Both university supervisors and clinical faculty members will use this form during each formal evaluation. Each performance indicator should be evaluated by selecting Distinguished, Proficient, Basic, Unsatisfactory or Not Applicable. Observers should provide positive suggestions for any performance indicator that is at the unsatisfactory level. All performance indicators must be observed at least once for the successful completion of the student teaching internship.
Levels of performance for this evaluation were adapted from Charlotte Danielson 2011 Framework for Teaching to align with the 2011 revised InTASC.
Distinguished - Displays extensive and subtle understanding of how students learn and applies this knowledge to individual students.
Proficient - Takes initiative to teach developmental appropriate practices going beyond the textbook.
Basic - Displays basic and correct content knowledge.
Unsatisfactory - Makes errors; does not correct errors of students or self; lacks initiative to research content.
Distinguished - Goals/outcomes are clear and written in the form of student learning. Outcomes reflect several types of learning and, where appropriate, represent opportunities for integration. Outcomes take into account the varying needs of individual students.
Proficient - Goals/outcomes are clear, written in the form of student learning. Outcomes reflect several types of learning and opportunities. Outcomes take into account the varying needs of groups of students.
Basic - Consists of a combination of outcomes and activities. Outcomes reflect several types of learning, but intern has made no attempt at integration. Most of the outcomes are suitable for most of the students in the class.
Unsatisfactory - Goals/Outcomes represent low expectations for students and lack of rigor, nor do they all reflect important learning in the discipline. Outcomes are stated as activities, rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand, and are suitable for only some students.
Distinguished - Actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.
Proficient - The intern also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs for groups of students.
Basic - Indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs for the class as a whole.
Unsatisfactory - Demonstrates little or no understanding of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding.
Distinguished - Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.
Proficient - There is little loss of instructional time due to effective classroom routines and procedures. The management of instructional groups and/or the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines.
Basic - Some instructional time is lost due to partially effective classroom routines. The management of instructional groups, transitions, and/or the handling of materials and supplies are inconsistent. With regular guidance and prompting, students follow established routines.
Unsatisfactory - Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the intern managing instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines.
Distinguished - Classroom interactions among the intern and individual students are highly respectful, reflecting genuine warmth, care, and sensitivity to students as individuals and the intern.
The net result of interactions is that of connections with students as individuals.
Proficient - Intern-student interactions are friendly and demonstrate general caring and respect. Students exhibit respect for the intern.
Intern responds successfully to disrespectful behavior among students. The net result of the interactions is respectful, but business-like.
Basic - Interactions, both between the intern and students and among students, may occasionally reflect inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Intern attempts to respond to disrespectful behavior, with uneven results.
Unsatisfactory - Patterns of classroom interactions, both between the intern and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Intern does not deal with disrespectful behavior.
Distinguished - Students take an active role in their own behavior and that of other students against standards of conduct. Intern’s monitoring of student behavior is subtle and preventive. Intern’s response to student misbehavior is sensitive to individual student needs.
Proficient - The intern monitors student behavior against established standards of conduct. Intern response to student misbehavior is consistent, proportionate and respectful to students and is effective.
Basic - Standards of conduct appear to have been established, but their implementation is inconsistent. Intern tries, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct.
Unsatisfactory - There appear to be no established standards of conduct, and little or no intern monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive, or disrespectful of student dignity.
Distinguished - Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs and available resources, resulting in a series of learning activities engaging students in high-level cognitive activity. These are differentiated, as appropriate, for individual learners.
Proficient - Intern coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcome. The learning activities represent cognitive challenge, with some differentiation for different groups of students.
Basic - Some of the learning activities and materials are suitable to the instructional outcomes, and represent a moderate cognitive challenge, but with no differentiation for different students.
Unsatisfactory - The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations.
Distinguished - Directions and procedures are clear and anticipate possible student misunderstanding. Intern’s explanation of content is thorough and clear. Students contribute to extending the content, and in explaining concepts to their classmates. Intern’s spoken and written language is expressive, and the intern finds opportunities to extend students’ vocabularies.
