Professional Education Unit Field Experience Evaluation
Directions: Please rate the teacher candidate’s performance during the field experience using the following rubric, and answer the questions at the bottom of the form. Use the indicators specified in the rubric to help guide your rating of candidate performance. The rating scale reflects the following levels of performance:
- Approaches / does not meet expectations: The candidate only partially succeeds in performing at an acceptable level.
- Meets expectations: This is the minimum level of acceptable candidate performance. Candidates must be able to demonstrate their proficiencies to understand and apply knowledge and skill appropriate to their professional field of specialization so that learning and development opportunities for all P-12 students are enhanced.
- Exceeds expectations: The candidate’s performance exceeds expectations
The teacher candidate understands how learning and development varies amongst students
- Teacher candidate has misconceptions of student learning styles and backgrounds.
- Teacher candidate applies understanding of student differences by responding to learning cues appropriately.
- Teacher candidate applies understanding of student differences by providing appropriate guidance and differentiation of learning experiences for all learners.
The teacher candidate understands the concepts of the discipline
- Teacher candidate’s representations of content contain errors or conceptual relationships that are inaccurate or incomplete.
- Teacher candidate’s representations of content contain essential understanding of concepts in the discipline.
- Teacher candidate demonstrates mastery of content by creating opportunities for students to learn, practice, and master comprehensive concepts of the discipline.
The teacher candidate uses instructional strategies that deepens learner understanding of content, and builds skills to apply knowledge in meaningful ways
- Teacher candidate’s instructional strategies are inappropriate to develop student competencies.
- Teacher candidate’s instructional strategies include appropriate learning tasks and prompts to deepen student understanding of content.
- Teacher candidate’s instructional strategies include appropriate learning tasks adapted to the abilities of the students that deepen understanding of content, and build skills to apply knowledge in meaningful ways.
The teacher candidate reflects on practice
- Teacher candidate does not reflect on practice.
- Teacher candidate is defensive towards constructive feedback. Teacher candidate reflects on practice, and uses evidence to make general suggestions as to how a lesson could be improved.
- Teacher candidate accepts constructive feedback. Teacher candidate reflects on practice, and is able to identify specific strengths and weaknesses based on evidence. Teacher candidate seeks and welcomes constructive feedback.
The teacher candidate positively impacts P-12 learning
- Teacher candidate does not contribute to student learning
- Evidence suggests students met their expected levels of student learning growth, and had access to rigorous college- and career-ready standards
- Evidence suggests students exceed expected levels of student learning growth, and had access to rigorous college- and career-ready standards
The teacher candidate exhibits a positive outlook
- Teacher candidate exhibits one or more negative outlook behaviors on a regular basis, such as complaining, a focus on negative aspects of a situation, offering non-constructive negative feedback, or appearing sullen
- Teacher candidate exhibits behaviors reflective of positive outlook regularly, such as making optimistic statements and verbally encouraging others. The candidate rarely exhibits negative outlook behaviors.
- Teacher candidate exhibits behaviors reflective of positive outlook every day, such as making optimistic statements, verbally encouraging others, and purposefully engaging others in positive ways. The candidate never exhibits negative outlook behaviors.
The teacher candidate exhibits respect towards others
- Teacher candidate struggles with receiving feedback in a respectful manner, or maintains negative relationships.
- Teacher candidate’s respectful behavior facilitates collaborative interactions to meet the needs of learners.
- Teacher candidate models respectful behavior that facilitates collaborative interactions to meet the needs of learners. The candidate may be purposeful in maintaining relationships to create an environment that facilitates respect among others.
The teacher candidate exhibits intellectual integrity
- Teacher candidate makes judgements or exhibits behavior that contradict class or school policies, which may lead to a lack of trust.
- Teacher candidate’s judgements and behavior are consistent with the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school.
- Teacher candidate models the ethical codes of conduct and policies of the College (such as the professional dispositions policy) and host school, and makes equitable judgements based on the best available data. The candidate models honesty and fairness.
The teacher candidate exhibits dedication
- Teacher candidate submits work late, or fails to communicate over a significant period of time.
- Teacher candidate completes all responsibilities in a timely manner, and engages in professional learning, or in an active role on the instructional team.
- Teacher candidate completes all responsibilities and tasks in a timely manner, and takes initiative when appropriate; the candidate is proactive in seeking professional learning, or ways to enhance student learning.
The teacher candidate exhibits self-awareness
- Teacher candidate is unaware of how their language and actions affects others.
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language.
- Teacher candidate exhibits an awareness of how their communication affects others by using objective and inclusive language that creates a shared understanding. Teacher candidate recognizes their own gaps in knowledge, skills, and experiences. The candidate makes an effort to understand multiple perspectives or opposing viewpoints
The teacher candidate exhibits professionalism
- The candidate has had inconsistent attendance or unexcused absences, is distracted from teaching by their electronic devices, or their dress does not adhere to school guidelines.
- The candidate adheres to College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices.
- The candidate models College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices. Professional behaviors facilitate an environment focused on student learning.
Please respond to the following yes/no questions:
- Did the candidate lead or teach at least one activity or lesson?
- Did the candidate review their lesson plan(s) with you prior to teaching the lesson?
- Were you able to observe the lesson and provide feedback to the candidate to discuss areas of strength as well as areas in need of improvement?
- I verify that the teacher candidate completed at least 50 hours of field experience over a ten week period.
- I verify that the teacher candidate gained experience working with English Language Learners.
- In my professional opinion, this teacher candidate is adequately prepared to continue to the next phase of the program. If you respond ‘no’, please note your concerns and reservations in the comment space below.
- If timing, my schedule, or district policies permitted, I would be willing to work with this teacher candidate for student teaching.