gains. results of assessment to
 Provides opportunities for students to contribute to the adapt ongoing instruction.
development of criteria and standards as appropriate.
Comments
     

10
9. Professional Growth/Reflective
Teaching
INTASC Principle 9:
Reflection and Responsibility
Iowa Teaching Standard # 7: Engages in
professional growth.
Possible Sources of Evidence:
Revised lesson plans
Discussions/conferences with
candidate
Observation of interactions with
students
Candidate journals
Comments
10. Professional Responsibilities
INTASC Principle 10:
Relationships and Partnerships
Iowa Teaching Standard # 8: Fulfills
professional responsibilities established by
the school district.
Possible Sources of Evidence:
Observation of candidate with parents
Observation of candidate with
colleagues
Involvement in building committees
Involvement with community agencies
(when appropriate)
Comments
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
 Evaluates and identifies areas of personal strength and Seldom evaluates the effects Evaluates the effects of his/her Consistently evaluates the effects of
weakness related to professional skills and their effect on student of his/her choices and actions choices and actions on himself/herself his/her choices and actions on
learning. on himself/herself and others and others (students, parents, and himself/herself and others (students,
 Sets and works toward goals for improvement of skills and (students, parents, and other other professionals in the learning parents, and other professionals in the
professional performance. professionals in the learning community). learning community).
 Applies research, knowledge, and skills from professional community).
development opportunities and current literature to improve practice. Requests suggestions from
 Collaborates with colleagues to improve and enhance May resist suggestions from Is open to suggestions from cooperating teacher and supervisor,
instructional knowledge and skills. cooperating teacher or cooperating teacher and supervisor. but seldom needs such suggestions.
 Uses classroom observation and information about students to supervisor.
evaluate learning and, thus, teaching. Consistently models active learning for
 Revises classroom practice based on reflection and feedback. students and seeks opportunities for
Seldom models active Models active learning for students his/her own professional growth.
 Demonstrates habits of continuous inquiry and learning.
learning for students and and seeks opportunities for his/her
 Actively seeks out opportunities to grow professionally. rarely seeks opportunities for own professional growth.
his/her own professional
growth.
Not Met/Unacceptable Met/Acceptable Met with Strength/Exemplary
Indicators for Consideration 1 2 3 4 5
Candidate:
 Adheres to school policies, district procedures, and Has difficulty interacting with Interacts with others respectfully, Interacts with others respectfully,
professional obligations and responsibilities. others respectfully, sensitively, and positively in fulfilling sensitively, and positively in fulfilling all
 Demonstrates professional and ethical conduct as defined by sensitively, and positively in all aspects of the teaching role. aspects of the teaching role.
state law and individual school district policy. fulfilling all aspects of the
 Contributes to efforts to achieve district and building goals. teaching role. Shows initiative in establishing strong
 Demonstrates an understanding of and respect for all learners, Establishing positive working working relationships in the school
families, and staff. Does not establish necessary relationships in the school setting. setting. Displays characteristics of
 Collaborates with students, families, colleagues, and working relationships in the professional leadership.
community to enhance student learning. school setting.
 Responds promptly to parental concerns. Exhibits a high degree of
professionalism, comparable to that
 Initiates communication with parents or guardians concerning
Exhibits professionalism in personal expected of an early-career teacher.
student progress or problems in a timely manner.
Does not exhibit an adequate demeanor, in the classroom, and in
 Is sensitive to the social and cultural background of students
degree of professionalism in interactions with others.
and parents.
personal demeanor, in the
classroom, and/or in
interactions with others.
11