Proficient - Directions and procedures are explained clearly. Intern’s explanation of content is well scaffolded, clear and accurate. During the explanation of content, the intern invites student intellectual engagement. Intern’s spoken and written language is clear and correct. Vocabulary is appropriate to the students’ ages and interests.
Basic - Directions and procedures must be clarified after initial student confusion. Intern’s explanation of the content may contain minor errors. Intern’s explanation consists of a monologue. Intern’s spoken language is correct; however, vocabulary is limited, or not fully appropriate to the student’s ages or backgrounds.
Unsatisfactory - The directions and procedures are confusing. Intern’s explanation of the content contains major errors. The intern’s spoken or written language contains errors of grammar or syntax. Vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.
Distinguished - Enhances learning, building on a spontaneous event or student interests. Successfully adjusts and differentiates instruction to address individual student misunderstandings. Intern persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community.
Proficient - Promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs and interests. The intern persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.
Basic - Intern attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Intern accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon.
Unsatisfactory - Intern adheres to the instruction plan in spite of evidence of poor student understanding or students’ lack of interest. Intern ignores student questions; when students experience difficulty. The intern blames the students or their home environment.
Distinguished - Assessment is integrated into instruction, through extensive use of formative assessment. Students self-assess and monitor their progress. A variety of feedback, from both the intern and peers, is accurate, specific, and advances learning. Questions/prompts are used regularly to diagnose evidence of learning by individual students.
Proficient - Assessment is regularly used during instruction, through monitoring of progress of learning by intern and/or students, resulting in accurate, specific feedback that advances learning. Some students engage in self-assessment. Questions/prompts are used to diagnose evidence of learning.
Basic - Assessment may be used to support instruction, through some monitoring of progress of learning. Feedback to students is general, and students appear to be only partially aware of the assessment criteria. Questions/prompts are rarely used to diagnose evidence of learning.
Unsatisfactory - There is little or no assessment or monitoring of student learning; feedback is absent, or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment.
Distinguished - Plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as intern use of the assessment information. Intern intends to use assessment results to plan future instruction for individual students.
Proficient - Plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Intern has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Intern intends to use assessment results to plan for future instruction for groups of students.
Basic - Some of the instructional outcomes are assessed through the proposed approach. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Intern intends to use assessment results to plan for future instruction for the class as a whole.
Unsatisfactory - Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Intern has no plan to incorporate formative assessment in the lesson or unit, nor any plans to use assessment results in designing future instruction.
Distinguished - Intern’s knowledge of resources for classroom use, for expanding one’s own knowledge, and for students is extensive, including those available through the school or district, in the community, professional organizations, and on the Internet.
Proficient - Intern displays awareness of resources available for classroom use, for expanding one’s own knowledge, and for students through the school or district and external to the school and on the Internet.
Basic - Intern displays basic awareness of resources available for classroom use, for expanding one’s own knowledge, and for students through the school, but no knowledge of resources available more broadly.
Unsatisfactory - Intern is unaware of resources for classroom use, for expanding one’s own knowledge, or for students available through the school or district.
Distinguished - Prepares complete and cohesive lessons aligned to the standards, resulting in a series of learning activities to engage students in high-level cognitive activity. These are differentiated, as appropriate, for individual learners. Instructional groups are varied as appropriate, with some opportunity for student choice. The lesson’s unit structure is clear and allows for different pathways according to diverse student needs.
Proficient - Coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and standards. The learning activities have reasonable time allocations, significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure with appropriate and varied use of instructional groups.
Basic - Some of the learning activities and materials are suitable to the instructional outcomes, and represent a moderate cognitive challenge, but with no differentiation for different students. Instruction partially support the instructional outcomes. The lesson or unit has a recognizable structure with uneven progression. Most time allocations are reasonable.
Unsatisfactory - The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety.
Distinguished - The pacing of the lesson provides students the time needed to engage intellectually and reflect upon their learning, and to consolidate their understanding.
Proficient - The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
Basic - The pacing of the lesson may not provide students the time needed to be intellectually engaged.
Unsatisfactory - The pace of the lesson is too slow or rushed. Few students are intellectually engaged or interested.
Distinguished - Students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher. Learning tasks and activities are fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry, and student contributions to the exploration of important content. Students may have some choice in how they complete tasks and may serve as resources for one another.
Proficient - The learning tasks and activities are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with intern scaffolding to support that engagement.
Basic - The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most students to be passive or merely compliant.
Unsatisfactory - The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes, or require only rote responses.
Distinguished - Uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
Proficient - May use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. Intern creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Intern successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Basic - Intern’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively the intern attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Intern attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.
Unsatisfactory - Intern’s questions are of low cognitive challenge, single correct responses, and asked in rapid succession. Interaction between intern and students is predominantly recitation style, with the intern mediating all questions and answers. A few students dominate the discussion.
Distinguished - Intern integrates technology to prepare today's students need to analyze, learn, and explore. Intern includes digital age skills, vital for preparing students to work, live, and contribute to the social and civic fabric of their communities.
Proficient - Intern knows and includes and integrates some technology to help students learn and explore. Intern includes digital skills preparing students for completion of work in a classroom environment.
Basic - Intern limits technology to help students learn or deliver content. The integration is limited to static technology replacing the textbook with no student interaction.
Unsatisfactory - There is no use of technology or integration of technology as a strategy to learn and assess. The limited technology is not enhancing student learning.
Distinguished - Makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Intern offers specific alternative actions.
Proficient - Makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Intern makes a few specific suggestions about how to improve the lesson.
Basic - Has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Intern makes general suggestions about how a lesson could be improved.
Unsatisfactory - Does not know whether a lesson was effective or achieved its instructional outcomes, or intern misjudges the success of a lesson. Intern has no suggestions for how a lesson could be improved.
Distinguished - Intern is reliable, holds the highest standards of honesty, integrity, and confidentiality, complies with school/district regulations, and takes a leadership role with colleagues. Intern is proactive in serving students, seeking out resources when needed. Intern makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school.
Proficient - Intern displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Intern is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Intern complies fully with school and district regulations.
Basic - Intern is honest in interactions with colleagues, students, and the public. Intern’s attempts to serve students are inconsistent, and does not knowingly contribute to some students being ill served by the school. Intern complies minimally with school and district regulations, doing just enough to get by.
Unsatisfactory - Intern displays dishonesty in interactions with colleagues, students, and the public. Intern is not alert to students’ needs and contributes to school practices that result in some students being ill served by the school. Intern does not comply with school and district regulations.
Distinguished - Relationships are characterized by mutual support and cooperation. Intern takes a leadership role in promoting a culture of professional inquiry. Intern volunteers to participate in school events and district projects, and assumes a leadership role in at least one aspect of school or district life.
Proficient - Relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Intern volunteers to participate in school events and in school and district projects, making a substantial contribution.
Basic - Intern maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Intern becomes involved in the school’s culture of professional inquiry when invited to do so. Intern participates in school events and district projects when asked.
Unsatisfactory - Intern’s relationships with colleagues are negative or self-serving. Intern avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Intern avoids becoming involved in school events or school and district projects.
Distinguished - Intern’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Intern’s efforts to engage families in the instructional program are frequent and successful.
Proficient - Intern communicates frequently with families about the instructional program and conveys information about individual student progress. Intern makes some attempts to engage families in the instructional program; as appropriate. Information to families is conveyed in a culturally appropriate manner.
Basic - Intern makes attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. But communications are one-way and not always appropriate to the cultural norms of those families.
Unsatisfactory - Intern communication with families, about the instructional program, or about individual students, is sporadic or culturally inappropriate. Intern makes no attempt to engage families in the instructional program.
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Director of Field Experiences
Black Hills State University, 1200 University St., Spearfish, SD 57799, (800) 255-2478 | © 2011
Monday, December 09, 2013